Equality and Diversity Single Equality Schemes

1. Single Equality Scheme Action
Plan 2011
Including objective and action
statements

2. PLANNING, MONITORING AND
EVALUATION
Section 1

3. PLANNING, MONITORING AND
EVALUATION
• to embed within the College structure coherent and robust
planning and decision-making processes associated with the
provision of services/support for all students and
staff, irrespective of age, disability, gender, gender
identity, race, religion or belief and sexual orientation
• to ensure that the College's commitment to all students and staff
irrespective of age, disability, gender, gender
identity, race, religion or belief and sexual orientation, is
embedded in its strategies and policies
• to carry out systematic evaluation of progress towards providing
for the needs of all students and staff irrespective of
age, disability, gender, gender identity, race, religion or belief
and sexual orientation, as an integral part of the College's
planning and review cycle

4. PLANNING, MONITORING AND
EVALUATION
• To ensure the College’s
commitment to equality
and diversity is
highlighted in key
College documents,
including the prospectus,
annual report, staff
handbook, annual
financial statement

5. PLANNING, MONITORING AND
EVALUATION
• To consider the • To continue to make
collection of data available and analyse
relating to sexual equality data on
orientation student applications,
• To continue to make withdrawal of
available and analyse applications and
equality data on premature leavers
student achievement
(raw and value-added)

6. PLANNING, MONITORING AND
EVALUATION
• To prepare a five year • to present a monitoring
analysis of results by report on student and
disability, ethnic and staff equality data to
gender groupings SMT and to the Staff
• to seek benchmarking and Students
equality data on sixth Committee of the
form college staff Governing Body
• to seek benchmarking
equality data on sixth
form college students

7. PLANNING, MONITORING AND
EVALUATION
• to review the equality • to ensure the
impact assessment of objectives in the Single
all College policies and Equality Scheme Action
procedures Plan are included in the
• to continue to include College Operational
equality impact Plan and monitored
assessment from the
point of inception for every month by SMT
all new College policies
and procedures

8. PLANNING, MONITORING AND
EVALUATION
• to ensure the • to ensure the
monitoring of the outcomes of the
objectives in the report on the Single
Single Equality Equality Scheme
Scheme Action Plan Action Plan 2010
is reviewed at each inform the Action
full meeting of the Plan for 2011
Governing Body

9. PRE-
ENROLMENT, ENROLMENT
AND INDUCTION
Section 2

10. Objectives
• to ensure that the College's procedures for pre-
enrolment, enrolment and induction are fully
accessible to all students, irrespective of age,
disability, gender, gender identity, race, religion or
belief and sexual orientation
• to make specialist information, advice and
guidance available to all applicant students and new
students, irrespective of age, disability, gender,
gender identity, race, religion or belief and sexual
orientation

11. Objectives
• to record equality information disclosed about a
student's needs at the earliest opportunity on the
College's Management Information Systems and to
consider the implications of this information for the
student's experience at the College
• to provide comprehensive support to all applicant
students and new students, irrespective of
age, disability, gender, gender
identity, race, religion or belief and sexual
orientation, to enable them to access College
courses, services and facilities wherever possible

12. PRE-ENROLMENT, ENROLMENT
AND INDUCTION
• actively to promote and • to review the language
market the opportunities used in the new
prospectus for
offered by the College accessibility
to all students, • to continue to produce
irrespective of age, diverse, non-stereotypical
disability, gender, images in all marketing
gender identity, race, materials
religion or belief and • to continue to give a high
profile to equality and
sexual orientation diversity at Open
Evenings

13. PRE-ENROLMENT, ENROLMENT
AND INDUCTION
• to continue to challenge • to continue to record
gender stereotypes in student application
subject choices disclosures accurately
• to continue to provide a and sensitively on the
confidential method of College MIS system
disclosure on student • to maintain procedures to
application forms assess student application
• to review the wording of disclosures
the disclosure section on
student application forms

