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Jamie's Farm acts as a catalyst for change, enabling disadvantaged young people to thrive academically, socially and emotionally.

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Advice lines to support families or staff 

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Advice lines to support families or staff 

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You can call NHS 111 for advice and to get help any time of day. If you live in England, you can also use NHS 111 online .

Samaritans

You can also contact the Samaritans by calling 116 123 for free. Or, you can send an email to jo@samaritans.org - you may find writing an email could be a calm and safe way to work through what's on your mind, especially if it feels too upsetting to talk about on the phone.

AWP 24/7 Mental Health Response Line

Avon and Wiltshire Mental Health Partnership NHS Trust (AWP) provides a Mental Health 24/7 phone service for people worried about their own or someone else's mental health. The line is open 24 hours a day, 7 days a week, 365 days a year for adults and children in crisis.

Telephone: 0800 953 1919

Mindline Somerset

People in Somerset can call free on Mindline freephone 0800 138 1692 . This helpline is also open all day, every day. On Friday evenings 8pm-midnight, Mindline Trans+ is open to provide emotional and mental health support to people who identify as trans, a gender, gender fluid or non-binary. Call Mindline Trans+ on 0300 330 5468 .

Shout 85258

Shout 85258 is a free, anonymous text service. If you're struggling to cope and need someone to talk to, you can text the word to .
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Get help for a mental health crisis | Second Step | Mental health charity

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Where to get support and help for a mental health crisis in Bristol, the southwest and online.

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Deep dives a local perspective on social mobility

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Raising the Achievement of White Working Class Pupils Barriers and School Strategies 2014

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Solving the SEND Crisis Parliament 1.7.2025

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Select Committees - Education Committee on SEND

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Coverage of the Education select committee session on the crisis in special educational needs and disabilities education, on Tuesday 1 July.

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Select Committees - School Attendance Committee

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Education committee session on efforts to improve school attendance, with evidence from Ofsted, the Local Government Association and others, on Tuesday 22 July.

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Select Committees - Autism Act Committee

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Lords Autism Act committee session examining how well the 2009 Act, the autism strategy and the statutory guidance are working together, on Monday 30 June.

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Deep dives: a local perspective on social mobility - Social Mobility Commission

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This research explores how the place where people live affects their attitudes towards social mobility, aspiration and success. The report uses insights from 22 focus groups with over 170 participants across two areas of the North West.

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Education experts appointed to White Working-Class Educational Outcomes inquiry - Public First

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Some of the highest profile names in education policy and politics will serve on the inquiry board of the Independent Inquiry into White Working-Class Educational [...]

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Explore our list of resources to help you navigate life in the UK.

Apply for our English classes by writing to Alice Apply for Bath College English language classes
[email protected]
If you need help with applying for schools in Bath, send us an email Need help with further education
[email protected] [email protected]
English Language resources

Find out about English classes available in the Bath and Bristol area, visit Learning English in Bristol and Beyond

Link of places to practice your English:

Early years, schooling and further education in the UK

Employability info

An Overview of Jobs Market in Bath
Bath is a thriving city with lots of jobs and roles across the different sectors and industries. Bath is a tourist destination and we have visitors from across the world, so therefore we have many jobs within the retail and hospitality sectors. Currently there are lots of job vacancies across the different sectors with high number of vacancies in the care & hospitality sectors.

Many companies both large and small, have their offices in the city centre offering jobs in customer service and sales, business support, HR, finance, digital marketing and communications.

Bristol, Bath and the wider South West is home to pioneering immersive technologies industry and Bath in particular, has a thriving and steadily growing tech industry all offering digital and technical jobs such as software developers, games designer and programmers.

We have a large care sector, day nurseries, hospitals, schools who all looking for care and teaching staff, reception/admin, facilities and operations.

Manufacturing/Warehouse/Engineering/Logistics - there isn't much manufacturing in Bath, most companies are on the outskirts of Bath in areas such as Radstock and Midsomer Norton and towards Bristol area - Where most of the manufacturing companies are. But there are some smaller companies operating in area who are looking for engineers, drivers and warehouse staff.

Bath has a thriving construction industry so many of the construction companies are looking for good trades people, such as electricians, labourers, plumbers and carpenters. There are also organisations such as Curo and the council who also looking for trades and operational people.

In Nov/Dec businesses start to recruit for temporary Christmas jobs - typically in the retail and hospitality sectors. So there are jobs in restaurants, hotels and bars and shops and supermarkets.

Other resources

Hate crimes and reporting

A hate crime is defined as 'Any criminal offence which is perceived by the victim or any other person, to be motivated by hostility or prejudice based on a person's race or perceived race; religion or perceived religion; sexual orientation or perceived sexual orientation; disability or perceived disability and any crime motivated by hostility or prejudice against a person who is transgender or perceived to be transgender.'

Evidence of the hate element is not a requirement. You do not need to personally perceive the incident to be hate related. It would be enough if another person, a witness or even a police officer thought that the incident was hate related.

If you feel threatened or harassed, you can report this to the police and SARI charity (Stand Against Racism and Inequality) who can support you.

Essential numbers

999 and 112 - Emergency services (police, fire, ambulance, coastguard)
Both numbers are free and connect you to help in critical situations. You can use both of them both in the EU and the UK. You should always call 999 when it is an emergency, such as when a crime is in progress, someone suspected of a crime is nearby, when there is danger to life or when violence is being used or threatened.

111 - Non-emergency number for the NHS.
NHS 111 can help if you have an urgent medical problem that is not an emergency issue and you're not sure what to do. You will speak to an advisor, who will ask a series of questions about your condition, or the condition of the person affected. They can always transfer you to the 999 operator if necessary.

101 - Non-emergency number for the Police only
101 is only available if you are calling from within England, Wales, Scotland or Northern Ireland.
You can call 101 to report crime that is not an emergency. For example:

Your car or property has been stolen

Your property has been damaged

You suspect drug use or related crime in your neighbourhood

Share information about crime in your area

Speak to the police

Courses, Training and social activities

The Hope Guide provides information on groups, activities and services run by volunteers and not for profit organisations.

The guide contains a variety of signposting information, aimed at empowering local residents by being better informed about local mental health and wellbeing opportunities, groups and services.

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Resources for refugees - Bath Welcomes Refugees

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On this page English Language resources Apply for our English classes by writing to Alicelanguage@bathwelcomesrefugees.org.uk Apply for Bath College English language classesinfo@bathcollege.ac.uk Find out about English classes available in the Bath and Bristol area, visit Learning English in Bristol and Beyond Link of places to practice your English: Early years, schooling and further education in […]

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The CEOP Education team is a part of the National Crime Agency and we run an education programme which aims to reduce the vulnerability of children and young people to online sexual abuse.

We provide training, resources and information for children and young people aged 4 - 18, their families and professionals who work with them.

Our Values

The CEOP Education programme is founded on six values to ensure safe, effective and child-centred delivery of online safety education.

Safeguarding first

Approach from the perspective of the child

Promote dialogue and understanding

Empower and enable children

Never frighten or scare-monger

Challenge victim-blaming attitudes

Concerned?
Are you worried about online sexual abuse or the way someone has been communicating with you online?

If you have experienced online sexual abuse or you're worried this is happening to someone you know, let us know safely and securely

Make a report to one of CEOP's Child Protection Advisors

Should I make a report to CEOP?

If you're worried about online abuse or the way someone has been communicating online, let CEOP know.

What happens when I make a report?

One of our experienced Child Protection Advisors will be there to make sure you get the help that you need.

How can CEOP help me?

Online abuse affects many children and young people every day, CEOP has helped thousands of people in need of support.

Who is this aimed at?

Children and young people aged 4 to 18, their families and professionals who work with them

When

24/7 Online access

Where

Online

Cost
Free
How to get involved

You can make a report to CEOP using the CEOP Safety Centre. You will need to complete an online form which will ask you for your contact details and information about what has happened.

Visit the Report to CEOP page on the CEOP website

Contact details

To make a report please Visit the CEOP Safety Centre website

If you are concerned that your child is in immediate danger, call 999

If you want to discuss your concerns with someone first then call the NSPCC Helpline on 0808 800 5000

Alternatively you can call Childline where you can talk anonymously: 0800 111

For further information

For more information about CEOP Education search CEOP Education in this directory.
Visit the CEOP Education website
Visit the CEOP Education Facebook page

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The CEOP Education team is a part of the National Crime Agency and we run an education programme which aims to...

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When we're making decisions, the Equality Act 2010 gives us a duty to take into account the need to:

eliminate discrimination, harassment and victimisation

advance equality of opportunity

foster good relations between different parts of the community

The Equality Act protects people against discrimination on the grounds of protected characteristics, of which there are 9:

age

disability

gender reassignment

marriage and civil partnership

pregnancy and maternity

race

religion or belief

sex

sexual orientation

We are required to consider all individuals in their day to day work, in shaping policy and in providing services. This is in line with the Public Sector Equality Duty ( PSED) introduced by the Equality Act 2010.

Specific duties

We are transparent about how we respond to the PSED, as required by the Equality Act 2010 (Specific Duties) Regulations 2011. We set clear equality objectives and publish information on our efforts to achieve them.

Diversity and inclusion strategy

The diversity and inclusion strategy sets out our ambitions for equality and diversity between 2018 and 2025, both in relation to staff and in providing services to the public.

This strategy ensures that, as a department, we continue to champion equality and diversity in all that we do, whether it concerns our staff or the wider public.

A refreshed diversity and inclusion strategy will be published in 2021.

Equality objectives

To support the Home Office business plan to cut crime, control immigration and stop terrorism, and to meet the requirements of the PSED the department has devised specific equality objectives.

The objectives have addressed equality issues across our functions and the services we provide. We work with stakeholders to deal with the issues that are most pressing for the department.

External benchmarking

Participating in external benchmarks helps us to understand and assess our performance against our aims, and to establish how we could use the experience of others to increase the diversity of our workforce and the inclusion in our workplaces and the services we provide.

We have previously been awarded a place in the Stonewall Top 100 Employer's Index (2020) and in 2021 we were recognised as a Disability Confident Leader, a prestigious accreditation which will last for 3 years.

Staff support networks

While external benchmarks are important opportunities to evaluate our progress towards our aspirations of being a model employer, we also recognise the immense value that staff support networks can add to our workplace and our public policy. These networks provide direct support to their members through ongoing engagement, they provide insight on the lived experience of our people and run events to keep staff and line management aware of how to respond to differing needs.

As an internal resource our networks have been instrumental in understanding how we can better engage with our stakeholders and the communities we serve.

Our internal networks take on a critical role, keeping us focused on creating an inclusive and engaged department. Some of our staff support networks are:

The NETWORK - the Home Office race equality network

ABLE - the Home Office's disability network

Spectrum - for lesbian, gay, bi and transgender staff

a:gender - the cross-government network for transgender, transsexual and intersex staff

GEN - Gender Equality Network (formerly Home Office Women)

Christian Network

Hindu Connection

Home Office Islamic Network (HOIN)

Jewish Network (J-Net)

Sikh Association

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We incorporate equality into our core objectives, making every effort to eliminate discrimination, create equal opportunities and develop good working relationships between different people.

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What they are - Equality, diversity and inclusion

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How employers can improve equality, diversity and inclusion in their workplace and what the benefits are.

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Refugee Council support workplaces, homes and families 

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Refugee Council support workplaces, homes and families 

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Ofsted’s Annual Report and Accounts

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Education Podcast · A show about the concept of whiteness and how it works. Listen in to notice, reimagine and question the role of whiteness. You will hear collective voices to share in the anti-racism quest to expose a...

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A large proportion of the women who come to us have applied for over 50 jobs with no success. Over half of our clients are from ethnic minorities and around 30% are lone mothers. By delivering our service at our 12 centres across the UK, we have been able to support over 37,000 women into employment over the past decade.

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We help unemployed women to get the coaching, clothing and confidence they need to secure employment and change the trajectory of their lives.

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A large proportion of the women who come to us have applied for over 50 jobs with no success. Over half of our clients are from ethnic minorities and around 30% are lone mothers. By delivering our service at our 12 centres across the UK, we have been able to support over 37,000 women into employment over the past decade.

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We help unemployed women to get the coaching, clothing and confidence they need to secure employment and change the trajectory of their lives.

