The Power and the Glory of Afro Hair- And How Schools Often Disrespect It

Schools have problems with Afro hair. Sal McKeown reports on the issue of hair and racism.

A girl with Afro hair standing between Rastafarian father and white mother — Ruby Williams with her parents

‘Afro hair is not treated well in society,’ says Michelle De Leon Founder and Director of World Afro Day and Features Producer on Good Morning Britain. ‘It can be seen as unprofessional, a messy-looking hair type, and something that is not normal. But it is actually just a normal hair type, the same way that everyone else’s hair type is normal’

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#35624"
  ["title"]=>
  string(24) "Briefcase 5 - Headliners"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(55) "https://www.teachingtimes.com/briefcase-5-headliners_1/"
  ["post_date_timestamp"]=>
  int(1172017570)
  ["objectID"]=>
  string(12) "post-35624-3"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(35) "School prospectus contents"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(318) "one area of sport to pursue this.We have a uniform for PE/ Games lessons, please see the school uniform section. Long hair should be tied back and jewellery removed for all PE and swimming lessons.There are separate swimming sessions for swimmers and non-swimmers in years 3 and ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(24) "Briefcase 5 - Headliners"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(35) "School prospectus contents"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "school"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5679) "one area of sport to pursue this.We have a uniform for PE/ Games lessons, please see the school uniform section. Long hair should be tied back and jewellery removed for all PE and swimming lessons.There are separate swimming sessions for swimmers and non-swimmers in years 3 and 4. Parents are asked to make a donation towards the cost of swimming.CDTIn every year group a ‘circus’ operates. This means that children work in small groups on a range of craft activities including pottery, drama, cookery, book-making and other design activities. This year Planning, Preparation and Assessment time will be made available to class teachers during this time. As a result the lessons will be delivered by a range of skilled practitioners who specialise in CDT.We feel all children benefit from the opportunities provided by practical and creative activities. An emphasis is placed upon children planning and evaluating the activities they are involved with.GeographyIn Geography children are encouraged to investigate people and place by observation and enquiry. Knowledge, understanding and skills are developed progressively, leading children from the familiar to the unknown. Three main localities are studied:· The school and its surrounding area· Local are and contrasting locality· The RainforestsFieldwork and environmental studies are features of each year’s geographical study.HistoryMost of our History is taught in topics:Year 3: Ancient EgyptYear 4: Ancient GreeceYear 5: World War 2 and The VictoriansYear 6: The TudorsCollecting evidence and using artefacts are particularly important skills, which the children are encouraged to develop during their History lessons. We also try to link topics together as much as possible to make the most of cross-curricular opportunities. We try to provide opportunities for each year group to engage in a History project that includes visits and visitors in order to bring the past to life.Religious EducationAt Learnalot we place great importance upon the value of religious education. Our work is based upon the LEA Agreed Syllabus and includes the study of Christianity and the other major world religions. We celebrate a range of faiths, cultures and festivals including Christmas, Eid, Diwalhi, Easter and Harvest. In order to emphasise the importance of caring for others we have a termly charity, drawn from both local and national causes, which children are encouraged to make donations towards and raise money for.Although we hope all our children will be able to benefit from RE lessons, parents do have the right to withdraw their child and should notify the headteacher where this necessary.ICTThe development of ICT skills is a priority at Learnalot. We concentrate initially on the development of basic word-processing, data-handling and graphic-designing skills. Children are encouraged to work independently on the computer in a range of subjects and recognise the place of IT in society. We have two fully equipped ICT suites and interactive media in all year 5 and 6 classrooms. These enable classes to have hands-on access as well as enabling lessons across the curriculum to be taught using the most up-to-date technology. We are connected to the internet and are part of the broadband network. Access to unsuitable sites is restricted and we would draw your attention to our internet policy.Special NeedsWe have an experienced Special Needs Co-ordinator who liaises with outside agencies, maintain files and records and oversees our special needs provision. Our team of teaching assistants target children requiring extra support and use a wealth of additional materials to help accelerate their learning. The majority of special needs teaching will take place within the classroom and staff are aware and act upon the Individual Education Programmes of the children in their class.At some time during your child’s time at Learnalot they may be given:An Individual Education Plan – written for children who need extra help to support their learning and are working at ‘School Action’ and ‘School Action Plus’ level. These are drawn up through discussion between the classteacher, teaching assistant and Special Needs Co-ordinator.A Personal Education Plan – these are put together with social services and other agencies where a child is fostered or is ‘looked-after’ in some form.A Personal Support Programme – these are provided for children who have emotional and behavioural needs which require specific programmes of work and supportYou will be invited to discuss these documents with us should the need arise for your child to have one. They are all intended to help indicate the support your child needs and involve extensive consultation which includes the views of the child. Further information is available in our Special Needs Policy.We are also keenly aware of the needs of the more able children in our school. We have a member of staff who is jointly responsible with all teaching staff at Learnalot for extending and challenging more able children. Further information is available in our ‘Gifted and Talented’ Policy.We work in close partnerships with all the support services provided by the LEA (Local Education Authority) and use a range of assessment methods to identify difficulties. Please let us know if you have any concerns or issues you would like to raise. We aim to ensure that your child’s individual needs remain at the forefront of our planning and assessment practices.Nurture roomWe have a nurture group in school which provides additional support for children"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(4) "hair"
        [1]=>
        string(6) "school"
        [2]=>
        string(7) "uniform"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Briefcase 5 - Headliners

