Strategic Inclusion Activities
Foreword
Royal Russell is an open, ambitious, courageous and distinctive community.
We feel it is important to share our inclusion activities within our own community and beyond. We recognise that this is a journey and inclusion does not stop with a ‘check list’ of activities. We will continue to question whether actions and initiatives are as inclusive as they can be and we will continue to learn from growth experiences on our journey.
In collating our strategic inclusion activities, we have reflected upon our four Strategic Priorities: Learning, People, Community and Place. This is because we feel inclusion is an area which has strategic importance for the School and is a thread which must flow through all activities.
As a school, we have a central role to play in educating our pupils about the importance of inclusion and we want our community to have a clear understanding about what Royal Russell will be doing to shift gear on inclusion and play our part in the wider conversation.
We are determined to be part of a future where no pupil is made to feel ‘less than’ because of their ethnicity, gender, ability, religion, sexual orientation, nationality or for any other reason.
Strategic Inclusion Activities I Royal Russell School
Our Commitment
Deliver an inclusion strategy with clear aims and measurable targets.
Engage with staff, pupils, parents and carers and the wider community in our plans.
Audit and review current practices and process to establish clear baseline data.
Listen to our community to understand what action they want to see and how they want to be included.
Collaborate with experts in the field to help us to deliver on our plans.
Feed back to the community on progress we are making, ensuring we are accountable.
Implementation
Shifting gears on inclusion at Royal Russell will not be possible without the engagement of all areas of our community. In carrying out our strategic inclusion activities, we will continue to engage positively with pupils, staff, parents and carers, governors and our wider community. We will engage with experts when required in order to deliver on our plans. Our aim is that these strategic inclusion activities will become embedded in Royal Russell culture and that inclusion will be a demonstrable thread which runs through all activities.
We all have our part to play:
Staff
We expect all members of staff to be positive role models for our young people. We will equip staff with the tools they need to deliver an inclusive curriculum and also to challenge behaviour which seeks to undermine our inclusive community.
Pupils
We expect all pupils to conduct themselves in line with our values: ambitious, open, distinctive and courageous. Pupils will share their lived experience and contribute to debate within and inclusive curriculum. We will equip pupils with the tools they need to challenge behaviour which seeks to undermine our inclusive community.
Parents and Carers
We are engaging with parents and carers around our inclusion initiatives and sharing our findings with them. We ask parents and carers for their support in equipping our young people with the tools they need to challenge behaviour which seeks to undermine our inclusive community.
Our Community
We will work collaboratively with our local community and develop meaningful relationships which help to enhance our inclusion activities. Whenever possible, we will seek to contribute to existing community initiatives and to share best practice with schools and businesses alike.
Strategic Inclusion Activities I Royal Russell School
Community
Area Review and Findings
Pupil attitudes to race and ethnicity
Actions
Periodically, a survey is conducted by Flair to understand attitudes to race and ethnicity amongst pupils at Royal Russell. In response to the data, the following actions were agreed for 2022/2023:
1. Annual communication of clear guidelines on how to report and deal with racist discrimination, harassment and incidents, including the consequences for perpetrators of racism. This annual communication cycle is in progress along with clear signposting of what to do if pupils experience discrimination.
2. Programme of Wellbeing activities and assemblies which outline how to have conversations around race and racism and the impact of racist behaviours. This is embedded into the PSHE curriculum, appropriate to each year group. Additionally, the Respect Charter has been introduced which includes attitudes to race and ethnicity explicitly.
3. House-based programme of activities focused on expressing cultural identities confidently and respectfully. This is embedded into the House-based annual programme of activities, for example annual Lunar New Year event, Ghanaian culture event and Diwali celebrations.
4. Ongoing collation of pupil voice through the pupil-led Inclusion Group, including feedback on the success of actions and highlighting areas for improvement. This is well established. Recent topics have included misogyny and racism and how it can be tackled. The group was introduced to the Wellbeing lessons in all year groups from September 23 to encourage a larger spread of representation across different year groups.
5. Staff follow up in stages with all victims of racist incidents ensurethere are no ongoing issues. Additionally, the behaviour policy has been updated to ensure this process is captured.
1. Re-survey in Spring 2026 to monitor progress.
2. Annual communication of clear guidelines on how to report and deal with racist discrimination, harassment and incidents, including the consequences for perpetrators of racism.
3. End of year evaluation of programme of Wellbeing activities and assemblies which outline how to have conversations around race and racism and the impact of racist behaviours.
4. End of year evaluation of house-based programme of activities focused on expressing cultural identities confidently and respectfully.
