Newport, Co. Mayo

Phone 098-41442

E-Mail newportmayo.ias@eircom.net

Holy Family National School Policy on Equality of Opportunity

for male and female staff and students
(Education Act ’98.9(e)

Equality of Access and Participation (Equal Opportunities)
It is the policy of Holy Family School to promote and support key principles of equality, including gender equality, in our school. We believe in equality of access to and participation in the school by all students, including those with disabilities or who have other special educational needs.

Aims: To ensure:

The purpose of this policy is:
to comply with the Education Act (1998), Equal Status Act (2000), and Employment  Equality Act (1998);
to promote a sense of ownership and belonging in our school community;
to promote the principles of equality and justice within our school community.

Rationale for this policy:
There are particular pupils whose participation in school life may be restricted due to a variety of circumstances, e.g. physical disability, medical condition, learning disability, literacy level of parents, family background of social or economic disadvantage. Our school policy to enable all our pupils to equality of access and participation in education, and to promote the principles of justice and equality for all, accords with the characteristic spirit of our school, which is one of inclusion. Our school is committed to enabling each person to participate in all school-related activities. Holy Family National School is committed to the preparation of pupils for life in a multi-cultural society, and to promoting the values of respect for all.
Our school vision/mission/ aims/ethos support and promote the principles of equality of access, opportunity and participation by all in the school community. Our vision statement is inclusive and respectful of difference.

Organisational Areas
Enrolment:  All pupils are welcome to enrol in our school irrespective of race, religion, membership of Traveller community, family status, gender, sexual orientation, or disability. Our school community is familiar with the Equal Status Act 2000. Pupils are placed in age-appropriate classes. Arrangements are made for pupils who do not wish to participate in Religion classes/RSE lessons. The characteristic spirit of our school is explained to parents so that they are aware of the religious denomination of the school and its reflection in the curriculum offered and the organisation of the school. The enrolment form takes into account that parents may be separated or divorced, or single-parent families. 

Staff: Our Board of Management is an equal opportunities employer, i.e. it does not discriminate against any application for a position (or continuation in employment, training opportunities, promotion etc.) in the school based on the nine grounds as set out in the Equal Status Act (age, member of Traveller community, sexual orientation, family status, marital status, disability, gender, religion, race). Procedures for promotional posts within the school are known to all (I.N.T.O. handbook/CD). The format as outlined in the CPSMA Board of Management for the advertisement and selection of staff is known and followed.

Home/School Liaison: Where parents are separated or divorced, the procedure in our school is to report on pupil progress to both individually. For parents who may not be able to read, reports are given orally. On enrolment, and through meetings and circulars, the school communicates to parents (of differing race, nationality, religion, members of the Travelling community) the role of the school, the expectations of the school, the expected role of parents etc. Through two-way communication, the school tries to be aware of differing child-rearing practices and different expectations parents have for children. The teachers make non-national parents aware of language development, the need to continue speaking the child’s first language at home while at the same time assisting the child to learn the language of the school.
Our school book grant enables us to assist parents who cannot afford to pay the book bill. Our ‘Giving Children an Even Break’ /DEIS grant enables us to assist parents who cannot afford the school uniform, school outings, etc. Gender issues in relation to the wearing of the uniform: Girls are allowed to wear trousers that accord with school uniform style and colours. All parents are aware of the Education Welfare Act (2000) and issues relating to attendance as mentioned in the Act. Our school’s Healthy Eating Policy accommodates the dietary requirements/restrictions of pupils. Our Code of Behaviour and Anti-Bullying Policy promotes respect for all.

Good Classroom Practice by Teachers in Our School:
Discussion:            Teachers ensure that both girls and boys partake equally in classroom discussions on all topics.
Games:                   Boys and girls partake equally in sport and games.
Language:              Neutral terms are used, e.g. ‘artificial’ instead of ‘manmade’, ‘chairperson’ instead of ‘chairman’.
Drama:                    Role reversal and non-traditional role models are introduced into drama, stories, fairy tales, etc.
Skills:                      We aim to develop spatial skills equally among girls and boys.
Caring:                    It is school practice that boys and girls equally are encouraged to look after younger children.
Play:                        Every child is encouraged to try out new and non-traditional activities, e.g. computers, crafts, building, cooking, tidying-up.
In giving homework, our teachers take into consideration Special Educational Needs, Disability, etc. The school caters for children who are learning English for the first time by immersing them in the language in school.  We encourage non-English speaking children to speak English.  Such children will be given the prescribed homework as given to the general class when the teacher deems their English to be of such a standard as to enable them to do so. In assigning homework, the teacher considers the access that the child has to the materials required for tasks set (e.g. surfing the net needs I.T. access, reference books, etc.). When necessary, the teacher supplies resources: library books, etc.