21 Feb 2007

array(8) {
  ["distinct_key"]=>
  string(10) "post#43068"
  ["title"]=>
  string(33) "What's wrong with school PE kits?"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(45) "https://www.teachingtimes.com/school-pe-kits/"
  ["post_date_timestamp"]=>
  int(1462233601)
  ["objectID"]=>
  string(12) "post-43068-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(256) "School PE kits are putting girls off sport - with consequences well into adulthood. So what's wrong with the current kits, and what can schools do to ensure girls - and indeed their entire student body - feel happy and confident taking part in PE?"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(320) "... most primary and secondary schools is outdated and in need of a complete overhaul. She went on to add that schools should install cubicles and hair dryers in their changing areas, so that girls can reconstruct their personal image after taking part in sports and physical activity in school.But ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(42) "What's wrong with school PE kits?"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "school"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(256) "School PE kits are putting girls off sport - with consequences well into adulthood. So what's wrong with the current kits, and what can schools do to ensure girls - and indeed their entire student body - feel happy and confident taking part in PE?"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "school"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4488) "Research has proven time and time again that school PE kits are putting girls off sport – and the impact continues right into adulthood. So what’s wrong with the current kits, and what can schools do to ensure girls – and indeed their entire student body – feel happy and confident taking part in PE?At the start of the year, the Daily Mail published a study looking at the effects PE kits have on schoolgirls. According to the survey, 75 per cent of girls in secondary schools have at least one concern about taking part in school sports, with the majority citing the discomfort and embarrassment of wearing their PE kit as a major factor for sitting on the sidelines during sports lessons. This survey echoes the findings of a similar study carried out by The Telegraph in 2014, in which nearly half (46 per cent) of schoolgirls surveyed admitted to actively avoiding sport due to the embarrassment caused by their school PE kit. In this instance, most girls said they enjoy being active, but shun physical activity because their sports kit makes them feel ugly. This, coupled with the Mail’s more recent survey, is undoubtedly the reason why encouraging teenage girls to become more active is now considered a major problem across the UK and beyond. Research shows that 90 per cent of girls under the age of 16 are not getting enough exercise to meet the government’s recommended guidelines – a worrying statistic, and one that could have a detrimental impact on the future health of those affected. So what’s going wrong with school PE kits, and how can schools better promote sport and exercise in young school students? Jennie Price, head of Sport England, believes the problem with PE kits rests in their outdated design and impracticality. Speaking at a recent conference of school leaders, Price said that female pupils should be allowed to wear a PE kit that they feel comfortable in, and that the traditional ‘short skirt’ kit still favoured by most primary and secondary schools is outdated and in need of a complete overhaul. She went on to add that schools should install cubicles and hair dryers in their changing areas, so that girls can reconstruct their personal image after taking part in sports and physical activity in school.But if, as Price suggests, schools were to introduce new PE kits for their pupils, what would they look like, and how would they help to alleviate the problems associated with girls not taking part in sport and physical education? School uniform and sportswear specialists, SWI, believe the key to a successful PE kit rests in innovative fabrics and new garments specifically designed to help foster an interest in sport among young girls. They said: “By providing a PE kit which benefits from breathable performance fabrics and flattering design features, schools can help their students feel more comfortable in their sportswear. A PE kit should empower young girls to engage more freely with sport, as well as generate a sense of pride and professionalism. We’d recommend garments which offer practicality as well as style, such as opaque leggings and breathable, high-necked collared training tops. Dark fabrics are also a good choice, as they hide sweat patches and keep the body cooler.”Of course, introducing a new PE kit is only the first step in encouraging school pupils to take a more active interest in sports and physical education in schools. The Women’s Sport and Fitness Foundation has previously reported that 23 per cent of women say PE put them off sport and physical activity for life, so it’s important school governing bodies take steps to better endorse sport in school in the future. Looking for exciting ways to engage children, especially girls, in sports? Discover creative approaches to PE in these related articles:Sports in the spotlight – A series of activities related to some of the world’s most celebrated sporting events: Wimbledon, The Ashes and Euro 2016.    Sport in the urban school – Not all schools have playing fields or wonderful sports halls. Crispin Andrews visits a Victorian London primary school which has made the best of their fenced in playground.    Making the most of your primary sports funding – Ringfenced funding for sports in primary schools was a welcome move. But how can you get the most for your money?"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(4) "hair"
        [1]=>
        string(6) "school"
        [2]=>
        string(7) "uniform"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

