Government and School Policy presentation by

Elly Barnes

• CEO and Founder of Educate & Celebrate

• LGBT Schools Advisor Birmingham City

Council and Durham County Council

Equality Act 2010 in school

Respect each other’s age, disabilities, gender, race, religion,

gender identity and sexual orientation.

EQUAL OPPORTUNIITES - INCLUSION – HUMAN RIGHTS Our school welcomes everyone from all walks of life. Everyone must

welcome and celebrate all others in our school.

Age Disability Gender

Race and nationality Religion or belief

PregnancyMarriage

Transgender identity Sexual orientation

Government and School LGBT Policy

Ofsted Criteria January 2012

‘Behaviour and Safety’

To achieve Outstanding:• Schools must tackle all forms of bullying

and harassment including cyber-bullying and prejudice based bullying related to

SEN, Sexual Orientation, Sex, Race, Religion, Belief, Gender Reassignment

and Disability

OFSTED September 2013

‘Exploring the school’s actions to prevent and tackle homophobic and transphobic bullying’

PRIMARY – Inspectors explore whether:

• pupils ever hear anyone use the word ‘gay’ when describing something, or whether they have been told by teachers that using the word ‘gay’, to mean something is rubbish, is wrong, scary or unpleasant and why it is wrong

• pupils ever get picked on by other children for not behaving like a ‘typical girl’ or a ‘typical boy’

• pupils have had any lessons about different types of families (single parent, living with grandparents, having step-parents, having two mums or two dads)

• pupils think if there is someone born a girl who would rather be a boy, or born a boy who would like to be a girl, they would feel safe at school and be included.

SECONDARY – Inspectors explore whether:

• there is any homophobic bullying, anti-gay derogatory language or name calling in school or on social media sites

• if a gay pupil was ‘out’ in school, that pupil would feel safe from bullying

• they have learned about homophobic/transphobic bullying and ways to stop it happening in school

• they learn in school about different types of families – whether anyone is, or would be, teased about having same-sex parents.

• there is any homophobic bullying or derogatory language about staff

• someone - pupil or teacher - who thought of themselves as the opposite gender, feels safe and free from bullying at school

Statutory SRE and RE

“Talking about acceptance of difference and providing curriculum opportunities where difference is explored, same-sex relationships and parenting may be mentioned as a fact of some people’s lives (for the child with homosexual family members this will be a signal of recognition that will encourage self

esteem)” ‘Valuing All God’s Children’ Guidance for Church of England schools on

challenging homophobic bullying May 2014

Policies to update in your school

“Conventional approaches to school improvement for queer students normally focus on strategies for reducing the victimisation of teenage homosexuals, and that such strategies rely on dominant discourses of safety and bullying” (Marshall 2008)

• Equal opportunities Policy (based on The Equality Act 2010)

• Sex and Relationships Policy (See Ofsted ‘Not yet Good Enough’)

• School Code (Be inclusive of the protected characteristics)

• Code of Conduct• SIP mission statement/staff

development/creativity/engagement• Uniform Policy• Behaviour Policy • Disability Equality Scheme• Safeguarding policy• Anti-bullying campaign• Inclusion • Human rights • QTS – P1 Teaching P2 Personal and Professional

Conduct http://www.ellybarnes.com/policy/

Educate & Celebrate in primary schools with books and songs!

• 21 Lessons plans from Reception - Year 6 by Andrew Moffat

• £200 for 21 books, lesson plans and songs

• We provide training and consultancy

• http://www.ellybarnes.com/primary/

Sing-A-Long with Educate & Celebrate!

PIE ‘Pride In Education’ PIE is a set of 22 LGBT-Inclusive books for secondary school libraries. The resource includes recommended lesson plans in a variety of subjects along with assembly PowerPoints and resources for an LGBT Impact Dayhttp://www.ellybarnes.com/resources

Primary National Curriculum ‘Language and Literacy’Spoken language, Reading and Writing, Vocabulary

Pupils should be taught to: • Listen and respond appropriately to adults and their peers • Ask relevant questions to extend their understanding and knowledge • Use relevant strategies to build their vocabulary • Articulate and justify answers, arguments and opinions • Give well-structured descriptions, explanations and narratives for different

purposes, including for expressing feelings • Maintain attention and participate actively in collaborative conversations,

staying on topic and initiating and responding to comments • Use spoken language to develop understanding through speculating,

hypothesising, imagining and exploring ideas • Speak audibly and fluently with an increasing command of Standard English • Participate in discussions, presentations, performances, role play,

improvisations and debates • Gain, maintain and monitor the interest of the listener(s) • Consider and evaluate different viewpoints, attending to and building on

the contributions of others • Select and use appropriate registers for effective communication.

National College Report 2010

10 Strong claims about successful school leadership

The Number 1 influenceon student learning is:

CLASSROOM TEACHING

‘Train your teachers so they become your key

resource’ Prof Ian Rivers

Number 2 is:

SCHOOL LEADERSHIP

‘at all levels of the education system, leaders play a vital

role in working with teachers to identify and

develop appropriate teaching and learning

resources and ensure that these are readily

available’(Robinson et al 2009)

The Schools White Paper DFE 2010

‘The Importance of Teaching’ (DFE 2010) outlines how schools should be free to use their own professional judgement

about how they teach by reducing ‘unnecessary, prescription and

bureaucracy’. ‘The new national curriculum will not specify the methods teachers use’ (Chapter 2 ‘Teaching and

Leadership’ 2.46 and 2.55 in The Schools White Paper, DFE 2010)

‘Usualising’ and ‘Actualising’ pedagogy

‘Usualising’makes our learners aware of the everyday existence of LGBT people by

referencing LGBT people in our lessons; this leads to ‘Actualising’ where having

established a new language we can then make LGBT people real by, for example,

having a discussion on LGBT rights.

http://the-classroom.org.uk/ Use as a method of eradicating discrimination.

Educate & Celebrate surveys of staff and students

• 82.6% of students understand that the word ‘gay’ used in the wrong context is offensive,

• Students recognize that poor language is more widespread in school than out of school

• A third of all students hear and use the word ‘gay’ negatively more than once a day.

This common use of negative language could be explained when we note that ‘sometimes’ was the top

answer when students were asked if teachers challenge the negative language.

72% of teachers would welcome specific training on how better to address homophobia in their own classroom

Does your display represent and include everyone?

Educate & Celebrate Posters http://www.ellybarnes.com/merchandise/

LGBT-Inclusive Classroom Resource Websites

For lesson plans in all subjects and all key stages with PowerPoint presentations and

worksheets:

• http://the-classroom.org.uk/ For policy information, training, lesson plans,

resources for primary, secondary and further education, assembly PowerPoint's,

display and more:

• http://www.educateandcelebrate.org

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news. Stay in touch!ellybarnes@educateandcelebrate.org

‘Educate and Celebrate – Making all schools and workplaces LGBT-Friendly’

www.ellybarnes.com@elly_barnes @educatecelebrat

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