Embedding Diversity in the National Curriculum: A Report's Plea for Racial Inclusion

Strategic Insights -

A new report has urged the government to formally embed diversity into the national curriculum, citing the need for a "new era" of racial inclusion in schools. The Centre for Young Lives think tank recommends mandatory teacher training on inclusive practices, highlighting the "disproportionately negative experiences and outcomes" faced by some ethnic minority children in schools. The report also calls for equitable admissions policies to become standard practice in all schools, including a review of the legal right of academy trusts to be their own admissions authority.

Key Takeaways:

  • The Centre for Young Lives think tank argues that anti-racism should be a "key thematic priority" in schools, with a focus on mandatory teacher training on inclusive practices.
  • The report highlights the "disproportionately negative experiences and outcomes" faced by some ethnic minority children in schools, including disproportionately high rates of exclusions and attainment gaps.
  • The report recommends the formal integration of "diversity of representation and perspective" within the national curriculum.
  • Equitable admissions policies, including a review of the legal right of academy trusts to be their own admissions authority, should become standard practice in all schools.
  • The report calls for a review of exclusions policies, citing "zero-tolerance" behaviour policies as potentially discriminatory and disproportionately punishing Black and mixed-race students.
  • Former children's commissioner for England Baroness Anne Longfield argues that schools should not "pick and choose" which children can enter their gates, citing unfair admissions policies and catchment areas.
  • The report includes an analysis of the postcode lottery in education, with children in London more likely to attend schools with low rates of exclusions, school absence, and attainment gaps.

Statistics:

  • More than 130 school and education leaders were engaged with in the report's development.
  • Children in London are more likely to attend schools with low rates of exclusions, school absence, and attainment gaps for vulnerable children.
  • Disadvantaged children in rural areas are less likely to succeed than their peers, highlighting the importance of community resources in education.

Sources:

  • Centre for Young Lives
  • "Our analysis reveals a postcode lottery, with children in London more likely to go to schools with low rates of exclusions, school absence, and attainment gaps for vulnerable children." (Baroness Anne Longfield)
  • Interim report of the independent curriculum and assessment review (published in March)
  • Government review of curriculum and assessment, chaired by Professor Becky Francis (launched in July, final report due in autumn)
  • Mission 44, charitable foundation of Lewis Hamilton, funded the report.