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RNIB College Loughborough
Single Equality Scheme Action Plan – (Latest Update Jan 30th 2012)
The RNIB College Loughborough is committed to removing barriers to
inclusion and success no matter how unintentional
This document sits within the context of Human Relations (HR) policies
that are produced by RNIB corporately. Many issues of equal
opportunities such as the right to have your application pack in Braille is
covered already by these corporate-wide policies. Therefore,
operational actions such as these are not included.
Many equality actions have already been completed under previous
action plans for GED, DED and the Race Duty.
The following action plan has been endorsed by the Principal and Chair
of Governors.
Objectives for improvements and associated action points 2010 –
2013
This action plan continues the work the RNIB College has already
achieved under the action plans previously in place to proactively
improve race relations, and gender and disability equality. The
previous Disability Equality Duty Action Plan has been completed.
However the College’s commitment to improvement for disabled
people has not. This action plan contains new actions and activities
for this group of people. The Gender Equality Duty Action Plan has
been completed apart from 2 actions, which have been transferred to
this action plan. Access to both the Gender and Disability Action
Plans (now replaced by this action plan) are available via the
College’s Intranet and Internet sites (www.rnibcollege.ac.uk). The
Race Relations Action Plan contained on-going actions and the
College has been careful to ensure all actions have been transferred
to this Action Plan. If you require this Action Plan in any other format
then please contact Norma Curtis, Quality Improvement Manager on
01509 631269 or e-mail her on ncurtis@rnibcollege.ac.uk
As this is a Single Equality Action Plan covering all strands of equality it
could mean that the previous emphasis on race, gender and disability
would be lost. To avoid this, each action is identified by which group it will
mainly affect. Groups for the following strands are identified:
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Age
Disability
Gender Reassignment
Pregnancy/Maternity/paternity
Race
Religion or belief (including non-belief)
Sex
Sexual Orientation
The plan shows after each action which main aim of the General Duty it is
focused upon, ie
Eliminating discrimination
Promoting equality
Fostering relationships between people in protected characteristic
groups
Abbreviations used in this action plan:
APP Assistant Principal Programmes
QIM Quality Improvement manager
SA Senior Administrator
MDM Marketing and Development Manager
MAO Marketing Admissions officer
APF Assistant Principal Finance
EPE Employment Placement Executive
–
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Single Equality Action Plan. The first four objectives are those issues specifically raised by learners
when they were consulted at a Learner Conference for the six specialist colleges in the East Midlands
Region on 24 March 2010
A = Age D = Disability G = Gender including gender reassignment and pregnancy/maternity/paternity; R = Race;
RB = Religion/Belief; S = Sexuality;
Objective 1 – Responding to the learners – Learners would like more access to the Internet – they feel
because they are learners at a residential college they may not have enough access (Eliminating
discrimination)
No Actions Deadline A D G R RB S Update Responsibility
1.1 Head of Care with Jan 2012 X HoC
Safeguarding Committee
to investigate safe use of
the Internet sites such as
MSN, Facebook, etc and
gambling sites with a
view to adding advice
and guidance to the
Safeguarding Policy.
Learners wish to retain
the right to communicate
with friends through these
sites. Head of Care and
Safeguarding Committee
to consider the use of
gambling sites by
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learners, methods of
blocking access to these
sites, rights of individuals
to these sites, etc.
Amended Safeguarding
Policy to be published
and advice given to staff
and learners.
1.2 Head of Care and Jan 2012 X HoC and Res
Residential Team to risk Team
assess learners for their
ability to access Internet
sites safely including the
access to gambling sites.
Formal risk assessment
documents to sit in the
Care Plan area.
1.3 Head of Care and Team Jan 2012 X X X X X X HoC
to write with learners a
‘contract’ for using
Facebook, Beebo, etc
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1.4 Head of Care to liaise Jan 2012 X X X X X X HoC
with Principal about
updating disciplinary
policies and use of
computer policies to
include misuse of Internet
sites such as Facebook
as indicated by actions
taken above
1.5 Head of Care to ensure June 2012 X X X X X X HoC
communication about the
above procedures are
shared with learners and
parents/carers
appropriately through the
learner and parent
handbook and care
planning
1.6 Head of Care to present January X X X X X X HoC
this e-safety aspect of the 2012
Colleges policy to Quality
Improvement manager
who will share with other
specialist colleges
1.7 Internet safety to be used September X APP
as the basis for a project 2009
during Induction week.
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Learners have asked for
advice on which sites are
available to them and
which are not. They
would like to know how to
take responsibility for
their actions on the
Internet. They would like
to know which contact
poses a risk and which
does not.
1.8 Learners to be instructed December X X X X X X Principal has asked IT APP in liaison
how to add ‘privacy 2011 Team leader to with Principal
settings’ to Facebook investigate this.
accounts There have been
recent concerns that
Facebook updates
privacy settings
without permission of
the user
1.9 Learners to have December X X X X X X Included in PSHE APP
included within their 2011 sessions
education the risks of
gambling and its
addictive nature
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1.10 Learners would like to Jan 2012 X X X X X X HoC in liaison
know which areas of the with APP
Internet are blocked and
why – list to be
developed by
Safeguarding Committee
1.11 Head of Care with Jan 2012 X X X X X X HoC
Safeguarding Committee
to review Bullying and
Harassment policy to
ensure it includes advice
and guidance re bullying
by mobile phone and or
other electronic means of
communication.
Objective 2 – Responding to the learners – Learners would like to know more about bullying and
harassment (Fostering relationships)
No Actions Deadline A D G R RB S Update Responsibility
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2.1 Learners would like December Bullying and APP
provision to understand 2011 harassment and
the extent and nature of principles of respect
bullying and harassment. are included in PSHE
They would like explicit sessions
provision about how to
deal with it if it should X X X X X X
happen to them. They
would like to know how
not to bully other people
or harass them. They
would like workshops to
explore these areas.
2.2 Learners would like Jan 2012 e-safety lessons are APP
lessons on text bullying – included on the
how not to do it and how X X X X X X curriculum for all in-
to deal with it if it happens house learners
to them
2.3 Learners would like an June Learners can contact APP
anonymous way of letting 2012 Senior Administrator for QIM
people know if they are an ‘independent ear’ –
being bullied by mobile X X X X X X specific advice re
phone mobile phones to be
discussed at next
EODWG
8
Objective 3 – Responding to the Learners - Learners would like to be as health aware and diet aware as
people without disabilities (Advancing equality)
No Actions Deadline A D G R RB S Update Responsibility
3.1 Learners would like to March APP/HoC
have their own Slimming 2012
World Club or Weight X
watchers Club
3.2 Learners would like more March APP/HoC
nutritional information 2012
about the food they are X
eating
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3.3 Learners would like to March Alcohol and drug APP
know more about drinking 2012 misuse and abuse is
alcohol or getting involved included in the PSHE
with drugs. They want curriculum
more explicit information
and information about how
to drink in moderation,
what is moderation, what
happens to your body if X
you over drink. Learners
would like to talk to ex-
drug users and ex-
alcoholics to hear personal
testimony about how to
overcome these addictions
or avoid them in the first
place.
