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At tiney we celebrate diversity, promote inclusion, and challenge racism and all forms of prejudice. We want every child in a tiney home nursery to grow up to do the same.

We have created a new guide for educators to reinforce this commitment, in the wake of the murder of George Floyd in 2020, a year when the Black Lives Matter campaign travelled around the world and the deep and widespread damage of racism became more visible than ever.

The tiney guide to becoming an inclusive, anti-racist practitioner is co-written by Laura Henry-Allain MBE, acclaimed Early Years expert and creator of the Jojo and Gran Gran characters, and Matt Lloyd-Rose, tiney's Head of Education. We created it because, although there are many resources out there for educators of older children, we struggled to find empowering equivalents for Early Educators.

As such, we want to offer this guide to the Early Years sector as a whole, in the UK and beyond. Although it was written for our community of registered tiney childminders, it is relevant for Early Educators of all kinds. You can download it here.

The guide covers the following areas:

Starting with ourselves

Knowing the children we work with

Creating an inclusive, anti-racist learning environment

Talking about diversity, inclusion and anti-racism with young children

Celebrating difference (working with babies and toddlers)

Building empathy (working with 3-5 year olds)

Working with families

Resources and further reading

It is a reflective tool and does not try to give educators all the answers. We have made it with care and invaluable feedback from colleagues in the sector, but we would welcome comments if you have ideas for how we can improve and develop it further.

In the Early Years, we have the privilege of working with children while they're learning how the world works. We need to make the most of this opportunity to introduce them to other lives and perspectives, to help them to develop openness, empathy, and curiosity, and grow up to become inclusive, anti-racist adults.

We hope this guide helps you to do that. Feel free to share it and use it as widely as you want and of course if you have any feedback, we'd love to hear it.

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tiney - Our guide to becoming an inclusive, anti-racist early educator

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At tiney we celebrate diversity, promote inclusion, and challenge racism and all forms of prejudice. We want every child in a tiney home nursery to grow up to do the same.

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Gypsies, Roma, Travellers: An Animated History

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Giving educators the knowledge and support to bring true equity into educational settings.

Background

Recent events have highlighted the need for improvements in our education system regarding all aspects of equality and equity. As leaders we need to educate both our pupils and staff more effectively if we are to change the communities in which we live. This is a free framework we have developed to support schools on their journey to help achieve this. All that we ask is that you sign up to our pledge using the link below.
We pledge our commitment to securing Equity in Education in our school. We will work together to educate our pupils and staff to ensure that we provide a truly equitable education for all.
We are currently recruiting volunteers who can act as role-models to young people in our schools. We would like people from the LGBTQIA+ community, the BAME community, women, men and those who don't identify with any gender.
We want our young people to recognise that they are perfect just as they are and that they can aspire to great things - they need to see role-models though to truly empower them.
Could that role-model be you?

We also have a just giving page which we have set up to help fund mentors for schools to help them through this process and to offer advice. Mentors will be available to talk to and to support you in any stage of your work and can even work with you on completing the framework analysis.

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Giving educators the knowledge and support to bring true equity into educational settings. Background Recent events have highlighted the need for improvements in our education system regarding all aspects of equality and equity. As leaders we need to educate both our pupils and staff more effectively if we are to change the communities in...

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10th April 2021 9am-2pm BST - Mindful Equity UK are at #DiverseEd

19th April 5pm -6:30pm BST - Mindful Equity UK x Goldsmiths Uni. Advice for all women of colour who want to make the leap into teaching.

FANTASTIC TEACHING OPPORTUNITY - OXFORD

Are you interested in joining an prestigious independent school for a year?

Do you have a degree in: Physics, Maths, French, Spanish, German, Art, Drama, PE?

Full board and accommodation included.

Contact us to find out more!

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10th April 2021 9am-2pm BST - Mindful Equity UK are at #DiverseEd 19th April 5pm -6:30pm BST - Mindful Equity UK x Goldsmiths Uni. Advice for all women of colour who want to make the leap into teaching. FANTASTIC TEACHING OPPORTUNITY - OXFORD Are you interested in joining an prestigious independent school for a year?

