We plan to grow the stature of BBİ to ensure it is the most recognised BME (Black, Minority Ethnic ) institute in the UK.

BBI is committed to implementing and boosting social transformation through direct impact educational strategies. Introducing children to the best educational start at prep and senior school age, promotes generational change and the elimination of racism at an early age.

We believe, with conscious and unconscious bias mitigated, children will be free to form lifelong nurturing relationships based on trust, understanding and caring. This potential lifelong bond, will engender a deeper understanding of alternative cultures and practices, leading to the removal of systemic and racial barriers.

Schools and educational establishments signing up to the five-point BBI Charter will be awarded the Diversity and Inclusion (D&I) BBI Butterfly Kitemark.

A list of leading schools and relevant associations will be published on the BBI Website, a record of diversity and inclusion compliant educators.

The BBI Butterfly Kitemark will be awarded to schools who:

BBİ Education Charter

  1. Commit to inclusion: Taking a lead in ensuring their teaching staff proportionately reflects the diversity of the communities in which they operate at every level. Schools must adopt a recruitment policy which demonstrates an aspiration for greater diversity and inclusion. This is critical in attracting and retaining BME teaching staff and pupils, ultimately better serving schools and their communities. Additionally, schools must consider and implement initiatives which lead to greater inclusion and engagement of parents, an important support mechanism which eliminates the risk of pupil dropout.
  2. Gather and publish data: To show progression, schools should encourage their teaching and support staff to disclose their ethnicity. Diversity data should be gathered and monitored, setting and publishing aspirational targets with a clear and measurable goal towards greater inclusion. In addition to racial origin, listed schools and other educational establishments should ideally publish a breakdown of employee roles by pay band on their website and in their annual reports.
  3. Take accountability: School leaders and their teams must build strong D&I governance structures and take responsibility for positioning D&I as a Key Performance Indicator. Undertake inclusive leadership learning; implement reverse mentoring schemes; launch and actively participate in sponsorship programs; and improve opportunities for BME students. Results should be published.
  4. Debias systems: School leaders and officers must critically examine processes across their employee lifecycle (attraction, recruitment, retention, promotion, progression, procurement, etc.), rejecting non-diverse shortlists, challenging educational selection bias, drafting job specifications in a more inclusive way; factoring in diversity and inclusion to interview and promotion panels; and creating an inclusive educational experience for everyone. To account for a lack of past diversity and inclusion, accelerative measures must be Implemented, where possible, developing existing staff to play a leading role at every level. Cultivation of a pipeline of BME personnel as a policy should be adopted, the objective being to achieve diversity succession planning.
  5. Pastoral care: Consideration around race and culture must be prioritized, alongside practical measures to achieve a welcoming environment, ideal for optimising seamless integration. Attention must be paid to the provision of equipment, supply of school meals, transportation, uniform and participating in extracurricular activities to achieve full engagement. Parental backing is also a vital factor, ensuring children from BME backgrounds benefit from external support mechanisms. In turn, parents should be encouraged to join relevant associations, governing bodies and specialised groups, the aim being for both parties to become fully absorbed into the school community.