3.4 Learners would like March Healthy living is APP
healthy living sessions 2012 X incorporated in Lifestyle
and sports curriculum
10
Objective 4 – Responding to learners – Learners at the RNIB College felt the Relationship Policy is good
and is working – they appreciate equal access to relationships along with their mainstream peers. They
would like the following added to the approach (Eliminating discrimination, advancing equality)
No Actions Deadline A D G R RB S Update Responsibility
4.1 Learners would like sex Jan 2012 APP
education to be
personalised. APP to
X X
investigate 1-1 support
with PL Education and PL
Skills and liaise with HoC
4.2 Learners have suggested Jan 2012 HoC
that final year learners
should live in mixed flats
X X
in preparation for
University – HoC to
investigate
4.3 Links will be maintained On-going HoC
with Loughborough APP
University’s Lesbian, Gay, X X
Bisexual and Transgender
Group
Objective 5 - Support for religious beliefs (The following actions were specifically raised by learners from
Black Minority Ethnic (BME) Groups at a Focus Group on 3 March 2010. The Focus Group was held by a
member of staff from a BME group) (Promoting equality)
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4.4 Investigate if learners Completed Faith and Reflection QIM
would like a prayer room room set up ready for
at the main College site September 2011.
(previously learners have
been canvassed and
stated they were happy
to use their own en-suite
X
facilities and the faith
room at Loughborough
College) Update:
learners said they would
appreciate a prayer and
this has been instigated
in G7
4.5 Parents/carers of Dec 2011 Action complete. A MDM
younger learners to be leaflet about the
given information about different support the
how the College supports X
learners’ religious needs
College is
prior to enrolment distributed to
potential learners
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4.6 Learners requested an April 2010 It was decided that the QIM
impartial person to report Completed Senior Administrator SA
concerns to would become an
X X X X X X alternative point of
contact for learners
and this will be
advertised.
The following objectives have been designed to address those issues identified when a gap analysis
was undertaken of the guidance from LSC: Equality and Diversity in Self-Assessment (Annex D)
published in October 2009 and a similar gap analysis of the Ofsted Common Inspection Framework.
Also any issues from previous actions plans under the Disability Equality Duty and the Gender
Equality Duty and Race Relations Action Plan are subsumed here.
Objective 6: Ensure equal opportunities is central to the college’s mission, planning and continuous
improvement cycle (Eliminating discrimination, advancing equality and fostering relationships)
No Actions Deadline A D G R RS S Update Responsibility
5.1 Ensure there is an equal On-going Yes and on-going – QIM
opportunities aim Ofsted found the
contained in the strategic approach to equal
X X X X X X
plan each time is opps to be
reviewed Outstanding in
November 2011
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5.2 Maintain an Equal On-going Yes – and on-going – QIM
Opportunities and good representation SA
Diversity Working Group now with a Governor
– to be held 3 times a rep too.
year with representatives
from all College teams,
X X X X X X
Loughborough College,
Chaplaincy, Charnwood
Human Rights and
Equalities and
representatives of
learners
5.3 Ensure a Governor Completed Link Governor Principal
representative is appointed
appointed as a link from X X X X X X
the EODWG to the
Governors
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5.4 All teams to evaluate November Update: Needs to be CMT
their approach to equal each year taken to next CMT (monitored by
opportunities and meeting will be QIM)
diversity in curriculum updated in December
reviews and self-
assessment reports.
X X X X X X
Teams to receive
sufficient challenge to
improve from their Line
Managers under this
heading
Objective 6 – Policies and Procedures are analysed for equality (impact assessed) in line with statutory
requirements (Eliminating discrimination, advancing equality and fostering relationships)
No Actions Deadline A D G R RB S Update Responsibility
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6.1 All policies and procedures On-going CMT
are regularly reviewed and Control sheet
are impact assessed in line monitored by
X X X X X X
with the Single Equality Act MAO
and previous Duties (DED
and GED)
6.2 The Marketing and Dec A catalogue and MDM
Development Manager to 2011 reminder system is in
conduct a review of the place. Reminders to
Intranet and with the MIS managers about out
Officer to devise a X X X X X X of date policies will
cataloguing system plus commence in
reminder system when January
reviews and impact
assessments are due
6.3 The Marketing and On-going QIM
Admissions Officer to MAO
X X X X X X
maintain a complete record
of impact assessments
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6.4 An analysis to be conducted On-going
for each protected
characteristic against the
policies/protocols/procedures
in place to determine which
policies/protocols/procedures
have the potential to
discriminate the most for that
particular characteristic –
check emerging themes –
task equality champions to
conduct this initial analysis
Objective 7 – To ensure the buildings are compliant with Disability Discrimination Act and the Special
Educational Needs and Disability Act (SENDA) (Eliminating discrimination)
No Actions Deadline A G D R RB S Update Responsibility
7.1 Access to buildings to On-going APF
be kept under review
using the DDA/SENDA
monitoring spreadsheet
X
which monitors work
being undertaken at the
College main site and
the Stan Bell Centre
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7.2 Assistant Principal January
Finance to discuss the 2012
requirements of the
above Acts with the
Asst Principal
X
Programmes with a
regard to work
placement and learners
placed at Loughborough
College
7.3 The Asst Principal On-going APP
Programmes to ensure
the Extended
Curriculum Programme
Leader (a specialist
qualified rehabilitation
officer) maintains her X
overview and links with
Loughborough College
to advise and guide
when new buildings or
internal works are
considered.
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7.4 The Asst Principal January APP
Programmes to discuss 2012
the requirements of the
Act with regard to
extended curriculum X
activities and
individually decide on a
course of action should
a venue not comply.
7.5 All activities on the September Confirmed – all APP
extended curriculum 2011 activities are risk
and study within assessed
Loughborough College
X
and its external
trips/visits/etc to be risk
assessed including
access
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Objective 8 – Embed equality and diversity into teaching and learning (Eliminating discrimination,
advancing equality and fostering relationships)
No Actions Deadline A D G R RB S Update Responsibility
8.1 All single equality December QIM
strands included in 2010
observations for
teachers, trainers,
learning assistants and
key workers (gender;
ethnicity or race;
disability; sexual
orientation; age; religion
(belief or non-belief);
transgender;
pregnancy, maternity
X X X X X X
and paternity; socio-
economic, and
marriage/civil
partnerships
Observation forms to
be updated
QIM to promote this
approach to other
observers
Observation reports to
comment
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8.2 Equality and diversity Jan 2012 APP
on the agenda at each
management and
curriculum team
meeting across the
college X X X X X X
Template agenda to
be produced
Minuted (even if no
issues arise)
8.3 College themes Ongoing QIM
continue to be
embedded into
curriculum throughout
the year
X X X X X X
First term: local
community
Second term: wider
community
Third term:
celebration
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8.4 Equality and diversity Jan 2012 APP
discussed in tutorials
Tutorial template to
include prompt X X X X X X
questions re equality
and diversity
Tutors to report any
areas of concern to QIM
8.5 Continue to evaluate June 2011 The curriculum is APP
the curriculum to ensure and on- evaluated in the
the individual needs of going spring term and
learners are met and part of that
the potential for evaluation is to
learners to meet a ensure that it
positive outcome are continues to meet
maximised the needs of all
X X X X X X
learners. At this
evaluation we take
into account the
needs of the
learners that are
likely to be joining
us the following
September
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8.5 When learners make September Tutors ensure that APP
their initial curriculum 2011 learners are
choices personal tutors making appropriate
will challenge any curriculum choices.
stereotypical approach All learners are
by learners or other encouraged to try
staff (which may be X X X X X X all curriculum
detrimental to the options in the first
learner). Staff half-term. This
development for ensures that they
teaching staff to be do not only pick
focused on transition stereotypical
issues in 2010-2011. options.
