More isn’t enough

Charles Golding portrait

Written by Charles Golding

Charles Golding is a creative director and filmmaker, a disruptor with a passion for change.

CARGO, Charting African Resilience Generating Opportunities, was launched in 2018 to address the lack of inspiring African and African diaspora narratives in education. Since then, awareness has been raised of the bias in representation in the current curriculum.  

In the wake of the resurgence of the Black Lives Matter movement in 2020, many groups and organisations have sprung up to address the inequality and lack of diversity in business and education. We cannot be sure whether these organisations were echoing the zeitgeist or capitalising on the moment. Either way, we are now in an unprecedented time where diverse resources and educational tools are available on a scale unimaginable a few years ago. From major publishers, academics and celebrities, it seems many people have thrown their hat into the ring to help address the perceived lack of Black history within our classrooms. 

When CARGO began its journey into the world of education, we made a number of conscious decisions that would help define our focus and ambition. As Lawrence Hoo, CARGO co-founder recounts in the BBC documentary The Classroom Revolution: “At school, we weren’t taught white history.” This is an important distinction with the language we use to describe our work. 

We choose not to categorise the material we created with the binary simplicity of racial politics. We put language at the heart of our material. For example, we use ‘of African and African Diaspora heritage’ rather than ‘Black’; ‘of European heritage’ rather than ‘white’; ‘enslaved people’ rather than ‘slaves’. Our choice of words help to humanise often dehumanised narratives and define our direction.  

Another important distinction is our focus on engagement. We do not want our material to feel like a traditional classroom resources. We approach the creation of CARGO Classroom resources with a desire to create material that will engage, educate and entertain.  

Beyond our drive to address the inequality within the secondary school system was a realisation there was a need to energise and enrich the dusty and often antiquated environment of teaching in schools. We understood there was a void beyond racial inequality that spanned generations. The traditional institutions that have governed the distribution of educational material are no longer fit for purpose and have become out of touch with the needs of today’s students. Pupils are demanding change, and all too often, are taking control of their own learning.  Due to this demand, we are now developing KS1 and KS2 primary school resources as an addition to the CARGO Classroom KS3 secondary school resources currently available. 

No longer can the current frameworks and structures that have governed learning be adequate to fulfil the ideals and aspirations of the coming generations. We want to create materials that would be appropriate for children raised in the age of mass media and gaming. In an environment where information is more accessible than ever before, we know it is important to elevate our material to compete with the ever-changing landscape of digital media.  

The CARGO Classroom resources utilise rich, illuminating content from contemporary illustrations, engaging narrative poetry and cinematic videos. We acutely realise the importance of broader representation within teaching and the cross-cultural gains that can be made through a deeper knowledge and understanding. However, the information is only part of the puzzle with the method of delivery and context of the learning being equally as important if we are to inspire engagement and retain learning.  

As part of the BBC’s ‘Classroom Revolution ’ documentary, Lawrence visited two children who had been excluded from mainstream education. These students were categorised as hard to reach and subsequently hard to motivate and engage. Their teacher, Rebekah Leese, decided to structure an activity around one of the CARGO Classroom lessons. What you don’t see in the film is as the lesson continues, tutors from other classes gathered in the corridor in amazement as they attempted to look through the windows of the classroom. They couldn’t believe the children stayed engaged for as long as they did.  Rebekah remarked: “We are lucky to maintain their concentration for 20 minutes; they were engaged for over an hour.” We now understand one of those students is pursuing history as a subject for further study. Obviously not every classroom will benefit from such a monumental learning experience as a result of CARGO Classroom resources. However, the context and delivery of resources should remain at the forefront of our desire to rejuvenate the landscape of modern learning. It isn’t enough to just supply the material and tell different stories, it’s about how you tell those stories and how we can maximise engagement. We are not interested in ticking boxes; we are here to pull down barriers and broaden ambition.

For more information about CARGO Classroom, please visit www.cargomovement.org/classroom

by Hannah Wilson

Being the teacher that I never had...

Craig Weir portrait

Written by Craig Weir

LGBTQ+ Educator, Consultant and Safeguarding Lead

People often ask why I became a teacher. The answer – to be the teacher that I never had. 

My own secondary school experience was tough. I lived in a small town off the west coast of Scotland where social status was defined mostly by what football team you supported: Rangers or Celtic. My lack of interest in either team made me an outcast to the boys in P.E, leading to me being picked last for all sports and seen as less alpha. It was obvious that the boys quickly assumed that I was strange because I didn’t see football as the most important thing at that point. It wasn’t that I wasn’t interested or good at sports; the assumption was that I was different because I couldn’t participate in the locker room “banter”. 

This was the start of the multiple years of being bullied for being a “fag”, “gay boy”, “poof” or “bender”. These words were hammered into me daily from what felt like many and most of the boys. Instead of reporting this, I decided to hide my upset for the fear of looking weak and upsetting my family. It was, in fact, my cousin who spoke up when they witnessed the unkindness of their own friends towards me. When my mother finally asked the school to step in and help, they really could not and did not do much. The school were confined by the section 28 legislation that banned the promotion of homosexuality; I still struggle with this now. Unfortunately, the school did not act with speed or strength, which led me to absorb similar abuse throughout most of my school years. In all honesty, I think I’d struggle to write how I really felt at this time. In fact, this is a time that I have lost as it feels better to have “forgotten” what really happened. What I do know is it does – and did – get better. 

On leaving school, I trained in musical theatre at a very famous drama school in central London. The fact that I was moving hundreds of miles away from the pain was comforting. I was a real-life Billy Elliot and finally recognised myself and sexuality in others around me. This eventually led to me working in theatre, television and film with some of the biggest names in the industry. I never thought I was going back to secondary school… ever.

Like others, I found the pressures of work got to me and my love for an industry was being destroyed by the conditions I worked under. I was constantly showing poor health and was “blue lit” to hospital after a suspected brain aneurysm which was in fact stress. I hated my job, the hours, and the fact it was destroying one of my biggest loves – the theatre. I also felt too proud to admit that this wasn’t for me. I was worried that I had failed. Again, I was worried that I would upset others and seem weak.

With the support from my partner and my family. I quit my toxic career and retrained as an English teacher. Why? This went back to the hope that I could support someone in a way that was never available to me.

I now work at a comprehensive school in South London. The school has a large focus on sports and it could be said it’s pretty alpha in many ways: competition is very important.

