Foxes Academy Single Equality Scheme

Transcription

1 Single Equality Scheme

2 Contents 2 Mission, Vision and Values 3 Principals Forward 4 The Single Equality Scheme 5 Aims 5 Our Commitment 6 Responsibilities 8 Self Evaluation: Where We Are Now 11 Action Plan 15 Implementation and Review 1

3 Our Mission We believe in changing lives. We believe in your future. Our Vision To inspire our young people to go into the world with the skills, confidence and the passion to succeed. Our Values Passion about what we do Inspiration to be the best we can be Inclusive opportunity for all Leadership looking, thinking, acting Real to be real Foxes Academy Graduates

4 Principal s Foreword Welcome to our Single Equality Scheme. Foxes Academy is resolutely and unequivocally committed to the promotion and advancement of equality, diversity and inclusion in all that we do and throughout our organisation. Our philosophy is simple: Value individuals Celebrate diversity Promote inclusion Create equality of opportunity Cultivate and nurture a true and real ethos of tolerance and respect. If in our organisation we truly believe in, embody and personify this philosophy, then we will achieve equality and inclusion whilst embracing diversity. It follows from this that all who go out from Foxes Academy will then not just exemplify such values, but will actually act to change the attitude, beliefs and behaviours of individuals, organisations, and communities beyond Foxes. Our Single Equality Scheme provides the framework within which we set our our objectives to ensure outstanding practice and monitor and report on our success, fulfilling our firm commitment to: 1. Eradicate discrimination, prejudice and victimisation 2. Embrace and foster diversity and inclusion 3. Promote and secure equality of opportunity in all that we do In setting out our philosophy and commitment, it is critical that we actually live and act upon the, ensuring that our Single Equality Scheme is not just a paper exercise, but something that we actively do and engage with. 3

5 The Single Equality Scheme The purpose of our Single Equality Scheme is to acknowledge and emphasis our full commitment to equality, diversity and inclusion, both within and without the organisation. Our Single Equality Scheme is also a framework within which Foxes Academy meets its statutory duty in embracing and promoting all equality strands and challenging all forms of discrimination. The scheme will explain and outline the requirements and create a consistent approach whilst ensuring that the distinctive requirements for the individual schemes and duties are also included. Single Equality Scheme Documentation Our Single Equality Scheme (SES) is supported by the following legislation and regulations (this list is not exhaustive): Employment Equality (Age) Regulations 2006 Disability Discrimination Act 1995 Special Educational Needs and Disability Act 2014 Disability Discrimination Act 2005 Statutory Code of Practice on the Duty to Promote Disability Equality 2006 Sex Discrimination (Gender Reassignment) Regulations 1999 Equality in Employment (Sexual Orientation) Regulations 2003 Gender Recognition Act 2004 Equality Act 2006 Work and Families Act 2006 Gender Equality Duty Statutory Code of Practice 2006 Race Relations Act 1976 Race Relations (Amendment) Act 2000 Statutory Code of Practice on the Duty to Promote Race Equality 2002 Equality in Employment (Religion or Belief) Regulations 2003 Human Rights Act 1998 Equality Act 2010 Our SES should also be read in conjunction with the employee handbook and the following policies covering: Equality and Diversity Child Protection Protection of Vulnerable Adults from Abuse Safeguarding Whistle Blowing Dignity at Work Anti Bullying 4

6 Aims The purpose of having The Single Equality Scheme is to make clear not only our commitment to, but also the actions we will take, to meet not just our legal duty, but also our moral obligation, to eradicating any form of discrimination, embracing opportunity for all and fostering an open and inclusive approach. The SES aims specifically and unequivocally to: 1. Develop overt measures and actions that pay due regard to the need to eliminate discrimination, promote equality across all protected characteristics, and actively include everyone within the Foxes community 2. Ensure that this approach exceeds compliance with legislation and becomes a bastion and exemplar of good practice with regard to equality, diversity and inclusion. Our commitment: Within the Scheme we set out how we will meet the general duty set out in the Equality Act We will then explain our responsibilities and objectives. Through this we will ensure that our commitment extends unequivocally to all those protected characteristics as identified in the legislation. The protected characteristics are: Age Disability Gender Gender reassignment Pregnancy and maternity Race Religion or belief Sexual orientation Marriage or civil partnership. We will deliver this commitment by: Educating all within the organisation about equality, diversity and inclusion Challenging all prejudice, discrimination, victimisation and exclusion Creating and nurturing a culture across the Academy of tolerance, respect and dignity for all 5