8.6 QIM to investigate with September QIM e-mailed Prog QIM
Programme Leaders 2011 Leader on 6.9.11 to
Education, Skills and commence audit
Extended Curriculum
X X X X X X
how equality and
diversity is embedded in
the provision – audit of
schemes of work
23
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8.7 Investigate the December Completed QIM with APP
appropriateness of the 2011 Dedicated
curriculum for the adult Transition Team in
learners, ie is it place and Adult
promoting and raising x Programme Co-
aspirations for people ordinator. 6 weeks
with disabilities? into programme
surveys taking
place
8.8 Appreciation of Commenced APP
linguistics to be
included in curriculum
linked to curriculum x
theme ie Chinese
writing
8.9 EPE to provide September Sept 2011 – APP with EPE
information to learners 2011 included in Work
about how to raise Experience Packs
issues re equal X X X X X X for adult learners.
opportunities and
diversity should there Included in packs
be one on placement for YPLA learners
24
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8.10 Promotion of health and On-going Health and well- APP
well-being to be being is included in
embedded within the all appropriate
curriculum in areas of the
X X X X X X
appropriate areas such curriculum
as Independent Living
Skills, Sport and
Tutorials
8.11 Ensure learners know Jan 2012 APP
where they can go for HoC
emotional support
X X X X X X
including tutors, key
workers and external
advocacy arrangements
8.12 Relationships Policy Commenced HoC
supports the formation
of adult relationships –
X X
learners are given
sufficient support to
understand this policy
8.13 Learners to be given On-going HoC/
support to access Tutors
external support from
the Lesbian, Bi-Sexual, X
Gay and Transgender
Group from the Student
Union
25
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8.14 Conduct an audit into Jan 2012 Not completed APP
the diversity of cooking,
diet and nutrition
information provided to X X X X X X
learners through
Independent Living
Skills
8.15 Audit of teaching Jan 2012 Not completed APP
materials for sensitivity
to and promotion of X X X X X X
equal opportunities and
diversity
8.16 To ascertain the level Jan 2012 App
and appropriateness of HoC
current transition advice
learners are given
about services available X
after College such as
further education,
training, housing,
benefits, etc.
8.17 Maintain destination On-going EPE
data for one year at
least (plans to extend X X X X X X
this to two).
26
Objective 9 – Embed equality and diversity into the extended curriculum (eliminating discrimination,
advancing equality and fostering relationships)
No Actions Deadline A D G R RB S Update Responsibility
9.1 Extended curriculum Ongoing APP
to follow the
philosophy of Every
Child Matters, ie to
promote health,
safety, enjoy and
achieve, positive
contribution and
economic well-being.
Extended curriculum
to reflect the themes X X X X X X
running through the
College curriculum
Extended curriculum to
reflect the make-up of
the learner community
(ie male/female
balance, activities for
people from different
cultural communities,
etc)
27
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9.2 Extended Curriculum June 2012 APP
Co-ordinator to
consider 3 projects to
ensure learners make a
positive contribution:
to the College
to the peer review
colleges
Local community.
X X X X X X
Extended curriculum
co-ordinator or
representative to attend
the Equal Opportunities
and Diversity Working
Group meetings to
present the projects,
monitor the impact of
the projects and decide
follow up needed.
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9.3 Analyse participation in Jan 2012 Attendance at APP
the extended curriculum activities is reported
analysed by all strands in the Curriculum
of the SES Review. Some
concerns are
to be reported in the emerging around the
Extended Curriculum X X X X X X participation of some
Review including groups. These have
Quality Improvement been addressed in
Plan the QIP
data to be reported in
the Self-Assessment
Report
9.4 Maintain and extend the November Student Committee APP
influence of the Student and elections have taken
Committee to input and annually place
X X X X X X
help develop the
extended curriculum
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9.5 Extended Curriculum Ongoing APP
Co-ordinator to monitor
and challenge external
facilities who
discriminate against
RNIB College learners
X
Where appropriate ECC
to liaise with QIM re:
training and staff
development of staff in
external locations
9.6 QIM to monitor annually September QIM e-mailed PL for QIM
with Programme Leader 2011 details on 6.9.11
for Ext Curr how
equality and diversity is X
planned and embedded
in the Ext Curr
programme
9.7 Investigate with Ext September Adult learners now APP
Curr Co-ordinator how 2011 have a bespoke
adult learners can have Extended Curriculum
targeted extended programme
X X X X X X
curriculum opportunities
using creative methods,
ie links to local
associations
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9.8 The Extended September Out door activities APP
Curriculum to promote 2011 are promoted in the
access to fresh air and activity programme.
outside activities Newly appointed
sports trainer has
time allocated to
promote sport in the
Extended
X
Curriculum. The
college acts as a hub
for blind football but
learners of all
disabilities, both
male and female can
join in the training
sessions
9.9 A calendar of important On-going APP
holy days and festivals
is displayed in the
College. Ext Curr PL to
ensure an appropriate X
number are publicised
and celebrated through
the extended curriculum
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9.10 Some same-sex September APP
extended curr activities 2012
to be piloted to see if it
promotes attendance
X
by under-represented
groups, eg goal ball for
females only
9.11 Staff to ensure that all September There is a Varied PLEC
activities are available 2011 Extended Curriculum
to all learners – activity programme
Communication with that is inclusive for all
parents/careers to offer learners.
help and advice for Regular information
those parents who is sent to learners
would find the cost of and parents/carers
some activities prior to
prohibitive. Unless the X X X X X X commencement on
activity has been programme and
specifically designed to through daily diaries.
engage a particular Letter sent by
cohort of learners. eg Principal/APP
goal ball for females finance to
only. parents/carers of day
learners to advise of
costs for support
needs.
