The Brenda Eastwood Award for good practice in teaching for diversity and inclusion – Winners!

Congratulations to our Winners! To launch the first Brenda Eastwood Award for good practice in diversity and inclusion, the panel of judges has agreed to make two awards: one for an individual and one for a school.


The winner of the individual category is Rowena Seabrook.

The winner of the school category is Hill Mead Primary School, Lambeth.

Panel Chair Janet Douglas Gardner writes:

All the shortlisted entries were of such a high calibre, that the panel decided to make two awards, one for an individual and one for a school.

The evidence received in support of Rowena Seabrook for the individual award met the criteria of diversity, inclusion, social justice and human rights. The resources covered topics such as religion, gender stereotyping and racism. Building on resources based on John Lennon’s Imagine and Sita Brachari’s Here I stand, Rowena, in her role as Human Rights Education Manager at Amnesty worked collaboratively with others (CILIP and CLPE) to create Words that Burn established within Amnesty UK Poetry Hour. The resources included, session plans, PowerPoint presentations, film and other digital materials used in primary, secondary and tertiary education. The resources were used and in some cases created with practitioners, young learners, librarians, writers, consultants and others involved in education. The resources presented opportunities for expression of thoughts, ideas and emotions through spoken word for one minute. This resonated at a local, national and international level. As Rowena states,

“The diverse voices illuminate and bear witness to the lived experience of claiming and defending one’s rights.”

The panel of judges extends appreciation to the nominator, Gabrielle Cliff Hodges for nominating Rowena Seabrook. Congratulations!

The school award goes to Hill Mead Primary School in the inner London borough of Lambeth, Brixton. This two form entry school celebrates the diverse, inclusive and creative curriculum. The experiences gained through collaboration with the National Theatre needs to be applauded. There is evidence of commitment from the staff, learners and all involved in the project. The learning community reflects the multicultural, multilingual and socio economic diversity of Brixton. The opportunities presented for the children to work with professionals, bring the curriculum to life. The project uses a diverse range of resources including human and digital. The panel of judges concluded that this was a deserving award which demonstrated excellent school partnership. The voices of these key individuals express the impact that this has had: Sir Lenny Henry, CBE, the children of Hill Mead Primary School and the Executive Director of the National Theatre, Lisa Burger.

The chairperson of the National Theatre and the children.

Appreciation is extended to Chris Lockwood for nominating Hill Mead Primary School. An expression of gratitude to Becky Lawrence, Deputy Head Teacher for embracing the whole school vision and the principles of experiential learning.

Congratulations once again!

Panel: Janet Douglas Gardner (chair), Lynda Graham, Lorraine Hunt, Chris Lockwood, Roger McDonald, Cheryl Parkinson, Anne Swift.

Find out more about the shortlisted nominees here:

The panel acknowledges the following:

Sheringham Nursery School and Children’s Centre for their inclusivity in teaching and learning and for the good practice of treasuring children’s self worth.

Thank you Eve Bearne for your nomination.

Lesley Ebb, Deputy Head Teacher, the panel would like to express their gratitude to you for sharing the film and leaflet to parents especially the SEND learners and their parents. We applaud what you are achieving with your community.

Ranville’s Infant School

Thank you, Naomi Flynn for nominating this UNICEF Rights Respecting School. The curriculum and the engagement of parents and carers enrich the experiences of the learning community.

Thank you Stacey Barnes, Assistant Headteacher for sharing and celebrating the success of the inclusive curriculum atRanvilles Infant School, Hampshire.

An expression of gratitude goes to Jane Carter for nominating Rebecca Thomson of Bannerman Road Primary School.

Reading for Pleasure and building on children’s repertoire of prior learning while celebrating their knowledge and cultural capital is complimented. Children are exposed to texts reflecting their cultures and learning to appreciate others is commendable in the diverse and inclusive curriculum.

May you continue to demonstrate the impact that evidence informed practice has on teaching and learning.

A grateful acknowledgement to Wayne Tennent for nominating Bridie Mohan and Sophie Donavan of Britannia Village Primary School, East London.

The teaching and learning, reflective practice and evidence informed teaching was evident with impact locally and internationally. The evidence of inclusivity provided learners in the inner city and in Mumbai, India an opportunity to discuss diversity of and in the curriculum. Your reflective practice displayed your learning and the change that you initiated and influenced in your setting and beyond. You have had the opportunity of modelling and demonstrating for colleagues from the European Educational Research Association.

The ‘think aloud’ strategy which encourages readers to ‘verbalise their thinking while reading’ is being embedded in your practice.

Congratulations once again!

Notes for editors:

UKLA invites members to nominate schools, Early Years practitioners, teachers, HE Tutors, Consultants or librarians who have shown good practice in empowering children to respect and appreciate diversity in terms of: gender, ethnicity, religion, disability ,LGBTQ socioeconomic status, national origin or age. Criteria for good practice would include evidence of: developing a culturally inclusive school/classroom using intercultural books/materials to support literacy (English) learning running a project designed to raise issues of inclusion carrying out professional development to advance principles of diversity and inclusion inclusive practice in teaching about bilingualism and multilingualism, languages and dialects, where the language knowledge of all students is recognised as positive and facilitated through skills of students developing their bilingualism/multilingualism and/or understanding of language varieties establishing active partnerships with parents /carers and the community.

The nominated work need not, of course, include all these features but should reflect awareness of active and committed pedagogy to support diversity and inclusion.

The response can be presented through digital technology, dance, art, drama, writing, music, spoken presentation or any combination of these.

Evidence can be presented by video/photographs as well as written evidence of the children’s work and a short (no more than 500 words) explanation from the teacher(s)/ tutor/s, librarians involved giving some background to the work.

Panel: Janet Douglas Gardner (chair), Lynda Graham, Lorraine Hunt, Chris Lockwood, Roger McDonald, Cheryl Parkinson, Anne Swift. 

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