To enact the school’s Racial Equality Policy in our daily teaching and learning, and in our relationships with children and their families, through Community Cohesion (British Values).
To enhance, enrich and celebrate everyone’s knowledge and understanding of cultural diversity across the whole curriculum.
To ensure the positive inclusion of all pupils, irrespective of ethnicity or culture.
Teaching and Learning
Our teaching and learning strategies will:
- value cultures of ethnic minority pupils by being integrated into the curriculum.
- ensure that all pupils develop to their full potential.
- create an ethos where racist/sexual remarks are challenged, including those made by staff and other adults.
- ensure that displays reflect a multicultural society.
- celebrate cultural diversity as a positive and enriching aspect of school life.
- value equally all languages spoken.
- value experiences of ethnic minority children.
- invite adults from a variety of ethnic and cultural groups, those represented within our pupil body, the European Community, and the wider world, to share with everyone stories, etc., sometimes in their first language.
- to support community cohesion (British Values) so that children and parents alike feel valued and welcome in the school environment.
At class level:
All learners bring different experiences and perceptions of their world to the learning situation. It is, therefore inappropriate to treat all learners in the same way.
- begin their teaching from where all pupils are in terms of their experiences and understanding.
- ensure that all resources, including home corners, books and equipment reflect a multicultural society.
- discard books that have evidence of prejudice, tokenism and stereotyping.
- foster use of first hand experiences through social contacts with members of ethnic minority communities, visits to places of interest, etc.
- develop empathy through role play, drama, discussion, stories, pictures, music, movement, art, craft, RE and humanities.
- introduce balanced and relevant knowledge.
- draw examples from many cultures.
- show in their planning opportunities to support and extend the learning of ethnic minority children.
- feel free to talk using their first language and be positively encouraged to do so at home and at school.
- where possible and appropriate, other languages should be displayed and given equal prominence with English.
- be given English as an Additional Language support where possible from within our own resources and the Standards Fund, by providing regular input from trained support staff.
- be given ample opportunity to listen to and assimilate the English language.
- have access to books and materials that reflect that multicultural nature of the school/community and promote positive images of ethnic minority groups.
More than one major religion is represented in school and these should be seen to be valued. Festivals and customs should be observed as much as possible, with first hand experience where appropriate. Stories from all religions should be told.
The Core Curriculum
Maths is an international language with symbols and operations being the same the world over. Bilingual children may be able to count in other languages, using alternative number systems which children should be encouraged to share.
Teachers will; where appropriate:
- use number cards/charts reflecting other languages/numbers and cultures.
- select examples and materials which relate to the cultural backgrounds of all pupils.
- show EMA (Ethnic Minority Achievement) provision in their weekly planning.
- use pupils’ own experiences as a basis for learning so that they can genuinely be agents of that learning.
- use different social contexts, e.g. in relation to diet, nutrition, energy and health.
- use books/materials which include examples of successes of people from a variety of ethnic groups.
- show EMA provision in their weekly planning.
As far as possible children should begin to acquire:
- a firmly based, but flexible and developing linguistic and cultural identity.
- an awareness of some of the basic properties of human languages and their role in societies.
- a respect of other languages and an understanding of the interaction of cultures in society.
- a willingness and capability to overcome communication barriers.
- show EMA provision in their weekly planning.
Dual language and single language books should be included in school/class libraries.
English should develop parity of esteem for all world languages and use ethnic minority languages to support language acquisition and development of all students.
The Wider Curriculum
Teachers will seek to positively raise racial esteem, address issues that have a global perspective and increase the number and quality of resource materials and contextual situations. This will enhance the skills in young people to develop cultural and aesthetic awareness and further promote a real understanding of the state and nature of human interdependence.
Monitoring and Evaluation
Monitoring and evaluation of the implementation and effectiveness of our Multicultural Education Policy will occur through aspects of the policy being identified as a focus area within our M & E Schedule (see Monitoring and Evaluation Policy).
Roles and Responsibilities
The Inclusion Manager together with the Headteacher and the Governing Body’s Environment Committee is responsible for the review of the policy. The Inclusion Manager will keep abreast of current thinking on Multicultural Education and communicate these ideas to the school staff.
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