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DTSTART;TZID=Europe/London:20241125T093000
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UID:50134-1732527000-1732552200@www.boarding.org.uk
SUMMARY:BSA & IELA - Exploring identity and intersectionality
DESCRIPTION:Date: November 25\, 2024\nTime: 09:30 – 16:30\nCost: Full Member – £235\, Additional Member Fee – £110\,  Affiliate Member – £325\, Additional Affiliate Member Fee – £140  Non-member – £430\nAudience: Leaders and managers\, Boarding staff\, HR\, EDI leaders\, Anyone with an interest and passion for inclusion\nPlatform: Zoom (online) – conference\n\n\nCourse outline \nIn today’s world mental health is a prevalent issue which affects us all. Each individual has different experiences and identities which can affect their mental health. From discrimination\, prejudice\, feeling like you don’t fit in or being the ‘only one’. This  conference will look at how these experiences can cause trauma and negatively impact a person’s mental health. It will dive into aspects of identity that can also be invisible and interchanging and identify how navigating this can cause distress.  Learn how to how to best support the mental health of those in our communities and understand each person as individual while respecting their identities. \nTraining topics will include: \n\nIdentity and self esteem\nHow to support students to care for their mental health as a member of a marginalised community\nInvisible identities and mental health\nUnderstanding mental health as an intersectionality\nSchool case study: Supporting mental health in school\n\nLearning outcomes: \n\nTo create a positive and supportive environment for EDI leaders to learn and share best practice\nTo identify helpful strategies when supporting mental health and inclusion\n\nBook now \nView the programme \n\nProgramme: \n09:30 – 10:30 \nIntroduction and Understanding intersectionality and belonging  \nMain points to cover: \n\nThe complexities that come with certain identities e.g the stereotypes\, challenges etc – what are we doing to combat these.\nCodeswitching\, ‘fitting in’ hiding who you are\, and understanding the why.\nOther aspects that can affect this\, political stance\, world events etc.\nFinding out – where do I belong? How school can support this.\nDeveloping cultural skills and cultural confidence.\nUnderstanding children may have trauma from their experienced as being members of marginalised communities – supporting students to heal from past experiences.\nUnderstanding no group experience is monolithic e.g – the importance of being aware of these cultural differences and also induvial experiences.\n\n\nChair: Gaelle Sullivan\, Director of Research\, Inclusion and IELA \nSpeaker: Sadia Hussain-Şavuk\, Diversity\, Equality & Inclusion Lead\, Fettes College \nBreak  10:30 – 10:45 \n10:45 – 12:00 \nPanel session: Creating safe spaces for all students to explore their identities  \nMain points to be discussed: \n\nHow important are the factors that shape our identity\, how do they impact how we see students showing up?\nWhen thinking about the boarding dynamic and supporting international student challenges and multiple identities\, what approaches have you found that works?\nLet’s talk about the concept of the ‘Third’ identity\, how can we support students to feel confident in all of their identities and support their choosing/changing?\nNaviagting the home environment and culture when beliefs and support is very different to what is experienced at school.\nWhat are some things that work very well in your setting which helps develop comfortability and confidence?\nHow do you know when students are showing up as their authentic selves and feel safe?\n\n\nChair: Gaelle Sullivan\, Director of Research\, Inclusion and IELA \nSpeaker:  \nJemma Holroyd\, Head of Student Wellbeing \,Queen Ethelburga’s \nTyler John\, Head of Diversity\, Equality and Inclusion Teacher of PSHE\, St Paul’s School \nLucretia Fields\, Vice Principal\, UWC Atlantic  \nLunch 12:00 – 13:00 \n13:00 – 14:00 \nChanging the culture for staff and students whilst supporting identity  \nMain points to cover: \n\nChanges made to staff recruitment and results seen.\nThe importance of addressing bias and encouraging self-reflection.\nShifting the whole school culture.\nUnderstanding the need for comfort to explore identity/intersectionality.\nFelsted’s understanding of the need for flexibility when exploring identity/intersectionality.\nPractical examples of changes/initiatives made in school which support intersectionality.\nFostering an environment of psychological safety\, support and celebration for all.\nSupporting difficult /sensitive conversations between staff and students and students and students.