7 Responsibilities The Directors are responsible for: Monitoring and scrutinising Foxes Academy s statutory responsibilities in relation to current equality legislation The work of the Academy in adhering to its Equality, Diversity and Inclusion philosophy Ensuring Foxes Academy fulfils its commitment to equality, diversity and inclusion. The Principal and Senior Leadership Team are responsible for: Creating a positive and constructive culture that has equality, diversity and inclusion at the heart of all it does Creating a proactive culture and ethos of inclusion that challenges any form of prejudice, discrimination, stereotyping or victimisation Creating and nurturing a culture of tolerance, respect and dignity for all Creating an open culture that encourages confronting and challenging any form of prejudice, discrimination, victimisation and exclusion (whistleblowing) Dealing with any breaches of Equality, Diversity and Inclusion robustly, fairly and swiftly Ensuring that whilst Foxes Academy fulfils any statutory obligations it also exemplifies best practice with regards Equality, Diversity and Inclusion Ensuring that all Foxes Academy policies and procedures are reviewed annually and are fit for purpose. Team Leaders are responsible for: Ensuring that they and their teams are aware of Foxes Academy s statutory obligations with regards to equality, diversity and inclusion Actively promoting equality, diversity and inclusion within their teams Acting as role models for exemplifying Equality, Diversity, Inclusion, tolerance and respect Creating and nurturing a culture of tolerance, respect and dignity for all within their teams Taking every opportunity to include equality, diversity and inclusion in their day to day actions, mentoring, leadership and teaching (as appropriate) Confronting, challenging and reporting any form of prejudice, discrimination, victimisation and exclusion. All members of staff are responsible for: Ensuring that they are individually aware of Foxes Academy s statutory obligations with regards equality, diversity and inclusion Creating and nurturing a culture of tolerance, respect and dignity for all Acting as role models for exemplifying Equality, Diversity, Inclusion, tolerance and respect Taking every opportunity to include equality, diversity and inclusion in their day to day actions, mentoring, leadership and teaching (as appropriate) Confronting, challenge and report any form of prejudice, discrimination, victimisation and exclusion. 6

8 All learners are responsible for: Their own behaviours, language and actions Helping to create a culture and atmosphere of inclusion, tolerance, respect and dignity for all Reporting any behaviours or incidents that they feel contravene equality, diversity and inclusion. The Learner Voice are responsible for: Providing representatives and contributing to the monitoring of equality, diversity and inclusion across the Academy Ensuring learners are represented, as appropriate, in the further development of Foxes Academy s policies and procedures Ensuring learners are represented and heard with regards to a range of issues including equality, diversity and inclusion. 7

9 Self-Evaluation: Where We Are Now Foxes Academy continually seeks to improve its practice in equality, diversity and inclusion. Our policies and procedures (which are reviewed annually) reflect this. As an organisation that prepares young people with learning disabilities for independent life with meaningful employment, it is not good enough to assume that this in some way bestows upon us an inherent and overt understanding of equality, diversity and inclusion. We must therefore guard against complacency and strive to educate our learners and staff in the issues and complexities of equality, diversity and inclusion. In doing so, we staff and learners, become role models and exemplars of the benefits and advantages of true Equality, Diversity and Inclusion, both within and without the organisation. In this section there is a brief Self Evaluation giving an overview of where we are now. How do we meet our duty to ensure that all learners achieve their best? At Foxes we take our statutory duty very seriously. However, we believe that it is not just a question of carrying out our statutory duty to each learner, but going beyond that to ensure that all our learners fulfilling their potential, and treating each as an individual. In this regards we do the following: For all new learners comprehensive initial assessments over a month period to ensure an accurate, realistic and fair base line from which to work Targets set from the base line that are aspirational yet realistic Snaps shots of progress 3 times a year Close monitoring and target setting/tracking/resetting throughout the year to ensure that under/over achievement is identified and strategies put in place, so that all learners achieve commensurate with their ability Functional skills success through external examinations, giving learners a solid foundation to access all levels of other qualifications and build confidence Innovative holistic Pathway to Life course followed by all learners at a pace commensurate with their ability and learning that builds learner confidence, communication skills, community interaction and participation 1:1 tutorials across the academy including personal, vocational and education, supporting learners to achieve and continually develop in all areas Development of sustainable learner hobbies and activities enabling them to effectively plan their free time Appropriate courses at the right level for each learner to achieve success Individualised learning programmes 8

