Equality and Diversity Policy 1. Introduction Stanmore College is committed to an Equality and Diversity Policy which meets the requirements of the Equality Act 2010 and aims to provide equality of opportunity and create a community in which diversity is valued. The College seeks to provide a positive learning and working environment, free from discrimination, harassment or victimisation. 2. Equality Values, Principles and Standards This policy is underpinned by the following values, principles and standards: equality and social justice respect for others acknowledging and valuing diversity elimination of all forms of prejudiced attitudes and discriminatory behaviour commitment to inclusive education which enables and assists all students to develop their full potential commitment to the positive development of all staff and governors accountability for compliance with this policy for all members of the College community and others engaged in College business or activities 3. Equality Act 2010 The Equality Act 2010 replaces previous anti-discrimination legislation with a single Act. The Equality Duty is set out in section 149 of the Act. It replaces the 3 previous public sector equality duties for race, disability and gender and covers the following protected characteristics: Age Disability Gender reassignment Marriage and civil partnership (but only in respect of eliminating unlawful discrimination) Pregnancy and maternity Race Religion or belief Sex Sexual orientation The College is required to publish information to show its compliance with the Equality Duty which means that the information must show that it has due regard to the need to:
eliminate unlawful discrimination, harassment and victimisation and any other conduct prohibited by the Act advance equality of opportunity between people who share a protected characteristic and people who do not share it foster good relations between people who share a protected characteristic and people who do not share it This information must be updated annually. The College is also required to prepare and publish one or more specific and measurable equality objectives which help it to further the above 3 aims. This information must be updated at least once every 4 years. 4. The College s Equality and Diversity Policy will: ensure equality of access to all potential students. ensure that all students enjoy equal access in terms of curriculum, assessment, support services and resources. ensure that discrimination, harassment and victimisation are not tolerated under any circumstances. work towards a staff team that reflects and complements our communities and clients. ensure that all members of staff understand the significance of equality of opportunity and know how to implement it in their work. ensure that effective systems for the monitoring and evaluation of equal opportunities are in place. comply with all current equalities legislation including the Equality Act 2010 5. Policy implementation The College will ensure that this policy is implemented through the following measures: 5.1 publishing course information that promotes equality of opportunity and is free from explicit or implicit discrimination. 5.2 providing written entry criteria which are free from any form of discriminatory practice. 5.3 providing application and enrolment procedures which are free from any form of discriminatory practice 5.4 providing impartial guidance for all applicants to ensure their placement on appropriate courses which offer success and progression. 5.5 providing relevant language and learning support to enable all students to have an equal opportunity of completing successfully. 5.6 ensuring that the curriculum meets and reflects the diversity of our potential and current student body and the community. 2
5.7 where relevant, ensuring that issues relating to the 9 protected characteristics are central to curriculum development and embedded within the teaching of subjects as a cross-curricular theme. 5.8 ensuring that all teaching and learning materials include positive images in respect of the 9 protected characteristics. 5.9 ensuring that all assessment strategies and materials are fair and reliable. 5.10 ensuring that all students have equal access to the full range of support services within the College. 5.11 having a recruitment policy which positively supports equality of opportunity. 5.12 encouraging and enabling under-represented staff groups to compete for promotion. 5.13 providing staff development to meet the training needs of staff to work with disadvantaged groups and individuals. 5.14 ensuring that all newly appointed staff, full and part-time, attend an induction programme. 5.15 ensuring that all members of staff attend equal opportunities training on a regular basis. 5.16 setting equal opportunities student performance targets and measuring outcomes against them as part of the College s annual quality assurance processes 5.17 monitoring data on student applications, enrolment, retention and achievement in terms of ethnicity, gender and disability with a view to comparing trends and highlighting and improving any imbalances identified. 5.18 monitoring student progression in terms of ethnicity, gender and disability, including progression within the College and progression into other educational institutions and, where possible, progression to employment. 5.19 monitoring staff recruitment in terms of the protected characteristics other than marital status and pregnancy. 6. Compliance 6.1 The College will consult annually with staff, students and contractors about the Equality and Diversity policy, its operation and impact. 6.2 Staff and students who are in breach of the policy will be subject to action under the appropriate disciplinary procedure. 6.3 Contractors and members of the public who act in a discriminatory manner will be banned from College premises. 3