\n\nChair:  Rebekah Hayward\, Research and Inclusion Officer \nSpeaker: Rebecca Purdy\, Assistant Head: Staff\, Co-Curricular\, EDI Lead\, Felsted School \nBreak 14:00 – 14:15 \n14:15 – 15:15 \nCase study – A schools EDI journey reflecting on the high lows and outcomes \nMain points covered: \n\nThe EDI journey how it began\, doing the work and overcoming obstacles.\nSocial media as a tool and as a hinderance- school example.\nMaking EDI a priority .\nHow are children’s identities catered too and supported? How does this evolve?\nHow did you approach/support invisible identities?\nHow did you know students felt supported?\nCreating a shift in mindset of staff and students.\nHow to reflect and evaluate progress and areas for further development.\nThe impacts of mental health on school life\, friendships and identity.\n\nChair:  Rebekah Hayward\, Research and Inclusion Officer \nSpeaker: Susan Peña\, Admissions & Communications Manager\, Villiers School \nJill Storey\, Head\, Villiers School \nBreak 15:15 – 15:30 \n15:30 – 16:30 \nIntersectionality though an anti-racism lens \nMain points covered: \n\nUnderstanding the lenses of race/ethnicity and culture.\nAwareness of trauma and triggers different ethnic groups experience.\nThe importance of having the EDI subject knowledge as power to support student needs.\nThe complexities of identity\, and the varying experiences within intersectional groups.\nChanging the perspective e.g ethnic minority – Global majority.\nHow to develop effective EDI initiatives which support the varying racial intersectional identities in your community?\nHow to harness and analyse your data to create effective change and positive action.\n\nChair:  Rebekah Hayward\, Research and Inclusion Officer \nSpeaker: Amjad Ali\, Assistant Headteacher and EDI consultant\, co-founder of The BAMEed Network \n16:30 \nConference close \n\nSpeaker: \nGaelle Sullivan\, Director of Research\, Inclusion and IELA \nGaelle is Director of Research\, Inclusion and IELA and joined the BSA in January 2023. She is an experienced senior leader and has worked in a range of state and independent schools. She is a qualified SENCO and holds a Masters Degree in Inclusive Education. Prior to joining the BSA\, Gaelle was Deputy Head Pastoral\, DSL and Head of Boarding at an all-girls independent school in the South-East. \n\nRebekah Hayward\, Research\, Inclusion and IELA Officer IELA  \nRebekah is Research and Inclusion Officer and joined the BSA in April 2023. She is a qualified Primary School Teacher and holds a Masters in Education: International Development and Social Justice. She is the Co-Founder of ‘Increasing Black Representation’ a mentoring scheme for students and sits on the Diversity Board for the Health Tech company Medito. In her previous roles Rebekah has worked in Ed Tech analysing research and creating diverse curriculum content for schools. She has also worked with IESE reviewing literature and resources to ensure they promote equity\, diversity and inclusion. \n\nSadia Hussain-Şavuk\, Diversity\, Equality & Inclusion Lead\, Fettes College \nIndependent EDI Consultant \nSadia started her teaching career in 2008 as a Biology teacher after having initially worked for the NHS as a scientist. Her interests and passions quickly led her into pastoral support where she recognised the need for more inclusive practices in education. She now works as an EDI education consultant specialising in anti-racism practices\, and  sits on a number of steering committees in EDI focused areas of Scottish education. In addition to her work towards improving experiences of BAME pupils in education she actively advocates for opportunities to create a more diverse teaching workforce and provisions of support to improve BAME staff retention. \n\nJemma Holroyd\, Head of Student Wellbeing \,Queen Ethelburg \nHead of Student Wellbeing at Queen Ethelburga’s. I have been in education for 20 years in both the private and public sector. I have worked at QE for 16 years and oversee the pastoral and boarding provision; working with over 800 boarders from over 60 different nationalities with a team of 70 boarding staff. Ensuring everyone feels heard\, is part of the community and can thrive is my top priority. I am also the safeguarding governor for a federation of three local primary schools in North Yorkshire. \n\n Tyler John\, Head of Diversity\, Equality and Inclusion Teacher of PSHE\, St Pauls School \nTyler John (he/they) is the Head of Diversity\, Equality and Inclusion and Teacher of PSHE at St Paul’s School in Barnes. Tyler started their career as an intern\, and has delivered strategic DEI work across a number of different sectors. They really value the role that education plays in facilitating diverse and inclusive spaces\, and enjoys working with open-minded and forward-thinking students in their role. \n\nLucretia Fields\, Vice Principal\, UWC Atlantic  \nLucretia grew up in Liverpool in the north-west of England. She is an alumna of UWC Atlantic. Lucretia has enjoyed a teaching career