All-in Education and other leading education bodies make pledges to help boost diversity and tackle discrimination

Leading organisations in the education sector have made a series of new and updated commitments aimed at helping to boost equality, diversity and inclusion.

Thirteen key education bodies and national associations have signed an updated ‘statement of action’ setting out measures they will take – and highlighting progress made over the past year.

Despite some small but important improvements in recent years, the organisations say there is still much to do to ensure a more representative, diverse workforce.

Latest figures show that while 77% of teachers were women in 2023/24, just 69% of school leaders were female – compared with respective figures of 76% and 66% in 2010/11. The data also reveals 15.9% of white teachers held a school leadership position, compared with only 10% of black and black British teachers and 8.3% of Asian and Asian British teachers – although the respective figures have increased from 13.9%, 8.1% and 6.5% in 2010/11.

In their statement, the organisations say they want to ‘demonstrate their commitment to playing their part in acknowledging the issues and furthering equality, diversity and inclusion in schools and trusts by taking action’.

Setting out the new statement, the organisations say: “It is an uncomfortable truth that equality, diversity and discrimination remain issues for the education sector.

“This harms not only our members and their health and wellbeing, but also their staff and the young people and communities they serve.

“It is important for young people to have positive role models from a wide range of backgrounds and ethnicities. This helps to break down stereotypes and prejudice and encourages children to broaden their horizons and fulfil their potential.

“That is why we are absolutely determined to confront this head-on. By being clear and transparent about our actions, we can give confidence to pupils, families, staff, governors and leaders that we are listening, learning, and acting on their concerns and their ambitions for equality, diversity and inclusion.

“Through education we can start to build a truly inclusive society, challenge prejudice, and  dismantle structural barriers.”

However, the organisations say there is also more the government could do, adding:

“This important sector-wide commitment needs to be backed up by additional support and funding from the Department of Education – including to boost recruitment and retention of educational professionals from a more diverse range of backgrounds.”

 The organisations that are signatories to this statement are:

•       All-in Education

•       Ambition Institute

•       Association of School and College Leaders (ASCL)

•       Chartered College of Teaching

•       Confederation of School Trusts (CST)

•       Diverse Educators

•       Diversity Role Models

•       Independent Schools Council (ISC)

•       Institute of School Business Leadership (ISBL)

•       The Maternity Teacher Paternity Teacher Project

•       NAHT, the School Leaders’ Union

•       National Governance Association (NGA)

•       WomenEd

The Inclusion Illusion - is it the single biggest barrier to inclusion?

In 2016, I decided to leave a senior role at a successful education charity that delivered leadership development programmes to challenging schools across the UK. My decision was driven by my passion for Equality, Diversity and Inclusion and a desire to set up my own EDI consultancy –the start of what would become All-in Education.      

As many people who have started up their own business will identify with, in those early days, I was constantly thinking about my new endeavour and inclusion and diversity – everywhere I looked, anyone I talked to and everything I read was centred around EDI. On my way to a meeting one day, standing on a platform at Old Street tube station, close to where I live in London, I looked around at the other people waiting for the next train. I saw an abundance of diversity in the people around me, i.e. people who looked and perhaps behaved in a different way from me.     

I remember starting to smile and taking some pride at this evidence of the diverse and inclusive life I believed I was living. However, soon after this slightly self-congratulatory thought, and as I reflected more, I hit on a more humbling realisation when I asked myself, “But is this diversity reflected in my innermost circle of friends and colleagues?”. The answer was no.     

This was when I realised that I was living in what I have since termed an Inclusion Illusion – just because I believe inclusion and diversity is a good thing doesn’t mean that I surround myself with people who are different to me. I am not alone in living an Inclusion Illusion. I believe people tend to consciously and unconsciously prefer people similar to us, be it in educational background, gender, or ethnic background, among other characteristics – it’s called homophily, the love of the same.    

At All-in Education, we believe that the Inclusion Illusion is the biggest barrier to inclusion and belonging in schools and how they are run – in curriculum development, student engagement, organisational culture, recruitment, retention and talent management. We have seen that the Inclusion Illusion is also the hardest barrier to inclusion to break down. It requires leaders and teachers to purposefully change direction towards difference (or diversity). This isn’t easy, but it’s essential if a school wants to become more inclusive and diverse. Many academics and writers have talked about the natural phenomena of homophily and how it shapes our relations and structures (see for example, ‘Birds of a Feather: Homophily in Social Networks’ 2001 and Patricia Hill Collins on intersectionality).    

All-in Education works with school leaders who are committed, or at least strive to be committed to increasing diversity amongst their staff population. As we work with them through training and consultancy, they start to see how the Inclusion Illusion fundamentally impacts who they’re likely to recruit, who they are likely to promote, and who they’re more likely to provide professional development opportunities to – Advancing candidates and staff who are like them.   

