By Geoffrey Stanford, Headmaster, Royal Grammar School, Newcastle.
The Royal Grammar School, Newcastle, recognised for Outstanding Commitment to Inclusion
At a time when Equality, Diversity and Inclusion is under pressure, it was a real pleasure to see the publication of the report from our recent inspection specifically highlighting the RGS’s “commitment to promote a highly developed awareness of and sensitivity towards diversity in the pupils” as a significant strength of the RGS.
Under the new ISI framework, the accolade of “significant strength” is a rare distinction that is awarded if it demonstrates a clear, measurable, and profoundly positive impact on pupils if the aspect of the educational provision:
1. shows a deep understanding of and aspiration for pupils’ development of knowledge, skills, and understanding.
2. is attributable to the knowledge, skills and decision making of leaders, managers and/or staff.
3. has very clear and highly beneficial impact for pupils involved.
The report states that “pupils speak with confidence about cultural and economic diversity, neurodiversity and protected characteristics. Their participation in voluntary and partnership opportunities within the community, and their behaviour, reflect this positive approach to inclusion.” This was illustrated by the success of a student-led week-long cultural festival organised by RGS Diversity, which aimed to help people become more confident and prouder of their backgrounds and ethnicity. The celebration of world cultures here at RGS featured musical and dance performances, national dishes that were served at lunchtime, and a range of activities such as Japanese calligraphy lessons. The week culminated in a joyful day of cultural dress, where students proudly wore outfits ranging from saris to kilts.
In recent years, following an audit exercise, the school has embarked on a transformative journey to enhance our approach to EDI. This initiative led to the implementation of an action plan, resulting in significant developments across various facets of our institution. We have systematically integrated EDI themes into our schemes of work and proactively promoted diversity in our recruitment materials. Our Special Educational Needs and Disabilities (SEND) provision has been restructured and centrally relocated within the school, ensuring that students with SEND receive support to perform on par with their peers. Additionally, we have actively invested in expanding our fundraising efforts for bursaries and partnership initiatives.
Alongside these advances, we recognise the need to diversify our teaching staff further to provide representative role models for our students. While we diligently work towards this goal, we are committed to fostering an environment where all staff members serve as allies. This commitment is particularly vital given that our student body is notably diverse, encompassing individuals of all faiths and none. In a world where conflicts are increasingly prevalent, it is essential for our students to appreciate the value of diversity. We encourage them to consider the perspectives of others and subscribe to the ethos at the RGS of developing a sense of belonging and a belief in each other. If, for whatever reason, someone does feel marginalised, our robust pastoral systems are designed to identify concerns and provide necessary support through peer mentors and trusted adults. Above all, we strive to ensure that every student, regardless of their background, enjoys a positive educational experience at RGS.
www.rgs.newcastle.sch.uk