BISHOP CHALLONER

CATHOLIC COLLEGIATE SCHOOL

POLICY : RACE EQUALITY

Introduction
Under the Race Relations (Amendment) Act 2000, every school in Britain is required
to prepare and maintain a written race equality policy. Bishop Challoner Catholic
Collegiate School welcomes this duty.

The policy has been compiled in accordance with ‘The Code of Practice on the Duty
to Promote Race Equality’ (CRE December 2001). This policy is informed by CES
‘Guidance for Schools on the Legal Requirements to Promote Race Equality’ (June
2002) in addition to the Tower Hamlets’ document ‘Dealing with Racist Incidents in
Schools – Guidelines for Schools in Tower Hamlets’ (April 2002). The policy reflects
concerns and concepts in ‘The Future of Multi-Ethnic Britain’ (‘The Parekh Report’
2000) and the Stephen Lawrence Inquiry (‘The Macpherson Report’ 1999). Both of
these argued that the promotion of race equality necessarily involves also the
recognition of cultural diversity. The policy reflects these arguments.

This policy is consistent with the requirements and expectations of Ofsted, as

presented in’Evaluating Educational Inclusion: guidance for inspectors and schools
issued in 2000, and ‘Raising the Attainment of Minority Ethnic Pupils:school and
LEA responses 1999.
(The terms used in this report are defined in Appendix A)

Context of Bishop Challoner from a Race Equality

Perspective
Bishop Challoner Catholic Collegiate School is an 11–18, Voluntary Aided school. We
are the first federated school consisting of a 6 Form Entry Girls school, a mixed Sixth
Form and an 11-16 Boys school. We are a richly multi-cultural school. The student
intake is 54% White with the next largest grouping being Afro-Caribbean (40%).
There are smaller numbers of Asian, Chinese and other students. We currently boast
50 mother tongues.
The intake contrasts markedly with the make up of the local community which is
predominantly Bangladeshi and of the Muslim faith. Our intake is determined by our
Admissions Policy which reflects the Catholic nature of the school.
The level of racist incidents within the school over the last year is low . This is
predominantly due to the Catholic nature of the school which strongly emphasizes the
value of harmonious relationships within a Multicultural Caring Catholic Community

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Aims
We aim to:
• promote equality of opportunity
• promote good relations between members of different racial, cultural and
religious groups and communities
• challenge racial discrimination aiming to eliminate unlawful discrimination

Guiding principles
As a Catholic School, Bishop Challoner has a commitment to fostering a particular
ethos in the school. We aim to develop in the students the qualities and attitudes of a
Christian way of life and an awareness of belonging to both a particular local and also
an international Christian community; but a community with obligations towards all
those whom its members come into contact.

Every student should have opportunities to achieve the highest possible standards, and
the best possible qualifications for the next stages of their life and education.

Every student should be helped to develop a sense of personal and cultural identity
that is confident and open to change, and that is receptive and respectful towards other
identities.

Every student as part of a should develop the knowledge, understandings and skills
that they need in order to participate in Britain’s multi-ethnic society, and in the wider
context of an interdependent world.

We oppose all forms of racism and xenophobia, including those forms that are
directed towards religious groups and communities.

Staff and students must counter at all times any negative actions based on hatred and
ignorance and must make sure that the school in no way harbours or nurtures such
beliefs.

Inequality works in familiar and identifiable ways which can be described and
managed. Bishop Challoner has a pro-active approach to equal opportunities. Equal
opportunities are therefore a part of the strategic planning and review processes of the
school.

Promoting positive action on race equality:

We endeavour to promote race equality and good race relations across all areas of
school activity including:

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 • having high expectations of all students, monitoring information on
achievement to identify any patterns of underachievement and taking action to
remove any disparities;

• monitoring procedures for disciplining students and managing behaviour to

ensure all systems are fair and equitable to all groups and that staff apply
rewards and sanctions consistently;

• planning a diverse curriculum which actively promotes a positive attitude

towards race equality and racism;

• giving students the opportunity to explore issues relating to identity, race

equality and racism;

• providing opportunities for students to encounter aspects of other cultures;

• planning extra-curricular activities that take into account parental concerns

about religion and culture;

• providing pastoral support which takes into account the experiences and needs
of different racial and minority groups;

• providing role models and information to encourage a full range of career and
further education opportunities for all students;

• planning teaching which takes account of students’ cultural backgrounds,

linguistic needs, and learning styles;

• valuing different cultural traditions as part of the formal and informal

curriculum;

• actively teaching students to challenge stereotypes so that they can detect bias
and challenge racial discrimination.

Dealing with racist incidents:

Clear procedures are in place to ensure that racist incidents, racial discrimination and
racial harassment are dealt with promptly and firmly. It is the responsibility of all
staff (Teaching and Support ) to implement these consistently. Form tutors, Year
Leaders, Heads of Department/Faculty and members of the Leadership Team have
particular responsibility to act on reported incidents.

‘Dealing with perpetrators’ (Appendix B) details the action that will be taken in
response to a racist incident. Procedures will be carried out with the aim not only of
holding the perpetrator to account, but also of demonstrating support to the victim/s.
Witnesses as well as the victim/s will be treated with sensitivity and care within the

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structured pastoral system.

