Equality and Diversity Policy 2015

Transcription

1 Equality and Diversity Policy 2015 Created by Emma Hart, January 2015

2 Foreword by the Principal and Chair of Governors Equality and diversity are at the core of the OSFC vision, mission and values. At our most recent inspection, OFSTED reported, The College promotes tolerance and the appreciation of diversity amongst students extremely successfully. Through the establishment of a harmonious learning environment and actively reinforced set of core values, it has very successfully fostered a culture of respect that enables students from a very wide array of backgrounds to interact very effectively. We aim to ensure that all members of the College community are treated fairly and with respect. We also celebrate diversity and seek to eliminate any form of inequality or discrimination amongst staff and students. Our Equality and Diversity policy reflects our commitment and practice in promoting equality and diversity at Oldham Sixth Form College. Jayne Clarke Principal Andrew Kilburn Chair of Governors 2

3 OSFC strives to foster a community in which equality, diversity and inclusion are embedded in all aspects of our provision. The Equality and Diversity Policy (E&D Policy) sets out our approach to equality, diversity and inclusion, both as an employer and a provider of further education in a sixth form college environment. The E&D Policy responds to the Equality Act 2010, the Public Sector Equality Duty 2011 and all relevant legislation up to that point. The E&D Policy addresses the nine equality strands or protected characteristics, outlined in the Equality Act The first seven of these apply to pupils: Gender Race Disability Gender reassignment Religion or belief Sexual orientation Age Pregnancy and maternity Marriage and civil partnership In addition, the E&D Policy takes into account socio-economic background as a potential barrier to equality. The aim of the E&D Policy is to ensure that all individuals have an equal opportunity to participate fully in College life and to be free of discrimination, harassment and bullying whilst doing so. Through this policy and our equality objectives, we prioritise removing barriers to both participation and opportunities, whilst celebrating and promoting both the diversity of the College community and a range of local and national diversity themes and campaigns. The E&D Policy and associated equality objectives are linked to the College s development plan, and undergo an annual review. The E&D Policy is published on the College s website and all information will be made available in alternative formats on request. It also forms the basis of all related staff and governor training. About Oldham Sixth Form College OSFC is a designated sixth form college for 16 to 19 year olds. Oldham is now rated as the 46 th most deprived local authority in the country. However, when local considerations are taken into account, Oldham is rated 25th nationally. The College enrols very many students that come from a deprived background. In the College had 56% of learners from a disadvantaged uplift postcode. In this increased to 58% and in it is 61%. Only 36% of students in Oldham attend a school described as good or outstanding by Ofsted inspectors compared with 71% nationally. 3

4 The College s mission is to provide the highest quality education for students in Oldham and the local area, so that they are equipped to the very best of their abilities to move into higher education or employment. OSFC, therefore, plays a crucial role in the local area in terms of: widening participation at 16, promoting access to equal opportunities for all and bringing together students from different backgrounds, racial and cultural. There is strong focus on narrowing the achievement gap between different groups of students. There are currently learners at the College. 51% of learners are female and 49% male. 51% of learners are from a black and/or ethnic minority background. We also have many learners accessing additional support. These students have a range of needs: physical disabilities, learning difficulties, mental health issues and medical problems. Appropriate provision and individual action plans are put together and followed by staff for these students. Consultation with parents takes place and students receive regular, person-centred reviews, in line with the SEN reform of The College offers courses at levels 2 and 3, in a wide range of subjects. Most students at the College study A levels, but we have strong vocational provision too, alongside a wide range of enrichment activities. Enrichment is open to all and all reasonable adjustments are made to ensure that all students can participate. Equality and Diversity Vision Our vision is for a college where the diversity of staff, students, governors and visitors is valued, respected and celebrated. This will help us to create a positive and productive environment in which everyone feels valued and individuals are able to develop their full potential and achieve their personal, professional and educational goals. Diversity, at its very basic level, means different. We are all different; therefore, diversity includes us all. We ask all students, staff, governors and visitors to help us create a positive and productive environment, where everyone feel welcomed and valued, and no-one is unfairly treated because of any protected characteristic as defined in the Equality Act In summary, at OSFC, our aim is for all students and staff to feel confident that: They will be treated fairly, with respect and dignity Any form of behaviour or activity which discriminates on the grounds of age, disability, race, gender, gender reassignment, pregnancy and maternity, marriage and civil partnership, religion or belief, sexual orientation or socio-economic background will be challenged and will not be tolerated 4

