NATT Conference – 7 th March 2011
Rehana Minhas
Director of Equality- Education Leeds

• To develop effective leadership, and a whole-school approach, which embeds race equality into the life of the school
• to make sure that the duties of the Race Relations
(Amendment) Act 2000 and the duty to promote community cohesion 2007 are fulfilled;
• to empower children and young people to become responsible citizens of the world;
• to improve the outcomes for children, young people and adults in our schools
• to examine policies and their outcomes, and to guard against causing disadvantage for any section of our communities;
• to acknowledge and celebrate existing good practice in promoting race equality and ethnic minority achievement in schools;

National Context
• Stephen Lawrence Inquiry Report 1999.
• Race Relations Amendment Act 2000.
• Duty to promote Community Cohesion,2007
Leeds Context
• Effective leadership and vision to champion equality.
• Knowledge of educational research and personal understanding of institutionalised racism.
• Partnership with community/faith and voluntary sector representatives.
• Vigilant about racist incidents.
• Promoting global citizenship, empowerment of stakeholders

Background
The Leeds Stephen Lawrence Education Award was established in October 2000.
The award was the first of its kind in the country and was designed to:
• acknowledge and celebrate existing good practice in promoting race equality and achievement in schools;
• encourage all schools to place a commitment to racial equality at the centre of their curriculum, policy and practice;
• provide a focus for race equality initiatives in schools across the city; and
• provide an opportunity for schools to share effective practice.

The Stephen Lawrence Education Standard
The Stephen Lawrence Education Standard evolved from the award as a system of continuous self-improvement and was launched in 2003. The development of the Education Leeds
Quality Standards Framework linked to a rigorous audit of school self-evaluation.
The standard provides a powerful framework to develop effective leadership for a whole school approach to embedding race equality and community cohesion in the vision, ethos, culture and practice of the school. Through the engagement of all partners, improve outcomes for children and young people. The participation of children is essential.

The Stephen Lawrence Education Standard
The Stephen Lawrence Education Standard measures progression and transformation of outcomes in three sequential levels.
• Level 1 indicates that the basic requirements of the criteria are met.
• Level 2 indicates a progression, with some good features and clear outcome.
• Level 3 is the top level of the standard, where race equality is firmly embedded in the vision, ethos, culture, relationships and practice of the school, which results in improved outcomes for all.
• REVALIDATION- after three years: Bronze, Silver, Gold partners.

• 2000 – Stephen Lawrence Education Award
• 2003 – Stephen Lawrence Education Standard
• 2005 – Early Years Stephen Lawrence Education
Standard
• 2008 – Further Education College gains the Standard
• 2009 – National recognition from Rt.Hon Ed Balls MP,
Secretary of State for Education.
• 2010 – National Launch in partnership with DCSF
• 2011 – National programme rolled out

• Improved outcomes for children and young people.
• A clear framework and support to develop, champion, and embed race equality and community cohesion work in schools.
• School portfolios are an excellent source of evidence for internal and external monitoring.
• The clear link to school self-evaluation helps to clarify the vision and goals for race equality and school improvement.
• It encourages innovation, partnerships and the engagement of all stakeholders, as well as networking across the city.
• Professional development, personal growth, coaching and empowerment are essential parts of the standard .

• Schools in mainly white settings benefit enormously from the framework and approach to race equality and community cohesion.
• It strengthens partnerships and opens up opportunities for the school to gain recognition.
• Provides models of good practice for dissemination within the city, nationally and internationally.
• It provides external validation.
• Prepares children and young people to become responsible citizens of the world, working to bring about peace.

1.
A whole school approach
2.
School self-evaluation
3.
A written race equality policy
4.
Written anti-racist and anti-bullying policies, with clear procedures to deal with racial harassment and bullying
5.
An effective approach to monitoring and responding to racist incidents
6.
An inclusive policy on the procedures for pupil admissions, assessment and transfer

7.
A written policy for involving parents, carers and the community in working with and supporting the school
8.
An inclusive curriculum which positively reflects a culturally and religiously diverse society, promotes race equality, and prepares pupils to become responsible citizens
9.
An effective monitoring process of black and minority ethnic pupils, particularly to academic attainment and exclusions.
Target should be set for improvement for all groups of children
10.
The effective monitoring of staff recruitment, staff development and governors appointments, with targets for recruitment from ethnic minority groups
11.
Mandatory anti-racist training for all staff and governors
12.
All policies should be linked to an action plan