Creating a fairer Britain
05 July 2011
The public sector equality duties are helping schools in England and Wales to improve outcomes for their pupils, according to research released today by the Commission.
Most schools (93 per cent) can describe something they have done to meet the disability equality duty which has contributed towards positive outcomes for pupils. For example, more than half of schools (54 per cent) have taken steps to make their facilities more suitable for disabled pupils, or have plans to do so.
Nine out of ten schools said they had made measurable progress in meeting the race equality duty, including organising cross-cultural events and tackling racist bullying. The majority (82 per cent) had taken measures to meet the gender equality duty, and had seen improved participation in clubs and activities by both sexes, for example. Gender equality appears to be the least well-developed area, with three in five schools (59 per cent) saying that they do not have an action plan with set targets for this.
Fewer than four in ten schools (38 per cent) were aware of the new public sector equality duty which was introduced earlier this year as part of the Equality Act 2010. This extends their existing equality duties for gender, race and disability into new areas. Limited progress has been made on equality issues like sexual orientation, gender re-assignment and maternity and pregnancy. This indicates that schools have a steep learning curve following the introduction of the new legislation.
Previous research by the Commission has highlighted key equality issues in education, including stereotypical subject and career choice for girls and boys, identity based bullying and disproportionate exclusions for different groups of pupils [1]. The Commission hoped to see many more schools expressing concern about these issues in their responses than actually did so [2].
Sheila Kumar, Group Director of Regulation at the Commission, said:
'This research shows that schools are thinking about the diversity of their pupils and how to meet their needs, and that they are seeking to improve outcomes for different groups. Schools have a vital role to play: the Commission's Triennial Review showed that inequalities distort educational outcomes, which in turn affect long term life chances.
'This is a clear indication that the new public sector equality duty can help schools make real progress in improving life chances for all pupils. It proves that the duty is not about ticking boxes – it’s about concrete results.
'All schools – be they academies, free schools or comprehensives – now need to take this progress to the next level by taking a systematic approach and using the evidence available to tackle key inequalities and engaging with the new requirements in areas including religion or belief and sexual orientation.'
For more press information contact the Commission’s media office on 020 3117 0255, out of hours 07767 272 818.
For general enquiries please contact the Commission’s national helpline: England 0845 604 6610, Scotland 0845 604 5510 or Wales 0845 604 8810.
[1] EHRC (2010) Triennial Review; Tippet et al (2010) Prevention and Response to Identity Based Bullying.
[2] Schools were asked to identify one example of gender, race and disability equality that had contributed to measurable improvements in outcomes for pupils. Given that schools’ responses were unprompted and ‘top of mind’ at these questions, it is possible that schools were undertaking more equality-related activities than indicated by the research (including activities relating to these issues).
The research was undertaken by Ipsos MORI for the Equality and Human Rights Commission. It included telephone interviews with staff in 503 maintained primary schools, secondary schools, special schools and Pupil Referral Units in England and Wales, conducted between 7 June and 20 July 2010, as well as 11 in-depth interviews with schools and one full-day case study visit. The data were weighted by school type and region at the analysis stage to ensure the findings reflected the profile of maintained schools in England and Wales. Further information on the technical details can be found in the full report: http://www.equalityhumanrights.com/advice-and-guidance/public-sector-equality-duty/research-on-the-duties/#The_equality_duties_and_ schools_report.
The Commission is a statutory body established under the Equality Act 2006, which took over the responsibilities of Commission for Racial Equality, Disability Rights Commission and Equal Opportunities Commission. It is the independent advocate for equality and human rights in Britain. It aims to reduce inequality, eliminate discrimination, strengthen good relations between people, and promote and protect human rights. The Commission enforces equality legislation on age, disability, gender, race, religion or belief, sexual orientation or transgender status, and encourages compliance with the Human Rights Act. It also gives advice and guidance to businesses, the voluntary and public sectors, and to individuals.