What's wrong with school PE kits?

3 May 2016

array(8) {
  ["distinct_key"]=>
  string(10) "post#35859"
  ["title"]=>
  string(48) "DfES Guidance on School Uniform Related Policies"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(79) "https://www.teachingtimes.com/dfes-guidance-on-school-uniform-related-policies/"
  ["post_date_timestamp"]=>
  int(1174474198)
  ["objectID"]=>
  string(12) "post-35859-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(301) "This consultation document includes draft guidance on school uniform, dress codes and other rules on appearance. The guidance provides advice to schools and governing bodies on how to develop fair and reasonable uniform policies.
Folder: Leadership Briefings Issue 2.04 (16)"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(379) "... from social pressures to dress in a particular way; and nurture cohesion between different groups of pupils. Above all, many schools believe that a school uniform supports effective teaching and learning.Currently, there is no legislation that deals specifically with school uniform or other aspects of appearance such as hair ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(66) "DfES Guidance on School Uniform Related Policies"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(6) "school"
        [1]=>
        string(7) "uniform"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(301) "This consultation document includes draft guidance on school uniform, dress codes and other rules on appearance. The guidance provides advice to schools and governing bodies on how to develop fair and reasonable uniform policies.
Folder: Leadership Briefings Issue 2.04 (16)"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(6) "school"
        [1]=>
        string(7) "uniform"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5515) "ResourceDFES GUIDANCE TO SCHOOLS ON SCHOOL UNIFORM RELATED POLICIESOriginal DocumentDfES Guidance to Schools on School Uniform Related Policies. This consultation document includes draft guidance on school uniform, dress codes and other rules on appearance. The guidance provides advice to schools and governing bodies on how to develop fair and reasonable uniform policies.KeywordsSchool uniform, policy, human rights, consultation, guidanceSummaryA school uniform can instil pride; support positive behaviour and discipline; encourage identity with, and support for, school ethos; ensure pupils of all races and backgrounds feel welcome; protect children from social pressures to dress in a particular way; and nurture cohesion between different groups of pupils. Above all, many schools believe that a school uniform supports effective teaching and learning.Currently, there is no legislation that deals specifically with school uniform or other aspects of appearance such as hair colour and style, and the wearing of jewellery and makeup.This new legislation is therefore non-statutory guidance, intended for governing bodies to decide whether there should be a school uniform and if so, what it should be.Key recommendations in the guidelines include:Uniforms must be affordable for all:· Schools should be sensitive to the cost implications of their choice of uniform. The chosen uniform should be available at high street shops and other retail outlets, rather than solely from an expensive sole supplier.· A recent letter to all schools from the Office of Fair Trading says that expensive, exclusive agreements may be subject to enforcement action.Schools will continue to have the power to set uniform policy and discipline pupils who do not comply:· Pupils may be sent home to change their clothes if they do not wear the right uniform.· But schools should carefully investigate the reasons behind why a pupil is not attending school in the correct uniform.· In cases of financial difficulty, schools should be sensitive to the needs of the pupil and give parents time and assistance to purchase the right clothing.Advice on equality and discrimination issues related to uniform policy:· Schools must act reasonably in accommodating religious requirements, providing they do not pose a threat to security, safety and learning, or compromise the well-being of the whole school community.· Where individual requirements have an impact in any of these areas, schools are within their rights to take appropriate action, but they must make any decisions in consultation with parents and the local community.Key guidance points:· Consult widely on proposed school uniform policies and changes to established policies.· Consider how the proposed uniform policy might affect each group represented in the school.· Document the consultation process undertaken, the points made by respondents, and the decisions taken in weighing up competing points of view. The school might decide that the needs of individual groups are outweighed by factors such as:· health and safety (e.g. long hair and jewllery in science or laboratory workshops· security (schools need to be able to identify intruders easily)· teaching and learning (if a pupil’s face is obscured for any reason, the teacher may not be able to judge their engagement with learning)· protecting young people from external pressure to wear clothing they would not otherwise choose to adopt· promoting a strong, cohesive, school identity· Describe their uniform/appearance policy clearly.· Consider carefully any request that is made to vary an agreed uniform policy to meet the needs of any individual pupil to accommodate their religious beliefs.· Limit the expense of uniforms so that parents on low incomes do not feel that the prospective cost of the uniform means that they cannot apply for their preferred school.· Schools can use their own purchasing power to buy in bulk and pass on savings to parents.· Schools should adopt a sensitive, flexible approach to Physical Education (PE) kit.· Head teachers can discipline pupils for breach of uniform/appearance policy. However, the DfES does not consider exclusion to be an appropriate response.· Schools should note that the freedom to manifest a religion or belief does not mean that an individual has the right to manifest their religion at any time, in any place, or in any particular manner. Within that context, it may be possible for many religious requirements to be met within a school uniform policy and schools should act reasonably in accommodating religious requirements.· In fulfilling their obligations, schools may have to balance the rights of individual pupils against the best interests of the school community as a whole.· In formulating uniform and appearance policies, a school will need to consider its obligations not to discriminate unlawfully on the grounds of sex, race, disability and religion.ActionNotesAuthorRaspal Chima, Questions PublishingDate CreatedMarch 2007Enquiries to:rchima@qiis.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(4) "hair"
        [1]=>
        string(6) "school"
        [2]=>
        string(7) "uniform"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

