The single

equality scheme Marva Rollins, Headteacher, Raynham Primary

School

Dolapo Ogunbawo, Programme Leader, LCLL

24th May 2012

Sub-brand to go here Sub-brand to go here

Gender Equality

http://www.youtube.com/watch?v=-aTLOSg-rTY

Fairness?

Fairness

• Discuss possible implications for the

classroom and work environment

• How do we replace one size fits all mindset

(fairness) with equity?

• How do/have you changed your systems to

reflect equity?

Why Diversity?

We know leaders operate in complex and diverse

contexts

‘Cultural literacy is a fundamental leadership

competence’

Rosemary Campbell- Stephens

Debate Versus Dialogue Debate

Arguing to win a point

Dialogue

Aiming for consensus

Assuming that there is one right answer (and that

you have it)

Assuming that others have pieces of the answer

Combative: attempting to prove the other side wrong Collaborative: attempting to find common

understanding

About winning About finding common ground

Listening to find flaws Listening to understand

Defending your assumptions Bringing your assumptions for inspection and

discussion

Criticising the other side’s point of view Re-examining all points of view

Defending one’s views against those of others Admitting that others’ thinking can improve one’s

own

Searching for weaknesses and flaws Searching for strengths and value

Seeking an outcome that agrees with own position Discovering new possibilities and opportunities

Why Diversity?

1. The moral case

2. The legal case

3. The social case

4. The business case

The Moral Case

• It cannot be right that some individuals and groups

face barriers to progression within school

leadership.

The Legal Case

• Under the Equality Act 2010, the existing separate

equality duties on public bodies, covering race,

disability and gender, are replaced by a single

equality duty. This single duty now extends to

gender reassignment, age, sexual orientation, and

religion and belief.

The Social Case

Strong and positive relationships need to exist and

continue to be developed in the workplace, in

schools and in the wider community

The Business Case

• The risk of a future shortage of leaders

• Leadership will be stronger and more effective

• A diversity of perception, thinking and approaches

adds value to an organisation

• By increasing the involvement of all employees,

the quality and quantity of output will be increased

Statistics

What the data says

Nationally…

• There are 62,883 senior leaders (deputy/assistant heads

and heads)

• 39,889 are deputy or assistant heads

• 21,994 are heads

• There are 425,200 teachers (FTE) in maintained schools

Data taken from the DfE School Workforce Census collected in November 2010 and published Spring 2011)

Nationally – all phases

Age

Heads

• There are 21,994 heads of which…

• No heads aged 16-24

• 443 heads (2%) aged 25-34

• 5276 heads (24%) aged 35-44

• 9513 heads (43.3%) aged 45-54

• 6689 heads (30.4%) aged 55-64

• 73 heads aged 65+

LONDON (inner and outer

combined) - Age Heads

• There are 2484 heads of which…

• No heads aged 16-24

• 43 heads (2%) aged 25-34

• 521 heads (21%) aged 35-44

• 1036 heads (42%) aged 45-54

• 865 heads (35%) aged 44-64

• 19 heads aged 65+

Nationally – all phases

Age Deputy & Assistant

• There are 39,887 deputies and assistants of which…

• 5 aged 16-24

• 5955 (14.9%) aged 25-34

• 14,462 (36.3%) aged 35-44

• 12,561 (31.5%) aged 45-54

• 6872 (17.2%) aged 55-64

• 32 aged 65+

LONDON (inner and outer

combined) - Age Deputy & Assistant

• There are 6238 deps and assist heads…

• 1 aged 16-24

• 1003 (16%) aged 25-34

• 2323 (37%) aged 35-44

• 1872 (30%) aged 45-54

• 1034 (17%) aged 55-64

• 5 aged 65+

Nationally – all phases

Age Teachers

• There are 426,185 of which…

• 26,541 (6%) aged 16-24

• 148,922 (35%) aged 25-34

• 108,310 (25%) aged 35-44

• 88,448 (21%) aged 45-54

• 51,984 (12%) aged 55-64

• 1980 aged 65+

LONDON (inner and outer

combined) - Age Teachers

• There are 65031 teachers of these…

• 4593 (9%) aged 16-24

• 26215 (40%) aged 25-34

• 15262 (22%) aged 35-44

• 11531 (19%) aged 45-54

• 6972 (10%) aged 55-64

• 458 aged 65+

Nationally – all phases

Gender

• There are 14,341 female heads, equating to 65.2% of the

headteacher population.

• There are 26,252 female deputies and assistants, equating

to 65.8% of the population.

• There are 323,597 female teachers, equating to 76% of

teachers.

London – all phases

Gender

• There are 1661 female heads, equating to 67% of the

headteacher population.

