Equity, Diversity and Inclusion

Rambert School: Where tradition meets innovation

People are the foundation of Rambert School’s success. Our School community is culturally diverse, and we foster a fully inclusive culture within our staff team, student body and Board of Trustees. At the heart of our School is an openness where tradition meets innovation. Diversity and inclusion are critical to our vision of sustaining a School in which the history of the art form is understood and respected, whilst its boundaries are examined and questioned. The ‘Rambert Spirit’, which is centred on the celebration of individual creativity and innovation, informs this vision and our methods to ensure that equity, diversity and inclusion remain a continuous key priority for our institution. Our approach will enable generations of future dancers and dance makers to navigate a sector that leads the way in diversity and inclusion.

Read the full statement below:

Our student body is made up of a diverse range of students from widely varied backgrounds, which encourages a cross-fertilisation of ideas and fosters graduates and postgraduates who are open to new concepts and respectful of cultural diversity.

Rambert School’s Participation and Outreach programme works to ensure we have a diverse cohort from all kinds of backgrounds, and that talented students can access and are supported to complete our training, irrespective of their personal characteristics or circumstances. Our international student body brings a richness to the School itself and plays an important part of the student experience in preparing our graduates for a career in a global profession. Our emphasis on individual expression and creativity runs through the core of our education and this, combined with our commitment to expanding access to dance higher education, is contributing to improving the diversity of voices in the traditionally male-dominated arena of choreography.

We are committed to recruiting, training and supporting the most talented students and staff regardless of ethnicity, gender, disability, age, sexual orientation or religion. Applicants to Rambert School are chosen solely on the basis of their talent and potential to develop the skills required for their chosen profession. We encourage students to tell us about any disabilities, impairments or conditions (for example dyslexia or any physical, sensory or mental health condition) at the earliest opportunity so that support can be put in place. Promoting equality and encouraging diversity in our staff and student bodies is at the heart of the values of Rambert School and brings an enormous strength to what we do in providing dance training at the highest level. We are committed to ensuring that all our students and staff achieve their full potential.

“The teaching at Rambert School has and remains one of the most comprehensive in providing students with an excellent knowledge and ability to confront present dance language whilst maintaining a respect for tradition. The students of Rambert School are prepared with an extraordinary basis to tackle any choreographic challenge presented to them with an open mind and heart and to have a voice. This pipeline of talent is a MUST so that the current trends of the creative arts are well served and nourished. In my belief Rambert School is an integral part in maintaining this positive flow in the pipeline for the future. The proof is in the pudding, the graduates of Rambert School are successful in all aspects of dance throughout the UK and worldwide. For me personally, my dance training at Rambert School set me up for life. I was taught with discipline but always the opportunity to be an individual and to show respect to my fellow colleagues and to celebrate diversity.”

Richard Wherlock Artistic Director, Ballet Theater Basel

The information published on these pages shows:

The number of students who attained a particular degree or other academic award, or a particular level of such an award, on completion of their course with us.

It shows these numbers by reference to:

• the gender of the individuals to which they relate
• their ethnicity
• their socioeconomic background

We understand and acknowledge our position as one that plays a direct role in shaping the future of the arts and cultural sectors. We will continue to pride ourselves on attracting the most gifted dancers to our School and improving access for students from diverse backgrounds; however, due to the small sample size, this data has been suppressed for data protection.


Transparency Table

At Rambert School, we pride ourselves on creating and maintaining an inclusive culture where all members can thrive.  Our anti-discrimination and social justice groups work towards helping our institution be as inclusive as possible.  Additionally, the Rambert School Policy on Sexual Misconduct, Harassment and Related Behaviours underpins and is founded upon the following principles and Rambert School’s commitment to:

• establishing a culture of mutual respect and support;

• creating a safe environment in which the relationship of trust and confidence between the School and the members of its community is paramount, and

• ensuring a zero tolerance for sexual violence and misconduct, harassment and related behaviours.

In support of these values and principles, Rambert School has resolved to adopt the International Holocaust Remembrance Alliance’s working definition of antisemitism, which is as follows:

 “Antisemitism is a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of antisemitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities.”

You can read more about the IHRA’s working definition and the context in which it arose here.

