Equity, Diversity and Inclusion (EDI)

In line with our mission and values, our priority is to continue to make Ursuline High a fairer and more inclusive place to work and study, with belonging and racial justice at its heart, offering dignity and respect to every child, member of staff and parent in our school community. We accept that breaking down long-standing racist inequalities will take time, and this is an ongoing commitment.

In 2020, the school engaged Professor Paul Miller in a collaborative review of our overall commitment of the school to Equity, Diversity, and Inclusion (EDI), following which our impact against our Strategic Action Plan was recognised (see report by Professor Miller, May 2021 below).

Since the Review, we continue to embrace Professor Miller’s recommended next steps and can confidently say that year on year we are making significant progress with each one including 1) Establishing a clear EDI communications plan, 2) Developing an integrated EDI Strategy & Action Plan and 3) Consolidating and recalibrating the existing Work Packages. 

I am delighted to share below the results of our targets, for the academic year 2023-2024 together with our school targets for this academic year (2024-2025).

I, together with my senior leaders and staff, am committed to providing an inclusive culture and to removing barriers to success. I thank my SLT, EDI Task Force, and all staff for their continued hard work to ensure we deliver (and exceed) our EDI Strategic Plan.

For more information or to discuss in further detail please contact my PA, Lydia Torch.

Eoin Kelly

 

EDI Targets and Impact 2023-2024

Targets

Impact

Moving to become an Anti-Racist School.

100% of teaching staff can explain the difference between a non-racist school and an anti-racist school.

95% of teaching staff will be able to give examples of how they have been anti-racist.

70% of support staff will be able to give examples of how they have been anti-racist.

Current and past participants on the RISL course will be able to articulate how this has impacted on their own practice and others.

RMG disadvantaged students in Year 11 to achieve the same P8 benchmarks as the rest of the disadvantaged cohort.

Progress 8 RMG +0.78. This is Outstanding. 

Progress 8 Disadvantage +0.52. 

Curriculum 

91% of students feel that they can bring their cultural background into the classroom (KS4 was below 80% in 2021) and 88% of KS4 students see a wider ethnic diversity of representation in resources. (Racial Justice Survey, May 2024) 

Half of our departments have had a thorough review of their Schemes of Learning and resources, each one achieving a Gold Standard from the Institute for Educational and Social Equity. 

Ensure there is no disproportionate sanctioning of students from Black or Mixed ethnicities. Both groups are currently over-represented by on average 3-5%.

 

Term by term data indicates sanctioning is generally proportionate to the ethnicity cohort size in all but Y11 (academic year 2024-2025, Y10 in 2023-2024) indicating an issue with that particular year group cohort. Within this year group cohort, 7 students of black or mixed ethnicities account for 23% of the sanctions. These sanctions are largely for lateness to school, lack of equipment and not for disruption/rudeness. New HOY devised a different report system to monitor, engage and reward these students resulting in fewer sanctions for these individual students this year compared to last year. 

No gap in outcomes in 6th Form  

There is some doubt about the VA scores below as the VA compares the 2024 outcomes to those achieved in 2019 (pre-Covid). The 2024 leavers’ cohort had higher Average Point Scores on entry into the 6th form than the 2019 leavers following adjustments made at GCSE in August 2022 to mitigate for Covid disruption. 

Our non-validated internal data shows that the VA gap is not significant between White, Asian and Black students (0.08 between each of them) but there is a gap with Mixed students. 

Black Group (82): VA -0.19 

Asian Group (23): VA -0.03 

Mixed Group (39): VA -0.51 

White (232): VA -0.11 

In the 6th Form close the gap between RM and non-RM students being accepted onto their chosen RG/ST30 courses. 

The gap is greater than 5%. 

88% of RMS received a place at University against 97% of White students.  

Of those, 44% of RMS joined RG/ST30 Uni against 61% for White students. 

This is due to the RMS cohort being significantly weaker on entry into the 6th form, and in spite of progress being close to the White cohort’s progress for Asian and Black students, it did not close the gap in Attainment. The average RMS grade is C+ against a B for White students.A combination of B/C grades will rarely be sufficient to integrate RG/ST30 Universities. 

Ensure there are no gaps in the retention of students into the sixth form.

Lead on the design of a KS5 PSHE curriculum that promotes the values of EDI. 

No gaps in the retention of students into the Sixth Form. In Year 11, 30% of the year group consisted of racially minoritised students, while in Year 12, this figure increased to 45%. 

Equalities PSHE lessons are being taught and assessed, with assessment data demonstrating secure knowledge. 

Teacher Training 

We trained 23 trainees in 2023-2024: 2 out of 9 primary and 7 out of 14 secondary were from RMG. 

We received a number of applications from overseas including Somalia, Ghana and Nigeria in particular. We hosted a session to discuss equivalency of qualifications, students visa and funding issues. 

We also advised some applicants on relocation. 
 Avila NPQ  

 

We have trained 112 participants across a range of courses: 

NPQH 

NPQSL 

NPQLT 

NPQLBC 

We are working with other partner schools in Lambeth, Roehampton and Lewisham to broaden the base for participation. 

Inclusion EDI

4 x year 10 students planned, organised and delivered the first UHS culture day. The students hosted a multicultural catwalk with 69 participants across yrs 7-11 and including some staff. 150 students watched the catwalk which received lots of praise from staff and students.Students raised £440.50 for World Vision- Feed a child for a month.

Students, supported by SEND lead of ASC prepared a PSHEC lesson for KS3 and registration activity which was delivered by form tutors. Student evaluationnoted increased understanding of the concept of neurodiversity and understanding of autism.  

 Equality Mark

 

Centre of excellence achieved. 

 

EDI Targets 2024-2025

Equalities Diversity Cohesion Policy March 2020
pdf
EDI Report Professor Paul Miller 2021
pdf
Thought for the Week
“Be attentive in prayer, with a generous heart and great desire”
St Angela