Inclusive Hiring

Andrew McGeehan portrait

Written by Andrew McGeehan

Andrew (he/him) is a trainer/consultant based in Singapore that loves talking about anything DEIJ related and/or cats!

Hiring and recruitment processes need to be reviewed and updated with a lens towards affirmative and inclusive hiring. This is not something that will happen naturally – organisations need to take concrete steps to make it happen. Read on for some tips from Trident! 

Pre-Vacancy:

  • Organisational Assessment/Analysis – one key component of inclusive and affirmative hiring is that an organisation needs to know what it is looking for. An assessment that highlights current staff demographics can help to identify gaps. This is usually done with an interest in specific identities, such as gender, nationality, race/ethnicity, and age. However, it is important to start looking at other variables as well, such as years of experience, seniority in the organisation, educational background, and salary. It’s possible to find that there is diverse array of experiences and identities in more junior staff, but that senior staff is still overrepresented by straight able-bodied men of majority racial identity. That overrepresentation could be due to those folks utilising their own networks when hiring at all levels, which usually yields people of similar mindset and identity. 

The assessment will allow you to ask questions such as “why aren’t we getting applicants from neurodiverse people for senior roles?” “why are all of our out LGBTQ staff not getting promoted beyond middle management?” “how can we appeal to the broadest range of candidates with each vacancy we have?” 

  • Job Descriptions – it’s time to take a good hard look at the way that positions are communicated to potential candidates. Research has demonstrated that certain words in JDs may encourage/discourage folks of different identities from applying. The inclusion of a non-discrimination statement may encourage folks from underrepresented identities to apply. Including information about insurance coverage, employee networks, commitments to inclusive workspaces, and flexible/hybrid working also encourage people with a variety of experiences and backgrounds to become interested. The exclusion of these items will leave people asking themselves whether or not the job is for them. 

For instance, candidates who are part of the LGBTQ community would want to know upfront whether insurance policies extended to same-gender unmarried partners. Providing this information ahead of time would encourage members of this community to see themselves in that particular role; while omitting it (or not having same-gender partner benefits) would discourage this community. 

  • Diversifying networks for referral – If the same networks are utilised repeatedly when searching for candidates, the same candidate profile will keep showing up. Ask around to identify what kinds of new networks haven’t been tapped into. Many industries have outside organisations dedicated to supporting folks of underrepresented identities. Google is a good friend here! Search for “women in STEM organisation” “LGBTQ bankers network” “people with disabilities in Education” or whatever is relevant for your organisation. Many of these orgs have job boards on their websites and that is a great way to diversify the candidates that will apply. 

Simply relying on current employee networks and/or 1-2 major networks in the industry will not diversify the hiring pool. Think outside the box and post the job listing in as many locations as is feasible in order to get the greatest variety of applicants. 

Once a vacancy is open and accepting candidates:

  • Resume/CV vetting & review – Unconscious bias in the review process is an undeniable reality that needs to be addressed. Study after study in various industries has revealed that just seeing someone’s name will alter perceptions of their hirability, competence, and experience. Unsurprisingly, women, racial/ethnic minorities, and folks who mention being LGBTQ or having disabilities in their resumes/CVs are viewed less favourably than those who don’t. Shielding first reviewers from names (and possibly educational background- there is also bias towards institutions/former workplaces with name recognition) can reduce the chances of unconscious bias playing a role in vetting candidates. Bias can also be reduced if each resume is vetted by 2 folks or candidates are grouped in a variety of ways. 

For the greatest variety in an applicant pool, vetting should be done using a holistic rubric and approach. Simply creating a checklist for years of experience, educational level attained, and previous responsibilities again ensures that the pool will remain similar to staff that are already employed at the organisation. It’s important to consider broad categories as well as transferable skills. This doesn’t mean to interview every candidate, but there are many great candidates that are cut out due to rigid checklists and criteria that often cater to majority experiences. 

  • Interview questions & process – The interview process will tell candidates a lot about the kind of organisation they may be entering. Interview teams should meet prior to any interview. Standard questions (perhaps with some room for deviation towards the end of interview) are a must. I have been part of interview processes where each interview felt completely different; this makes it extremely difficult to compare candidates to one another. A good fusion could be having 30 minutes of standard questions and 30 minutes of candidate-specific questions. 

Questions should focus on the candidates’ skills and competencies, as well as getting to know who they are (within reason). It’s important to vet questions for anything that may feel non-inclusive or use non-inclusive language. For instance, asking candidates if they are married, have kids, want to have kids, have been divorced, etc should be strictly no-gos. This is not only intrusive to the candidate, but also can feel non-inclusive for LGBTQ folks; asking about children is often only asked towards women and can set the tone that the workplace is not parent-friendly. 

