Equality and Diversity Report 2011

Document Sample
Equality and Diversity Report 2011 Powered By Docstoc



CONTENTS                                    PAGE

  1. Introduction                             3

  2. Context and Summary data                 3

  3. Context – local demographic profiles     4

  4. Management of Equality and Diversity     4

  5. People First
     5.1   Celebrating Diversity              5
     5.2   Enrichment Programme               5
     5.3   Foundation Learning Forum          5
     5.4   Student Survey                     6
     5.5   Teaching and Learning              7
     5.6   Staff                              7

  6. Student and Staff Statistics
     6.1   Students                           8
     6.2   Staff                              12
     6.3   Governors                          13

  7. Complaints and Disciplinaries
     7.1  Complaints                          14
     7.2 Disciplinaries                       15

  8. Moving Forward                           16

  App. 1.   Student three year profile        17

  App. 2.   Action Plan 2011/12               19
Equality and Diversity Report - August 2011

1. Introduction
The purpose of this report is to provide information and data on the approach of
Walford and North Shropshire College to Equality and Diversity. It demonstrates how
the organisation complies with the new Public Sector Equality Duty which came into
force on 5 April 2011.
The Equality Duty requires public bodies, which includes Further Education colleges,
to have due regard to the need to:
           Eliminate unlawful discrimination, harassment and victimisation.
           Advance equality of opportunity between those who share a protected
              characteristic and those who do not.
           Foster good relations between those who share a relevant protected
              characteristic and those who do not.
There are nine ‘protected characteristics’ as defined in the Equality Act 2010. These
          o Age
          o Disability
          o Race
          o Sex
          o Sexual orientation
          o Gender reassignment
          o Religion/belief
          o Pregnancy and maternity
          o Marriage and Civil Partnership (though the requirement to ‘advance
              equality of opportunity’ and ‘foster good relations’ does not apply to this

There is also a specific requirement, in draft, of the Equality Duty (pending
parliamentary approval) for public sector organisations to publish sufficient
information by 31st January 2012 showing how they meet the above aims.

2. Context – summary information on Walford and North Shropshire
Walford and North Shropshire College’s mission is to serve the educational and
training needs of Shropshire’s rural population. It is the product of a merger in 2001
between a rural tertiary College (based in Oswestry) and Shropshire’s specialist
land-based College (Walford).

The College recruits over 1,500 full-time learners, of which the majority are aged 16-
18 and effectively constitute a ‘sixth form’ of approximately 1,200 of which more than
10% are apprentices. In addition, the College recruits 6,000 adult learners of which
one quarter participate in adult safeguarded learning programmes (PCDL), one fifth
undertake work-based learning programmes and one fifth undertake distance
learning courses. The College offers courses across all subjects other than
construction and catering, with a particular strength in land-based programmes. To
complement its very broad further education curriculum, the College delivers a
limited range of higher education programmes working with Staffordshire University
and Harper Adams University College.

The College has a range of outreach centres across the market towns of rural
Shropshire including a Learning Centre co-located with Wem town library, the
Shipley Centre co-located with a large commercial garden centre near Bridgnorth
and the Aspire Centre based on the Burford industrial estate near Tenbury Wells and
Ludlow. In addition to its own campuses, the College is the largest PCDL provider
outside Shrewsbury offering courses in a range of community venues spread across
rural Shropshire. The College operates a successful Learndirect Centre at the Qube
(Oswestry) in partnership with a local charity.

3. Context – local demographic profiles
North Shropshire has an estimated population of 100,400 (Shropshire Council Key
Facts 2008). The ethnic population of Shropshire is largely white and British. Latest
estimates (2001) are that black or minority ethnic (BME) only make up 1.1% of the
population. The area has an increasing number of migrant workers in particular from
Eastern Europe.

5% of students at Walford and North Shropshire College in the year 2010/11 were
from a ‘Not white British’ background.