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Educators for Antiracism and Equity

We are a group of diverse educators from different subsections of the Education sector who believe we are stronger together and that education has the key to empower. This steering group seeks to be a catalyst for positive change in response to inequity and inherent racism in society, and in reaction to the untimely death of George Floyd due to structural racism still present globally and in the Western, developed world. Educators for Antiracism and Equity seeks to be equitable in its make-up and we believe it is important that our group is made up of 50% BAME educators, and that through collaboration, we engage, support, empower and challenge institutions towards being anti-racist.

We offer research, perspectives, and a signpost to expertise in anti-racist work here in the UK. We work alongside other organisations that believe in social justice as we work together towards a better future for everyone, especially our children.

How are we different from other groups?

We encourage everyone, no matter your race, ethnicity, gender or however you identify yourself to join us in working towards an anti-racist society. We include representation from across the entire education sector, from Early Years to University, and beyond. We aim to join hands and create allyships with individuals and organisations that seek to eradicate structural and everyday racism, whether overt or in the form of unconscious bias.

Our values and principles

We represent many in the Education sector and believe it is important that we adopt the Nolan Principles of public life.

These are:
Integrity, Objectivity, Accountability, Openness, Honesty, and Leadership.
We believe that educational institutions must lead the way in being anti-racist. Only through education can we start to see the cultural shift that needs to happen in the work towards equality and equity. The journey towards this may not be easy, but if we commit ourselves together in addressing this, we will ensure that we leave the world in a better place than what it is today. We would like to support any organisation in their work towards this common goal and we aim to challenge structural racism and discrimination.

Together Stronger

Educators for Anti-Racism and Equity (@efaeUK) will work with any group that supports our aims as together, we are stronger. Join us to ensure that our education system is anti-racist and inclusive, free of discrimination and bias.

W

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Educators for Antiracism and Equity We are a group of diverse educators from different subsections of the Education sector who believe we are stronger together and that education has the key to empower. This steering group seeks to be a catalyst for positive change in response to inequity and inherent racism in society, and in...

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a little guide for teachers: diversity in schools (a little guide for teachers)

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educational strategies and policy: inclusion

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educational strategies and policy: inclusion

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A Little Guide for Teachers: Diversity in Schools (A Little Guide for Teachers)

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Buy A Little Guide for Teachers: Diversity in Schools (A Little Guide for Teachers) 1 by Kara, Bennie (ISBN: 9781529718546) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Article about defining disability.

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A lot of people seem to think that disability is what it says on the tin:
an illness, injury, or condition that makes it difficult for someone to do things that other people do
(Cambridge Dictionary)

This explanation of disability makes my stomach clench - it reduces disability to it's absolute bare minimum description. A reduction that can confuse people about what disability is. A reduction that only speaks of the negative, the constricting, the difficulties.

Disability is a lot more complex, deep, wide, intertwined than society thinks and believes. Like many human identities, i.e., gender and sexuality, disability is an experience that will touch all people in some way, shape, or form.

I say this in a positive way - there is no way that you can avoid disability in your life. Whether it is you who is born with it or acquire it, or you know someone who is or does.

Disability is a part of the human condition.
So what is disability?
The World Health Organisation (WHO) defines disability as
"... an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experience by an individual in involvement in life situations."
WHO then goes on to say that "... disability is a complex phenomenon, reflecting an interaction between features of a person's body and features of the society in which he or she lives."

This represents to me an acknowledgment of the relationship between the personal and social - an important relationship to take note of. Let me break it down further for you:

The personal aspects of disability are the impairments, neurodivergency, or chronic illness that the individual has. These impairments, neurodivergency, and chronic illness are part of the body and/or brain. Our bodies are different, which means we interact with the world in different ways.
This is diversity.
This is human lived experience. And we should never consider that these impairments are a good or bad thing. They just are.

The social aspects of disability is the world that we live in. A world, both accessibility and attitude-wise, not made for bodies and brains like ours. The world is styled on the idea of perfection.