5 They are encouraged and supported to achieve their potential Every opportunity is taken to value and celebrate the diversity of the College community The College makes every effort to ensure that its community (staff, students and governors) is representative of the community it serves, and where it is not representative, that this does not disadvantage any person or groups of people Our College Mission and Values The College s Mission is: To provide the highest quality education for students in Oldham and the local area so that they are equipped to the very best of their abilities to move into higher education or employment. In achieving the mission, governors, staff and students at the College are committed to and take responsibility for the following: Providing a challenging and innovative learning culture Inspiring hard work to enable the achievement of potential Promoting and expecting mutual respect and high standards of behaviour Creating an inclusive, supportive community The background to Equality and Diversity In realising our equality and diversity vision, the College is building on firm foundations: We have an inclusive mission and, over a number of years this, has attracted a very diverse student community We provide provision for students and staff to discuss health and wellbeing matters in a supportive and confidential environment The College has adapted the site, ensuring that physically impaired students and staff have full access to the curriculum areas and social areas We have recruited and retained a significant number of learners with disclosed learning difficulties and disabilities, since the College opened, and these learners receive outstanding support There are a number of employees at the College who have disabilities and are supported in their working day 5

6 For the academic year 2013/2014, 11.9% of the workforce was from an ethnic minority Through our recruitment and selection procedures, we take steps to ensure that individuals are treated appropriately and fairly and that objective criteria is used in relation to staff recruitment and selection, training, promotion and career management, grievance, disciplinary and capability procedures Student support includes in-depth transition from school, person-centred reviews, tailored action plans, liaison with parents/guardians and strong links with external support providers Our local offer for students with additional support needs is detailed, updated and fully in line with SEN reform guidelines. It is located on the College website We provide ESOL support for students who do not have English as a first language We provide study lab. workshops to further support students with learning difficulties to achieve their academic potential We provide mentoring, both staff and peer, to enable students who have fallen behind through health/welfare issues to catch up All staff undertake a full induction programme, including a focus on equality and diversity and additional support Training for staff and governors in this area is organised regularly We hold the 2 ticks Positive about disabilities award We carry out Equality Impact Assessments for all changes in policy, procedure and provision to ensure that they comply with the requirements of the Equality Act We provide a prayer room and washing facilities We have a College inter-faith group for staff and students, in which similarities and differences in faith and belief are discussed and celebrated Our tutorial programme incorporates equality of opportunity themes, including: anti-bullying; sexual and mental health, sexuality and understanding of learning difficulties We promote our diversity through marketing and liaison e.g. prospectus, Information mornings We have a high progression rate (70%) to university and the world of work The Legal Framework The anti-discrimination laws established in the 1970s relating to race, gender and disability have been updated over the last few years, most notably in the PSED 2011 and in 2010 with the implementation of the Equality Act, both of which have direct implications for the College. The Equality Act 2010 harmonised and replaced existing legislation (such as the Race Relations Act 1976 and the Disability Discrimination Act 1995) and ensures consistency in terms of making the workplace a fair environment and to ensure compliance with the law. The Public Sector Equality Duty 2011 covers the same groups that were protected by existing equality legislation age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership, and pregnancy and maternity. These are now called protected characteristics. 6