4. Management of Equality and Diversity
Developing and implementing Equality and Diversity practice is the responsibility of
all staff. However, operational direction, focus and policy development is managed
by the Equality and Diversity Team made up of senior managers with both student
and staff responsibilities from both main sites. The Equality and Diversity Team meet
half termly and meetings are chaired by the College’s Principal and Chief Executive.
There are three Diversity Champions whose role is to act as a role model, taking
actions when appropriate and addressing behaviours when necessary. They ask
questions to check that diversity in its broadest sense is being recognised,
understood and considered as integral to the decision making and evaluation
Single Equality Scheme
The College has a Single Equality Scheme which takes into account the extended
scope of the Equality Act 2010. The associated action plan covers key areas of the
College’s functions and applies to both staff and students. This is seen as ‘work in
progress’ as the approach to equality and diversity continually develops. The
Scheme and action plan are published on the staff intranet and web site and are
available on request and in different formats.

5. People first
At Walford and North Shropshire College we are committed to ensuring that every
student has an equal opportunity to succeed. There is an on-going programme of
action and monitoring, which seeks to identify and eliminate all forms of
discrimination, whether intentional or unintentional.

5.1 Celebrating Diversity Week
Each spring, we hold a Celebrating Diversity Week across all sites. We invite staff
and students to participate in a range of stimulating activities, whether it be a thought
provoking talk, visit, or a fun event where people can mix and enjoy each other’s
company. The theme for this year was chosen by the Student Council and was
Sexuality. The activities undertaken included
    Quotes from famous people onto banners posted around the campuses – this
      generated much comment and discussion.
    Tutorial discussion activities supported by lesson plans.
    The debating society lead a College debate on the topical issue of the
      Christian B&B owners who banned a gay couple.
    The Terence Higgins Trust were invited in to outline the help they can provide
      and the work they can do with students on range of issues.

5.2 Enrichment Programme
Our student enrichment programme includes weekly group tutorial sessions and
themed weeks, which are aimed at developing students’ understanding and
awareness of life outside college. The themed weeks held throughout the year, e.g.
Health & Well-being Week and Anti-bullying Week, give students the opportunity to
actively consider the issues these topic raise, many of which relate to equality.

5.3 Foundation Learning Forum
We are committed to creating an inclusive environment and ensure that all students
have an opportunity to have their views heard and participate in the “learner voice”
activities. However it has been difficult on occasions to enable Foundation Learning
students to participate effectively in Student Council meetings as some are not
confident enough to attend. Consequently a separate series of meetings have been
held for Foundation Learners, in addition to their presence at Student Council
meetings. One of the Equality Champions has a focus on disability and will ensure
that the views and needs of the learner group are shared with the Student Council
and consequently are recorded and actioned.

5.4 Student survey
Walford and North Shropshire College conducts an annual student survey, which
captures student feedback and allows us to benchmark our organisation with other
participating organisations on a national basis:

Responses under the ‘well-being’ category are a good indication of how students feel
they are treated at College.

 Well-being                           Agree %        Rating for  Difference
                                                     national    compared to
                                                     comparisons national ratings

 All students are treated equally          87              71                +1
 I know who to contact if I have
                                           85              65               -14
 welfare concerns

 I feel safe at college                    95              78                +4

 I am aware of the college’s Health
                                           83              63               -12
 & Safety and First Aid procedures

 I know how to make a complaint            83              65                +2

The negative comparison to national ratings for welfare contacts has resulted in a
review of access to student services facilities and improved signage. The response
to the question about awareness of Health & Safety and First Aid procedures was
surprising as this is embedded in induction processes and forms an important
element of all land-based courses. To address this, the presence of student
representatives at these meetings will be encouraged and the reinforcement of
information shared at induction will be made at stages during the year. In the Ofsted
reinspection in December 2010 the following was noted:
“Health and safety continue to be promoted very effectively. A strong culture of
continuous improvement coupled with termly inspections of health and safety
arrangements in different areas of the college help to identify further areas for
improvement. Risk assessments are thorough and increasingly involve learners in
their completion. “
5.5 Teaching and Learning
We strive to embed equality and diversity into teaching and learning so that students
get a fully rounded learning experience where their individual needs are met. Three
Diversity Champions have been appointed who have specific ambassadorial
responsibilities, acting as champions for equality and diversity. They meet regularly
to share good practice and promote this in the curriculum teams. Their first task has
been to undertake an audit of lesson plans to identify good practice where equality
and diversity has been embedded and good examples will be included in the
Corporate Manual.

A number of staff attended training delivered by Dr Christine Rose on embedding
Equality and Diversity and they then lead on this in a staff development activity which
was also used to launch a Language Guide for staff which has been placed on the
Intranet and uploaded it onto Moodle.

5.6 Staff
There are a number of initiatives for staff which have started up this year and will
gain momentum over future years:
           A staff forum has been set up to allow a dialogue on a range issues
             between staff from all departments.
           The college has registered with Mindful Employer initiative - aimed at
             increasing awareness of mental health at work and providing support
             for businesses in recruiting and retaining staff.
           A benefits handbook is being put together to record and publicise the
             number of different benefits available to staff.
           A formal Level 2 qualification on equality and diversity is available to
             staff. A number have already completed this and more are being
             encouraged to take this up.

The Equality Champions gave a presentation to Middle Managers about
Transgender – the law and how it affects trans people and our responsibilities to staff
and students.

6. Student and Staff Statistics
Statistics are useful tools, showing us the make up of our college community and
giving us an indication of any potential issues which may require closer investigation.
However, statistics can be open to interpretation and can give a sterile impression of
an organisation. This section should therefore be read in the light of the preceding
The College collates a wide range of statistical data on students and staff. Currently
this covers the protected characteristics: age, gender, disability and ethnicity. With
regard to pregnancy and maternity, this is not centrally recorded for students;
individual course teams are made aware of any student who is in this category and
offer additional support to encourage students to continue with their
learning/resumption of study. Details of staff who are pregnant or on maternity leave
and if/when they return to work, are recorded on the Human Resources system.
Human Resources teams provide advice and support to staff within the established
legal framework.

6.1 Students
The following tables show the profile of the student population across the whole
spectrum of funding and delivery types.

Summary Profiles by school: 2010/2011 as at 31 August 2011. A more detailed
profile can be found in Appendix 1. (Note – the analysis is not a “head count” as for
A Levels students in particular some may be counted more than once as they
register for more than one qualification.)

In 2010 the number of pupils gaining five A* to C passes at GCSE in Shropshire
(including Maths and English) was 57.8% against a national average of 54%.

Table 1 – Student age profile
 Age                 16-18           %            19+           %           Total
 profile                                                                    enrolments
 Arts & Science      1081            79%          287           21%         1368
                     805             73%          304           27%         1109
 Land-based            928           86%          155           14%         1083
 Foundation &
                       178           33%          365           67%         543
 Essential Learning
 Enterprise &
                       177           16%          905           84%         1082
 TOTAL                 3169          61%          2016          39%         5185
Table 2 – Student learning difficulty profile
 Learning             Learning     %               No           %           Total
 difficulty           Difficulty                   Learning                 enrolments
 Profile                                           Difficulty
 Arts & Science           128           9%            1240          91%         1368
                          116          10%            993           90%         1109

 Land-based                249           23%          834           77%         1083

 Foundation &
                           403           74%          140           26%           543
 Essential Learning
 Enterprise &
                            22           2%           1060          98%         1082
 TOTAL                     918           18%          4267          82%         5185

Table 3 – Student disability profile
 Disability           Disability %                 No           %           Total
 Profile                                           Disability               enrolments
 Arts & Science            64        5%               1304          95%     1368
                           65        6%               1044          94%     1109

 Land-based                112           10%          971           90%     1083

 Foundation &
                           211           39%          332           61%     543
 Essential Learning
 Enterprise &
                            10           1%           1072          99%     1082
 TOTAL                     462           9%           4723          91%     5185

Across the College, 9% of students have declared that they have a disability and
18% have a learning difficulty. The national estimate is that 16% (10.1 million) of the
UK population are disabled (Office for Disability – Disability prevalence estimates
2008/9). These national estimates include 5.1 million people over state pension age.