7. Annual Review This policy will be reviewed annually and amended/updated, as required, to comply with current legislation, by the College s Equality and Diversity Committee, membership of which is as follows: Membership Director for Students (chair) Inclusion Manager (secretary) Human Resources manager 2 representative of the teaching staff 2 representatives of the support staff 2 student representatives Representative from the governing body Representative from the teaching unions Representative from the support staff unions Representative of directorate for students The terms of reference are: i) to be responsible for monitoring the implementation of strategies for the promotion of equal opportunities in all aspects of the life of the College ii) to report and make recommendations to the Senior Management Team on matters concerning equality and diversity The Committee meets at least once a term and provides an annual report to the Board of Governors. 8. Dissemination of the Equality and Diversity Policy A copy of the Equality and Diversity Policy will be available on the Staff and Student Intranets. All new staff will receive induction training in Equality and Diversity. All students will be given a summary of the Equality and Diversity Policy at induction. 9. Policy Monitoring and Impact Assessment 9.1 Monitoring i) The Equality and Diversity Committee will monitor the implementation of the policy and the Equality and Diversity Action Plan termly. ii) Other key aspects of Equality and Diversity are monitored in accordance with the Equality and Diversity monitoring cycle (Appendix 2). iii) An annual report is prepared for the Board of Governors. 4
9.2 Action Planning The Equality and Diversity Committee will draw up a two part Equality and Diversity Action Plan (see appendix 1). In Part 1 there is a list of ongoing Equality and Diversity issues to be addressed by the College. In Part 2 the issues to be addressed in the coming academic year are listed. Both parts will be updated annually. 9.3 Impact Assessment Impact assessments of all policies are carried out to ensure that the College does not discriminate on the grounds of any of the 9 protected characteristics and that, wherever possible, equality is promoted. Impact assessment involves anticipating the consequences of policies on their target groups with the aims of eliminating or minimising negative consequences and maximising opportunities for promoting equality. New policies are automatically impact assessed before they are introduced. 10. Associated Policies Single Equality Scheme Staff Recruitment Policy Fit to Study Policy (students) Admissions Policy (students) Disciplinary Policy (staff ) Grievance Policy (staff) Bullying and Harassment Policy (staff) Anti-Bullying Policy (students) 11. List of Appendices Appendix 1 - action plans part 1: part 2: page 6 page 9 Appendix 2 - complainant demographics: page 11 Appendix 3 - staff demographics: page 12 Appendix 4 - learner demographics: Page 13 Appendix 5 - recruitment demographics: Page 15 5
Appendix 1 Action Plan Part 1 (on-going) Action How By Whom Monitoring cycle 5.1Ensure that Checking of course Vice course information information sheets/ Principal, promotes E&D prospectus DfS, HODs and does not discriminate either explicitly or implicitly 5.2 Ensure entry criteria are free from any discriminatory practice 5.3 Ensure application and enrolment procedures are free from discriminatory practice 5.4 Ensure all guidance is impartial both on the phone and face to face 5.5 Confirm all who need learning support/language support are receiving it 5.6 Check curriculum meets the needs of/ reflects the diversity of the student body/ local community Check entry criteria do not pose any obstacles for LDD students 1. Check all procedures 8 2. Review outcomes of surveys Staff development - Monitoring of workforce by line managers in Central Admin and Student Services Appropriate diagnostic assessments in place. Study Plus operating effectively. Vice Principal, DfS, AWP, SMT, EDC DfS, SAM, CIAGM DfS, Inclusion Manager Vice- Principal and EDC At the beginning of each term in July Targets All materials checked All criteria checked 1 st impressions survey results are positive on E&D matters All front line staff are monitored by line managers and any training issues are addressed All students who need learning support are receiving it. Curriculum of Sixth Form and Part time courses checked. 6
Action How By Whom Monitoring cycle 5.7/8 Ensure that Review Schemes of Vice- in issues relating to Work, subject action Principal, July the 9 protected plans, lesson plans, HODs characteristics are classroom central to observations, curriculum materials for positive development and images and evidence are embedded in of the centrality of course content, E&D issues where materials, teaching relevant to the style, classroom curriculum. management and organisation 5.7/8 Ensure a uniform and rigorous approach to the opposition of all forms of prejudice and discrimination 5.9 Check all assessment criteria/materials are fair and reliable 5.10 Check that all students have equal access to the full range of support services E&D training and a review of all activities listed above. Complaints procedures/forms widely advertised and available. External moderators reports/examination boards reports. Check validity of any initial assessment/ diagnostic tools Check info to all students re college support services. Student survey outcomes. SMT, CPMT SMT, CPMT DfS, CPMT Annual reviewed in July Annual review in August/ September Targets All relevant evidence is gathered and recommendations made. Positive responses from student/staff surveys. No complaints of prejudice or harassment from students or staff. All assessments checked Positive responses from student surveys 5.11 Review recruitment policy to confirm positive support for E&D Check policy, revise if necessary HR Manager in July Recruitment policy is E&D compliant 5.12 Encourage staff from ethnic minorities to compete for promotion 5.13/15 Provide staff development to enable staff to work with disadvantaged Encouraging ethnic minority staff to attend appropriate leadership and management training. Training run internally and staff sent on external training as necessary HR Manager, line managers Principal/H R Manager/ line managers Ongoing All of staff trained and needs met. 7