7 Section 149 of the Equality Act 2010 sets out the public sector equality duty; the general duty came into force on 5th April A public body must, in the exercise of its functions, have due regard to the need to: Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by or under the Act Advance equality of opportunity between people who share a protected characteristic and those who do not share it Foster good relations between people who share a protected characteristic and those who do not share it These are sometimes referred to as the three aims or arms of the general equality duty. The Act goes on to say: Having due regard to the need to advance equality of opportunity between people who share a relevant protected characteristic and people who do not share it involves having due regard, in particular, to the need to: Remove or minimise disadvantages suffered by people due to their protected characteristics; Take steps to meet the needs of people from protected groups, where these are different from the needs of other people Encourage people from protected groups to participate in public life or in other activities, where their participation is disproportionately low Specific duties under the Public Sector Equality Duty: To publish information which demonstrates our compliance with the need to have due regard for the three main aims of the General Duty To prepare and publish specific and measurable objectives, which we will pursue over the coming years to achieve the three aims As a public body, we take our responsibilities for advancing equality very seriously and we are committed to promoting equality across all protected characteristics, and in any other way possible. Regulation 3 of the Equality Act 2010 (Specific Duties) Regulations 2011 requires Colleges to: Publish information to demonstrate compliance with the general Equality Duty by no later than 31st January 2012 and at least annually thereafter Prepare and publish equality objective(s) by no later than 6th April 2012 and at least every four years thereafter. The objective(s) should focus on what the College believes it should reasonably achieve to further one or more aims of the general Equality Duty and must be specific and measurable 7

8 The information and objective(s) must be published in a way that is accessible to the public and can include publishing the information within another published document The College is confident that it is meeting its statutory obligations and working towards exceeding these in a variety of ways. Types of Discrimination: Definitions The PSED Act 2011 outlines the following types of discrimination: Direct Discrimination Direct discrimination occurs when someone is treated less favourably than another person because of a protected characteristic they have or are thought to have, or because they associate with someone who has a protected characteristic. Indirect Discrimination Indirect discrimination can occur when a condition, rule, policy or practice in the organisation applies to everyone, but particularly disadvantages people who share a protected characteristic. Indirect discrimination can be justified in terms of the action being a proportionate means of achieving a legitimate aim. A legitimate aim might be any lawful decision made in the running of the College. Being proportionate means being fair and reasonable, including being able to demonstrate that less discriminatory alternatives have been considered. Discrimination by Association This is direct discrimination against someone because they associate with another person who possesses a protected characteristic. Perception Discrimination This is direct discrimination against an individual because others think they possess a particular protected characteristic. It applies even if the person does not actually possess that characteristic. Victimisation Victimisation occurs when an employee is treated badly because they have made or supported a complaint, or raised a grievance under the Equality Act, or because they are suspected of doing so. Harassment Harassment is unwanted conduct related to a relevant protected characteristic, which has the purpose or effect of violating an individual s dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment for that individual. 8

9 Third Party Harassment The Equality Act makes an employer potentially liable for harassment of employees by people (third parties) who are not employees of the College, such as customers, contractors and visitors. Bullying Although there is no statutory definition of bullying, the College is committed to promoting a culture of mutual respect and preventing the occurrence of bullying, which ACAS defines as: offensive, intimidating, malicious or insulting behaviour, an abuse or misuse of power through means intended to undermine, humiliate, denigrate or injure the recipient. Guidelines are outlined in our Anti-bullying policy (students) and Anti-harrassment and bullying policy (staff). Other related policies and documents: Behaviour policy Additional support, local offer document Safeguarding policy Health and Safety policy Overview of the Legal Context Our policy is based on the Equality Act 2010 and the Public Sector Equality Duty 2011, but there are many legal frameworks for consideration when discussing Equal Opportunities and grievances resulting from breaches of the Policy: Disability Discrimination Act 1995 Disability Rights Commission Act 1999 Disability Equality Duty 2006 Human Rights Act 1998 Employment Act 1989/1996 Employment Equality (Religion or Belief) Regulations 2003 Employment Equality (Sexual Orientation) Regulation 2003 Employment Protection Act 1975 Employment Relations Act 1996 Employment Rights Act 1999 Equal Pay Act 1970 Equal Treatment Directive 1976 Protection from Harassment Act 1997 Race Relations Act 1976 Race Relations (Remedies Act) 1994 Race Relations (Amendment) Act 2000 Sex Discrimination Act 1975/1986 Sex Discrimination (Gender Reassignment)1999 Employment Equality Sexual Orientation Regulations