spanning over twenty years and also worked in children’s social care prior to becoming Vice Principal at UWC Atlantic. \n  \n\nRebecca Purdy\, Assistant Head: Staff\, Co-Curricular\, EDI Lead at Felsted School \nRebecca has worked in various roles at Felsted School\, a co-ed boarding and day school\, for the last 15 years. Rebecca is from Nottingham\, the granddaughter of a miner and the first in the family to attend university; she has lived with Type One Diabetes for the last 30 years. Rebecca began her career in education immediately after graduating and completed a Masters in Education: Literacy and Social Justice in September 2019. Since then\, Rebecca has formally taken the lead in EDI matters at Felsted and has had a particular focus on supporting the integration of International Students whilst also working to root out unconscious biases in school practices. \n\nSusan Peña\, Admissions & Communications Manager\, Villiers School \nSusan Peña (she/her) is the Admissions\, Marketing & Communications Manager at Villiers School. \nSusan is an Alumna of Villiers School and holds an Honours Bachelor’s degree in Commerce from the National University of Ireland\, Galway\, as well as an International Diploma from Shannon College of Hotel Management. Susan’s background includes 12 years of experience working in hotels and resorts in both Europe and the United States. Susan returned to Ireland with her family in 2018. Susan is DEI Lead at Villiers and has a particular passion for people\, relationships\, and celebrating diversity. In 2020\, Susan achieved a Masters in Business Administration (MBA) from the University of Limerick\, with a research focus on Marketing and Communications\, and most recently\, in 2023\, achieved a Graduate Diploma in Equality\, Diversity & Inclusion from the University of Limerick. \nSusan is a current mentor in DEI for Network Ireland\, and a member of the Diversity and Inclusion in Education Network (DIEN) in Ireland. \n\nJill Storey\, Head\, Villiers School \nJill holds a Bachelor’s degree in English and Philosophy and a Master’s degree in Philosophy from the National University of Ireland\, Galway. Jill has also achieved a Higher Diploma in Secondary Education and Teaching from University College Dublin\, a Graduate Diploma in Additional Educational Needs (AEN) from the Church of Ireland College of Education\, a Graduate Diploma in Equality\, Diversity & Inclusion from the University of Limerick\, and in 2024 qualified in Coaching Practice & Ethics (Specialising in Educational Leadership Coaching). \nJill taught English and led the Additional Educational Needs (AEN) department at Villiers School for more than eleven years\, before being appointed Head of School in 2011. Under Jill’s leadership\, in 2017\, Villiers was the second school in Ireland to be authorised as an IB World School. Jill leads the DEI Working Group in Villiers School\, and her passion for equity and inclusion consistently inspires the entire school community. \n\nAmjad Ali\, Assistant Headteacher and EDI consultant\, co-founder of The BAMEed Network \n\n\nAmjad Ali (@TeachLeadAAli) is a teacher\, trainer\, TEDx speaker and Senior Leader. He currently works four days a week in a start up secondary school and offers CPD/INSET on his other day. Amjad has spent his teaching career working in challenging\, diverse schools. He is a qualified SENDCO and was also trained as an Advanced Skills Teacher in Teaching and Learning. Before stepping into the world of education\, he spent time as Play Worker and Teaching Assistant in Young Offender Prisons.\n\n\n\n\nAmjad has delivered CPD to all sectors in education from Early Careers teachers to Executive/Head Teachers and CEOs; delivering on a range of topics\, all across the United Kingdom and different parts of the world. He has worked with over 250 schools and 1000s of students. \nAmjad is ambitious and committed to making a difference to the education system. He is at ‘the chalk-face’ teacher\, who shares ‘what works’ in an engaging and easy to understand format. Amjad also writes a reflective blog entitled NewToThePost where he discusses many elements of his leadership and experience. \n\n\n\n\nFor Amjad\, education is about ensuring wherever you come from\, whatever your parents do or not do\, does not impact on a students’ potential of success. Whatever success means to that young person\, it should be found and celebrated. \nAmjad has previously co-organised some of the country’s largest teachmeets such as #TMOxford and #TMLondon. He also presents keynotes and offers workshops and inspirational addresses at various educational events such as the Telegraph Festival of Education\, #NRocks #SRocks\, National subject conferences and many others all around the United Kingdom. Amjad’s sharing ‘portfolio’ involves the setting up international initiatives such as #TwitterCoachingED and #CultureBoxED.