If you are non-disabled the world is physically made for you. Stairs is the most obvious object to use as an example, but there are also issues around signage in hotels and menus in restaurants, inaccessible workplaces and housing, fashion that doesn't fit a lot of bodies, shops that are too tightly packed, too bright lighting or have too loud music, etc.

All of these things (and many more) impact disabled people's lives in negative and potentially damaging ways.

Even if the physical space is accessible, and legally, work, education, and community spaces need to be, negative attitudes towards disability oppress disabled people and hold them back from achieving their potential.

Stereotypes of disability still hold strong globally. Ideas and beliefs around disability as the broken body, the imperfect body, create a culture that dismisses and makes invisible the disabled community.

You only have to hear the rhetoric that governments use to suppress disabled people, whilst at the same time blaming them for their "bad luck" in having an impairment. Frances Ryan spoke about the rhetoric used by the U.K. government in her Opinion piece for The Guardian:
"Government ministers have also adopted rhetoric suggesting disabled people are faking in order to get social security... Theresa May's former policy chief, George Freeman, said welfare should go to the 'really disabled.' Esther McVey... once bragged that she'd go after the 'bogus disabled' while abolishing the lifeline of disability living allowance in her former role as minister for disabled people."
I have seen it here in the U.K., I have seen it in Australia, and I can imagine that it happens in a lot of other countries, but this scrounger/faker rhetoric creates a social attitude towards disability that is toxic and destructive.

Non-disabled people believe that they understand what disability is and isn't, when in actual fact they don't.

This ignorance and lack of nuanced understanding is destroying disabled people's lives.

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Visible, Invisible, Chronic Illness, Neurodivergant: why it is important to understand the nuances...

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I pointed to a man in the photo. He was missing a leg. Which made him look very similar to me. I turned to the students and asked, "is his disability different to mine?" I could see the confusion and...

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Elizabeth Wright

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No More Boys and Girls - Can Our Kids Go Gender Free episode 2

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No More Boys and Girls - Can Our Kids Go Gender Free episode 1

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Dual Frequency - Free Diversity Teaching Resources

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Dual Frequency - Free Diversity Teaching Resources

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These resources are designed to bring conversations about inclusivity into the classroom, allowing young people to explore and discuss representation of diverse groups with their peers. Education is the key to change. This part of the website will be updated regularly to include resources that explore a wide range of experiences; they will often tie in with features from the magazine that can itself be used as a classroom resource to promote discussion. Got a resource you would like to share? Get in touch!

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Resources to celebrate difference in schools - Dual Frequency

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Diversity, equality and inclusion resources for teachers, parents, carers and schools. Creating a more inclusive world by starting in the classroom. Quality education starts with human rights, dignity and respect. Get free equality, diversity and inclusion resources for your school and help us make

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6 lessons around the BLM movement - designed for year 6 but appropriate for upper KS2 or KS3. Hope you find it useful!

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Black Lives Matter chat with Fleur East (Chellaston Junior School)

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FLEUR EAST chats to the children of Chellaston Junior School - Black Lives Matter

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‘Hattie and friends’ story books feature positive images of disability for young children. It’s so
important for books to reflect real life & disability is part of life.
Let’s teach tolerance, respect & understanding for the differences we have.

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All Orders Include P & P

Special Review

A Review By The Special Education Resources Team Has This Month Been Published on Their Site and on Twitter

A Must Read for Parents and Teachers Alike - The Link to the Review is on the Reviews Page https://hattieandfriends.com/reviews/

Ofsted Inspectors ask all EYFS & KS1 Settings

How Inclusive is Your Bookshelf? Do Your Resources Reflect Diversity? Are you Promoting a Positive Image of Disability? If you can't answer these questions you need 'Hattie and friends' to help!

We all have a responsibility to ensure young children see positive images of disability to increase their awareness and understanding.
Children will easily accept differences when they are presented in a sensitive way.
'Hattie and friends' stories feature disabled characters but the disability is NOT mentioned in the text. This is important because it doesn't highlight or explain the disability but makes it perfectly acceptable and 'normal'.
Features:

4 inclusive stories featuring Hattie with her friends and family.