As an English teacher, I went back into the closet and kept my private life private. Some of my colleagues were aware and encouraged me to be open publicly within the school. For some reason, I just could not do it and I didn’t know why.

I now want you to imagine a Wednesday afternoon. I was teaching Romeo and Juliet and Mercutio has just started the “Young Hearts Run Free” scene in Baz Luhrmann’s movie version. My class was overrunning; another class were waiting at the door ready to come in. It was a busy corridor. As I released my class, the popular girl in year 8 was at the door – strange because I did not teach her. This is the girl that can command the attention of her peers in a breath. I’m sure you know the type. Anyway, she knocks on the door asked loudly: 

“Sir, are you gay?” 

In all honesty, I was shocked by my reaction and shocked by her direct question. She repeated:

“I said sir, are you gay…?

My reply… “no”. 

Why did I reply with this?

I then had to teach my next class with a racing heart, struggling to catch my breath, sweat pouring down my face and barely able to think clearly. I was not prepared for the question about my sexuality. I was not prepared to be transported back into the boy who stood in school feeling terrified of the question that I didn’t know the answer to. 

After this experience, I thought for a long time about why I had replied “no”. I was mortified and hurt at my response. Why did I go back “into the closet” after 15 happy years out of it?

My colleagues have been brilliant; my leadership have been even better. They understood the pain and allowed me to speak. They allowed me a safe space to decide what I wanted to do.

This year, I decided to tackle this trauma myself. I was going to try to be more forthright. This started with a quick chat about equality with my year 8 class. When they asked me about my wife, I quickly corrected them and said I had a male partner. None of the students had much of a reaction but, for me, the feelings of worry and trauma came flooding back. However, I knew that this time it was on my terms.

I had started to feel empowered and more authentic. I knew that by being in control, my history and identity could be used as a positive rather than negative. So, I and another colleague decided to run the LGBTQ+ club in school. Doing this with another member of staff made me feel safe and supported. The school honoured the decision to have two members of staff on this club as they knew the support we gave one another was important. I could not have done this without her. 

LGBT+ History month came round and, as Heads of Year, we both knew that we’d like to deliver an assembly to our year groups on allyship and the history that came before us. Eventually, this turned into a whole school assembly that was delivered to every year group across the week. Honestly, I was terrified. I was ‘outing’ myself to every student and staff member in the school. Starting with the Equality Act, I informed the students that I was delivering this assembly as a gay man. I could feel myself becoming emotional and I’m sure this was obvious to the students too. I was numb and couldn’t speak anymore but the band-aid was ripped off. My colleague was my hero in this moment: in all 5 assemblies she stepped in and swiftly carried on until I could compose myself to continue. 

Every assembly got tougher, despite me thinking they’d get easier. I started to see myself as vulnerable again. As the year groups got older, their reactions became louder – particularly the boys, who presented with a mixture of shock, laughter and smiles. This made me feel exposed but my hope was that my pain would be far less than the gain for the students who needed to hear this. 

The assembly was received well. Children I’d never met before were saying hello to me. It was positive. 

Was there a negative? Yes. I remember a teenage boy stirred up a small anti-ally party in one of his lessons immediately after the assembly. The teacher, of course, had my back and had him removed immediately. Nevertheless, I remember this more than I remember the positives.  Recently, I’ve had an experience of another boy miming certain physical acts that he thinks are related to me. Sadly, both obvious negatives here came from boys, boys that are respected and known by their peers. Whilst this could be another trauma trigger… by releasing my pain and worry, I have realised, I’ve gained strength.

Honestly, I have no idea if my experience or honesty has helped anyone at school. What I do know is that I have helped me. Would I have done things differently? Absolutely. However, when we struggle with pain or trauma, I truly believe we can only do our best in that moment. I have amazing friends and colleagues who have supported me in being honest, transparent, and visible. Hopefully, this visibility will help someone else one day.

by Hannah Wilson

On Disability #IDPwD2022

Matthew Savage portrait

Written by Matthew Savage

Former international school Principal, proud father of two transgender adult children, Associate Consultant with LSC Education, and founder of #themonalisaeffect.

“My own heart let me more have pity on; let

Me live to my sad self hereafter kind,

Charitable…”

(Gerard Manley Hopkins)

In many ways, I have enjoyed my return to face-to-face consultancy, and to the buzz, warmth and joy of human interaction. However, I have also realised something else: on Zoom, I was not disabled. On Zoom, I could still walk and run, swim and cycle. On Zoom, I did not need my wheelchair, crutches or mobility scooter to move around. On Zoom, nobody would have known I was any different.

In recent months, I have been to restaurants with friends and colleagues, and I have developed an interesting habit. As soon as I am seated, I ask that my scooter and crutches are taken away out of my view and the view of others. I do the same when I am speaking to an audience too. Somehow, I seem to think that, if my disability is hidden from view, it will no longer exist.

When I first became ill, the talk was all of diagnosis and recovery. Medics were optimistic, and friends and family still asked that I “stay positive”. However, with time, the medics started to lose hope, and friends and family, not knowing what to say, chose, instead, to say nothing. It feels increasingly like my present has become my future, the two intertwined.

Although often relentless and ablaze, my pain is silent: mixing medication and mind muscle, I try to ensure that nobody knows. Similarly, I have managed to mask my encroaching stammer so far, although I know I will start to lose that battle soon. But people see my inability to walk before they see me; and, therefore, try as I might, it cannot be hidden.

This has presented me with a problem. As my disability becomes my body, I cannot be ashamed of one without being ashamed of the other too. Like many who have survived childhood trauma, I have a lot of shame, but I have realised that I cannot be ashamed of my disability. And that, as long as it is a guest in my house, I must welcome and embrace it as myself and, in so doing, love it too.

#DisabilityAwareness #DisabilityPride

by Hannah Wilson

Desire to study diverse drama and playwrights in schools not matched by current educational landscape

Margaret Bartley portrait

Written by Margaret Bartley

Editorial Director for Literary Drama at Bloomsbury. Since 2002 she has been the Publisher of the Arden Shakespeare and now has editorial responsibility for Bloomsbury's digital platform Drama Online, the Methuen Drama imprint, and the Arden Shakespeare. She is Bloomsbury’s representative on the Lit in Colour Advisory Board and sponsor of Bloomsbury Academic’s Diversity, Equity and Inclusion working group.

