Policy - LGBTQ+ Inclusion Policy

Policy details

• Date created - 19/11/2025
• Date approved - 19/11/2025
• Next review date - 19/11/2026
• Policy owner - Michael Smith

1. Purpose & Intent

This policy sets out the academy’s commitment and practical arrangements to promote the safety, inclusion and wellbeing of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) pupils, staff and families, and to ensure compliance with UK law and government/Ofsted expectations.

This policy applies to all learners, staff, governors, volunteers, contractors and visitors, and covers curriculum, safeguarding, bullying, staffing, parental engagement, facilities and record-keeping.

At Co-op Academy Belle Vue we believe that all our learners are entitled to a full-time education that is free from discrimination and harassment, regardless of their sexual orientation or gender identity. The environment in which our learners engage should be supportive, safe and welcoming to diversity. Equally, all staff are entitled to a safe, welcoming and inclusive workplace in which they are not discriminated against or treated unfairly.

This policy has been created with an aim to consistently reduce stigmatisation, and improve the educational integration, of individuals who identify as lesbian, gay, bisexual, transgender, queer, or other protected identities (LGBTQ+). Throughout this policy, we will refer to individuals under the transgender umbrella, such as transgender men, transgender women, and non-binary people, as “trans” to prevent any form of labelling that may be incorrect or insensitive. We are committed to valuing, respecting and understanding individuals’ differing sexualities and gender identities, as well as providing outstanding and consistent support to our learners and their families, our staff and the wider community.

This policy aims to:

• Create and implement a learning environment that is free from discrimination, regardless of sex, gender identity, sexual orientation or gender expression.
• Promote safe and inclusive communication between staff, learners and parents to support the successful education, development and wellbeing of all learners, families and staff.
• Adhere to relevant statutory legislation and guidance concerning bullying, harassment and discrimination.

All staff, families and learners will work together to remove and prevent any instances of discrimination, harassment or bullying, including any that relates to a person’s sexuality or gender identity. We are dedicated to providing tailored and effective measures of support for any LGBTQ+ individual.

2. Legal Framework & Guidance

• Statutory Relationships, Sex and Health Education guidance (DfE — updated guidance relevant to RSHE curriculum, 2025). Pupils must be taught about sexual orientation and gender identity in an age-appropriate way and schools must have regard to this guidance when designing RSE and personal development. GOV.UK
  
• Keeping Children Safe in Education (KCSIE — updated 2025): safeguarding duties require schools to create a culture where pupils feel safe to raise concerns and to identify and support vulnerable children, including LGBTQ+ pupils. GOV.UK
  
• The Equality Act 2010: protects pupils and staff from discrimination on grounds including sexual orientation and gender reassignment; schools must not discriminate and must make reasonable adjustments. GOV.UK
  
• EHRC / technical guidance for schools (updated guidance on how Equality Act duties apply in schools, including name/pronoun use and gender reassignment). Equality and Human Rights Commission
  
• Ofsted inspection practice and published inspection reports show inspectors expect pupils to learn about the full range of protected characteristics (including sexual orientation and gender reassignment) and will judge personal development / RSE provision accordingly; multiple recent inspections have cited failure to teach these characteristics as unmet standards. (Representative Ofsted findings). Ofsted

3. Definitions

Please note: everyone’s connection to, and labelling of, their identity is an individual, personal matter, so it is important to recognise that different people will have different definitions of their identity that may vary from the definitions provided below. The terms and definitions below are also not an exhaustive list of how LGBTQ+ people may refer to their identities.

• The term “lesbian” is used to describe a person who is romantically, sexually and/or emotionally attracted to people of the same sex or gender as themselves, and is usually used to describe a woman who is attracted to women.
  
• The term “gay” is used to describe a person who is romantically, sexually and/or emotionally attracted to people of the same sex or gender as themselves, and can be used to describe a man who is attracted to other men or a woman who is attracted to other women.
  
• The term “bisexual” is used to describe a person who is romantically, sexually and/or emotionally attracted to people of more than one sex or gender.
  
• The term “trans” is used to describe several identities within the gender identity spectrum other than cisgender men and cisgender women. “Trans” is often used as an umbrella term referring to transgender people, including trans men and trans women, non-binary people, and other non-cisgender identities.
  
