6.3% of the top 500 charities in Wales have BAME trustees, compared with 8% of FTSE 100 companies
Inclusive Boards, 2018
"Agencies across the governance landscape need to work together to establish a cross-sector working group or commission on governance."
Recommendation 29
Who Governs Our Schools? (RSA, 2017)
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Why putting inclusion first doesn’t mean putting attainment second
Sunday 16th September 2018
Today the TES published my article on meeting the needs of children who have experienced trauma, Pupils with traumatic pasts need an inclusive classroom.
In it I argue for a rebalancing of the relationship between attainment and inclusion, suggesting that putting inclusion first does not mean putting attainment second, such that “building inclusion and acknowledging the post-traumatic and attachment needs of children adopted from care – and many other young people – is not an alternative to academic success, but a prerequisite for it”.
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Lessons From Lockdown demonstrates how the pandemic has shone a light on the injustices, inequities and poor political leadership that are endemic in our education system
Nick Johnson
Chief Executive, British Educational Research Association