90% of drama texts taught at GCSE and 96% at A Level English Literature are written by white playwrights

New research released today by Bloomsbury Publishing, through its Methuen Drama imprint and as part of its Lit in Colour programme, illustrates the popularity and contradiction of teaching drama texts for English Literature at GCSE and A Level in today’s secondary schools in England and Wales. 

Drama (excluding Shakespeare) is not compulsory in the GCSE English Literature specification, yet 93% of teachers who responded to Bloomsbury’s survey choose to teach a drama text to a GCSE class. Under 2022 curriculum specifications, drama texts by white playwrights account for 90% of drama texts taught at GCSE and 96% at A Level English Literature.  This contrasts with 93% of teachers who said they would like to see a more ethnically diverse range of writers offered by exam boards. This desire from teachers is met with student demand. Of the teachers surveyed, 65% said there was a demand from their students to study more ethnically diverse writers. 

Launched in 2020 by Penguin Books UK, alongside race equality think tank The Runnymede Trust, the Lit in Colour campaign aims to support UK schools in diversifying the teaching of English and to increase students’ access to texts by writers of colour and from minority ethnic backgrounds.  

Bloomsbury’s Methuen Drama imprint has a world-class play portfolio and playwright relationships that complement and expand on the original Lit in Colour campaign. The programme’s aim is to introduce new plays to the curriculum, offering students access to more diverse, representative and inclusive work, opening up the ways in which all drama texts can be studied, creating new ways to explore plays and contributing to wider discussion and representation in the classroom.

Other findings from the research illustrate the important role drama plays within English Literature at secondary school study:

    • There are currently just 2 drama set texts by Global Majority writers available at A Level English Literature
    • With the right support and resources in place, 84% of respondents said they would be likely to choose a new drama text for GCSE English Literature
    • We asked teachers about the support they need when teaching drama set texts: the top three resources listed were recordings of performances (67%), model student answers to exam questions (65%) and resources on social/cultural context (57%)
  • 66% of survey respondents said they would like more support to teach texts that tackle issues relating to race or ethnicity
    • 0% of students answered an exam question on a play by a Global Majority writer in England in 2019*
  • In England in 2019*, 79% of GCSE English Literature candidates answered an exam question on a drama text,  349,337 students (65%) answered a question on An Inspector Calls in 2019 assessments

Margaret Bartley, Editorial Director for Literary Drama at Bloomsbury, commented: “The landscape of teaching drama in English schools has remained largely unchanged. Our research shows that there is real appetite for change and that publishers, theatre makers, examiners and teachers need to work together to deliver change to the curriculum. If we empower teachers to switch texts with confidence, students can continue to benefit from the positive impact and influence of studying plays. In the future, those plays will better reflect the student cohort and ensure students see themselves represented in the texts they study. Bloomsbury is committed to playing our part in delivering this change through our proactive programme of new play text publishing, supported by the resources teachers and students need to study and enjoy them.”

Change is coming – what should the future look like?

Real change is coming. Just two years on from the Lit in Colour campaign, efforts are being made by all five major awarding bodies in England and Wales to diversify the set texts within both GCSE and A Level specifications for English and Drama.  By 2025 English Literature students in England and Wales will have the option to choose from 10 new modern play texts by writers of colour at GCSE and A Level.

The importance of live performance

Drama can be more accessible than other genres and many enjoy the interactivity that the format brings. A 2015 curriculum change to English Literature removed the necessity for a student to watch a live production, leading to systemic changes in the teaching of drama texts as part of the English curriculum, which are difficult for teachers to counter.

Teaching drama as an experience through live performance is critical in the successful introduction of new plays. When diverse texts are performed in theatres and included on the school curriculum, more could be done to engage with the playwrights themselves. There needs to be more opportunity for playwrights to talk about their work and context, and for schools and teachers to engage with playwrights directly. 

Having access to staged performances through services such as Bloomsbury’s Drama Online, which has collections of filmed live performances including those from the National Theatre and Shakespeare’s Globe, is vital to bringing teaching to life, inspiring debate and illustrating what the author or playwright is trying to convey.  

Empowering teachers to take a different approach

The research shows a clear desire among teachers to expose pupils to a diverse range of literature, driven by the need to reflect the student cohort and ensure students see themselves represented in the texts they study. There is also a desire to share diversity of thinking and hear voices other than their own. Importantly, this needs to represent a variety of backgrounds and to portray a range of lived experiences including, but not limited to, race-related issues.

Introducing new play texts to the classroom is a big undertaking and requires time and energy from teachers who are already stretched and time-poor. It is clear that teaching a new text is a significant undertaking for teachers who need to create new schemes of work and lesson plans, and research the text’s critical and performance history. Research responses show that teachers prefer to refer to past papers and evidence of the approach taken in assessment for benchmarking their teaching plans. This understandably means teachers often choose to teach the familiar and reliable options with which they have had positive learning and exam outcomes in the past.

Giving teachers the tools they need will empower them to teach new texts and approaches with greater confidence, helping them achieve the success they want for their students.

Teachers also told us that they have more freedom at Key Stage 3 (KS3) to choose diverse texts, as the curriculum is not limited by exam specifications. Teachers can therefore introduce drama texts from diverse writers at KS3 and build confidence in the teaching of these texts, before being limited by exam specifications at higher key stages.

There is also an opportunity to teach the familiar set texts differently, while they remain on the syllabus, by reframing how they are taught. Alongside new texts from diverse writers, existing texts can be taught through a different lens that resonates more with today’s students, such as gender, identity or class. Given the predominance of plays like this, reframing the way established canonical texts are presented offers teachers and students enriching ways to engage with them alongside newer texts.

Methodology

This report draws on research from multiple sources: a quantitative survey, in-depth interviews, roundtable discussion and desk research. Participation was entirely voluntary. Research was carried out by independent research company Oriel Square Ltd and supported by Insightful Research. The online survey, carried out in June 2022, targeted teachers of GCSE English Literature in England and Wales. Of the 141 respondents, 16.3% identified as Black, Asian or of Multiple Ethnic background, compared to 10.4% of teachers in England. Interviews were conducted with a sample of four teachers, selected either because they were taking part in the Lit in Colour Pioneer Pilot programme, ran in partnership with Pearson Edexcel, or because they had responded to the survey and agreed to take part. As a response to the teacher research, Bloomsbury, the National Theatre and Open Drama UK hosted a roundtable discussion with stakeholders from publishers, awarding bodies, theatre organisations, and practitioners, authors and playwrights to discuss how the drama and theatre community could support schools with the teaching of diverse drama texts.