URL:https://www.boarding.org.uk/event/bsa-iela-mental-health-and-identity/
LOCATION:Online – Zoom
CATEGORIES:Conference
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DTSTART;TZID=Europe/London:20241125T100000
DTEND;TZID=Europe/London:20241125T110000
DTSTAMP:20250716T111944Z
CREATED:20240415T141555Z
LAST-MODIFIED:20250716T111944Z
UID:48502-1732528800-1732532400@www.boarding.org.uk
SUMMARY:Safeguarding duties for Child Students: Care arrangements\, absences and holidays
DESCRIPTION:Date: November 25\, 2025\nTime: 10:00 – 11:00\nCost: BSA Member Rate: £90\, BSA Additional Full Member Fee: £45\, Non-member Rate: £180*\nAudience: Those involved in the care of international sponsored Child Students: Admissions department\, International Student Liaison Officers\, Sponsor Licence Key Personnel\, Senior Leadership Team and Boarding / Pastoral staff\nPlatform: Zoom (online) – Webinar\n\n\nCourse Outline \nUKVI has – rightly – intensified its focus on the welfare and safeguarding of Child Students. Scrutiny is being applied both at in-person inspections and remotely through sponsor record reviews. So\, do you understand what is expected of you as a Student sponsor? \nHow do you assess whether a care arrangement is appropriate? How does a sponsored student’s absence impact your sponsor licence? What records do you need to make for holidays and travel plans? A review of the duties listed in the Student sponsor guidance is simply not sufficient to equip you with the answers to these questions; a deeper understanding of the sector risks involved and the reasoning behind such compliance responsibilities is key. \nIf this is an area of confusion or concern for you\, or if you want assurance that you are getting it right\, please join us and rest-assured you are not alone. We’ll be providing risk-assessment questionnaires\, practical solutions and best practice tips in this jam-packed 1-hour training session\, along with a live Q&A. \nThis 1-hour session will cover important topics including: \n\nUKVI’s key focus areas\nSponsor compliance best practice\nSafeguarding risks\nCare arrangements\nRecording and reporting attendance and absences\nHolidays\, leave-outs and exeats\n\nKey takeaways: \n\nFirst-hand insight into the areas UKVI is looking into right now;\nPractical solutions for meeting your sponsor duties and\, most importantly\, protecting your sponsored students;\nConfidence in enforcing your policies and procedures with parents\, guardians\, agents – and colleagues;\nAn understanding of the real-life risks involved;\nClarity of your duties and why compliance is so important.\n\nBOOK NOW \n\nSpeaker: \nKate Hollyer\, Legal and Public Affairs Director\, BSA Group  \nKate is Legal Director of BSA Group and Director of BSA Legal Services Ltd. As a qualified solicitor with more than 10 years’ experience advising clients on UK immigration law\, Kate assists members with all immigration and safeguarding legal matters. Prior to joining BSA in 2022 Kate was Partner and Head of Department at a leading full-service UK law firm. Having resided in state\, preparatory and senior school boarding houses since 2014 with her Housemaster husband\, Kate has a unique perspective of boarding life.
URL:https://www.boarding.org.uk/event/safeguarding-duties-for-child-students-care-arrangements-absences-and-holidays-3/
LOCATION:Online – Zoom
CATEGORIES:Webinar
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