There are many ways to make interviews more inclusive and welcoming. One suggestion I will always give is to provide candidates questions in a written format. I’ve had interviews where I walked in the door and was given the list of questions. This allowed me to follow along, review the question if I didn’t hear it well or got confused, and pace myself with responses. It is also more inclusive for those who may have difficulties with hearing or are visual learners. Depending on the organisation, giving candidates options to have written questions in a different language may be relevant too. 

  • Interview panels – The makeup of an interview panel will impact the way that the candidate views the organisation. Walking into an interview and seeing people who all seem to have the same identity/background will make candidates feel less confident and it will be difficult for them to see themselves in the organisation. This doesn’t mean every panel needs to have every identity represented; but a variety of perspectives will also help ensure that unconscious bias isn’t creeping into decision making and treatment of the candidates. 

Panels made up of folks with similar background/ identities will respond more strongly to candidates that also share those identities. Including folks at various levels of the hierarchy, different genders, different backgrounds, and different communication styles will create situations in which the candidates will get a more well-rounded experience and be seen from various perspectives. Unconscious bias is also something that is easier to notice in others, so a mixed-identity/background panel will also be able to monitor itself for this. 

Post interview process: 

  • Decision-making panels – Similar to interview panels, decisions-makers should also represent a range of identities, roles, backgrounds, and experience levels. This again helps to ensure that decisions aren’t made based on a group with a very similar outlook or set of perspectives. When making a final decision, it can be helpful to review current staff demographics and make-up on that particular team. This can help identify gaps in identity, skill set, type of experience, or any other benefit that the new hire can bring to the team. In general, having multiple staff be part of final decision-making is a good idea- leaving it up to the full discretion of one person allows for bias, stereotypes, and personal connections to distort the process. 
  • Follow up – Inclusive and affirmative hiring can also include follow-up conversations, such as providing detailed and specific feedback to candidates who were not selected. For candidates who are selected, sharing immediately about the opportunities they will have in the organisation, such as same-sex partner benefits, access to employee networks, a mentoring program for women, parental leave packages, and whatever else the organisation offers can be a strong way to demonstrate the commitment to inclusion and help folks to feel connected to the organisation right away. 
  • Mindset – Throughout all the above ideas, keeping an open and inclusive mindset is key. Inclusion may feel difficult at first, because many folks are not used to thinking in this way- try not to be deterred! The benefits far outweigh the potential challenges. Remember that the intention is to find the candidates who intersect as highly qualified for the role and for whatever contributions they can further bring to the team. This additional contribution may be in the form of their identity, their unique skillset, experience in another industry, or any other number of things. 

To connect this back to my opening example, I felt that candidates 1 and 2 had further contributions in terms of being able to connect with a specific demographic of student that needed it. As there were already many other staff & faculty with candidate 3’s demographics, the need wasn’t as strong there. For me, that meant the additional push factor to higher them wasn’t present in the same way that it was for the first two candidates. 

To sum up, inclusive hiring doesn’t just happen. It needs to be thought about intentionally and thoroughly. There are many ways to ensure that JDs, resume vetting, interview processes and follow ups are done in ways that are affirming and welcoming to all candidates, regardless of identity. This will help to ensure that most wide-ranging candidate pool is included in searches, which will yield more diverse teams; this in turn will bring more creativity, experiences, and connection to the organisation as a whole and help it to thrive. 

by Hannah Wilson

What it really feels like to lead Diversity, Equality and Inclusion

Zahara Chowdhury portrait

Written by Zahara Chowdhury

Zahara is founder and editor of the blog and podcast, School Should Be, a platform that explores a range of topics helping students, teachers and parents on how to ‘adult well’, together. She is a DEI lead across 2 secondary schools and advises schools on how to create positive and progressive cultures for staff and students. Zahara is a previous Head of English, Associate Senior Leader and Education and Wellbeing Consultant.

When I was given a DEI Lead role, I genuinely jumped with joy. It’s my dream job and dream career long term. I’ve delivered workshops, I’ve written, blogged and podcasted more and more about the work I do and I’ve been approached by several people looking to do similar for their organisations. Then I hit a very long ‘DEI-esque’ break: maternity leave. The time has forced me to reflect, feel and be still in many ways about my work. Now that I return as Head of Whole School DEI and Wellbeing, here is a short account of what it really feels like to lead DEI for an organisation and a few tips for DEI and School Leaders looking to create and support this role in their organisations. 

It’s overwhelming and underestimated

DEI is everyone’s responsibility because it affects everyone – quite literally. Yet, it’s only recently become a ‘buzz word’ or perhaps only recently has it been given the accolade it deserves; it cannot be ignored. The rise (gift) of wokeism and a Gen Z workforce means it has to matter more.

Needless to say, for many people in the workplace (older millennials like myself, Gen X, baby boomers…) DEI is overwhelming because we are being forced to unlearn or reconfigure what we’ve normalised and learned not just professionally, but personally through our own lived experiences; our personal truths, if you will.