*2019 assessment data was used in the research as the most reliable data, as COVID-19 interrupted live exams data and 2022 data is just being published

Media enquiries: to Ginni Arnold, Head of Corporate Communications at Bloomsbury on ginni.arnold@bloomsbury.com or 07968730247.

Editors’ Notes

Bloomsbury English and Drama for Schools list includes:

Find out more at Bloomsbury.com/DramaForSchools and @MethuenDrama

About Bloomsbury

Bloomsbury is a leading independent publishing house, established in 1986, with authors who have won the Nobel, Pulitzer and Booker Prizes, and is the originating publisher and custodian of the Harry Potter series. Bloomsbury has offices in London, New York, New Delhi, Oxford and Sydney. 

About Lit in Colour

Lit in Colour was launched by Penguin Random House and The Runnymede Trust in October 2020. The campaign aims to ensure English literature better reflects contemporary culture and society, to increase understanding around racial equality and to give students access to a diverse range of authors and books. 

Lit in Colour published a major piece of research: https://litincolour.penguin.co.uk/ Diversity in Literature in English Schools  in June 2021  which reviewed the current state of play in English Literature education and made practical recommendations for change, carried out by an independent team at Oxford University’s Department of Education.

Find more information at penguin.co.uk/litincolour and @PenguinUKBooks

About The Runnymede Trust 

The Runnymede Trust is the UK’s leading independent race equality think tank. We generate intelligence to challenge race inequality in Britain through research, network building, leading debate, and policy engagement.

Runnymede is working to build a Britain in which all citizens and communities feel valued, enjoy equal opportunities, lead fulfilling lives, and share a common sense of belonging.

In order to effectively overcome racial inequality in our society, we believe that our democratic dialogue, policy, and practice, should all be based on reliable evidence from rigorous research and thorough analysis.

@RunnymedeTrust |runnymedetrust.org

by Hannah Wilson

The 3 Cs of DEIB Work: Consciousness, Confidence, Competence

Hannah Wilson portrait

Written by Hannah Wilson

Founder of Diverse Educators

Our Journey

When I am running training on DEIB (Diversity, Equity, Inclusion and Belonging) for different stakeholder groups, I suggest that they see this work as a journey. The DEIB journey is one we go on individually and collectively, personally and professionally. The journey is non-linear and quite messy – different people will go off on different routes to reach the same goal and people will get on and off at different stages. This journey is a marathon and not a sprint, so we need to pace ourselves and we need to sustain our commitment to the work. 

Motivation to go on this journey is great, but it is the habits that we unlearn and relearn, that will enable the DEIB vision to become embedded into the provision. This is where we see impact and we can make change happen. Moreover, this journey has three parallel lanes. The 3Cs of Consciousness, Confidence and Competence are my way of breaking down the different things that we need to develop in ourselves and each other.

Our Consciousness

Def. the state of being aware of and responsive to one’s surroundings; a person’s awareness or perception of something.

We need to start here, fighting our bias for action as educators like to do and get busy finding  solutions to problems. But we need to start with the being. We need to become aware of ourselves, of each other and of the environment in which we are existing.

Consciousness is about exploring our own identity, recognising our own bias and navigating our own power and privilege. We need to become conscious of what we have not experienced, of what we have not been exposed to, of who we do not know.

We talk about getting ‘comfortable with being uncomfortable’ because we need to do the ‘inner work’ before we can start the ‘outer work’. We need to start with understanding ourselves on a deeper level.

The call to action is to be able to look in the mirror and to understand who we are and what shapes our thinking/ behaviour. 

Our Confidence

Def. the feeling or belief that one can have faith in or rely on someone or something; the telling of private matters or secrets with mutual trust.

With increased awareness, we recognise that we do not have all of the answers. So we need to get confident in acknowledging that we are not the expert and that we need to listen to and learn from others. As we grapple with new concepts and new language, we need to model that we are going to get it wrong, that we are going to need support and feedback, and that we will make mistakes, but we will learn from them.

Confidence is about getting curious and asking more questions. We need to listen to others, to their lived experience, in order to expand our own perspective. We need to have the confidence to discover some hard truths about our organisation.

As we become confident engaging with the subject matter, we then need to become more confident in what we say and what we do. We need to stand up and speak out on issues impacting our community, we need to call in and call out behaviour and language that is not inclusive.

The call to action is to be willing to be courageously open and vulnerable. 

Our Competence

Def. the ability to do something successfully or efficiently; the quality or state of having sufficient knowledge, judgment, skill, or strength.

With consciousness and confidence, we can then start developing our competence. In order to do the work in realising our DEIB intentions and bringing our vision to life, we need to develop new skills.

‘We don’t know what we don’t know’ until we start the learning journey. By slowing things down we can be more intentional in identifying the gaps in knowledge and in planning the training to close these gaps over time.

Being competent means that we develop muscle memory, we practise until the new skills feel natural and automatic e.g. diversifying the curriculum/ library, reviewing policies/ processes and practices through a DEIB lens, holding courageous conversations, showing up as an ally.

The call to action is to invest time and resources into ongoing training for yourself and others.

Our Commitment

So as we head to the end of the year, we invite you to reflect on the journey you have been on with your DEIB work. Where have you become more conscious, more confident and more competent? And how have you cascaded this learning to others?

by Hannah Wilson

Working with Gypsy, Roma, and Traveller Young People

Karen Self portrait

Written by Karen Self

Karen joined the NYA in late 2020 as a Youth Work Specialist. She is a JNC professionally qualified youth and community worker and qualified trainer. Karen has worked in the youth and community field for over 25 years, including managing and leading activity across a range of sectors and environments.

Karen Self, Learning and Development Manager, National Youth Agency, describes why she is so passionate about the new Gypsy, Roma and Traveller CPD course for youth workers and others working with young people looking to ensure their services are inclusive.

‘’The most important piece of advice for any youth service hoping to engage with young Gypsies, Roma and Travellers is to go out and meet and talk to the young people, their families and others in the community.’’ This statement, from our recently launched CPD course ‘Working with Gypsy, Roma, and Traveller Young People, might seem obvious if you’re a youth worker, but how well do you really understand Gypsy, Roma, and Traveller communities? 