We are committed to providing the best learning experience we can to students who
have a learning difficulty or disability. Needs are identified quickly and support
arranged promptly. Students’ previous attainment, information from enrolment,
and/or transition information is combined with the effective initial interview /
diagnostic assessment to identify additional learning needs. The initial assessment
also informs the programme of Foundation and Essential Learning and the level of
programme that would suit the student’s needs best. Students with additional
learning needs achieve at least at the same level as other students and in many
cases higher than those who do not require additional support. Tutors use a range of
teaching methods and differentiation techniques to suit students and pay particular
attention to those requiring specialist support for such as dyslexia. Support is offered
from both specialists and via Learning Mentors whose specified role is to support all
students in their pastoral and learning needs.

Student Services has attained the Matrix standard for initial advice and guidance.
Specialist provision for Visually and Hearing Impaired students is bought in from the
external agencies such as the Sensory Inclusion Service and VISS.

Table 4 – Student ethnicity profile
 Ethnicity     White         %                 Not White      %             Total
               British                         British                      enrolments
 Arts &
                   1304           95%               64            5%        1368
                   1040           94%               69            6%        1109
 Land-based         1071            99%             12            1%        1083
 & Essential         511            94%             32            6%        543
 Enterprise &
                     986            91%             96            9%        1082
 TOTAL              4912            95%            273            5%        5185

The ethnic diversity of the College’s student population is significantly greater than
the demographic profiles outlined in point 3 i.e. estimated at 1.1% BME for North
Shropshire. However the differences between the recruitment of BME learners in the
schools – from 1% in Land-based to 6% in Professional studies reflects the nature of
the qualifications offered and the catchment area. Professional Studies draws
learners from Liverpool and Wolverhampton while Land-based draws mainly from
Shropshire and other rural counties. The figure of 9% for Enterprise and
Development reflects the fact that these programmes recruit far beyond rural
Table 5 – Student gender profile
 Gender        Male         %               Female        %            Total
Arts &
                    579            42%          789           58%      1368
                    423            38%          686           62%      1109
Land-based          568            52%          515           48%      1083
& Essential         331            61%          212           39%      543
Enterprise &
                    432            40%          650           60%      1082
TOTAL              2333            45%         2852           55%      5185

The gender balance for the different schools shows there are 22% more males than
females in Foundation and Essential Learning, in the Land-based school this
balance is approaching equal with only 4% more males while in Enterprise and
Development and Professional Studies the gender balance is reversed, with 24%
and 20% respectively more female than male students.

The College uses a variety of positive equality messages in publications and
promotions to encourage all genders to participate, reviewing gender imbalance and
appropriate actions via curriculum reports.

Table6 - Success rates by different groups of students.
                    Achievement %       Retention %           Success %
 16-18              90                  82                    74
 19+                89                  76                    68
 Yes                91                  86                    79
 No                 89                  78                    70
 Yes                90                  86                    78
 No                 90                  79                    71
 White British       90                  80                  72
 BME                 90                  79                  71
 Male                89                  80                  71
 Female              90                  80                  72

                     90                  80                  71

The College monitors participation, retention and achievement rates of different
groups of students to ensure there are no significant gaps in performance. This is
measured at group and curriculum level and reported upon during regular curriculum
reviews to identify any action to be taken. There are no significant gaps in
achievement but when overall success is considered those with a learning difficulty
or disability have a higher than average success rate due to an improved retention.
There is a similar pattern when age is considered with the under 19s having a 6%
higher success rate again due to better retention possibly linked to EMA.

6.2 Staff

Table 6 – staff age profile as at June 2011
 Age profile                        number     percentage
 Under 18                               3          1%
 19-30                                 83         16%
 31-40                                 75         15%
 41-50                                137         27%
 51-60                                144         28%
 61+                                   68         13%
 TOTAL                                510

For the College as a whole, the majority of staff fall into the 41 to 60 age bands,
being 55% of staff. There are very few employees under 18 years, and the remaining
staff are distributed across the remaining age categories fairly evenly.
Table 7 – Staff gender/work mode profile
 Work mode        Male       %         Female                  %          Total Staff   %
    Full-time             74          14%           171            33%       245              48%
    Part-time             23           5%           112            22%       135              27%
     Hourly               97          19%           33             6%        130              25%
     TOTAL                194         38%           316            62%       510

Notably 24% more females than males are employed by the College. This carries
through when the analysis is made between full and part time, but there are 13%
more male hourly paid staff.