10 Employment Equality Religion or Belief Regulations 2003 The Equality Act 2010 Public Sector Equality Duty 2011 General and specific duties in relation to different equality groups: Disability General duty Disability Discrimination Act 2005 We have a statutory duty to carry out our functions with due regard to the need to: Promote equality of opportunity Eliminate unlawful discrimination Eliminate disability-related harassment Promote positive attitudes towards people with a disability Encourage participation in public life of people with a disability Take steps to take into account people s disabilities, even where that involves treating persons with a disability more favourably than other persons Specific duty- Disability Discrimination Act 2005 To gather information on the effect of a college s policies and practices on persons with a disability and in particular To analyse their effect on the recruitment, development and retention of its employees with a disability To analyse their effect on the educational opportunities available to, and on the achievements of, learners with a disability Gender General duty Sex Discrimination Act as amended by the Equality Act 2006 We have a statutory duty to promote gender equality with due regard to the need to: Eliminate unlawful sex discrimination Promote equality of opportunity and good relations between women and men, girls and boys Specific duty - Sex Discrimination Act as amended by the Equality Act 2006 To include gender in the equality policy, showing how the college intends to discharge its general duty To Consider the need to include objectives to address the causes of any gender pay gap To gather information on the effect of a college s policies and practices on men and women and in particular the extent to which they promote equality between its male and female staff its services and functions take account of the needs of men and women To assess the impact of its policies and practices, or other likely impact of its proposed policies and practices, on equality between men and women; and to consult relevant employees, service users and others 10

11 Race General duty Race Relations Amendment Act 2000 We have a statutory duty to promote race equality with due regard to the need to eliminate unlawful discrimination, promote equality of opportunity and promote good relations between people of different racial groups Specific duty - Race Relations Amendment Act 2000 To assess the impact of the college s race equality policy on students and staff of different racial groups To monitor, by reference to those racial groups, the admission and progress of students and recruitment and career progress of staff; and include in its equality policy an indication of its arrangements for publishing the policy and the results of its assessment and monitoring in relation to the above Age The Employment Equality (Age) Regulation (2006) and the Age Discrimination Act (2006) prohibit discrimination on grounds of age: it is unlawful to discriminate against young workers as well as older workers. We will ensure that we avoid all forms of: Discrimination, direct and indirect, in employment on the basis of age Harassment on the grounds of age Victimisation because someone has made or intends to make a complaint related to age discrimination Religion or Belief The Employment Equality (Religion or Belief) Regulations (2003) and the Equality Act (2006) prohibit discriminatory treatment on grounds of religion or philosophical belief, and protect those without a religion or belief from discrimination. The regulations do not include political beliefs. The College has responsibilities to promote equal opportunities in employment and vocational training on the grounds of religion and belief through the Employment Equality (Religion or Belief) Regulations The Equality Act 2006 extends the provision to service delivery, making it unlawful to discriminate in the provision of goods, services, facilities and public functions. We will ensure that we follow these regulations and that we avoid all forms of: Discrimination, direct and indirect, in employment, on the basis of religion or belief Harassment on the grounds of religion or belief Victimisation because someone has made, or intends to make, a complaint related to religion or belief Sexual Orientation The Employment Equality (Sexual Orientation) Regulations 2003 and the Equality Act (Sexual Orientation) Regulation (2007) protect staff, students and service users from discrimination on the grounds of sexual orientation. 11