When our clients see the impact of the Inclusion Illusion in all its forms, they also see that it doesn’t serve them well and start to actively change both behaviours in themselves and other staff, and in the systems that help to uphold the Inclusion Illusion. We have partnered with schools to remove barriers to inclusion for staff and pupils since 2018, and we have a proven track record of interventions and work with schools that create more inclusive and diverse work and learning places, such as:   

  • Increase in the overall number of high-quality applications to staff vacancies  

  • A significant increase in applications from ethnic minority candidates  

  • A 15% increase in appointments of ethnic minority staff  

  • An increase in the feeling of belonging among all staff   

  • A stronger student voice which has increased student engagement     

The journey so far of All-in Education has been one of continuous learning, growth, and transformation. From my initial realisation on the Old Street tube platform to the deep and meaningful work we now do with schools, it’s clear that breaking down the Inclusion Illusion requires both reflection and action.  As microcosms of society, schools have a unique responsibility to create environments where diversity thrives—not just in appearance but in practice and culture. The changes we’ve seen in our partner schools—more diverse staff, increased engagement, and a stronger sense of belonging—demonstrate that purposeful shifts towards inclusion are not only possible, but essential for the future of education.   

As All-in Education continues to support school leaders and staff in creating inclusive learning environments, we remain dedicated to our mission: ensuring that the principles of Equality, Diversity, and Inclusion move beyond rhetoric and become a lived reality in every school. To find out more about our work, please contact us via email.

 

Su Wijeratna, Head at Latymer Upper School - International Women's Day interview

It’s International Women’s Day today and the theme for this year’s celebration is Inspire Inclusion: to celebrate women's achievement, raise awareness about discrimination and to take action to drive gender parity. IWD belongs to everyone, everywhere.  

In the spirit of this theme we are interviewing a formidable leader in education about her experiences as a leader and woman. Su Wijeratna was the first woman to be appointed Senior Deputy Head at Eton College and is now the first female Head at Latymer Upper School.

Hear her inspiring story when she talks to Johan Jensen, Founder and Director of All-in Eduction, about her career, the challenges she has faced and her advice for other female leaders.

An evidence based approach and thorough vision, strategy and plan for EDI can benefit your school

Equality, diversity and inclusion is the most commonly used term (at least in the education sector) to describe the work that schools and organisations do to ensure they comply with equality legislation and regulation, make everyone feel included and feel a sense of belonging, and to celebrate diversity.

Importantly, EDI is three distinct things and requires very different work or interventions in order to progress and develop them in a school or group of schools:

-       Equality - All-in Education works with schools to ensure equality related policies are in place, that effective procedures and mechanisms are in place for reporting and tackling discrimination when it occurs.

-       Diversity – We support schools to collect diversity data among staff and pupils and use this data to inform initiatives to achieve a more equitable learning and work environment. We also work with schools to attract the best teaching, leader and support staff from a diverse range of backgrounds.

-       Inclusion – All-in Education works with schools to create a truly inclusive learning and work environment where everyone feel a strong sense of belonging. We do this by reviewing and advising on key areas of the school, such as organisational culture, manager/staff relationships, professional development & progression opportunities, staff recruitment and admission processes, teaching & learning, curriculum & co-curriculum and communication and marketing.

The moral and social justice case for actively and purposefully taking steps to progress equality, diversity and inclusion is usually well understood by schools and groups of schools. However, it could be argued that these reasons have not been sufficient arguments for investing in EDI and as a consequence many schools haven’t seen much impact of what they’ve attempting to achieve in this space.

What is perhaps less explored are the benefits that an evidence based approach and thorough vision, strategy and plan for EDI can bring to a school, including performance of staff and pupils, well-being and economic outcomes among others.

All-in Education has worked with schools and groups of schools in the independent and maintained sectors for over six years. Our impact on staff, pupils and organisations as a whole is clear from what our clients report to us - the change they experience in their recruitment outcomes, sense of belong among staff and pupils, and perhaps most importantly in the quality of their teaching and learning.

If you would like to have a conversation about EDI in your organistion please email us at info@allineducation.co.uk.

All-in Education joins leading education organisations to outline new commitments for action on EDI in education

All-in Education and other leading organisations working in the education sector have today outlined new commitments for action demonstrating how they will play their part in improving equality, diversity and inclusion within education.

A ‘statement of action’ signed by 14 key sector bodies and National Associations outlines the collective and individual commitments to help improve equity and diversity in education. The statement of action states that “by being clear and transparent about our actions, we can give confidence to pupils, families, staff, governors and leaders that we are learning, listening and acting on their concerns and ambitions for equality, diversity and inclusion.”

The organisations have also called for more support from government in achieving these aims, saying: “Discrimination and inequality continue to exist, and our organisations want to play a role in actively addressing this within the educational sector. It matters for the health, well-being and futures of our members, their staff and the pupils and communities that they serve.

