Hereward College Equality, Diversity and Inclusion

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3 Hereward College Equality, Diversity and Inclusion Our College Population Students: Male 44% Female 56% Black Minority Ethnic 20% Declared disability 62% Staff Male 21% Female 79% BME 22% Declared disability 11% The Local Population Male 50.2% Female 49.8% BME 16% The Further-education Workforce Male 50.2% Female 49.8% BME 19% Declared disability 2.9% Our Single Equality Scheme Letter from our Chair of Governors: Welcome to our Single Equality Scheme which sets out our commitment to promote equality, diversity and inclusion in all that we do. This Scheme enables us to demonstrate how we: value the individual celebrate diversity promote equality of opportunity It provides the framework within which we will set objectives to ensure outstanding practice and monitor and report on our success fulfilling our commitment to: a. Eliminate discrimination, harassment and victimisation b. Advance equality of opportunity for all c. Foster good relations between people who share a protected characteristic To do so we have set out a short summary of our achievements to date and a description of how we have consulted with staff, students and other stakeholders to ensure all our functions and services are diligent in the elimination of discrimination, and that individuals and communities have equal access to them. Douglas Keith Chair of Governors April 2012

4 The Single Equality Scheme The purpose of the Scheme is to affirm our commitment to inclusion, equality, diversity and human rights, clearly setting out how we propose to meet the general duty set out in the Equality Act We will explain our responsibilities and objectives and ensure that our commitment and protection extends to all those protected characteristics identified in the legislation. Those protected characteristics are: Age Disability Gender Gender reassignment Pregnancy & maternity Race Religion or belief Sexual orientation Marriage or civil partnership In order to deliver this commitment we will: challenge prejudice and discrimination treat everyone with respect and dignity provide a working environment free from harassment, discrimination and victimisation ensure that no employee, student, job applicant or candidate for promotion will be unjustifiably disadvantaged or treated less favourably because of conditions or requirements that are not related to their role in College embed the promotion of equality and diversity throughout our functions, and ensure that any direct or indirect disadvantage is eradicated as far as possible Responsibilities Governors are responsible for ensuring that: they monitor the achievement of the College s statutory responsibilities in relation to equality legislation the membership of the Corporation reflects the diversity of the communities served by the College wherever possible equalities training features as part of the College s training plan The Principal is responsible for ensuring that: the Principal takes the lead in creating a positive, inclusive ethos that challenges inappropriate or discriminatory behaviour on the part of managers, staff or students The Senior Leadership Team are responsible for ensuring that: they take a lead in creating a positive, inclusive ethos that challenges inappropriate or discriminatory behaviour on the part of managers, staff or students

5 Managers are responsible for ensuring that: they are aware of the College s statutory duties in relation to equality issues they promote equality in all aspects of College policy and activity procedures for the recruitment and promotion of staff and the admission of students enshrine best practice in equal opportunities the College s publicity materials promote appropriate positive messages about people from diverse backgrounds appropriate ongoing training and development including induction is provided to support the appreciation of equality and diversity and to embed understanding All members of Staff are responsible for ensuring that: they are aware of the College s statutory duties in relation to all equality and diversity legislation they challenge or report inappropriate behaviour by students, work placement providers, outside contractors or other members of staff every opportunity is taken to include equality and diversity related topics in the students learning programme they confront or report discrimination whether intentional or unintentional, whenever it occurs Students are responsible for ensuring that: they maintain an acceptable standard of behaviour respecting the rights of others and abiding by the principles of the Scheme The Students Union is responsible for ensuring that: they provide representatives for the College groups and contribute to implementing the objectives of the Scheme students are represented, as appropriate, when any equality and diversity issues arise

6 Equality, Diversity and Inclusion Undertakings Gathering and Using information We are active in monitoring performance to ensure we meet our commitments. Examples of the data analysed is published in our equalities data and can be found on our website at: This and more detailed data analysis is used to inform our annual self-assessment report and quality improvement plan. Impact Assessments Assessing the potential impact of any new policy or significant change programme is central to the way in which we work. We recognise that the process is an important tool for raising awareness and embedding equality across the whole organisation and supports us to give due regard to equality in all our activities. Reviewing and Updating the Scheme and our Objectives We are committed to ensuring that our objectives are met. Each year, we will publish a formal review of this document, progress towards the achievement of current objectives and any new objectives arising from the review. Publicity A summary of our equalities data is shown in the first column of this document. The detailed information can be found in the document: Hereward College Equalities Data. This document is available from the college and can also be found on our website at: All of our promotional messages will demonstrate our commitment to equality of access and opportunity to all sectors of the community we serve. Communications and publications (internal and external) will be reviewed regularly to ensure they are accessible to all users, promote positive messages, and do not use language or images which are potentially discriminatory against any group.

7 What we do well We have consulted students, staff and stakeholders to seek their views on what we do well, and a summary of their views is set out below: What we do well to eliminate discrimination, harassment and victimisation We gather and analyse information Departments undertake detailed analysis by gender, age and disability of the users of their service as part of the quality improvement process including: Success rates Course reviews Satisfaction surveys for students, staff and stakeholders Staff data including recruitment, pay, hours of work, training, appraisals, involvement in disciplinary processes, grievances and bullying cases Internal and external audits Impact assessments A short summary of the data collected is shown in the first column of this document. More detailed information can be found at: We maintain and develop appropriate policies: The college is very active in all matters of equality and diversity and our policies and procedures reflect this. Of particular relevance is this Single Equality Scheme which is our public declaration of how we will meet the duties placed on us by equality legislation and demonstrate good practice in equality and diversity. Other policies of particular relevance to our employees are: Flexible working policy Disciplinary procedure Grievance procedure Attendance management policy Parental leave policy Policy on harassment and bullying Redundancy policy Paternity policy Maternity policy Adoption policy Recruitment policy