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BWMAT Flourishing People Toolkit

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Flourishing People Links

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2025-2026 BWMAT CPD Offer

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BWMAT documents useful for schools to have, regarding their Christian Distinctiveness preparations and for SIAMS inspections.

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21 Great Ways to Stop Procrastinating. Eat That Frog! by Brian Tracy

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The Workplace Gap: Supporting Parents Of School-Aged Kids And Teens

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Many companies prioritize early parenthood in their policies, focusing on parental leave and childcare while neglecting the needs of parents with older children.

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Best ways to support working parents | Mind

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Discover how to support working parents with flexible policies, wellbeing support, and mental health training to create an inclusive and productive workplace.

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Bath is full of fun activities that are guaranteed to keep all ages entertained. And, with plenty of family-friendly accommodation and places to eat too, it's safe to say that…

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Going Out | Events and Things To Do

From magical artworks to spectacular backstage tours, Emily Bryce-Perkins on a cultured way to spend the summer (that won't leave parents bored)

Six weeks; a 1008 hours. Think about what you could achieve with 1008 uninterrupted hours. Actually, don't - because the six weeks I'm talking about are the ones where you're expected to entertain school-age children, while keeping the rest of your life afloat. There's something quietly satisfying about smuggling a bit of culture into those long summer days. Consider this list, then, the cultural equivalent of hiding extra carrots in a Bolognese.

Thunder, Crackle and Magic

Kew's Treetop Walkway is a cathedral of culture for the leafy-inclined. Climb 118 steps to the canopy and meet fungi, lichen, and bugs living the high life. Back on ground level, kids can run riot in the Children's Garden - complete with trampolines, tunnels and hammocks - or explore giant wooden sculptures that explain how trees grow.

If your child loves surrealism and rabbits, and perhaps even playing cards, in August head to the Royal Opera House for their fantastical Alice in Wonderland Adventure Tour. With an actor as the guide, go backstage to peek at ballet shoes, view costumes up close, and maybe even glimpse the Royal Ballet rehearsing. Add a lunchbox picnic, a bespoke Eat Sleep Doodle gift to colour, and a dedicated family space, and you've got yourself two-and-a-half hours of cultured fun.

Lego meets architecture at this colourful outdoor commission by Sir Peter Cook. The Play Pavilion, open until August 10, is an immersive play space next to Serpentine South in Kensington Gardens, designed to explore the creative possibilities of play. It's all about interaction, imagination, and letting kids explore - with just enough design kudos to feel like a proper cultured day out.

Drop into the National Portrait Gallery throughout this summer for family-friendly workshops inspired by its collection. With artist-led activities like collage, 3D paper sculpting, and zine-making, your child can explore faces and expressions - that aren't yours! - while making something genuinely cool to take home.

For something equal parts calming and educational, head to the British Museum for its Ancient India-themed summer programme. Every Wednesday in August there's a free drop-in storytelling session for children aged 6+. Think Gods, tigers and ancient myths. Pick up a Museum Explorer trail while you're there and turn your visit into a scavenger-hunt-style wander.

Most Read

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Cultural things to do with kids this summer (that won't bore parents)

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From magical artworks to spectacular backstage tours, Emily Bryce-Perkins on a cultured way to spend the summer (that won't leave parents bored)

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'Valuing All God's Children' was first published in 2014 in response to research showing homophobic bullying was something which needed particular attention in Church schools. It was re-written in 2017 in the light of the Church of England Vision for Education and then updated again in 2019.

In the past weeks, a pressure group has issued a series of press releases, quotes and a petition calling for Valuing All God's Children to be rescinded, claiming that it states that "children as young as five should be affirmed if they want to identify as the opposite gender".

This is simply false. To clarify matters of fact:

Valuing All God's Children has been welcomed both by Church of England schools and in non-Church of England settings as a valued resource.

The Equality Act 2010 protects people from discrimination (both direct and indirect) and harassment in various fields on the ground of certain 'protected characteristics.' Schools and academies are subject to English law and those who lead our schools need guidance and frameworks to apply it in a way which is sensitive to young people's individual needs and circumstances, and which supports good pastoral care.

The Church of England's Education Office guidance does not go beyond the law, but rather gives a practical advisory framework, underpinned by our Christian theological conviction, to be a resource for schools.

Valuing All God's Children does not say that children as young as five should be affirmed if they want to identify as the opposite gender. It doesn't use the language of affirmation at all, anywhere.

This is a misrepresentation of a resource which is designed to help schools ensure all children are treated with the dignity they deserve.

In chapter 9, discussing issues for secondary schools, the guidance does say:
"It is also important that pupils can explore issues of sexual orientation, gender identity and other factors that make healthy self-embodiment challenging. Specifically it is important that pupils understand the issues for those who feel they are trans/transgender and may be in the process of transition, understanding the impact that bullying has on them."

We stand by this statement. It is about helping young people to value and respect everyone as cherished and loved by God, regardless of gender identity or sexuality. It also mirrors the government's Relationships, Sex and Health Education (RSHE) guidance:
"Sexual orientation and gender identity should be explored at a timely point and in a clear, sensitive and respectful manner. When teaching about these topics, it must be recognised that young people may be discovering or understanding their sexual orientation or gender identity. There should be an equal opportunity to explore the features of stable and healthy samesex relationships. This should be integrated appropriately into the RSE programme, rather than addressed separately or in only one lesson (p26 of Relationships Education, Relationships and Sex Education and Health Education guidance (publishing.service.gov.uk)

It is also untrue to describe Valuing All God's Children as influenced by 'Mermaids' as has been claimed. Mermaids had no involvement in or influence on the preparation of the guidance.
Valuing All God's Children does not recommend any particular third-party resource or organisation.

Prior to the 2019 revision, the document did include an appendix of resources, making clear that these were not, and could not be 'recommendations'. However, owing to the possibility for misinterpretation, this appendix was removed, with a clear explanation for this added to the website page on which the guidance sits.

Recent press coverage has pointed to an out-of-date version of the guidance prior to 2019 on a separate website, rather than the correct Church of England document.

The Church of England's advisory structures must be open and accountable, and it is only right that our guidance should be open to scrutiny and challenge. However, when schoolrooms become legal battlegrounds, this is seldom to the benefit of children.

This is an area in which we acknowledge there are a range of views, and schools are not exempt from scrutiny and challenge. We have welcomed the Government's indication that updated guidance will be issued on transgender matters and about how schools should respond to them. All our policies are reviewed regularly, and in light of updated legislation and Government guidance.

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Valuing All God's Children - response to recent claims | The Church of England

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The Chief Education Officer, the Revd Nigel Genders, writes about the Church of England's guidance for schools on combatting anti-LGBT+ bullying.

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New anti-bullying guidance for Church of England schools published | The Church of England

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The Church of England has published new draft guidance for use in Church schools

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Since September 2020, all primary schools have been required to teach Relationships Education. They are also required to teach Health Education. Secondary schools are required to teach Relationships Education and Sex Education.

In March 2023 the Government announced a review into RSHE. The Church of England will work with the review as required to help ensure that children of all ages receive appropriate and high quality relationships education. This is vital for forming healthy relationships, making responsible and safe choices and navigating the complex issues they will face in today's society.

We trust the review will reaffirm the requirement for all schools to approach RSHE in a faith sensitive and inclusive way, seeking to explain fairly the tenets and varying interpretations of religious communities on matters of sex and relationships and teach these viewpoints with respect.

The Church of England supports age-appropriate provision of sex education at primary level, and has issued a Charter for schools of all types to sign up to as they affirm the broad principles about how RSHE is taught.

The Charter is accompanied by guidance, given to help dioceses and schools as they develop policy in this area. Based on the work of the Church of England's Pastoral Advisory Group which has set out some principles for living well together with difference and diversity and we have developed the following documents

Relationships and Sex Education Principles and Charter

Suggested format for parents' meetings with associated resources

Suggested policy template

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Relationships, Sex and Health Education | The Church of England

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Faith sensitive and inclusive Relationships Education, Relationships and Sex Education (RSE) and Health Education (RSHE) Information and resources for Church of England schools

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Collective Worship for Primary Schools - Diversity & Inclusion (S3E5) | The Church of England

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Our eleventh #FaithAtHome Collective Worship episode for primary schools looks at the topic of diversity and inclusion. We are all different and our diversity is our strength, a beautiful expression of who we are and who God is.

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Growing Up Hindu: Morality Stories for Hindu Youth - Hinduism Today

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BY SATGURU BODHINATHA VEYLANSWAMI Stories by Anuradha Murali Illustrations by Rajeev N.T. Parents are one’s first guru. They teach by example,

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Some of these recommendations are worth considering 

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Some of these recommendations are worth considering 

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Books to help children learn about Jewish culture and antisemitism

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Educate the young people in your life with these important reads.

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small islamic stories : 7 inspiring to your kids

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small Islamic stories are one of the educational tools used by parents to transmit Islamic culture across generations, Through these stories,

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We are delighted to share with you our library of resources. You can use the filter feature below to find topics most relevant to your curriculum.

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This webinar celebrated the publication of Dr Stella Louis (Lead Tutor of the Froebel Trust Short Courses) and Hannah Betteridge's new book, 'Let's Talk About Race in the Early Years'.
Recorded in July 2024.

'Let's Talk About Race in the Early Years' - A Froebel Trust webinar recorded in July 2024

During this webinar, the authors share practical guidance - giving educators the tools and techniques to identify and confront discriminatory practices in early years settings and schools.

The webinar includes discussions about:

unravelling bias

why race and representation matters

developing an inclusive learning environment.

This Froebel Trust webinar is for educators and all those who work with and care for babies and young children. It is Chaired by Jane Whinnett ( Froebel Trust Travelling Tutor) and also features Sharon Imray. Sharon is the owner of Poppies, an early years setting in Scotland. The team of educators at Poppies were awarded a Froebel Trust grant to work with Dr Stella Louis and develop "fair, inclusive and equitable" practice at their setting. During the recorded webinar, Sharon shares her experiences and reflections from the project - A Sense of Belonging.

About the authors

Dr Stella Louis leads the team of Froebel Trust Travelling Tutors. She was named Trainer of the Year at the Nursery World Awards 2023 and was also honoured with the Nursery World Lifetime Achievement Award for her work in early childhood education.She is an early years consultant, trainer and author working with individual early years settings, parents and carers, nursery schools, local authorities, government departments and charities. She is also the author of the Froebel Trust pamphlet Observing young children. Stella has worked both in the United Kingdom and internationally, including South Africa and Australia where she worked with teachers to develop a Froebelian approach to teaching and learning.

Hannah Betteridge is an experienced policy professional and public servant. In both her undergraduate and postgraduate degrees, Hannah primarily focused on uncovering the impact of race, stereotypes, and bias on outcomes for individuals from Black and Asian backgrounds in Britain.

' Let's Talk About Race in the Early Years' is published by Routledge. You can order the book from Routledge and get a 20% discount. Use the code: AFLY02

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Let's talk about race in the early years - with Dr Stella Louis and...

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This webinar celebrated the publication of Dr Stella Louis (Lead Tutor of the Froebel Trust Short Courses) and Hannah Betteridge's new book, 'Let's Talk About Race in the Early Years'. Recorded in July 2024.

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Getting inclusion right starts with improving how we prepare teachers for the job in a changed sector. Here's how to get started

Getting inclusion right starts with improving how we prepare teachers for the job in a changed sector. Here's how to get started

Professor Michael Green
Visiting professor of teacher education, University of Greenwich

15 Jul 2025, 5:00

Pupils with SEND are not the exception in today's classrooms. DfE data shows over 1.7 million pupils are now identified with SEND, with more presenting complex needs. For these pupils, a teacher's ability to adapt the curriculum and create an inclusive classroom is essential.

At the heart of this challenge lies a simple truth: the quality of SEND provision depends on the confidence and capability of teachers.

Yet Ofsted's 2024 review of teacher development found variability in how well SEND training prepares new teachers. Too many enter teaching with limited experience of complex needs and without a secure understanding of how to tailor instruction without lowering expectations. Consequently, many feel underprepared to meet the diverse needs of their pupils.

If we are serious about inclusion, new teachers must leave training equipped with the knowledge and skills to adapt teaching for all. The risk is that SEND remains a bolt-on topic in ITT programmes-rather than a thread running through every aspect of training.

To support that, here are four ways ITT providers can get SEND training right.

