Equity, Diversity, and Inclusion
At The Bell Foundation we are committed to equity, diversity, and inclusion (EDI), and our efforts are guided by the nine ‘Pillars’ of good practice identified by the Association of Charitable Foundations.
EDI is embedded throughout our work:
In our values:
- We work in partnership
- We champion practical solutions
- We value diversity and difference.
In the lasting change we want to see:
With multilingual children and adults being assets to a society they participate in, belong, and contribute to.
In our strategy:
Our new 2025–2030 Strategy sets out our ambitions to overcome exclusion through language education through our organisational strategic objectives.
In our communications:
What stories are told – and how they are told – matters. We have the power to place human dignity at the heart of storytelling. We are proud to have taken the pledge to seal our commitment to socially responsible storytelling. Join us: www.dignifiedstorytelling/pledge
In our governance and senior leadership:
Where we ensure inclusivity in our recruitment processes and lived experience representation in our Board of Trustees and staff.
In our work with schools and other partners:
We take an inclusive approach that reflects the lived experience of adults and children who speak English as an additional language. Together, we facilitate research, train teachers, and influence policy to help unlock opportunities and improve outcomes for multilingual communities.
This blog explores the challenges associated with identifying pupils who speak English as an Additional Language (EAL) and who also have a special educational need or disability (SEND), and outlines strategies that educators can use to promptly identify these learners and address their needs.
In this blog, Stephen Ireland and Bridget Da Silva from New College Durham reflect on their nomination for the Beacon Excellence in ESOL award, how sport has boosted learners’ confidence as they adapt to both general and academic life in the UK.
Coverage of the report, Education for Late Arrivals, by Refugee Education UK and commissioned by the Foundation.
We spoke to Lauren Bouttell from GYROS (Great Yarmouth Refugee Outreach & Support), the latest partner of The Bell Foundation, to learn more about their organisation and their grant-funded project.
In this blog, Andy, a participant in Refugee Action’s Pathways to Work programme, speaks to his mentor, Ross, about what they’ve learned from each other through the programme and how to go about job hunting in the UK.
We spoke with Louise Gooch from EELGA SMP about the lessons from their project supporting refugees and asylum seekers with employment opportunities.
In this blog, we share some of the practical examples shared by practitioners in our Refugee Week webinar on how schools are helping to nurture communities in which refugee learners feel a real sense of belonging.
In this blog, we speak to Harry Jenkins (Senior Researcher) and Elly Townsend (Head of Research & Development) at High Trees about their work, funded by The Bell Foundation, to make ESOL provision more accessible and the exciting findings from their first course.
Hear from three mentees participating in the Educational Mentoring Programme at Refugee Education UK.
Discover the stories of ESOL learners, including Obaida and Grmalem from Kent Refugee Action Network.
The final evaluation, funded by the Foundation, of the Wellbeing and Work for Refugee Integration project, run by the East of England Local Government Association's Strategic Migration Partnership.
In our grant making:
We partner with organisations led by, or working with, people who speak English as a Second or Additional Language, aiming to ensure that our funding reaches those best placed to make a difference and contributes to a more inclusive and equitable future.
We make information on our grant work available publicly through 360Giving.
This work is licensed under the Creative Commons Attribution 4.0 International License. This means the data is freely accessible to anyone to be used and shared as they wish. The data must be attributed to The Bell Foundation.