In most cases in the workplace, DEI learning has to happen in a very small window of time, sometimes your own time and at double speed. With post-Covid, work-life imbalance and Adam Grant’s perfect explanation of languishing that many of us are experiencing, it’s safe to say, (un/re)learning about DEI may not be high on anyone’s agenda.

That’s hard work. It’s overwhelming for a DEI Lead who has the responsibility to navigate this change for an entire organisation. At best, they’ll get it onto your radar, at worst, the organisation will be accused of tokenism. 

As a DEI lead in education, I purposefully and actively use the words ‘organisation’ and ‘workplace’ because often, people mistake schools for being anything but. Working across a few sectors has taught me schools have very similar ‘issues’ to any other workplace – albeit they’re not really profit making, they don’t benefit from increasing budgets, they’re constantly at the forefront (or receiving end) of any social change or adversity, and they don’t (in many cases) have specialised, on site HR (Trusts, the independent sector, FE all have similar needs and issues). You might say, it makes the work in education more complex and dare I say it, requiring more skill.

Doing this work solo in the first instance, with it still being regarded as ‘new’ (although I’m getting tired of this excuse now) can be justified, but is a big job. But let me caveat this: DEI is a strategic and leadership responsibility which needs its own entire infrastructure. Equally, that does not mean an existing assistant head, deputy or ‘lead’ in schools capacity (desire, interest, or expertise) to do it.

DEI is specialised work, which needs time, strategising, an infrastructure, money, respect and skill – it should be at the heart of your people strategy and at the centre of your safeguarding strategy. It cannot be an add on – it just doesn’t work. 

You will always be wired and triggered 

Glennon Doyle quite perfectly explains to go where you are triggered in her wonderful book, Untamed. The exact quotation is plastered all over my workplace to remind me of my purpose and ‘why’. Working in DEI is so rewarding – there is nothing more purposeful than making people feel seen, heard, important and real. There is nothing more rewarding than seeing people flourish. Equally, it is so uncomfortable and hard. Really hard. There is nothing more painful than seeing people struggle mentally, physically and emotionally just because of who they are. This takes its toll.

You constantly worry about missing important dates; you want to include everyone and fear missing out on anyone from your DEI strategy; you are at the receiving end of nearly every ‘people’ problem and issue the organisation may encounter. You have an overwhelming sense of guilt and responsibility all at the same time.

The paradox is that the ‘work’ should and almost needs to happen overnight, yet it is not an overnight process. 

Intersectionality becomes how you read, translate and respond to EVERYTHING. uncomfortable conversations are your comfortable conversations. A safe space is always vulnerable. And, beyond all of this, you are strategising, leading, managing, and implementing valuable policies and practices to make life so much better for everyone around you.

Whilst navigating Organisational DEI, how do you navigate yourself?
This is something I had to learn fast.
  • Strategy and a timeline are key to keep you grounded, on track and suppress the overwhelm. You cannot do it overnight, no matter how urgent and pressing the work is. The top level work takes time and your Headteacher/Leader should give you time to listen, understand and identify key priorities, culture needs, opportunities and more to put a strategy in place. DEI cannot be checked off in a 1 hour CPD session, or even 3 hours of CPD. It cannot be addressed in a few lessons. It is a range of themes, a culture, a mindset and curriculum that needs to be integrated into your whole school and organisation strategy. Rest assured that the work is never done, it just gets better and better.
  • You cannot do it alone. Sometimes, schools and teachers (myself included) adopt a martyrdom approach – one person manages and does it all. They become the DEI ‘expert’. They become the go to for ‘everything DEI’ whether that be strategy, staff training, student activities, DEI in the curriculum, operations and more. This can lead to a breakdown in communication, stress, loneliness, workplace conflict, more stress and most importantly, limited impact. DEI can and should be the responsibility of many. There are several strands, areas and several skills that are needed to successfully implement DEI. Once you, as Head of DEI, have created your strategy and proposed the resources needed, reach out to relevant stakeholders; reach out for expertise and give the work the importance and infrastructure it needs.
  • Set your boundaries and know ‘your people.’ Leading DEI is a privilege. It is transformative for organisational culture at every level. There is so much to do and you will be pulled, pushed, challenged and propelled in every direction. In many ways this is exciting. In some ways, it can take over your life. Set your boundaries and always come back to the organisation’s vision and your strategy. This will help you set boundaries, manage expectations and make an impact.

Those who lead or specifically work in DEI are good people. They are intensely empathetic, compassionate, intuitive, just, human, brave and vulnerable (I’m biased, I know!). Identify your inner circle, the people you can trust, offload to, seek advice and guidance from. These people will fast become friends, your professional safe space.

Accept that you won’t get ‘DEI right’ first time and you’ll make mistakes, need correcting and need to keep learning constantly. This is a huge, transformative opportunity for you and your organisation – positively embrace it, no matter how scary it may seem.