12 All public bodies have responsibilities to promote equal opportunities in employment and vocational training on the grounds of sexual orientation, through the Employment Equality (Sexual Orientation) Regulations The Equality Act 2006 extends the provision to service delivery, making it unlawful to discriminate in the provision of goods, services and facilities. We will ensure that we follow these regulations and that we avoid all forms of: Discrimination, direct and indirect, in employment on the basis of sexual orientation Discrimination in service provision, both curriculum and support Harassment on the grounds of sexual orientation Victimisation because someone has made, or intends to make, a complaint Gender Identity The Sex Discrimination Act (1975) and the Equality Act (2006) require fair and equal treatment of men and women, and protect transsexual people from discrimination. The Sex Discrimination Act protects learners and staff from discrimination on the basis that they intend to undergo, or have undergone, gender reassignment. The Gender Equality Duty 2006 also requires public authorities to eliminate discrimination and harassment of transsexual people. The Gender Recognition Act (2004) enables transgender people, who have lived in their acquired gender for at least two years, to apply for a Gender Recognition Certificate. Providing they meet certain requirements, they are than able to change the sex originally recorded at birth. This means they can marry in their new gender, or form a civil partnership with someone of the same sex. We will ensure that we comply with the Gender Equality Duty and follow these regulations and that we avoid all forms of: Discrimination, direct and indirect, in employment on the basis of gender identity Discrimination in service provision: admissions, teaching, curriculum and support Harassment on the grounds of gender identity Victimisation because someone has made, or intends to make, a complaint. Other groups The College will, likewise, ensure that its policies, plans, procedures and practices protect the interests of people with the protected characteristics of pregnancy and maternity, and gender reassignment. We recognise the importance of socio-economic status and community cohesion with regard to developing good relations across different cultures, ethnicities, religious and non-religious and socioeconomic groups and we have incorporated these priorities into our policy. Other related policies and documents Recruitment and selection policy and procedure (staff) Capability policy and procedure (staff) Disciplinary policy and procedure (staff) Anti-harassment and bullying policy (staff) Grievance policy and procedure (staff) Whistleblowing policy 12

13 E-safety policy (student) Safeguarding policy (student) Anti-bullying policy (student) Interview guidelines and information (student) Equal Opportunities in Employment It is unlawful to discriminate directly or indirectly in recruitment or employment because of age, disability, gender, gender reassignment, pregnancy, maternity, race (which includes skin colour, nationality and ethnic or national origins), sexual orientation, religion or belief, or because someone is married or in a civil partnership. Discrimination after the employment relationship has ended may also be unlawful, e.g. refusing to give a reference for a reason related to one of the protected characteristics. Every possible step will be taken to ensure that individuals are treated appropriately and fairly and that objective criteria are used in staff recruitment and selection, training, promotion and career management, grievance, disciplinary and capability procedures. It is unlawful to fail to make reasonable adjustments to overcome barriers to using services caused by disability. The duty to make reasonable adjustments includes the removal, adaptation or alteration of physical features, if the physical features make it impossible or unreasonably difficult for disabled people to make use of services. As a service provider, the College has an obligation to think ahead and address any barriers that may impede disabled people from accessing the College as a place of study or a place of work. The College will avoid unlawful discrimination in all aspects of employment including recruitment and selection, promotion, opportunities for training, pay and benefits, discipline and selection for redundancy. Job descriptions and person specifications will be limited to those requirements that are necessary for the effective performance of the job. Candidates for employment or promotion will be assessed objectively against the requirements for the job, taking account of any reasonable adjustments that may be required for candidates with a disability. Disability and personal or home commitments will not form the basis of employment decisions other than in exceptional circumstances. We are committed to the 2 ticks - positive about disability symbol, and have made five commitments regarding recruitment, training, retention, consultation and disability awareness. The five commitments are: To interview all disabled applicants who meet the minimum criteria for a job vacancy and to consider them on their abilities To discuss with disabled employees, at any time but at least once a year, what both parties can do to make sure disabled employees can develop and use their abilities To make every effort when employees become disabled to make sure they stay in employment 13