Adaptive teaching as a core skill

Adaptive teaching is not the same as differentiation, nor should it be viewed as a strategy solely for pupils with SEND. At its core, it's responsive teaching: noticing, understanding and addressing learning barriers in real time.

ITT providers must embed adaptive teaching as a core pedagogical principle across all subject- and phase-specific content, not confine it to professional studies modules.

Trainees need practical tools to plan, model, scaffold and assess learning across diverse needs, without reducing cognitive demand.

The strongest programmes highlight how high expectations and inclusive strategies go hand in hand, helping trainees see adaptive teaching as a marker of teacher expertise, not an optional extra.

Deeper understanding of SEND needs

While adaptive teaching supports all pupils, trainees also need a deeper understanding of common SEND needs and their classroom implications.

This should go beyond textbook definitions to focus on practical realities such as how language processing difficulties affect access to a word problem, or how sensory difficulties could impact behaviour in an art lesson.

Case studies offer a valuable way to explore and discuss these issues, alongside intensive training and practice (ITAP) opportunities. High-quality SEND input from experienced practitioners, specialist teachers and educational psychologists should be a core component of all ITT routes, underpinned by up-to-date research and evidence.

Stronger school-based SEND training

Exposure matters. Trainees need sustained, structured opportunities to work directly with pupils with SEND.

Placements should include time in inclusive classrooms where adaptive teaching is strong, as well as in specialist settings where complex needs are effectively met. This relies on ITT providers knowing their school partnerships well and drawing on expertise within them to ensure trainees observe best practice.

Providers should also ensure school-based mentors are confident in modelling adaptive teaching, with feedback focused on how well trainees plan for and respond to diverse learner needs (This has implications for mentor training too.)

Building vital relationships

An often-overlooked aspect of effective SEND training is the importance of partnership: with families, teaching assistants and professionals like speech and language therapists. Trainees should be explicitly taught how to listen to parental insight, contribute to review meetings and communicate effectively about pupil needs and progress.

Case studies, role play and video analysis can be powerful tools for developing the empathy and interpersonal skills needed to build trust with families of children with SEND.

Inclusion starts with training. Mentors, tutors and leaders should model inclusive attitudes, reinforce that SEND is everyone's responsibility and monitor trainee progress in this area with the same rigour as subject knowledge.

If every trainee teacher left training confident in teaching pupils with SEND, we'd be far closer to a system where all pupils can thrive. This isn't about compliance; it's a moral imperative.

ITT providers are the gatekeepers of teacher identity and practice. They shape the beliefs and habits new teachers take into classrooms. In an era of rising need, getting this right has never mattered more.

And of course, all the same applies to skilling up teachers already doing the job.

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How to improve teacher training for more inclusive schools

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Getting inclusion right starts with improving how we prepare teachers for the job in a changed sector, writes Michael Green. Here's how to get started

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How to raise awareness of LGBTQIA+ issues in your classroom

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The Integrative Women's Health Institute

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Taking on the UK to Fix Menopause in The Workplace for All Women with Pamela Windle

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Love and Belonging

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Professional Love and Belonging: Anti-Racist Practice with Liz Pemberton, Mind the Gap Ep.90 (S5,E6)

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An honest discussion about the unknown and how we could respond with dignity and integrity

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Dean's Series: Where are we going? Leading through a pandemic

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Compare strong like me products from over 25,000 stores

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Easily compare strong like me from over 25,000 stores including Amazon and eBay on www.shopping.co.uk

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Tiny Chair Podcast - with Liz Pemberton - influencer of anti racist practice in EYFS and beyond

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04. Liz Pemberton, cultural competence, and the four E’s of anti-racist practice

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Podcast Episode · Tiny Chair Podcast · 14/05/2025 · 1h 2m

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Verifying you are human. This may take a few seconds.

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This is high-touch work, and we are confident in going deep with all of our participants. We never shy away from difficult conversations, yet we manage to bring warmth, trust, and the mantra of no shame, blame, or guilt to every experience.

We support you in realising the goal that stakeholders don't feel a gap between their experience and the stated vision, mission and values of the organisation.

We help you and your team so they won't feel stuck for words, worried about getting it wrong, or paralysed because they lack the skills to talk about their own or others' identities.

In the end, your culture and luminary staff will become your organisation's best advert.

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This is high-touch work, and we are confident in going deep with all of our participants. We never shy away from difficult conversations, yet we manage to bring warmth, trust, and the mantra of no shame, blame, or guilt to every experience.

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At Representation Matters, we get it. Everyone wants to be seen, heard, and included.

No one should feel left out because of who they are. That's why we set up a training consultancy rooted in Equity, Diversity, Inclusion, and Belonging. We're here to guide schools and organizations, helping them take a good look at themselves and offering hands-on tools to make real, positive changes.

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Until society represents everyone, the question will always be, do I belong? It is time to rethink representation. #RepresentationMatters

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Explore our list of resources to help you navigate life in the UK.

Apply for our English classes by writing to Alice Apply for Bath College English language classes
[email protected]
If you need help with applying for schools in Bath, send us an email Need help with further education
[email protected] [email protected]
English Language resources

Find out about English classes available in the Bath and Bristol area, visit Learning English in Bristol and Beyond

Link of places to practice your English:

Early years, schooling and further education in the UK

Employability info

An Overview of Jobs Market in Bath
Bath is a thriving city with lots of jobs and roles across the different sectors and industries. Bath is a tourist destination and we have visitors from across the world, so therefore we have many jobs within the retail and hospitality sectors. Currently there are lots of job vacancies across the different sectors with high number of vacancies in the care & hospitality sectors.

Many companies both large and small, have their offices in the city centre offering jobs in customer service and sales, business support, HR, finance, digital marketing and communications.

Bristol, Bath and the wider South West is home to pioneering immersive technologies industry and Bath in particular, has a thriving and steadily growing tech industry all offering digital and technical jobs such as software developers, games designer and programmers.

We have a large care sector, day nurseries, hospitals, schools who all looking for care and teaching staff, reception/admin, facilities and operations.

Manufacturing/Warehouse/Engineering/Logistics - there isn't much manufacturing in Bath, most companies are on the outskirts of Bath in areas such as Radstock and Midsomer Norton and towards Bristol area - Where most of the manufacturing companies are. But there are some smaller companies operating in area who are looking for engineers, drivers and warehouse staff.

Bath has a thriving construction industry so many of the construction companies are looking for good trades people, such as electricians, labourers, plumbers and carpenters. There are also organisations such as Curo and the council who also looking for trades and operational people.

In Nov/Dec businesses start to recruit for temporary Christmas jobs - typically in the retail and hospitality sectors. So there are jobs in restaurants, hotels and bars and shops and supermarkets.

Other resources

Hate crimes and reporting

A hate crime is defined as 'Any criminal offence which is perceived by the victim or any other person, to be motivated by hostility or prejudice based on a person's race or perceived race; religion or perceived religion; sexual orientation or perceived sexual orientation; disability or perceived disability and any crime motivated by hostility or prejudice against a person who is transgender or perceived to be transgender.'

Evidence of the hate element is not a requirement. You do not need to personally perceive the incident to be hate related. It would be enough if another person, a witness or even a police officer thought that the incident was hate related.

If you feel threatened or harassed, you can report this to the police and SARI charity (Stand Against Racism and Inequality) who can support you.

Essential numbers

999 and 112 - Emergency services (police, fire, ambulance, coastguard)
Both numbers are free and connect you to help in critical situations. You can use both of them both in the EU and the UK. You should always call 999 when it is an emergency, such as when a crime is in progress, someone suspected of a crime is nearby, when there is danger to life or when violence is being used or threatened.

111 - Non-emergency number for the NHS.
NHS 111 can help if you have an urgent medical problem that is not an emergency issue and you're not sure what to do. You will speak to an advisor, who will ask a series of questions about your condition, or the condition of the person affected. They can always transfer you to the 999 operator if necessary.

101 - Non-emergency number for the Police only
101 is only available if you are calling from within England, Wales, Scotland or Northern Ireland.
You can call 101 to report crime that is not an emergency. For example:

Your car or property has been stolen

Your property has been damaged

You suspect drug use or related crime in your neighbourhood

Share information about crime in your area

Speak to the police

Courses, Training and social activities

The Hope Guide provides information on groups, activities and services run by volunteers and not for profit organisations.

The guide contains a variety of signposting information, aimed at empowering local residents by being better informed about local mental health and wellbeing opportunities, groups and services.

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Resources for refugees - Bath Welcomes Refugees

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On this page English Language resources Apply for our English classes by writing to Alicelanguage@bathwelcomesrefugees.org.uk Apply for Bath College English language classesinfo@bathcollege.ac.uk Find out about English classes available in the Bath and Bristol area, visit Learning English in Bristol and Beyond Link of places to practice your English: Early years, schooling and further education in […]

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Explore our list of resources to help you navigate life in the UK.

Apply for our English classes by writing to Alice Apply for Bath College English language classes
[email protected]
If you need help with applying for schools in Bath, send us an email Need help with further education
[email protected] [email protected]
English Language resources

Find out about English classes available in the Bath and Bristol area, visit Learning English in Bristol and Beyond

Link of places to practice your English:

Early years, schooling and further education in the UK

Employability info

An Overview of Jobs Market in Bath
Bath is a thriving city with lots of jobs and roles across the different sectors and industries. Bath is a tourist destination and we have visitors from across the world, so therefore we have many jobs within the retail and hospitality sectors. Currently there are lots of job vacancies across the different sectors with high number of vacancies in the care & hospitality sectors.

Many companies both large and small, have their offices in the city centre offering jobs in customer service and sales, business support, HR, finance, digital marketing and communications.

Bristol, Bath and the wider South West is home to pioneering immersive technologies industry and Bath in particular, has a thriving and steadily growing tech industry all offering digital and technical jobs such as software developers, games designer and programmers.

We have a large care sector, day nurseries, hospitals, schools who all looking for care and teaching staff, reception/admin, facilities and operations.

Manufacturing/Warehouse/Engineering/Logistics - there isn't much manufacturing in Bath, most companies are on the outskirts of Bath in areas such as Radstock and Midsomer Norton and towards Bristol area - Where most of the manufacturing companies are. But there are some smaller companies operating in area who are looking for engineers, drivers and warehouse staff.

Bath has a thriving construction industry so many of the construction companies are looking for good trades people, such as electricians, labourers, plumbers and carpenters. There are also organisations such as Curo and the council who also looking for trades and operational people.

In Nov/Dec businesses start to recruit for temporary Christmas jobs - typically in the retail and hospitality sectors. So there are jobs in restaurants, hotels and bars and shops and supermarkets.

Other resources

Hate crimes and reporting

A hate crime is defined as 'Any criminal offence which is perceived by the victim or any other person, to be motivated by hostility or prejudice based on a person's race or perceived race; religion or perceived religion; sexual orientation or perceived sexual orientation; disability or perceived disability and any crime motivated by hostility or prejudice against a person who is transgender or perceived to be transgender.'

Evidence of the hate element is not a requirement. You do not need to personally perceive the incident to be hate related. It would be enough if another person, a witness or even a police officer thought that the incident was hate related.

If you feel threatened or harassed, you can report this to the police and SARI charity (Stand Against Racism and Inequality) who can support you.

Essential numbers

999 and 112 - Emergency services (police, fire, ambulance, coastguard)
Both numbers are free and connect you to help in critical situations. You can use both of them both in the EU and the UK. You should always call 999 when it is an emergency, such as when a crime is in progress, someone suspected of a crime is nearby, when there is danger to life or when violence is being used or threatened.

111 - Non-emergency number for the NHS.
NHS 111 can help if you have an urgent medical problem that is not an emergency issue and you're not sure what to do. You will speak to an advisor, who will ask a series of questions about your condition, or the condition of the person affected. They can always transfer you to the 999 operator if necessary.

101 - Non-emergency number for the Police only
101 is only available if you are calling from within England, Wales, Scotland or Northern Ireland.
You can call 101 to report crime that is not an emergency. For example:

Your car or property has been stolen

Your property has been damaged

You suspect drug use or related crime in your neighbourhood

Share information about crime in your area

Speak to the police

Courses, Training and social activities

The Hope Guide provides information on groups, activities and services run by volunteers and not for profit organisations.

The guide contains a variety of signposting information, aimed at empowering local residents by being better informed about local mental health and wellbeing opportunities, groups and services.

