EQUALITY AND DIVERSITY UK LTD EQUALITY STANDARDS TEACHING AND LEARNING ALYSON MALACH 11/1/2012

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "EQUALITY AND DIVERSITY UK LTD EQUALITY STANDARDS TEACHING AND LEARNING ALYSON MALACH 11/1/2012"

Transcription

1 EQUALITY AND DIVERSITY UK LTD EQUALITY STANDARDS TEACHING AND LEARNING ALYSON MALACH 11/1/2012 This is a review document with copyright to Equality and Diversity UK LTD C; copyrighteduk Page 1

2 Contents About this resource 2 Context 2 How do we effectively deliver over and above what inspectors are looking for? Terminology 3 Promoting equality and valuing diversity 4 Valuing difference 7 3 Developing a culture and systems that promote equality and value diversity 9 Managing equality, diversity and inclusion 12 Planning an inclusive curriculum and learning 14 Delivering inclusive learning 17 Managing behaviour 19 1

3 About this resource Context Threading equality and diversity through the organisation and the curriculum has never been more important. Not only is it a good thing, but increasingly it is becoming both a legal requirement and something that Ofsted inspectors look for. The consequences of not embracing equality and diversity can result in damaging litigation and/or an Ofsted inspection judgement of inadequate for the overall effectiveness of provision. The Equality Act 2010 is a single source of discrimination law, setting out who is protected and the types of discrimination that are unlawful. It also introduces a new public sector equality duty on all public bodies, including colleges, with the aims of: eliminating unlawful discrimination, harassment and victimisation and any other conduct prohibited by the Act advancing equality of opportunity between people who share a protected characteristic and people who do not share it fostering good relations between people who share a protected characteristic and people who do not share it. Equality is also a key aspect of the inspection framework. We know that in learning provision, promotion and management of equality and diversity are important to learners success. Learners cannot achieve well unless individual needs are met, the provider is inclusive, and equality and diversity are promoted well. With this in mind Ofsted is looking to focus even more closely on the impact of equality and diversity on learners. At the core of this is a sharp focus on the progress that all individuals and groups of learners are making over time, and whether providers are effectively narrowing the gap in achievement between potentially vulnerable learners and their peers. Promoting equality of opportunity for all learners in a further education context is a key feature of the inspection framework. Your design, development and delivery of the curriculum can play an important part, not only in ensuring that your organisation meets its obligations in law but also in ensuring that it acts in the best interests of all learners, meeting diverse needs and improving outcomes regardless of background. 2

4 How do we effectively deliver over and above what inspectors are looking for? In recent times the focus has shifted from processes to outcomes. Having written policies and communicating them is not enough. They must be accompanied by actions to implement them and this requires staff with the right attitude, knowledge, understanding and skills to: promote equality and valuing diversity value difference develop a culture and systems that promote equality and value diversity create an inclusive curriculum and learning environment manage behaviour This resource looks in detail at the competencies that individuals, managers, staff, tutors and support staff need, identifying what they must be able to do and what they should know and understand in order to do it. Many of these competencies are drawn and adapted from National Occupational Standards produced by the Learning and Skills Improvement Service (LSIS) and by sector skills councils representing other sectors where equality, diversity and inclusion (EDI) are important aspects. Terminology Throughout this resource, the phrase promoting equality and valuing diversity is used to mean: tackling bullying, harassment and other forms of discrimination levelling the playing field between people who share a protected characteristic and people who do not share it fostering good relations between people who share a protected characteristic and people who do not share it. 3

5 Competency: Applicable to: Promoting equality and valuing diversity People working at all levels and in all posts Performance indicators This means: interpret relevant legal and organisational requirements, regulations and codes of practice and ethical considerations to inform your role promoting inclusion, equality and diversity keeping up-to-date with equality and diversity issues that relate to your work acting in ways that: o take into account people s differing background, cultures, customs and beliefs o respect diversity o value people s individual differences o do not discriminate against people based on any of their protected characteristics being aware of how your actions, decisions and behaviour affect individuals and their experience of teaching, learning, curriculum and the organisation as a whole actively helping others to promote equality, tackle discrimination and foster good relationships between diverse groups whilst valuing diversity working with partners, learners and colleagues to identify any issues or concerns regarding inclusion, equality and valuing diversity addressing promptly any instances of harassment, victimisation, bullying or discriminatory behaviour providing effective support to individuals who may have been subjected to bullying or discriminatory behaviour based on a protected characteristic or whose rights may have been compromised investigating and dealing with complaints effectively, sensitively and promptly seeking immediate support to deal with instances of bullying or discriminatory behaviour which is outside your experience or limits of responsibility 4

6 To be competent at promoting equality and valuing diversity you must be aware of and understand: legal and regulatory requirements, regulations and codes of practice and ethical considerations impacting upon promoting inclusion, equality and valuing diversity local issues, wider structural inequalities and other factors impacting upon inclusion, equality of opportunity and diversity the benefits to learners and the organisation of promoting equality and valuing diversity how inequality and discrimination affects the life chances and outcomes of individuals, groups, communities and society as a whole why promoting equality and valuing diversity is one of the critical success factors for learners, communities and the organisation if you are to work effectively in the learning and skills sector your own role and responsibilities in confidently promoting equality and inclusion and valuing diversity with learners and colleagues how your professionalism and behaviour contributes to your organisation s culture and your responsibility for developing a positive learning culture for all how your behaviour, actions and decisions can affect others and their experience of the organisation what you can do to promote equality, tackle discrimination, foster good relationships between diverse groups and value diversity in your day-to-day work the gaps in your skills, knowledge and understanding in relation to promoting equality, tackling discrimination, fostering good relationships between diverse groups and valuing diversity, and how you can remedy these how joint working with a diverse range of agencies, communities and workers can help in the promotion of equality, tackling discrimination, fostering good relationships between diverse groups and valuing diversity the actions (yours and others ) that undermine equality, diversity and inclusion and what to do about this (including when these people are senior to you) 5

7 what to do about systems and structures when they do not promote equality, tackle discrimination, foster good relationships between diverse groups and value diversity the actions you can take to help other people promote equality, tackle discrimination, foster good relationships between diverse groups and value diversity and how to do this effectively the wide variety of forms that discrimination and bullying can take and effective strategies to tackle them when procedures to deal with complaints about bullying or discriminatory behaviour or rights may have been compromised why it is important to address bullying or discriminatory behaviour promptly and correctly where to seek support when you are having difficulty understanding how to promote equality and value diversity and how to use it effectively 6