Action How By Whom Monitoring cycle students and to keep up to date with E&D requirements. 5.14 Ensure all Via induction HR Termly new full and p/t programme and Manager, staff attend an checklist on line induction probation form. managers. programme in E&D in 1 st yr of service 5.16 Set student performance targets EO 5.17/18 Monitor student applications, enrolment, retention, achievement and progression in terms of ethnicity, gender and disability. 5.19 Monitor staff recruitment in terms of the protected characteristics other than marital status and pregnancy. Academic depts. to devise PIs. Data/reports to E&D Committee, SMT and, CPMT for comment and discussion. HR Dept to collect and record the relevant details of all job applicants. Vice- Principal, HODs College managers HR manager and EDC as part of QA cycle Termly Targets All new staff complete E&D induction programme before the end of their probationary year PIs in operation Student data monitored and actions taken as necessary. EDC checks information and makes recommendations. 8
Appendix 1 Action Plan Part 2 (2011/2012) Equality and diversity targets Narrow the gap between staff and student ethnic profile Narrow the differences in attainment between different ethnic groups across the college Better integrate ethnic groups Set departmental targets for gender balance in nontraditional subjects Create/renew a policy for dealing with students with mental health issues Plan the curriculum to take religious holidays into consideration Produce guidelines for staff and students undergoing gender reassignment Produce guidelines on how to support How By whom Monitoring cycle Increase the Principal, proportion of new HR manager staff recruits from ethnic minorities. Improve success rates of the lowest achievers. Promote greater religious tolerance and understanding by creating a forum to enable students to explain their religious beliefs to their fellow students. Each dept to seek to attract an improved gender balance in a subject which is traditionally gender biased. Produce a fit to study policy incorporating what was in the College s mental health policy. Ensure that significant dates in the College calendar do not preclude involvement of all students due to religious festivals. Guidelines to be drawn up. Guidelines to be drawn up. Vice- Principal, HODs Targets 5% increase in ethnic minority staff recruits No gap more than 3% DfS N/A Presentations given on at least 4 different religions. Vice- Principal, HODs Inclusion manager 1 target/dept Policy in place. Principal No clashes all students are able to participate in planned activities. Deputy Principal Inclusion Manager Guidelines available. Increase by 50% the 9
pregnant students to stay on programme number of students who, having become pregnant, go on to complete their courses. 10
Appendix 2 Complainant Demographics Complainants by Gender 2008/09 2009/10 2010/11 Male 5 5 11 Female 12 18 23 Unknown 0 0 0 17 23 34 Complainants by Ethnicity 2008/09 2009/10 2010/11 White 7 13 14 Black 3 1 9 Asian 4 3 3 Other 1 1 2 Unknown 2 5 6 17 23 34 Complainants by Disability 2008/09 2009/10 2010/11 disabled 2 1 0 not disabled 15 22 34 17 23 34 11
Appendix 3 Staff Demographics Age 2008/2009 2009/2010 2010/2011 20-29 8% 10% 14% 30-39 22% 20% 18% 40-49 30% 31% 31% 50-59 33% 34% 33% 60-65 7% 5% 4% Gender 2008/2009 2009/2010 2010/2011 Male Female Male Female Male Female Academic 38% 62% 37% 63% 39% 61% Management 40% 60% 44% 56% 50% 50% VHL 23% 77% 26% 74% 29% 71% Support 26% 74% 30% 70% 30% 70% Disability 2008/2009 2009/2010 2010/2011 Disabled 8% 8% 9% Not Disabled 92% 92% 91% Ethnicity Stanmore College 2010 Stanmore College 2011 Harrow 2011 White 66% 62% 55% Asian 22% 24% 32% Black 7% 8% 7% Other 5% 6% 6% 12
Appendix 4 Learner Demographics 19+ 2010/1 1 Total 2010/1 1 Learners by Gender 16-18 2009/1 0 19+ 2009/1 0 Total 2009/1 0 19+ 2008/0 9 Total 2008/0 9 Gende r 16-18 2010/11 16-18 2008/09 Male 819 780 1599 712 1350 2062 611 793 1404 Female 794 1904 2698 756 3354 4110 722 1855 2577 Learners by Learning Difficulty/Disability 16-18 2010/11 19+ 2010/11 Total 2010/11 16-18 2009/10 19+ 2009/10 Total 2009/10 16-18 2008/09 19+ 2008/09 Total 2008/09 LLDD - Yes 431 152 583 505 270 775 386 180 566 LLDD - No 1182 2532 3714 963 4434 5397 947 2468 3415 13
16-18 2010/1 1 19+ 2010/1 1 Total 2010/1 1 Learners by Ethnicity 16-18 2009/1 0 19+ 2009/1 0 Total 2009/1 0 16-18 2008/0 9 19+ 2008/0 9 Total 2008/0 9 African 191 247 438 165 353 518 141 224 365 Bangladesh i 18 15 33 13 35 48 10 21 31 Caribbean 164 215 379 175 274 449 143 202 345 Chinese 11 14 25 8 32 40 12 24 36 Indian 327 462 789 289 858 1147 272 377 649 Mixed 119 90 209 115 152 267 94 78 172 Other 77 185 262 56 296 352 39 194 233 Other Asian 169 252 421 126 455 581 114 223 337 Other black 35 51 86 44 61 105 48 54 102 Pakistani 72 105 177 63 128 191 49 69 118 Unknown 87 33 120 66 81 147 45 46 91 White British 274 677 951 273 1274 1547 298 673 971 White Irish 14 44 58 15 95 110 13 65 78 White Other 55 294 349 60 610 670 55 398 453 14
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Appendix 5 Recruitment Demographics
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