8 Other policies and procedures of particular relevance to our students are: Safeguarding Policy Tutorial Policy Anti-Harassment and Anti Bullying Policy Student Tracking - non-attendance at lectures procedures Student Disciplinary Procedure On Programme Concerns What we do well to advance equality of opportunity We improve outcomes by: carrying out individual assessments to help students set targets appropriate to their needs reviewing student progress towards targets offering small group provision offering a broad and varied curriculum providing staff with innovative and thought provoking diversity training involving the local community and other agencies in a wide range of activities to showcase our student s skills and abilities adopting a multi-disciplinary approach to improving students self-awareness and self-esteem, helping them to understand their feelings and emotions and achieve at College training managers in fair and objective human resource management promoting learner leadership and involvement We minimise disadvantage by: offering specialist additional support to those whose background and/or disability impacts most significantly on their learning and achievement embedding equality and tolerance at all incident points and in daily discussions providing accessible accommodation and equipment working proactively to attract more ethnic minorities to apply for staff roles signing up to the Mindful Employers Charter actively maintaining our accreditation to the positive about disabled people Two Tick Scheme, and being proactive in our recruitment processes relating to disability We meet individual needs by: providing tailored support to students from all our functions operating a flexible working policy for staff

9 We encourage participation by: promoting learner leadership across all of our activities and functions offering courses where communication and participation are central components of learning encouraging groups to consider participation in activities where they are underrepresented offering a wide range of curricular and extra- curricular activities We make reasonable adjustments by: assessing and responding to individual need making special examination arrangements carrying out assessments / providing resources as appropriate to use technology that enable individuals with disabilities to access learning, independent living and recreation more effectively providing highly innovative specialist computer equipment for disabled people refurbishing residential blocks to enable maximum independence operating a flexible working policy for staff and providing tailored support after long term staff sickness What we do well to foster good relations We tackle prejudice and promote understanding by: developing and selecting resources and activities which promote diversity using cross-college and topical themes to tackle issues around prejudice embedding relevant curriculum-specific examples as a powerful vehicle to raise awareness formal staff training and development address of stereotypes and stigma associated with all 9 protected characteristics enabling staff to challenge and report observed prejudice maintaining and regularly updating faith and cultural information noticeboards engaging in promotional, awareness-raising activities for internal and external audiences including the FE/LSIS Hate Crime resource We reduce tensions by: deploying well trained and qualified staff to provide individual and emotional and behavioural support, conflict resolution through active listening, learner leadership, emotion coaching and restorative sessions introducing equality training to address stereotyping and stigma offering mediation where appropriate

10 Many examples of what we do well can be found in our annual report: Shaping our Future, which can be found on our website at:

11 Hereward College Equality Objectives In order to ensure that we continue to improve our performance and fulfil our duties under the Act, we are committed to achieving the following objectives: Action When Success Criteria Progress Responsible Objective 1 To ensure that all levels of our workforce reflect the communities we serve Investigate reasons for and methods to improve the under-recruitment of males to care department vacancies and implement a revised Recruitment Policy and/or practices addressing findings Investigate reasons for and methods to improve the under-recruitment of ethnic minorities to management roles Improve methods of information capture to increase disclosure of equality information by applicants Obtain employee data on all 9 protected characteristics December 2012 December 2012 December 2012 Sept 2012 A revised recruitment policy and practices informed by the outcome of the investigation An ethnic mix of managers that more closely reflects the local population Increased percentage of returned forms from 75% to >90% Questionnaires sent by July 2012 with >70% response rate by Sept 2012 HR Manager HR Manager HR Manager HR Manager

12 Action When Success Criteria Progress Responsible Objective 2 Understand and address all the differences in achievement between groups of students and analyse if any achievement gaps are associated with a specific protected characteristic. Identify all equality issues associated with student performance and achievement gaps Narrow all identified achievement gaps Objective 3 Annual reporting in September to inform self-assessment. Monthly monitoring Annual reporting to inform selfassessment To eliminate discrimination, harassment and victimisation Seek the views of users of all College services and respond to their needs Objective 4 To Advance equality of opportunity Extend data analysis to include application and progression data and agree methods to ensure equality of access and of progression Continue to develop innovative training and support to embed good practice all College services Annually Analysis July 2012 Agreed changes September 2012 Impact Assessment April 2013 Annual training programme evaluated EDIMS data analysis report to September governors Ensure all groups succeed to within 2% of whole College target Agreed matrix of response times for all surveys. Produce You said- We did reports for all opinion surveys. No statistically significant variations between groups. Admissions policy and progression procedures impact assessed 98% of staff evaluations judge training objectives met. Evidence of impact gathered in departmental and HR selfassessments Curriculum Managers Curriculum Managers All managers as part of Quality Improvement cycle Admissions Manager Transition and Progression Manager HR Manager

13 Action When Success Criteria Progress Responsible Objective 5 To foster good relations Develop a robust learner leadership model that enables full participation by students at all levels Continue the good practice of producing and promoting effective awareness-raising teaching resources Objective 6 Developed Sept 2012 Outstanding July 2013 Termly audit reported to Curriculum Managers group To review, revise and renew the equality objectives annually Include formal evaluation of the Single Equality Scheme and its objectives as part of the self assessment and Quality Improvement cycle Annually (reporting May to September) Model developed, self-assessed and formally moderated as outstanding Library of resources marketed to FE and other providers >10 promotional activities each year Revisions approved by Hereward College Corporation Curriculum Management Team Curriculum Management Team Vice Principal Quality and Curriculum