Rambert School does not tolerate harassment and discrimination of any kind, including on racial, religious or other grounds.  We note that this definition does not affect the definition set out in the Equality Act (2010) regarding racial discrimination nor our duties under that Act.  Our adoption of it does not change those duties or any of our other legal obligations including those relating to freedom of speech, nor does it change how we meet those obligations or our approach to our work on equality, diversity and inclusion.  We have adopted this definition both in support of our anti-discrimination work, and also as a guide to helping our community understand antisemitism.

Our Equity, Diversity & Inclusion Committee sets our institutional EDI priorities and monitors our work in this area, reporting to our Academic Quality & Standards Board. Membership is made up of a cross-section of staff and students from across our institution; we have a standing core membership but any members of our student body or staff are welcome to attend and engage with the work of this committee.

Responsibilities of members of the Equity, Diversity Committee:

• To act as champions and advocates on equality, diversity, inclusion and anti-discrimination issues within the School.
• To inform strategic direction and policy within the School with regard to equality, diversity and inclusion
• To respond to equity, diversity, inclusion and anti-discrimination and ideas raised by colleagues within the School and bring these to the Committee for discussion.
• To share experience, knowledge and expertise with other members of the Committee.
• To lead/participate as required in Working Groups appointed by the Committee.
• To inform the school community of any recommendations, guidelines and research findings developed by members of the Equity and Diversity Committee.
• To produce, review and/or recommend accessible resources on behalf of Rambert School
• To recommend new areas of research and development, and ideas for staff training in order to improve practice and policy in relation to all aspects of equality, diversity, inclusion and anti-discrimination within the school.
• To report to the Academic Quality & Standards Board and other appropriate meetings/committees on key issues and initiatives.

Below are constructive steps we have taken in promoting Racial Justice and Anti-racism at Rambert School

1. Actively recruit counselling team members who can support Black and Global Majority students through their daily experiences, recognising that racism impacts their daily life

We have diversified our pool of counsellors available to our students and have recently recruited:

  • A counsellor of Global Majority background
  • A counsellor from the LGBTQIA+ community
  • A counsellor specialising in eating disorders

2. Support our students and staff in developing confidence in discussing social issues and to become racially literate. Racial literacy is the ability to recognise, respond to and counter racism.

We have completed a range of CPD activities relating to Racial Justice, which include:

  • Staff have undergone equality and diversity training with EqualiTeach
  • Staff CPD session with Black Artists in Dance (BAiD) on understanding white privilege
  • Completed a 2-year partnership with BAiD to support the School in its anti-racism work on a day-to-day basis, at strategic level and through departmental plans
  • Adopted the Halo Code championing the right of staff and students to embrace all Afro-hairstyles, and welcoming the wearing of headscarves and hijabs
  • Bespoke sections created within the School community’s digital channels to share resources, stories, and insights on EDI related topics. For example, a channel dedicated to Social Justice and Environmental Social Governance, with a specific page for Racial Awareness and Cultural Awareness
  • Created a Rambert School EDI pack available as a PDF resource
  • Added new research materials to the Library relating to Racial Literacy and Racial Justice, with seminal texts from activist scholars from 20th and 21st century
  • Embedded EDI commitments in meetings and action plans across all departments so every member of staff is accountable for upholding anti-racism

3. Encourage student engagement and agency on racial justice and active anti-racism

We have expanded our Student Representation team to include Inclusivity Advocates to represent the student body and engage in all committees. Areas of advocacy include Race, Gender, LGBTQIA+, Disability and Neurodiversity.

We have encouraged student-led EDI activities and allocated funding specifically for EDI related events including anti-racism. The School held their first Inclusivity Week in 2023 where student involvement was mandatory as workshops and discussion groups were included in the timetable.

4. Create a steering group to guide the work of the school with external input

A Racial Justice and Anti-racism steering committee was created to discuss race related issues as they were raised. The committee evolved and is now a working group sitting under the Equity, Diversity & Inclusion Committee.

5. Hold regular training and learning opportunities that address issues of racial discrimination

Racial Justice alongside other EDI topics such as disability awareness have been included as part of staff inset days and training. Also, the School’s senior leadership team have committed to attending EDI training workshops and to engage with wider networks across higher education and the dance industry.


  • Two male dancers in green and grey
  • Ballet dancers in purple costumes


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