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Resources for refugees - Bath Welcomes Refugees

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On this page English Language resources Apply for our English classes by writing to Alicelanguage@bathwelcomesrefugees.org.uk Apply for Bath College English language classesinfo@bathcollege.ac.uk Find out about English classes available in the Bath and Bristol area, visit Learning English in Bristol and Beyond Link of places to practice your English: Early years, schooling and further education in […]

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Areas to consider when future proofing schools

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Cities Outlook 2025 has a focus on the variation in wages across the country, and what policy will need to do to raise living standards.

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Despite this being an American viewpoint you may still find this resonates with your worldview

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Despite this being an American viewpoint you may still find this resonates with your worldview

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Webinar - Brown at 70: The Importance and Scarcity of Black Teachers

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How can we get more Black teachers in the classroom?

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How can we support male primary teachers? - Primary Education Network

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At a time of intense focus on a ‘crisis’ of teacher recruitment and retention, Esther Fulton considers why the proportion of males in primary teaching remains stubbornly low and how we might respond. It is well documented that there is a lack of male primary teachers worldwide. For all ITE providers across the UK,…

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NASUWT advice to address menopause health and raise awareness

Introduction
What is the menopause?
Signs and symptoms of the menopause
Possible treatments
Looking after yourself and maintaining a healthy lifestyle
The menopause as an equality issue
The menopause as a gender-sensitive health and safety issue
The menopause as a workplace issue
Addressing workplace issues
What can we expect from employers?
What support can members expect from NASUWT?
Relevant policies
Monitoring and reporting procedures
Model menopause policy

Introduction

Employers have been slow to recognise that women [1] of menopausal age may need special consideration. For too long, it has simply been seen as a private matter.

As a result, it is rarely discussed and many managers will have no awareness of the issues involved. This means that many women feel they have to hide their symptoms and will be less likely to ask for the adjustments that may help them.

The majority of women will experience some or all of the symptoms of the menopause at some point in their lives and NASUWT believes that, as teaching is a predominately female profession, addressing the menopause should be a high priority in all workplaces.

It is important that all trade union representatives, including male representatives, feel confident to discuss the menopause with members. This toolkit aims to help representatives have a greater understanding of the menopause and provides a workplace framework for negotiation and consultation when working with employers.

By highlighting employers' legal responsibilities and stating the legal context framework supporting menopause casework, it should also provide support for members and those representing members. However, because everyone's experience of the menopause is different, the most important thing is to listen to the individual.

For many reasons, a person may feel unable to disclose symptoms of the menopause to their employers and therefore it is imperative that school and college representatives have a good understanding of the menopause and also deal sensitively with members' concerns.

Representatives should be particularly mindful that this could be the case for supply teachers as they may feel particularly vulnerable.

What is the menopause?

The menopause is a natural part of ageing which usually occurs between 45 and 55 years of age. It occurs as a direct result of a woman's oestrogen levels declining. In the UK, the average age for a woman to reach menopause is 51. A woman is officially described as post-menopausal when her ovaries are no longer responsive and when she has not had a period for 12 months.

The perimenopause is the period of hormonal change leading up to the menopause. This is the time when many women start to experience symptoms. The perimenopause can often last for four to five years, although for some women it may continue for many more years or for others last just a few months.

In general, periods usually start to become less frequent over this time. Sometimes menstrual cycles become shorter, periods may become heavier or lighter or women may notice that the odd period is missed until eventually they stop altogether. Some women report that during the perimenopause, they experience worse symptoms than the menopause.

Some women experience sudden menopause after surgery, chemotherapy or radiotherapy.

It is estimated that around one in every 100 women will experience a premature menopause (before the age of 40).

The menopause affects every woman differently and so there is no 'one-size-fits-all' solution to it.

Some women experience few symptoms while others experience such severe symptoms that it impacts negatively on both their home and working lives.

Signs and symptoms of the menopause

The following is merely a guide to some of the signs and symptoms women may experience as part of the menopause. Some women may suffer with conditions that are exacerbated by the menopause, such as osteoarthritis and migraine. This will be explored further in The menopause as an equality issue section below.

Signs and symptoms may include:

Vasomotor symptoms

Psychological effects of hormone changes

Physical symptoms

Sexual symptoms

Consequences of oestrogen deficiency

Please note, this is not an exhaustive list.

Many women may also find that their symptoms are connected. For example, sleep disturbance, which is common during the menopause, may lead to a whole plethora of other serious conditions.

The length of time that women experience symptoms of the menopause can vary between women. Again, there is no one answer for all.

Symptoms can begin months or years before a woman's periods stop.

The perimenopause is usually expected to last around four or five years, but it can be much shorter or longer. During this time, many women begin to experience painful, intermittent and heavy periods. As a teacher, it is therefore important to raise this issue with management if adjustments need to be put in place, such as having access to a toilet and shower facilities.

According to the NHS, on average, a woman continues to experience symptoms for around four years after their last period, but around 10% of women continue to experience symptoms for up to 12 years after their last period and 3% will suffer for the rest of their lives. With teachers remaining in the classroom well into their sixties, it is imperative that caseworkers are aware of this and are not afraid to raise it as an issue with women members seeking help and support for other, seemingly unrelated, concerns.

It is also important to recognise that beyond the menopause, post-menopausal women can be at increased risk of certain conditions due to a decrease in hormones. These include osteoporosis and heart disease.

The British Menopause Society (2016) estimated that 50% of women aged between 45 and 65 who had experienced the menopause in the previous ten years had NOT consulted a healthcare professional about their menopausal symptoms.

This was despite:

42% of women feeling that their symptoms were worse or much worse than they expected;

50% of women believed the menopause had impacted on their home life; and

more than a third believed the menopause had impacted on their work life.

Caseworkers should be mindful that a member may not believe that any workplace problems could be attributed to the menopause and therefore may not have sought medical help. There is still a very prevalent mindset that women should 'just get on with it', but for some women, this is not an option.

Possible treatments

Hormone replacement therapy

Hormone Replacement Therapy (HRT) is a treatment that relieves symptoms by replacing the oestrogen your body stops making after the menopause. Many women also need to take a progestogen alongside oestrogen, known as combined HRT.

Some women also take testosterone as part of their HRT. Oestrogen is available as a skin patch, gel applied to the skin or a tablet. HRT remains the most effective treatment to relieve symptoms.

Women who have had their wombs removed but still have ovaries should seek help from their GP as some medication will not be appropriate.

Many women find their symptoms improve within a few months of starting HRT and feel like they have their 'old life' back, improving their overall quality of life. Hot flushes and night sweats usually stop within a few weeks of starting HRT.

Many of the vaginal and urinary symptoms usually resolve within three months, but it can take up to a year in some cases.

You should also find that symptoms such as mood changes, difficulty concentrating, aches and pains in your joints and the appearance of your skin will also improve.

There is some evidence that taking HRT, particularly oestrogen-only HRT, reduces your risk of cardiovascular disease.

The benefits are greatest in women who start HRT within ten years of their menopause.

Taking HRT can help prevent and reverse bone loss, even for women who take lower doses of HRT, so it can reduce your risk of bone fracture due to osteoporosis. Your risk of other diseases will reduce.

Studies have shown that women who take HRT also have a lower future risk of type-2 diabetes, osteoarthritis, bowel cancer, depression and dementia.

There are risks and side effects which can include nausea, some breast discomfort and leg cramps, so members are advised to speak to a medically qualified practitioner for further help and support.

From 1 April 2023, women in England will be able to access cheaper HRT to help with menopause symptoms.

Not all HRT medicines are covered, so members are encouraged to check if theirs are covered. Further information can be found on the NHS website.

It continues to be free in Wales, Northern Ireland and Scotland.

HRT may not be suitable, or a specialist opinion may be needed, if you:

In these circumstances, a different type of medication may be prescribed to help manage your menopausal symptoms:

body-identical and bioidentical hormones - body-identical, bioidentical hormones and 'other' herbal treatments are non-regulated so assistance should always be sought from a GP;

testosterone - some women experience a decrease in their sex drive and testosterone replacement can help with this;

oestrogen creams/tablets - these help with conditions such as vaginal dryness;

cognitive behavioural therapy - cognitive behavioural therapy (CBT) helps people manage their problems by encouraging a recognition of how their thoughts affect feelings and behaviour. It aims to break problems down into smaller parts, making them easier to manage;

other treatments - things such as yoga and meditation have improved the symptoms for some people.

Yoga can help manage the physical and psychological symptoms that many women experience during the transition from perimenopause to menopause. It can also improve their long-term physical and mental health for post-menopausal women and help to reduce the risk of cardiovascular disease. Yoga can help retain muscle flexibility, general mobility and balance.

However, the greatest benefits of yoga will be experienced if it is included as part of a holistic approach to health and wellbeing that includes nutrition, lifestyle and medical advice from your doctor and other health professionals.

Looking after yourself and maintaining a healthy lifestyle

Women may want to consider a Menopause Fitness Plan, which should include aerobic exercise, strength training and relaxation exercises.

Women often feel they have lost control of their bodies during this period of their lives and exercise is a great way to help regain some of that control, especially if it is combined with the great outdoors!

If work is proving stressful, take time out for yourself. Do something you enjoy that lifts your mood, such as yoga, having an aromatherapy massage or just spending time with loved ones.

As with all advice, consult your GP before undertaking a new training regime

The menopause as an equality issue

The Equality Act 2010 (England, Scotland, Wales)

Northern Ireland:

The menopause affects all women at some stage, be that earlier or later in life, and it can often indirectly affect their partners, families and colleagues as well. The Trades Union Congress (TUC) estimate that in the UK, around 13 million or around one in three women are either currently going through or have reached the menopause.

There are also many younger women receiving treatments for common conditions such as endometriosis (estimated to affect around one in ten women of reproductive age) and infertility (which affects around one in seven couples). Although, strictly speaking, these women may not be menopausal, many of them will experience a temporary 'artificial' menopause and menopausal symptoms whilst receiving treatments which may be carried out over weeks, months or years intermittently.

It is difficult to gauge statistically the number of people who experience the menopause from the non-binary, transgender or intersex communities.

In some cases, trans people may be affected by menopausal symptoms due to the natural menopause process, or treatments or surgeries. The experience and perceptions of the menopause may be different for those among these communities.

Trans men (those who identify as male, but were assigned female at birth) will experience a natural menopause if their ovaries remain in place and no hormone therapy is given. However, if the ovaries and uterus are surgically removed, then a trans man will experience menopausal symptoms at whatever age that occurs. Symptoms may be reduced or complicated if hormone therapy, such as the male hormone testosterone, is in place.

Trans women (those who identify as female, but were assigned male at birth) undertaking hormone therapy will usually remain on this for life, and should generally experience limited 'pseudo' menopausal (menopausal-like) symptoms unless hormone therapy is interrupted or hormone levels are unstable.

Black and minority ethnic (BME) women and the menopause

There is limited research in this area and we have to look to America for a specific report on the menopause and BME women, but it appears there may be a slight variation in the average age at which the menopause takes place.

Black women may experience more symptoms than white women and start the menopause earlier and Asian women may experience slightly fewer symptoms and start the menopause later. It is unclear to what extent these differences are caused by social, economic, language and cultural factors rather than a woman's ethnic origin. Women who do not have English as a first language may have more difficulty in communicating symptoms or difficulties they are experiencing. Racism at work can increase work-related stress, which may worsen some menopausal symptoms.

Research by the TUC has also shown that BME workers are more likely than white workers to be in insecure work, such as zero-hours or casual contracts. This could also potentially mean that BME women on insecure contracts are reluctant to raise the issue of their menopausal symptoms or ask for adjustments at work because of concerns that doing so may negatively affect their job security.

It is important for union representatives to be aware of how the experience of the menopause may vary for different people, particularly those with certain protections, as defined by the Equality Act 2010. The Act has nine 'protected characteristics': age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, sex, and sexual orientation.

The menopause itself is not covered by the Equality Act 2010, but the health conditions that arise from it, or are made worse by it, may be.

Section 6 of the Equality Act defines a disability as 'a physical or mental impairment which has a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities.'

In deciding whether the member's condition would be covered by the Equality Act, they should be advised to seek medical confirmation from their GP and or their Occupational Health Provider.

