Who Are We?
What Do We Do?
Who Do We Support?
Offer for Kent Schools and Early Years Providers
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The Equality Diversity Inclusion Team consists of 4 highly experienced, knowledgeable and specialist educators skilled in promoting equality and diversity in schools and equal opportunities for all pupils. Inclusion and diversity in education is of the utmost importance to our team, which is made up of:
It’s the responsibility of educators to do what they can to promote equality, diversity, and inclusion in schools.
Our work contributes to statutory and legal duties in regard to education, equality, safeguarding, and teachers’ standards, based on current research, as well as local and national developments.
We provide specialist consultancy, support, training, advice, 1-1 and group pupil support, coaching, and mentoring.
As part of our work promoting equality and diversity in schools, we work with a variety of settings and roles. We work with all staff and professionals working with children and young people aged 3-24 years of age including those in:
Our focus is on pupils with protected characteristics, and disadvantaged or vulnerable learners, including but not limited to pupils who:
The Equality Diversity Inclusion Team believes that all children and young people have the right to realise their full potential.
We aim to support colleagues to ensure that they and the establishments they work in:
This approach leads to accelerated progress, raised achievement, and improved engagement, wellbeing, and inclusion of all pupils but particularly those who could potentially be more susceptible to having poorer outcomes.
Browse our entire Event Catalogue for Equality & Inclusion Training for a comprehensive suite of resources promoting inclusion and diversity in education.
I would like to express our full appreciation. We have enjoyed your guidance, and friendly approach over tricky bumps in the road and in the future will be pleased to call on your services again.
We have been able to focus on our strategic approach to teaching and to consider our approach to effective assessment of both the children and our implementation of the strategies themselves.