Nearly half the workforce are full-time with the remaining staff being nearly equally
balanced between part-time and hourly paid staff.

Table 8 – Staff disability profile as at June 2011
 Disability     %         No Disability         %         Total Staff
      6         1%               504            99%            510

This is lower than the national average of 16% and the concern is that in the past
staff have not disclosed disabilities.

Table 9 – Staff ethnicity profile
             White                     Not White                                    Total
 Ethnicity British        %            British   %              Unknown %           Staff

                    470         92%         5            1%          35      7%         510

The College’s staff ethnicity profile is less diverse than that for students. As with
disability, we are working towards updating staff information and improving
disclosure rates.

Part of a major overhaul of staff records will consider approaching all current staff to
complete a full equality and diversity disclosure form.
6.3 Governors
As a corporation, the College has a governing body with 17 governor positions, with
15 in post as of 31 August 2011 and a full complement again in October 2011.

                 Independent        Student            Staff          Chief Executive/
                  Governors        Governors         Governors           Principal
 16-18                                  2
 19+                  12                                  2                   1
 Yes                  1
 No                   11                2                 2                   1
 White British        12                2                 2                   1
 Male                  8                2                                     1
 Female                4                                  2

Independent governors are appointed through an open application process. Any
member of the public may apply, provided that they are over 18 years old, meet
certain legal criteria and have no conflict of interest which would prevent them from
being a governor. Appointments are made on the basis of the skills they can offer
and whether these match the current assessment of skills required by the governing

The present skills mix of independent governors is:
1 with a legal background; 3 with a finance background (1 public sector, 2 private
sector); 2 Company Directors (private sector); 3 with a business background and
significant voluntary public sector appointments and 3 from education backgrounds.

Student and staff governors are elected by their peers.

There has been a concerted effort to recruit governors from a BME group but this
has been unsuccessful.

7. Other data – complaints and disciplinaries

7.1 Complaints
In 2010/2011, 61 formal complaints were received. The numbers of complaints are
recorded against campus, curriculum and service areas and are dealt with using the
College’s published Complaints policy. The complaints are reviewed each month by
the Senior Management Team and an annual summary is reported to the Board of
Governors. Data shows that no complaints were related to any of the protected

7.2 Disciplinaries

Formal disciplinaries are recorded centrally and include the reasons why disciplinary
action has been taken and the outcome in addition to the profile of those
being disciplined. All learners being taken through the formal process are offered the
assistance of an advocate. As well as supporting the individuals this helps to identify
any equality and diversity issues.

                                        2008/9            2009/10           2010/11
 TOTAL                                   116                67                85
 Male                                     70%               84%               85%
 Female                                   30%               16%               14%
 Oswestry                                 38%               21%               20%
 Walford                                  58%               78%               66%
 Residential                              4%                1%                13%
 No learning difficulty/disability          -                 -               87%
 Learning difficulty/disability             -                 -               13%
 Not White British                          -                 -               3%
 White British                              -                 -               97%
 No action                                 5                 4                 7
 Formal Warning                            86                44                49
 Final Warning                             12                8                 25
 Excluded                                  6                 6                 2
 Withdrawn                                 7                 5                 2

The disciplinaries are reviewed each month by the Senior Management Team and
an annual summary is reported to the Board of Governors. Inspection of the detailed
data shows that no complaints were related to any of the protected characteristics,
however it is clear that substantially more male students than female and more
based at Walford than at Oswestry are taken through this process.

In 2010/11 there were 3.disciplinaries and no grievances. Data is to be further
developed to monitor for any disciplinary and grievance related to the protected
8. Moving forward
We are proud of what we have achieved to date in terms of equality and diversity,
but recognise that there is still much more that can be done to embed this into the
curriculum. “The college’s approach to equality and diversity is satisfactory
but its promotion within the curriculum is too limited.” (Ofsted April 2010)

The profile of equality and diversity is now much higher, the attendance at team
meetings has improved considerably and the thrust of future actions is to deliver
activities that are relevant and meaningful and in this way to become embedded.