The menopause is still largely uncharted territory and employers must be careful to avoid types of conduct that are unlawful as defined by the Equality Act. These are:

1. direct discrimination;

2. indirect discrimination;

3. harassment;

4. victimisation;

5. failure to make reasonable adjustments;

6. discrimination arising from disability;

7. discrimination based on association or perception, as defined under the Equality Act 2010, Disability Discrimination Act 1995 (NI).

Please note, each of the prohibited conducts above has a specific LEGAL definition as distinct from any colloquial or common understanding.

This could potentially cover sex discrimination, age discrimination, gender reassignment discrimination, and disability discrimination.

Reasonable adjustments (as defined by the Equality Act 2010, s.20)

The duty to make reasonable adjustments requires employers to take positive action to remove certain disadvantages to disabled people posed by working practices and the physical features of premises.

PCP

A PCP is where a provision, criterion or practice is applied by the employer that puts a group or groups of people at a substantial disadvantage in comparison with those who do not have a protected characteristic. For example, decisions such as not allowing flexible working for employees. This could disadvantage women and disabled employees. For a menopausal woman, we would challenge this under the provisions of the Equality Act.

Here, the employer must take such steps as it is reasonable to take to avoid the disadvantage.

If the member has been classed as disabled by a medical professional, then such decisions as 'no part-time contracts' in workplaces could potentially be challenged under the Equality Act, as it places women experiencing the menopause at a substantial disadvantage.

Where a physical feature of the employer's premises puts a disabled person at a substantial disadvantage in comparison with those who are not disabled: again, the employer must take such steps as are reasonable to avoid the disadvantage. An example of this could be the refusal to allow a teacher to work in a classroom close to toilets because teachers in departments have to be grouped together.

Where a disabled person would, but for the employer's provision of an auxiliary aid, be put at a substantial disadvantage in comparison with those who are not disabled, the employer must take such steps as are reasonable to provide the auxiliary aid.

Unfortunately, the Act fails to define what it means by 'auxiliary aid'. NASUWT considers such things as access to drinking water, toilets and showers included.

The duty to make reasonable adjustments is one of the few instances where positive discrimination is permitted.

Generally, treating one person more favourably than another because they have a protected characteristic is prohibited under the Equality Act 2010, unless an occupational requirement applies.

Positive discrimination because of a person's disability is allowed, and may sometimes be required, if there is a duty to make reasonable adjustments. For example, appointing a disabled employee to an alternative post, even if that employee is not the best candidate (Archibald v Fife Council [2004]).

Examples of reasonable adjustments for people experiencing the menopause

Access to cold drinking water

Access to toilets

Access to adjustable temperature control

Adequate and flexible breaks

Possible (temporary) job alternatives

Flexible working (may be temporary)

Time to attend medical appointments

Members should be advised to submit requests for Reasonable Adjustments to the employer, under the legal obligations of the Equality Act 2010.

If the request is denied, members will need to consider raising a grievance against the employer for failure to implement reasonable adjustments.

As with all potential discrimination cases, guidance should be sought from the Local Association (LA) Secretary, National Executive Member and or National/Regional Centre if the member wishes to progress the grievance.

The Public Sector Equality Duty

Since 2012, schools have been required to publish information to show how it complies with the Public Sector Equality Duty (PSED) and set equality objectives.

Every school is required to update that published information at least annually.

Under the PSED, school management and governing bodies are required to have 'due regard' when making decisions and developing policies to the need to:

eliminate discrimination, harassment, victimisation and other conduct that is prohibited under the Equality Act 2010;

advance equality of opportunity between people who share a protected characteristic and people who do not share it; and

foster good relations across all protected characteristics - between people who share a protected characteristic and people who do not share it.

Having 'due regard' means

a school must assess decisions and gauge their equality;

equality implications should be considered before and at the time a policy is developed;

each strand of the duty should be considered consciously and separately (eliminating discrimination is different to advancing equality);

the risk of any adverse impact that might result from a policy or decision should be assessed;

this is not just a box-ticking exercise; and

schools must carry out this duty themselves - and record all the steps they have taken to meet the duty.

For more information, see our Public Sector Equality Duty advice.

By fostering safer and fairer workplaces for women working through the menopause, employers are more likely to retain the skills and talents of experienced and skilled workers and benefit from increased morale and wellbeing among staff.

Caseworkers should acknowledge that for many reasons, people's individual experiences of the menopause may differ greatly and that no assumptions should be made when dealing with casework.

The menopause as a gender-sensitive health and safety issue

TUC Gender in Occupational Safety and Health

The Health and Safety at Work Act 1974 and Health and Safety, NI Order, 1978 requires employers to ensure the health, safety and welfare of their workers and take measures to control any risk that is identified.

Employers are required to carry out risk assessments under the Management of Health and Safety at Work Regulations 1999 (UK wide) and The Management of Health and Safety at Work Regulations (Northern Ireland) 2000, NI Regulation 3(1), which should include any specific risks to menopausal women.

The law states that those carrying out risk assessments must have had 'sufficient training and experience or knowledge and other qualities'.

Men and women have physical, physiological and psychological differences that can determine how risks affect them. Women are also the ones who give birth and, in most cases, look after children or assume other family caring responsibilities. The employment experiences of men and women also differ because women and men are still often found in different occupations, or treated differently by employers. This means that men still tend to predominate more visibly heavy and dangerous work, such as construction, where there are high levels of injury from one-off events. Women, on the other hand, still tend to work in areas where work-related illness arises from less visible, long-term exposures to harm.

In the past, less attention has been given to the health and safety needs of women. The traditional emphasis of health and safety has been on risk prevention in visibly dangerous work that is largely carried out by men in sectors such as construction and mining, where inadequate risk control can lead to fatalities. On the other hand, the historic focus for women (particularly pregnant women) has been on prohibiting certain types of work and exposures or has been based on an assumption that the kind of work that women do is safer.

Because of this, research and developments in health and safety regulation, policy and risk management have been primarily based on work traditionally done by men, while women's occupational injuries and illnesses, such as work-related stress, musculoskeletal disorders (MSD) and dermatitis have been largely ignored, under-diagnosed, under-reported and under-compensated.

This means that, even today, occupational health and safety often treats men and women as if they were the same, or makes gender-stereotypes, such as saying women do lighter work or that men are less likely to suffer from work-related stress. In contrast, a gender-sensitive approach acknowledges and makes visible the differences that exist between male and female workers, identifying their differing risks and proposing control measures so that effective solutions are provided for everyone.

Being aware of the issues relating to gender in occupational health and safety ensures unions strive to ensure that workplaces are safer and healthier for everyone.

The menopause is a recognised occupational health issue and should therefore be addressed at school and college level. NASUWT believes that all workplaces should have an effective gender sensitive policy that is entirely consistent with the statutory provisions of:

England, Scotland and Wales

Northern Ireland

The law requires employers to assess the risk of stress-related ill health arising from work activities in the same way as any other hazard. All workplaces should have an effective gender-sensitive policy that is consistent with statutory provisions.

Risk assessments should consider the specific needs of menopausal women and ensure that the working environment will not make their symptoms worse. Issues that need looking at include temperature, ventilation, toilet facilities and access to cold water. It is important that workplace stress is also considered and addressed properly using the Health and Safety Executive (HSE) stress management standards.

The HSE stress management standards
NASUWT advice on HSE standards
The menopause as a workplace issue

It is important that trade unions raise the issue in the workplace and make sure that employers are aware of their responsibilities to ensure that conditions in the workplace do not make the symptoms of the menopause worse.

It is also important that women experiencing the menopause know where and who to go to for help and support in the workplace and also feel confident to raise issues in the workplace.

Union representatives play a key role in supporting members and helping to challenge workplace discrimination and harassment, including that linked to the menopause.

Workplace Representatives should consider the following in the workplace:

Get organised

Consult with members to find out what they need in school/college.

Set up a Health and Safety Committee

If two or more trade unions submit a request to the employer in writing, they must by law set up a Health and Safety Committee within an agreed timeframe. The menopause could be put on the agenda.

Women members should consider becoming Health and Safety Representatives

Our Health and Safety Rep page provides further information.

Consider a workplace Campaign/Support Group

This is something members can do for themselves. Maybe negotiate with employers for a quiet meeting room with access to tea/coffee/water.

Have a workplace policy

This could be a 'gender-sensitive' health and safety policy and/or a menopause policy. It would need to follow the same consultation process as any other policy.

Addressing workplace issues

The grid below has been adapted from a TUC model and has been specifically tailored to meet teachers' needs. It is not an exhaustive list and members should use the criteria to meet their particular needs.

Symptom

Examples of workplace factors which could worsen or interact with symptoms

Suggested adjustments

Daytime sweats, hot flushes, palpitations

Lack of access to rest breaks or suitable break areas. Hot flushes and facial redness may cause women to feel self-conscious, or the sensation may affect concentration or train of thought.

Be flexible about additional breaks. Allow time out and access to fresh air.
Ensure a quiet area/room is available.
Ensure cover is available so workers can leave their posts if needed.

Night time sweats and hot flushes. Insomnia or sleep disturbance

Rigid start/finish times and lack of flexible working options may increase fatigue at work due to lack of sleep.

Consider temporary adjustment of hours to accommodate any difficulties.
Allow flexible working.
Provide the option of alternative tasks/duties.
Make allowance for potential additional need for sickness absence.
Reassure workers that they will not be penalised or suffer detriment if they require adjustments to workload or performance management targets.

Urinary problems; for example, increased frequency, urgency, and increased risk of urinary infections

Lack of access to adequate toilet facilities may increase the risk of infection and cause distress, embarrassment and an increase in stress levels.

Staff member may need to access toilet facilities more frequently, may need to drink more fluids and may feel unwell.

Ensure easy access to toilet and washroom facilities.
Allow for more frequent breaks during work to go to the toilet.

Ensure easy access to supply of cold drinking water.
Take account of peripatetic workers schedules and allow them to access facilities during their working day.
Make allowances for potential additional need for sickness absence.

Irregular and/or heavy periods

Lack of access to adequate toilet facilities may increase the risk of infection and cause distress, embarrassment and an increase in stress levels. Staff member may need to access toilet and washroom facilities more frequently.

Ensure easy access to well-maintained toilet and washroom or shower facilities.
Allow for more frequent breaks in work to go to the toilet/washroom.
Ensure sanitary products readily available.
Take account of peripatetic workers schedules and allow them to access facilities during their working day.
Ensure cover is available so staff can leave their posts if needed.

Skin irritation, dryness or itching

Unsuitable workplace temperatures and humidity may increase skin irritation, dryness and itching.
There may be discomfort, an increased risk of infection and a reduction in the barrier function of skin.

Ensure comfortable working temperatures and humidity.
Ensure easy access to well maintained toilet and washroom or shower facilities.

Muscular aches and bone and joint pains

Lifting and moving, as well as work involving repetitive movements or adopting static postures, may be more uncomfortable and there may be an increased risk of injury.

Make any necessary adjustments through review of risk assessments and work schedules/tasks and keep under review.
Consider providing alternative lower-risk tasks.
Follow Health and Safety Executive (HSE) guidance and advice on manual handling and preventing MSDs (musculoskeletal disorders).

Headaches

Headaches may be triggered or worsened by many workplace factors such as artificial lighting, poor air quality, exposure to chemicals, screen work, workplace stress, poor posture/unsuitable workstations, unsuitable uniforms or workplace temperatures.

Ensure comfortable working temperatures, humidity and good air quality.
Ensure access to natural light and ability to adjust artificial light.
Allow additional rest breaks.
Ensure a quiet area/room is available.
Carry out Display Screen Equipment (DSE) and stress risk assessments.

Dry eyes

Unsuitable workplace temperatures/humidity, poor air quality and excessive screen work may increase dryness in the eyes, discomfort, eye strain and increase the risk of infection.

Ensure comfortable working temperatures, humidity and good air quality.
Allow additional breaks from screen based work.
Carry out DSE risk assessments.

Psychological symptoms, for example:

Depression

Anxiety

Panic attacks

Mood changes

Loss of confidence

Excessive workloads, unsupportive management and colleagues, perceived stigma around the menopause, bullying and harassment and any form of work-related stress may exacerbate symptoms.
Stress can have wide-ranging negative effects on mental and physical health and wellbeing.
Performance and workplace relationships may be affected.