In conclusion…

Would I change anything about being head of DEI? Absolutely not. I love my work. So much. It is meaningful, testing, and challenging, and I adore every impact it has. And, what do I love most? It’s about steady, meaningful change. It encourages people to confidently speak their truth(s), belong, be seen and be heard. It’s about kindness and respecting difference. It brings out the best in people – and as cheesy as it sounds, that’s the core of what we need for sustainable workplaces, better education and ultimately, good people.

For more support in leading DEI at your school or organisation feel free to get in touch and I highly recommend www.thegec.org and www.diverseeducators.co.uk for your DEI training and development needs too.

by Hannah Wilson

Leaders Like Us

Emily Norman portrait

Written by Emily Norman

Emily Norman is the Head of Curriculum and Inclusion for the Church of England’s Education Office. She was formerly a headteacher in central London, an RE consultant and SIAMS inspector.

Our plan to improve representation in school leadership – Church of England Foundation for Educational Leadership

“I really do think that it’s critical that teaching is an inclusive profession. Schools and their leadership teams should reflect their communities and their pupils and I’m absolutely determined to see improvements. I think we need inspiring teachers to represent and motivate pupils from all walks of life.” 

Nadhim Zahawi, previous Secretary of State for Education (9.10.21)

This autumn, the Church of England’s Education Office is embarking upon an ambitious project to radically increase the representation of school leaders from UKME backgrounds over the next five years. It is called ‘Leaders Like Us’.

Currently, there are less than 400 headteachers in English schools from UKME backgrounds although there are close to 3 million students. That is a ratio of 1 headteacher to over 7,000 UKME students (data from Professor Paul Miller, Institute for Equity). The effect of this is that the children and young people in our education system are not seeing themselves reflected in the leadership of their schools. This affects their ability to view themselves as future teachers or school leaders, and decisions about the curriculum they study, pedagogical approaches applied in the classroom, how their behaviour and wellbeing are supported and/or managed are all made by teachers and leaders without their lived experience. 

Research tells us that the impact of teacher and school leader representation on students is significant; their attainment and likelihood of progressing to tertiary education is exponentially higher. Their exclusion and suspension rates decrease. Their future aspirations are higher because ‘if you can see it, you can be it’. (A phrase used, for example to describe the impact Nichelle Nichols’ NASA campaign had on Dr Mae Jemison – the first black female astronaut in space).

And why is this so urgent and necessary? 

Data released this summer about school exclusions shows that pupils from a Gypsy and Roma background (18 in every 10,000), followed by those from mixed white and black Caribbean backgrounds (12 in every 10,000) had the highest rates of exclusion in the country. This is much higher than the rates of their White British peers (5 in every 10,00). Permanent exclusions and suspensions in England, Academic Year 2020/21 – Explore education statistics – GOV.UK (explore-education-statistics.service.gov.uk)

Attainment in this country also shows similar patterns, with White British students attaining at national average in primary SATs tests (65%) and GCSE Progress 8 (50%) while black Caribbean and mixed white/ black Caribbean students achieving below average (56% and 59% respectively for SATs and 44% for Progress 8). https://www.ethnicity-facts-figures.service.gov.uk/ 

Knowing the significant impact that representation amongst teachers and school leaders can have, we have a moral imperative to secure significant increases that result in the 1/3 of pupils who come from UKME backgrounds seeing themselves reflected in the classroom.

Is this only about improving outcomes for pupils?

The Church of England’s vision for schools – a vision for human flourishing and ‘life in all its fullness’ – is absolutely for the pupils in our education sector. Each and every one of them. But it is also a vision for flourishing staff and adults. Our UKME teachers and leaders should have every possible opportunity to progress, achieve and thrive in our schools. 

Data, however, shows that teachers from UKME backgrounds are much less likely to progress to senior positions within their schools than their white peers, becoming increasingly under-represented the further up the ladder you go. The recent NFER report highlighted these issues, showing that rather than improving over the last few years (given all the DEI initiatives taking place), there has in fact been a decline in representation: Racial equality in the teacher workforce – NFER

We must do all we can to nurture the ambition and confidence of our UKME teachers, whilst intentionally removing the barriers and obstacles in their way, so that they can develop into leadership roles that enable them to flourish. We must proactively create school cultures which enable progression, the ability to excel and shine and be seen, places of true belonging. That goes far beyond mission statements, slogans and DEI action plans; it is about living and breathing diversity and inclusion – rooted in the core belief that we belong together and until everyone is flourishing, no one truly does.

Furthermore, research shows us what we probably already know – that diverse teams drive up effectiveness, creativity and innovation within their organisations (see Why Diverse Teams Are Smarter (hbr.org)), which can only be good for the education sector. Our pupils need to be taught by diverse teams. Our schools need to be led by diverse teams. Our society needs to be transformed by diverse teams.

So what can we do about it?