5. Ongoing collation of pupil voice through the pupil-led Inclusion Group, including feedback on the success of actions and highlighting areas for improvement.
6. End of year evaluation of racist incidents and their outcomes to ensure there are no ongoing issues/ identify patterns.
Staff attitudes to race and ethnicity
A bi-annual survey is conducted by Flair to understand attitudes to race and ethnicity amongst staff at Royal Russell. In response to the data, actions are agreed and the review of these actions is as follows:
1. Racial literacy training has been carried out for all staff – empowering staff members to feel confident having conversations about race and racism. The initial sessions took place in 2022 for all staff with refresher sessions held annually.
2. Ongoing inclusion of racial literacy in the annual staff development calendar. This is in place and is refreshed annually.
3. Transparent and inclusive recruitment processes are in place and are reviewed annually.
4. Diversity and inclusion training for all staff which includes unconscious bias is refreshed annually.
5. Annual re-communication of the diversity and inclusion resource hub on Firefly takes place annually in September.
1. Re-survey in Spring 2026 to monitor progress.
2. Ongoing programme of racial literacy training – empowering staff members to feel confident having conversations about race and racism.
3. Ongoing inclusion of racial literacy in the annual staff development calendar.
4. With regard to the ethnic diversity of teaching staff, please see Transparent and inclusive recruitment process (page 4) actions.
5. Continue with the diversity and inclusion training for all staff which includes unconscious bias.
6. Re-communication of the diversity and inclusion resource hub on Firefly.
Community
Area Review and Findings
Parental
perception of how we tackle behaviour which seeks to undermine our inclusive community
Parents may hear of poor behaviour from their child, however, will not necessarily know the outcome of how that behaviour was dealt with. In some instances, this has led to a perception that either behaviour is not being dealt with or that the matter is not taken seriously enough. The following actions were agreed:
1. The behaviour dashboard which categorises the number of race-based, gender-based, sexual orientation-based, religion-based or physical incidents that term as well as the number of sanctions applied due to those incidents is in place and ongoing.
2. Ensure policies which address how we will tackle poor behaviour from pupils are easily available to parents. This is in place and ongoing.
3. The School visibly and vocally use incremental reassurance to affirm to the community how important inclusion is to the School.
4. The School report back to the termly Inclusion Group on how the School is consistently reaffirming the importance of inclusion and demonstrating how this is lived and breathed through day to day school activities. This is in place and ongoing.
5. The strategic inclusion activities report is shared with the Royal Russell community to demonstrate our commitment to continual improvement in this area. This is in place and ongoing.
6. The Respect Charter was introduced in the Senior School which has been widely and consistently communicated to the school community. This is in place and reference to it is ongoing. This year it was further developed with discussion groups and activities in houses, year group assemblies.
Actions
How we represent our inclusive community externally in terms of imagery and language
A review of the image library for use in all media assets takes place annually to ensure it is truly representative of our Royal Russell Community. The brand guidelines and tone of voice document which staff use as a guide to creating materials was also reviewed to ensure it includes inclusive imagery and language.
1. We continue to ensure that all new photography briefs given to commissioned photographers/ videographers and curriculum colleagues specify that all imagery must reflect our inclusive community.
2. The brand guidelines and tone of voice require that language is accessible and engaging to a global audience. This is communicated to staff at induction and INSET annually.
3. We continue to ensure that all assets created are checked by the Director of Marketing, Admissions and Engagement for inclusive language and imagery before sign-off.
Strategic Inclusion Activities I Royal Russell School
1. The behaviour dashboard will be reviewed by the new
she starts her role in September 2024.
2. Visibly and vocally use incremental reassurance to affirm to the community how important inclusion is to the School.
3. Report back to the termly Inclusion Group on how the School is consistently reaffirming the importance of inclusion and demonstrating how this is lived and breathed through day to day school activities.
4. Share strategic inclusion activities report with the Royal Russell community to demonstrate our commitment to continual improvement in this area.
5. Introduction of the Respect Charter in the Senior School which was developed in conjunction with a pupil panel has been well received. This will continue to be a key component of community life.
1. We will continue to ensure that all new photography briefs given to commissioned photographers/ videographers and curriculum colleagues specify that all imagery must reflect our inclusive community.
2. The brand guidelines and tone of voice require that language is accessible and engaging to a global audience. This will continue to be communicated to staff at induction and INSET.
3. We will continue to ensure that all assets created are checked by the Director of Marketing, Admissions and Engagement for inclusive language and imagery before sign-off.