• The term “transgender” is used to describe a person whose gender identity is different from the sex they were assigned at birth, usually:

• A trans man who was assigned female at birth.
• A trans woman who was assigned male at birth.
• A non-binary person who was assigned male or female at birth

• The term “homosexual” is used to describe a person who is romantically, sexually and/or emotionally attracted to people of the same sex or gender as themselves. This term is usually only used in formal contexts. Please note that “homosexual” should only be used as an adjective; using “homosexual” as a noun can be considered offensive due to its social and historical connotations.
  
• The term “queer” is used as an umbrella term to describe several sexual and gender identities that are not heterosexual or cisgender. Please note that, as the term “queer” can also be used derogatorily, additional sensitivity may be required when using this term.
  
• The plus (+) in LGBTQ+ is used to represent a number of other identities under the LGBTQ+ umbrella. Some of the identities represented by the plus include:

• “Asexual”, a term used to describe a person who does not experience sexual attraction or has low interest in sexual activity.
• “Pansexual”, a term used to describe a person who is romantically, sexually and/or emotionally attracted to people regardless of sex or gender.
• “Intersex”, a term used to describe a person born with variations in sex characteristics such as chromosomes, hormones, or genitalia that do not fit the definitions of ‘male’ or ‘female’.

• The term “heterosexual” is used to describe a person who is romantically, sexually and/or emotionally attracted to people of a different sex or gender to themselves, and is usually used to describe a man who is attracted to women or a woman who is attracted to men. This term is usually only used in formal contexts – the more informal term for heterosexual is “straight”.
  
• The term “cisgender”, often shortened to “cis”, is used to describe a person whose gender identity is the same as the sex they were assigned at birth, usually:

• A cis man who was assigned male at birth.
• A cis woman who was assigned female at birth.

• The term “transition” refers to the process during which a person transitions from the sex they were assigned at birth to the gender with which they identify. This process may involve any of the following actions:

• Living as their gender openly.
• Using a name different from their birth name.
• Using pronouns different from those associated with the sex they were assigned at birth, e.g. someone who was assigned male at birth using she/her or they/them pronouns.
• Presenting in a manner consistent with their gender identity.
• Undergoing medical treatment or procedures, e.g. hormone therapy.

• The phrase “coming out” is the process through which an individual, after recognising that they are a member of the LGBTQ+ community, chooses to disclose their identity to others. This can range from coming out to a limited number of people, such as their close friends and family, to expressing their identity openly across their whole life.

LGBTQ+ individuals could be at risk of being “outed”. This term refers to the process in which an individual’s identity as an LGBTQ+ person is disclosed without their consent. Although this can happen accidentally, e.g. through a conversational error or miscommunication, individuals are often outed on purpose for malicious reasons.

Examples of outing can include:

• Revealing explicitly that a person is LGBTQ+ to people who do not know this – for example, telling a pupil’s parents, teachers, or friends that the pupil is LGBTQ+, or for a member of staff, telling learners or other staff.
• Implicitly revealing or suggesting that a person is LGBTQ+ to people who do not know this – for example, using a trans person’s correct pronouns in front of other people before they have come out, or referring to a lesbian, gay, or bisexual person’s partner before they have come out.
• Revealing explicitly or implicitly that a person is LGBTQ+ on a public platform, e.g. social media.

Any communication of a student LGBTQ+ status will be handled on an individual basis following safeguarding considerations. Parental involvement will be established in a supportive, respectful and professional manner. This will be facilitated by the LGBTQ+ Inclusion Lead and the safeguarding team

4. Principles & Commitments

1. We will comply with the Equality Act 2010 and relevant DfE/EHRC guidance; discrimination, harassment or victimisation on the basis of sexual orientation or gender reassignment will not be tolerated. GOV.UK
2. We will teach about sexual orientation and gender identity in an age-appropriate, factually accurate and respectful way within RSHE and the broader curriculum. GOV.UK
   
3. We will create a safeguarding culture where pupils can disclose issues and are listened to, with a clear support pathway and trusted adults. GOV.UK
   
4. We will respect pupils’ self-identified names and pronouns, maintain confidentiality appropriately, and follow lawful, child-centred processes for supporting
   gender-questioning children consistent with EHRC and DfE guidance. Equality and Human Rights Commission
   
5. We will engage with parents and carers respectfully while prioritising the child’s welfare and legal rights. GOV.UK

5. Curriculum / RSHE

• The school will deliver RSHE that covers sexual orientation and gender identity progressively and age-appropriately by school phase; content will be evidenced-based and aligned to DfE statutory guidance. Learning outcomes will include respect for diversity, understanding of the law and consent, links to mental and sexual health, and how to get support. GOV.UK
  
• Cross-curricular reinforcement: PSHE, RE, history, citizenship and pastoral programmes will reinforce inclusion and challenge stereotypes.
  