We know we have to address this issue with vigour and urgency. Our ‘Leaders Like Us’ programme seeks to double the existing number of headteachers from UKME backgrounds over the next five years. It utilises the research around what we know works in the recruitment, progression and retention of UKME school leaders (from e.g. Miller 2020), as well as our extensive networks of schools (the Church of England represents 22% of the sector nationally and up to a third when combined with the Catholic sector, with whom we now deliver the NPQs) from which we aim to recruit both participants and mentors to host and support those participants. 

This isn’t to say it is just a church school programme for church school people! Like with all our programmes and networks, ‘Leaders Like Us’ is open to anyone who would like to learn and develop within a values-led environment which is built upon Christian foundations and is utterly committed to serving the common good. 

The programme has four strands: access to accredited training (such as an NPQ or the excellent Aspiring Heads programme), shadowing an experienced headteacher in another context, mentoring to support progression and networking together as a cohort of leaders. It has been devised by successful UKME headteachers, drawing upon their own experience to devise a programme which is grounded in research.

Professor Paul Miller wrote in 2019: ‘Doing race equality in schools is serious business that requires courage and the moral use of power that extends beyond sympathising to taking actions.’

‘Leaders Like Us’ is our call to action for schools, dioceses and trusts all round the country to sponsor an applicant, talent-spot a future leader, apply to become a host and mentor and to commit to long-term culture change. To have the courage to go beyond sympathy and actually take action!

‘Leaders Like Us’ launches in January 2023. Applications are open now, and the deadline is 11th November 2022. www.cefel.org.uk/leaderslikeus/

by Hannah Wilson

Education organisations outline new commitments for action on equality, diversity and inclusion in education

NAHT logo

Written by NAHT

NAHT is the UK’s largest professional association for school leaders, representing more than 33,000 head teachers, executive heads, CEOs, deputy and assistant heads, vice principals and school business leaders.

Organisations working in the education sector have outlined new commitments for action demonstrating how they will play their part in improving diversity and representation within the education profession.

A ‘statement of action’ signed by fifteen key sector bodies and National Associations outlines the collective and individual commitments to help improve diversity in the profession. The statement of action states that “by being clear and transparent about our actions, we can give confidence to pupils, families, staff, governors and leaders that we are learning, listening and acting on their concerns and ambitions for equality, diversity and inclusion.”

The organisations have also called for more support from government in achieving these aims, saying:

“Discrimination and inequality continue to exist, and our organisations want to play a role in actively addressing this within the educational sector. It matters for the health, well-being and futures of our members, their staff and the pupils and communities that they serve.

“But while a sector-wide approach is essential if we are to see true progress in this area, this really must be matched by effective support from Government. If the Department for Education is serious about improving recruitment and retention of educational professionals from a diverse range of backgrounds, then it is vital that this is embedded across all facets of its work and is backed by appropriate funding.

“We call on the new Secretary of State for Education to make equality, diversity and inclusion one of his top priorities – and outline the Department’s own commitments towards improving diversity in the profession.”

The organisations that are signatories to this statement are:

You can find out more here.

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

What is your school’s infrastructure for DEI?

Hannah Wilson portrait

Written by Hannah Wilson

Founder of Diverse Educators

I get asked a lot to work with schools to help them shape their DEI infrastructure. There is not a one-size fits all approach as it depends on the size of your school and staff/ student bodies. But a helpful way of thinking about it is to parallel it to the team structure you have for safeguarding – a named lead on SLT, a deputising team, an attached governor but an expectation that all staff are trained, vigilant and take collective responsibility. 

As a former start-up headteacher, I apply the same concept to staffing DEI as I did to growing a school staff model year by year – map out what you want the long term staffing structure and stakeholder map to look like and use it as a shadow to capture what you have in place and set yourself targets by term, by year of how you will grow the team and distribute the leadership.   

Some school-level roles to consider putting in place, over time to create the infrastructure to bring your DEI strategy to life: 

DEI Strategic Lead (like a DSL)

This is the person who has DEI in their job title. Ideally they sit on the SLT so they can work with the strategic plans for the school. 

DEI Operational Lead (like a DDSL)

This is the person who deputises for the DEI Strategic Lead. They often sit in the MLT and are part of the curriculum and/ or pastoral team. They might have a specific remit or share the responsibility and co-lead on the strategy.

DEI Governor (like a Safeguarding Governor) 

This is the link person on the governing body. Someone to represent the governors but to also build the bridge to the school, furthermore to support and to be a critical friend to the DEI leader. 

DEI Working Party

This is a group of staff champions and ambassadors, they can sit anywhere in the staff structure, but it is important to invite everyone and see who steps forwards. Non-teaching staff need to be invited and included as well so consider when the meetings take place. 

DEI Student Ambassadors

This is a group of students who are the advocates and activists in the school. They might already be prefects, student council reps or involved in student groups like an anti-racist group or a LGBT group. It is a great way to create new leadership roles for students.

