Anti-Racism Policy

This policy supports the rights respecting principles and is particularly applicable to the following articles:

Article 2

The Convention applies to everyone: whatever their race, religion or abilities, whatever they think or say, whatever type of family they come from.

Article 3

The best interests of the child must be a top priority in all things that affect children.

Article 19

Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them.

Executive Summary

At Ealing Bridges Federation, we are deeply committed to cultivating a community where every pupil and adult feels visible, valued and empowered regardless of their racial or ethnic background. Our shared values — Legacy, Morality, Power and Sustainability — shape a culture in which diversity is celebrated, equity is championed and racism is actively challenged.

We believe that true excellence is achieved when everyone experiences fairness, respect and belonging. Our federation takes deliberate, sustained action to remove barriers, challenge bias and ensure that representation, inclusion and dignity are evident in every aspect of school life.

This policy sets out our collective responsibility to promote racial equality and oppose all forms of racism, prejudice and discrimination. It reinforces our determination to build an environment where:

Relationships are respectful and restorative, rooted in mutual trust and empathy.
Every pupil is recognised as an individual, with their identity, culture and heritage honoured.
Staff and leaders act as visible allies, modelling anti-racist practice in everyday interactions and decision-making.
Parents and carers are valued partners, contributing their perspectives, language and lived experience.
Pupil voice drives improvement, ensuring that children help shape a community in which all can thrive.

Our approach aligns with the borough’s Race Equality in Education Aims, ensuring that:

Representation and belonging are visible in leadership, curriculum and governance.
Our workforce reflects the diversity of our community.
The curriculum is inclusive, authentic and empowering.
Structural barriers to equality are identified and addressed.
Families and the wider community are genuine partners in change.
Children’s voices influence decisions and practice.
Evidence and lived experience guide continuous improvement.

Our commitment is more than compliance; it is a moral and educational imperative. Every member of our community has the right to learn, work and grow in an environment free from discrimination — and the responsibility to help make this a reality.

Intent

We intend to:

Create a proactively anti-racist culture in which everyone recognises their role in promoting equity and challenging discrimination.
Ensure that all policies, decisions and curriculum content are reviewed through an equity and inclusion lens.
Empower pupils to recognise injustice, speak confidently and take positive action to support one another.
Provide ongoing professional learning that strengthens racial literacy, cultural awareness and reflective practice.
Build strong partnerships with parents, carers and the wider community, recognising them as co-educators and advocates for equality.
Use systematic monitoring and evidence to evaluate representation, outcomes, belonging and wellbeing.
Celebrate the rich diversity within our federation, ensuring that every child sees themselves reflected, respected and inspired to succeed.

Our commitment to race equality defines who we are as a federation and the legacy we seek to leave: schools where every child and adult experiences fairness, belonging and the freedom to achieve their full potential.

Legal Duties

Our federation recognises its statutory duties under the following legislation and guidance:

The Race Relations Act 1976 and the Race Relations (Amendment) Act 2002, which place both general and specific duties on schools.
- The general duty requires us to have due regard to the need to:
  • eliminate racial discrimination;
  • promote equality of opportunity;
  • promote good relations between people of different racial groups.
- The specific duty requires us to:
  • prepare a written policy on racial equality;
  • assess the impact of our policies, including this policy, on pupils, staff and parents of different racial groups — with particular attention to the impact on attainment;
  • monitor the operation and impact of our policies through regular review of outcomes for pupils, staff and parents.
The Equality Act 2010, which protects individuals from discrimination on the grounds of race, colour, nationality, ethnic or national origin, and religion or belief.
The Public Sector Equality Duty (PSED), which requires schools to have due regard to the need to:
- Eliminate unlawful discrimination, harassment and victimisation.
- Advance equality of opportunity between different groups.
- Foster good relations across all protected characteristics.
The Human Rights Act 1998, which upholds the right of every person to dignity, respect and freedom from discrimination.
The UN Convention on the Rights of the Child (UNCRC), which affirms children’s right to be protected from discrimination (Article 2) and to have their voices heard and taken seriously (Article 12).

These duties are not viewed as compliance measures, but as moral and professional commitments that underpin all aspects of school life. This policy must be read in conjunction with other related school policies such as Behaviour, Equal Opportunities and Special Educational Needs.

Our Context

The Ealing Bridges Federation serves a richly diverse community. Pupils, families and staff bring a wide range of languages, cultures and faiths which together enrich our collective identity. We are proud that our schools reflect the multicultural nature of Ealing and the wider United Kingdom.

We recognise that promoting race equality requires more than celebration of difference; it demands intentional, sustained action to identify and remove structural inequalities that may affect outcomes, experiences or sense of belonging.

At Lady Margaret our shared values — Legacy, Morality, Power and Sustainability — provide the moral framework for this work:

• Legacy: We leave a lasting impact by challenging injustice and shaping a more equitable future for all pupils.

• Morality: We act with integrity, ensuring our decisions and language reflect fairness and empathy.

• Power: We empower every child and adult to use their voice to influence positive change.

• Sustainability: We commit to ongoing reflection, partnership and accountability to ensure lasting progress.

At Durdans Park it is our shared values – Equality, Excellence and Enjoyment:

• Equality: We empower every child to recognise and celebrate diversity, ensuring they understand that fairness means giving everyone what they need to succeed. T

• Excellence: We inspire every child to pursue excellence by nurturing a growth mindset, celebrating effort, and setting high expectations.

