STONEWALL EDUCATION EQUALITY INDEX 2016: Guidance for participants
STONEWALL EDUCATION EQUALITY INDEX 2016
Guidance for participants
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Submission deadline: Thursday 31 March 2016
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Supporting evidence is required for each question. Please remember to provide copies of your
evidence via Dropbox, email or post alongside your submission. Hyperlinks can be integrated into
the submission document - please make sure they can be accessed externally.

Supporting evidence for each question should be clearly labelled with the question number to
which it refers.
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We have set up a confidential Dropbox account to which submissions and supporting evidence
should be uploaded. Please email education.champions@stonewall.org.uk to request your folder to
be set up.
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Full details of how to set up and use Dropbox can be found at the end of this guidance. You do not
need to install Dropbox on your computer to use it as it is web-based.
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If you used Dropbox to submit your evidence and submission previously, then your password
remains the same, and your previous evidence has not been removed from your folder. Please
update the folder so that it only contains the supporting evidence for your 2016 submission.

If you are unable to use Dropbox, you can email your submission to
education.champions@stonewall.org.uk. Please make sure that email attachments are no larger
than 7MB.
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Submissions can be posted to: Sarah Rose, Senior Account Manager, Stonewall, Tower Building,
York Road, London SE1 7NX
Further explanation:
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All supporting evidence should be from within the past two years (i.e. from January 2014 until now).
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If an action is being planned, supporting evidence should be provided showing how it will be
scheduled to begin in the next year (i.e. by March 2017).
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Each question should be answered in no more than 300 words.
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STONEWALL EDUCATION EQUALITY INDEX 2016: Guidance for participants
Part One: The role of the local authority
1. Local authority policy and guidance
Question 1a)
In this question we are looking for written documents offered to schools that include a statement explicitly stating
that they must tackle all forms of prejudice-related bullying and language, including homophobic, biphobic and
transphobic (HBT) bullying and language. The documents should have been written within the past two years.
In the very best local authorities, these documents will also include further information defining HBT bullying and
language, who it affects, how to tackle it and signposting schools to relevant organisations for more information.
If you are planning to produce written guidance for schools, evidence of this is needed, for example a draft copy of
the written document and/or an action plan.
Question 1b)
In this question we are looking at the extent to which policies, practices and procedures are kept up to date and
reflect current anti-bullying legislation, guidance and inspection frameworks. Evidence of when this happened is
also needed.
If you plan to update your policies, practices and procedures, evidence of this is needed, for example an action
plan, which should be scheduled to begin in the next year.
2. Working group
Question 2a)
Local authorities should have at least one established group in which anti-bullying is discussed. Having an item on
its meeting agenda about your anti-homophobia, anti-biphobia and anti-transphobia work in schools will enable you
to make sure this work remains a priority.
Evidence of who is represented in the group and how often they meet is needed. Also required is evidence of
whether the discussion of HBT bullying is as a standing item on the meeting agenda, appears regularly (i.e. is an
agenda item at half or more of the group’s meetings annually) or is ad hoc (i.e. is an agenda item at less than half
of the group’s meetings annually).
If you have an established group that discusses anti-bullying, and it plans to extend its remit to include an item on
HBT bullying, evidence of this is needed, for example an action plan or terms of reference.
3. Training
Question 3a)
In this question we are looking at the extent to which local authority staff who work directly with children and
young people, have up to date knowledge on preventing and tackling prejudice-related bullying and language, and
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STONEWALL EDUCATION EQUALITY INDEX 2016: Guidance for participants
more specifically HBT bullying and language and/or how to support lesbian, gay, bisexual and trans (LGBT) young
people.
Evidence of what training is offered, as well as who received any training, when it took place and what the training
was, is needed. Training should have taken place within the past two years.
If you plan to offer training to local authority staff, evidence of this is needed, for example an action plan, which
should be scheduled to begin in the next year.
Question 3b)
In this question we are looking at the extent to which elected members have been offered training that includes
supporting LGBT young people, particularly in their role as corporate parents.
Evidence of what training is offered, as well as who received any training, when it took place and what the training
was, is needed. Training should have taken place within the past two years.
If you plan to offer training to your elected members evidence is needed, for example an action plan, which should
be scheduled to begin in the next year.
Question 3c)
In this question we are looking at the extent to which your local authority offers anti-bullying training to primary and
secondary school (including academy and free school) governors and staff (this includes the senior leadership
team as well as both teaching and non-teaching staff) and if celebrating difference and preventing and tackling
HBT bullying and language are part of this training.
Evidence of what training is offered, as well as when any training took place, who attended and what the training
was, is needed. Training should have taken place within the past two years.
In the very best local authorities, this training will include presentations from good practice schools and young
people.
Question 3d)
In this question we are looking at the training offered to staff in other settings for example in early years settings,
special schools, PRUs, independent schools and youth settings.