32
Objective 10 - Ensure the College learner body remains diverse and proportionate to that of the local
community (NB the College recruits nationally) (Eliminating discrimination)
No Actions Deadline A D G R RB S Update Responsibility
10.1 To positively promote the On-going Action embedded MDM
quality of life for all and ongoing APP
learners by our actions,
the images we use, X X X X X X
challenging stereotypes
and discriminatory
behaviour
10.2 Monitor all potential February Action embedded MDM
learners (enquirers and 2010 and ongoing –
visitors) by each strand of X X X X X X potential issues are
the SES (already raised in the E&D
monitored by six strands) meetings
10.3 Monitor applications by February As above MDM
each strand of the SES 2010 X X X X X X
10.4 Analyse the make up of February As above MDM
the learner body by each 2010
X X X X X X
area of the SES
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10.5 Proactively target any February Action complete MDM
areas of concern from 3.1, 2010
3.2 and 3.3 and redress X X X X X X
any inequalities
10.6 Ensure all marketing December A local community MDM
material is distributed 2011 strand to the
within local community marketing plan has
groups been developed. A
local community number of
marketing plan community groups
X X X X X X
produced listing all already receive our
local groups within East information
Midlands region including disability,
faith and carer
groups
10.7 Include language Ongoing Action embedded MDM
transcription and print
X
translation options on all
marketing materials
10.8 Impact assess all Ongoing Action embedded MDM
marketing materials and
practices on the strands X X X X X X
of the SES
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10.9 Benchmark above November Project to MDM
statistics with a college or 2011 benchmark
colleges from the Peer statistics with PRD
X X X X X X
Review and Development colleges in
Group College progress.
10.10 Collection of data to be December Health SA
broadened to include all 2011 questionnaire e QIM
strands of equality: sent out only 25%
And on- return rate. Will
Gender going send annually.
Ethnicity or Race Head Office now
Disability sending data for
Sexual Orientation gender, ethnicity,
Age disability, age after
Religion, belief or each job
X X X X X X appointment. This
non-belief
Transgender is an on-going area
(gender identify) of development
Pregnancy,
maternity and
paternity
Socio-economic
Marriage/Civil
Partnerships
35
36
Objective 11 - Profile of the College staff reflects that of the learners (Eliminating discrimination,
advancing equality)
No Actions Deadline A D G R RB S Update Responsibility
11.1 Analyse each team November Not completed QIM
separately by the strands 2011 yet. 25% return
of the SES including for questionnaire
management and re protected
governors X X X X X X characteristics –
Develop specific impact new deadline of
measures with appropriate November 2012
teams to focus improvement suggested
in their diversity profile
11.2 Senior Administrator to talk to June 2010 Emails sent to SA
HR Corporate RNIB – to and on- SSR to chase this
obtain monthly anonymous going up. Also had
stats – to ask they are able or X X X X X X conversation will
would be able to maintain SSR around this
data against the 10 strands of subject. Waiting
equality for response
11.3 Compare the staff statistics to November Completed and in QIM
that of the Charnwood 2011 SAR
census, Loughborough
X X X X X X
College and another local
(national) specialist college
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11.4 Ensure all opportunities for On-going SA
recruitment reflect fair
procedures including the
communication of all job
vacancies to the local
community network via the
Chair of Charnwood Human
Rights and Equalities.
Advertisements for jobs to X X X X X X
proactively encourage
applications from all, ie
attention paid to eliminating
indirect discrimination in
language eg ‘mature’,
‘experienced’, ‘lively’, ‘bright’,
‘must have a driving licence’
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11.5 Review to be undertaken of December Completed Principal
how learners are involved 2010
with the recruitment process –
guidance to be issued
regarding how we will
consistently involve learners
in inputting to job
descriptions, person
specifications, interview
questions and direct
involvement during interview.
For example, learners to be X X X X X X
involved with tours of college
and/or micro-teaches.
Applicants to be aware that
learners will be asked for their
opinion about applicants.
This information to be given
to applicants as a separate
sheet. Principal to discuss
with team leaders to ensure
agreement is reached about
this approach.
39
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11.6 Monitor application - interview On-going QIM/SA
- offer process for all vacant
positions to ensure no
X X X X X X
discrimination is taking place
within particular teams
11.7 Monitor appraisals and On-going QIM/SA
progression of staff to ensure
equality of opportunity for all X X X X X X
staff. To be monitored by
team leaders.
40
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11.8 Offer advice and guidance to November Update: Has not QIM/SA
any senior member of staff 2011 occurred as of yet.
investigating any grievance Governors on
and disciplinary issues from a 29/11/11 given
perspective of equality additional training
against the SES strands about how to bring
sufficient
challenge to the
SMT re equal
opps and
X X X X X X diversity, eg
analysing learners
who are not
offered places at
the College – this
will have raised
their awareness re
staffing issues too
as best practice
information was
shared with them
41
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11.9 Investigate with staff if, in June QIM
addition to the RNIB staff 20122
forum, staff in minority groups
would benefit from the
X X X X X X
support of a network group
with other staff members from
that same minority category.
11.10 Investigate if we are able to June 2012 HoC
target recruitment to specific
groups, ie an open day for
people from local BME
X
groups to have a look at the
residential provision at the
College with a view to
applying as staff
11.11 Recruit a volunteer to sit on September QIM
the EODWG – positively 2012 SA
X X X X X X
action applications from the
BME community
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11.12 Senior Administrator currently September At all full Governor SA
provides data to the EODWG 2011 meetings a report QIM
meeting about staff is produced by the
appointments which includes SA to give
promotions. This data to be Governors a list of
X X X X X X
taken forward by the link new
Governor to Governor appointments,
meetings promotions and
leavers since the
last meeting.
11.13 Conduct a gender, race and June 2012 QIM
disability pay gap analysis by X X X X APF
pay bands
11.14 SMT to investigate the March Discussed several Principal
appropriateness and 2012 times by CMT.
desirability of positive action Successful
for male recruitment at the approaches
College X trialled in
residential team
being applied
elsewhere (e.g. to
LAs)
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11.15 Investigate the March APF
appropriateness of CRB 2012 SA
checks where previous
names are required. Add
information to the application
X
pack for transgender people
to telephone the CRB on
0151 676 1452 to discuss this
matter in confidence or email
CRBSensitive@crb.gsi.gov.uk
11.16 Publicise RNIB’s approach to June 2012 APF
retirement age more clearly to X SA
staff
11.17 Steps taken to attract more June 2012 Currently 50% of Principal
female applicants to senior CMT and most
roles where there is an team leader
imbalance. positions female.
Last 3 team
leader positions
X X X X X X
appointed were 2
female (incl. 1
BME) and one
BME male, which
is a broad gender
and ethnic spread.
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11.18 Succession strategy plans to June 2012 Principal
be drawn up to include
reference to equal X X X X X X
opportunities, positive action
and aims/vision
Objective 12 - Profile of College Governors reflects that of the learner body in terms of ethnicity
(Eliminating discrimination, advancing equality)
45
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12.1 Analyse the profile of December Completed Principal
the College Governing 2011
Body in order to
X X X X X X
compare it to that of
staff and learners
12.2 Conduct a Governor December Completed Principal
recruitment campaign to 2010
ensure Governors
X X X X X X
reflect the learner body
– maintain statistics
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12.3 All new Governors Ongoing Principal
receive equality and
diversity training, as SA to maintain
part of induction and data
this will be refreshed
every 3 years. The aim
of the training will be for
Governors to have the
X X X X X X
requisite amount of
knowledge to bring
sufficient challenge to
the Management Team
of the College on
equality and diversity
issues.