14. PRE-ENROLMENT, ENROLMENT
AND INDUCTION
• to continue to ensure sufficient time to discuss
disabilities and other equality issues at enrolment and
induction
• to include new training / awareness-raising of equality
issues in student induction
• to continue to include equality data in the analysis of
students leaving before 1st November each year

15. TEACHING AND LEARNING
Section 3

16. Objectives
• to provide a clear and coherent learning experience for all
students, irrespective of age, disability, gender, gender
identity, race, religion or belief and sexual orientation
• to maximise the opportunities for all students, irrespective of
age, disability, gender, gender identity, race, religion or belief and
sexual orientation, to achieve the same learning outcomes
• to design all teaching to be accessible wherever possible to all
students, irrespective of age, disability, gender, gender
identity, race, religion or belief and sexual orientation
• to provide accessible examination and assessment
arrangements, wherever possible to all students, irrespective of
age, disability, gender, gender identity, race, religion or belief and
sexual orientation

17. TEACHING AND LEARNING
• to continue to meet the • to continue to include
needs of all students, diverse non-stereotypical
irrespective of age, images in any teaching
disability, gender, gender and learning materials
identity, race, religion or the College produces or
belief and sexual uses
orientation, by tutors
being constantly sensitive
to possible different
learning needs

18. TEACHING AND LEARNING
• to continue to provide • to continue to maximise
Library services and the opportunities for the
resources which meet the achievements of all
needs of all students, irrespective of
students, irrespective of age, disability, gender,
age, disability, gender, g gender identity, race,
ender
identity, race, religion or religion or belief and
belief and sexual sexual orientation
orientation

19. TEACHING AND LEARNING
• to continue to review
the accessibility to,
and reasonable
adjustments for, field
trips
• to mark National
Equality and Diversity
Weeks, Days, Months,
etc. and build links
across the curriculum

20. STUDENT SUPPORT AND
GUIDANCE
Section 4

21. Objectives
• to provide clear and coherent tutorial support
for all students, irrespective of age, disability,
gender, gender identity, race, religion or
belief and sexual orientation
• to ensure accessibility for all students,
irrespective of age, disability, gender, gender
identity, race, religion or belief and sexual
orientation to the full range of Student
Services, including Learning Support

22. STUDENT SUPPORT AND
GUIDANCE
• to continue to provide
sufficient time to discuss
equality issues during
entitlement interviews
• to continue to ensure
disclosures are passed on
when a student changes
tutor
• to continue to ensure any
equality needs are met in
tutorial provision and if a
student changes tutor

23. STUDENT SUPPORT AND
GUIDANCE
• to maintain access for all
students, irrespective of
age, disability, gender, gend
er identity, race, religion or
belief and sexual
orientation, to “someone to
talk to” when Personal
Tutors not available
• to improve the awareness of
non-Christian beliefs
(including humanists)

24. ACCESSIBLE
DOCUMENTATION
Section 5

25. ACCESSIBLE DOCUMENTATION
• to ensure that where practicable all
College documentation and publications
are accessible to all
staff, students, governors and the wider
community, irrespective of
age, disability, gender, gender
identity, race, religion or belief and
sexual orientation

26. ACCESSIBLE DOCUMENTATION
• to raise awareness further of the
importance of accessibility of all
College documentation (colour,
font, etc)
• to encourage tutors further to be
more pro-active in producing
materials which can be easily
transferred to alternative formats
• to ensure departmental systems
are in place to review
documentation for accessibility

27. ACCESSIBLE PHYSICAL
ENIVRONMENTS
Section 6

28. ACCESSIBLE PHYSICAL
ENIVRONMENTS
• to ensure that where practicable, all new
and existing College buildings are
accessible
• to ensure that access issues are built into
new policies and procedures as these are
developed and into new projects whether
new build or refurbishment