DEI Parent and Carer Champions

This is a group of parents and carers who are the advocates and activists in your community. They might already be involved as your parent governor, as your parent association or as your parent helpers. It is a great way to engage parents and carers who might be the critical friends of the school on these issues. 

Some trust-level DEI roles to consider if you are working at macro scale:

A lot of trusts we work with are asking all of their schools to nominate/ appoint a lead for DEI and then they create a horizontal group across the group of schools to bring these representatives together to look at trust-wide DEI needs. There are some key functions to make sure you include in this group such as someone from HR who is looking at the people strategy and recruitment practices.

Some other things to consider:

The language used to frame each of these roles and groups is important and needs to be discussed at length. 

  • Are you using DI, EDI or DEI as your acronym?  What are the nuances of each and how do they frame your commitment?
  • Are you using leader, champion, ambassador, head of or director as the title? What are the nuances of each and what do they say about the power/ scope of the role?
  • How are you remunerating the role? If you have not given time and money to this role, why not? Would you ask someone to be a SENDCO or DSL without additional allowances?
  • How are you resourcing the role? Does the DEI lead have a budget that they are responsible for?
  • How are you investing in and training the DEI team? Does the DEI leader have leadership training coaching and/ or mentoring in place? Are they being set up to succeed or fail in this role?
  • How are you safeguarding the DEI team? Does the DEI leader have supervision in place to look after them and their mental health and wellbeing to mitigate the emotional tax of the role?  

Some signposting for further support:

We have collated job descriptions and personal specifications for different DEI roles to help you frame them. Find out more here:   

https://www.diverseeducators.co.uk/diversity-equity-inclusion-dei-leaders/ 

We have a DEI leaders network on different social media spaces including a DM group on twitter and networking groups in our Mighty Network community space: 

https://diverse-educators.mn.co/feed?autojoin=1 

We have designed and we deliver a 1 year DEI leaders programme, there are 10 monthly virtual sessions for each cohort. Find out more here: 

https://www.diverseeducators.co.uk/our-dei-leaders-programme/  

by Hannah Wilson

What’s in a name?

Elen Jones portrait

Written by Elen Jones

Director at Ambition Institute. Former teacher in South London and West Wales.

As we start a new term and meet new pupils, families, teachers and colleagues, let’s take a moment and a little extra care towards each other and get each other’s names right.

My name is Elen Mair Jones.  Aside from being quintessentially Welsh it’s pretty hard to get wrong.  Often the ‘Mair’ becomes ‘mare’ as in ‘bear’ through an English lens.  I can’t think of an English word that mirrors the pronunciation of the ‘air’ in ‘Mair’ so find a Welsh person nearby and they’ll give you a demo.  Sometimes Elen becomes Ellen, it annoys me from time to time.  However, when I moved to University and joined a welcome session with the college chaplain and I introduced myself:

“Hello, I’m Elen” with a big wide Welsh second ‘e’ as in the ‘ai’ sound in English ‘hair’.

I met the response: 

“It will probably be Elen here” with a low second ‘e’ as in the ‘u’ in English ‘gun’.  

It wasn’t a response that oozed welcome.  I was an eighteen-year-old from a quarrying village in North Wales amongst the first generation of her family to attend university.  I’d worked bloody hard to get there.  It was a bit of a kick in the teeth.  Clearly, I did not belong, and it seemed that I would have to compromise on some of the rough edges of my identity if I wanted that to change.

As we start a new term I was reminded of this incident.  I have been meeting new colleagues, my children are off to meet new teachers and teachers are meeting new pupils.  Learning each other’s names can take time, and we can all make mistakes.  

When I started my teaching career in South London I met children with names that I had never encountered.  My first response to this, one that I now regret, was to muddle through.  I would either mumble something incoherent when I first called out their names on the register or make a guess.  The guesses became more informed over time, but still, in the midst of new seating plans, timetables, resources and highlighters I didn’t take enough time to – carefully – learn my pupils’ names.        

The risk is that pupils, colleagues and families end up feeling like I felt in that welcome session as an eighteen-year-old.  Names are one of the artefacts of our identities: like hairstyles, pronouns and gestures.  Some of these artefacts will matter more to some of us than to others, and that’s fine.  In mispronouncing or misspelling someone’s name, often out of sheer haste and with no ill intention, we suggest that that aspect of their identity needs to be malleable for them to be a part of our class, our school, our organisation or community.  I have never had to ask people to correct the pronunciation or spelling of my name particularly often, for those who do it must feel like a constant battle to assert their full identity.  It is a position that people whose names have roots in languages other than English find themselves in more often than those whose names do not.    

