1. Zoe NYE Steven PUTTICK Jenny WYNN
Diversity Education
Zoe NYE
Steven PUTTICK
Jenny WYNN

2. Why? Ofsted inspection 2015 (June & December)
“Improve trainees’ preparation for meeting the needs of students from a broad range of ethnic minority backgrounds, taking due consideration of cultural sensitivities in their planning of lessons and classroom delivery.”
“Address trainees weak understanding of what constitutes PSHEE and citizenship, which is restricting their ability to contribute effectively to students’ personal development and welfare.”

3. Trainee ITE surveys 2015
to confidently teach Black and Minority Ethnic pupils
– 81% well or very well
to teach pupils who are learning English as an additional language
- 86% well or very well

4. Not just one day….
….but one week

5. The diversity of Lincolnshire: summary population statistics

6. Lincolnshire demographics
- Largely rural county
- Uneven population distribution
2679 people per km2 in Lincoln
Range in the rest of the county:
77 people per km2 in East Lindsey
181 people per km2 in Boston

8. Lincolnshire demographics
The majority of migrant workers are from within the EU (NOMIS 2014)
Population profile by ethnicity remains overwhelmingly white

9. Population of Lincoln by Ethnicity, from 2011 Census (NOMIS 2014)

10. The Practicalities What did we set up?
a range of experiences with the aim that our trainees should be able to understand the experiences that our young people/pupils go through
to enable our trainees to support their pupils, to have empathy for the pupils’ lives and the ability to connect and to build meaningful relationships with others
to make them better teachers and more compassionate tutors

11. Timetable for the week Monday : Tuesday to Thursday : Friday:
visiting speakers
Tuesday to Thursday :
three days of placements in high-proportion BME schools and with Social Services
Friday:
a day to reflect and internalize their experiences, through the medium of film-making.

12. Monday University day – all students
Talk by Stonewall trained teacher [Rachel Knowles – LCHS]
Talk by trans-speaker [Finn Grieg of Gendered Intelligence]
Talk by the Forced Marriage Unit [FMU, Noori Said – The Home Office]
Trainees complete the “Recognising and Preventing FGM Training” online provided by the Home Office.

13. Tuesday to Thursday
Placements for Core trainees and released School Direct trainees.
2 days with Social Services, vulnerable children’s groups.
With grateful thanks to Sam Clayton.
Principal Child and Family Social Worker.

14. Tuesday to Thursday
Placements for Core trainees and released School Direct trainees.
2 days with Social Services, vulnerable children’s groups.
[Clip of spreadsheet showing range of placements]
With grateful thanks to Sam Clayton the XXXX

15. Tuesday to Thursday
Placements for Core trainees and released School Direct trainees.
1 day at an ethnically diverse school.
Soar School, Leicester – 37 languages spoken.
Gateway College, Leicester – over 40 languages spoken.
Jack Hunt School, Peterborough – 58 languages spoken.
Introduction by school staff – leadership and subject areas.
Opportunity to meet student groups
Opportunity to observe lessons

16. Friday Debriefing on experience.
Film-making one aspect which resonated with the trainee
Why film-making?

17. Data Collection
A wide range of data was collected, which was analysed in line with a mixed methods methodology:
A questionnaire of trainee confidence with issues related to diversity, was completed by all trainees before and after the enrichment placements – February 2016.
Questions were added to the existing ‘Trainee ITE survey’ that is normally completed after placements – June 2016.
All trainees were asked to give ‘two stars and a wish’ to each aspect of the training on an anonymous survey site – February 2016

18. Data Collection
In-depth case studies of three trainees was conducted; they kept a journal to record their experiences during the week. The team chose three trainees who they felt provided a wide and differing range of experiences prior to the course and approached them directly – February 2016
One further trainee’s experience was studied in greater detail through semi-structured interviews before and after the enrichment week – February 2016
In order to reflect and make meaning out of the week, all trainees created videos at the end of the enrichment week – February 2016.

19. Black and Minority Ethnic (BME)
Visits to Gateway College, Leicester & Jack Hunt School, Peterborough
72 different languages registered in one school
Introduction, tour & subject specific department visit; observed lessons, opportunity to speak with students about their learning
Lunch and meeting student leadership team, students, then meeting ‘Progress Coaches’ for Q&A session

20. Diary reflections - BME
“It has been an interesting day to see how such a diverse environment can be very harmonious.”
“Throughout the day I actually felt quite intimidated, as I did feel like the ethnic minority in that college. The part I will definitely remember the most was walking into the large corridor, the students stopped talking as loudly and were staring at us, there were a few quiet murmurs and it suddenly hit me that this was what it was like to be considered an ethnic minority. It definitely changed my perception of things.”
“All entitled to an education regardless of other factors.”

