Our Guiding Principles

In fulfilling the legal obligations outlined further on in this scheme, we at St Patrick’s Catholic Primary School are guided by seven principles which are underwritten by the theological foundations outlined above.

Principle 1: all members of the school and wider community are of equal value

We see all members of the school and wider community of equal value:

• whether or not they are disabled
• whatever their ethnicity, culture, religious affiliation, national origin or socio- economic circumstances
• whichever their gender and sexual orientation
• whatever their age

Principle 2: we recognise and respect diversity

Treating people equally does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate, but are differentiated, as appropriate, to take account of differences in life-experience, outlook and background, and in the kinds of barrier and disadvantage which people may face, in relation to:

• disability, so that reasonable adjustments are made
• ethnicity, so that different cultural backgrounds and experiences of prejudice are recognised
• gender and sexual orientation so that the different needs and experiences of girls and boys, women and men are recognised.
• age

 Principle 3: we foster positive attitudes and relationships, and a shared sense of cohesion and belonging

We intend that our policies, procedures and activities should promote:

• positive attitudes towards disabled people, good relations between disabled and non-disabled people, and an absence of harassment of disabled people
• positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or socio-economic circumstances, and an absence of prejudice-related bullying and incidents
• mutual respect and good relations between boys and girls, women and men, and an absence of sexual harassment
• positive intergenerational attitudes and relationships.

Principle 4: we will ensure that the recruitment, retention and ongoing development of staff is undertaken in a fair and equitable manner to support our school’s vision and values

‘The Catholic Church has always deplored the treatment of employment as nothing more than a form of commercial contract. This leads to a sense of alienation between the worker and his or her labour … Work is more than just a way of making a living: it is a vocation, a participation in God’s creative activity. When properly organised and respectful of the humanity of the worker, it is also a source of fulfillment and satisfaction.’ (The Common Good in Education, Catholic Education Service, p. 18, 1997)

Policies and procedures should benefit all employees and potential employees, for example in recruitment and promotion, and in continuing professional development:

• whether or not they are disabled
• whatever their ethnicity, culture, religious affiliation,* national origin or socio-economic circumstance
• whichever their gender and sexual orientation
• whatever their age

*Employment: the Equality Act 2010 provides that for schools with a religious character it will not be unlawful discrimination to do things permitted by the School Standards and Framework Act 1998. The existing exemptions as they relate to schools with a religious character are therefore retained. This means for Catholic schools that, in common with other voluntary aided schools with a religious character, they may give preference in connection with the appointment, remuneration or promotion of teachers at the school, to those whose religious beliefs or religious practice is in accordance with the tenets of their denomination, i.e. the Roman Catholic faith. Likewise they may give similar preference to those who give or who are willing to give religious education at the school in accordance with the tenets of the Catholic Church.

Conduct of a teacher which is incompatible with the precepts of the Church, or which fails to uphold its tenets, may be taken into consideration in determining whether the teacher’s employment should be terminated. In addition, the governing body of a voluntary aided school, (like other schools with a religious character) has the power to dismiss an RE teacher, without the consent of the local authority, on the grounds that s/he fails to give religious education efficiently and suitably.

Preference can therefore be given to practising Catholics in appointments to teaching posts and this has also been extended to allow preference to be given to practising Catholics in non-teaching posts where there is a genuine Occupational Requirement. This latter point in relation to support staff is set out in Schedule 9(3) of the Equality Act 2010 which states that ‘where the employer has an ethos based on religion or belief they do not contravene the Act by applying a requirement to be of a particular religion or belief if having regard to the nature of the work it is an occupational requirement and is a proportionate means of achieving a legitimate aim.’ This right was termed a ‘genuine occupational requirement’ in previous guidance see Diversity and Equality Guidelines, Appendix II, p. 16, Catholic Bishops’ Conference of England & Wales, 2005.

At St Patrick’s Catholic Primary School it is an occupational requirement that the most senior roles i.e. the posts of Headteacher, Deputy Headteacher, Head of RE, RE Co-ordinator, Lay Chaplain (include/delete as appropriate) be filled by a baptised and practising Catholic in good standing with the Church.

Principle 5: we aim to reduce and remove inequalities and barriers that already exist

In addition to avoiding or minimising possible negative impacts, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between:

• disabled and non-disabled people
• people of different ethnic, cultural and religious and socio-economic backgrounds
• girls and boys, women and men
• people of different sexual orientation
• people whatever their age (where appropriate)

Principle 6: we consult widely

People affected by a policy or activity should be consulted and involved in the design of new policies, and in the review of existing ones. We involve:

• disabled people as well as non-disabled
• people from a range of ethnic, cultural and religious and socio-economic backgrounds
• both women and men, and girls and boys.
• people of different sexual orientation
• people from different age groups

Principle 7: the community as a whole should benefit

We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life of:

• disabled people as well as non-disabled
• people of a wide range of ethnic, cultural and religious and socio-economic backgrounds
• both women and men, girls and boys.
• people of different sexual orientation
• people of different ages and between generations

Principles in themselves are not enough

In the light of the principles stated above, we have identified practical priorities and plans of specific action, in order to promote equality in:

• disability
• ethnicity
• gender
• sexual orientation*
• religion and belief
• age
• socio-economic circumstances

*’The Catholic community includes people of heterosexual, homosexual and bi-sexual orientation. Every human being, whatever his or her sexual orientation, has the right to live a life free from discrimination and harassment … Moreover, people of all sexual orientations have a right to take a full and active part in the life of the Catholic community. Catholic teaching, of course, makes a distinction between sexual orientation and sexual activity, and it holds that all men and women are called to a life of chastity, and to fidelity if they choose to marry. Catholic organisations and institutions ask their members and staff to respect this teaching.’ (Diversity and Equality Guidelines, paragraphs 28-29, Catholic Bishops’ Conference of England & Wales, 2005)

These are outlined in our Single Equalities Action Plan.