Dependent upon the setting, this training could include training around celebrating difference, diversity of family
make-up and/or preventing and tackling HBT bullying and language. Evidence of what training is offered, as well as
when any training took place, who attended and what the training was, is needed. Training should have taken place
within the past two years.
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STONEWALL EDUCATION EQUALITY INDEX 2016: Guidance for participants
Part two: Working with local schools
4. Engagement with schools
Question 4a)
In this question we are looking at the extent to which young people’s experiences of bullying is known and more
specifically young people’s experiences of HBT bullying. This allows schools and local authorities to gain local data
on HBT bullying and measure progress over time.
If your local authority has carried out a survey which includes specific questions on young people’s experiences of
HBT bullying, evidence of the survey, and its results, are needed. The survey should have taken place within the
past two years.
If your local authority plans to carry out a survey, evidence of this is needed, for example an action plan, which
should be scheduled to begin in the next year.
Question 4b)
Recording and monitoring incidents of prejudice-related bullying is a key part of helping your schools to meet their
duties under the Equality Act 2010 and the current Ofsted inspection framework.
If your local authority has offered guidance which explicitly states that schools must record and monitor incidents of
HBT bullying and language, then evidence of this is needed as well as details of how the guidance was shared with
your schools. If, as according to Stonewall good practice, schools submit regular reports of incidents of HBT
bullying and language to the local authority, you should include details of this.
If your local authority plans to offer guidance which explicitly states that schools must record and monitor incidents
of prejudice-related bullying, including the specific recording and monitoring of HBT bullying and language, then
evidence of this is needed, for example an action plan, which should be scheduled to begin in the next year.
Question 4c)
In this question we are looking for examples of how your local authority has offered age-appropriate support to
schools to:
a. Develop an inclusive curriculum (for example, by offering advice and guidance on how to include in the
broad curriculum: diversity of family make-up (including same-sex parent families); sexual orientation;
gender identity; LGBT people and issues)
b. Include LGBT issues and people in spiritual, moral, social and cultural (SMSC) development and British
values
c. Ensure sex and relationships education (SRE) meets the needs of LGBT pupils
d. Prevent the sexual exploitation of LGBT children and young people
Evidence of what support has been offered is needed and it should have been offered within the past two years.
The very best practice local authorities will include examples of good practice from schools.
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STONEWALL EDUCATION EQUALITY INDEX 2016: Guidance for participants
Question 4d)
In this question we are looking for examples of how support has been offered to schools to encourage them to work
in partnership with others (e.g. in cluster groups or transition work) to celebrate difference and prevent and tackle
HBT bullying.
If your local authority has offered support for schools to encourage them to work in partnership with others to
celebrate difference and prevent and tackle HBT bullying, evidence of this support is needed. You can also include
good practice examples of what schools are doing in partnership with one another.
If your local authority plans to offer support, evidence of this is needed, for example an action plan, which should
be scheduled to begin in the next year.
5. Good practice settings
Question 5a)
In this question we are looking for examples of one or more good practice early years setting, primary school,
secondary school and special school. These settings and schools will have demonstrated areas of good
practice around celebrating difference, and preventing and tackling HBT bullying and language. Evidence of the
work they are doing is needed.
In the very best local authorities evidence of how the good practice has been shared with other schools will also be
given.
Part three: Working with the local community
6. Youth participation
Question 6a)
In this question we are looking for examples of how your local authority involves children and young people in work
to prevent and tackle HBT bullying, for example in anti-bullying ambassador programmes, peer mentoring, peer
awareness sessions and staff training.
If your local authority involves young people in anti-bullying work that includes HBT bullying, evidence of this is
needed and should have taken place within the last two years.
If your local authority plans to involve them in anti-bullying work that includes HBT bullying evidence of this is
needed, for example an action plan, which should be scheduled to begin in the next year.
Question 6b)
In this question we are looking for examples of information that is offered to secondary schools and young people
about local and/or national LGBT support services/youth groups.
Evidence of this is needed. This may include, for example, information leaflets, posters and websites that are
promoted to schools. You may also like to let us know how many schools are offered this information. You need to
be clear as to whether or not young people can access the websites (firewalls, for example, may prevent access).
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STONEWALL EDUCATION EQUALITY INDEX 2016: Guidance for participants
If your local authority is planning to offer schools and young people with information evidence of this is needed, for
example an action plan, which should be scheduled to begin in the next year.
7. Multi-agency working
Question 7a)
In this question we are looking for multi-agency working within your local authority.
If your local authority works with other public, private or third sector services to tackle bullying including HBT
bullying, evidence of who this is and what work has taken place is needed. This should have happened within the
past two years.
If you plan to work with other public, private or third sector services to tackle bullying including HBT bullying,
evidence of this is needed, for example an action plan, which should be scheduled to begin in the next year.