10 How do we actively promote Equality, Diversity and Inclusion? Equality, diversity and inclusion are key to a successful, effective and talented work force. Equality, diversity and inclusion is also the recognising and nurturing the contribution that each and every learner can make to our community. Because we believe in all the positives and benefits that true equality, diversity and inclusion can bring, we actively promote it through: Staff Flexible working agreements open to all Encouraging staff to make medical or disability disclosures so that their needs may be met in the work place Reasonable adjustments for all staff who have made disclosures Performance management focused on improving performance Staff training differing Learning Disabilities and conditions, safeguarding, Somerset Total Communication, Challenging Behaviours etc Reference made to equality, diversity and inclusion on teaching observations Reference equality, diversity and inclusion in mission, vision and values Open recruitment for all posts internal and external Published Single Equality Scheme on Intranet front page SES part of the Quality Improvement Cycle Staff Engagement Forum Therapy to improve access to all activities and curriculum equality, diversity and inclusion embedded in all courses Published pay and grading scales Policies and procedures as recognised Disability Confident Leader. Learners An active and influential Learner Voice Learners involved in recruitment to Foxes Learner involvement in the SAR Self-Advocacy actively promoted throughout all learning programmes and as a specific area within the Moving On course 9

11 What we are doing well: Foxes Academy strives for continually improvement, particularly for the learner experience and journey. In respect of that we are good at: The quality of provision in enabling all learners to progress to employment and greater independence remains Ofsted graded outstanding (87.3% and 86.4% respectively over a 7 year trend) Staff consistently have the highest expectations of learners across the Academy Learner satisfaction surveys Extensive learner involvement in the Academy and local community Securing employment and work placements for learners/graduates Preparing for transition including independent living skills and employability The Learner Voice Open, fair and safe recruitment What we need to develop: Learner participation in the development of Equality, Diversity and Inclusion policies, procedures and forums Staff engagement and participation in the development of Foxes Academy More flexible and extensive learning programmes to include non-measurable outcomes (soft skills) Effective base lining of soft skills and subsequent tracking Mobile technology to support and enhance teaching and learning Improve learner participation in a more extensive range of external events including exchanges, competitions and activities 10

12 Objectives/Action Plan The purpose of this action plan is to address those areas we need to develop, and to set timescales to these. Objective 1: Improve learner participation in the development of Equality, Diversity and Inclusion policies, procedures and forums Action When Success Criteria Impact on Equality, Diversity and Inclusion Responsible Discuss with appropriate staff the most appropriate forum for learner participation and the protocol for doing this Spring 2017 Appropriate staff positively identify how learners can be meaningfully involved in the development of learner participation in the development of policies and procedures relating to Equality, Diversity and Inclusion across Foxes Academy and how this may Learners are made aware of, and positively contribute to all policies and procedures relating to to Equality, Diversity and Inclusion TCG Arrange for appropriate learners or their representatives to be involved in appropriate forums Summer 2017 be best achieved Learners are actively involved in the development of policies and procedures relating to Equality, Diversity and Inclusion across Foxes Academy Learners bring their unique experience and viewpoint to enhance the development and implementation of Equality, Diversity and Inclusion across Foxes Academy ES/AF 11

13 Objective 2: Staff engagement and participation in Foxes Academy Action When Success Criteria Set up a Staff Engagement Forum (SEF) Staff Engagement Forum to elect a Chair and Vice Chair Staff Engagement Forum to set protocols regarding the agenda, and how they garner the issues and views of the teams they represent, and how this is relayed to the Principal and SLT/Directors Staff Engagement Forum meets twice per term A Staff Engagement Forum with representatives from all teams that contributes positively to the development of Foxes Academy The Chair and Vice Chair of the Staff Engagement Forum are elected and are running the Forum and communication is significantly improved between staff and SLT Staff feel they are more actively and positively involved in the development of Foxes Academy The agenda headings are set by the Staff Engagement Forum, and the protocols around feedback are established Meetings with agendas and minutes take place twice per term with pertinent issues raised and discussed, and staff input into future developments is effectively achieved and feedback to SLT/Directors Impact on Equality, Diversity and Inclusion All staff will have the opportunity to be representatives for their teams. This enhances the notion of Equality and Inclusion. The Staff Engagement Forum presents an opportunity for all staff through their representatives to raise issues and contribute constructively to the development of Foxes Academy (Equality and Inclusion). Staff have the opportunity to engage with others who may not hold their views in a respectful environment and forum (Diversity) This allows the representatives to raise issues that concern their teams (Diversity and Inclusion) All staff feel that they can raise pertinent issues through their representative and have confidence that they will be discussed (Equality, Diversity & Inclusion) All staff feel that they can effectively and meaningfully contribute to the development of Foxes Academy Responsible TCG TCG TCG/SEF SEF 12