12.4 One College Governor January Principal
to act as an equal 2010
opportunities link
between the Governing
X X X X X X
Body and the Equalities
and Diversity Working
Group (see above)
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12.5 College Governor January QIM
invited to attend each 2010
Equal Opportunities and
Diversity Working X X X X X X
Group meeting (see
above)
12.6 Governors to feedback January Completed. Occurs Principal
from their link meetings 2012 at Board meetings
at each Governor
meeting – thus raising
X X X X X X
any issues of concern
regarding equality or
diversity
Objective 13 - Maintain the College's excellent record on minimising the achievement gap for learners
from all categories of the SES (Eliminating discrimination)
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13.1 Learner complaints Commencing MIO
analysed by the strands November
of the SES and any 2010
X X X X X X
areas of concern then
proactively dealt with
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13.2 Include equality and February QIM
diversity in all focus 2010
group and survey
questions, including
X X X X X X
anti-bullying discussion
and how to make a
complaint
13.3 Analyse achievement November Data is collated, MIO
statistics by all strands each year analysed and
of the SES on a yearly published 3 times
basis per year for the
meetings.
X X X X X X
Graphs are used
for trends to be
highlighted along
with other areas for
concern.
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13.4 Analyse progression November Data is collated, MIO
statistics by all strands each year analysed and
of the SES on a yearly published 3 times
basis per year for the
meetings.
X X X X X X
Graphs are used
for trends to be
highlighted along
with other areas for
concern.
13.5 Analyse outcomes, November Data is collated, MIO
employment and/or each year analysed and
Further published 3 times
Education/Higher per year for the
Education including meetings.
those learners who
X
move into semi- Graphs are used
independent living or a for trends to be
care setting. highlighted along
with other areas for
concern.
50
Objective 14 - RNIB College plays a key part in the local community (advancing equality and fostering
relationships)
Please turn to next page
51
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14.1 All in-house College September All in-house college APP
learners complete a 2010 learners undertake
work placement as part work placements.
of their programme
Employers attend
Ensure all employers training at the
providing work college
placements for
college learners have
access to the
College’s Single
Equality Scheme
Equality and X X X X X X
Diversity audit to be
conducted as part of
the health and safety
assessment before a
learner begins a work
placement
Sight loss training and
other disability training
offered to all employers
providing work
placements for College
learners
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14.2 Teaching team includes Jan 2012 APP
activities that benefit the
local community.
Teaching team identify X X X X X X
at least 3 formal
activities per year
14.3 Positive contribution to November Embedded QIM
community is evaluated 2011 throughout
in appropriate teams' appropriate SARs
X X X X X X
Curriculum Reviews and
Self Assessment
Reports.
14.4 Learner representatives March QIM
from the College 2010
participate in activities
held jointly with other X X X X X X
colleges in the Peer
Review and
Development Group.
53
14.5 Local community groups or December Leicester Council of Faiths QIM
representatives to be invited 2011 Equality and Diversity Officer
as external speakers to share opened the Faith and
and celebrate diversity with the And on- Reflection Room alongside
learners – QIM to discuss with going the Chaplain – Dec 2011
associate Governor
Rep from Loughborough
University’s LGBT group
supported staff training on 18
Jan 2012
Tommy Godwin (cycling
X X X X X X
Olympian athlete 1948)
celebrated 500 days to go to
the Olympics with learners (ie
age
54
14.5 Local community groups or December Leicester Council of Faiths QIM
cont representatives to be invited 2011 Equality and Diversity Officer
as external speakers to share opened the Faith and
and celebrate diversity with the And on- Reflection Room alongside
learners – QIM to discuss with going the Chaplain – Dec 2011 (ie
associate Governor religion/belief)
Rep from Loughborough
University’s LGBT group
supported staff training on 18
Jan 2012 (ie sexual
X X X X X X
orientation)
Blind football player will be
presenting certs in summer
term (ie disability)
55
14.5 Local community groups or December FA blind soccability session QIM
cont representatives to be invited 2011 work with all learners – so is
as external speakers to share raising awareness of disability
and celebrate diversity with the And on- in sport (ie disability)
learners – QIM to discuss with going
associate Governor Leics Youth and Teenage
Pregnancy Partnership
services running a Secret
Shopper project with learners
– re having their say about
health services.
X X X X X X
56
14.5 Local community groups or December QIM
cont representatives to be invited 2011
as external speakers to share
and celebrate diversity with the And on-
learners – QIM to discuss with going
associate Governor
X X X X X X
14.6 SMT to consider ways in which September 2 meetings held of Principal
our learners could contribute to 2011 Loughborough in Focus
neighbourhood and town Group with governor, RNIB
vision. and Borough Council
representation. We will be
X X X X X X
working with the Town Hall in
the Autumn Term and
producing ceramic tiles for the
Railway Station in the new
year.
14.7 Learners draw up ‘rules for Induction HoC
how to live with neighbours each year
during induction – this to be X X X X X X
included in the induction
‘Golden Rules’ activity
57
14.8 Support the training of more December Completed APF
staff to drive the mini-buses to 2011 QIM
X
enable further access to local HoC
community activities APP
14.9 Learners appreciate the June 2012 APP
chance to act as ambassadors
within the community for
disability. Extended
Curriculum Programme Leader
X
and Executive Placement
Officer to investigate
opportunities for this – 2
opportunities per year to be
identified
Objective 15 - College staff are equipped with the skills and knowledge to tackle discrimination,
harassment and any other activities with the potentiality to create barriers to achievement for all staff
and learners (Eliminating discrimination, advancing equality and fostering relationships)
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15.1 All new RNIB College Ongoing Update April 2012 QIM
staff to receive equality New induction
and diversity awareness process introduced –
raising as part of X X X X X X 3 opportunities per
induction year – equal opps is
one of the main
presentations.
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15.2 For those staff who September Update April 2012: QIM
cannot attend a live 2012 On-line PowerPoint
induction an in-house presentation available
DVD will be produced to staff for equal opps.
with learners to be given X X X X X X Learners concentrated
to staff this year on
safeguarding DVD
and fire evacuation
procedures
15.3 Quality Improvement On-going QIM
Manager and Senior SA
Administrator to attend
regular training to keep
up-to-date with legislative X X X X X X
requirements. QIM and
SA to share best practice
with other specialist
colleges
15.4 All staff to refresh Ongoing QIM
equality and diversity
training every 3 years.
Basic training to be
referred to as Phase 1 X X X X X X
Training – with follow-on
training referred to as
‘Phase 2’.
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15.5 RNIB College staff to 3 times per APP
deliver training on year
disabilities to
Loughborough College
staff at least 3 times per
X
year. Individualised
training to be offered to
course teams by the
RNIB Tutor based at
Loughborough College
15.6 RNIB College to liaise On-going April 2012 update: QIM
with Loughborough Successful meetings
College regarding equal being held, eg April
opportunities and learner 2012 meeting re
voice. integration of RNIB
learners at Lough Coll
QIM to attend resulting in training for
Loughborough staff, provision of
College’s equal X X X X X X learning buddies, etc
opportunities – see separate actin
meetings whenever plan
possible
Reciprocal
attendance by
Loughborough
College on RNIB
EODWG meetings
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Learning Partnership
Feedback Group (focus
group for RNIB learners
studying at Lou Coll) to
be held once per year in
Spring Term to be
attended by QIM and
Assistant Principal
Performance and
Standards at
Loughborough College
15.7 Staff conditions and March 2012 Not updated yet as QIM
aspects of service are RNIB corporately APF
discussed between undertaking review of
employee and team working conditions
leader to identify any through staff forum –
potential areas of will await outcomes of
discrimination, ie hours of X X X X X X this before proceeding
work, working April 2012 QIM
methodology, assistive
equipment and any other
consideration. This
aspect to be added to the
staff appraisal procedure.
