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Establishing and maintaining an inclusive and welcoming ethos and curriculum across the whole school
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Aiming High: Meeting the needs of newly arrived learners of EAL
If pupils of minority ethnic backgrounds are to make optimal progress, the overall ethos and curriculum of a school should be inclusive and welcoming. Whether or not there is a high incidence of pupils from minority ethnic groups in a school, valuing diversity and challenging racism is relevant to every pupil, and they should all be prepared for life in a pluralist society. The Race Relations (Amendment) Act 2000 states that every school should have a race equality policy which should cover staff, pupils, parents/carers and the wider community.
See Aiming High: Guidance on supporting the education of asylum seeking and refugee children (DfES0287/2004) for help in explaining the value of an inclusive ethos and curriculum to all pupils.
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Resource list: Establishing and maintaining an inclusive and welcoming ethos and curriculum across the whole school
- The Respect for All provided by the Qualifications and Curriculum Authority is a resource bank of examples of ways in which each subject in the National Curriculum, at every key stage, can have a multicultural dimension.
- The iRespect website, created by Gloucestershire County Council's Centre for Intercultural Resources and Language Education, provides information and resources for students, educators and the wider community on the themes of positive tolerance, active citizenship and cultural diversity. It includes detailed lesson plans for teachers, with details of which sections of the National Curriculum they relate to.
- The Commission for Racial Equality provides substantial information and guidance relating to the Race Relations Amendment Act. Choose 'Good practice' on the home page, then 'Sectors', then 'Education'.
- NASUWT have produced a model race equality policy for schools. Examples of the principles it sets out include the creation of a learning environment (within and outside the school) in which pupils feel valued and where all can contribute fully; organisation, delivery and review of the curriculum; and development of curriculum resources that are reflective of ethnic and cultural diversity.
- Ofsted has produced guidance to help school governors and staff to identify what it means to be an inclusive school, Evaluating educational inclusion: Guidance for inspectors and schools (HMI 235).
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