29. ACCESSIBLE PHYSICAL
ENIVRONMENTS
• to maintain ease of
wheelchair access wherever
possible to all areas of the
College
• to maintain awareness of
the availability of keys for
the lifts
• to continue providing
footstools in the Science
labs for students with
disabilities affecting
mobility

30. ACCESSIBLE PHYSICAL
ENIVRONMENTS
• to ease the opening of
doors to make them less
"heavy"
• to provide further study /
social space to meet the
needs of students with
disabilities
• to monitor the plans of
all further new buildings
to ensure accessibility for
all staff, students,
governors and visitors

31. STAFF
RECRUITMENT, EMPLOYMENT
AND DEVELOPMENT
Section 7

32. Objectives
STAFF RECRUITMENT
• actively to promote the College as an equality aware
employer
• to ensure that all applicants, irrespective of age,
disability, gender, gender identity, race, religion or
belief and sexual orientation, receive full and fair
treatment and are considered solely on their ability to do
the job
• to ensure that all disabled applicants whose skills and
experience meet the essential criteria of the person
specification are interviewed

33. Objectives
• to maintain recruitment • to continue providing and
procedures which encourage publicising the availability
applications, irrespective of of information about
age, disability, gender, vacancies in an alternative
gender identity, race, format (Braille, large
religion or belief and sexual print, audio)
orientation • to ensure applicants for
employment who have a
disability and who meet the
essential criteria continue
to be invited for interview

34. STAFF RECRUITMENT,
EMPLOYMENT AND
DEVELOPMENT
Section 8

35. Objectives
• to review and develop further the
College's employment policies and
procedures in order to provide a
barrier-free environment for the
recruitment and employment of all
people, irrespective of
age, disability, gender, gender
identity, race, religion or belief and
sexual orientation

36. Objectives
• to ensure that the work environment and
working practices do not constitute
unnecessary barriers which may prevent
employees participating fully in the life of the
College
• to retain staff who become disabled in their
current role wherever possible or to find a
suitable alternative role if available (and to
provide retraining where reasonable)

37. STAFF EMPLOYMENT POLICIES
AND PROCEDURES
• to review • to continue to review
opportunities for staff’s perception of
staff to disclose equality in the annual staff
• to maintain on- QA questionnaire
going opportunities • to continue to provide
for governors to diverse non-stereotypical
disclose images in any materials the
College produces for staff

38. STAFF EMPLOYMENT POLICIES
AND PROCEDURES
• to gather information to
determine whether a gender
pay gay exists in the College
• to seek to promote equality of
opportunity for any employee
who intends to undergo, is
undergoing, or has
undergone, gender re-
assignment
• to ensure that contractors
employed by the College are
aware of the College’s
expectations regarding equality

39. STAFF EMPLOYMENT POLICIES
AND PROCEDURES
• to analyse equality
data to assess
whether there may
be any discrimination
or adverse impact in
terms of recruitment

40. STAFF RECRUITMENT,
EMPLOYMENT AND
DEVELOPMENT
Section 9

41. Objectives
• to provide staff development and resources to raise staff
awareness of issues relating to equality
• to support the development of the skills and potential of all
staff, irrespective of age, disability, gender, gender identity,
race, religion or belief and sexual orientation, through staff
development and promotion opportunities
• to ensure that all staff teaching students with disabilities and
associated requirements have access to relevant information
and are supported in their work
• to integrate appropriate forms of on-going training on equality
issues into the College's staff development programme

42. Objectives
• to provide training
for enrolment tutors
in inviting and
handling disclosure
• to provide training
for new personal
tutors in how to
approach
disclosures

43. Objectives
• to provide training for new
tutors in providing reasonable
adjustments (e.g. handouts,
board work, use of voice) and
in how to approach the possible
differences in learning needs
• to raise awareness with new
tutors of the range of
disabilities and associated
technical terms
• to foster a learning and work
environment which is free from
discrimination