“…Demie's research on what works in successful multicultural schools also suggests that it is not always doom and gloom and it is possible to tackle the underachievement of BAME pupils and narrow the gap nationally. The research identified many success factors and strategies which contributed to the raising achievement and tackling inequalities including: 'Headteachers' excellent leadership on diversity and equality issues; effective teaching and learning; use of a relevant inclusive curriculum; parental engagement, good link with the community and parents; a clear stand on racism; diversity in the school workforce; a celebration of cultural diversity; and effective use of pupil's voice' (see Demie, 2019a: 192); Demie and Mclean 2017b: 75) This article builds on previous research in UK (see Miller, 2020Miller, , 2021Miller, , 2018Demie, 2022bDemie, , 2021Demie, , 2019aDemie, , 2019bMclean 2017a, 2017b;Callender, 1995 and and provides empirical evidence and trends in the teaching workforce by ethnic background and its disproportionality when compared to their peers in the context of England. It uses the diversity gap and the Teacher-Student Parity Index, for comparing the proportions of teachers and students from different ethnic groups to gain an understanding of the demographic reality of today's schools.…”