• There are 4227 female deputies and assistants, equating

to 68% of the population.

• There are 48804 female teachers, equating to 75% of

teachers.

LONDON (inner and outer

combined) - Gender (%female)

Heads Dep/Ass Teachers

Primary 73% 84% 87%

Secondary 44% 50% 64%

Special 55% 74% 75%

Ethnicity Picture Nationally

• There are 504 BME heads, equating to 2.3% of the

headteacher population

• There are 1504 BME deputy and assistants, equating to

3.8% of the population

• There are 27,440 BME teachers, equating to 6.4% of

teachers

LONDON (inner and outer

combined) - Ethnicity

• There are 229 BME heads, equating to 9% of the

headteacher population

• There are 823 BME deputy and assistants, equating to

13% of the population

• There are 13043 BME teachers, equating to 20% of

teachers

LONDON (inner and outer combined)

Ethnicity (%BME)

Heads Dep/Asst Teachers

Primary 173

9%

432

14%

5244

17%

Secondary 41

11%

285

12%

6222

25%

Special 4

3%

28

10%

245

12%

Social Experiment

http://www.oprah.com/oprahshow/Oprahs-Social-Experiment-

on-Her-Audience-Video

Interpreting the Statistics

• 10 mins. – table group task

• Explore data

• What are the implications for the classroom/work place?

• What do we need to do differently?

• Can this be accelerated?

Some Good Practice • Systematic talent spotting and nurturing at early career stages

• Positive actions targeted at under-represented groups

• Provision of quality leadership development programmes

• Mainstreaming equality and diversity through increased cultural literacy for gate-keepers and challenging detrimental behaviour among governing bodies who appoint school heads

• Promoting actively the importance and enriching benefits of a diverse community

• Availability to quality workforce and recruitment data to improve the evidence base

• Sharing good practice at local, regional and national levels

Equality Duties and Schools

• Key Findings from the Equality Duties & Schools by Ipsos MORI (global market research company – specialism in

Social Research for public sector organisations)

• A research commissioned by the Equality and Human Rights Commission published in July 2011

Research Focus • Focus on looking at how schools have carried out and

implemented previous equality duties and identify good practice • Also to measure awareness of new Equality Act duties and to

what extent newer equality strands are being considered • The research serves as a rich evidence base for illustrating the

types of equality-related actions and processes being pursued by schools and the impact this has on addressing differences in pupil outcomes.

• Focus is on pupil E&D practice but can be used to inform whole school practice (including leadership development)

Previous equalities legislation

(pre Equality Act 2010) The Race Equality Duty, introduced into legislation in the Race

Relations (Amendment) Act 2000.

The Disability Equality Duty, introduced into legislation in the Disability

Discrimination Act (amended 2005).

The Gender Equality Duty, introduced into legislation in the Equality

Act 2006.

Each equality duty was made up of a general duty and a number of

specific duties. The specific duties provide a framework of action or key

steps that schools should take in order to help them to meet the

requirements of the general duty.

Equality Act 2010 - Who is

protected? The Act protects pupils from discrimination and harassment based on ‘protected characteristics’. The protected characteristics for the schools provisions are:

• Disability.

• Gender reassignment.

• Pregnancy and maternity.

• Race.

• Religion or belief.

• Sex.

• Sexual orientation.

Age and being married or in a civil partnership are NOT protected characteristics for the schools provisions.

Sexual Orientation

http://www.youtube.com/watch?v=PWyj_OfQpnU

Equality Act 2010 - Who is

protected? The categories of people covered by the schools

provisions are:

• Prospective pupils (in relation to admissions arrangements).

• Pupils at the school (including those absent or temporarily

excluded).

• Former pupils (if there is a continuing relationship based on

them having been a pupil at the school).

What are the main drivers for advancing equalities in schools?

• Schools in areas with low ethnic diversity were most likely

to say being required to do it by law is a key driver for

fulfilling the duties (30% versus 17 %).

• Schools in areas with high ethnic diversity were more

inclined to say that a demonstrated positive impact on pupil

outcomes is a key driver (29% versus 20%).

Have schools been delivering on core duty requirements?

• 31% had policy AND action plan for all three previous strands (disability, gender and race)

• 40% had policy AND action plan for gender equality

• 52% had policy AND action plan for disability equality

• 79% had a policy AND action plan for ethnicity equality

• This is quite a concerning stat as all our schools should have effective policies and action plans for all equality strands covered under legislation. Without this they are at risk under the law.

Benefits to advancing equalities in school

• Clear links between equality-related action and positive impacts on pupil outcomes.