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15.8 Continue to impact Ongoing Analyses of equality QIM
assess all new college as impact assessment
policies, procedures and is now termed -
practices as they are continues
produced for the X X X X X X
potentiality to
discriminate under the
SES (see above)
15.9 Investigate the process September April 2012 update – QIM
for applying to become 2012 (date not completed yet –
an Investor in Diversity changed from so date moved to
March 2012) September 2012 –
Investigate current written to peer review
standards colleagues to see if
Find out contact they have this award
details for local and if it was a useful
X X X X X X process QIM
assessor
Form a working group
to meet standards if
standards are
considered
appropriate
Apply for assessment
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15.10 Ensure contractors and Ongoing APF
subcontractors working
on the College premises
are familiar with the X X X X X X
Colleges commitment to
equality and diversity
15.11 Head of Care and Quality September Confidentiality HoC
Improvement Manager to 2011 statement has been QIM
develop a one-page A4 updated with
sheet detailing the safeguarding
College’s equal opps, information 6.9.11.
X X X X X X
health and safety and Updates to induction
safeguarding key points means that equals
to be given to all staff, opps info available. H
volunteers and bank staff & S covered at
inductions by APF
15.12 Investigate with the September Completed QIM
EODWG the possibility of 2010
appointing equality
champions from the staff
and learner population.
X X X X X X
Ie people to whom others
can raise issues in
confidence who might not
necessarily raise them in
other ways.
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15.13 QIM to conduct an October 2011 Training offered to QIM
investigation with the Carillion engineers not APF
APF about training and yet able to take this up
/or standards but offer still open.
requirements for sub- Risk assessment in
contractors. This will place for non CRB'd
include analysis of adults accessing the
safeguarding College site which
requirements refers to our main
contractors being
CRB'd. We would
then accompany other
contractors on site
and/or only allow them
X X X X X X in non student areas
(ie. segregate). Under
our reception
procedures for the
College and SBC no
contractors are
allowed into our
buildings without a
conversation with our
premises staff.
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15.14 QIM to conduct an October 2011 Oct 2011 Disability QIM
investigation with the handbook given to HoC
HoC about the equality agency staff. Follow
X X X X X X
training for bank staff to up e-mail sent
ensure the safeguarding 14.10.11 about
procedures. equality training pack
15.15 QIM to work with October 2011 Equality Opportunities QIM
Employment Placement Policy collated for all EPE
Executive to ensure she employers supporting
maintains a central learners on
record of those placement. No
employers who have employers to date are
their own equality without their own
policies and those for policy.
whom we have had to X X X X X X
supply a copy of our
policy. The latter to be
invited to equal opps
training or given a copy
of the College produced
DVD and the A4
information sheet
identified above
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15.16 EPE to give employers October 2011 Discussed with QIM, APP
the Treating Learners yet to be EPE
with Respect and Ethos X X X X X X implemented. Work
and Values statement Experience paperwork
needs to be changed.
15.17 EPE to conduct a June 2011 This has been put on APP
questionnaire with the Agenda for the EPE
employers – to include a next Employer Focus
question regarding equal Group Meeting and at
opportunities, ie ‘Did you the next Employers
have enough support to Networking meeting.
understand the needs of
learners before they X
came on placement’ and
‘Were you given access
to the College’s equal
opportunities policy and
did you understand the
College’s approach to
this’.
15.18 Training to continue to be On-going Handbook has been EPE
offered to employers distributed – this is an QIM
regarding disability on-going action
X
awareness and
successfully working with
people with disabilities
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15.19 LSIS resources focusing January 2012 Some investigations QIM
on equal opportunities made – e-mails sent
and diversity to be New deadline to appropriate
investigated for use in of June 2012 contacts for on-line
X X X X X X
the College learning resources –
current resources put
on staff development
area of database
15.20 Member of staff to be January 2012 APP
trained to offer advice on
X
benefits
15.21 Ensure relevant staff On-going Has not emerged as a QIM
have hearing impairment learner issue this year
training X (2012) but will keep as
on-going action, QIM
April 2012
15.22 Ensure teachers and LAs September QIM consulted with APF
are able to activate loop 2011 APF – APF arranging QIM
X
system in Conference test with member of
Room staff 6.9.11
15.23 SaLT to be trained as an September Completed QIM
enhanced trainer of 2011
X
Makaton
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15.24 SaLT to run Makaton On-going SaLT is running APP
courses within the bespoke training and QIM
college and residences embedding within SaLT
areas. Useful
phrases/words
X
distributed to teams
via memory sticks.
Regular Makaton DVD
played on loop in
reception.
15.25 SaLT to devise Makaton September QIM wrote to PL for APP
badges for staff who can 2011 reply on 6.9.11 SaLT
X
be ‘champions’ for this QIM
communication language
15.26 SaLT to maintain September Completed – APP
updates to staff via 2011 Makapedia also now SaLT
weekly links to Makaton on line – commonly-
sign language on the X used words available
Intranet for all staff on
individual memory
sticks
68
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15.27 SaLT to train reception Commencing All staff will receive APP
staff in the use of September specific Makaton SA
Makaton, Bell Bar staff 2011 training relevant to SaLT
and residential staff their roles across QIM
college. E.g. Makaton
X 5-a-day initiative,
Learn to sign week,
attendance at regular
team meetings,
delivery of basic
Makaton signs to CMT
15.28 Lesson plans to contain On-going APP
individualised targets for
learners based on base- X X
line assessments and
language levels
15.29 Ensure all staff and On-going Action complete, MDM
students are aware of presentation at staff
translation and meeting, information
interpretation delivered to front line
arrangements. Also staff and wider
X
raise awareness of communications to all
‘language line’. Monitor other staff.
use of translation and
interpretation services
and report to EODWG
69
Objective 16 - to maintain an inclusive environment and facilities (Eliminating discrimination)
No Actions Deadline A D G R RB S Update Responsibility
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16.1 QIM to investigate the benefits March No direct benefit for QIM
of becoming a member of the 2012 us – we have good SA
National Council for Faiths and contact with the
Beliefs in FE Leicestershire Faith
Council – their
Equalities Officer
attended the
opening of the
Faith Room.
Learners in
November 2011
and April 2012
testified as to the
X usefulness of the
Faith and
Reflection Room –
plus testified the
same to Ofsted in
November 2011.
One learner from
Lou Coll who uses
the building also
using the room and
has told our
learners how
welcoming and
useful it is.
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16.2 Review RNIB College’s October Not reviewed – e- QIM
Accessibility Statement 2011 mail sent to APF – SA
X
is this still a
requirement
16.3 Continue rigorous monitoring of Ongoing APF
X
the DDA/SENDA action plan
16.4 Survey learners and staff with April 2012 Update: April 2012 Principal/MDM
disabilities regarding Added to staff
environmental and assistive survey for summer
technology to see if there are 2012
any unintentional barriers to
access.
New equipment
purchased for staff
Humanware
X myReader2’s
Learners asked
about equipment at
each survey
2 larger screen monitors
are now in U40 plus a 2
Humanware myReader2s
were purchased – a sort
of sophisticated CCTV
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16.5 Provide learners on Work Ongoing Principal
Placement with the assistive
technology required in order to
X
be successful (where
appropriate).
16.6 Each year conduct an audit of June each Happening Principal/APF
potential learners' needs to year
X
ensure environment and
equipment are available
16.7 Investigate potential learners' June each APP/HoC
needs and advise appropriate year
college teams about any issues
X X X X X X
that require anticipatory
planning
16.8 Each June hold a case June each APP/HoC
conference for appropriate staff year
about the needs of learners X X X X X X
joining the College in
September
16.9 Residential Team to be part of Ongoing HoC
the Assessment Team X X X X X X
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16.10 Equal opportunities data to March April 2012 Update QIM
include the routine analysis of 2011 from QIM: MIS Officer
Viewpoints (feedback Viewpoints had
database) – currently reviewed been disbanded
against equality strands – this due to the
to be enhanced to include introduction of
analysis against cohort of Databridge –
learning difficulty – to ensure all however event
learners have access to X X X X X X logging not
feedback. Analysis to include capturing all events
socio-economic factors. so Viewpoints
reintroduced in
April 2012. MIS
Officer has been
asked to update
Viewpoints to
enable this analysis
16.11 Conduct an investigation with June 2010 QIM
learners to ascertain if they are SA
still happy to use
Loughborough College’s faith X
room (update March 2010 –
prayer room instigated at the
RNIB College March 2010)
16.12 Offer rest facilities to those On-going College
learners or staff who are X Programme
pregnant Leaders
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16.13 EODWG to conduct an audit of June 2012 Update April 2012 QIM
the faith requirements of staff from QIM: Health
and learners and Well-Being
questionnaire has
been sent out on
several occasions
to encourage better
recording of data.
This includes
questions about
X
faith requirements.
Staff involved with
the Faith and
Reflection Room
and enabled to
bring in artefacts,
books, products to
support religious,
faith, belief
observance
75
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16.14 Equal opps forms are kept by June 2010 Raised with Senior
Head Office and are not corporate HR. Administrator
revealed to the College. To be Information on age,
Therefore, the Senior conducted gender, ethnic
Administrator to gather termly origin and disability
statistics regularly about: now shared with
College. Corporate
Religion, faith, and belief view is it is not
or non-belief feasible to record
Age other
Disability X X X X X X characteristics.
Marital status
Ethnicity
Sexual Orientation
Transgender
Gender
Maternity/paternity
Socio-economic factors will be
gathered via postcode
16.15 Freedom of information and Dec 2011 QIM took to CMT QIM
access to information by on 20 Jan 2012 CMT
learners to be reviewed by X X X X X X
CMT
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16.16 Staff to have access to all On-going Available on iSite SMT
corporate RNIB policies such
as family-friendly working,
maternity, paternity etc. Each
member of staff who raises a X X X X X X
query to be treated individually
according to the corporate and
local policies plus reference to
best practice will be made.
16.17 Maintain an equal opportunities March QIM
and diversity notice board – 2011 SA
one half dedicated to promoting
the term’s equal opportunities
theme – the other half
X X X X X X
dedicated to contact
information, helplines, etc.
This information to be included
on the Intranet and included in
the learner handbook
16.18 Investigation of accidents to June 2012 APF
see if there is any correlation
between different groups under X X X X X X
the equality strands and
accidents
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16.19 Conduct a postcode analysis to June 2012 Work in progress. APP
see if learners with disabilities Postcodes have SA
from poorer backgrounds are been sent for MDM
not able to access College – if analysis with RNIB
areas of concern are found X HO, initally
these will be action planned revealed no such
bias, second round
of data sent for
analysis
16.20 To prefer to work with June 2012 APF
employers (work placements) APP
and sub-contractor X X X X X X
organisations who we know to
be ‘fair’ employers
16.21 To issue to sub-contractors an Immediate APF
equal opportunities statement
X X X X X X
when they first gain a contract
with the College
16.22 Cultural audit to be undertaken June 2012 HoC
of the Residences by external
consultant. If successful and X X
impactful audit to be widened
to include main college site
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16.23 Equal opportunities risk December HoC
assessments to be undertaken 2012
in line with all other risk
assessments (ie an individual
learner could be ‘more
vulnerable’ to discrimination
than another and more X X X X X X
vulnerable in different sets of
circumstances, ie a female
learner with a disability being
placed with an employer who
has 0% of disabled staff in
post)
16.24 Bullying and harassment policy Jan 2012 HoC
to be reviewed to see if
information about homophobic,
biphobic and transphobic
bullying and harassment is
recognised, understood and X X
action planned. This will
include clear procedures for
raising concerns about issues
relating to sexual orientation
and gender identity
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16.25 To review personal, social, June 2012 APP
health education scheme of
work to understand if
X X
information on sexual
orientation and gender identity
including legislation is identified
16.26 CMT to consider which senior June 2011 CMT
manager should lead on
developing the College’s completed
X X
understanding around sexual
orientation and gender identity
equality
16.27 QIM and SA to undertake self- June 2011 QIM
study about sexual orientation SA
and gender identify with a view
to raising awareness of
governors and senior X
managers first, followed by
general staff training
particularly for tutors and key
workers
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No Actions Deadline A D G R RB S Update Responsibility
16.28 Information about how to June 2012 Completed SA
contact support groups for
lesbian, gay and bisexual Chair of Lough Uni
groups is clearly given to Student and the
learners on the information separate Staff
X
board and in preferred access LGBT Group now
media involved with the
College. Staff
member involved
with staff training.
16.29 Seek to support people to On-going QIM
worship and express their – see HoC
religious and other beliefs actions APP
freely but without imposing above
their views on others:
Maintain close links with
University Chaplaincy X
(QIM and HoC)
Ensure support is
available for learners to
attend places of
workshop (HoC)
Events to be held to
celebrate faith and holy
days (QIM and APP)
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No Actions Deadline A D G R RB S Update Responsibility
Appropriate displays to
be made by learners to
celebrate various events
and to promote mutual
understanding and
respect for others
Maintain the College’s
approach to 3 curriculum
themes per year
Objective 17 - Communication within the RNIB College will meet accessibility standards (Eliminating
discrimination)
No Actions Deadline A D G R RB S Update Responsibility
17.1 MDM will conduct a Jan 2012 Action complete. All MDM
review of internal and publications are approved
external communication to and signed off for
analyse how the college is accessibility by RNIB’s
meeting RNIB publishing team. The
accessibility standards X website has See it Right
Gaps established will accreditation for
be addressed via a accessibility
training plan devised by
MDM
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17.2 RNIB college electronic Ongoing See it Right is in place and MDM
media such as website will has been superseded by
continue to achieve 'See it Surf Right, audit has been
X
Right' status completed and gaps
identified are being
resolved.