Question 7b)
LGBT organisations – including LGBT youth groups - can provide support to schools and young people to promote
positive messages about LGBT issues, and also help LGBT young people feel more included within the local
community.
In this question we are looking for examples of how your local authority has linked up with LGBT groups (including
Stonewall) or youth groups that provide support.
If your local authority is working with them, evidence of how this is happening is needed. In the very best local
authorities this work will be taking place in both secondary and primary schools.
If your local authority plans to link up with LGBT groups, evidence of this is needed, for example an action plan,
which should be scheduled to begin in the next year.
Question 7c)
In this question we are looking for ways in which mental health support, specifically for LGBT young people, is
promoted to both secondary schools and youth groups. The support that you promote could be offered by a local
and/or national organisations.
If your local authority promotes LGBT-specific mental health support to secondary schools and youth groups,
evidence of how and where you promote this support is needed. This could be in the form of information leaflets or
a website, for example. This should have happened within the past two years.
If your local authority offers LGBT-specific mental health support but don’t currently promote it, evidence of what
support is offered is needed.
8. Celebrating achievements and raising awareness
Question 8a)
In this question we are looking for examples of how your local authority has been involved in, or supported, antibullying conferences or events. Events could include LGBT History Month; International Day Against Homophobia,
Biphobia and Transphobia; Anti-Bullying Week; Transgender Day of Remembrance.
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STONEWALL EDUCATION EQUALITY INDEX 2016: Guidance for participants
If these have included activities to prevent and tackle HBT bullying then evidence of when this took place as well as
the nature of the event is needed. This event should have taken place within the past two years.
If you plan to support anti-bullying conferences or events and it includes activities to prevent and tackle HBT
bullying, evidence of this is needed, for example an action plan which should be scheduled to begin in the next
year.
Question 8b)
It is important to acknowledge and celebrate achievements so that parents, governors, pupils and staff understand
and are aware of the progress being made in the local community’s efforts to tackle homophobia, biphobia and
transphobia. Using the media is a great way to do this.
In this question we are looking for the ways that your local authority has used the local, national or social media to
celebrate achievements in tackling bullying in schools.
If your local authority has used the media to celebrate achievements in tackling HBT bullying in schools then
evidence of this is needed.
If your local authority has used the media to celebrate success but this has not included HBT bullying, please give
examples of this work.
Question 8c)
Please use this section to explain how your local authority measures the impact of the work being done to prevent
and tackle HBT bullying, celebrate difference and support LGBT young people in your local community. We are
looking for a minimum of four different measures of impact.
Evidence could include, for example: demonstration that learning outcomes have been achieved in local authority
staff, teacher, pupil and/or governor training; an increased number of primary and secondary schools sharing good
practice; local data demonstrating reduced rates of HBT bullying and improvements to LGBT young people’s wellbeing as well as increased rates of recognition of the local LGBT youth group amongst young people.
Question 8d)
Please use this section to tell us about anything relevant that you have not had the chance to discuss in the
questions. This could include, for example, evidence of a sample review of schools’ anti-bullying policies to see if
they contain reference to HBT bullying.
You could also use this as an opportunity to show how your work intersects with other protected characteristics (for
example any work you have done on multiple identities e.g. around the needs of LGBT BME young people, or
LGBT young people who have a special educational need or disability).
This is an opportunity to showcase what you consider to be any additional good practice in your local authority.
Please do not use it to summarise your submission.
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STONEWALL EDUCATION EQUALITY INDEX 2016: Guidance for participants
Accessing Dropbox
If you used Dropbox to submit your evidence and submission previously, then your password remains the
same, and your previous evidence is has not been removed from your folder. Please update folder so that
it contains the supporting evidence for your 2016 submission.
If you have requested access to Dropbox via education.champions@stonewall.org.uk you will receive the following
email:
Please check your Junk and Spam folders as sometimes these emails are marked as spam. Simply click on the link
‘View Education Champion’ and this will be changed to the name of your organisation when you request access.
You will then be taken to the Dropbox site and required to login. If you already have an account you may need to
create a new account with your organisation email address. Please ensure you use the email address that you
received the invite to, as this is how access is given to you.
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STONEWALL EDUCATION EQUALITY INDEX 2016: Guidance for participants
Once the account has been created, you will be forwarded to the page below. Simply click on the link in the second
point it will take you to the shared folder:
You can now right click on that page and select Upload. This will then allow you to browse your computer to upload
the files:
To access the Dropbox folder simply browse to http://www.dropbox.com. Log on with your newly created account
and you have the folder listed on screen.
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STONEWALL EDUCATION EQUALITY INDEX 2016: Guidance for participants
If you wish to share access to other members in your team, simply right click on the folder in the Dropbox portal
and select ‘Shared folder option’:
Enter the email address of the user that you want to share the folder with if you need to send to multiple users
simply put ; at the end of the email and it will allow you to enter another email. Click send invites and the user will
need to create a Dropbox account to access this share:
.
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