So as we start a new term, let’s take a little extra care with each other.  Eventually, I would just ask the pupil how to pronounce their name if I didn’t know.  They would tell me.  I would apologise for my ignorance.  Rightly.  There are also ways in which we can take care of each other without placing a burden on those who have to fight this battle frequently.  We can ask a colleague about how we pronounce a pupil or family name.  We can take extra care with our spelling, even if we are in a rush, where we know a spelling is unfamiliar to us.  Recently, I misspelt a colleague’s name twice in close succession and felt really bad, especially the second time, and so I should.  Their name was similar to a very common English word and I was careless.  There are reasons why we may all misspell a name – our brains are wired to find a familiar pattern.  Allam can become Allen because our brain has sought the familiar and accidently missed the detail.  We have to make that bit of extra effort to not jump to the familiar, and to be conscious of where we may need to exert that bit of extra effort. 

So as we start a new school year, get to know new people, let’s do that with a little extra care, and get each other’s names right.   

by Hannah Wilson

be seen. be heard. be known. belong.

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.

I am increasingly of the opinion that every piece of policy and practice in our schools should intentionally centre, and be grounded in, both the pursuit of #deij and putting and keeping #wellbeingfirst. These are, for me, the two golden threads of education.

Consequently, and necessarily, all of the work I do with schools across the world is interwoven with these threads at all times. This is why my mission, as we step into a new academic year yet burgeoning with possibility, has been adapted fully to reflect this.

It is too easy for us to be distracted by other, competing priorities, forgetting that to have too many priorities is to have none. Therefore, now seems as good a time as any to revisit and reset our own.

I believe that every single member of each school community has a fundamental, inalienable and unconditional right to “be seen, be heard, be known and belong”. And I believe that it is my duty to embed and protect that right in everything I do.

We must each be seen for every intersecting identity that makes us who we are, throughout every stratum of what I call the ‘5 Cs of visibility’ – communication, curriculum, campus, climate and culture. We can, and must, audit this, in order to make sure it happens.

We must each be heard, and listened to, honestly, openly, actively and often, so that our voice, and the collective voice of our communities, inform and infuse the decisions that our made on our behalf. Student, staff and parent voice initiatives need to be authentic and systemic.

We must each be known, not for the masks we wear, thickly and well, but for the messy bundle of pains and passions, pasts and futures, needs and strengths we inhabit when not trying to comply, conform or perform. This is where data – hard and soft, cold and warm, satellite and street – must play a part.

And if, and only if, we can each enjoy each of these three things, whether we be parent, staff or student, can we begin to belong, a vital, valued and vocal part of our school. And if we belong, then we can begin to thrive, for it is when thriving that the holistic outcomes, of individuals and of teams, are optimised.

As an educator, as a leader, what will you do this year to help ensure every single member of your school community be seen, be heard and be known, in order that everyone can truly belong? 

by Hannah Wilson

The Anti-Racist Journey of a Secondary School in Manchester

Laura Morris portrait

Written by Laura Morris

Laura Morris (@MissMorrisManc) is head of RS and Citizenship at a secondary school in Gorton, Manchester, with additional whole school responsibilities for SMSC and anti-discrimination. She has been teaching for 15 years. Her website is MissMorrisManc.co.uk.

Before the Black Lives Matter mobilisation of 2020, and all that followed, staff at the school I work at in Gorton, Manchester, would largely have felt positively about the work we were doing to celebrate our students, myself included. We went all out for Black History Month every year with relevant lessons across departments and external visitors invited in (as showcased in this video from October 2019), we had very few complaints of racist incidents from the students, and some work had been undertaken to decolonise the curriculum, particularly in subjects like RS, Citizenship, History and Geography. We could pat ourselves on the back for a job well done!

With all the work we’ve done since, and the huge changes that have been made, I now feel embarrassed to reflect back to pre-2020 when I thought we were already doing enough for our students. We weren’t.

Before we broke up for summer this year, I wrote a report detailing what we’ve done so far with the hope it could give ideas to other teachers and save them some time if they are starting from scratch. It’s been a process of trial and error and, while we’re still far from perfect and keen to collaborate with other schools to help us further improve, I am confident that we are now having a much more positive impact on our students in making them feel seen, appreciated, safe and loved. 

In this blog I will summarise the most important parts from the report for people who are keen to improve the anti-racist practice in their school.

Named members of staff

Towards the end of the 2020-21 academic year, my colleague Ben Wilson was given a TLR to focus on anti-discrimination work in the academy and I was made associate assistant head with the same priority, which I realise puts us in a very fortunate position. Our head teacher included this anti-racist work as an objective in the school improvement plan and believed it was necessary to appoint people in posts to achieve our goals. I can’t stress enough how important it is for all schools to be willing to give time and money to staff doing this work and can only hope the example from our school will help other teachers feel confident to take similar proposals to their head teachers. 

Staff groups

If I had to single out the most impactful elements of our process, it would be the staff and student groups. So many changes have been made but it’s hard to think of anything we’ve done that didn’t first come from conversations held in these spaces. 