Our plans for the future include regular reviews of our Single Equality Scheme and
Action Plan. We are keen to develop and streamline our equality monitoring data to
further inform our decision-making.
Appendix 1

Three Year enrolment profile across all funding groups

Category                             2008/9   %     2009/10 %    2010/11 %
16-18                                2809     49%   3923   59% 3169     61%
19+                                  2958     51%   2734   41% 2016     39%
Female                               3323     58%   3696   56% 2852     55%
Male                                 2444     42%   2961   44% 2333     45%
Additional Learning Support
No                                   4848     84%   5497   83% 4101     79%
Yes                                  919      16%   1160   17% 1084     21%
Asian other                          19       0%    11     0%    17     0%
Asian - Bangladeshi                  5        0%    8      0%    13     0%
Asian - Indian                       17       0%    31     0%    0      0%
Asian - Pakistani                    1        0%    9      0%    18     0%
Black or Black British - African     16       0%    13     0%    20     0%
Black or Black British - any other   12       0%    6      0%    6      0%
Black or Black British - Caribbean   13       0%    10     0%    7      0%
Chinese                              4        0%    4      0%    7      0%
Mixed - any other Mixed
                                     42       1%    58     1%    46     1%
Other                                36       1%    45     1%    129    2%
Not known/not provided               14       0%    0      0%    1      0%
White – any other                    243      4%    134    2%    22     0%
White                                5345     93%   6328   95%   4912   95%
Disability/Learning Difficulty
Disability/Learning Difficulty       874      15%   1235   19% 1024     20%
No Disability/Learning Difficulty    4869     84%   5374   81% 4154     80%
Unknown                              24       0%    48     1%  7        0%
Learning Difficulty
Autism                               23       0%    47     1%    21     0%
Dyscalculia                          11       0%    17     0%    1      0%
Dyslexia                             217      4%    474    7%    349    7%
Moderate learning difficulty         305      5%    394    6%    323    6%
Multiple learning difficulties       28       0%    16     0%    62     1%
No learning difficulty               4982     86%   5519   83%   4267   82%
Not known/information not
                                     51       1%    52     1%    8      0%
 Other                                 56        1%      82        1%     77         1%
 Other specific learning difficulty    26        0%      11        0%     11         0%
 Severe learning difficulty            68        1%      45        1%     66         1%
 Asperger’s Syndrome                   16        0%      53        1%     42         1%
 Disability affecting mobility         42        1%      28        0%     36         1%
 Emotional/behavioural difficulties    64        1%      62        1%     53         1%
 Hearing impairment                    44        1%      50        1%     44         1%
 Mental ill health                     26        0%      32        0%     33         1%
 Multiple disabilities                 18        0%      22        0%     50         1%
 No disability                         5272      91%     6126      92%    4723       91%
 Not known/information not
                                       85        1%      50        1%     13         0%
 Other                                 49        1%      50        1%     46         1%
 Other medical condition (for
                                       89        2%      119       2%     84         2%
 example epilepsy, asthma)
 Other physical disability             17        0%      19        0%     20         0%
 Profound complex disabilities         4         0%      1         0%     7          0%
 Temporary disability after illness
                                       0         0%      5         0%     10         0%
 (for example post-viral)
 Visual impairment                     41        1%      40        1%     24         0%
 TOTAL ENROLMENTS                      5767              6657             5185

The fluctuation in the totals relates to the number of qualifications each learner takes
       - 2008/09 the total included key skills
       - 2009/10 the total included functional skills
       - 2010/11 these qualifications were not included
Appendix 2.