Deputy Head – Pastoral when
Community
Area Review and Findings
How we communicate the culture at
Royal Russell talks about culture and inclusion through external and internal messaging. In tandem with the action plan resulting from the Flair survey, it is important to reaffirm the inclusive culture at Royal Russell whenever appropriate. In this way, messaging becomes embedded, lived and breathed rather than tokenistic or performative.
The following activities are in place in response to previous reviews and actions cycles:
1. A calendar of annual events for celebration/ discussion will be honoured. This is in place and ongoing.
2. Messaging from the Headmaster will affirm importance of inclusion when appropriate. This is in place and ongoing.
3. All printed and digital media will celebrate and champion our inclusive community. This is in place and ongoing.
4. Messaging regarding vision and values affirmed throughout the year to internal and external audiences. This is in place and ongoing.
5. Actively seek feedback from all areas of our community regarding what is working well and areas they would like to see improvement. This is in place and ongoing.
Actions
Pupil voice
1. Representation from pupils at the lower end of the school in the Pupil Councils was relatively low.
2. LGBTQ+ school assembly led by pupils from the Rainbow Group.
3. Neurodiversity; the library re-design taking place over the summer has taken this into account based on input from pupil voice.
Strategic Inclusion Activities I Royal Russell School
1. A calendar of annual events for celebration/ discussion will be honoured.
2. Messaging from the Headmaster will affirm importance of inclusion when appropriate.
3. All printed and digital media will celebrate and champion our inclusive community.
4. Messaging regarding vision and values affirmed throughout the year to internal and external audiences.
5. Actively seek feedback from all areas of our community regarding what is working well and areas they would like to see improvement.
1. Development of pupil councils: now two separate councils, one for Years 7-9, one for Years 10-13 to encourage those in the lower school to feel confident in attending meetings and sharing their opinions.
2. Pupil voice in development of new Sixth Form uniform guidance
Royal Russell School
People
Area Review and Findings
Transparent and inclusive admissions process
Actions
A further review of admissions processes, documentation and outcomes for pupils in 2023/24 found that Based on ethnicity data for London, we are within 1% of regional ethnic diversity for London (in London 40.2% of residents identified with either the Asian, Black, Mixed or Other ethnic group). Our student body is broadly representative of the community which we serve.
The following actions were agreed:
1. Whilst we believe that our student body is broadly representative of the community which we serve, we ensured this trend is ongoing by providing unconscious bias and inclusion training for all staff involved in admissions decision making processes. This was initially completed in 2022 and remains an annual activity.
2. Ethnicity data is captured at registration point and monitored year on year to ensure we are still performing well in this area.
1. Whilst we believe that our student body is broadly representative of the community which we serve, we will ensure this trend is ongoing by providing unconscious bias and inclusion training for all staff involved in admissions decision making processes.
2. We will continue to capture ethnicity data at registration point and monitor these figures year on year to ensure we are still performing well in this area.
Transparent and inclusive recruitment process
Data held around ethnicity of staff is not comprehensive and this is an area that the School is looking to improve upon, with some early signs of improvement.
Anecdotally, the operations team is closer to the regional ethnic diversity for London whilst the teaching team is below the 40.2% mark. The following actions were agreed:
1. A review the platforms for advertising roles took place to ensure a) the platform is inclusive b) the language we are using is inclusive c) the imagery we are using is inclusive. This item was completed and we continue to review annually.
2. All hiring managers have undergone unconscious bias training within the Diversity and Inclusion online training module. This is in progress and ongoing.
Strategic Inclusion Activities I Royal Russell School
We want to ensure the best person for a role is recruited to that position. We also recognise the importance of having the strongest possible candidate pool from which to appoint. To that end, we will undertake the following activities to ensure we remove perceived barriers to those applying for roles.
1. Review the platforms for advertising roles to ensure a) the platform is inclusive b) the language we are using is inclusive c) the imagery we are using is inclusive.
2. All hiring managers undergo unconscious bias training within the Diversity and Inclusion online training module.
3. Collate Royal Russell Career Stories for use from September 24 onwards. The career stories will feature a cross section of staff sharing their experience of working at Royal Russell with the purpose of illustrating that our staff are not ‘cookie cutter’. The desired result being that people can see themselves working here and are therefore more likely to apply.
People
Area Review and Findings
Defined EDI staff recruitment activities.
A review found that whilst Equality, Diversity, and Inclusion (EDI) are embedded in the recruitment process for staff at Royal Russell School, all activities were not codified in one place in a defined strategy which could be shared with our community. It was agreed to define the strategy within this Stategic Inclusion Initiatives document.