8 Competency: Applicable to: Valuing difference People working at all levels and in all posts Performance indicators This means: showing awareness and understanding of difference, anti-discriminatory practice and the rights and responsibilities of yourself and others relating to and communicating with people of differing gender, age, race, preferred language, national or ethnic origin, culture, class, ability, sexual orientation, religion and belief being aware of your own culture and cultural style, race and racial origins and belief systems and how these can impact positively or negatively on your relationship with others critically reflecting on your language, attitudes, behaviour, thoughts and feelings in order to identify your own assumptions, prejudices and stereotypes undertaking EDI-related continuing professional development activities that enhance understanding of issues of difference demonstrating awareness and sensitivity in the use of language recognising the potential for misunderstanding when speaking with someone who is not using his or her first language or who comes from a different cultural background contributing to promoting an organisational culture that values and respects the differences between individuals not stereotyping or making assumptions about people based on their gender, age, race, preferred language, national or ethnic origin, culture, class, ability, sexual orientation, religion and belief 7

9 To be competent at valuing difference you must know and understand: relevant legislation, regulations, policies, guidelines and codes of practice that relate to difference the effect of cultural differences on verbal and non-verbal communication how to behave and communicate in ways that: o promote/support equality, diversity and inclusion o include, respect and value people regardless of their background o challenge discrimination, inappropriate behaviour, language or actions effectively o demonstrate respect for individuals differences o remain professional at all times and do not abuse the status and power that you have o recognise and address the difficulties in communication and language area of work the actions you can take to value the differences between people you are interacting with and enable them to interact with you and each other 8

10 Competency: Applicable to: Developing a culture and systems that promote equality and value diversity Managers with responsibility for developing EDI culture and systems Performance indicators This means: interpreting relevant legislation, regulations and codes of practice to inform how the organisation should promote equality and value diversity evaluating how effective the organisation s systems, policies, procedures and guidelines are in promoting equality and valuing diversity taking appropriate actions to ensure that the organisation s systems, policies, procedures and guidelines do in fact promote equality and value diversity promoting equality and diversity policies to staff in ways that motivate them to take action identifying and implementing ways of promoting equality and valuing diversity demonstrating how to promote equality and value diversity through your own behaviour reviewing the organisation s systems and processes regularly and improving them to address unfair and discriminatory practice challenging discriminatory behaviour by individuals and institutional discrimination 9

11 To be competent at developing a culture and systems that promote equality and value diversity you must know and understand: how to interpret current and emerging relevant legislation and employment regulations that apply to promoting equality and valuing diversity the business case, moral case and your legal duty to promote equality, tackle discrimination and foster good relationships between diverse groups under legislation and employment regulations the benefits to learners and the organisation of valuing diversity and promoting equality how inequality and discrimination affect the lives and life chances of individuals, groups, communities and society as a whole why promoting equality, tackling discrimination and fostering good relationships between diverse groups is of vital importance for employees and learners (including those on work placements) how you in your day-to-day activities can actively encourage promoting equality and valuing diversity in a way which inspires others to take action and see its value the meaning of the term `organisational culture', who this is set by and your role and responsibilities in relation to it the effect of organisational culture on under-represented groups in the workforce and in the learner body, and how they may respond as a result how promoting equality and valuing diversity can be built into the culture and systems of the organisation and into the curriculum, and the reasons for doing this how leadership roles and styles can be used in promoting equality and valuing diversity and in challenging individual and institutional discrimination how you can effectively use complaints and grievance processes as a way of tackling discrimination and oppression the gaps in your understanding, skills and knowledge in relation to promoting equality and valuing diversity and how you can remedy these how the promotion of equality and valuing of diversity may be affected by systems and structures and your role in actively tackling these 10

12 the actions you may need to take to help other people promote equality and value diversity and how to do this effectively what you need to do to support people whose equality and human rights have been compromised (including ensuring that adequate support systems are in place) how you can actively challenge individual and organisational discrimination, the risks that you might be taking in doing this and why it is necessary to take these risks who can support you in challenging individual and organisational discrimination effective methods of evaluating the effectiveness of equality and diversity policies and procedures how you can contribute to developing and implementing good and best practice in relation to equality and diversity where to seek support when you are having difficulty understanding how to promote equality and diversity and how to use it effectively 11

13 Competency: Applicable to: Managing equality, diversity and inclusion Senior managers with responsibility for allocating resources and implementing systems for delivering equality, diversity and inclusion Performance indicators This means: ensuring specialist support is available, is managed well and makes a difference to learner outcomes liaising with colleagues with specialist knowledge to ensure systems have the flexibility to deliver support in accordance with the needs and preferences of individual learners finding solutions to competing demands for resources and allocating resources efficiently and effectively facilitating appropriate levels of joint planning between specialist staff, support workers and subject teachers monitoring and reviewing learner outcomes to measure the effectiveness of the collaboration between learning delivery practitioners, support workers and specialist staff and identifying good practice and areas for improvement allowing experienced specialist staff to play a strategic role by producing resources, offering advice and training across the curriculum developing SMART equality objectives providing clear information about the steps that will be taken to achieve these objectives involving staff, learners and others (or where appropriate their representatives) who have an interest in what the organisation does in developing and reviewing policies and practice in relation to equality, diversity and inclusion conducting effective, proportionate equality impact analysis to the effect of the organisation s existing and new policies and practices on equality, diversity and inclusion identifying evidence to show your organisation complies with the public sector equality duty under the Equality Act

14 To be competent at allocating resources and implementing systems for delivering equality, diversity and inclusion you must know and understand: how specialist support can be made available and how its use can be monitored to ensure quality of provision and value for money the importance of treating learners who share a characteristic, such as a particular disability, first language or religion, as individuals and not adopting a one size fits all approach ways of allocating resources efficiently and effectively to get the most from the resources you have available the value of allowing experienced specialist staff to play a strategic role by producing resources, offering advice and training across the curriculum how to ensure equality objectives are SMART how to monitor the effects of providing additional support to individual learners on learner outcomes ways of involving staff, learners and others in developing and reviewing policies and practice in relation to equality, diversity and inclusion how to measure the effects of policies and practices on equality, diversity and inclusion how to evidence your organisation s compliance with the public sector equality duty under the Equality Act 2010 while continuing to focus resources on outcomes not processes 13