But while a sector-wide approach is essential if we are to see true progress in this area, this really must be matched by effective support from Government. If the Department for Education is serious about improving recruitment and retention of educational professionals from a diverse range of backgrounds, then it is vital that this is embedded across all facets of its work and is backed by appropriate funding.

We call on the Secretary of State for Education to make equality, diversity and inclusion one of their key priorities – and outline the Department’s own commitments towards improving equality, diversity and inclusion in education.

The Statement of Action can be read in full here

To find out more about All-in Education’s range of services, please visit https://www.allineducation.co.uk/schools

The organisations that are signatories to this statement are:

  • All-in Education

  • Ambition Institute

  • Association of School and College Leaders (ASCL)

  • Chartered College of Teaching

  • Confederation of School Trusts (CST)

  • DisabilityEdUK

  • Independent Schools Council (ISC)

  • Institute of School Business Leadership (ISBL)

  • Maternity Teacher Paternity Teacher Project

  • NAHT, the school leaders’ union

  • National Governance Association (NGA)

  • Oasis Community Learning

  • Teach First

  • WomenEd

A major step forward for EDI in education

As part of our journey to become the leading provider of EDI solutions in education, All-in Education are delighted to share that we have formalised our relationship with RSAcademics, a key provider of consultancy services to schools. RSAcademics is now an equal shareholder in All-in Education. 

This new relationship will mean we are even better placed to support schools in their efforts to create more inclusive and equitable learning environments through the development and provision of a wide range of EDI solutions. 

This move formalises the existing relationship between All-in Education and RSAcademics which has developed over several years.  

“We believe that bringing together our two, highly respected organisations will provide an even higher standard of EDI solutions to the education sector. Working together, All-in Education and RSAcademics will enable a greater number of schools, groups and trusts to be supported in ensuring their organisations are more equal, diverse, and inclusive, “ said Johan Jensen, Founder of All-in Education. 

“We are excited to be able to welcome Johan Jensen formally to RSAcademics, and to help All-in Education expand its reach and its impact. By consolidating our relationship in this way, we will be able to develop more joint services for the wider benefit of the sector”, said Andrew Thraves, CEO of RSAcademics.  

The specialist Research Team at RSAcademics already works in partnership with All-in Education to provide “Sense of Belonging” surveys for school communities. In addition, All-in Education offers a range of services to schools, including: 

  • a flagship leadership development programme, which combines training and facilitated discussions to support senior leaders in developing EDI strategies 

  • comprehensive training for classroom practitioners to help them create inclusive learning environments 

  • audits to support curriculum development, governance, and inclusive staff recruitment. 

To find out more about All-in Education’s range of services, please visit https://www.allineducation.co.uk/schools  

Equality, Diversity and Inclusion in School Trusts

Trust Inclusion is today launching a new report - Equality, Diversity and Inclusion in School Trusts.

The report is kindly supported by the Confederation of School Trusts (CST) and Browne Jacobson.

Having worked closely with the education sector for many years we want to share our insights with Chairs, CEOs, HR Directors and other Trust and school leaders as to how to begin the journey to build inclusive leadership in school trusts.

Building inclusive leadership has never been more important in our sector than right now, given the size and scale of the challenges we face and the need to take all our workforce and other stakeholders with us on the journey.

The report highlights practical examples of how three school trusts have changed the way they approach leadership – Compass Academy Trust, Dixons Academies Trust and Oasis Community Learning.

We hope the report will contribute positively to the education sector’s ability to create environments in which every pupil, parent and member of staff feels included, experiences a sense of belonging and is thus able to thrive. 

Please direct any enquiries about the report or Trust Inclusion to info@trustinclusion.org.uk or 07739698985.

Inclusion is more important than ever - we’re Joining others in taking action

Organisations working in the education sector have today outlined new commitments for action demonstrating how they will play their part in improving diversity and representation within the education profession.  

A ‘statement of action’ signed by fifteen key sector bodies and National Associations outlines the collective and individual commitments to help improve diversity in the profession. The statement of action states that “by being clear and transparent about our actions, we can give confidence to pupils, families, staff, governors and leaders that we are learning, listening and acting on their concerns and ambitions for equality, diversity and inclusion.”

A new school year. A more inclusive school year?

In July 2020, I urged school leaders to be cautious.  In the wake of George Floyd’s brutal murder and the global reactions to racism, I was approached by numerous education institutions who felt bewildered about what to do next.  There was certainly a sense of anxiety.  It was understandable that organisations wanted to do something and demonstrate activity.  I told them, “If you panic into this work, you’ll soon see that you’ll panic out of it”.  In my experience this still stands true.