• Enjoyment: We empower children to find joy in learning by creating a vibrant, inclusive environment where curiosity is celebrated and creativity thrives.

Definitions

Our understanding of racism is informed by the Macpherson Report (1999) and the Equality Act (2010).

A racist incident is:

“Any incident which is perceived to be racist by the victim or any other person.”

Racism may take many forms, including:

• Direct racism: discriminatory treatment or language based on race or ethnicity.

• Indirect racism: policies, expectations or practices that disadvantage certain racial or ethnic groups.

• Covert racism or microaggressions: subtle, often unintentional behaviours or assumptions that invalidate or diminish an individual’s identity or experience.

• Systemic racism: structural or institutional practices that lead to unequal access, representation or outcomes.

We acknowledge that racism can be experienced by pupils, staff, parents, visitors or governors and may occur in person, online or in the wider community. Each incident is taken seriously, investigated thoroughly and used as an opportunity for education, reflection and change.

Our Ethos in Action

We are committed to:

• Creating an environment in which all pupils feel a deep sense of belonging and can express their identity with pride.

• Embedding race equality within curriculum design, behaviour systems, recruitment and leadership.

• Ensuring that discrimination is actively challenged, not passively tolerated.

• Promoting racial literacy and allyship among staff and pupils so that conversations about race are open, informed and compassionate.

• Listening to pupil and parent voice to guide continuous improvement.

By embedding these principles into daily practice, our federation aspires to be a model of how equity, justice and excellence can coexist as shared realities within education.

Key Principles

At Ealing Bridges Federation, we believe that equity and excellence go hand in hand. Promoting race equality is not an isolated policy but a guiding principle that shapes the culture, relationships and ambitions of our schools.

Our approach is underpinned by the following principles:

Respect and Dignity
Every individual — child, parent, staff member, governor or visitor — is treated with respect and kindness. We believe that difference enriches our community and should be honoured, not merely tolerated.
Belonging and Representation
All members of our school community should see themselves reflected in our curriculum, displays, literature, leadership and celebrations. We are intentional about ensuring representation across every layer of school life.
Zero Tolerance for Racism
Racism in any form — whether overt, covert, online, verbal, physical or systemic — is unacceptable. All incidents are addressed promptly, fairly and restoratively, ensuring that both accountability and education are at the heart of our response.
Shared Responsibility
Every adult in our federation holds collective responsibility for creating an anti-racist culture. We recognise that silence in the face of racism can reinforce inequality and we expect all staff to model allyship and courage in addressing discriminatory behaviour or language.
Education as Empowerment
Our curriculum and wider provision are designed to equip pupils with knowledge, empathy and agency. Children learn not only about fairness and justice but also how to challenge stereotypes and advocate for equality in their lives.
Voice and Partnership
We listen actively to the voices of pupils, parents and staff. Feedback, pupil surveys, school council discussions and parent forums all inform the ongoing evolution of our practice.
Accountability and Continuous Improvement
Race equality is a standing item in strategic planning and leadership discussions. Data, lived experience and pupil outcomes are analysed termly to identify trends, celebrate success and tackle inequalities.
Restorative and Reflective Practice
Our responses to incidents prioritise education and restoration, ensuring that understanding and empathy are rebuilt wherever harm has occurred.

Strategic Aims

Through this policy, the federation aims to:

Eliminate Racial Discrimination
Create a learning environment where every individual is free from harassment, victimisation and bias — with clear systems to prevent, record, respond to and learn from racist incidents.
Advance Equality of Opportunity
Identify and reduce disparities in attainment, access, participation and experience between racial groups through careful analysis, targeted support and inclusive teaching strategies.
Foster Good Relations Across All Groups
Promote meaningful collaboration between pupils, families and staff from different backgrounds, building empathy, respect and shared understanding through the curriculum, assemblies and wider school life.
Develop Culturally Responsive Curriculum and Pedagogy
Ensure that what we teach and how we teach it reflects our community, challenges stereotypes and recognises the contributions of people from all racial and cultural backgrounds.
Build Staff and Leader Capacity
Provide ongoing professional learning that deepens awareness of bias, language, representation and privilege, enabling staff to lead confidently and sensitively on race equality.
Strengthen Family and Community Partnerships
Work alongside parents, carers, local organisations and the wider community to extend the impact of our anti-racism work beyond the school gates.
Monitor, Evaluate and Report Impact
Embed systematic monitoring of race equality indicators (representation, outcomes, behaviour data, pupil voice and parental feedback) to ensure our work remains effective, transparent and accountable.
Celebrate Diversity and Success
Actively highlight achievements that reflect our inclusive ethos — showcasing the positive contributions of all cultures within our federation through curriculum projects, displays, enrichment and events.

Our Commitment in Practice

Our federation’s anti-racism work is not confined to policy statements but reflected in our daily actions.

You will see it in the way:

• Staff address incidents calmly, confidently and consistently.

• Pupils articulate a sense of fairness and belonging.

• Parents feel heard and involved in decisions that affect their children.

• Leaders challenge inequities and celebrate representation in staffing, curriculum and governance.

This shared responsibility ensures that race equality remains a living commitment, visible in relationships, teaching, leadership and the language of our community every day.

Prevention and Proactive Practice

At Ealing Bridges Federation, prevention begins with culture.

We do not wait for incidents to occur before acting; instead, we build daily habits of inclusion, representation and reflection that make racism incompatible with who we are as a community.

Approved by
Executive Headteacher

Last reviewed on:
October 2025

Next review due by:
October 2026