14 Objective 3: Develop more flexible and extensive learning programmes to include non-measurable outcomes (soft skills) Action When Success Criteria Review option to add additional Pathway to Life units into year 3 transition course Create the opportunity for learners to complete front of house NVQ units Research other qualifications which are available Review how soft skills are embedded into the learning objectives and activities of all courses 16 Spring 17 Summer 17 Summer 17 Learners will be able to work on additional units will support their transition into independent living Learners will have further opportunity to develop and enhance their skills within Hospitality and Catering Learners will be working on qualifications which best suit their needs, abilities and learning styles Learners development of soft skills will be more accurately tracked and monitored Impact on Equality, Diversity and Inclusion This enables individual learners to develop in their own areas of weakness This will provide another learning opportunity for individual learners. It will be more suited to a learners individual strengths some of the current units we offer. We will ensure we are providing relevant, achievable, individualized learning opportunities All aspects of a learners unique and individual personality are tracked and change is monitored Objective 4: Develop effective base lining of soft skills and subsequent tracking Action When Success Criteria Ensure that tutors are tracking soft skill development in all tutorials Create a specific target cache and tracking system which captures learners progress and development of soft skills Learners development of soft skills will be more accurately monitored in a timely manner Learners development of soft skills will be tracked and monitored against set criteria. Impact on Equality, Diversity and Inclusion Details of each individuals progress is identified and recorded. This will ensure that a learner can be correctly supported in developing in any identified areas in a timely manner. A target cache will enable us to recognize if there are any individuals or groups which cannot progress with a specific soft skill area we can the address this appropriately Responsible ES/LS ES/KG ES and Curriculum Leaders ES/JR Responsible ES/JR ES/JR 13

15 Review the target cache and tracking system throughout the year as data is collected identify patterns and trends Summer 17 The target cache is reviewed and edited to ensure that it meets the needs to successfully capture the development of soft skills. Review the target cache and tracker will ensure that it is suitable for all and practical to use in all areas or learning. Objective 5: Further develop the use of mobile technology to support and enhance teaching and learning Action When Success Criteria To write and implement 2 new Pathway to Life units specifically focused on technology in the home and community Plan for mobile technology to be available to tutors to enhance teaching and learning Continue to develop opportunities for staff to undertake training in the use of mobile technology 16 Spring 17 Summer 17 Learners will continue to develop their knowledge and skills with using technology safely to support them in their everyday lives Tutors will be able to use mobile devices to enhance the delivery of their sessions and to more easily access the MIS system. Staff will be more confident and skilled with supporting learners to use mobile devices to enhance their learning and everyday life Impact on Equality, Diversity and Inclusion Learners will be able to use strategies taught in IND and FuS sessions and transfer them into real life experiences Tutors will be able to use new teaching activities to enhance learning opportunities for groups and individuals. All staff will have the confidence and skills to support learners effectively ES/JR Responsible ES/HAS Objective 6: Further develop learner participation in a more extensive range of external events including exchanges, competitions and activities Action When Success Criteria Impact on Equality, Diversity and Inclusion Responsible The appointment of 2 staff to oversee the development and co-ordination of external events including exchanges, competitions and activities 2016 Staff are appointed and in place Give learners greater access to a greater range of geographical locations, people, activities and events to improve their experience of diversity and inclusion An annual calendar of external events January There is an annual calendar The planned series of exchanges, ES/NG SM/LS 14

16 including exchanges, competitions and activities 2017 (thereafter September of each academic year) of events that reflects the diversity of interest of learners, allows them all equality of opportunity to participate, and learners are exposed to a greater range of experiences competitions and activities gives learners greater access and opportunities over a sustained period of time improving their experience of equality, diversity and inclusion Implementation and Review The SES was published in September The college is committed to Equality, Diversity and Inclusion at all levels and in all areas. The SES will be presented to the Learners through the Learner Voice, and for staff through the Staff Forum. In addition to this it will be published on the Intranet. Progress will be reported on each month at the Director s and Senior Leadership Meetings. There will also be an Annual Review and report via the Learner Voice and Staff Forums respectively. 15