Primary Advantage Governors have adopted the anti-racist statement drafted by Hackney Headteachers at their conference held on 18th March 2022.

As Hackney Headteachers, we jointly affirm our full commitment and continued action to the best possible safeguarding of every child in our care, ensuring a safeguarding first approach always applies. We know that we have already been doing work to eliminate racism in our schools, but recognise that there is much work to be done. We recognise that Black and Global Majority children face racism in Hackney and beyond: we are committed to and will act on taking forward anti-racist practice.

In Hackney we are ambitious, caring and inclusive in working for every child. As educationalists we will work jointly, with our children, their families, our staff and with other professionals, particularly with our Black and Global Majority stakeholders, in building on the strong work already in our schools, towards being a beacon of excellence in inclusion and anti-racism.
We are committed to revisiting staff training and guidance to ensure that all staff:
-feel confident that their duty to safeguard the children in our care comes above any other need,
– understand, and are able to counteract, any assumptions or actions that may lead to children being treated unfairly or unjustly.
– are able to act to protect children in crisis as if they were our own, seeking senior leader support if needed.
We are committed to supporting and challenging each other to ensure this happens.

The Morningside Approach

At Morningside, we are committed to creating an equitable environment, where all cultures and identities are recognised and feel empowered to explore and express what matters to them. Through an anti-racist approach, we work with our staff, parents and children to ensure our provision responds to the diverse needs of our learners and their communities. Our aim is to support the children in understanding their own rights and the rights of others; show tolerance and celebrate diversity in society and understand the consequences of racism and have the ability to challenge it.

Continual Commitment

We know that the work of anti-racism must be sustained over time. Part of our commitment is to continually respond to and participate in meaningful change. For this reason, our objectives will be reviewed regularly and new objectives may arise as we respond to emerging needs in our community.

Anti-racism in other policies and documents

To be a truly anti-racist school, anti-racist framing must permeate all areas of school life. Our behaviour policy references a specific approach to incidents of racism and incidences related to race discrimination. Our curriculum has been designed to include a diverse range of voices and perspectives and to challenge triumphalist colonial narratives. This is responsive work – as new areas of reflection and debate arise, nationally and internationally, we respond because our children benefit from being part of the most current conversation. Our approach to monitoring and evaluating pupil attendance, attainment and progress includes analysis by race to ensure that we respond to any gaps with reflections on cause and actions to take.

Our Curriculum

Our curriculum is based around the themes of identity, belonging, diversity and social justice helping to prepare our children for their future, by creating a strong set of values, which will enable them to reflect and make positive choices with confidence and strength in the world in which they live.What we offer our children:

• Classroom practice that promotes equality; celebrates diversity and values all voices.
• Reading corners with diverse texts to reflect our children’s realities, as well as teach them about experiences and perspectives which differ from their own.
• Diverse reading, writing and EYFS curriculums with relevant texts that challenge stereotypes and social inequality.
• An Oracy curriculum that ensures children are debating topical issues, whilst developing their spoken communication and ability to articulate themselves – a crucial skill to ensure all children, regardless of their background, have the best opportunities later in life.
• A humanities curriculum which is relevant and representative of our school community.
• A Black History Month Curriculum which builds on children’s understanding of Black British history and how it has shaped our lives today.
• Learning about inspirational scientists, artists and leaders.
• A PSHE curriculum that celebrates differences and teaches children about healthy relationships.
• Restorative justice practices and the importance of forgiveness.

Talking to pupils about race and racism 

At Morningside, we share a belief that knowledge and understanding is power. Knowledge of systemic racism empowers all of our children, to advocate for their own rights and to be allies in the fight against racism. We follow guidance from The Key, including:

• Having regular conversations about racism – not one-off or infrequent mentions
• Talking to our children of all ages about race and racism
• Not taking a colour-blind approach
• Challenge stereotypes and prejudices without judgement
• Encourage children to ask questions
• Being honest about racism in Britain – past and present
• Talking to pupils about being ‘upstanders’ (actively promoting anti-racism) rather than ‘bystanders’

Our staff team is trained in understanding the effect of unconscious bias and the need for an anti-racist approach. Training and resources support members of staff to have sensitive conversations about race and racism, with a shared understanding of key terms.

Responding to incidents of racism and race-related incidents

Racist incidents at Morningside are rare and always recorded. We review and analyse incident reports to spot patterns or trends that require direct action or further investigation. We maintain the highest possible vigilance and do not take an ‘it doesn’t happen here’ approach. We understand that children are learning and that microaggressions and comments based on stereotypes and misconceptions about different races are likely to occur. How we respond to these is crucial, so that all children are protected and that incidents result in learning that translates into future actions.