Perhaps you’re already working with Gypsy, Roma, and Traveller young people but not realise that you are because, contrary to the common misconception, some 78% of Gypsy, Roma, and Travellers in the UK live in permanent bricks and mortar housing (according to the 2011 Census)

Furthermore, do you fully appreciate the challenges the Gypsy, Roma, and Traveller communities face? 

This question takes me back to my work directly with young Roma people, as well as managing teams that have worked with the local Roma community.  I recall that it was essential that the team gave their absolute commitment to building trusted relationships within the community over a period of months, even years. Yes, we faced many challenges, the young people we connected with were often discriminated against by peers and members of the community, a mutual lack of cultural understanding often led to conflict with other young people, there were also worries about our intentions and our own concerns about the risk of exploitation of Roma young people by others; however, over time the work flourished, and we witnessed many successful outcomes for young people. We found that by focussing on their similarities with other young people – like football, music and dance – we were able to improve relationships and understanding amongst young people and by working with partners in the community and in the local secondary school we were able to tackle some of the more complex issues.

Our work with a group of Roma young people was successful because the lead detached youth worker was knowledgeable about the communities they worked alongside; they always strove to understand their needs and experiences and were committed to developing trusted, yet boundaried, relationships and instilled these values in their team of detached youth workers. 

Would a course have improved the team’s and other professional’s knowledge and understanding? Most definitely! That’s why I’m so passionate about the two Gypsy, Roma, and Traveller CPD units the National Youth Agency has produced alongside ODET (Open Doors Education & Training). 

The second course provides insights into successful activities to engage young people from the Gypsy Roma and Traveller communities, including.

  • The importance of youth work with the community and effective approaches to engagement, social inclusion outreach, diversity, integration, and multi-agency work all with a focus on promoting pride and the visibility of cultures. 
  • How to identify and analyse participation barrier challenges.
  • Examine good practice examples in youth work settings and how to develop inclusive practice in their own settings. 

Including case studies, useful templates, and a wealth of resources, the ‘Working with Gypsy, Roma and Traveller Young People’ CPD is a must for any Youth Worker or any other professional working with young people who wishes to provide meaningful, trusted, and inclusive services. 

You can access the CPD Parts 1 and 2 on the National Youth Agency website at www.nya.org.uk/academy-cpd/ 

by Hannah Wilson

Normalising Difference

Amrutha Anthony portrait

Written by Amrutha Anthony

Amrutha Anthony is a trainee teacher at Basingstoke SCITT (BASCITT).

Difference is daunting.

There are many differences and mine is that I am not British. I am an Indian who grew up in the UAE.  This was not a problem by itself.  However, I had decided to train to teach Secondary English.

I would be a foreigner teaching English to the English. 

The humour was not lost on me, nor were the apprehensions.

However, I was lucky enough my main placement school is also where I’d gotten to work at as an LSA for a few months before my training began.  From the very first day my school made me feel like I had always been part of the school community.  From my days since I have realised why.

My school hosts a diverse community of both staff and students.  Last year, 56% of the students were from ethnic groups, and English was second language to 31% of the student populace.  My school’s diversity has been channelled into an attitude of inclusivity that permeates every interaction that happens here.  In response to the Basingstoke & Deane Inclusions and Diversity Partnership launched in 2021, the school set up a Diversity Lead.  Under her guidance, around 60 students signed up to be EARAs – Equality and Rights Advocates.  They were trained to challenge and be upstanders in a gentle way.  They were also responsible for training other students formally (assemblies) and informally (personal conversations).  The EARAs proposed and piloted workshops for KS3 students on LGBTQ+, neurodiversity, and race.  Historically, students also led a sign language workshop that proved quite popular. 

School students support all forms of diversity because their own uniqueness is celebrated here.  I remember being in a history class last year when they were learning about Black history in the UK.  Whilst Black history in the US has become popular knowledge, the UK perspective was entirely new to me; together with the students, I soaked up this new angle in fascination.  I found out later that this lesson was a result of the school wanting KS3 curriculum to reflect the histories of all its students.  This commitment to year-round inclusivity made the schools Black History Month celebration so much more sincere.

My school is also twinned with a school in Cameroon, by the Portsmouth Diocese to which the school belongs.  When it was safer, staff and students had gone over to volunteer; now the school supports the college through fundraising activities.  On Diversity Day last year, staff and students were encouraged to come dressed in traditional attire and to take part in an evening celebration of all the ethnicities in the school.  This mufti day was made meaningful when all staff and students donated a pound each to be sent off to Bamenda. 

Being a single faith school, my school often faces a question from the outside about how inclusive it is of other faiths.  Those on the inside, however, have the answers.  Before the pandemic, my school hosted a student-led interfaith question time.  The students were supported in preparing their answers by the RE department, yet they took the lead in bringing the answers to the student populace.  The school also hosts an annual multi-faith trip where Year 8 students visit a gurdwara, a mosque, and a mandir.  They come back with their textbook knowledge improved by a real-world awareness of how different faiths practice their beliefs.  This awareness is strengthened by the practical steps the school takes to accommodate all faiths.  A prime example would be the student-led Ramadan assemblies that remind students to be supportive of their fasting peers.  Staff are also asked to make allowances for fasting students and the school shifts other celebrations to ensure they do not miss out.  A group of Muslim students make regular use of an RE space to pray during lunchtimes and plans for a Muslim prayer space next to the chapel are soon to be realised.

It has been heart-warming to hear parents talk about how this level of support makes their children feel safe at school.  In addition to racial and religious diversity, the school also supports children with additional needs.  Last year this was 8% of all students.  As an LSA, I had been in classes with many of these students and it was delightful to see how the other children wholeheartedly accepted the SEND children.  When the SEND children behave differently or are given additional support, none of the other children bat an eyelid.  I have heard a SEND child screaming outside and I have seen my class calmly continue with their work; no one wanted to look out the window or even seem surprised.  This to me showed true inclusivity – not just about understanding differences and accepting them, but having differences normalised.

Here at school, it is perfectly normal for me to be different.

Here at school, it is perfectly normal for me to be teaching English.

Here at school, I can grow and learn and the only thing that affects my ability to succeed is the amount of work I put in.

I write this as a student teacher, but I write this echoing the sentiments of hundreds of children who walk in each day.  I write this having been cherished and supported by all members of staff.  I have only been here for about half a year, but I have never felt so accepted anywhere else.  The ethos of the school guides the community in respecting the innate dignity of all human beings.  The school way is to ‘walk with each other’ and this is practiced by everyone from SLT to support staff to students.

by Hannah Wilson

Flour on my Face

Siya Twani portrait

Written by Siya Twani

I am a Motivational Speaker who speaks in schools and businesses, on Diversity, Equality & Inclusion, Resilience and Mental toughness.

My name is Siya and I speak in schools and businesses across the country and internationally. Like Nelson Mandela I am a man who stuck my neck out like a giraffe and spoke up against the Apartheid regime. This resulted in me being arrested, tortured, and put in prison for four years. I have a lived experience of facing, the odds, and reinvented myself by defying the regime in letting my voice be heard and recognised as co-equal. The struggle for belonging has been my life long struggle. I went to prison because I wanted to create a South Africa and a world where all of us as human beings can experience the joy of belonging, not just some but ALL OF US TOGETHER.

Our children are dual heritage. My children have struggled with belonging and acceptance or not being accepted for who you are.  

My youngest son is Sipho. When he was about nine years old, Sipho and Megan were friends at primary school and one Friday after school Sipho went to play with Megan at her house. On collecting Sipho I noticed that he was covered in white powder, before I could enquire Megan said, ‘Look Siya I made Sipho white like me.’  I said, ‘That is so lovely Megan’, as she was just an innocent child, wanting a friend to look like her. All Megan’s dolls were white and so thought because all her world is white therefore Sipho as friend needed to be white. It was an innocent gesture and attempt of acceptance and inclusion. She wanted Sipho not to feel different.  

Now fast forward to when we moved from Essex to Edinburgh.  Now in Edinburgh one beautiful summer’s day,  I decided to take my three beautiful children to a park to play on the swings at a local park. As we entered through the gate, myself and my children were subjected to racial abuse, called monkeys and told to get out of her you are dirty, you brown people. They taunted my children. They went on to say, ’You are not welcome here’, and my children broke down in tears. I approached these ignorant white kids who were never exposed to a people of different colour or background. They all ran out of the park. Three of the older teens came back to the park to apologise. I then took that opportunity to educate these young people and expand their horizons. I asked them, can you imagine what it must feel like being spat at, called names, being bullied all because I was different? Can you imagine the power of your words, attitudes, and behaviours towards my children? I went to ask them. One day how would they feel if their own children were subjected to racial trauma and abuse.   They were stunned and all they did they kept apologising and their apology was accepted as I said to them. it takes a strong person to apologise for their mistakes. 

I wish I could say that was the last time that my three little children were subjected to racial trauma and abuse. That incident is stuck in their minds as they often reminisce about it and how big daddy protected then form those empty-headed idiots.

In writing this blog I do not want you anyone of you as readers the impression that either myself or my children had persecution complex. It was our daily bread” our daily experience of being a dual heritage family in predominantly white village just outside of Edinburgh, called Black Hall and by the very nature of the demographics was predominantly white. 

My daughter who was then 10 and my son who was then 8 were the only dual heritage children in the whole school. Again, the demon of racism that taunted me growing up in South Africa was now tormenting and terrorising my children and impacting on their mental health and wellbeing. I remember my daughter having cultural and racial identity crisis. One day she locked herself in the bathroom bleached herself because she wanted to be white like all the other kids in the school. She took the scissors and cut her hair off because it was not blond like her mums and the kids in the school. These two stories of my children’s lived experience and their struggle of belonging or not belonging is a real one to this very day. When people see my children, they don’t see white people first they say black children because they are not “pure white” like everybody else around them.

To this day my children live with this creative tension that, for white people they will never be white enough and for black people they will never be black enough. They are in no man’s land. I went to prison in South Africa so my children and my grandchildren could experience the joy of belonging and not have to go through what I went through because of racially divided South Africa.  Not so long ago in this country there were signs in the 60s saying, No blacks, no Irish, no gay, no Jews and no dogs.

It was Dr Martin Luther King in his famous speech ‘I have a dream’…….  who said, “I have a dream that my four little children will one day live in a nation where they will not be judged by the colour of their skin, but by the content of their character.”  The question I ask myself is …why should they be judged in the first place whether they are black, white gay or not gay, trans or not, short, or tall?

The incident I related above of those young people in the park. They did not realise the impact of their words, attitudes, behaviour and the racial trauma my children suffered as the result of their ignorance. Because really, racism is a child of ignorance.  They did not know how it would make my children feel for the rest of their lives. ‘Sticks and stones may break my bones, but words will never hurt me’ those words cut deep into the psyche of my children, and profoundly affected their mental health, wellbeing and sense of belonging.

“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” ― Maya Angelou

My passion is to educate, empower and expand young people’s horizons about Diversity & Inclusion That is why I speak in schools and delivery inclusion and diversity workshops and promoting mutual respect. Celebrating diversity and not seeing diversity as a threat but as a strength that unites all human beings. Because there’s only one Race …The human Race.  

In my culture we do not have the concept of stranger danger. Every is potential friend or a friend you haven’t met yet. The word for community in Zulu is Umphakathi meaning we are together on the inside. No one is excluded or marginalised, picked on, we all experience the sense of belonging to one another. 

In the stage play and movie HIGH SCHOOL Musical : After Gabriella and Troy successfully perform their song (“Breaking Free”), Ms. Darbus gives them the lead roles, making Sharpay and Ryan understudies. Both teams win their respective competitions, and the entire school gathers in the gym to celebrate (“We’re All In This Together”). Chad asks Taylor out, and Sharpay makes peace with Gabriella. We need to be curious, embrace, celebrate diversity and respect differences and not see differences as threat but as a strength. 

This is what drives me into schools because as Nelson Mandela said, “Education is the most powerful weapon with which we can change the world”.

As a passionate, engaging educator I have moral obligation to educate, empower and enthuse young people to make this world a better place to live in.

Instead of putting flour on my face… let’s put flowers in each child’s life so they can thrive.

“No one is born hating another person because of the color of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.” – Nelson Mandela

by Hannah Wilson

Tackling unconscious bias within UK schools

Sonia Elmer-Soman portrait

Written by Sonia Elmer-Soman

Sonia Elmer-Soman has a background in both law and education. She is a qualified law lecturer and has many years’ experience working as a legal practitioner in two prestigious law firms in the City and now within a reputable law firm local to her home town in Essex. She is also a qualified primary school teacher and is a guest writer for professional journals.

This blog was written for the National Association of Primary Education (‘NAPE’) and Primary First.

What is Unconscious Bias?

