The government must prioritise improving equality, diversity and inclusion (EDI) in schools if it is serious about improving the recruitment and retention of teachers and other staff, heads, teacher and academies leaders have warned.
A joint open letter published today by 15 organisations argues that a “sector-wide approach is essential to see progress” that “really must be matched by effective support from government”.
Signatories including the Confederation of School Trusts (CST), the Chartered College of Teaching (CCT), the National Governance Association (NGA) and the Independent Schools Council (ISC) called on the Department for Education (DfE) to embed diversity and inclusion “across all facets of its work” and provide “appropriate funding” to match.
The call is published alongside a statement from each organisation setting out how they plan to achieve “true progress” in improving policies focusing on inclusion via “sector-wide approach.”
The 15 bodies listed updates on their current initiatives as well as making commitments on how they will improve efforts to improve their work in this area, focusing on workforce, curriculum and practice.
School leaders’ union the NAHT said it is committing to “re-instating or replacing” the EDI hub funding as well as campaigning for a review of the impact of previous pay frameworks, which it said formed part of its efforts to “continue to press” the DfE for EDI change.
Paul Whiteman, NAHT general secretary, said: “School leaders have a unique and vital role to play in leading work around equality, diversity and inclusion. From the overarching ethos of schools, to the detail of the curriculum, their educational leadership has the power to help set the right culture, so that everyone can feel valued and included.
“We must make sure that education is a sector where people from all backgrounds and experiences feel encouraged to consider teaching and school leadership as a possible option. The value of a diverse workforce for pupils, staff and the wider community is well known; positive role models from a wide range of backgrounds and ethnicities helps to break down stereotypes and prejudice, and encourages children to broaden their horizons and ambitions and fulfil their educational potential.”
Leora Cruddas, chief executive of the CST, said her organisation drew on the theory of “bridging social capital” (connecting people across society’s social barriers). As part of its commitments, the CST plans to publish guidance with other national organisations that will support transgender pupils by the end of the current academic year.
The CCT, meanwhile, will be looking at how accessible its tools, products and services are to under-represented groups as well as examining potential improvements to its recruitment process.
Dame Alison Peacock, chief executive of the Chartered College of Teaching, said: “The important role schools play in supporting social cohesion is needed now more than ever. However, if the profession is to reflect the communities we serve, we need a greater understanding of the barriers some will face in entering teaching and the barriers that may prevent career progression.”
The Association of School and College Leaders (ASCL) confirmed it would expand its EDI work to focus on those with disabilities and hold a conference to champion EDI in the education sector, while charitable body Teach First said it will be launching a system to monitor and track cases of reported EDI issues and update policies, process and curriculum based on feedback.
Oasis community learning said it was in the process of developing an “inclusive initial teacher training” (IITT) apprenticeship among the steps it is doing to promote EDI.
Steve Chalke MBE, founder of Oasis, said that “education must destroy every barrier that stands in the way of equality and access”.
“My contention is that in order to do this, we need a new approach: a new approach to the curriculum, a new approach to pedagogy, a new approach to leadership, and a new approach to leadership recruitment and training,” he added.
Meanwhile, Ambition Institute promised to engage with government’s SEND (special educational needs and disability) consultation and update its teacher training studies and intake processes to make them more inclusive.
The joint statement comes as the DfE confirmed Jonathan Gullis and Kelly Tolhurst’s ministerial portfolios this week.
In a surprise shake-up, Ms Tolhurst will oversee SEND, qualifications and elements of the curriculum including relationships, sex and health education (RSE) and personal, social, health and economic education (PSHE) - positions all previously presided over by the minister for school standards.
Mr Gullis, a former teacher now overseeing the school standards brief, has in the past criticised “woke warrior teachers” and described his former teaching persona as “a mixture of Boris with the charisma, and Jacob Rees-Mogg - a stiff-upper-lip British type with a no-nonsense approach to expectations”.