DfES Guidance on School Uniform Related Policies

21 Mar 2007

array(8) {
  ["distinct_key"]=>
  string(10) "post#36030"
  ["title"]=>
  string(60) "DCSF Guidance To Schools On School Uniform And Related Polic"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(91) "https://www.teachingtimes.com/dcsf-guidance-to-schools-on-school-uniform-and-related-polic/"
  ["post_date_timestamp"]=>
  int(1192118590)
  ["objectID"]=>
  string(12) "post-36030-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(283) "This guidance was published following a three month consultation. It urges all schools to have a school uniform, but warns that any set policy must be affordable, non-discriminatory and sensitive to the needs of pupils.

Folder: Leadership Briefings Issue 2.10 (22)"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(349) "... a valuable role in contributing to the ethos of a school and setting an appropriate tone and the DCSF strongly encourages schools to have a uniform.· There is no legislation that deals specifically with school uniform or other aspects of appearance such as hair colour and style, and the wearing ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(78) "DCSF Guidance To Schools On School Uniform And Related Polic"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(6) "school"
        [1]=>
        string(7) "uniform"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(283) "This guidance was published following a three month consultation. It urges all schools to have a school uniform, but warns that any set policy must be affordable, non-discriminatory and sensitive to the needs of pupils.

Folder: Leadership Briefings Issue 2.10 (22)"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(6) "school"
        [1]=>
        string(7) "uniform"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(6228) "ResourceDCSF GUIDANCE TO SCHOOLS ON SCHOOL UNIFORM AND RELATED POLICIESOriginal DocumentDCSF Guidance To Schools On School Uniform And Related Policies. This guidance was published following a three month consultation. It urges all schools to have a school uniform, but warns that any set policy must be affordable, non-discriminatory and sensitive to the needs of pupils.KeywordsSchool uniform guidance, consultation, DCSFSummaryKey Points:· School uniform plays a valuable role in contributing to the ethos of a school and setting an appropriate tone and the DCSF strongly encourages schools to have a uniform.· There is no legislation that deals specifically with school uniform or other aspects of appearance such as hair colour and style, and the wearing of jewellery and make-up, so this is non-statutory guidance.· Schools must be sensitive to the needs of all pupils and should consult the community, parents and pupils before setting or changing a uniform policy. They must act reasonably in accommodating pupils’ requirements but may have to balance the rights of an individual against the best interests of the whole school community.· It is for the governing body to decide how the uniform should be sourced. The governing body should be able to demonstrate to parents how best value has been achieved and keep the cost of supplying the uniform under review.· Heads are within their rights to send a pupil home to change clothes if they breach uniform policy, but they must notify parents first and consider factors such as the child’s age, vulnerability, availability of parent and how easily the breach can be remedied.What should a school do:· A school should ensure that its school uniform policy is fair and reasonable. It should ensure that the uniform chosen is affordable and does not act as a barrier to parents when choosing a school.Cost of school uniform:· School uniform and other items that must be purchased in accordance with school rules can be expensive, particularly for low income and large families. In deciding the design of its school uniform, DCSF expects the school governing body to give high priority to cost considerations. No school uniform should be so expensive as to leave pupils or their families feeling unable to apply to, or attend a school of their choice, due to the cost of the uniform.