Stonewall Education Equality Index 2017

STONEWALL EDUCATION EQUALITY INDEX 2017: Guidance for participants

STONEWALL EDUCATION EQUALITY INDEX 2017 Guidance for participants

 Submission deadline: Friday 24 March 2017

 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 the links can be accessed externally.

 Supporting evidence for each question should be clearly labelled with the question number to which it refers.

 We have set up a confidential Dropbox account to which submissions and supporting evidence should be uploaded. Please email [email protected] to request your folder to be set up.

 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.

 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 2017 submission.

 If you are unable to use Dropbox, you can email your submission to [email protected]. Please make sure that email attachments are no larger than 7MB.

 Submissions can be posted – please contact us at [email protected] for the address

Further explanation:

 All supporting evidence should be from within the past two years (i.e. from January 2015 until now).

 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 2018).

 Each question should be answered in no more than 300 words.

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 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 and independent schools.

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.

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 are known and more specifically young people’s experiences of HBT bullying, and the health and wellbeing needs of LGBT young people. This allows schools and local authorities to gain local data on HBT bullying and the specific health and wellbeing needs of LGBT young people and measure progress over time.

If your local authority has carried out surveys which include specific questions on young people’s experiences of HBT bullying and/or can be used to identify specific health and wellbeing needs of LGBT young people, evidence of the surveys, and their results, are needed. The surveys should have taken place within the past two years.

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.

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). 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.

Question 6c)

In this question we are looking for examples of how your local authority involves the voice of LGBT young people at a strategic level.

If your local authority involves LGBT young people at a strategic level, for example in the commissioning of services or in consultation processes, evidence of how they have been involved is needed. This should have happened within the past two years.

If you plan to involve LGBT young people at a strategic level, 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, anti- bullying conferences or events. Events could include LGBT History Month; International Day Against Homophobia, Biphobia and Transphobia; Anti-Bullying Week; Transgender Day of Remembrance and/or Bi Visibility Day.

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 and/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 that has occurred over the past year in your local authority. Please do not use it to summarise your submission.

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 2017 submission.

If you have requested access to Dropbox via [email protected] 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.

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.

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: