Research shows us that students in the UK are regularly witnessing and experiencing racism within their schools. This is also evident from recent headlines and news stories which range from hair discrimination, higher rates of exclusion for students from the global majority, issues of adultification as seen in the case of Child Q and most recently the disturbing video of a black child being viciously assaulted outside their school. One of the major ways we can ensure the safety of our students is to equip school leaders and staff with a basic understanding of the issues that face employees and students from the global majority in education. We already know that schools leaders and teachers are overwhelmingly white so this is an area in which they need time to study, reflect and understand how not being racialised as white will give you a very different experience and perspective of the education system in this country. Did you know: -More than 60,000 racist incidents were recorded in UK schools over a five-year period. -95% of young Black people report that they have heard and witnessed the use of racist language at school. -Almost 90% of teachers are not trained to prevent racism in schools -70% of young Black people have felt the need to change their hair to be “more professional” at work or school. -92.5% of headteachers are White British with 86% having an all white leadership team. -Ethnic minority candidates are less likely to be accepted onto teacher training than their white counterparts

We all know that picket lines aren't where any teacher wants to be. They want to be in classrooms, teaching our children. But teachers’ pay is falling way behind inflation, school buildings across the country are crumbling, the numbers of qualified teachers is falling, and some teachers are suffering from burnout and leaving the profession in droves. They have no other option. We know teachers across the country haven’t taken this decision lightly. They aren’t to blame for the crisis in education, the Government has caused this mess. And the Government are the only ones who can sort this out. If enough of us throw our weight behind a huge open letter, together we can show that parents, grandparents - all of us - are on the side of teachers. It could be enough to make the Education Secretary, the Chancellor and the Prime Minister get round the table and give teachers the pay deal they deserve, and get the strikes called off.

Closing the nursery and children’s centre site on Cannon Rd will: – Force out the popular Explorers Nursery – Deprive over 50 local children of a quality early education – Cut affordable childcare for 28 working parents, who could in turn lose their jobs – Slash 6 nursery places for the lowest-income families – Disrupt crucial support services for vulnerable families such as mother and baby healthcare, and adult education & training. As the nursery manager, I know what a vital service our Explorers team and the children’s centre provide for the whole community. We help families from all backgrounds with children from some of the least-advantaged areas of Ramsgate, as well as supporting working parents too. It’s hard to overstate the importance of early education in giving children the best life chances possible and their parents the time they need to work. Parents always tell me how proud they are of the nursery and what a relief it is to find quality childcare nearby. There is already a serious shortfall of nursery places in Ramsgate – and especially for the hardest-hit families, according to KCC’s own figures. If KCC goes ahead with its plans to shut the children’s centre, it will be a double loss for local families: one, we will have to close the nursery and two, they will lose the wider services of the centre, such as an on-site health visitor. That’s why we’re calling on Roger Gough, Leader of Kent County Council, Rory Love, KCC Member for Education and Skills and all the KCC councillors to re-think these plans in the light of these devastating impacts. I hope you will help us and add your name to the petition before KCC's plans are set to be finalised at the end of March. Thank you so much for your support! It means the world to my team and all the families we work with. Clair Jones, Explorers Nursery Manager PS. Read more about the plans on the Isle of Thanet news website: https://theisleofthanetnews.com/2023/01/18/proposed-closure-of-priory-childrens-centre-in-ramsgate-will-mean-loss-of-popular-explorers-nursery/ PPS. You can also find the full details of KCC’s proposals here: https://letstalk.kent.gov.uk/community-services-consultation

Having moved from City of Edinburgh Council to Midlothian Council I was surprised to find that there are no arrangements for interlibrary loans between the two Councils. Compared to the City of Edinburgh, Midlothian naturally has a smaller Council with much fewer public libraries, most of which are quite small in size and selection. 1. This puts the people in the more rural areas around Edinburgh at a considerable disadvantage, particularly those who are less mobile and find it difficult to travel, with few or no buses connections between the towns of Midlothian. 2. Public libraries are instrumental in “levelling up” and closing the attainment gap. 3. They serve a wide section of the population from families to the elderly and people with disabilities. Would the two Councils please consider introducing interlibrary loan facilities to provide equal opportunities for the rural areas.