· Schools or retailers that have exclusive contracts with suppliers may in principle be subject to enforcement action on the grounds that these exclusive agreements may restrict competition between retailers to supply uniform.· Local authorities have a discretionary power to provide school clothing grants or to help with the cost of school clothing in cases of financial hardship.· The School Admissions Code places a statutory duty on all governing bodies to ensure that their policies and practices do not disadvantage any children.· Choice Advisers will be able to inform parents about the school uniform policy of all schools within their local authority and neighbouring local authorities, and of the funding available in the form of uniform grants or provision of school clothing.Physical education:· School uniform often includes clothing required for Physical Education (PE). A school should adopt a sensitive, flexible approach to this issue bearing in mind the needs of different pupils and the equality, discrimination and human rights issues. · A school should choose a PE uniform which is practical, comfortable and appropriate to the activity involved.· A school should also consider the cost of clothing for PE, particularly where specialised equipment is necessary.Non-compliance with a school’s uniform policy:· A head teacher can discipline a pupil for breach of uniform/appearance policy. However, DCSF does not consider exclusion to be an appropriate response to breaches of school uniform/appearance policy, except where they are persistent and defiant.· A head teacher or a person authorised by the head teacher may ask a pupil to go home briefly to remedy a breach of the school’s rules on appearance or uniform. A pupil must not be sent home indefinitely or for longer than necessary to remedy the breach, as this could amount to unofficial exclusion.· Where a pupil is not adhering to school uniform policy, a school should be considerate and discreetly try to establish why not.Home to school travel:· School should encourage children to walk and cycle to school and give consideration to this when determining the design and style of uniform.· The governing body should consider the benefits of including light colours and reflective materials (and recommend the wearing of high visibility items) as part of the school uniform policy to ensure that children are able to walk and cycle safely throughout the year.Human Rights issues:· It may be possible for many religious requirements to be met within a school uniform policy and a school should act reasonably in accommodating religious requirements.· However, schools should note that the freedom to manifest a religion or belief does not mean that an individual has the right to manifest their religion or belief at any time, in any place, or in any particular manner. Where a school has good reason for restricting an individual’s freedoms, then the restriction of an individual’s rights to manifest their religion or belief may be justified.· Schools should prevent young people from wearing clothes that may encourage cliques or gangs from developing.Equality and discrimination issues:· In formulating a uniform/appearance"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(4) "hair"
        [1]=>
        string(6) "school"
        [2]=>
        string(7) "uniform"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

DCSF Guidance To Schools On School Uniform And Related Polic

11 Oct 2007