Tours and School-organised Events:
All pupils have equal opportunity to participate in school tours and school-organised outings (wheelchair transport and access, cost, etc.). The educational needs of all pupils, including those with a disability or other special educational needs are identified and provided for, under Section 9(a) of the Education Act 1998. All pupils can avail of the extra-curricular activities promoted by the school, and there are no obstacles of cost or access.

Staff Development: Our teachers are aware of what equality involves, the principles of equality education, and the methodologies advocated for its success, by differentiating the curriculum etc. The teachers support each other by sharing information/material/resources, and by sourcing material from organisations that can offer support.

Assessment: Assessments are equally suitable for all children in the school.

Transition to Post-Primary: All pupils are encouraged to continue their education to post-primary level. There are school arrangements in place to assist successful transition to post-primary school.  Mrs. Smith consults with Sixth Class Teacher to arrange preparatory talks for pupils about to graduate to secondary school.

Curriculum:
General: All children access all areas of the curriculum. The school actively promotes all children to achieve their full potential in academic, sporting, and extra-curricular activities. Teachers try to ensure that each child is engaged in intellectually-stimulating work appropriate to his/her intellectual ability. Children are encouraged to use their first language. Children are given opportunities to explore the other language(s) of the classroom and to learn a little of that language. Correctness and communication are emphasised when the child starts to speak English. The school makes alternative arrangements for a pupil in the event of parents having an objection to their child taking part in certain areas of the curriculum (religion, swimming, making of crib, etc.), by giving an alternative activity, sending child to another classroom, or other way. Various teaching methodologies are employed in the classroom to support integration and promote equality of participation—circle time, co-operative learning, projects, groupings, etc. Teachers can identify specific lessons in each curricular area that would support and promote respect for diversity, and utilise same. We treat pupils with disabilities differently only if the disability is making provision of educational services impossible to other students or having a seriously detrimental effect on that provision.
Gaeilge: Some children are exempt from Irish under Circular 12/96. These children are given other work to do during Irish class. The psychologist is aware of this circular when assessing a child. The school tries to assist parents in supporting their child in learning Irish by making them aware of adult Irish classes, and encouraging them to support Irish cultural activities.
English: The principles of equality and respect for diversity are reflected in the textbooks used by the pupils. There is support for pupils and parents whose mother tongue is not English. In oral language, all our pupils get an opportunity to partake, debate, justify, etc. In the print-rich environment of the school, we reflect and promote diversity. Opportunities are given to analyse the media coverage of key news stories from other countries. The school aims to build knowledge of the vocabulary of rights. In creative writing, opportunities are given to pupils to use their imaginations and to write about their opinions. Language is a springboard for other pupils to share their language with English-speaking pupils.
Maths: International currencies are discussed, measures may not be metric, commonality of numeration and number operations are taught. Statistics, proportional representation in elections, graphs are used in senior classes.
SESE: --History: There is a balance between hero and heroine, in the portrayal of perpetrators, in the principal characters in history. Pupils/parents, born outside Ireland, are encouraged to prepare a brief history of their country of origin. Topics such as slavery, war, child labour, emigration, Universal Declaration of Human Rights, etc. are discussed and taught in accordance with the age and experience of the child.
Geography: People from other countries, food produced in other countries, cultures, national flags, national dress, terrain and physical geography, climates, etc. form lesson content. 
Science: Flora and fauna of other countries, food of other countries, role of environmental agencies form part of lesson content. 
SPHE: Many opportunities present under the strands Myself and Others, Myself and the Wider World, and the strand unit Media Education. 
Religion: Understanding other religions, commonality of other religions, struggle for the freedom of belief, etc.
Arts Education—Music: Music and songs from other countries, instruments, folk music, reggae, international aspect of music, freedom songs, labour songs, etc. are taught and discussed. Drama: International and cultural topics, role-play activities are carried out.  Art: Famous artists, examples of ethnic art, international aspect of art, are discussed. Parents and visitors are invited to demonstrate traditional crafts, dress and patterns, pottery, etc. for such events as Heritage Week.
P.E.: Famous international sports persons, traditional games and their country of origin, dance, Special and Para Olympics, etc. are discussed. Our school has separate changing facilities for boys and girls in the football field dressing rooms. We provide different treatment that is reasonably necessary on grounds of gender, age or disability in relation to the provision or organisation of sporting events or facilities.

Success Criteria:

Roles and Responsibilities:
Teaching staff have responsibility in differentiating the curriculum to reflect the principles of this policy.
Teachers, staff, parents and community have responsibility in supporting the policy.
The Board of Management has responsibility in supporting the policy, and in providing the identified resources.