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Quality Indicator 8: Partnerships and resources
8.1 Partnerships with the community, educational establishments, agencies and employers |
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- The school has good awareness and contacts with a range of agencies, which promote gender equality, or which support victims of gender inequality e.g. Women's Aid, Scottish Executive Equality Unit
- The school develops some partnerships with such agencies and also works collaboratively with other local and national initiatives related to gender equality e.g. Domestic abuse strategy and sexual health initiatives
- The school works with local youth groups and community organisations, which provide support and activities specifically aimed at vulnerable and excluded young people e.g. Asian girls' groups
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8.2 Management of finance for learning |
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- A realistic budget is set aside annually, specifically to develop and support equalities initiatives including gender equality. The budget is managed by the equalities co-ordinator, the Equalities Working Group, or the remitted member of the Senior Management Team
- Consideration is given to how the school budget is allocated in such a way that it assists in promoting the requirements of the Equality Act, 2006 e.g. in the purchase of relevant library resources, in financing diversity events in the school, in allowing children and young people to participate in local and national events/initiatives and to go on educational visits which focus on gender equality/anti-sexist or anti-homophobic themes, in supporting the continuous professional development of staff
- The Senior Management Team and/or School Business Manager(s) are familiar with the Equal Opportunities Commission's guidance on procurement under the Equality Act, 2006 and, where they are directly involved in drawing up contracts with providers, ensure that any purchasing and contracting follows this guidance
- All staff are aware of how to access the budget available to fund equality and anti-discrimination work and of plans for spending in this area
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8.3 Management and use of resources and space for learning |
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- The school clearly displays signs/notices/posters about bullying and discrimination being unacceptable (including explicit reference to sexist and homophobic behaviour and gender-based violence). Information about what to do and where to go for help is also displayed
- Space and facilities are provided for a range of curricular and extra curricular activities that appeal to all learners. Where some activities are chosen largely by one sex, all children and young people are encouraged to participate
- Diverse images of women and men are displayed throughout the school. Some of these are chosen to introduce positive images of and attitudes towards women and men taking part in activities not traditionally associated with their gender
- A detailed audit of equality and anti-discrimination resources is conducted regularly. This audit seeks to identify gaps where some equality strands (including gender equality) may not be resourced in specific subjects or at certain stages
- A range of good anti-discrimination resources is used effectively throughout the school
- Areas outside the classroom, where children and young people may experience abuse or bullying, are well supervised e.g. playground, school gates at the end of the day, toilets, school bus, changing rooms, etc.
- Any abusive graffiti is immediately removed
- Where graffiti appears, this is used as an educational opportunity to instigate discussion on discrimination with careful consideration given to the sensitive nature of such topics for those on the receiving end of the abuse
- Teachers, playground supervisors and other relevant support staff are familiar with the procedures for responding to sexist and homophobic behaviour and confident in dealing with such behaviour
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8.4 Managing information |
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- Learners' experiences, achievements, attainment and, where applicable, choice of subjects are monitored and analysed by gender
- The analysis of learners' progress is informed by an understanding of the complex, interlocking range of inequalities in education, including differences by social class, ethnicity and gender:
- The statistics gathered on boys' and girls' attainment are used effectively to generate discussion amongst staff and strategies are considered and, where appropriate, employed to address differences and gaps identified between girls and boys:
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