15 Competency: Planning an inclusive curriculum and learning Applicable to: Curriculum development and learning delivery practitioners Performance indicators This means: planning and designing learning programmes and sessions that are relevant to and meet the diverse needs of learners and the wider community identifying in advance learners with literacy, language and other specific needs and finding out the best ways of providing information for them identifying, selecting and preparing appropriate resources and materials that meet the needs of diverse learners planning staff development sessions to review and revise appropriate EDI resources for use in teaching and learning seamlessly embedding equality, diversity and cultural competencies into your classroom and subject area without it being a bolt-on activity considering the full range of protected characteristics, not just disability/ learning difficulty, gender and ethnicity using the curriculum to support learners to see the world from different people s viewpoints and to be able to demonstrate respect and empathy towards others who have different beliefs, non-beliefs, disability, gender, identity or values, including those from other cultures, faiths and backgrounds ensuring the subject area is explored from a range of perspectives, not just the Eurocentric perspective, bringing richness and diversity to the subject and exposing learners to difference listening carefully to learners experiences, needs and requirements and encouraging them to express their individuality, needs and ideas proactively making reasonable adjustments to minimise the impact of learners disabilities and learning difficulties and foster inclusion sharing your resources and the intended learning objectives and outcome (both for the group and for supported individuals) with support workers so they can advise you on accessibility/suitability for the learners they work with 14

16 To be competent at planning an inclusive curriculum and learning you must know and understand: current legislation, codes of practice and requirements for planning and delivery where to obtain learner data and/or how to find out about learners literacy, language and other specific needs ways that learning programmes and delivery sessions can be designed, planned and adapted to promote equality and meet the diverse needs of all learners the issues associated with sexual orientation, transgender and age, as well as disability/ learning difficulty, gender, ethnicity and culture how the curriculum can be used to actively support yourself and learners to promote equality, tackle discrimination, foster good relationships between a diverse range of learners and value diversity how to use the curriculum to promote and motivate learners to develop a culture which promotes inclusion, equality and values diversity and is respectful and accepting of other cultures and faiths the diverse range of people who have contributed to and benefited from your subject area ways to use the curriculum to actively raise learners awareness of the impact of bullying, discrimination, harassment and victimisation and, at the same time, challenge discriminatory behaviour the impact on individuals and groups of inappropriate language, how to avoid the its use and what is appropriate terminology where attitudes, values and beliefs originate from and how they can positively or negatively influence learners how the grouping of learners and the design of teaching and learning contexts affect the understanding of differences, behaviour and attitudes of learners how to facilitate inclusive learning, including actively involving each learner in the design, planning and delivery of the learning process how delivery and resource needs, including use of language, can be affected by learners needs and abilities 15

17 how to produce information in different formats to meet the needs of specific learners for them the implications of disabilities and learning difficulties on learners abilities to participate in learning activities and how to make adjustments to minimise the impact of these how to recognise, celebrate and make effective use of different cultures and languages when planning, delivering and assessing learning how to ensure that methods and materials used recognise and value diversity and promote equality how planning can be adapted to support the eradication of discrimination in learning how feedback from the learner can inform future planning of learning 16

18 Competency: Delivering inclusive learning Applicable to: Learning delivery practitioners Performance indicators This means: delivering sessions that meet the diverse needs of learners and the wider community promoting a positive outlook and attitudes to equality and diversity through your own practice using methods that proactively anticipate and respond to the diverse needs and motivations of each learner challenging discrimination that is unlawful, affects learners and is likely to bring the organisation into disrepute ensuring the experience, knowledge, skills, talents and diversity within the group is shared and explored using naturally occurring events and situations to promote discussion of equality, diversity and inclusion issues including what types of behaviour are unacceptable and why communicating clearly so that learners with diverse needs can access learning using learning technologies effectively, where appropriate, to promote and support learning and to meet the diverse needs of all learners pacing the teaching to meet the needs of the diverse range of learners including learners with disabilities, those for who English is an additional language and learners with specific difficulties employing inclusive learning strategies that establish ground rules around respect and promote equality, diversity and inclusion 17

19 To be competent at delivering inclusive learning you must know and understand: how to manage effectively the diversity of learners of different genders, ages, ethnic backgrounds, faith, sexual orientation and those with learning difficulties and/or disabilities how to exemplify good practice in relation to equality, social and cultural diversity and the protection and welfare of young people and vulnerable learners how to encourage acceptable/positive learning behaviour and mutual respect how to role model positive attitudes to remove real and perceived barriers to learning how to use active listening skills and individualised learning to promote equality and diversity how learning materials, delivery and assessment methods can be adjusted to overcome real and perceived barriers to learning how delivery can be adapted to support the eradication of discrimination in learning how to communicate clearly using plain language when and how to mix learners in group activities how and when to use learning technologies effectively to promote and support learning and to meet the diverse needs of all learners how to differentiate subject matter to match most learners needs and level how to establish and motivate learners to adopt ground rules around respect and promote equality, diversity and inclusion 18

20 Competency: Applicable to: Managing behaviour Learning delivery practitioners Performance indicators This means: applying rules and boundaries fairly and consistently at all times and to all learners being an effective role model for the standards of behaviour expected of learners and others within the organisation regularly reminding learners of agreed ground rules and/or the organisation s code of conduct recognising and rewarding positive behaviour handling incidents of unwanted behaviour in a calm and controlled manner, supporting learners to understand why the behaviour was not acceptable ensuring your timing and method of intervention for incidents of unwanted behaviour are appropriate to the situation and event, and supporting learners to cease the unwanted behaviour encouraging and supporting learners to consider the impact of their behaviour on themselves and others taking immediate action to deal with any bullying or harassment referring incidents of inappropriate behaviour outside your area of responsibility to the relevant staff member for action contributing to reviews of behaviour, including bullying and harassment and the effectiveness of rewards and sanctions providing clear and considered feedback on the effectiveness of behaviour management strategies 19