Carry out a stress risk assessment and address work-related stress through implementation of the HSE's management standards.
Ensure that workers will not be penalised or suffer detriment if they require adjustments to workload, tasks or performance management targets.
Ensure that managers understand the menopause and are prepared to discuss any concerns that staff may have in a supportive manner. Ensure managers have a positive attitude and understand that they should offer adjustments to workload and tasks if needed.
Allow flexible/home working.
Make allowance for potential additional need for sickness absence.
Ensure that staff are trained in mental health awareness.
Raise general awareness of issues around the menopause so colleagues are more likely to be supportive.
Provide opportunities to network with colleagues experiencing similar issues (menopause action and support group).
Ensure a quiet area/room is available.
Provide access to counselling services.

Psychological symptoms:

Memory problems

Difficulty concentrating

Certain tasks may become more difficult to carry out temporarily; for example, learning new skills (may be compounded by lack of sleep and fatigue), performance may be affected and work-related stress may exacerbate these symptoms. Loss of confidence may result.

Carry out a stress risk assessment and address work-related stress through implementation of the HSE's management standards.
Reassure workers that they will not be penalised or suffer detriment if they require adjustments to workload or performance management
targets.
Ensure that managers understand the menopause and are prepared to discuss any concerns that staff may have in a supportive manner. Ensure managers have a positive attitude and understand that they should offer adjustments to workload and tasks if needed.
Reduce demands if workload identified as an issue. Provide additional time to complete tasks if needed, or consider substituting with alternative tasks.
Allow flexible/home working.
Offer and facilitate alternative methods of communicating tasks and planning of work to assist memory.
Ensure a quiet area/room is available.
Provide access to counselling services.

What can we expect from employers?

Employers should ensure that all managers recognise the menopause as both a health and safety issue and an equality issue.

Workplace Representatives and/or Health and Safety Representatives should be pushing for the following.

training for managers and staff;

clear policies developed in consultation with unions;

awareness-raising;

ensure risk assessments take the needs of menopausal women into account and that measures to control risks are implemented;

establish recognised points of contact within the workplace;

improve access to support within the workplace (these can include support groups and buddying schemes); and

provide 'decent' teaching/management jobs - this means offering flexible working to women, whatever their position.

Employers should recognise their responsibilities under the Health and Safety at Work etc. Act in relation to menopausal women and ensure that risk assessments take the specific needs of menopausal women into account.

What support can members expect from NASUWT?

the Union can help by raising awareness of the menopause with employers and challenging discrimination;

Representatives can provide confidential advice and support;

the Union can provide individualised representation and support to members affected by the menopause and also represent members collectively;

the Union can offer workplace/LA training for all members on the menopause. NASUWT has produced bespoke training that can be delivered to members;

NASUWT nationally has produced publications supporting members in schools and colleges;

NASUWT has provided workshops on the menopause at conferences and seminars throughout the UK.

Relevant policies

Gender and occupational safety and health (GOSH) policy checklist

Purpose of the checklist

NASUWT believes that a fair, transparent and consistent policy, which recognises the importance of a gender-sensitive checklist, is an essential element of effective school management.

Gender-sensitive policies which accord with the provisions in this checklist will help to recruit, retain and motivate teachers whilst minimising the risk of grievance and discrimination.

The checklist sets out the minimum requirements for an effective gender-sensitive policy and is entirely consistent with the statutory provisions of Section 2 of the Health and Safety at Work etc. Act 1974, the Workplace (Health, Safety and Welfare) Regulations 1992 and the PSED introduced by the Equality Act 2010.

It is essential that the employer and trade unions have the necessary negotiating machinery in place to consult and negotiate on health and safety changes and gender equality.

The GOSH 'gender-sensitivity' policy should include:

an acknowledgment that the employer's health and safety policy recognises that there are sex and gender differences in occupational safety and health (OSH);

a commitment from the employer that OSH will be addressed;

a commitment from the employer that they will consult with all workers and their representatives about OSH issues, including risk assessments;

a commitment from employers that there will be an appropriate gender balance on the Joint Health and Safety Committee (JHSC) or other consultative bodies;

an agreement that OSH will be a standing agenda item on appropriate consultative bodies;

risk assessments will be carried out by an appropriately trained staff member and will take account of sex and gender differences. Risk assessments will be carried out for:

expectant (at each stage of pregnancy), new and nursing mothers;

reproductive health concerns of men and women (e.g. prostate cancer, fertility, menstruation, menopause, endometriosis, breast cancer or hysterectomy).

Monitoring and reporting procedures

Adequate monitoring and reporting is central to a 'gender-sensitive' policy and should be fed back to all staff and governors via union representatives or other appropriate means. The policy should state that:

There should be an undertaking that the policy will be monitored and reviewed by the relevant body in conjunction with union representatives on an annual basis.

Model menopause policy

The link below will take you to the menopause policy. It is not advised that activists merely adopt the policy, but adapt it to fit their particular workplace circumstance.

The legislation refers to all UK laws, so you are advised to amend as appropriate.

More information and guidance are available to download on the right/below.

Footnotes
[1] To include 'and people who menstruate'

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NASUWT advice to address menopause health and raise awareness

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Advice for employers on how to manage the effects of the menopause on staff and why it's important.

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UK ministers urged to pass bill protecting DEI whistleblowers

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Legislation would compel employers of more than 250 workers to reveal disability and ethnicity pay gaps

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Leaders Like Us — National Society for Education

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Create an advert

Your advert should tell people:

what your organisation does and what cause or group of people it benefits. Include examples or case studies to help people get a good understanding of your work

the difference the volunteer will make to your cause. For example, a foodbank volunteer will play an important role in helping families on low incomes access food

the benefits of volunteering with you. This could include training or opportunities for personal development. You could also highlight the fun and rewarding things about the role, such as meeting new people or helping the local community

the location and time of volunteering and whether there is any flexibility. This could include the option to volunteer remotely

how you will pay volunteer expenses and what these will cover

how you will support accessibility requirements and show your commitment to equity, diversity and inclusion in volunteering

whether a DBS check is required for the role and your policy on recruiting former offenders

if you're looking for people with particular experiences and backgrounds. For example, if you're working with people from a religious community, it may help to have volunteers from the same faith

how they can find out more. Include links to your website or further resources, and provide a named contact so applicants to get in touch if they have any questions or need help applying.

Top tips

Your advert will be the first time many volunteers hear about your organisation. Make a good first impression by adapting your messaging to your audience.

Use the right language. For example, some older volunteers think of volunteering as 'helping out' while younger people may see it as getting involved in 'social change'.

Use clear, concise and accessible language. The Plain English Campaign has guidance on using plain English.

Use words and images that reflect and welcome diversity. For example, you can use The Centre for Ageing Better's free age-positive image library to show you welcome older volunteers.

Think creatively about different formats. For example, you could create a video version of your advert to make it more accessible for people with reading difficulties.

Advertise your role

There are many ways to advertise your role. Use a combination of the following to reach as many new volunteers as possible.

Volunteers' Week is also a great opportunity to find volunteers.

Top tips

Don't rely on your existing networks and word of mouth.

Build relationships with your local community. This will help you find volunteers with relevant skills and knowledge, and make sure your volunteers reflect the community you serve. For example, you could work with local community and faith centres to develop and promote your volunteering opportunities.

Build connections with the private sector and professional bodies. They may be able to connect you with volunteers in specialist roles such as marketing and fundraising. Some businesses may also offer support for their staff to volunteer, such as employer-supported volunteering schemes.

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Guidance on where to find volunteers and how to write a great advert

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A new recruitment service will streamline the process for candidates to join the Armed Forces.

Launching in 2027, the first-of-its kind service will speed up recruitment to boost national security - the foundation of Government's Plan for Change.

Single-entry point for prospective recruits to attract the best talent from across the country and deliver better value for taxpayer money.

Joining the Armed Forces will become quicker and easier under a new first-of-its kind recruitment service that cuts red tape and transforms the way people sign up to serve.

Armed Forces Minister Luke Pollard has today announced that a new, combined Armed Forces Recruitment Service (AFRS) will launch in 2027, replacing the individual schemes run by the Royal Navy, British Army, and Royal Air Force. The new contract will ensure better value for taxpayer money and better outcomes for our Armed Forces.

The first-ever tri-service recruitment service will provide a streamlined, single-entry point for prospective recruits, with the aim of attracting the best talent from across the country into the Armed Forces to strengthen national security as the foundation of the Government's Plan for Change.

The announcement follows the Defence Secretary's commitment last year to tackle long application waiting times for the Armed Forces, with a new ambition to make a conditional offer within 10 days and confirmation of a training start date within 30 days.

Under the innovative new recruitment service, candidates will complete one application and one medical evaluation via a single, digital system - offering a more straightforward process that seeks to retain applicant interest. The digitally enhanced process will see applications reviewed, offers made and training begin at a faster pace than individual services currently.

In efforts to deliver value for money, the Ministry of Defence will mimic the Cabinet Office's standard model services contract, allowing for decisive action on supplier-caused performance issues through profit-based performance goals and contract break-clauses.

Existing processes have struggled to meet the evolving needs of modern recruitment, with inefficiencies and delays leading to fewer than one in 10 applicants joining in 2023.
Minister for the Armed Forces Luke Pollard said:

This Government is delivering for defence and taking decisive action to address recruitment and retention challenges within our Armed Forces. For too long, we have seen keen and capable prospective recruits failed by an outdated system, full of delays and inefficiencies.

Our innovative new Armed Forces Recruitment Service will help us attract top talent from across the UK - bolstering our national security as the foundation for our government's Plan for Change.

By making it quicker and easier for people to sign up to serve, while maintaining the very highest standards, we will strengthen our Armed Forces and make the UK more secure.

Our ambition is for those who apply to serve our country to receive a conditional answer within 10 days and a training start date within 30 days. As global threats increase, we are making the changes necessary to get the brightest and best into Britain's military."

Developed in partnership with Serco, the new programme will ultimately help to ensure that the UK military remains ready to face emerging threats while enhancing the support for those who serve.

AFRS will also see Service Personnel playing an active role in the recruitment process, leveraging their unique skills and experience to engage the next generation of military professionals.

In a separate move to attract a broader range of Armed Forces recruits, the Minister for the Armed Forces, Luke Pollard has also announced today a new direct entry initiative for cyber roles. With reduced basic training, a starting salary of £40,000 and specialist cyber training, recruits will support our Forces and bolster the UK's cyber strength.

The Government is committed to bettering the Armed Forces career offer and has also delivered one of the largest pay increases for the Armed Forces in the last 20 years, scrapped over 100 outdated policies that block or slow recruitment, and are establishing an Armed Forces Commissioner to champion Service Personnel and their families.

With recruitment across the three Forces being unified, AFRS will see all applicant data held centrally at MOD, offering improved data security and enhanced access to information.

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Armed Forces to cut red tape and deliver quicker and easier recruitment service

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Joining the Armed Forces will become quicker and easier under a new first-of-its kind recruitment service that cuts red tape and transforms the way people sign up to serve.

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Our NHS is made up of more than 1.3 million people who care for the people of this country with skill, compassion and dedication. We must make the NHS an employer of excellence - valuing, supporting, developing and investing in our colleagues.

Retaining and supporting our people is a key priority across the NHS as outlined in the People Plan and the NHS Long Term Plan.

Ensuring that our NHS people feel valued and have the opportunity to develop in their career is crucial to retention. Staff should have access to support, development and opportunities and be encouraged to achieve their individual ambitions in the workplace.

Our Retention hub provides a suite of tailored interventions so that together, we can improve the experience of working in the NHS for everyone.
Background to the National Retention Programme
Established in April 2020, NHS England's People Directorate leads the programme and works to improve staff experience and the retention of our NHS people. The programme works nationally as well as across all seven regions to support and help organisations and systems achieve real tangible improvements in staff retention.
Programme priorities
Our focus is on evidence-based interventions that have the greatest impact for our NHS people. Based on the evidence we have, there are two important principles which will support the retention of nurses and midwives:

Targeted interventions for different career stages: early career, experience at work and later career. There are different risk points related to job satisfaction and retention of nurses and midwives at these stages, and our response and support needs to be tailored accordingly.

Bundles of high-impact actions are more effective than single actions. A bundle approach is needed to deliver sustained gains, applied to the different career stages and informed by evidence of what drives job satisfaction, experience and therefore retention.

