"At Clitheroe Royal Grammar School, our commitment to equality and inclusion is not just policy - it is a heartfelt promise shared by our staff and students. We believe in providing every member of our school community with not just equal treatment, but also actively working to overcome barriers that might otherwise create unequal outcomes for diverse groups of students. We take pride in celebrating the achievements and strengths of every individual, fostering an environment where everyone feels safe, valued, and equally important. Our school embraces diversity as a cornerstone of our community. While individuals are not required to endorse beliefs that differ from their own, it is essential to practise acceptance. Acceptance involves acknowledging the validity of others' beliefs and allowing them the freedom to hold and practise those beliefs without prejudice or bias. This principle of acceptance fosters a respectful and inclusive environment where diverse perspectives are recognized and valued, promoting mutual understanding and harmony in our school. "— Alfie - Deputy Head Student, Main School
Our Equalities and Inclusion Policy outlines the commitment of the staff, students and governors of Clitheroe Royal Grammar School to ensure that equality of opportunity is available to all members of the school community. For our school, this means not simply treating everybody the same but understanding and tackling the different barriers which could lead to unequal outcomes for different groups of students in school, whilst celebrating and valuing the achievements and strengths of all members of the school community.
We believe that equality at our school should permeate all aspects of school life and is the responsibility of every member of the school and wider community. Every member of the school community should feel safe, secure, valued and of equal worth.
Clitheroe Royal Grammar School is a diverse school, working towards greater equality in the whole school community. We use the curriculum and teaching to enhance the self-esteem of all those it serves and to provide a learning environment in which each individual is encouraged to fulfil her or his potential.
We make regular assessments of students’ learning and use this information to track students’ progress as they move through the school. As part of this process, we regularly monitor the performance of different groups to ensure that all groups of students are making the best possible progress. We will use this information to adjust future teaching and learning plans as necessary. Groupings will include ethnicity, disability, gender, special educational needs and free school meals entitlement (FSM).
School performance information is compared to national data and local authority data to ensure that students are making appropriate progress when compared to all schools and to schools in similar circumstances.
As well as monitoring student performance information, we also regularly monitor a range of other information. This relates to:
- Admissions
- Attendance
- Behaviour, discipline and exclusions
- Racism, disablism, sexism, homophobia and all forms of bullying
- Parental involvement
- Curriculum Access and Option Choices
- Participation in Extended Learning Opportunities
- Staff recruitment and retention
Clitheroe Royal grammar School is committed to providing a working environment free from discrimination, bullying, harassment and victimisation. We aim to recruit an appropriately qualified workforce and establish a governing body that is representative of all sections of the community in order to respect and respond to the diverse needs of our population.
Due regard is given to the promotion of equality in the School Improvement Plan. A member of the Senior Leadership Team is responsible for monitoring and evaluation of this policy.
Equality Objectives 2021-2025
Our Equality Objectives are:
- To increase participation by disadvantaged students (PP/Bursary) in extra-curricular and enrichment provision
- To raise attainment of boys in identified GCSE subject(s)
- To raise attainment of B target grade boys in identified subjects at A Level
- To explore gender stereotypes in subject choices at A Level
- Widening participation/social inclusion focus for entry in Year 7 and Year 12
- To conduct post-Sixth Form destination analysis by student group/characteristic
- Provision/planning for/inclusion for students who are LGBTQ+