17.3 College welcome notice February Publishing are able to MDM
on outside of building to 2012 produce this signage.
be in community Agreement from CMT
languages and Makaton X X required as to the location
signs and prominence of the
signage before progress
can be made.
Objective 18 Work with Peer Review and Development Group to ensure all colleges are graded at least
Good by Ofsted by 2011 (advancing equality)
No Actions Deadline A D G R RS S Update Responsibility
18.1 Discuss ways of comparing data and September QIM
statistics with peer colleges on 10 equality 2010 X X X X X X
strands
18.2 Compare approach to equal opportunities March 2010 QIM
with all colleges and with one college in SA
X X X X X X
particular who are graded as outstanding in
this area.
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Objective 19 To promote learner voice and parent/carer voice (advancing equality)
No Actions Deadline A D G R RS S Update Responsibility
19.1 Learners to maintain the On-going APP
successful Student
X X X X X X
Committee – see above
19.2 Monitoring of a On-going Update April 2012 – on- QIM
comprehensive learner going. Ofsted inspectors MAO
involvement strategy in November 2011 found
X X X X X X equal opps to be
outstanding and for
learner voice to be
having a real impact
19.3 Learners to be represented On-going Learners are CMT
on key college committees represented on
including Governors, equal X X X X X X governors, equal
opportunities, health and opportunities and health
safety, etc and safety committees
19.4 Learners to be represented On-going PL Education
on curriculum groups: X X X X X X PL Skills
Education and Skills
19.5 Learners to meet with On-going QIM
others from the 6 specialist
colleges in the region X X X X X X
biennially
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No Actions Deadline A D G R RS S Update Responsibility
19.6 Learner involvement with On-going
staff recruitment detailed in X X X X X X
actions above
19.7 To hold regular focus On-going Update April 2012: QIM
groups and surveys – Learner groups held in MAO
exploring and piloting new communication ability
ways to ensure access to levels. Full involvement
all learner groups. X X X X X X of SaLT in this
programme. Effective
programme has led to
major improvements in
satisfaction rates in 2012
19.8 Outcomes of Framework Every QIM
for Excellence survey are Survey X X X X X X
action planned
19.9 Parent survey to be February Action complete. Latest MDM
reviewed – with particular 2012 parents survey resulted
reference to accessibility in 80% response rate
requirements of parents
X X
particularly for those for
whom English is a second
language
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No Actions Deadline A D G R RS S Update Responsibility
19.10 Audit of communication June Completed MDM
with parents to be 2010
undertaken – number of
times and when we
communicate with parents
and how. This to be done
with a view to rationalising
communication and X X X X X X
publicising a yearly
communication schedule
so parents are clearer
about what communication
they can expect and who
can help, advise or guide
them about various issues.
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No Actions Deadline A D G R RS S Update Responsibility
19.11 Investigate new ways of June Action complete. All MDM
communicating with 2012 parents asked for the
parents, not just in preferred method of
translated form for those contact as part of the
parents/carers who have parent’s survey. Options
English as a second include telephone, email,
language but for those X X text, diaries. Community
parents not literate in their marketing plan in place
first or second language, ie to over outreach work
direct phone contact, local
mosque, local language
radio programmes, social
services and GP practices
19.12 Advice to parents about the June April 2012 update: APP
costs of further training, the 2012 Parent survey in 2012
availability of student loans shows a big increase in
etc to encourage aspiration X parent satisfaction about
in those parents/carers who ‘what next’
see the cost of this as
prohibitive
19.13 Review with learners how June Completed APP
much involvement they 2011
wish their parents/carers to X
have with their individual
case reviews
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No Actions Deadline A D G R RS S Update Responsibility
19.14 Investigate with learners June QIM
from different cultural 2012 SA
groups what the attitudes
towards disability are and X X X
how this affects their
retention, achievement and
progression paths
19.15 Learners to influence June MDD
marketing literature – 2012
working in a focus group
way with the MDM to
X X X X X X
establish why they like to
learn at the RNIB College
and how to approach other
learners who might benefit
19.16 Respond to parent Dec 2011 Completed Principal
comments in 2011 to have
more progress information
about their son or daughter
Objective 20: Gather the views and experiences of those staff and learners from those groups that are
now protected characteristics, ie transgender, pregnancy etc. (Eliminating discrimination)
No Actions Deadline A D G R RB S Update Responsibility
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1 To invite staff from these June QIM
groups to attend a focus 2012
group to discuss their
views and issues. If the
invitation is not X X
successful the college
will run an anonymous
feedback week using talk
back
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The following objective has been transferred from the College’s previous Gender Equality Duty Action
Plan (to see the Gender Equality Scheme and Action Plan which has now been completed please look at
the College’s Intranet/internet site at www.rnibcollege.ac.uk)
Objective 21: To improve the number of males employed in learning assistant and care roles
(Eliminating discrimination, advancing equality)
No Actions Deadline A D G R RB S Update Responsibility
1 To establish current gender split and compare Jan 2012 APF
to a peer college or published data and set X
SMART targets for improvement
2 Action plan changes, ie review job description April APF
X
and person specification for above roles 2012
3 Implement changes and review results June APF
X
2012
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Objective 22: Emphasise to the Residential Training Unit (funding body for adults) the unintentional
gender bias of their current funding criteria for people with caring responsibilities (on the whole female)
– this objective will be reviewed when new funding arrangements come into place during 2011
(Eliminating discrimination)
No Actions Deadline A D G R RB S Update Responsibility
1 Investigate statistics of females with disabilities Jan 2012 APP
X
into work to the RTU
Objective 23: Raise staff awareness re working conditions and facilities (Eliminating discrimination)
Please turn to next page
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No Actions Deadline A D G R RB S Update Responsibility
1 Investigation of June AD reported that - RNIB CMT
maternity pay – is 2012 included a question in their staff
RNIB in line with other survey relating to benefits.
major employers? RNIB were committed to
reviewing benefits in the light of
RNIB the answer - essentially they
Weeks 1 & 2 Full pay were saying that there was only
Weeks 3 – 6 90% of so much money available for
full pay benefits and they wanted to see
Weeks 7 – 39 the which benefits staff valued the
lower of either the most highly
standard rate of
£123.06, or 90 per cent Question also raised at Staff
of your average gross X Forum September 2011
weekly earnings.
Leicester City Council
6 weeks full pay
12 weeks at 50% plus
SMP
21 weeks at SMP
Loughborough
University
18 weeks full pay
21 weeks SMP
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Review by CMT
needed
Objective 24: Premises and facilities at the RNIB College will promote equality (advancing equality)
No Actions Deadline A D G R RB S Update Responsibility
1 Introduce condom machines in female Dec APF
lavatories – or – ensure ease of access for all 2012 X X X X X X
learners
2 Nappy changing table in designated unisex June APF
X
area 2012
3 Facilities for staff going through life change, ie June APF
menopause or gender reassignment to be 2012
publicised to staff for example access to X X X
suitable and appropriate facilities, eg rest room,
shower, iced water
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