Familiar theme of family outings which all children can relate to.

Appealing, friendly, cute characters.

Perfect length for story time for young children.

Educational content including: shapes, colour, weather, sounds, texture, transport, animals.

Bright and colourful illustrations and clear text.

Affordable price.

Benefits to YOU

'Hattie and friends' promotes a positive image of disability in your setting.

Using 'Hattie and friends' books shows parents, visitors, Ofsted inspectors etc that you recognise and value the need to provide an inclusive environment.

'Hattie and friends' stories provide the opportunity to discuss issues around disability.

A series of charming stories for all children to enjoy time and time again.

The theme and content relate to your EYFS curriculum planning.

FREE P+P when you order online - BUY NOW!

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All Orders Include P & P Special Review A Review By The Special Education Resources Team Has This Month Been Published on Their Site and on Twitter A Must Read for Parents and Teachers Alike - The Link to the Review is on the Reviews Page https://hattieandfriends.com/reviews/ Ofsted Inspectors ask all EYFS & [...]

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Find and close your diversity and inclusion gaps using our groundbreaking framework for diversity and inclusion. Join the 100+ businesses and schools already working on theirs - and it's all online with no need for expensive consultants

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The journey to becoming an LGBTQ+ inclusive school may seem daunting, but we're here to help. This site has been designed with UK primary teachers in mind. Check out Our Mission for more information about our values, goals, and purpose.

Oh, and don't forget to follow us on Instagram and Twitter @lgbtqprimaryhub
Charlotte Feather - Founder

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The journey to becoming an LGBTQ+ inclusive school may seem daunting, but we're here to help. This site has been designed with UK primary teachers in mind. Check out Our Mission for more information about our values, goals, and purpose.

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Book Review: Courage in The Classroom: LGBT Teachers share their stories. 

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Book Review: Courage in The Classroom: LGBT Teachers share their stories. 

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Pragmatic and cathartic, LGBT teachers share their experiences from the past and present. Discover how schools have changed for the better.

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Jared Cawley is encouraged by a book that is both provocative and practical

Last year's protests outside Anderton Park school in Birmingham demonstrate that acceptance of the LGBT community is still far from a safe assumption. In that context, Courage in the Classroom is an empowering manifesto for LGBT teachers. Its array of brutally honest and personal stories from the participants in Courageous Leaders - the UK's only LGBT leadership programme - makes it an important book.

Each story is only an example of the pain and discrimination still felt by so many LGBT teachers. I can personally attest to how isolating an experience that can be, yet this book makes me feel encouraged to ensure my voice is heard. In each chapter, a LGBT teacher shares his or her painful struggles and how the world has changed for the better. Their collective sense of hope and progress creates confidence that our society is proudly becoming more accepting, diverse, and inclusive.

As well as cathartic, this book is pragmatic. Each chapter concludes with practical advice for school leaders, teachers, and governors keen to make their school inclusive for LGBT staff. It includes examples of schools that celebrate inclusivity and offer a safe space for staff and students to be their authentic selves.

But while each chapter is filled with joy, learning about what it was like for teachers to work and hide in a society that did not accept them makes for uncomfortable reading, and forces us to confront how we are supporting staff and students who do not fit heteronormative confinements today.

Each chapter forces us to confront how we are supporting staff and students

In chapter three, for example, Jerome Cargill, a New Zealander working in London, writes about how the constant homophobia he experienced as a teenager left him unprepared for navigating his sexuality in a professional setting. During his teacher training his university mentor accused him of flaunting his "gayness" and advised to keep his personal life a secret. Not until a student came out to Cargill did he fully realise the importance of positive role models in creating safe and inclusive environments.

Chapter 6 by the book's editor, Catherine Lee, is a heartbreaking story of the power of parents in a rural community. She writes about how she and her partner were constantly harassed by her homophobic neighbour who "would not be told what to do by a pair of lesbians" and threatened to make their lives a "living misery". He also accused Catherine of staring at his daughter "lustfully" and outed her to the headteacher. Such abuse and stress ended her teaching career.