Over the past year, the most powerful discussions that we have had with school leaders have been about self-reflection, especially how we relate and respond to difference in all its forms.  The conclusion of most of those conversations is that when we take an honest look at ourselves and the people around us, we don’t like diversity.  In fact, I’d go as far as saying that we are naturally geared towards repelling it.  It’s called ‘homophily’, the love of same.

Achieving greater diversity and more inclusive schools requires purposeful self-reflection, critique and behaviour and systems change if we are even going to have a fighting chance to create the change that education still so desperately needs.

The majority of the schools, and groups of schools, we’ve worked with have really taken this to heart.  It’s been challenging for them.  They’ve had to confront uncomfortable truths about themselves and the institutions they’re responsible for.  But, they’ve seen how this won’t serve the purpose of creating the next generation of leaders, followers and members of society.  This is ground-breaking stuff.

The schools that our team has worked with have taken the first step in this journey, which is to listen.  Listening to staff, students and alumni about their experience of belonging, psychological safety, diversity and inclusion.  By supporting the senior leaders through coaching, they’ve been able to really listen to what their peers, staff, pupils and former pupils are experiencing and giving them the grounding for creating an even better experience and future.

The strategy that follows these first steps is long term and focusses on values, the business case for changing the way the school operates, the vision for what an inclusive school looks and feels like and how the institution will hold itself accountable in achieving this change.

Some schools have achieved incredible results, with one grammar school recruiting 80% non-white British staff in this year’s September intake.  But, achieving greater diversity is only part of the puzzle, achieving inclusion is a totally different game.

How will you create an inclusive school?

We are delighted to be running with RSAcademics a free case study webinar on 13th October to share our experiences and those of some of our clients over the last year, and we look forward to seeing you there to help you continue your thinking on inclusivity.

Johan Jensen, Director of All-in Education



All-in Education joins sector wide action and commitment to EDI

Through a sector-led statement of action and commitments, sector bodies and national associations have come together to demonstrate their commitment to tackling issues related to equality, diversity and inclusion in education.

As signatories, we want our key stakeholders – pupils, families, staff, governors, leaders – to know that we are prepared to learn, listen and act on their concerns and that together we can achieve our ambitions for better equality, diversity and inclusion.  

As part of this ongoing commitment, education sector leaders, trust executives, and front-line practitioners came together to discuss equality and diversity in our sector, and a full record of the discussion can be viewed here.

If you panic into D&I work you’ll soon see that you’ll panic out of it

Over the past couple of years I’ve been working with educational institutions, such as Multi Academy Trusts to diversify their workforce and create more inclusive working environments for teaching staff, middle and senior leaders. 

They rightly identified the lack of diversity in their schools and senior management teams as a big problem and a problem that’s been there for decades. Most importantly they acknowledged that there’s no quick fix and the challenge cannot be solved in one academic term. 

Their reasons for working with All-in Education have focused on seeing the imperative to have a representative staff body to ensure their diverse student body can see themselves in their teachers and school leaders, and also a desire to be more inclusive to benefit from the huge value that a diverse workforce can bring to an organisation when it comes to productivity, innovation and better outcomes overall. 

Because of the recent events in the United States with the brutal murder of George Floyd and the global reactions to racism, I’ve been approached by numerous education institutions who feel bewildered about what to do next. However, a common denominator is that that they want diversity training. It is hugely promising that so many are now reacting, but I’d urge caution and take an evidenced based approach to ensure any interventions are impactful. 

Let me be clear, a training session can form part of the response but no organisation or individual will become anti-racist, anti-sexist or anti-homophobic by attending a standalone diversity training session. If you panic into this work you’ll soon see that you’ll panic out of it. 

Diversity and inclusion work requires grit, stamina, resilience, self-reflection (both individually and organisationally) and sometimes difficult decision-making. If your Multi Academy Trust, Local Authority, Teaching School Alliance or individual school is ready for this then I believe you’ll have a fighting chance to create the change that education so desperately needs. 

Start by asking yourself: ‘what is it that I want to achieve, on the back of becoming aware of the Black Lives Matter movement and the inequalities that black people face in your school community?’. 

All-in Education which I head up with Louise Ishani, a former senior leader in education, have open and honest conversations with education leaders about how they can best start their journey into this. We have set out our approach on our website, we would encourage you to take a look and we would welcome a conversation.

All-in Education co-signs DfE commitment to greater diversity in education →

All-in Education today joined the Department for Education in their commitment to increasing diversity in the teaching workforce.

If schools of all types are to attract, promote and retain the best talent – for the benefit of pupils, staff and their wider community – their approach to diversity and inclusion must change. All leaders in education have a crucial role to play in bringing this to the forefront and to take a lead.

All-in Education currently works to implement practical and impactful changes to recruitment practices, talent management processes and leadership behaviours to achieve more inclusive schools and organisations.

All-in Education will continue to help Multi-Academy Trusts, Local Authorities and Teaching School Alliances become more diverse and inclusive workplaces.