21. ‘Accepting many different ways of life in the UK will strengthen us as a nation.’
Attended Monday only: no change (0.18), not statistically significant at the 5% level.
Attended All week: positive change in confidence (0.23), statistically significant at the 5% level.
Before & After survey

22. ‘I feel confident to teach BME pupils.’
Attended Monday only: no change (0.16), not statistically significant at the 5% level.
Attended All week: positive change in confidence (0.25), statistically significant at the 5% level.
Before & After survey

23. Forced marriage One aspect perceived to be rooted in other cultures….
Excerpts from Trainee-made video

24. Trainee ITE survey 2016
to confidently teach Black and Minority Ethnic pupils
– 96% well or very well
to teach pupils who are learning English as an additional language
- 82% well or very well

25. Gender
Analysing changes in attitudes and confidence in teaching transgender pupils.

26. ‘There are no transgender pupils in my placement school.’
Attended Monday only: positive change in confidence (0.06), but not statistically significant.
Attended All week: positive change in confidence (0.65), statistically significant at the 5% level.
Before & After survey

27. ‘I feel confident to discuss transgender issues with my pupils.’
Attended Monday only: positive change in confidence (0.69), but not statistically significant.
Attended All week: positive change in confidence (0.48), statistically significant at the 1% level.
Before & After survey

28. ‘I know how to recognise incidents of transphobia in school and make an appropriate professional response.’
Attended Monday only: positive change in confidence (0.84), but not statistically significant.
Attended All week: positive change in confidence (1.34), statistically significant at the 0.1% level (p=0.000 or p < 0.001)
Before & After survey

29. Gender Were the results sustainable to the end of the academic year?
How well did trainee teachers feel they had been taught in June 2016?
90% of trainees indicated they had been taught well or very well how to teach transgender pupil.

30. Gender
‘Astounding to think, as with homosexuality, just how long it has taken for society to openly engage with and debate these issues. How long so many have suffered repression and isolation due to a simple lack of understanding/awareness/education.’
Trainee feedback survey

31. Gender
‘That I never really considered myself as having a gender identity before.’
‘Really helped me to understand this incredibly nuanced area of social anthropology.’
‘Really valuable information given, as I felt quite ignorant based on the topic.’
‘Good to understand the importance of pronouns, and also the legalities surrounding transgender issues.’
Trainee feedback survey

32. Sexuality

33. ‘I feel confident to discuss lesbian, gay and bisexual issues with my pupils’
Attended Monday only: positive change in confidence (0.32), but not statistically significant.
Attended All week: positive change in confidence (0.42), statistically significant at the 5% level.
Before & After survey

34. ‘I know how to recognise incidents of homophobia in school and make an appropriate professional response’
Attended Monday only: positive change in confidence (0.57), not statistically significant at the 5% level.
Attended All week: positive change in confidence (0.53), statistically significant at the 5% level.
Before & After survey

35. What have you learnt from today. 1. LBGT+
What have you learnt from today? 1. LBGT+. I’ve learnt what the plus ‘+’ means, and that there are so many more ‘categories’ that could describe a person’s sexual preference. For example, pansexual or gender fluid. Also the possibility of homophobia in the staffroom.
Trainee teacher (journal)

36. “I’ve guessed that some students might be gay, based on stereotypes
“I’ve guessed that some students might be gay, based on stereotypes. Um, in particular males acting in a feminine- traditionally feminine way. But I couldn’t say that they’ve actually told me that they’re gay…” Trainee teacher (before DW interview)

37. “in general my attitude…with people in life has very slightly changed…for example, if someone…just dropped in casually ‘oh yeah and they’re gay’ when it had no relevance at all on this person, that now seems a bit more odd to me that people actually distinguish people by their sexuality or their preferences” Trainee teacher (after DW interview)

38. “Although I didn’t consider myself to be at all prejudiced before receiving the information from today, there was a lot I had never thought about and I can now prepare myself more for situations where issues such as these arise in school. I feel more empowered to challenge homophobic bullying and to assist students’ understanding of various issues where necessary, but mostly to create an absolutely inclusive and safe environment”
Trainee teacher (journal)

39. Snippets from trainee-made video

40. Conclusion
“A fantastic day and very useful to my course! I would definitely recommend everyone has an opportunity to do this while teacher training.”
“Brilliant day. Opened my eyes to what goes on outside of the education setting in terms of support for children and safeguarding.”
“Very, very emotional.”
Trainee comments on Social Services placements