The national curriculum statutory inclusion statement sets out three principles that are essential to developing a more inclusive curriculum. The home page of this site shows how these principles are fundamental to the inclusion of pupils newly arrived from overseas.

The national curriculum statutory inclusion statement also makes specific reference to the Race Relations Act 1976. Teachers are required to ‘ensure they meet the full range of pupils’ diverse needs’ and ‘be aware of the requirements of the equal opportunities legislation that covers, race, gender and disability’.

The Race Relations (Amendment) Act 2000 gives schools, education institutions and local education authorities a general duty. This is to show 'due regard to the need to eliminate unlawful racial discrimination and promote equality of opportunity and good relations between persons of different racial groups'.

The statutory code of practice on this duty requires schools to have a race equality policy that is linked to an action plan. This policy should lie at the core of schools’ admissions policy and practice. Standards for admissions require that policy and criteria for admissions make a school place equally open to pupils from all ethnic communities and that the admissions process is administered consistently and fairly to pupils from all backgrounds and ethnic communities.

Schools also have a specific duty to monitor and assess how their policies affect ethnic minority pupils, staff and parents.

Planning effectively for inclusion of new arrivals: some suggestions

Both the general and specific duties should ensure schools plan effectively for the access and inclusion of new international arrivals. Best practice is characterised by:

• developing a new arrivals policy linked to the school’s race equality policy and action planning
• regularly reviewing policy to consider its impact on the achievement of new arrivals
• monitoring the success of new arrivals in accessing the curriculum
• consulting specific groups, including parents of new arrivals, and addressing their needs
• assisting the access of new arrivals and their families to entitlements such as welfare and education benefits
• training all staff on race equality issues, including issues related to international new arrivals.

The Equality and Human Rights Commission has issued codes of practice that provide guidance to schools and other public authorities on how to fulfil their responsibilities. These can be ordered via their publications website.

Case study

Pimlico School race equality policy
The attached school policy shows how Pimlico School in the London Borough of Westminster promotes race equality and good race relations across all areas of school activity while tackling racial discrimination. Schools and other users of this site are asked not to contact the school about this policy. Download the case study from the right-hand navigation bar.

Useful links

Please note: QCA is not responsible for the content of external sites

The Equality and Human Rights Commission

The Equality and Human Rights Commission has replaced - the Equal Opportunities Commission, the Commission for Racial Equality, and the Disability Rights Commission. It provides a range of guidance that schools will find useful. These include a good practice guide, guidance entitled Learning for all: standards for racial equality in schools (CRE, 2000), and a framework for a race equality policy for schools.

Portsmouth Ethnic Minority Achievement Service
This site includes guidance on assessing the impact of schools’ race equality policies.

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