The final chapter is by Jane Robinson, the founder of Courageous Leaders, who shares the challenges she faced as a teacher during section 28, a piece of legislation in effect from 1988 to 2003 that prohibited the promotion or "teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship".

She talks about her schooling in the Seventies and the intimidation from teachers and peers. When her parents were "horrified" at her coming out, she ran away to London to become a teacher, but the homophobia continued, this time from colleagues. With the country "in the grip of HIV and Aids paranoia", one expressed this sentiment: "'Let's face it, it's only queers that get Aids and they deserve it."

The courageous Robinson concluded that it was her "duty to be out and proud". The book, and the programme it is based on, are the result of coming to that conclusion 20 years ago.

If all Courage in the Classroom did was loudly state that we are here and deserve to be heard, that would be enough to make this book a triumph for LGBT teachers. Its added focus on the practical realities of improving inclusivity in our schools makes it even better than that.

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Review: Courage in the Classroom by Catherine Lee

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Jared Cawley is encouraged by a book that is both provocative and practical Last year's protests outside Anderton Park school in Birmingham demonstrate that acceptance of the LGBT community is still far from a safe assumption. In that context, Courage in the Classroom is an empowering manifesto for LGBT teachers.

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Bored Teachers | Celebrating Educators Every Day.

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From film kits and lesson plans to the building blocks of a customized Learning Plan—texts, student tasks and teaching strategies—our resources will help you bring relevance, rigor and social emotional learning into your classroom—all for FREE.

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BAME ACHIEVEMENT

Introduction

Haringey has the biggest gap in the country at GCSE between higher achieving White British students and lower achieving BAME groups, especially Black Caribbean students. Closing the achievement gap for our BAME students is a top priority for HEP.

Hear from students at Risley Avenue Primary School and Park View secondary school on their experiences and why this matters to them.

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BAME ACHIEVEMENT Introduction Haringey has the biggest gap in the country at GCSE between higher achieving White British students and lower achieving BAME groups, especially Black Caribbean students. Closing the achievement gap for our BAME students is a top priority for HEP.

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The night of June 26, 2018, Layla Saad was unable to sleep. The previous year had been a taxing one for the writer, life and business coach, and spiritual advisor. The deadly Unite the Right rally in Charlottesville, Virginia, had unsettled her deeply. It wasn't just the hatred and the violence; it was also the reaction from the online coaching community she inhabits.

"People who are dominating this industry that I'm in are largely white women," she explains. "And they're never talking about this. They talk about, 'We want to change the world,' 'We want to transform people's lives,' 'We want freedom,' 'We want liberation.' You're using that language, but what that means is so limited to who it applies to."

So, in August 2017, Saad posted an essay titled " I need to talk to spiritual white women about white supremacy," encouraging the women in her field to look more deeply at how they benefit from-and even uphold-conscious and unconscious biases and institutional racism. Her post went viral, catapulting her into a spotlight that was often painful.

"I triggered a lot of people," she says. "I was having my social media posts constantly censored and removed because people didn't want to hear what I was talking about. I felt like I was fighting every day."

It took almost a year of introspection, mentorship and self-care, but by the time that sleepless June 2018 night rolled around, Saad was ready to raise the issue of white supremacy again. She now felt stronger and more centered. She noticed her community gradually becoming less defensive. And, despite all the negativity, the viral post had expanded her online platform significantly.

So on June 26, Saad posted on Instagram, "White folks: Time for some radical truth-telling about you and your complicity in white supremacy. Not those white people 'out there.' Not white people as a collective. But you. Just you. We start tomorrow."

And with that, the "Me and White Supremacy" challenge was born.

The First 28 Days

The challenge was an experiment-and it worked. Each day for 28 days, Saad asked the participating white members of her Instagram audience to respond publicly to prompts about how they benefitted from white privilege, engaged in tone policing, denied seeing color and assumed white superiority. The audience responded publicly, and she pushed them-just as publicly-to go deeper.

"It was very gut-wrenching for everyone involved," Saad remembers.