If statistics are to be believed, the Gov.uk paper on School teacher Workforce – Ethnicity Facts and Figures (2019) revealed that 85.7% of all teachers in state funded schools in England were white British. 3.8% of teachers were from the White Other ethnic group, the second highest percentage after the white British group and 92.7% of head teachers were white British whilst only 65.4% of pupils are from a white British background.

Whether we like it or not, we all exhibit unconscious bias in some way whether deciding which friend to honour a dinner date with when we’ve double-booked or making application shortlists that reflect our own cultural experiences.  Unconscious bias is about patterns of behaviour that affect our everyday decision making and which are influenced by shared background, culture, and personal experiences. 

Surely it is time to address the implications of unconscious bias within UK state schools? Of interest is how biases drive high turnover and high attrition among black Asian and minority ethnic (BAME) teachers, in a system where BAME pupils do not see themselves represented in the ‘school community’ and the ‘school community’ does not reflect how wider society or ‘Global Britain’ looks today. 

Experiences of BAME teachers

  • Tereshchenko, Mills and Bradbury (2020) shows us that the proportion of students and teachers from minority ethnic groups is disparate, meaning that BAME students and teachers may not see teaching as a viable option without role models to inspire. Research participants stated that they regularly experienced:
  • being ‘passed over’ in senior promotions and hitting a glass ceiling which may not have been obvious at the outset. ‘I look at the people at my school that have been promoted or given opportunities to learn and they’re all white British’;
  • a ‘culture of toxicity which took the form of micro-aggressions, covert bias and injustices’. ‘It matters what the culture of the school is, how they view ethnic minorities and if one walks around a school on interview and they don’t see diversity reflected in the pupils or staff’, then they would be ‘more likely to opt for a school which had encouraged and supported this’;
  • a revolving door resulting in BAME teachers having to move to more diverse and disadvantaged/SEN schools in London in order to advance their careers;
  • feeling that ‘wider social inequalities are mirrored and reproduced in school power hierarchies which underpin and drive BAME teachers’ unequal career progression’.  

Examples of Unconscious Bias

However, it is not just in education where we see unconscious bias being played out. Channel 4’s Hollyoaks aired a powerful episode on the subject.

In one scene, Martine, a black woman, attends a cancer diagnostic appointment and is first to arrive at the surgery. Tara, a white British woman, arrives after Martine for the very same reason. The receptionist informs the two women that the appointment has been double booked and that only one of them can see the Doctor that day. Tara begins to cry. Martine awaits the decision in silence. The receptionist chooses Tara and tells Martine ‘Tara is clearly upset’ and ‘Have some sympathy’.

It is not unusual for NHS staff to have to make these decisions against the backdrop of a system which is overwhelmed and underfunded. However, Statistics show black women are twice as likely to be diagnosed with late-stage breast cancer due to systematic racism and misinformation  (Morris, 2021). When Martine questions the receptionist, she is told to ‘ take a step back and stop being aggressive’. The writers skilfully make the point that the word ‘aggressive’ like intimidating are so often used against black people and people of colour who have ever dared to stand up for themselves. Seconds later, Martine tries to explain that ‘I have a lump too. I am terrified too’, but the scene ends with Martine standing outside in the cold whilst the two women make their way inside the surgery.

This will not have been the only problematic person or challenging situation Martine will have faced that day. For instance, where could she be in her job she wonders, if ‘it weren’t for so many barriers’. ‘The micro-aggressions are so subtle and covert it is hard to prove’. There is a sense throughout the episode that Martine must be’ strong’ and toughen up. Any injustice she feels must be borne with unflinching humility.

Parm Sandhu was the most senior Asian woman in the Metropolitan Police Force and the only non-white female to have been promoted to Chief Superintendent in the history of the Force. Her book entitled ‘Black and Blue – One Woman’s Story of policing and prejudice’ she tells of a challenging thirty year rise through the ranks of the Force where she faced racial and gender discrimination and spurious claims of misconduct after whistleblowing.

In her nail-biting account, Sandhu observes how persons of colour get the jobs and perform as well as, if not better in some cases than, their white British counterparts, but when they come to knock on that door for promotion or to raise a concern, the path is fraught with complexity and struggle and the rules are very different depending on who knocks. 

So, could unconscious bias have played a part in the situation with Megan Markle?  In her infamous interview with Oprah Winfrey, Megan spoke of the need to avoid polarising people and she found it hard being blamed for something ‘not only that I didn’t do’, but ‘that actually happened to me’. Megan’s quote ‘If you love me, you don’t need to hate her [Kate] and if you love her, you don’t need to hate me’ is the money sentence and will likely resonate. Megan felt she was often compared to Kate, with Kate usually coming off better because when one is faced with fewer battles to fight, they can concentrate on the battles worth fighting. One is far less likely to miss-step when not constantly on a back-foot. 

What can Senior Leadership Teams and Ofsted do to improve recruitment and retention of BAME staff?

    1. Diversification of the workforce only occurs if there is an ambition and an appetite to make it happen.
    2. Look around your school. How many teachers or teaching assistants of colour do you see? Who sits on your leadership team and at the table of the Board of Governors? 
    3. When advertising for teachers, try to advertise in two different demographics and avoid language as ‘will suit someone from the local area’, but rather you could advertise in such a way as to actively source and welcome applicants from the BAME community. 
    4. Consider whether opportunities for training are open to persons of colour. What does that training look like? 
    5. Is there a pattern as to whom you choose for advancement.  As one of the participants in the earlier research paper commented ‘First level the playing field and then let’s talk about merit’. 
    6. Move out of your comfort zone. Spend time with people from different cultures and backgrounds and see things from a different perspective. Less diversity means conformity of thought and exclusion.
    7. Ofsted could revise their reports avoiding language relating to demographic as being eg ‘mostly white British with lower than average children with EAL, a statement of need or pupil premium’ and they could also score schools according to if they have made some attempt to recruit and retain BAME staff.
    8. Provide opportunities to raise concerns with a diverse team. Use Gary Klein’s “premortem”. Imagine a decision or conflict leads to disaster and detail how it might have happened. Thus, search for overlooked problems.
    9. Be comfortable talking about matters involving race. Avoid language as ‘She is more English than us’ or ‘I don’t see colour’ as this only serves to invalidate a person’s background. 
    10. Think about what social media platforms you share with your staff. Can you remain objective and professional if Facebook (staff) friends are commenting on every aspect of your personal life. 