14 To take action to ensure that all employees develop the appropriate level of disability awareness needed to make these commitments work To review these commitments each year and assess what has been achieved, plan ways to improve on them and let employees and Jobcentre Plus know about progress and future plans The College will consider any possible indirectly discriminatory effect of its standard working practices, including the number of hours to be worked, the times at which these are to be worked and the place at which work is to be done, when considering flexible working requests permitted by law and any other request for a variation to standard working practices. The College will comply with its obligations in relation to statutory requests for flexible working and will decline such requests only in accordance with the statutory procedure. The College will also make reasonable adjustments to its standard working practices to overcome barriers caused by disability. The College will not discriminate in the selection of employees for recruitment or promotion, but may use appropriate lawful methods, including lawful positive action, to address identified underrepresentation of any group in particular types and levels of job. Employees should report any bullying or harassment by a third party to their line manager and/or the associate director for inclusion and HR, who will take appropriate action. Customers, suppliers and other people not employed by the College This policy also applies to other identified third parties using or seeking to use the facilities and services provided by the College, and will encourage all parties to demonstrate respect for others at all times. The Equality & Diversity Leadership & Consultation Groups The Equality and Diversity Groups meet regularly and at least once per half term. The Consultation group includes staff and students and focuses on opportunities to celebrate the diversity of the student and staff communities at OSFC. This includes religious celebrations, events and themes relating to sexuality, gender, access for disabled people and history. They contribute to the planning and execution of events and initiatives designed to promote equality and diversity and raise awareness of a range of associated issues. This group is open to all staff and students and they are invited regularly. The Leadership group includes teaching and support staff and focuses more on policy and equality and diversity inclusion in lesson planning and focus in the classroom. It is run by the College s associate director for inclusion. Its actions include: Contributing to the monitoring, reviewing and updating, on a regular basis, of the equality and diversity policy and objectives 14

15 Discussing issues relating to College policy or provision and developing solutions Supporting the associate director with staff training and development on equality and diversity matters Promoting good practice in equality and diversity matters Relevant equality and diversity data collection is undertaken and fed into the quality review cycle and Capacity to Improve plans. This is discussed, in context, by the leadership group, where strategies may be developed. Involving others in the policy We understand that the meaningful involvement of our diverse community is central to the success of our equality and diversity policy and procedures and we use a variety of different ways to involve diverse groups in developing, reviewing and assessing the impact of policies, procedures, practices and plans. For example: Information sharing (briefings, staff bulletin, s and training, tutorial) Consultation (surveys, student and staff focus groups, including part of the quality review cycle and the student council consultation) In addition, the staff and managers at all levels, actively promote an open door approach to both staff and students. Team meetings provide an additional forum for the collection of views expressed by staff, parents, and students. Training is regularly undertaken in this area. Students are now offered the chance to complete a course focusing on understanding of Equality and Diversity issues. This is part of the College s enrichment programme. All staff and students are invited to Consultation and Leadership equality and diversity meetings. Gathering Information To inform the setting of equality and diversity targets and the measurement of our progress in achieving them, the College will collect and analyse information on the following regarding students and staff: Students: Profile of current students including gender and ethnicity detail Applications Recruitment Retention rates Achievement rates 15

16 Success rates Complaints by students and their parents or guardians Student views Students in receipt of bursary fund Students receiving additional support Safeguarding information Bullying and hate incidents Staff: Profile of employees by contract, grade and type of work Recruitment and selection by application, short listing, interview and appointment Training and development Implementation of disciplinary proceedings Grievances Staff views Responsibilities Promoting equality and preventing discrimination is the responsibility of each member of staff. This policy outlines the roles and responsibilities of everyone involved and connected with the College, so that each individual knows what is expected of them. All staff are responsible for: Acting as role models, demonstrating behaviour that is in accordance with the College s mission and ethos Responding appropriately if they witness any discriminatory behaviour, challenging inappropriate language and behaviour, tackling bias and stereotyping, and reporting any incidents as appropriate Highlighting any staff training or development that they require to carry out the above role and responsibilities Teaching staff are specifically responsible for: Promoting an inclusive curriculum Ensuring that lesson plans, lesson content and teaching and learning resources demonstrate sensitively issues of equality and diversity and incorporate appropriate strategies Challenging inappropriate language or behaviour with regards to discrimination of any kind Governors are responsible for: Ensuring that the College s strategic plan includes a commitment to equality and diversity Maintaining awareness of the Governing Body s statutory responsibilities in relation to equality legislation Monitoring the implementation of the policy and Self Assessment Report and Capacity to Improve plans and responding to information received Identifying a named governor who takes on the responsibility for consultation on equality and diversity matters 16