Each day of the challenge looked at a specific form of white supremacy and offered examples of how it shows up-recognized or not-in daily life. Based on how offended readers were by her 2017 essay, Saad knew the learning curve was going to be steep, so she kept the process manageable.

"It's a very simple format. It's kind of reliable: 'I do one, then I do two, then I do three,' all the way through to 28," she explains. "You're given the understanding of 'Why do you need to look at this thing? How does this specific thing contribute to white supremacy?' Because people think white supremacy is KKK, people in hoods. So, what does white silence have to do with white supremacy? Break that down. 'This thing contributes to white supremacy in this way.' Then you're given these questions to help you dig within."

Saad worried about harming her followers of color, so she posted trigger warnings and encouraged self-care. But, ultimately, many black and Indigenous people of color (BIPOC) in her online community thanked her for what she was doing. Some even participated by helping hold the white participants accountable and encouraging them to look harder at themselves.

"I had so many black women specifically who showed up and volunteered to hold the space with me," she says. "I was like, 'I took this on. You don't have to take this on.' But they showed up to give that accountability."

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You and White Supremacy: A Challenge to Educators

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It started as a series of Instagram posts; then it became a downloadable workbook. Now, the "Me and White Supremacy" challenge is reaching the mainstream-and creator Layla F. Saad hopes all teachers with white privilege will find the courage to take it.

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Pre reflective task for students who have demonstrated unacceptable language/behaviour. 

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Pre reflective task for students who have demonstrated unacceptable language/behaviour. 

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This document is given to student too read and think about if they have demonstrated unacceptable language. They are able to ask questions after reading if they wish.
@mrpfoodie

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LGBT+ Key terms/definitions for staff training

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LGBT+ Key terms/definitions for staff training

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A small list of some key terms and definitions for LGBT+ awareness. This was given out in a staff training session.
@mrpfoodie

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To ensure all offensive language is being challenged, this set of questions were developed to give ALL staff the confidence and consistency when dealing with these problems. It is printed on the back of our school LGBT card which is in every classroom.
Any queries please just DM me, @mrpfoodie

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On our school website we have dedicated LGBT+ page with lots of resources to show how we develop awareness, celebrate LGBT+ and FAQs for Parents, teachers and YP. Check it out and try to get something similar in your school.
@mrpfoodie

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At Marple Hall School, we pride ourselves on supporting our LGBT+ students and staff and want our school to be an inclusive environment.

After all, the famous gay novelist Christopher William Bradshaw Isherwood would have probably wanted that too.

We have Pride flags outside each building of the school, we have painted rainbow flags to increase visibility, displays in each building and curriculum areas of well-known LGBT+ figures and support we offer in school, we also hold a LGBT+ allies social group every Blue Week in the Art Dept, taken part in the Dutch 'holding hands' initiative, celebrate annual events, wear pride laces, continually auditing the Schemes of Work to ensure LGBT+ is featured with Curriculum Leaders and DTL's.

Check out our Headteacher's blog regarding the celebration of LGBT+ at our school:

Also a few words from our Linked LGBT Governor, Mrs Patton

Our amazing LGBT+ team is led by a dedicated group of staff. Find out more about them below:

The following documents have been used to celebrate LGBT awareness through Pride Weeks, PSHEE/Tutor Period and year group assemblies

If you have any queries please do not hesitate to contact us on LGBT@marplehall.stockport.sch.uk

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At Marple Hall School, we pride ourselves on supporting our LGBT+ students and staff and want our school to be an inclusive environment. After all, the famous gay novelist Christopher William Bradshaw Isherwood would have probably wanted that too.

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A LGBT teacher’s perspective on making your school inclusive and diverse for everyone. 

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A LGBT teacher’s perspective on making your school inclusive and diverse for everyone. 

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A personal and research informed blog post discussing the importance of wellbeing and top tips for teachers and school leaders.

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@9teaNinePercent

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@KerryJordanDaus

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A blog about being LGBT+ lead with some ideas to implement. DM if you want any support or advice...
@MrPFoodie

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@MissNewton91

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Children's Literature With Black Representational Role Models.pptx