21 To be competent at managing behaviour you must know and understand: the organisation s policies for the welfare, and discipline of learners, including hose on bullying and harassment, the use of language and, respect the roles and responsibilities of yourself and others in relation to managing learner behaviour the importance of modelling the behaviour you want to see and the implications of this for your own behaviour how to recognise, reward and foster positive behaviour strategies for dealing with inappropriate behaviour the organisation s arrangements for reviewing behaviour including bullying and harassment and the effective use of rewards and sanctions stereotypical assumptions about learners' behaviour relative to gender, cultural background and disability and how these can limit learners how aspects of learners culture, upbringing, home circumstances, and physical and emotional health may affect behaviour, and how to use such information appropriately to anticipate and deal effectively with difficult situations 20

Equality, Diversity and Inclusion Policy

Equality, Diversity and Inclusion Policy 1 Equality, Diversity and Inclusion Policy Owned By: Senior Management Issue Date: July 2015 This policy will be reviewed in six months 1 2 Equality, Diversity and Inclusion Policy Introduction ProCo NW

More information

Equality, Diversity & Inclusion (EDI) Policy Version 2.1

Equality, Diversity & Inclusion (EDI) Policy Version 2.1 Equality, Diversity & Inclusion (EDI) Policy Version 2.1 Original Author: Ariana Henderson Version 2.1 updated August 2013 Contents Confetti Institute of Creative Technologies... 2 Mission Statement...

More information

POLICY: DIVERSITY/ EQUAL EMPLOYMENT OPPORTUNITY (EEO) September 2008 Version: V3-09-2008. Contents. Introduction. Scope. Purpose.

POLICY: DIVERSITY/ EQUAL EMPLOYMENT OPPORTUNITY (EEO) September 2008 Version: V3-09-2008. Contents. Introduction. Scope. Purpose. POLICY: DIVERSITY/ EQUAL EMPLOYMENT OPPORTUNITY (EEO) September 2008 Version: V3-09-2008 Contents Introduction Scope Purpose Policy Equal Employment Opportunity Where does EEO apply? Recruitment and Selection

More information

Managing Diversity and Equal Opportunities

Managing Diversity and Equal Opportunities Managing Diversity and Equal Opportunities Purpose The primary responsibility for implementing and managing diversity and equality of opportunity in the workplace rests with line management. The role of

More information

Domain 2 -Values and Ethics: Apply social work ethical principles and values to guide professional practice.

Domain 2 -Values and Ethics: Apply social work ethical principles and values to guide professional practice. Case study 'Joanne', evidence 5: Action plan Domain 1, Professionalism Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional

More information

Professional Capability Framework Social Work Level Capabilities:

Professional Capability Framework Social Work Level Capabilities: Professional Capability Framework Social Work Level Capabilities: This document presents the Social Work level Professional capabilities. The capabilities should be read in conjunction with the level descriptor

More information

University of Birmingham Race Equality Policy

University of Birmingham Race Equality Policy University of Birmingham Race Equality Policy 1. Purpose and Scope This document sets out the University of Birmingham s Race Equality Policy as required under the Race Relations Act 1976, as amended by

More information

Bardsey Primary School Equality and Diversity Statement

Bardsey Primary School Equality and Diversity Statement Bardsey Primary School Equality and Diversity Statement Contents Page 1. Mission statement 2 2. Actions to support this statement 2 3. Consultation and involvement 3 4. Equal opportunities for staff 3

More information

South Downs National Park Authority

South Downs National Park Authority Agenda item 8 Report RPC 09/13 Appendix 1 South Downs National Park Authority Equality & Diversity Policy Version 0.04 Review Date March 2016 Responsibility Human Resources Last updated 20 March 2013 Date

More information

(g) the Employment Equality (Sexual Orientation) Regulations 2003,

(g) the Employment Equality (Sexual Orientation) Regulations 2003, Linked Law Solicitors Equality and Diversity Policy (based on the Law Society s model policy issued under Rules 3 and 4 of the Solicitors Anti- Discrimination Rules 2004 and amended in the light of the

More information

Suite Overview...2. Glossary...8. Functional Map.11. List of Standards..15. Youth Work Standards 16. Signposting to other Standards...

Suite Overview...2. Glossary...8. Functional Map.11. List of Standards..15. Youth Work Standards 16. Signposting to other Standards... LSI YW00 Youth Work National Occupational Standards Introduction Youth Work National Occupational Standards Introduction Contents: Suite Overview...2 Glossary......8 Functional Map.11 List of Standards..15

More information

JOB DESCRIPTION. Curriculum Leader Full Cost Recovery (FCR) A minimum of 36 hours per week to meet the requirements of the post.

JOB DESCRIPTION. Curriculum Leader Full Cost Recovery (FCR) A minimum of 36 hours per week to meet the requirements of the post. JOB DESCRIPTION Job Title: Responsible to: Curriculum Leader Full Cost Recovery (FCR) Head of Learning and Standards Salary grade: Tutor Scale + 1 Hours per week: Responsible for: A minimum of 36 hours

More information

The guidance 2. Guidance on professional conduct for nursing and midwifery students. Your guide to practice

The guidance 2. Guidance on professional conduct for nursing and midwifery students. Your guide to practice The guidance 2 Guidance on professional conduct for nursing and midwifery students Your guide to practice The Nursing & Midwifery Council Vision, mission and values Our vision To safeguard the public by

More information

London Borough of Havering Job Profile. Directorate: Post Number(s): Grade: SC5 Date last updated: September 2014

London Borough of Havering Job Profile. Directorate: Post Number(s): Grade: SC5 Date last updated: September 2014 London Borough of Havering Job Profile Job Title: Early Help & Youth Offending Service Intervention Worker Service/Section: Children s Services YOS/Early Help Directorate: Children s, Adults & Housing

More information

Ethical Conduct in Youth Work

Ethical Conduct in Youth Work Ethical Conduct in Youth Work a statement of values and principles from The National Youth Agency Reprinted December 2004 Eastgate House, 19 23 Humberstone Road, Leicester LE5 3GJ. Tel: 0116 242 7350.

More information

BELMORES Criminal Defence & Road Traffic Solicitors EQUALITY AND DIVERSITY POLICY

BELMORES Criminal Defence & Road Traffic Solicitors EQUALITY AND DIVERSITY POLICY BELMORES Criminal Defence & Road Traffic Solicitors EQUALITY AND DIVERSITY POLICY As signatories to the Law Society s Diversity & Inclusion Charter Belmores is fully committed to the Charter and each of

More information

The Wisconsin Comprehensive School Counseling Model Student Content Standards. Student Content Standards

The Wisconsin Comprehensive School Counseling Model Student Content Standards. Student Content Standards The Wisconsin Comprehensive School Counseling Model Student Content Standards The Wisconsin Comprehensive School Counseling Model builds the content of developmental school counseling programs around nine

More information

Liverpool Hope University. Equality and Diversity Policy. Date approved: 14.04.2011 Revised (statutory. 18.02.2012 changes)

Liverpool Hope University. Equality and Diversity Policy. Date approved: 14.04.2011 Revised (statutory. 18.02.2012 changes) Liverpool Hope University Equality and Diversity Policy Approved by: University Council Date approved: 14.04.2011 Revised (statutory 18.02.2012 changes) Consistent with its Mission, Liverpool Hope strives

More information

National Standards for Disability Services. DSS 1504.02.15 Version 0.1. December 2013

National Standards for Disability Services. DSS 1504.02.15 Version 0.1. December 2013 National Standards for Disability Services DSS 1504.02.15 Version 0.1. December 2013 National Standards for Disability Services Copyright statement All material is provided under a Creative Commons Attribution-NonCommercial-

More information

Business Ethics Policy

Business Ethics Policy Business Ethics Policy The WCH Ltd Ethics Code The business philosophy of WCH has been developed around a core set of values which are fundamental to the organisation s development and success. One of

More information

The Priory School. THE PRIORY SCHOOL A Specialist Sports College Tintagel Road, Orpington Kent BR5 4LG

The Priory School. THE PRIORY SCHOOL A Specialist Sports College Tintagel Road, Orpington Kent BR5 4LG The Priory School Headteachers: Chief Executive Officer: Ms Gill Lamb MA Mr Nick Ware MA Mr Neil Miller BA The Priory Academy Trust Tintagel Road Orpington Kent BR5 4LG Email: office@priory.bromley.sch.uk

More information

Diversity within Professional Engineering

Diversity within Professional Engineering Diversity within Professional Engineering Matt Erickson Fall 2013 Employers & Diversity - Google Google Celebrates Diversity Diversity and inclusion are fundamental to Google s way of doing things. We

More information

35 PROMOTE CHOICE, WELL-BEING AND THE PROTECTION OF ALL INDIVIDUALS

35 PROMOTE CHOICE, WELL-BEING AND THE PROTECTION OF ALL INDIVIDUALS Unit overview Elements of competence 35a 35b 35c Develop supportive relationships that promote choice and independence Respect the diversity and difference of individuals and key people Contribute to the

More information

Employment and Staffing Including vetting, contingency plans, training

Employment and Staffing Including vetting, contingency plans, training Safeguarding and Welfare Requirements: Suitable People. Providers must ensure that people looking after children are suitable to fulfil the requirements of their role. Employment and Staffing Including

More information

Discrimination: What to do if it happens

Discrimination: What to do if it happens Discrimination: What to do if it happens Acas promoting employment relations and HR excellence August 2015 About Acas What we do Acas provides information, advice, training, conciliation and other services

More information

Job Grade: Band 5. Job Reference Number:

Job Grade: Band 5. Job Reference Number: Job Title: Business Analyst Job Grade: Band 5 Directorate: Job Reference Number: People and Transformation P01216 The Role: This is a challenging role working with and across all services to support the

More information

This Constitution establishes the principles and values of the NHS in England.

This Constitution establishes the principles and values of the NHS in England. NHS Constitution 1 Introduction The NHS is founded on a common set of principles and values that bind together the communities and people it serves patients and public and the staff who work for it. This

More information

Job Description. Organisational Relationships: Description of Role: Context of the Post: Duties and Responsibilities Specific to the Post:

Job Description. Organisational Relationships: Description of Role: Context of the Post: Duties and Responsibilities Specific to the Post: Job Description Job Title: Location: Reports to: Registered Children s Home Manager Newcastle upon Tyne Director of Residential Services Organisational Relationships: The post holder will be accountable

More information

King s College London

King s College London King s College London Initial Teacher Education inspection report Provider address Professional School of Social Science and Public Policy Department of Educational and Professional Studies Franklin Wilkins

More information

Boothville Primary School. Dealing with Allegations against School Personnel, Volunteers, Headteacher or Pupils. Allegations

Boothville Primary School. Dealing with Allegations against School Personnel, Volunteers, Headteacher or Pupils. Allegations Dealing with against School Personnel, Volunteers, Headteacher or Pupils Dealing with against School Personnel, Volunteers, Headteacher or Pupils Date Sept 15 Review Date Sept 16 Designated Child Protection

More information

KEY SKILLS OF JUNIOR CYCLE

KEY SKILLS OF JUNIOR CYCLE KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their

More information

Teaching and Learning Together. Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN)

Teaching and Learning Together. Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN) Teaching and Learning Together Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN) 1 Introduction We are committed to inclusion and will

More information

MODEL CHILD PROTECTION POLICY

MODEL CHILD PROTECTION POLICY Fact Series Child Protection Policy (Model) version 2.2 July 2009 MODEL CHILD PROTECTION POLICY NODA Headquarters regularly receives requests from affiliated societies for advice about implementing a Child

More information

Loughborough Primary School Inspection report

Loughborough Primary School Inspection report Loughborough Primary School Inspection report Unique Reference Number Local Authority Inspection number Inspection dates Reporting inspector 133584 Lambeth 316158 113 June 008 Sue Rogers This inspection

More information

Quality Assessment Framework Core Service Objectives

Quality Assessment Framework Core Service Objectives Quality Assessment Framework Core Service Objectives NIHE Supporting People Contents C1.1 Assessment and Support Planning...3 C1.2 Security, Health and Safety..11 C1.3 Safeguarding and Protection from

More information

Procedure No. 1.41 Portland College Single Equality Scheme

Procedure No. 1.41 Portland College Single Equality Scheme Introduction Portland College recognises the requirements under current legislation to have due regard to the general equality duty. 1.0 Context 1.1 Portland College supports equality of opportunity, promotion

More information

The integrated leadership system. ILS support tools. Leadership pathway: Individual profile EL1

The integrated leadership system. ILS support tools. Leadership pathway: Individual profile EL1 The integrated leadership system ILS support tools Leadership pathway: Individual profile Executive Level 1 profile Shapes strategic thinking Achieves results Cultivates productive working relationships

More information

Greenleaf Primary School Inspection report

Greenleaf Primary School Inspection report Greenleaf Primary School Inspection report Unique Reference Number Local Authority Inspection number Inspection dates Reporting inspector 03054 Waltham Forest 308204 78 November 2007 Andrew Matthews This

More information

POLICIES AND REGULATIONS Policy #54

POLICIES AND REGULATIONS Policy #54 POLICIES AND REGULATIONS Policy #54 EQUITY AND INCLUSIVE EDUCATION Statement The Peel District School Board is committed to providing and maintaining safe and healthy environments conducive to learning

More information

This inspection of the school was carried out under section 5 of the Education Act 2005.

This inspection of the school was carried out under section 5 of the Education Act 2005. Cedars Inspection report Unique reference number 131652 Local authority Staffordshire Inspection number 381384 Inspection dates 25 26 April 2012 Lead inspector Janet Thompson HMI This inspection of the

More information

Standards of proficiency. Dietitians

Standards of proficiency. Dietitians Standards of proficiency Dietitians Contents Foreword 1 Introduction 3 Standards of proficiency 7 Foreword We are pleased to present the Health and Care Professions Council s standards of proficiency for

More information

Code of Practice for Social Service Workers. and. Code of Practice for Employers of Social Service Workers

Code of Practice for Social Service Workers. and. Code of Practice for Employers of Social Service Workers Code of Practice for Social Service Workers and Code of Practice for Employers of Social Service Workers 1 Code of Practice for Social Service Workers Introduction This document contains agreed codes of

More information

Understand your role

Understand your role The CARE CERTIFICATE Understand your role What you need to know THE CARE CERTIFICATE WORKBOOK Standard Your role - Tasks, Behaviours and Standards of work Your role will have a job description. This tells

More information

Halfway Houses Primary School

Halfway Houses Primary School School report Halfway Houses Primary School Southdown Road, Sheerness, Kent, ME12 3BE Inspection dates 30 April 1 May 2013 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Requires

More information

OUR CODE OF ETHICS. June 2013

OUR CODE OF ETHICS. June 2013 OUR CODE OF ETHICS. June 2013 OUR CODE OF ETHICS GUIDING PRINCIPLES Ethical behaviour is an integral part of the way we do business. It's crucial that all our stakeholders are able to trust us to treat

More information

Senior CAMHS Educational Psychologist (Child and Adolescent Mental Health Service)

Senior CAMHS Educational Psychologist (Child and Adolescent Mental Health Service) Job Title: Job Grade: Directorate: Job Reference Number: Senior CAMHS Educational Psychologist (Child and Adolescent Mental Health Service) Soulbury Salary Range (B) Points 1 4 plus up to 3 SPA Schools,

More information

Professional Capability Framework - End of First Placement Level Capabilities:

Professional Capability Framework - End of First Placement Level Capabilities: Professional Capability Framework - End of First Placement Level Capabilities: By the end of the first placement students should demonstrate effective use of knowledge, skills and commitment to core values

More information

The Leadership Qualities Framework. For Adult Social Care

The Leadership Qualities Framework. For Adult Social Care The Qualities Framework For Adult Social Care i Contents Foreword by Norman Lamb MP 03 Introduction by Jo Cleary 05 Demonstrating personal qualities 11 Developing self awareness 13 Managing yourself 14

More information

YOUR SERVICES YOUR SAY

YOUR SERVICES YOUR SAY YOUR SERVICES YOUR SAY LGBT PEOPLE S EXPERIENCES OF PUBLIC SERVICES IN SCOTLAND PUBLIC SECTOR CONSULTATION REPORT AND RECOMMENDATIONS FOREWORD In 2014 for the first time in Scotland, we published a detailed

More information

The post holder will have direct line management of Clinical Team Leaders (CTLs), operational staff and Bank Personnel Coordinator.

The post holder will have direct line management of Clinical Team Leaders (CTLs), operational staff and Bank Personnel Coordinator. JOB DESCRIPTION POST: SALARY: HOURS: REPORTS TO: RESPONSIBLE TO: LOCATION: Clinical Operations Manager 56,000 plus vehicle for business use 45 hours week Director of Paramedic Services Director of Paramedic

More information

Professional Capability Framework - Senior Social Worker

Professional Capability Framework - Senior Social Worker Professional Capability Framework - Senior Social Worker Experienced Social Worker Professionalism Social workers are members of an internationally recognised profession, a title protected in UK law. Social

More information

THE CHERWELL SCHOOL. Subject Leader for Business Studies. Job Description

THE CHERWELL SCHOOL. Subject Leader for Business Studies. Job Description THE CHERWELL SCHOOL A Centre of Opportunity Subject Leader for Business Job Description Responsible to: Faculty Leader for Economics, Business and Enterprise Responsible for: The provision of a full learning

More information

Professional and ethical standards

Professional and ethical standards Victoria Police Manual Policy Rules Professional and ethical standards Context Purpose The Victoria Police mission is to provide a safe, secure and orderly society by serving the community and the law.

More information

Self Assessment Tool for Principals and Vice-Principals

Self Assessment Tool for Principals and Vice-Principals The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry

More information

Lecturer in Psychology and Anthropology. A C 20,899-30,948 per annum, pro rata. Head of Sixth Form/ Director of Academic Studies

Lecturer in Psychology and Anthropology. A C 20,899-30,948 per annum, pro rata. Head of Sixth Form/ Director of Academic Studies Post number: K139 Closing date: 10.00 pm, Sunday 20 th May 2012 Interview date: 28 th May 2012 We are committed to ensuring all individuals are valued and work in a safe environment, promoting the ethos

More information

Attribute 1: COMMUNICATION

Attribute 1: COMMUNICATION The positive are intended for use as a guide only and are not exhaustive. Not ALL will be applicable to ALL roles within a grade and in some cases may be appropriate to a Attribute 1: COMMUNICATION Level

More information

Equality and Diversity Policy

Equality and Diversity Policy Equality and Diversity Policy Agreed: November 2014 To be reviewed: November 2015 1 Contents Page 1. Scope and Purpose 3 1.1 Policy Statement 3 1.2 Principles 3 2. Accountability 4 3. Monitoring 7 4. Stakeholders

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

More information

Chapter 15 Personnel Management

Chapter 15 Personnel Management Chapter 15 Personnel Management In the corporate sector, it s called human resources. And it makes sense, since your personnel are perhaps your most important resource. You can have the best operating

More information

The National Occupational Standards. Social Work. Topss UK Partnership

The National Occupational Standards. Social Work. Topss UK Partnership The National Occupational Standards for Social Work Topss UK Partnership May 2002.doc &.pdf files edition Every effort has been made to keep the file sizes of this document to a manageable size. This edition

More information

Management and Business Consultancy. National Occupational Standards October 2009

Management and Business Consultancy. National Occupational Standards October 2009 Management and Business Consultancy National Occupational Standards October 2009 Skills CFA 6 Graphite Square, Vauxhall Walk, London SE11 5EE T: 0207 0919620 F: 0207 0917340 Info@skillscfa.org www.skillscfa.org

More information

Level 1 Award in. Equality and Diversity. Specification. Ofqual Accreditation Number 601/2671/1

Level 1 Award in. Equality and Diversity. Specification. Ofqual Accreditation Number 601/2671/1 Level 1 Award in Equality and Diversity Specification Ofqual Accreditation Number 601/2671/1 Ofqual Accreditation Start Date 01/03/2014 Ofqual Accreditation Review Date 28/02/2018 Ofqual Certification

More information

Leadership and management for all doctors

Leadership and management for all doctors Leadership and management for all doctors The duties of a doctor registered with the General Medical Council Patients must be able to trust doctors with their lives and health. To justify that trust you

More information

PSHE at key stages 1 4 Guidance on assessment, recording and reporting

PSHE at key stages 1 4 Guidance on assessment, recording and reporting PSHE at key stages 1 4 Guidance on assessment, recording and reporting October 2005 QCA/05/2183 Contents About this guidance...2 What is this guidance for?...2 Why is assessment important?...2 Who is this

More information

Review of Third Sector Organisations. Scottish Social Enterprise Academy 2 August 2011

Review of Third Sector Organisations. Scottish Social Enterprise Academy 2 August 2011 Review of Third Sector Organisations Scottish Social Enterprise Academy 2 August 2011 Contents Page 1. Introduction 1 2. Context and background 1 3. Key strengths 1 4. How well did Scottish Social Enterprise

More information

PERFORMANCE APPRAISAL AND DEVELOPMENT AND KSF ANNUAL REVIEW

PERFORMANCE APPRAISAL AND DEVELOPMENT AND KSF ANNUAL REVIEW SECTION: HUMAN RESOURCES POLICY AND PROCEDURE No: 10.16 NATURE AND SCOPE: SUBJECT: POLICY AND PROCEDURE TRUST WIDE PERFORMANCE APPRAISAL AND DEVELOPMENT AND KSF ANNUAL REVIEW This policy explains the Performance

More information

Training Courses for the PRIVATE HEALTHCARE SECTOR

Training Courses for the PRIVATE HEALTHCARE SECTOR Training Courses for the PRIVATE HEALTHCARE SECTOR CONTENTS ABOUT US About Us 3 Conflict Resolution 4 Breakaway 6 Our mission is to make you and your team safer and more secure. We inspire a greater level

More information

LBS II Certification Option Admissions Packet

LBS II Certification Option Admissions Packet LBS II Certification Option Admissions Packet We are pleased that you are interested in seeking the LBS II Certification Option in Special Education through the Department of Special Education at UIC.

More information

The above hourly rate reflects the specialist support that is required at Bolton College and is comparable to the college s pay scales.

The above hourly rate reflects the specialist support that is required at Bolton College and is comparable to the college s pay scales. Job Description Job: Learning Support Worker Reports to: Learner Support Manager Salary from 8.17-8.78 per hour The above hourly rate reflects the specialist support that is required at Bolton College

More information

CDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being

CDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being Child Care Occupational Standard MQF Level 5 CDC 501 Establish and develop working relationships CDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being

More information

Bullying and Harassment at Work Policy

Bullying and Harassment at Work Policy Bullying and Harassment at Work Policy i) Statement Everyone should be treated with dignity and respect at work, irrespective of their status or position within the organisation. Bullying and harassment

More information

Inspection dates 19 21 March 2014. Effectiveness of leadership and management

Inspection dates 19 21 March 2014. Effectiveness of leadership and management Further Education and Skills inspection report Date published: 25 April 2014 Inspection Number: 429097 URN: 131959 Portland College Independent specialist college Inspection dates 19 21 March 2014 Overall

More information

Damers First School Teaching & Learning Policy

Damers First School Teaching & Learning Policy Damers First School Teaching & Learning Policy DAMERS FIRST SCHOOL HAPPY CHILDREN & HIGH QUALITY OHANA! In our family NO ONE GETS LEFT BEHIND Because we believe CHILDREN ARE OUR FUTURE. TEACH THEM WELL

More information

National Business College Inspection report

National Business College Inspection report National Business College Inspection report Unique reference number: 53451 Name of lead inspector: Dr Pamela Blackman HMI Last day of inspection: 18 September 009 Type of provider: Independent learning

More information

Equal Opportunity, Discrimination and Harassment

Equal Opportunity, Discrimination and Harassment Equal Opportunity, Discrimination and Harassment Last updated: 22 November 2011 EQUAL OPPORTUNITY, DISCRIMINATION AND HARASSMENT TABLE OF CONTENTS CONTENTS PAGE OVERVIEW... 2 EQUAL OPPORTUNITY LEGISLATION...

More information

Theme 2: Embedding a whole-school approach to FaCE Resources 1 2

Theme 2: Embedding a whole-school approach to FaCE Resources 1 2 2 Theme 2: Embedding a whole-school approach to FaCE Resources 1 2 Family and community engagement toolkit FaCE the Challenge Together: Main guidance Audience Primary, secondary and special schools in

More information

Complaints Policy. Complaints Policy. Page 1

Complaints Policy. Complaints Policy. Page 1 Complaints Policy Page 1 Complaints Policy Policy ref no: CCG 006/14 Author (inc job Kat Tucker Complaints & FOI Manager title) Date Approved 25 November 2014 Approved by CCG Governing Body Date of next

More information

St Teresa's Catholic Primary School

St Teresa's Catholic Primary School St Teresa's Catholic Primary School Inspection report Unique Reference Number 0032 Local Authority Wokingham Inspection number 337424 Inspection dates 4 5 May 200 Reporting inspector Jacqueline Marshall

More information

National Deaf Children s Society (NDCS) submission to Work and Pensions Select Committee inquiry

National Deaf Children s Society (NDCS) submission to Work and Pensions Select Committee inquiry National Deaf Children s Society (NDCS) submission to Work and Pensions Select Committee inquiry Employment support for disabled people: Access to Work Summary Access to Work (AtW) plays a vital role in

More information

A report on. Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS. Date of inspection: May 2011

A report on. Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS. Date of inspection: May 2011 A report on Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS Date of inspection: by Estyn, Her Majesty s Inspectorate for Education and Training in Wales During each inspection, inspectors aim to answer

More information

customer-service equality standard

customer-service equality standard customer-service equality standard introduction As a public-service provider, a statutory body and an employer, the Financial Ombudsman Service is fully committed to the fair and equal treatment of everyone

More information

CLARIFYING & REVIEWING WORK PLANS. Supervise Work

CLARIFYING & REVIEWING WORK PLANS. Supervise Work CLARIFYING & REVIEWING WORK PLANS Supervise Work 2. Clarify and review work plan with workers and/or team/workgroup Discuss and clarify implications, expectations and potential issues arising from work

More information

GETTING RECRUITMENT RIGHT

GETTING RECRUITMENT RIGHT INTRODUCTION GETTING RECRUITMENT RIGHT Getting recruitment right is one of the biggest challenges for any employer. Now age discrimination laws are in place, it s a high risk area. To help employers deliver

More information

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The

More information

University of York Coaching Scheme

University of York Coaching Scheme University of York Coaching Scheme Guidelines July 2014 Learning and Development Contents Introduction to Coaching... 2 What is the difference between Coaching, Mentoring, Counselling and Mediation?...

More information

The Standards for Leadership and Management: supporting leadership and management development December 2012

The Standards for Leadership and Management: supporting leadership and management development December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership

More information

EQUALITY AND DIVERSITY POLICY & PROCEDURE MICHAEL W HALSALL (SOLICITORS)

EQUALITY AND DIVERSITY POLICY & PROCEDURE MICHAEL W HALSALL (SOLICITORS) EQUALITY AND DIVERSITY POLICY & PROCEDURE MICHAEL W HALSALL (SOLICITORS) JANUARY 2010 Michael W Halsall Anti-Discrimination Policy Introduction Michael W. Halsall Solicitors serves a diverse client base.

More information

Equality & Diversity Policy. 1 University Degrees and Executive Education in the Football Business and Sports Industries

Equality & Diversity Policy. 1 University Degrees and Executive Education in the Football Business and Sports Industries Equality & Diversity Policy 1 University Degrees and Executive Education in the Football Business and Sports Industries Contents Equality and diversity policy statement 3 Sexual orientation policy 4 1

More information

Mentor For Children, Young People and Parents who have been the victims of Domestic Abuse

Mentor For Children, Young People and Parents who have been the victims of Domestic Abuse Title: Mentor For Children, Young People and Parents who have been the victims of Domestic Abuse Location: Waves project, 52 St Marys Street, Weymouth, Dorset, DT4 8BJ Reward band: Project Worker II DN

More information

JOB DESCRIPTION/ CANDIDATE SPECIFICATION

JOB DESCRIPTION/ CANDIDATE SPECIFICATION JOB DESCRPTON/ CANDDATE SPECFCATON POST DEPARTMENT SALARY HOURS RESPONSBLE TO Lecturer Electrical and Electronic Engineering Maths, Computing, Engineering & Technology 20,271-36,072 per annum inclusive

More information

Employment Law Glossary of key terms and abbreviations

Employment Law Glossary of key terms and abbreviations Employment Law Glossary of key terms and abbreviations ACAS ACAS stands for the Advisory, Conciliation and Arbitration Service a UK government funded independent body offering conciliation services to

More information

HEALTH AND SOCIAL CARE

HEALTH AND SOCIAL CARE Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE EQUALITY, DIVERSITY AND RIGHTS IN HEALTH AND SOCIAL CARE D/600/9222 LEVEL 3 UNIT 2 GUIDED LEARNING HOURS:

More information

South Staffordshire College. Learning Support Assistant Job Description

South Staffordshire College. Learning Support Assistant Job Description South Staffordshire College Learning Support Assistant Job Description JOB TITLE: Learning Support Assistant 22.2 hours per week, 36 weeks worked (Term Time Only) PAY POINT: Band 2, points 8 to 11 CONDITIONS

More information

ARK Oval Primary Academy

ARK Oval Primary Academy ARK Oval Primary Academy 98 Cherry Orchard Road, Croydon CR0 6BA Inspection dates 5 6 December 2012 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good 2 Achievement

More information

SUPPORTING ASSESSMENT IN SCHOOLS - 1

SUPPORTING ASSESSMENT IN SCHOOLS - 1 C: 14:04:05(7) NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT SUPPORTING ASSESSMENT IN SCHOOLS - 1 ASSESSMENT IN PRIMARY SCHOOLS DRAFT APRIL 2005 EXECUTIVE SUMMARY The Primary School Curriculum (1999)

More information

Seedlings Montessori at Moorlands

Seedlings Montessori at Moorlands Seedlings Montessori at Moorlands Inspection report for early years provision Unique reference number 6028 Inspection date /03/200 Inspector Brian Evans Setting address Telephone number 023 8046 2555 Email

More information

D 1. Working with people Develop productive working relationships with colleagues. Unit Summary. effective performance.

D 1. Working with people Develop productive working relationships with colleagues. Unit Summary. effective performance. 1 Develop productive working relationships with colleagues Unit Summary What is the unit about? This unit is about developing working relationships with colleagues, within your own organisation and within

More information

Inspection report for children's home. Unique reference number. Type of Inspection

Inspection report for children's home. Unique reference number. Type of Inspection Inspection report for children's home Unique reference number Inspection date Inspector Type of Inspection SC002264 18 March 2010 Caroline Brailsford Random Date of last inspection 12 October 2009 . Crown

More information

Inspecting e-safety in schools

Inspecting e-safety in schools David Brown HMI National Lead for ICT Wednesday 22 January 2014 The inspection of safeguarding and e-safety Safeguarding - a definition Ofsted adopts the definition of safeguarding used in the Children

More information

Anderson Stockley Accredited Training Limited

Anderson Stockley Accredited Training Limited Anderson Stockley Accredited Training Limited Inspection date 24 October 2008 Inspection number 329928 Inspection report: Anderson Stockley Accredited Training Ltd, 24 October 2008 Contents Background

More information