I realise how lucky I am to work alongside enough people who recognise the institutional racism present in education and were prepared to give up their time to do something about it, and that’s how the anti-racist working group (ARWG) was formed in September 2020.

We created sub-groups, each taking responsibility for a different area that we decided needed to improve, like the behaviour system and reporting incidents of discrimination, student voice, the curriculum, and staff CPD.

If you don’t feel as though you’ve got enough members of staff with the interest or time capacity to take on this work, there is no need to panic, as it is the students who have guided so much of what we’ve achieved. They are the experts and are invaluable to bringing about change.

Student voice

Student meetings started in early May 2020 during lockdown on Zoom with organisations like Kids of Colour (who still lead student meetings half-termly) and The Black Curriculum, and continued informally during lunch times when we returned to school the following academic year. It became clear how important it was for our young people to be given time to talk about their experiences of racism both in and outside of school.

At the start of the 2021-22 academic year we interviewed Year 11 students for anti-discrimination ambassador roles. They decide the agenda for the separate fortnightly KS3 and KS4 meetings, which are held during the 30-minute form time slot, lead the discussion, and, while I am in the room (to take back any pressing concerns to the ARWG), the ambassadors take responsibility for the meetings. Students discuss their personal experiences outside of school, what they believe needs to change in school, and anything that is going on in wider society that they would like to talk about. Any students who don’t feel comfortable reporting incidents of discrimination to teachers can go to the ambassadors who then feed back the details to Ben or me. 

One of last year’s anti-discrimination student ambassadors said: “I feel like having this space for students is really important because we come together as a community to discuss issues that really matter to us and we think of ways to resolve it and deal with it.”

We have an annual anonymous anti-racist student survey, to help us identify issues that may be affecting students who don’t attend the meetings, and the student groups have delivered assemblies in response to the feedback to educate all students on discriminatory behaviour they might knowingly or unknowingly be perpetuating.

Towards the end of the 2020-21 academic year, Year 11 students wrote down examples of times that staff had said or done racially or culturally insensitive or offensive things. I recorded them reading out the statement of another student, to ensure anonymity, and played the video to staff during a CPD session. 

Hearing the accounts woke up so many members of staff to the experience of the students, which has meant that all the work that has followed, that has resulted in an extra time commitment for pretty much everyone working in the academy, has been easier to achieve. There’s little room to question or complain about the need for change when you have student testimony to support the cause.

Discriminatory incidents

Discussion in the student groups highlighted the need for us to better deal with incidents of discrimination between students. Racism was very rarely reported but feedback from the student groups revealed this was down to the students feeling as though nothing would happen as a consequence, either because they had reported something in the past and hadn’t heard how or if it had been dealt with, or their belief that it wasn’t a priority for staff.

Ben created a reporting system (that you can read about in more detail in the report), which was trialled at the end of the 2020-21 academic year and put in place the following year, which has currently significantly increased the workload of staff who deal with behaviour incidents. But it has also meant we are in a much stronger position to educate and sanction students involved in discriminatory behaviour, as well as validate the feelings of, and bring resolution to, the victims. Different forms of microaggressions are the most commonly reported incident and students have responded incredibly well to the educational sessions they attend with Ben or me as a consequence. Victims are given the opportunity for a restorative conversation, once pre-restorative work has taken place with both students, and they almost always choose to take up this offer in the process. 

The number of repeat offenders is minimal, if not close to non-existent. But the number of reported incidents has increased. Students now have the confidence in the school to respond appropriately to accusations of discrimination.

As one of last year’s ambassadors put it: “when I look back at when I was in Year 9, if someone said something racist to me I would just go home and cry. But now I would feel empowered enough to report it and I hope younger students feel that way too.”

Curriculum changes

All subject leaders completed The Key’s anti-racism curriculum review document, which identified areas for improvement for departments already on the journey of decolonising their curriculum and served as a fantastic starting point for teachers who didn’t know where to begin.

After being given department time to plan and create new resources, we’ve had a carousel format for whole school CPD sessions to share these across departments. Most departments now have a member of staff with an objective in their appraisal relating to diversifying their curriculum. During the carousel CPD we have a ‘speed dating’ format where staff spend a few minutes listening to the changes each department has made, and having discussions on the impact and any possible cross-curricular links, before moving on to the next department.

We recognised the need to better signpost these changes to students. Bennie Kara delivered a bespoke CPD session for our staff last December where she suggested posters to be placed around school. Now every classroom has a subject specific poster highlighting content relating to race (as well as sexuality, gender and religion) in our curriculums. Before breaking up for summer, subject specific PowerPoints were shown to all students too so they knew what to expect in the year ahead. Examples of what we teach can be found on our school website.

For more details on the processes above as well as other initiatives we’ve implemented, check out the report in full. Feel free to reach out to me on Twitter too!

by Hannah Wilson