Roles and responsibilities:

The Director takes overall responsibility for implementation of the Race
Equality policy. However, it is every member of staff’s responsibility to deal
effectively with all aspects of race equality consistently and effectively. This policy
is endorsed and adopted by Bishop Challenor School’s Governing Body.

The Director, using a standard format (Appendix C), will report individual
incidents to the LEA. This will include proven/established incidents of a racist nature
made by students to staff and visa versa. The Governing Body will receive a termly
report which summarises racist incidents that have occurred. They will monitor the
number and types of incidents and assess the effectiveness of action taken.
Incidents involving allegations against a member of staff (staff to student or staff to
staff) will be dealt with by the Director or a senior member of staff nominated by
the Director. This will be in the presence of a union representative or work
colleague, if appropriate.
The Director will deal with any incidents involving students acting in a racist
manner to a member of staff. Parents/carers will be notified and the student dealt with
through the school’s Behaviour and Discipline policy. This will include exclusion, if
appropriate to the nature of the incident.

Relationship with other policies:

The aims in this policy relate to all other policies, procedures and practices within the
school. In particular, this policy should be read in conjunction with the following:

• School aims
• Equal Opportunities statement
• Behaviour and Discipline policy
• Teaching and Learning Policy
• Gender Policy
• Disability Policy

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APPENDIX A

The following definitions are used throughout the Policy.

A Racist Incident is:

“Any incident which is perceived to be racist by the victim or any other person” -
(Stephen Lawrence Inquiry Report)
“This definition has already been adopted by the police and several other agencies and it is
commended to all. The purpose of this definition is not to prejudge the question of whether a
perpetrator’s motive was racist or not: that may have to be proved…The purpose of the definition is
rather to ensure that investigations take full account of the possibility of a racist dimension to the
incident, and that statistics of such incidents are collected on a uniform basis”. (Home Office Code of
Practice)

Racism is:
“…that racism consists of conduct or words or practices which disadvantage or
advantage people because of their colour, culture, or ethnic origin. It can be subtle or
overt, intentional or unwitting. It can be personal – name-calling, abuse, harassment
and violence.” (Stephen Lawrence Inquiry Report)

Institutional Racism is:

‘Institutional Racism consists of the collective failure of an organisation to provide an
appropriate and professional service to people because of their colour, culture or
ethnic origin. It can be seen or detected in processes, attitudes and behaviour which
amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and
racist stereotyping which disadvantage minority ethnic people’ (Para. 6.34 Stephen
Lawrence Inquiry Report)

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APPENDIX B
Dealing with Perpetrators

1. Physical assault i.e. Any racially motivated physical contact.

(a) Report to class teacher/Form Tutor/Year Leader /Leadership/Director.
(b) If serious, report directly to Leadership/Director. Report to Police, as appropriate.
(c) Inform parents carers/call parents/carers into school.
(d) Take necessary action to prevent recurrence – stress gravity of offence in
accordance with school’s behaviour and discipline policy.
(e) Exclusion for serious offence.

2. Threatening behaviour e.g. gestures, jostling, damage to personal property, verbal

abuse (direct) e.g. derogatory name-calling, insults, racist jokes. Verbal abuse
(indirect) e.g. ridiculing someone because of cultural differences – food, music, dress
(a) All incidents that come to light require a response and must be dealt with
effectively.
(b) Explain to the perpetrator/s why such behaviour is wrong and the consequences.
(c) Persistent perpetrators must be referred to the Director and regularly monitored.
(d) Parents/carers must be informed.
(e) If abuse is specifically directed at an individual, the perpetrator will write a formal
apology to the victim.

3. Racist graffiti
(a) All racist graffiti must be reported to the Year Leader/Leadership and removed
immediately.
(b) Regular checks should be made and steps taken to discourage the reappearance of
graffiti.

4. Wearing racist badges or insignia (or similar provocative behaviour)

(a) None will be permitted. Offenders should be referred to Year Leader/Leadership
(b) Parents/carers must be informed.

5. Incitement of others to behave in a racist way

e.g. bringing of racist materials, leaflets, magazines into school
(a) Racist literature to be confiscated.
(b) Students to be referred to Leadership.
(c) Parents/carers must be informed.

6. Racist comments in the course of discussions in lessons

(a) Racist comments must not be allowed to go unchallenged.
(b) Persistent offenders to be referred to the Director.
(c) Parents/carers must be informed.
(d) ‘Racist’ comments must be seen in context
(i.e. class discussion involving free debate about a range of options – teacher to
manage
and challenge appropriately).
(e) Staff to seek advice from Year Leader/Leadership if student intent is unclear e.g.
comments made through ignorance/inexperience.

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7. Attempts to recruit to racist organisations and groups
(a) Report immediately to Leadership/Director.
(b) Recruiter to be interviewed.
(c) Parents/carers called to school.

8. Refusal to co-operate with other people because of their colour, ethnicity, language,
accent or dialect
(a) Explain that students should work collaboratively. Everyone has the right to be
included in all school activities and feel safe, secure and valued.
(b) Review and monitor the situation. Refer persistent offenders to
Leadership/Director.
(c) Parents/carers informed.

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This policy is a working document and will be periodically revised to take account of
outcomes resulting from the ‘Learning for All: Standards for Racial Equality in
Schools’ (CRE) audit. This document sets standards for racial equality in schools in
seven core areas. The audit will be systematically conducted by the Equal
Opportunities working group and takes account of the views of all sectors of the
school community.

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