Anyone who knows young people who get stressed by maths, or remember being stressed by maths, or simply want to protect student choice

Black history is our history. Teaching school children the stories of Black people in Britain down the centuries should be just as an important part of history lessons. Black people have lived in Britain for centuries. Black communities have been on these islands since the 1500s. They include a trumpeter in Henry VII’s court, a seaman in the battle of Trafalgar and soldiers fighting for Britain in both world wars. Britain’s involvement in the slave trade also spanned more than two centuries. Yet Black history is rarely taught in history lessons in UK schools. In 2013 then Secretary of State Michael Gove effectively made the teaching of Black history optional by removing the national curriculum’s compulsory section stating that students must study the British history of colonialism and slavery. While the current curriculum gives schools the option to teach Black history, few incorporate it into the syllabus. Recent data found that less than 11% of GCSE students are studying modules that refer to Black people’s contribution to Britain. Out of the 59 GCSE history modules put together by the nation’s biggest exam board, Edexcel, AQA and OCR, just five reference Black history in Britain.  Failing to teach Black history in schools deprives all students of the knowledge that will enable them to relate to their peers and live in today’s diverse Britain. It also has damaging implications for Black British students, impacting on their own self-identification and sense of belonging. Click here for our brilliant website packed with stories featuring characters from Black history - and Black future: https://blackhistory.shareyourstories.live

Many children are still missing out on a full meal. My daughter is entitled to free school meals and the daily allowance is set at £2.50 a day . In her school they have just taken on a new private catering contractor. A small chicken burger costs £2.40 thus leaving her no money to buy a piece of fruit or dessert or even a drink. I am having to either send her in with additional supplies or as I am currently doing, adding money each week to her account (which can only be done at a minimum of £5 at a time , thus penalising vulnerable families with a double edged sword so to speak).

QMUL UNISON Branch Committee has calculated that Queen Mary has been underpaying some of its lowest paid staff – including cleaners, porters, Catering, Security and Library staff – by up to £500 a year. These underpayments have profound equalities implications. Their impact has disproportionately been felt by BAPoC staff and women. In December 2019, the university’s own Equal Pay Audit raised concerns about pay discrimination, finding that the pay structure was “inconsistently applied and overly complex.” While this report raises questions about how long the university has known about the discrepancy, a recognition of the error from the University and a strong commitment to redress it is non-negotiable. We noticed this discrepancy while we were trying to calculate how much Queen Mary staff receive as a London Allowance. As you will know, the London Allowance is supposed to be a flat amount awarded to all staff on top of the national pay settlement to reflect the high cost of living in the capital. However, while other universities (such as King’s and UCL) pay the same allowance to all of their staff and publish a clear breakdown of how much they award, Queen Mary is currently far less transparent. QMUL "consolidated" its allowance into basic pay in 2005. When we initially contacted HR to ask how much it was, they were unable to tell us. As the allowance is consolidated into basic pay and therefore subject to the same pay increases, the underpayment effectively means that the lowest paid staff have also seen a cut in their London Allowance. Catering and Security staff who should now be receiving a larger cost of living adjustment than their higher paid colleagues, are instead receiving a smaller one. Even for those of us who haven't been affected by this underpayment, QMUL’s London Allowance is woefully inadequate. At £3,330 it is significantly lower than the amount received by staff at SOAS, Westminster, UCL and Kings. This has a knock-on effect for the university’s ability to attract staff and remain competitive. According to the latest research by the Trust for London, London weighting allowances would need to be increased to at least £6,549 to cover a basic standard of living. That research was conducted in 2021, before the staggering inflation we've seen this year. We therefore ask the university to commit to a significant increase in the London Allowance, to give staff some protection from the spiralling cost of living. QMUL, give us our pay!

The school was built as an infant school, and is only suitable for 25 smaller students per classroom. But because there isn't enough classrooms the joint classes mean there are 30 or over Key stage 2 aged students in 2 of the classrooms. There is also no room for new students to join as classes are full, so the school is unable to grow as it otherwise naturally would do. Children are currently in split classes which was meant to be a temporary solution but is rolling into another academic year now. The promised 2 year old nursery provision which would hugely help outcomes in early years cannot go ahead for another year.

On 8 December 2021 the University Senate decided to remove Development Weeks from the academic calendar in 2022-23, claiming that there is 'no clear rationale for the weeks' and are ‘just a half term.’ However there has been no meaningful consultation with either staff or students concerning their views on this, with the decision only being publicly communicated to staff and students via a portal announcement and email to staff on Friday 14 January. This decision will have a significant impact on the student experience and staff working conditions and should not have been taken without wider consultation. On Monday 17 January Chester UCU unanimously passed a motion calling on the senate to reinstate development weeks and is calling for all those who wish to see Development Weeks retained, at least until there has been wider consultation, to sign the petition below. For updates from UCU Chester on this issue follow us on social media Instagram: https://www.instagram.com/Chesterucu/ Twitter: https://twitter.com/chesterucu

Many schools are so ill-equipped and under-trained to deal with SEND issues, they either treat the child’s hidden disability as a behavioural problem, or blame parents for “exaggerating” (or even causing) their child’s needs. School is not an emotionally safe place for many SEND children, and absenteeism due to mental health difficulties is sky-rocketing, even amongst primary-age children. The trauma and damage these experiences cause is immeasurable, and sometimes life long: Many children fall out of the school system completely because they can no longer cope, meaning they never get the chance to fulfil their dreams or potential. As hidden disabilities become better recognised, this problem is only going to grow. SEND children need action, and they need it now.

Better working conditions for HE staff makes for better education outcomes for students. A fairer HE makes for a fairer society.