A particular weakness which has been identified was the ethnic diversity amongst teaching staff in comparison to the pupil and family body of the school. In order to effectively monitor this, data about the ethnicity of staff members was collated. This data was analysed alongside the School Workforce Census 2023/24. We found the following:
Actions
British (inc any other Black/African/Caribbean background)
Mixed/Multiple Ethnic Groups
Asian/Asian British (inc
Indian/Pakistani/Bangladeshi/Chi nese/Any other Asian background)
Other Ethnic Group
Strategic Inclusion Activities I Royal Russell School
We have codified the EDI staff recruitment activities that Royal Russell undertakes as below in order to:
• To ensure a fair and transparent recruitment process.
• To attract a diverse pool of candidates that reflects the diversity of the student body and the wider community.
• To provide equal opportunities for all individuals, including those from underrepresented or marginalized groups.
• To develop an inclusive workplace culture where all staff feel valued and supported.
Our specific EDI recruitment-focussed activities are:
Job Advertising and Outreach
• Inclusive Language: Job descriptions and advertisements are be reviewed to ensure that the language used is inclusive, free from bias, and accessible to all. We avoid gendered language and unnecessary qualification requirements that may inadvertently exclude certain groups.
• Broadening Reach: We use a wide range of platforms to advertise job openings, ensuring we reach diverse audiences. This includes local and national publications and platforms such as BAMEd and the Afro Caribbean Education Network.
Attracting a Diverse Candidate Pool
• Building Relationships: We develop partnerships with local community organisations and networks that represent diverse groups, including disability groups, diverse ethnic groups, and other underrepresented communities.
Ensuring Equal Opportunity in Shortlisting
• Anonymised Shortlisting: To mitigate unconscious bias, initial shortlisting is done anonymously, where possible, with names, gender, and other demographic information removed from applications.
• Clear Criteria: The shortlisting criteria are based on specific skills, experiences, and attributes required for the role. These criteria is transparent and shared with all candidates.
People
Area Review and Findings
Actions
Whilst the ethnic diversity of the teaching population at Royal Russell is within a few percentage points of the national average, we recognise that we would like it to be closer to that of the pupil and family population of our community. To that end, we undertake several activities to move towards this goal. These are now codified within this document for transparency.
Interview Process
• Bias-Free Interviews: All interviewers trained in unconscious bias. Structured interviews with standardised questions will be used to ensure fairness.
• Adjustments for Disabilities: We ensure reasonable accommodations are available for candidates with disabilities, such as accessible interview formats or communication support, where required.
• Supportive Environment: Candidates are encouraged to disclose any needs or concerns they have in advance of the interview to ensure that they are comfortable and can perform to the best of their ability.
Training and Development for Recruitment Staff
• Unconscious Bias Training: All staff involved in recruitment undergo unconscious bias training to help them recognise and counteract any biases they may have during the recruitment process.
• General EDI training: to equip all staff with the skills to engage respectfully and effectively with candidates from diverse backgrounds.
Monitoring and Evaluation
• Regular Monitoring: Track the diversity of applicants, shortlisted candidates, and those appointed to ensure that there are no disparities in the process.
• Annual Review: We conduct an annual review of the recruitment process to assess its effectiveness in attracting and hiring diverse staff.
Inclusive Workplace Culture
• Supportive Induction: Provide an inclusive induction for all new staff, which emphasises the school's commitment to diversity and inclusion.
• Staff Wellbeing: We promote a culture where all staff feel their wellbeing is prioritised, and ensure there are clear policies in place to deal with bullying, harassment, or discrimination.
Policy review
The review sought to understand whether Royal Russell policies reflect our inclusive community and that policies and procedures in this area are up to date and easy to access.
All policies pertaining to staff and pupils do reflect our inclusive community and are clear, concise and easily accessible. Policies are reviewed periodically and updated as necessary.
1. All policies across the School have been reviewed by an external expert with a focus on compliance, inclusion and consistency between policies.
2. We will continue to internally review policies periodically and update them where necessary.
3. Each academic year, the policies and where they can be accessed will continue to be communicated to all staff and families.
Learning
Area Review and Findings
Inclusion within the learning space
Actions
In 2023/24 the following has taken place:
1. Senior School Deputy Head, Learning reviewed opportunities across all subject areas for diversification of texts studied and case studies used within classes. HODs have been using publications from Times Higher Education and NSEAD to expand their knowledge and understanding of how to decolonise the curriculum. HODs have been sharing best practice in meetings and using Department Learning Together time to further decolonise the curriculum.
