How do we ensure that government, schools and local government meet the RRAA Race Equality Duty through implementation of the Education and Inspections Bill?
Education is key to reducing segregation in society. However education is often more segregated than the society it serves
Schools and local government have a duty under the Race Relations Amendment Act to promote equality
Is this undermined by the Education and Inspections Bill?
What will be the impact of Trust Schools?
Is the role of local government strong enough?
This seminar, with key players, examines how potential adverse impact on equality by the Bill can be obviated. What has to be done? What are the obstacles to success? How can they be overcome?
Chair
Prof Gus John
Chair and Chief Executive
The Gus John Partnership Ltd
Speakers
Andrea Berkeley
(See biography)
Recently Headteacher
Preston Manor High School
Mr Pinaki Ghoshal
(See biography)
Assistant Chief Education Officer (Individual Pupil Services)
Manchester City Council
www.manchester.gov.uk/education/diversity/ema
Heather Rockhold
Headteacher
Lauriston Primary School
Cheron Byfield
Chair
The National Black Boys Can Association
Mr Ralph Tabberer
Director General, Schools
DfES
Tahir Alam
Chair, Education Committee
The Muslim Council of Britain
www.mcb.org.uk
Ms Jane Joyner
Head of Curriculum & Dissemination Division
Office for Standards in Education - Ofsted
www.ofsted.gov.uk
Mr Nick Johnson
Director
Commission for Racial Equality
www.cre.gov.uk
BACKGROUND
The Education and Inspections Bill aims to ensure every child in every school in every community gets an education they need to enable them to fulfil their potential.
Schools and local government have a duty under the Race Relations Amendment Act to promote equality. Is this undermined by the Bill? How can this be resolved?
Government's own Race Equality Impact Assessment of the Bill shows that some policies, taken in isolation, might have the potential to cause an adverse impact on race equality. However, measures remain justified provided that risks are monitored, and risks of adverse impact should be minimised.
Trust schools are to be expanded and given more decision making. Can this lead to more selection and discrimination? Local councils are given a new strategic role to promote choice, high standards and every child's potential. Fair access is to be ensured through Admissions Forums and Schools Adjudicator. Is the role of local government strong enough?
The Commission for Racial Equality see three fundamental issues in improving the position of ethnic minority pupils :
Integration and community cohesion
Disproportionate take up of provision
Differential levels of attainment
They wish to ensure all schools make clear their contribution to community cohesion, the Schools Commissioner addresses potential uneven take-up of trust school places by different ethnic groups and that policy addresses differential progress and attainment by different groups.
Education is key to reducing segregation in society. However, evidence shows education is more segregated than the society it serves. Could this be worsened by the new arrangements?
CRE sees risks that the choice provided by trust schools could worsen the position of disadvantaged groups. This should be addressed by clear measures by Government, local government and the Schools Commissioner, whose role could be pivotal.
Of all groups, gypsies, Roma, Pakistani, Bangladeshi and some black pupils do not achieve as well as others. Could this be worsened? Policy should aim to close gaps between different ethnic and socio-economic groups. How can this be achieved?
Ofsted has found that RRAA has provided a formal structure to guide and stimulate work to tackle attainment gaps between different groups. They recommend that race equality concepts should be seen as normal part of effective education. Schools should conduct audits of training needs of all staff, which should then be secured by the school or LEA.
Government intends to monitor the outcomes of new policies for ethnic minority pupils. The Schools Commissioner will have a key role in monitoring impact on different communities. DfES will review the findings and their own monitoring to inform any future policy changes.
This seminar, with key players, examines how potential adverse impact on equality by the Bill can be obviated. What has to be done? What are the obstacles to success? How can they be overcome? |