• Positive impact recorded in pupils reporting a sense of being valued (21%)

- improved attainment by key stage and in subjects;

- better engagement and higher aspirations;

- narrowed gaps in performance;

- increased wellbeing and;

- a reduction in racist incidents.

• 73% attributed improvement in ethnic minority pupil outcomes to introduction of Race Equality Duty

• Over and above compliancy with law, work on equalities can have an all round positive effect on pupils and staff.

Senior leaders and equalities

key questions • 42% of senior leaders had no explicit equalities targets /

objectives as part of their performance management.

• Therefore, how would the school measure it’s performance on these aspects?

• Shouldn’t equalities form a key part of all senior leaders responsibilities, particularly as it is a legal obligation.

• How is it the case that only 50% of leaders have explicit equalities targets when they are accountable for the school and it’s compliance with the duties?

The future: Equality Act 2010 • The majority of schools (62%) were unaware of the Public Sector

Equality Duty and the range of protected equality strands it covers.

• It is important to raise awareness

• For the newer equality strands:

schools were most likely to have set specific targets to improve equality

relating to religion or belief (31%) and least likely to have done so in

the case of gender reassignment (5%).

Overall, 23% of schools had set specific targets for human rights, 10%

for pregnancy and maternity, and 6% for sexual orientation.

The future: Equality Act 2010

Schools need to set targets for the newer equality

strands

• Sexual orientation

• Gender reassignment

• Pregnancy & maternity

• Human rights

• Region or belief

Issues for schools on meeting

Equality Act requirements

• Lack of time & money

• Parents and carer support

• Lack of guidance

• Lack of relevant training

• Confusing legislation

• Staff resistance can also be a significant barrier…

Other Issues

1. Lack of awareness about the new Equality Act duties –

what does this mean for school leadership?

2. CPD & training needs

3. Shrinking LA support and data collection

4. The equalities legal framework - links to school

improvement and succession planning

1. Lack of awareness re Equality

Act: implications for leadership

62% of schools (more than 300) interviewed did not know about the Equality Act duties – this puts current leaders and governors at risk of none compliance with law

If a commitment to equality can lead to improved school outcomes and a more positive environment for learning then a lack of awareness on equality and a clear value placed on diversity could have a detrimental effect on pupils and on aspiring leaders

2. CPD & training needs

A lack of training in equalities and the new duties is undeniably a real concern for schools. In particular, senior leaders agree that more training and guidance is needed The mechanism to do this effectively would be through making use of a combination of: - Teaching Schools - NLEs, LLEs and SLEs - Associates - Integrating equalities information to key programmes and

provision (NPQH, modular curriculum etc)

3. The shrinking role of LAs

LAs have traditionally played a big role in supporting schools to meet their duties:

With shrinking LA support – who is going to ensure equalities continues to prioritised and that regular, accurate data is collected for pupils and staff to enable school improvement and better succession planning?

Teaching Schools, NLEs, Governors would have a role to play in this

4. Links with school improvement

From a pupil perspective, the consideration of why differences exist between groups can provide a solid foundation for strategies to address pupil outcomes and school improvement.

From a staff perspective, the consideration of differences and the value they bring to leadership can provide a good foundation for more effective succession planning and talent development.

Work on school improvement should continue to highlight the benefits equalities can bring

A school’s commitment to equality can lead to improvements for all….

Leadership commitment to equalities (school improvement, wider pool of staff talent, compliance with law)

Staff commitment to equalities (school improvement, more positive work environment, tailored support in

career progression)

Pupil commitment to equalities (Specific learning needs identified and met leading to increased attainment,

a safer, more positive learning environment, respect for all embedded for later working life )

Examples of activities schools

have undertaken to meet duties • Reviewed/updated schemes of work/ school curriculum to incorporate equalities

dimension (15%)

• Gender/disability/race equality policy/ scheme – reviewed and updated existing

version (15%)

• Improved tailored learning support (12%)

• Improved access to mentors (9%)

• Improved provision of careers information, advice and guidance (9%)

• Gender/disability/race equality action plan – reviewed and updated existing version

(9%)

• Set equalities-related targets and measured impact/outcomes (8%)

• Analyse attainment by subject/ analyse data (7%)

• Reviewed/updated other school policies to incorporate equalities dimension (7%)

Additional Activities • Mainstream equality duty by bringing key equality actions

into schools’ everyday work

• Embed equality policies in school improvement /

development plans

• Set targets for the newer equality strands

• Incorporate equality duties into staff training and

performance management

• Senior leaders and teachers to have explicit equalities

targets/objectives as part of performance management

Reflection

• What has extended or deepened your learning?

• What has challenged your thinking?

• What do you intend to follow up on and how?

http://www.youtube.com/watch?v=obdd31Q9PqA