2. Creation of an action plan with the Heads of Department across the Junior School and Senior School to identify where themes of equality, diversity and cultural relativity are embedded into material and activities, relating these to real world scenarios; and identify opportunities to expand upon them. This is in place and ongoing.
3. Working with the pupil Inclusion Group, understand the pupil voice in relation to the sharing of diverse experiences and voices both within the curriculum and in cocurricular activity. Feed outputs into the action plan where appropriate. This is in place and ongoing.
4. All departments have developed Curriculum Maps for every year group that clearly identify how pupils will celebrate diversity and inclusion in every subject, in every year group.
5. Key staff undertaking training relating to tackling misogyny in schools
6. Library and reading books in the Junior School have been reviewed to ensure they are representative of our community.
In the Senior School
• We have developed a new Vision for Learning Excellence that will be launched in September 2024 and which seeks out opportunities to celebrate diversity and inclusivity. Colleagues will receive feedback on this in learning walks and observations.
• Senior School Deputy Head, Learning to conclude their findingson the opportunities across all subject areas for diversification of texts studied and case studies used within classes.
• Revision of action plan with the Heads of Department across the Junior School andSenior School to identify where themes of equality, diversity and cultural relativity areembedded into material and activities, relating these to real world scenarios; and identifyopportunities to expand upon them.
• Working with the pupil Inclusion Group, understand the pupil voice in relation to the sharingof diverse experiences and voices both within the curriculum and in co-curricular activity. Feed outputs into the action plan where appropriate.
• As part of the new Vision for Learning Excellence, we have defined clear learning values for our pupils too. This includes being "open": being a positive member of the School community and engaging respectively with ideas and the opinions of others. Encouraging pupils engagement with these values will happen in Tutor Time, assemblies, lessons and co-curricular opportunities.
• All departments have developed Curriculum Maps for every year group that clearly identify how pupils will celebrate diversity and inclusion in every subject, in every year group.
In the Junior School
• Explore future inclusion initiatives in relation to gender, gender questioning (in light of Gender Questioning Children Non-statutory guidance) and misogyny
• Explore future inclusion initiatives in relation to socioeconomic diversity
• Collect pupil voice around inclusion in a measurable context
• Revision of action plan with the Heads of Department across the Junior School and Senior School to identify where themes of equality, diversity and cultural relativity are embedded into material and activities, relating these to real world scenarios; and identify opportunities to expand upon them.
• We will continue to review our curriculum through the lens of race and ethnicity as we conduct regular reviews and updates in all subject areas
• Academic progress being tracked by ethnicity.
• More pupils are being given the opportunity to take part in coeducational matches and training with positive impact on all pupils
Learning
Area Review and Findings
Special educational needs and disabilities In 2023/24 the following training has taken place:
1. Neurodiversity training in the Junior School
2. Introduction of provision map software for tracking progress of pupils with SEND.
3. SEND refresher courses
4. Curriculum access for children with SEND training
5. Impact on mental health on young people with SEND training.
6. The SEND code of practice (11-18 years) training.
7. Tooled-up training modules.
8. Pupil led assembly about neurodiversity and learning superpowers
9. Neurodiversity week celebrated in the Junior School
10. Learning success reviews confirm progress made by all pupils including SEND
11. School-wide approach to learning aids and display material to support SEND need
Actions
Strategic Inclusion Activities I Royal Russell School
1. Working with the pupil Inclusion Group, understand the pupil voice in relation to the sharingof diverse experiences and voices both within the curriculum and in co-curricular activity. Feed outputs into the action plan where appropriate.
2. Continue specialist training for selected colleagues as well as generalist training delivered during INSET for all teaching staff.
3. Ensure SEND is visibly considered within the senior school curriculum review.
4. Ensure the latest SEND support is factored into the new Junior School building project.
Place
Area Review and Findings
Facilities A review of the accessibility of buildings and facilities was conducted. The Equality Act 2010 requires reasonable adjustments to be made in relation to accessibility beyond Part M of Building Regulations 2010. In practice, this means that due regard must be given to any specific needs of likely building users that might be reasonably met.
Actions
1. Royal Russell will continue to ensure accessibility for pupils and for the community into all new and refurbished spaces.
2. All events held at Royal Russell are accessible and we will continue to work with guests to ensure their needs can be met.
3. Royal Russell commit to retro-fitting reasonable adjustments to older buildings to meet the accessibility needs of pupils where reasonably practicable and also factor in accessibility to all new building or refurbishment projects.
4. Tours of the School offered with a BSL interpreter for Hard of Hearing or Deaf people, guided tours for those with visual impairment and accessible tours for those using wheelchairs or walking aids.