17 Cross College managers and CALs are responsible for: Taking a lead in creating a positive, inclusive ethos that reflects the College s mission Taking appropriate action to address inappropriate behaviour on the part of staff or students Ensuring that they are aware of the College s statutory duties in relation to equality legislation Ensuring that the College s policies and practices are sensitive to equality issues Analysing information to monitor the progress of different equality groups and the impact on them of College practices, taking action to address any issues identified Role of the associate director for inclusion: To manage and monitor equality and diversity, so that the College is not only in line with current legislation and guidelines, but is also consulting with and listening to the College community, whilst tracking the impact of change Equality Impact Assessments (EIAs) Equality Impact Assessments are a central element of our policy. The emphasis of the legal framework is for organisations to take positive action to prevent unlawful discrimination, before it occurs. The purpose of undertaking an Equality Impact Assessment is to make sure that our policies, procedures, practices and plans do not unfairly disadvantage anyone. It is also an opportunity to identify where we might promote equality of opportunity better. The associate director for inclusion and the personnel manager have responsibility for developing the Equality Impact Assessment Framework for the College and for implementing a rolling programme of Equality Impact Assessments throughout the College. All cross college and department managers have individual responsibility for carrying these out whenever a change or a new practice or procedure is put in place. They will be saved in a central folder. Our strategy for implementing EIAs is based on the following advice from the Association of Colleges (2010): Identify all the policies, procedures, practices and plans in the College to provide a clear picture of what needs to be assessed Screen and prioritise according to degree of impact on different groups Gather information and evidence and assess the likely impact on different groups Analyse, assess and make a judgement: does the policy, procedure, practice or plan have, or have the potential to have, an impact on the equality of different groups? If the answer to this question is yes... 17

18 o Take action. What changes are needed? Where will the need for these changes be recorded? Who will be responsible for these changes? How will the outcome of these changes be monitored? Publish the results of all full Equality Impact Assessments in an annual Equality and Diversity summary report Raising Concerns If you are unhappy with any of our policies, procedures, practices and plans, because you feel that they are not treating the different groups within the College community fairly, please contact: Emma Hart, associate director for inclusion at or ext: 2508 or for staff queries, contact the HR Department at or All concerns will receive a response in line with the College s Disciplinary policy and procedures. Further details about the College s complaints procedures can be found on the College website. Contact Us Oldham Sixth Form College Union Street West Oldham OL8 1XU

19 APPENDIX Equality Impact Assessment College Date Lead member of staff Other staff involved/role Proposed Plan Background/how this proposal has come about Reason for proposal To introduce new practice/provision To change or reduce practice/provision To remove practice/provision Main Stakeholders Any legislation or guidance that informs the proposal Is the proposal likely to have an adverse impact on compliance with the Equality Duty? Eliminating unlawful discrimination, harassment and victimisation Promoting Equality of Opportunity Fostering good relations YES/NO YES/NO YES/NO 19

20 Please Explain: Consultation Process With whom do you propose to consult? How? Where is the evidence of the consultation? Potential Issues Characteristic Impact of proposal (Specify if the impact is to pupil, parent/carer, staff, governor, other) Positive Negative Neutral Can barrier be removed? Yes/No Disability Race Sex Gender Reassignment Pregnancy, maternity Religion/Belief Sexual Orientation Marriage, Civil Partnership Age 20

21 Explain in more detail 21