Developing an ethos

The need to develop an ethos

• Teachers need to develop an ethos in the class where pupils feel able to talk about their lives and feelings, and are encouraged to support one another and work collectively.
• The effects of racism (including anti-semitism and islamaphobia), disablism, sexism and homophobia should be explained and discussed so the pupils develop empathy, are able to challenge discrimination and to include those who may feel excluded, supporting them inside and outside the classroom.
• It is essential to be aware of harassment, which can take many forms, from moving slightly away from a child on the carpet to physical attack. Seemingly minor incidents should be discussed and brought out in the open so the victim is supported and the whole class understands the effects (see Disability, diversity and Equal Opportunities).

How to develop the ethos:

• In order to allow the ethos described above to develop, teachers must ensure there is time and space each day when children feel free and comfortable to talk about anything in their lives that interests or troubles them. This can be a starting point for discussing issues of how people are treated, eg if a child feels able to talk about racial harassment in the streets, or even to express bigoted views, the rest of the class can learn to be supportive or to challenge. This leads children to feeling safe enough to express their own fears. The teacher needs to teach where discriminatory attitudes come from, historically and currently, so children understand that all difference in people is acceptable and can be celebrated. This may be easier with young children because you can use their great sense of fairness and you teach them all day. With secondary students, this can happen with form tutors in PSHE, but it can be raised in any lesson.
• It is more effective, in the long term, to bring issues into the open and deal with them collectively, rather than seeing individuals after the lesson, although this is sometimes the best course. In all classes, if anyone is being offensive in any way (however subtle) the teacher should stop the whole class and challenge this. The class can discuss the issue and the aim is to develop a positive and supportive class attitude to difference. Teachers must use their own professional judgment on the best way to deal with any incident (bearing in mind school policy). It helps if the school has a consistent policy applied by everyone.

Specifically for KS1 and KS2

• Set up the class so children are, as far as possible, able to work autonomously, with easy access to equipment. Take a flexible approach to carrying out the tasks required by the National Curriculum.
• Set up a range of groupings, such as individuals, pairs, whole class and small groups. Ensure composition of the groups is varied (taking account of children's needs) - a mix of ability, impairment, social background, gender and ethnicity is important.
• The teacher needs to show that all children are valued by openly praising each child's individual efforts and achievements to the class and encouraging the class to do likewise. This should be in all areas of achievement - creative, physical, social and academic, - showing that competition between children is not acceptable. This will create a strong ethos in primary classrooms.