• Parents: the school will publish its RSHE curriculum and learning objectives; explain statutory requirements and any parental withdrawal rights for certain elements (secondary/other relevant parts), consistent with the DfE guidance and current law. GOV.UK

6. Safeguarding and support

Designated Safeguarding Lead (DSL) responsibilities:

• DSL and deputies receive training that includes safeguarding and supporting LGBTQ+ pupils. All staff receive basic awareness training. KCSIE requirements for safeguarding apply in full. GOV.UK
  

Trusted adult / reporting routes:

• Learners will be told who the academy trusted adults are for LGBTQ+ specific issues and will be able to identify them using academy badges worn by these staff. Learners will also be told how to report concerns.
• Records of LGBT-related behaviour incidents and safeguarding concerns will be made and retained securely following usual behaviour and safeguarding procedures. GOV.UK
  

Confidentiality:

• Staff should respect confidentiality where appropriate to ensure others are not “outed” but must follow safeguarding duties if a child is at risk. Parental contact decisions will be child-centred and follow DfE and KCSIE principles. GOV.UK

7. Supporting transgender and gender-questioning pupils

• The academy has an established process for supporting transgender and gender questioning students, this is included in the pastoral handbook.

• The school will develop an individual plan in partnership with the learner (and their family where appropriate and safe) to support name/pronoun use, uniform, PE and changing room arrangements, and any phased or social transition. All decisions will be made on a case-by-case, child-centred basis and recorded. This follows the practical approach set out in DfE non-statutory guidance for gender-questioning children and EHRC expectations on reasonable treatment. Consultation Hub

Facilities:

• Where possible, single-sex and mixed/accessible toilet or changing room options should be made available sensitively and lawfully to balance individual rights and safety. Decisions should be evidence-based and documented. Equality and Human Rights Commission

Medical transition:

• Staff are not clinicians; any requests for medical treatment are handled through health services and parents/guardians unless a safeguarding concern/child welfare issue arises.
  

8. Anti-bullying and behaviour

• Our Academy Anti-bullying policy explicitly covers homophobic, biphobic and transphobic language and behaviour. All incidents are logged, investigated and sanctioned appropriately. Where necessary, incidents will be treated as safeguarding cases if they raise concerns about safety or wellbeing. Sanctions and restorative approaches are used consistently to ensure effective resolutions and support is in place for every learner, family and member of staff. GOV.UK
  
• Staff must challenge casual derogatory language (e.g., “that’s so gay”) and teach why it is harmful. Behaviour records will include identity-based incidents so leaders can identify trends and make interventions with learners and their families where necessary.
  
• The school will publicise support organisations (e.g., local young people’s services, national helplines) and internal pastoral support routes. - this is where we will need support agencies available on the website
  

9. Staff training and expectations

• Induction for all staff includes equality duties, safeguarding responsibilities, how to respond to disclosure, and school procedures for supporting LGBTQ+ pupils. DSLs and counsellors receive advanced training. EHRC and KCSIE material will inform CPD. Equality and Human Rights Commission & Keeping children safe in education 2025 - GOV.UK 
  
• Staff will model inclusive language and behaviour, and avoid imposing personal beliefs in ways that would discriminate against pupils.

10. Parental engagement and communication

• The school will communicate curriculum intent, policies and support pathways to parents. Where disputes arise, the school will use child-centred, evidence-based processes and may seek advice from the local authority/EHRC/legal counsel when necessary. Safeguarding duties may require the school to act even if parents disagree. GOV.UK

11. Admissions, uniform and single-sex activities

• Admissions: the school will not discriminate on the basis of protected characteristics. GOV.UK
  
• Uniform: pupils may wear uniform consistent with their gender identity and in line with the school’s uniform policy and reasonable adjustments.
  
• PE and single-sex activities: the school will consider inclusion and safety; where lawful and necessary, reasonable adjustments are made (e.g., appropriate changing arrangements) and documented.
  

12. Record-keeping, monitoring and reporting

• Staff will report, monitor and respond to bullying and safeguarding incidents by protected characteristic to identify patterns and these will be audited by the LGBTQ+ Inclusivity Lead and DSL regularly.
  

13. Complaints and escalation

The school’s complaints procedure applies.