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Looking After Our People - Retention hub

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Our NHS is made up of more than 1.3 million people who care for the people of this country with skill, compassion and dedication. We must make the NHS an employer of excellence - valuing, supporting, developing and investing in our colleagues.

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How to share knowledge and skills across the workplace, particularly when people leave and the knowledge and skills are at risk of leaving too

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Understanding the why we promote the understanding and addressing of inequalities so that people flourish

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Please select a country in the dropdown menu below to see the values for the 6 dimensions. After a first country has been selected, a second and even a third country can be chosen to be able to see a comparison of their scores.

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DEI In 2025: Should Companies Double Down Or Pivot To New Priorities?

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When DEI initiatives are caught in the crossfire of shifting political, economic, and social pressures, should investments be directed towards other strategic priorities?

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Continuing on in our series regarding sponsorship and independent schools, in this article we provide an overview of the Skilled Worker application process to sponsor a teacher coming from outside the UK.
Applicants for teaching jobs who are coming from overseas will need a visa or other immigration status allowing them to work in the UK.

Independent schools can recruit teaching staff from overseas for any subject and most age ranges, as well as special educational needs and disabilities (SEND) professionals. Finding and employing a qualified teacher may not be easy within the UK labour market, particularly for secondary education, and independent schools may consider employing a migrant teacher who is residing outside the UK and needs to obtain a visa.

How can independent schools sponsor overseas workers?

Most applicants from overseas will need a Skilled Worker visa to be able to work in the UK. So that the applicant can apply under the Skilled Worker route, the independent school must have a sponsor licence. If the independent school does not have a licence, they will need to apply for one before being able to sponsor a migrant worker. Further information on how to apply for a Skilled Worker Sponsor Licence can be found in our earlier article .

Any applicant that an independent school wishes to employ will need a job offer and a Certificate of Sponsorship before they can apply for their Skilled Worker visa. They can apply for a visa up to three months before they start work in the UK as long as:

their employer is a licensed worker sponsor;

they have been offered a job;

they have met the English language requirements for a Skilled Worker visa;

their role pays at least £23,200, or the relevant minimum rate for teachers in England, whichever is higher; and

any part-time role pays at least £23,200, or the relevant minimum rate for teachers in England once pro-rated, whichever is higher.

We discussed the salary requirements for teachers in detail in our earlier article here.

Skilled Worker application process

There are a few steps in the Skilled Worker application process, including obtaining and submitting the relevant supporting documents for the application.

Step 1: Certificate of Sponsorship (CoS)
The first step in the process, once an independent school has identified a candidate for the teaching position, and offered them a position which the candidate has accepted, is to provide their candidate with a Certificate of Sponsorship (CoS).

For candidates based outside the UK, the employer must apply for a defined CoS through their Sponsor Management System, by providing information about the teaching job the worker will undertake. Once the Home Office grants the CoS, which usually takes around two working days, subject to Home Office delays, the school can add the candidate's personal details and assign the CoS to the individual.

A copy of the CoS should be given to the candidate so that they can prepare their visa application.

Step 2: Visa application
Once the applicant has a CoS assigned to them, they can prepare their visa application. The application form is prepared and submitted online, after which the applicant must provide their biometrics at one of the visa application centres in their country of residence. Following the online submission, the applicant will have access to the biometric appointments diary and will be able to choose and book a suitable appointment. There are usually appointments available within one to two weeks after the submission, however this can vary depending on the location.

Step 3: Supporting documents
In support of their application, as well as the CoS from their employer, the candidate will need to provide further documents, including:

evidence of their identity (passport);

evidence that they satisfy the English language requirement;

evidence that they have enough personal savings to support themselves in the UK, unless their employer has certified maintenance on the CoS assigned to the worker;

a tuberculosis test certificate if they are from a listed country; and

a criminal record certificate.

The applicant will have to prepare their supporting documents in advance and provide copies electronically before they attend their appointment at a visa application centre.

Step 4: Submission of application
Once the application is submitted online and the appointment at the visa application centre is booked, the applicant will need to attend their appointment and submit their biometrics (fingerprints and photo) and passport for processing of the application. As mentioned above, any supporting documents required for the application should be provided electronically by uploading them online before the appointment.

Nationals of EU countries with biometric passports have an option to use their passport to set up an online application and submit their biometrics through the ID Verification app, which removes the need to attend an appointment at a visa application centre.

Checks required for teachers from overseas

Individuals who have lived or worked outside the UK must undergo the same checks as all other staff working in independent schools. They should also undergo additional checks related to international recruitment and training, most importantly the criminal records check for overseas applicants.

All UK visa applicants for jobs in education must provide a criminal record certificate if applying for a visa from outside the UK. Based on their circumstances, the applicant might need to provide a certificate from each country they have lived in over the last ten years, depending on their age and how long they stayed in each country.

The applicant checking process should also include applying for an enhanced DBS certificate with Children's Barred List information on behalf of the applicant, even if the applicant has never been to the UK. A DBS check can only be performed if the applicant can submit proof of their right to work in the UK (evidence of their visa), so the employer may need to make a conditional offer in order for a visa application to be approved and a DBS check performed.

Application processing

Processing of Skilled Worker visa applications submitted outside the UK can take up to 15 working days from the submission of biometrics to receive a decision, with additional time for the applicant's passport to be ready for collection from the visa application centre. If a teacher is required to be in the UK sooner, it may be possible to expedite their application and pay for priority processing, which would reduce the processing time to five working days following the submission of biometrics. The priority service is subject to availability, and it is important to note that the Home Office do not guarantee their processing times.

Once the applicant's Skilled Worker visa has been approved, and they have collected their passport from the visa application centre, they can enter the UK during the validity of the visa.

Right to Work checks

Irrespective of the successful applicant's visa type or immigration status, the sponsor is responsible for checking their right to work before the teacher starts work. The independent school can check their new teacher's right to work online, or by checking their documents, if the candidate does not have an online immigration account yet.

A step-by-step example of the application process is as follows:

1. The school already has a sponsor licence.

2. The school identifies a candidate they want to employ, who is based outside the UK - they offer the position, and the candidate accepts this, provisional to the visa application being successful.

3. The school applies for a defined CoS, which is processed by the Home Office in two working days.

4. The school adds the final details to the CoS and assigns this to the candidate.

5. Whilst the school has been preparing and waiting for the CoS to be processed, the candidate has been preparing their visa application form and the supporting documents needed for the application.

6. Once the CoS has been assigned and the application form and documents are finalised, the visa application form can be submitted online.

7. The candidate books their biometric appointment at a visa application centre, which had availability for the following week.

8. The supporting documents are uploaded electronically onto the online system ahead of the appointment.

9. The candidate attends the biometric appointment, and the application is then sent to the Home Office to be processed.

10. The visa application is processed within 15 working days and the applicant collects their passport from the centre. They can enter the UK within the validity of their visa.

11. The school completes the correct right to work check on the individual, in accordance with the guidance. The teacher can then start work.

Our series on sponsorship and independent schools

Continue to follow our series on sponsorship and independent schools by subscribing to our legal updates here.

We have much more to come as part of this series, with our next articles focusing on the process to sponsor migrant teachers from inside the UK, how to maintain a licence, and alternative options.

Skilled Worker applications for teachers: How our Immigration Solicitors can help

Here at Carter Thomas, we are experienced in preparing Skilled Worker applications to ensure a successful outcome and will provide expert guidance and assistance to schools throughout the process.

If your school requires legal assistance or you would just like to discuss your situation with one of our experts, please call us or complete our enquiry form below.

Make an enquiry

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How to sponsor a teacher under the Skilled Worker route from overseas

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Applicants for teaching jobs who are coming from overseas will need a visa or other immigration status allowing them to work in the UK.

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Making adjustments to someone's working environment is the right thing to do. It will mean your employee can better do their job to the best of their ability.

As an employer, you have some legal obligations around supporting your employees with hearing loss. Under the Equality Act 2010 (or the Disability Discrimination Act in Northern Ireland), employers are required to make 'reasonable adjustments' for people who are disabled because of hearing loss. Don't fear the price tag of providing this vital support - many adjustments will be simple and free or inexpensive to implement, such as improving the working environment, offering flexible working hours or providing assistive products.

The government's Access to Work scheme is designed to help organisations cover the cost of more expensive workplace adjustments such as the provision of communication support. Remember, everyone is different and so the adjustments required will vary.

To be able to give the best tailored support, we recommend offering the employee the option of a workplace assessment, which outlines the changes that employers can make to remove barriers for staff with hearing loss.

Workplace assessments are usually provided by the government scheme Access to Work. They're also available from specialist providers, including RNID. Find out about our workplace assessments

Tips for improving the working environment

To improve the acoustics in an office: use soft furnishings such as carpets, install acoustic panels, and fit rubber caps on chair and table legs.

Position an employee with hearing loss in a work area that has good acoustics and where they can see the rest of the room.

Adjust the layout of a meeting room and use good lighting to help everybody see each other clearly, which is important for lipreading.

If you play music in your workplace, either turn this off or down.

If your employee uses a communication professional such as a sign language interpreter, factor in the need to seat an additional professional, and ensure that they are in a well-lit area.

Flexible working

People who are deaf or have hearing loss may need to work somewhere quieter and, if they need to, take time during the day to attend an audiology or cochlear implant appointment.

Assistive products and technology

There's a wide range of products and technology that can help to remove barriers in the workplace for people who are deaf or have hearing loss - from amplified telephones to the Roger Pen, which is a conversation listener that can facilitate communication in meetings. Also consider a hearing loop for your meeting room to help hearing aid users understand speech over background noise.

You can buy assistive products and technology from Connevans, one of the leading suppliers of hearing related assistive technology, through their online shop. We are working in partnership with Connevans to make sure you can buy all the equipment your employees may need.

Browse the Connevans online shop.

It's also worth considering that assistive technology doesn't have to be an extra or specialised piece of equipment. Lots of everyday technology, such as smartphones and routine pieces of software, has built-in features that can enhance accessibility for people with hearing loss.

"Recently, a colleague who works in a specialist role felt he was struggling to keep up with conversation in group meetings, as well as using the telephone. We don't want to lose his skills and talent and so we have made adaptations, with support from Access to Work, which enable him to carry out his job. He now has a Roger Pen, a wireless microphone, which enhances speech, to use in meetings, and an amplified telephone. Without these adaptations, he wouldn't be able to continue in his role and we would lose a highly skilled employee"
Beverley Dwyer, Employee Relations Officer, Western Power Distribution

Communication support

People who are deaf or have hearing loss will require different communication professionals depending upon their needs and the situation:

sign language interpreters are trained to interpret spoken English into sign language and vice versa

lipspeakers convey the spoken word using clear lip shapes, facial expressions and natural gestures to clarify what is being said

electronic notetakers type a summary of the spoken word onto a laptop using specialist software

speech-to-text reporters capture a word-for-word record of what's said by using a specialised phonetic keyboard to a computer; this can then be linked to one computer, or a public screen if there are several users who are deaf or have hearing loss.

Please note: If you're booking a sign language interpreter, to ensure quality, you must book a professional who is registered with either the National Registers of Communication Professionals working with Deaf and Deafblind People (NRCPD) or the Scottish Association of Sign Language Interpreters (SASLI) in Scotland.
Find out more about communication support and how to book with RNID

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Workplace adjustments for deaf people and people with hearing loss

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Making adjustments to someone's working environment is the right thing to do. It will mean your employee can better do their job to the best of their ability. As an employer, you have some legal obligations around supporting your employees with hearing loss.

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Best ways to support working parents | Mind

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Discover how to support working parents with flexible policies, wellbeing support, and mental health training to create an inclusive and productive workplace.

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Supporting Connections: Free skills workshop for adults

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Can you provide loneliness support? Develop skills in supporting mental health, and help others manage loneliness and build connections. Book a free workshop.

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Help for early years providers : Early years practitioner wellbeing support

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The early years workforce makes a huge contribution to young children’s lives, and a role in early years can be enjoyable and rewarding. However, it can also be a challenging and demanding career. As in any workplace, this can take a toll on an individual’s mental health and wellbeing.

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Mario Moya, Course Leader for the MA in Education at University of East London

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Breaking barriers: The inspirational journeys of disabled schoolteachers

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The narratives of disabled schoolteachers often go unheard in educational research, yet they provide invaluable insights into the inclusivity of our education systems. These educators encounter…

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Our 2020 Teacher Wellbeing Index found that 30% of education professionals (35% of school teachers) considered there was a stigma (feeling of shame) which prevented them from talking about mental health problems at work.

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Anti-racism encompasses a range of ideas and political actions to counter racial prejudice, systemic racism and the oppression of specific racial groups.

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Cultivating and building a culture of belonging encompasses all aspects of diversity, equity and inclusion.

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In the 1960s and 70s, Maisie Barrett and Noel Gordon were two black British children wrongly labelled as "educationally subnormal". They were sent to schools where children were never taught to read or write.

They're just two examples of a scandal that affected hundreds of children in the UK, one that has never been officially acknowledged.

As adults, Noel and Maisie made a surprising discovery - they were both dyslexic. And with that diagnosis came a profound reimagining of themselves and what had happened to them.

Matthew Syed considers the relationship between ableism, racism and eugenics - concepts with roots that stretch back centuries and which continue to have a profound impact on society today.

With Maisie Barrett, Noel Gordon, sociologist Dr Chantelle Jessica Lewis, Assistant Professor Dr Robert Chapman, and occupational therapist Jenny Okolo.

Presenter: Matthew Syed Producer: Tej Adeleye & Tom Wright Series Editor: Katherine Godfrey Sound Design and Mix: Rob Speight Theme music by Ioana Selaru A Novel production for BBC Radio 4

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In the 1960s and 70s, Maisie Barrett and Noel Gordon were two black British children wrongly labelled as "educationally subnormal". They were sent to schools wh

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Delegating is an essential part of leadership. Without it, how can you rise above the tactical grind and focus on strategic thinking?

But leadership coach Deborah Grayson Riegel says delegating effectively is harder than it may seem.

"People delegate poorly defined tasks to other people where they're not clear of the expectation. They're not clear on the goal. They're not clear on what success would look like, and they pass that on," she explains. "And as you can imagine, it's like a giant game of telephone. It just leaves you a mess."

In this episode, you'll learn how to decide which tasks to delegate and how to handle the specific challenges that come with delegating to peers in your organization, in addition to direct reports.

Key episode topics include: leadership, delegating, interpersonal communication, receiving feedback, business services sector, business consulting services, aerospace and defense sector.

HBR On Leadership curates the best case studies and conversations with the world's top business and management experts, to help you unlock the best in those around you. New episodes every week.

· Listen to the original Women at Work episode: The Essentials: Delegating Effectively (2022)

· Find more episodes of Women at Work.

· Discover 100 years of Harvard Business Review articles, case studies, podcasts, and more at HBR.org.

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Delegating is an essential part of leadership. Without it, how can you rise above the tactical grind and focus on strategic thinking? But leadership coach Deb

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You're probably familiar with the term "psychological safety." But do you know what it really means?

HBR contributing editor and workplace conflict expert Amy Gallo says both the idea and the value of psychological safety are commonly misunderstood. Gallo cohosts HBR's Women at Work podcast, and her most recent book is Getting Along: How to Work with Anyone (Even Difficult People).

In this episode, you'll learn how to define psychological safety, how to figure out if your team has it, and what to do if it doesn't.

Key episode topics include: leadership, organizational culture, psychology, teams, leading teams, psychological safety, emotional intelligence.

HBR On Leadership curates the best case studies and conversations with the world's top business and management experts, to help you unlock the best in those around you. New episodes every week.

· Watch the original HBR Guide episode: What Is Psychological Safety? (2023)

· Find more episodes of the HBR Guide series on YouTube.

· Discover 100 years of Harvard Business Review articles, case studies, podcasts, and more at HBR.org.

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You're probably familiar with the term "psychological safety." But do you know what it really means? HBR contributing editor and workplace conflict expert Amy

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Amid the racial reckoning that followed George Floyd's murder in 2020, many U.S. business leaders promised to make workplaces more diverse, equitable, and inclusive. But these efforts have now slowed, and many DEI teams have faced cuts, and calls for anti-racist leadership have all but disappeared.

In this episode, James White, the former CEO of Jamba Juice, and his daughter and coauthor Krista White offer advice on how corporate leaders can promote lasting change in their organizations and society at large. They also discuss why it's so important to engage middle managers in inclusion work-and how to do that.

James and Krista White are coauthors of the book Anti-Racist Leadership: How to Transform Corporate Culture in a Race-Conscious World.

Key episode topics include: leadership, race, diversity and inclusion, leadership and managing people.

HBR On Leadership curates the best case studies and conversations with the world's top business and management experts, to help you unlock the best in those around you. New episodes every week.

· Listen to the original HBR IdeaCast episode: DEI Isn't Enough; Companies Need Anti-Racist Leadership (2022)

· Find more episodes of HBR IdeaCast.

· Discover 100 years of Harvard Business Review articles, case studies, podcasts, and more at HBR.org.

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Why DEI Still Matters (and How to Get It Right)

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Amid the racial reckoning that followed George Floyd's murder in 2020, many U.S. business leaders promised to make workplaces more diverse, equitable, and inclu

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Why Your Frontline Employee Turnover Is High

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Podcast Episode · HBR On Leadership · 02/04/2025 · 26m

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Co-Creating a Culture of Belonging in Recruitment

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Podcast Episode · Nothing Without Us · 09/04/2025 · 25m

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Equality, diversity, and inclusion (EDI) are critical components of a healthy school culture. A focus on EDI creates a welcoming, supportive environment where every student and staff member can thrive. In this blog we'll explore the importance of EDI in schools and multi-academy trusts and why it's crucial to prioritise it in every aspect of school life.

What is Equality, Dive rsity, and Inclusion (EDI)?

Equality means that everyone is treated fairly and has the same opportunities, regardless of their differences. Diversity is about recognising and celebrating differences, including race, gender, religion, disability, and sexual orientation. Inclusion means creating an environment where every individual feels valued and respected, and where everyone has a sense of belonging.

Why is EDI Important in Schools and Multi-Academy Trusts?

Examples of EDI in Schools and Multi-Academy Trusts

How schools and multi-academy trusts can promote equality, diversity, and inclusion (EDI) among staff:

Inclusive Policies and Practices: Review and update policies and practices to ensure they are inclusive and equitable. This can include policies related to recruitment, promotion, flexible working arrangements, and adaptations for staff with disabilities. Regularly assess and address any potential barriers or biases that may exist within existing policies.

Equality, diversity, and inclusion are essential components of a healthy school culture and should underpin every element of school life. Schools and multi-academy trusts that prioritise EDI create a positive learning environment where every student and staff member can thrive. Promoting EDI among staff is an ongoing process that requires continuous effort and engagement, however, by promoting EDI in every aspect of school life, we can prepare students to live and work in a diverse world.

How Strictly Education can help:
Training:
Our range of HR training is designed to help colleagues enhance their education-specific HR skills and knowledge, stay up to date with the latest trends and regulations, and develop the skills needed to make positive changes within your school or trust. Our recent addition An Introduction to Equality, Diversity and Inclusion is designed to give delegates an understanding of how to promote equality, tackle discrimination and foster positive relationships between diverse groups in the workplace.
HR Resources Hub:
Our HR Resources Hub offers a range of comprehensive guidance and a variety of valuable tools and templates on a range of HR matters. If you are not currently a subscriber, you can register for a FREE 7-day trial of our HR resources. This trial provides access to over 1000 sector-specific web pages and downloadable materials specifically designed for schools, academy trusts, and sixth form colleges in England. Sign up now to benefit from this trial and explore the wealth of HR resources available to you.

Get in touch to find out more on 0330 123 2549 or at we are happy to answer your questions. enquire@strictlyeducation.co.uk

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The Importance of Equality, Diversity, and Inclusion (EDI) in Schools and Multi-Academy Trusts | Strictly Education

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Equality, diversity, and inclusion (EDI) are critical components of a healthy school culture. A focus on EDI creates a welcoming, supportive environment where every student and staff member can thrive. In this blog we'll explore the importance of EDI in schools and multi-academy trusts and why it's crucial to prioritise it in every aspect of school life.

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Our DEI Reading List | Diverse Educators

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Deepening our thinking around DEI starts with who and what we are reading, helping us to develop our confidence and our competence

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The #DiverseEd TED Talk Playlist for Schools

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Share your videos with friends, family, and the world

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Embracing diversity and inclusion and addressing our unconscious bias

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Harnessing diversity and inclusivity builds cohesive and successful teams and forms one of the pillars of our HR strategy to support building a high-performance organisation.

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Why do those with EAL or from the global majority communities leave the teaching profession quicker than their white British peers?

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Many schools are facing challenges recruiting and retaining teachers. It's something Ofsted is critically aware of, and frequently highlights.

To help tackle this, it's vital that we understand the factors contributing to these difficulties.

That's why we were happy to support a new study by UCL's Professor John Jerrim into this topic. Working with Ofsted and the Department for Education (DfE), Professor Jerrim was able to look at the school-age characteristics of children who went on to become teachers.

He looked at children born between September 1994 and August 1995, and was able to explore the characteristics of individuals who chose to become teachers and whether they subsequently left teaching.

A better understanding of the characteristics of those most likely to become and stay teachers can help to inform recruitment and retention strategies and the development of a diverse workforce that mirrors the population it serves.

Some of the most significant findings are explored below.
Eligibility for free school meals
Children who were eligible for free school meals (FSM) are roughly half as likely to enter teaching as those who were not.

It is worth noting that, on average, FSM pupils achieve lower grades than non-FSM pupils. Professor Jerrim found that, given the academic requirements of becoming a teacher, most of the gap in entering teaching can be explained by this difference in grades achieved.

He also found that teachers from FSM backgrounds are no more or less likely to leave teaching than their peers.

So, as eligibility for FSM clearly has an impact on the likelihood of becoming a teacher, improving outcomes for these pupils remains the most important objective.
Speaking English as an additional language
At first glance, it appears that children who spoke English as an additional language (EAL) in Year 11 are about as likely to enter teaching as their peers whose first language is English.

However, once differences in the educational achievements of these groups have been controlled, EAL pupils are less likely to become teachers.

To put it another way, young people who speak EAL are less likely to enter teaching than their equally qualified peers.

Teachers who spoke EAL in Year 11 are also more likely to leave teaching in the state school sector.

Overall, it seems that EAL pupils who hold the requisite qualifications to become teachers are still less likely to want to teach than their non-EAL peers. And those who do become teachers are more likely to leave. This all suggests that improving both recruitment and retention of people from an EAL background could make a real difference.
Living with parents as an undergraduate
Individuals who live with their parents as undergraduates are more likely to become teachers than their peers who live away from home. This is true even when they achieve similar school grades, go to the same university and achieve the same higher education outcomes.

They are then also less likely to leave teaching (in the state sector) within the first four years working in the job.

Professor Jerrim suggests that this may indicate that these teachers have a higher than average:

preference for staying in their local area

aversion to risk

concern for financial security.

The fact that teaching is a possible career no matter where you live, and that it offers a relatively stable and reliable income, could be significant in attracting these individuals.
University
Those who study for their undergraduate degree at a Russell Group university are around 30% less likely to enter teaching than their peers who study elsewhere, even after accounting for differences in school grades.

They are also more likely to stop teaching in the state school sector within the first four years of their career.

Competition from other professions may be pulling away potential teachers who attended Russell Group universities.
Next steps
This paper is a useful contribution to understanding the difficulties around teacher recruitment and retention. It highlights areas where focused recruitment campaigns could help, and where they are less likely to have an impact.

We hope that this work can be continued and extended.

It could also help Ofsted with our future work. For example, it could help to inform our inspection framework for initial teacher training (ITT) providers. And, if the work is extended to other cohorts, it could be used to establish differences in teacher retention rates across different ITT providers, and some of the background reasons why these may occur.

We look forward to future discussion and development of this critical topic. And we hope it can inform actions to make sure schools are able to hire and retain high-quality teachers who provide an excellent education for the next generation.

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Lee Owston, National Director, Education

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The challenges of teacher recruitment and retention in England

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Building a better understanding of the characteristics of those most likely to become and stay teachers. The aim is to inform recruitment and retention strategies and the development of a diverse workforce that mirrors the population it serves.

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Compare employers’ gender pay gaps for 2025-26 reporting year

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Compare employers’ gender pay gaps for 2025-26 reporting year

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People Development Solutions - Insights details how they introduce and manage programmes that proactively respond to the needs and changes in the workplace