Conclusion

Schools roll out PREVENT training to staff, but do we really understand that those young people influenced into radicalisation are those who are in search of belonging and identity. However, we ‘prevent’ a sense of belonging when our institutions are not geared up to providing role models as part of a pupil’s lived daily reality. We are very good at teaching pupils about tolerance, equality and diversity, but we don’t show them what that looks like within the school environment. 

In the wake of the George Floyd Killing, there was much emphasis on social media about ‘learning from it’ and ‘moving on’. Prima facie, this is an ideal but, in reality, how do you ‘learn’ and ‘move on’ if those uncomfortable conversations about colonialism, slavery and trade are not discussed in any meaningful way? This can leave young, vulnerable people grieving and in a situation which is inexplicable to them.

When we only look to recruit and retain those who conform to our own set of values and perspectives, we risk losing skills within the profession but also, we can inadvertently develop some negative and harmful cultures out of complacency, which can threaten the integrity of structural practices. If leaders only create other leaders in the image of themselves with replicas of models that already exist, what real steps have we taken to progress diversity and integration?

Senior Leadership Teams have a key role to play in making diversification of the workforce happen and in shaping the culture, vision and ethos of the school (see Benjamin Aishnine, who is Head of Equality, Inclusion and Culture at the British Medical Association and Racial Literacy at Integrity coaching). 

References:

Aishnine, B. (2021) Aishnine. [Online] Available at: https://www.aishnine.com/ 

HM Government (2019) School teacher workforce. [Online]. Available at: https://www.ethnicity-facts-figures.service.gov.uk/workforce-and-business/workforce-diversity/school-teacher-workforce/latest 

Integrity Coaching (2022) Coaching & Leadership Development. [Online]. Available at: https://www.integritycoaching.co.uk/ 

Morris, N. (2021) ‘We are not listened to’: Why Black women are twice as likely to be diagnosed with late-stage cancer’, 27 April, Metro [Online]. Available at: https://metro.co.uk/2021/04/27/black-women-are-twice-as-likely-to-be-diagnosed-with-late-stage-cancer-14475521/ 

Sandhu, P. (2021) Black and Blue: One Woman’s Story of Policing and Prejudice. Atlantic books.

Tereshchenko, A; Mills, M; Bradbury, A; (2020) Making progress? Employment and retention of BAME teachers in England. UCL Institute of Education: London, UK

by Hannah Wilson

What DEI Metrics are you using to measure the impact of your strategic actions?

Hannah Wilson portrait

Written by Hannah Wilson

Founder of Diverse Educators

We are data rich when it comes to the students in our schools, but we are data poor when it comes to our staff.

Any organisation leaning into a DEI strategy and action plan needs to consider the data that they have, and the data that they need to have, to inform the why, the how and the what of their approach.

I find that the CQ framework helps us to think about the cyclical steps we need to take to gather, interpret and act on our DEI data:

  • CQ Drive: Why do we need to gather DEI data? Are our intentions clearly being communicated?
  • CQ Knowledge: What do we need to know about our workforce and workplace? How psychologically safe do employees feel?
  • CQ Strategy: How will we gather meaningful data? How will this data be handled and shared?
  • CQ Action: How will this data be used to inform our next steps? How will this data  make our workplace more inclusive? 

DEI Metrics in a school / trust thus need to include:

  • Baseline data 
  • Benchmarking data
  • Progress data
  • Qualitative data
  • Quantitative data
  • Stakeholder engagement data
  • Stakeholder feedback data
  • Recruitment, retention and promotion data
  • Salary data

We need to remember that this data is about human beings.I once heard a school leader say, we need to focus on the ‘names not the numbers’ in our data trackers in schools. Each piece of data is thus a story, a story about a person.

So this data needs to be handled with care. DEI data is asking people to share their identity, their lived experience and to disclose personal details. This can only happen in a culture of intentional trust and psychological safety.

Moreover, the data needs to be handled in an intersectional way. We need to look at trends within groups but also across groups, for example, pay progression for men v women, pay progression for white v black employees, pay progression for white men v white women v black men v black women.

Recruitment and retention data is a great place to start:

  • Who are we attracting?
  • Who are we longlisting?
  • Who are we shortlisting?
  • Who are we interviewing?
  • Who are we recruiting?
  • Who are we promoting?
  • Who are we retaining?
  • Who are we losing? 

Some other questions for us to discuss before we create and send out a staff survey. 

How do we measure diversity?

Conventional measurements rely on counting the number of people within an organisation who belong to each of the protected characteristic groups, as identified by them.

How do we gauge how people feel about the culture of their workplace?

Employee feedback is one of the most useful data sources for measuring inclusion, especially when leaders can use a “pulse,” a quick survey, to check in with employees without adding to distractions. The challenge, however, is in first establishing the right metrics and then asking the right questions.

How do we frame a DEI survey?

To create a DEI survey that captures employee attention and gets engagement, there are a number of factors to consider:

  • Creating Inclusive Demographic Questions
  • Making the DEI Survey Anonymous
  • Making Questions Non-Required
  • Being Forthcoming With Intent
  • Using Expert Resources

What is a DEI dashboard?

A diversity, equity, and inclusion dashboard is an interface that provides companies with a visual representation of their current diversity, equity, and inclusion practices.

How do you create goals for DEI initiatives?

  • Define goals using benchmarking data 
  • Measure outcomes, not just output
  • Focus on retention, not just recruitment
  • Review inclusion, not just diversity
  • Use surveys to measure inclusion

How do you measure DEI effectiveness?

  • Resources/ funds allocated to DEI strategy
  • Number of diverse employees across the organisation
  • Percentage of diverse employees in leadership positions
  • Investment into development programmes for diverse employees
  • Gap in pay between different demographic groups
  • Length of time diverse employees stay with the organisation
  • Feedback in exit interviews from diverse workforce
  • Number of incident reports e.g. microaggressions

To help you think about the data you are, and could be, using we are hosting a series of free DEI Metrics webinars with some of our collaborative partners, so that you can find out more about their tools to help you measure DEI in your school/ trust.

3 teams, 3 platforms, 3 solutions:

  • On Fri 21st October 12.00-1.00pm we will be joined by the Edurio team
  • On Mon 7th November 12.00-1.00pm we will be joined by The GEC team
  • On Thu 24th November 12.00-1.00pm we will be joined the Flair Impact team

Register to attend but also to receive a link to the recording of each session.

by Hannah Wilson