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NISC EDI Padlet - ED&I Information Sessions

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https://drive.google.com/file/d/1sXyxmTZiJE5yME1Jm0LOCC1w2pGaIgRZ/view?usp=sharing

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https://drive.google.com/file/d/1-zuOH3rGzR978Kl4N7X7NaJy8hSzYdGM/view?usp=sharing

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2020-21 EDI Survey Feedback and Actions (1)

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https://www.nordanglia.university/pages/55/equalities-programme

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Learning diversity and inclusion in IB programmes (2020)

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Implementing Inclusive Language

Deliver a 5-10 minutes discussion session during  a WSB every month around implementing Inclusive Language in our community.

Research and discuss appropriate Inclusive Language for our community members.

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Providing Equal Opportunities for All

Create a list of initiatives to provide equal opportunities for our local staff this year.

Review current opportunities our local staff have and create a list of possible opportunities we could provide next school year.

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But this is our vision  for where we to go with the policy.

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This is where I think we stand

with the policy.

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Equalising the profiles of boys and girls

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Equalising the profiles of boys and girls

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If the school moves towards a more traditional style of student leadership (prefects/monitors) then the appointment of a Head Boy and a Head Girl (and deputies) would not be regarded as odd or discriminatory, and might help in the way of putting forward issues involving both genders for discussion. Similarly, a Student Council which represents views and addresses internal issues rather than being simply a fundraising body could expect to have joint chairs in the first instance.

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At present the girls are over-represented in many positions of responsibility, and in general when plaudits are read out in assemblies the majority go to the girls. This can have a depressing effect on some boys who feel that they have no real chance of advancement because the girls' attributes are so strong. Whilst it would be inappropriate to inflate the boys' performances on the academic front, it would be possible to attempt some positive discrimination when looking at positions of responsibility. In addition, it is often the case that boys' sport leads to a slightly higher profile than that of the girls (not necessarily a good thing in general) but it might be beneficial in our current circumstances to put a slightly higher emphasis on sporting achievements alongside the academic to raise the success profile of the boys.

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I found this very interesting to think about and reflect on. I do not think many people would deliberately use non-inclusive language but we may be doing it unconsciously or even in a non-verbal way. In order to move forward we need honest feedback and an environment of open-mindedness where people feel comfortable with giving and receiving feedback on this.

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Further work could be done to analyze what curriculum and resources are used for teaching eg how diverse are the authors of books etc, what regions are we focused on in history? Do we use role models from a diverse range of perspectives in our teaching?

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Have a better inclusion and integration of the local staff

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TA's are not included in the whole school briefing

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There is a disparity between the international and local hired staff.

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The range of different backgrounds, nationalities, gender identities, religions and cultures that we have in the school is a great ground for everyone to reflect and take action so all our students feel safe and able to express their ideas and build a strong empowered identity and voice.

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Integrating the ED &I Policy in the Curriculum and School Events

Discuss and make a list of areas where we need to integrate the policy in the curriculum and school events.

Review the list of current school events and make suggestions.

Create a event diversity checklist.

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I think we should consider carefully the difference between "equality" and "equity".  We recognize difference (we are not technically "equal") but the key directive is to achieve equity--equal treatment regardless of our differences.  When it comes to policy, we might consider our terminology carefully.  Words matter.

~Maria

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NAE Equality, Diversity and Inclusion Policy - Aug 2020 

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Action Point I

Deliver an information session on Inclusive Language : General Principle of inclusive Language

Action Point 2

Further training took place with TA’s on April 19th.

Primary Leadership is planning for further PD pathways for TAs for next year and beyond.

HR is continuing to review benefits for all staff for next year and beyond.

Action Point 3

Present the Event Diversity Checklist

Present the Inclusive Classroom Checklist

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Action Point 1

Deliver an information session on Inclusive Language every month and educate ourselves on inclusive language as much as possible.

Action Point 2

Discussed and considered a list of opportunities available for non-teaching staff for next school year.

Action Point 3
School Events:

Reviewing current school events and making suggestions.

Creating an event diversity checklist.

School Curriculum:

Reviewing the IB Inclusion and Diversity documents.

In a process of creating an inclusive classroom/ educator's checklist for teachers to use in classrooms.