                 EQUALITY & DIVERSITY
                ACTION PLAN 2011 - 2012
Action                                       By Whom                    Timescale

To seek to promote equality of opportunity
                                                                        action to be
for any employee who intends to undergo,
                                           HR Manager                   taken as the
is undergoing, or has undergone, gender
                                                                        need arises
Maintain the percentage of learners from
                                             Asst Director of Learner
ethnic minority backgrounds at a level                                  October 2011
above the local profile of 3%
Maintain or increase the percentage of
employees from ethnic minority               HR Manager                 October 2011
backgrounds compared to 2010-11

To make available and analyse equality
                                             Estates Manager            October 2010
data on accident and incident reports

To continue to meet the needs of all
students, irrespective of age, disability,
gender, gender identity, race, religion or
belief and sexual orientation, by tutors
being constantly sensitive to possible       Head of Learner Progress
different learning needs. Reasonable
adjustments to be in place and learning
styles and materials to meet the needs of
all students,
To encourage tutors further to be more
pro-active in producing materials which
can be easily accessed (moodle) and where    Head of Learner Progress
necessary transferred to alternative
To ensure applicants for employment who
have a disability and who meet the                                      November
                                                HR Manager
essential criteria continue to be invited for                           2011

To make available and analyse equality
data on student applications and                Data Manager
withdrawal of applications

To make available and analyse equality
data on full time student leavers prior to 6    Data Manager
week point

To make available and analyse equality
data on student achievement (raw and            Data Manager

To prepare a five year analysis of results by                           November
                                                Data Manager
disability, ethnic and gender groupings                                 2011

To make available and analyse equality
data on students transferring from AS to        Data Manager

To make available and analyse equality                                  November
                                                Data Manager
data on the progression of students to HE                               2011

To present a monitoring report on student
                                                Assistant Director of   November
and staff equality data to SMT and to the
                                                Learner Services        2011
Governing Body
To ensure that contractors employed by
the College are aware of the College’s         Premises Manager
expectations regarding equality

To monitor the plans of all further new
buildings to ensure accessibility for all      Premises Manager
staff, students, governors and visitors

                                          Health & Safety Officer /
Establish Learner Voice group for the                                      December
                                          Asst Director of Learner
completion of Equality Impact Assessments                                  2011
Provide further training on completing
Equality Impact Assessments to Policy          Health and Safety Officer

To review the equality impact assessment                                   December
                                               Health and Safety Officer
of all College policies and procedures                                     2011

To continue to include equality impact
assessment from the point of inception for     Health and Safety Officer
all new College policies and procedures

                                               Deputy Principal / E&D
Clarify and develop the role of Equality and                               December
                                               Champions/ Asst Director of
Diversity Champion across all campuses                                     2011
                                               Learner Services

Establish a discrete Learner Voice group for                               December
                                             Foundation Learning teams
Foundation Learning                                                        2011

To foster a learning and work environment
which is free from discrimination through
                                               Equality Champions          January 2012
the provision of equality training for staff
and students

To gather information to determine
whether a gender pay gap exists in the         HR Manager                  January 2012
Review the E&D questions in the student                                February
                                               Deputy Principal
survey                                                                 2012

To consider the collection of data relating
                                               E&D Team                March 2012
to sexual orientation

To continue to ensure sufficient time to
                                               Marketing Manager
discuss disabilities and other equality
                                               Assistant Director of   March 2012
issues at application, enrolment and
                                               Learner Services
Review staff development plan to provide
for targeted training and mentoring to
                                               PDP Manager             March 2012
advance equality of opportunity for
different groups of employees
IPI reviews evidence that progress has
been made with embedding E&D in the            Deputy Principal        March 2012
To actively to promote and market the
opportunities offered by the College to all
students, irrespective of age, disability,     Marketing Manager       March 2012
gender, gender identity, race, religion or
belief and sexual orientation

To continue to produce diverse, non-
stereotypical images in all marketing          Marketing Manager       March 2012

To ensure the College’s commitment to
equality and diversity is highlighted in key
                                               Marketing Manager, HR
College documents, including the                                       March 2012
                                               Manager, SLT
prospectus, strategic objectives, staff
handbook, annual financial statement
Provide information to students on gender
reassignment and the needs of transsexual      Equality Champions      June 2011
Develop a range of activities promoting
E&D though the theme of the 2012               RECCO                   June 2012
To make available and analyse equality   Asst Director of Learner
                                                                    June 2012
data on enrolment and attendance         Services

To make available and analyse equality
                                         Asst Director of Learner
data on complaints and student                                      June 2012
disciplinary records

Shared By: