Christ the King Sixth Form College

Christ the King Sixth Form College Single Equality Scheme September 2014

Contents 1. Introduction 2 2. College Ethos 3 3. Structure of the Single Equality Scheme 3 4. Annex A: Race Equality Scheme 4 5. Annex B: Disability Policy Statement 10 6. Annex C: Gender Equality Scheme 16 7. The Public Sector Equality Duty and supporting specific duties 18 8. Annex D: Equality Action Plan and Equality Targets 21 9. Appendices: Equality Information (Students and Staff) and Local Context 34 1

Christ the King Sixth Form College Single Equality Scheme MISSION STATEMENT We are a Catholic College dedicated to the education and development of the whole person, so that all students can realise their full potential. To achieve this as a community we will: Provide the highest standards of teaching and learning; Expect students to show commitment to their studies and the Christian values of the College; Provide equality of opportunity, with mutual respect and positive encouragement; Build and further develop a partnership with parents, schools, parishes, higher education and the local community; Value staff and support their professional development. In doing this we will reflect Christ s teaching in the life and work of the whole College. 1. Introduction Christ the King Sixth Form College is committed to equality of opportunity and this aim is implicit in the Catholic ethos of the College and made explicit in the College Mission Statement. This Single Equality Scheme is intended to ensure that we meet these duties, by bringing together existing equality schemes and action plans into one cohesive plan. The Scheme helps to demonstrate that equality and diversity are at the heart of what we do, makes it clear what we are asking of all those we work with and avoids duplication and confusion. The College affirms the unique value of each member of our community and recognises their individual dignity. We also recognise the diversity of the community to which we belong and the responsibility this imposes on us. We expect these values to be upheld and promoted by all members of the College. 2

2. College Ethos The College will seek to express its ethos based on Catholic values and create a welcoming and secure environment. As a cohesive community aware of its responsibilities to each other and broader society we will strive to combat all forms of discrimination. College displays, publicity and social and educational events will reflect the varied life experiences, interests and cultures of both students and staff. The College seeks to support students in their educational ambitions and encourage them to aspire to the best possible outcomes. This will include providing every student with a personal tutor and the opportunity for careers guidance. Appropriate support will be offered to students with particular learning difficulties, physical disabilities or special needs to maximise their educational opportunities at the College. Students for whom English is not their first language will be provided with the additional support required to fully access the curriculum. In line with the mission of the College, students who are experiencing difficulties in either their work or personal lives will be offered or directed to appropriate support. This will include the support service provided by the College Chaplaincy Team. 3. Structure of the Single Equality Scheme Christ the King s Single Equality Scheme has been developed to set out our commitment to diversity and equality and to address the statutory duties introduced by the following pieces of UK legislation; Race Relations (Amendment) Act 2000 Disability Discrimination Act 2005 Equality Act 2006 and 2010 Key points The Single Equality Scheme (SES) contains the College Race, Disability and Gender Equality Schemes (as Annexes A, B and C), and our equality action plan for the three schemes. The equality schemes are underpinned by a comprehensive Equality Action Plan (Annex D) which explains how we aim to implement the schemes. 3

This SES provides an overarching view of our equality schemes and equality action plan (see figure 1 below). Figure 1 4. Annex A: Race Equality Scheme 4.1. Introduction The College recognises and welcomes the legal duties contained in the Race Relations (Amendment) Act 2000 as it applies to this institution. The College affirms the unique value of each member of our community and recognises their individual dignity. We also celebrate the cultural and racial diversity of our community and accept the responsibility this places on us. We expect these values to be upheld and promoted by all members of the College. We are opposed to all forms of racism, including those forms directed against individuals or groups on the grounds of their colour, racial group, ethnicity, cultural or national origin, or status as refugees or asylum seekers. We will ensure that individuals from all racial backgrounds have equal access to our learning programmes, facilities, staff recruitment, selection and access to training and development opportunities. In order to give effect to our commitment to race equality, we will take all steps necessary to: (a) Promote equality of opportunity. (b) Promote good relations between people from different racial groups. (c) Eliminate all forms of racial discrimination. 4

4.2. Statutory Duties The College is subject to the Race Relations Act 1976 (as amended by the Race Relations (Amendment) Act 2000). Under this Act the College has a number of duties as follows: General duties which include: (a) Eliminating unlawful race discrimination. (b) Promoting equality of opportunity. (c) Promoting good relations between people from different racial groups. 4.3. Specific duties which include: (a) (b) (c) (d) (e) Preparing a written statement of its policy for promoting race equality. Putting in place arrangements for implementing the policy. Publishing the contents of the policy and the plan for monitoring its effectiveness (which is attached). Assessing the impact of its policies on different groups. Monitoring by reference to those racial groups, the admission and progress of students and recruitment and career progress of staff. 4.4. The College seeks to meet these duties by aiming to ensure that: (a) (b) (c) (d) Governors, staff, students and employers (including work placement providers) are aware of our race equality policy and the action needed for its implementation. Staff, students and employers (including work place providers) are aware of the value placed upon equal opportunity and that action will be taken in the event of any breach of the policy. Governors and staff have access to comprehensive information, as outlined in this policy, which assists them to plan, implement and monitor actions whilst carrying out their responsibilities. Publicity materials present appropriate and positive messages about minority ethnic groups. (e) Schemes of work, lesson content and teaching resources demonstrate sensitivity to issues of cultural diversity. 5

(f) Learner support and facilities will be sensitive to issues of cultural diversity. 4.5. Consultation In preparing this policy, a number of individuals and organisations both internally and externally have been consulted, including: (a) Student Council representatives. (b) College Joint Consultative Committee. (c) Staff and students. (d) Management representatives. (e) Governors. (f) LSC Race Equality Consultant. 4.6. Division of Responsibilities Governors are responsible for ensuring that: (a) (b) The College s Three Year Development Plan includes a commitment to equality of opportunity. Equal Opportunities training features as part of the College s Three Year Development Plan. (c) They are aware of the Corporation s statutory responsibilities in relation to race legislation as an employer and service provider. (d) They receive and respond to the racial group monitoring information on students and staff. Senior Leadership Team are responsible for ensuring that: (a) (b) (c) There is a positive and inclusive ethos in the College. They are aware of the College s statutory duties in relation to race legislation. All aspects of College policy and activity are sensitive to racial issues. 6

(d) Racial group monitoring information is collected and analysed. All Staff are responsible for ensuring that: (a) (b) (c) They are aware of the College s statutory duties in relation to race legislation. Their schemes of work, lesson content and teaching resources demonstrate sensitivity to issues of cultural diversity. They challenge inappropriate behaviour, language or comments regarding race - whether by students, staff or visitors. Students are responsible for ensuring that: They work within the guidelines set out in the Student Code of Conduct, Single Equality Scheme and Procedures including the Race Equality Policy. Work placement/work shadowing providers are responsible for ensuring that: They are aware of Christ the King s commitment to equal opportunities and will implement the College Single Equality Scheme (alongside their own Single Equality Scheme) in relation to our students. 4.7. Implementation of the Policy The implementation of the Race Equality Policy requires the involvement of all members of the College. In implementing and promoting race equality, the College will build upon existing good practice. The Single Equality Scheme will inform the College Strategic Plan and all departmental plans. It will be embedded in the implementation and evaluation of all our policies and systems of review. The policy is communicated to students via the student diary, during induction and through the student intranet. The policy is communicated to staff via the staff handbook, staff induction, staff development and the staff intranet. 4.8. Monitoring of Information In relation to ethnicity, the College will collect and analyse information in order to establish equality and diversity impact measures (EDIMs). 7

For staff this will include: (a) (b) (c) (d) (e) (f) Ethnicity profiles of employees by grade and type of work. Job application. Selection success. Staff leavers. Disciplinary and inefficiency proceedings. Grievances/complaints. For students, this will include: (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) Ethnicity profiles of students. Applications and offers. Punctuality and attendance rates. Retention rates. Achievement rates Withdrawals. Progression/Destinations. Disciplinary action. Complaints. Satisfaction surveys. Monitoring information will be used to inform course and service reviews, where appropriate. It will be used as part of the College s quality assurance system to ensure that any discrimination or disadvantage is identified, and action taken to eliminate it. It will also be used to establish EDIMs. Overall responsibility for overseeing the implementation of the Policy rests with the Governing Body. 8

4.9. Alleged breaches of the Policy/Racist Incidents Alleged breaches of the policy and/or racist incidents will be dealt with in accordance with the Staff or Student Disciplinary procedures, as appropriate for the situation. In addition, alleged breaches of the policy and/or racist incidents should be reported in confidence to the Vice Principal/Head of Centre in his/her capacity as senior manager with responsibility for equal opportunities within the College. A central written record of such reports will be kept and, in line with the Complaints Procedure, an investigation of the matter will be initiated, as appropriate. The outcome of investigations relating to alleged breaches of this policy/racist incidents will be notified to the individual parties concerned, as well as to the Principal. Any further action that needs to be taken will take place in line with the Staff or Student Disciplinary procedures, as appropriate. An analysis of all recorded breaches/racist incidents will be carried out on an annual basis, along with details of the outcomes from associated investigations. These will be reported to the Senior Leadership Team and to the Governing Body. 4.10. Publication The College will publish the Single Equality Scheme. Monitoring information will be available as follows: The Public Domain Staff Students (a) The College s commitment to racial equality is highlighted on the College s website, in the prospectus, other publicity material, strategic plan, and it s Three Year Development Plan. (a) Staff receive a full copy of the policy as part of the staff handbook and from the staff intranet. (b) Attend the staff induction programme which highlights the College s commitment to equal opportunities, including race equality and procedures for reporting an alleged breach. (c) Monitoring information will be communicated to staff via meetings and annual review processes. (a) Students receive a summary of the policy in the Student Dairy. 9

(b) (c) (d) Attend induction sessions which will highlight the College s commitment to equal opportunities including racial equality and procedures for reporting an alleged breach. Personal Tutors reinforce information during tutorial. Monitoring information as appropriate will be communicated to students via the Student Council. 4.11. Review of the Policy and Procedure The operation of this policy will be reviewed annually by the Vice Principal, Senior Leadership Team, within departments and by the Student Council to ensure its continued effectiveness. 4.12. Relationship to other College Policies Christ the King Sixth Form College s Race Equality Policy has been developed within the context of our Catholic Mission and Single Equality Scheme. The actions and processes outlined in the Single Equality Scheme that will be undertaken to give effect to equality of opportunity at Christ the King College also apply directly to this Race Equality Policy. It is through the implementation of such actions, other qualitative processes and in the context of its Catholic Mission that the College will seek to promote race equality. 5. Annex B: Disability Policy Statement 5.1. Introduction The College is opposed to all forms of discrimination aimed at people with disabilities or learning difficulties/needs, and we welcome the legal duties contained in the Disability Discrimination Act 1995 and the Special Educational Needs and Disability Act 2001 as they apply to this institution. The College affirms the unique value of each member of our community and recognises their individual dignity and specific needs. We also celebrate the diversity of our community and accept the responsibility this places on us. We expect these values to be upheld and promoted by all members of the College to ensure that disability of any sort is not a barrier to any student or member of staff. 10

5.2. Marketing, Recruitment and Admissions The College will make comprehensive information available to all interested parties in an accessible form. This will include: The College Prospectus and course information booklet. Examination results. The College Charter. This information will allow potential students to make informed choices about their future, and can be made available in large print, braille and audio cassette formats upon request. The College prospectus and Charter contain a statement confirming the College commitment to compliance with the provisions of the Disability Discrimination Act. The College admissions procedure consists of enquiry, application, interview and enrolment. The College recognises that students and/or their parents may wish to discuss or disclose a disability or specific learning need at any stage during this process. However, the following formal opportunities to do so will also be provided: A specific section of the Application form is devoted to outlining any particular learning needs. Where a student is called for interview, all staff conducting interviews will specifically invite applicants to discuss their learning needs. At enrolment, the documentation to be completed by all students contains a section facilitating the disclosure of disabilities/specific learning needs. At interview and enrolment sessions for students, the Manager of Additional Learning Support or his/her representative will be available to discuss individual needs/requirements with potential students and their parents. Additionally, the College also recognises that disclosure of individual needs may also occur on other occasions, and offers all potential students and their parents the opportunity to make an appointment to speak to the Manager of Additional Learning Support or his/her representative at a mutually convenient time. 5.3. Statement of Educational Need The College welcomes applications from all potential students including those who have a formal statement of their educational needs. The College will take all reasonable steps to ensure that the individual needs of students with such statements are met. 11

Where students have a formal statement of their educational needs, the College will request that a copy is brought to interview and enrolment so that all reasonable adjustments can be put in place for the students concerned, where appropriate. 5.4. Access to Buildings The College aims to ensure that students, staff and visitors with disabilities have access to its buildings. However, it is recognised that the age and current design of the buildings do not facilitate full disabled access at present. The College is continually investing in improving and upgrading its facilities for students, staff and visitors with a physical disability. In December 2003 the College undertook an access audit in order to identify reasonable adjustments to premises where people with disabilities might otherwise be substantially disadvantaged. Subsequent to the access audit recommendations, the College has implemented a schedule of works based upon not only refurbishments of existing buildings but also a planned removal of existing barriers to access where they put people with physical disability at a disadvantage. The college regularly reviews access issues and endeavours to improve access arrangements on both sites as part of any remodelling and maintenance works. Lifts have been installed to provide better access to some floors thus making the College more accessible to people using wheelchairs. Additional ramps and automatic doors have been installed to facilitate movement in the College. Improved signage has also been put in place to increase accessibility for all students. The College currently has ramped access to the main reception areas there are also toilets specifically built for disabled use throughout the College. Where a student has particular access needs, most lessons not requiring specialist equipment can be timetabled into classrooms which have full disabled access. It is the intention of the College that it would have anticipated the requirements of students with disabilities and other users of the College with disabilities and provided reasonable adjustments in order to make the College as accessible as possible in compliance with the DDA 1995 and the Special Education Needs and Disability Act 2001. 12

5.5. Access to the Curriculum The College will ensure that the curriculum is consistent with the ethos and mission of the College in terms of presenting positive images of people with disabilities. The College will provide and maintain a curriculum which supports inclusive learning and through which the diverse needs of individual students can be met. This will be achieved by: Regular monitoring of the content, range, delivery and physical location of courses offered. The provision of effective, relevant tutorial and general RE programmes, as well as opportunities for the development of students skills. The College will support and encourage access to the curriculum through a range of measures including: - The provision of one-to-one support, where appropriate. - In-class support for students, where this is recommended by the Manager of Additional Learning Support/Additional Learning Needs Manager. - Group support, where the relevant Head of Department/Curriculum Leader and Learning Support Manager believe this to be required. - The targeted use of a Learning Support Assistant for individual students, where appropriate. - The production of learning materials in different formats, where this is required. - The availability of support-based software, including voice recognition software. - The provision of adapted or specialist equipment required by students with a disability/learning difficulty for access to teaching and learning. 5.6. Identifying students needs The College will use information obtained from potential students and their parents via the enquiry, application, and interview and enrolment process in order to help identify students individual needs. Use will also be made of information contained in school 13

references and any accompanying documentation. However, all information relating to disability and/or individual learning needs will be treated as confidential and will only be shared if permission to do so is given by the student/s or parents concerned. All students undertaking level 1 or level 2 courses as their main programme of study at the College will undertake an initial assessment test as part of their induction. The results of this test will be used to identify the individual learning needs of each student and will inform plans for additional support, where required. In addition to the processes outlined above, the College also operates a staff referral and self-referral system for students with individual support needs. Any member of the College teaching staff may refer students to the Manager of Additional Learning Support for an assessment of needs including for dyslexia. Students may also refer themselves for such assessments by contacting the Manager of Additional Learning Support or their personal tutor. Support Assistants will endeavour to identify student needs in relation to social skills and peer relationships. Where necessary they will work with students to encourage social contact with the wider college community, engaging the support of the Student Council as appropriate. 5.7. Examinations The College complies with the regulations and guidance issued by the Joint Council for General Qualifications in relation to the conduct of examinations for students with specific requirements. These regulations authorise the College to provide any necessary additional support for the conduct of public examinations. Any support provided by the College in relation to public examinations may also be provided for internally arranged examinations. Such support may include, where appropriate: Additional time in examinations. The use of specialist equipment such as a.lap top computer. The use of a reader, interpreter or scribe. Large print format for examination papers. An alternative venue for the conduct of the exam. Where students wish to receive support with examinations, they should inform the College Learning Support Manager at least one calendar month prior to the examination so that appropriate arrangements can be made. Students and/or their parents will also need to provide all relevant supporting documentation including medical/education 14

psychologist reports (where appropriate) before any support with examinations can be given. 5.8. Staff Development The College will provide a staff and professional development programme which enables it to deliver its mission and will evaluate the programme with reference to disability and individual learning needs of students. In particular, the College will promote guidance and training in disability and equality issues, and encourage the sharing of good practice. The College will also provide staff with opportunities to attend training and/or receive advice regarding specific areas of disability/learning needs which relate to students and potential students at the College. 5.9. Staff Contacts The primary contact person for issues relating to disability and student Learning Support needs is the Manager of Additional Learning Support (ALS), Mr Nathan Wells (Lewisham), Mr Shane Kelly (St Mary s), Mrs Jane Bugler (St Mary s) and Ms Lesley Davis (Aquinas). Additional key people to contact include: Mr Malcolm Lea Mrs Margaret Nunes Mrs Debbie Baldwin Mr Ciaran Burns Mr James Hannaford Mrs Patricia Kilgallon Mrs Jane Bugler - Assistant Principal - Senior Manager, Student Support Services. - Student Support Manager (St Mary s) - Senior Manager, Finance and Estates. - Room 4U co-ordinator - College Chaplaincy Team. - Learning Support Manager (St Mary s) 5.10. Review and Evaluation The College Self Assessment process includes a specific question on equality and diversity issues including disability. All course and service areas are required to consider their performance in this area as part of their Self Assessment review. Information received via the Self Assessment process will be used to help inform an annual review of the College Disability Statement. The annual review will take place in order to ensure that the Statement accurately reflects the ways in which the College seeks to meet the needs of students with learning difficulties/disabilities. 15

5.11. Complaints Procedure Complaints regarding the College Disability Statement or any aspect of College services relating to disability/individual learning needs should be made in accordance with the College Complaints Procedure. A copy of the Complaints Procedure can be obtained from Reception. Formal letters of complaint should be sent to the College, and addressed for the attention of the Principal. Alternatively, in accordance with the provisions of the College Single Equality Scheme, an Alleged Breach of the Single Equality Scheme form can be completed and submitted to the PA to the Principal. All formal complaints will be thoroughly investigated, and the outcomes communicated to the parties concerned. Any further action to be taken as a result of the complaint will be initiated by the Principal as appropriate. An analysis of complaints will be carried out on an annual basis and reported to the Senior Leadership Team and to the Governing Body. 5.12. Distribution of the Disability Statement The College Disability Policy Statement will be distributed to College staff via the Policy Manual. The policy and statement will also be included in the Student Handbook An electronic version will also be placed on the College intranet. 6. Annex C: Gender Equality Scheme 6.1. Our vision and aims We welcome and encourage the diversity of our staff and students and aim to create an environment of respect and dignity where we provide male and female staff and students the opportunity to realise their full potential. Our aim for gender equality at College is to give men and women equality in work and study. We are fully committed to eliminating potential direct and indirect discrimination and actively promoting equality of opportunity for our staff and students in line with our College Strategy. The Gender Equality Scheme forms part of our Single Equality Scheme and is our framework for achieving these aims. 16

6.2. Status of the Gender Equality Scheme The College has developed and agreed a Single Equality Scheme (SES) which already includes a Race Equality Scheme, a Disability Equality Scheme and now our Gender Equality Scheme. The action plan to help us meet our gender equality objectives will be incorporated into Annex D of the Single Equality Scheme. 6.3. Legislative Context The Gender Equality Duty, created by the Equality Act 2006, is the most significant change in gender legislation since the implementation of the Sex Discrimination Act 1974. This new duty does not create individual rights, but rather, places a proactive duty on public authorities to promote gender equality. Under the new duty, and through all relevant functions, public authorities are required to have due regard to the need to; Eliminate discrimination and harassment that is unlawful under the Sex Discrimination Act and discrimination that is unlawful under the Equal Pay Act; Promote equality of opportunity between men and women. The legislation also introduces specific duties to assist us in meeting the general duty which require that we; o Produce and publish an equality scheme identifying our gender equality objectives, including equal pay objectives and actions to meet them; o Monitor and review progress; o Review the scheme every three years; o Gather and use information on how the public authority's policies and practices affect gender equality in the workforce and in the delivery of services, and; o Conduct and publish gender impact assessments of all policies and Practices 6.4. Review and Evaluation The College Self Assessment process includes a specific question on equality and diversity issues including gender. All course and service areas are required to consider their performance in this area as part of their Self Assessment review. Information received via the Self Assessment process will be used to help inform an annual review of the extent to which the college is achieving progress against any gender equality targets. The annual review will take place in order to ensure that the policy accurately reflects the ways in which the College seeks to meet the needs of students and staff. 17

6.5. Complaints Procedure Complaints regarding the College Gender Equality Scheme or any aspect of College services relating to gender should be made in accordance with the College Complaints Procedure. A copy of the Complaints Procedure can be obtained from Reception. Formal letters of complaint should be sent to the College, and addressed for the attention of the Principal. Alternatively, in accordance with the provisions of the College Single Equality Scheme, an Alleged Breach of the Single Equality Scheme form can be completed and submitted to the PA to the Principal. All formal complaints will be thoroughly investigated, and the outcomes communicated to the parties concerned. Any further action to be taken as a result of the complaint will be initiated by the Principal as appropriate. An analysis of complaints will be carried out on an annual basis and reported to the Senior Leadership Team and to the Governing Body. 6.6. Distribution of the Gender Equality Scheme As part of the Single Equality Scheme, the College Gender Equality Scheme will be distributed to College staff via the Policy Manual. The policy and statement will also be included in the Student Handbook An electronic version will also be placed on the College intranet. 7. The Public Sector Equality Duty and supporting specific duties 7.1. The new Equality Duty In response to the new public sector duties which came into force under the provisions of the Equality Act in April 2011, the College will ensure that its Single Equality Scheme reflects the full range of protected characteristics. This supplement to the extant scheme represents the College s commitment to and support for the active elimination of discrimination in all its forms. The new Equality Duty covers the following protected characteristics: race this includes ethnic or national origins, colour or nationality disability sex age* gender reassignment* pregnancy and maternity* religion or belief this includes lack of belief* 18

sexual orientation* *These characteristics are additional As part of its on-going commitment to equality the College will give due regard to the need to: eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Act; advance equality of opportunity between people who share a protected characteristic and people who do not share it; and foster good relations between people who share a protected characteristic and people who do not share it. 7.2. Eliminate unlawful discrimination The College will apply the guidelines and principles described throughout the Single Equality Scheme to combat discrimination in all its forms and will give due regard to all the protected characteristics listed above. Wherever possible they will be taken into account when decisions that affect our stakeholders are made and become an integral part of the decision making process. 7.3. Advance equality of opportunity The College is committed to equality of opportunity and strives to ensure that no group or individual is disadvantaged. In practical terms, we seek to: remove or minimise disadvantages suffered by people due to their protected characteristics; meet the needs of people with protected characteristics; and encourage people with protected characteristics to participate in college life or in other activities where their participation is low. 7.4. Fostering good relations Promoting community cohesion and creating a harmonious environment for learning are key priorities for the College. This involves tackling prejudice and promoting understanding between people who share a protected characteristic and others. The College appreciates that complying with the Equality Duty may involve treating some people differently than others, as far as this is allowed by discrimination law. For example, it may involve making use of an exception or the positive action provisions in order to provide a service in a way which is appropriate for people who share a protected characteristic. 19

7.5. Setting Equality Objectives As part of its effort to discharge its obligations under the Equality Duty the College will publish equality objectives if this is deemed an appropriate reaction to the review of our performance and planning. In setting these objectives the College will consider: what evidence could be used to inform the objectives, from both internal and external sources; what types of equality issues are raised by staff, students and other stakeholders; where the evidence indicates that equality performance is poor; what objectives could be set to stretch the College to perform better on equality issues in key areas; whether there is scope to benchmark equality information and objectives against similar organisations; the people and organisations it would be useful to talk to in the process of setting objectives; whether to set short term, medium term or long term objectives in different areas; how progress against the objectives will be measured. The Equality Objectives set will become an integral part of the Single Equality Scheme Action Plan and will be monitored accordingly. The performance of the College against these targets will be published along with the Action Plan. 20

8. Annex D: Equality Action Plan 21

Appendix D Single Equality Scheme Action Plan 2013-2014 Promoting an inclusive culture Mission, Ethos, Community cohesion Action Reason for Action Accountability Timescales Success measures Equality Ensure that College Community Days are used to celebrate the diversity of the college community and promote mutual respect Ensure all College polices are consistent with the SES and the College Mission through a regular cycle of review. This activity is scheduled as part of the Operational Plan To promote a cohesive community that reflects the profile of the local community. To comply with government legislation and further develop the Catholic ethos of the College. PKI/AJA/PHI/SSP SLT End of Autumn, Spring and Summer terms As required by the Operational Plan Participation in Community Day and the range of activities will reflect the diversity of the College. An online survey to gauge the perceived success in meeting this objective will be conducted. Compliant policies and maintaining the Ofsted grade 1 for Equality and Diversity Self Assessment processes strand All All Progress Successful Community Days staged with full involvement of Student Council. Planning underway for Summer event All new policies and reviews of existing policies have taken into account the requirements of the Single Equality Scheme Publish our Single Equality Scheme on the College website and include an To demonstrate our commitment to equality and diversity SLT June The SES will be accessible to all key stakeholders All The Single Equality Scheme has been made available to the general public via our web site. 22

Action Reason for Action Accountability Timescales Success measures Equality strand overview of the policy in the Student Handbook Publish a profile of the To comply with SLT August The SES will contain a All community within the Specific Duties profile of the College College catchment catchment area from area as part of the the perspective of Single Equality the protected Scheme characteristics Progress The SES has been updated to reflect changes in legislation. This information has been added to the SES document when it was updated in September 2013 23

Student Experience Teaching and Learning, Curriculum, Assessment Action Reason for Action Accountability Timescales Success measures Equality Conduct two comprehensive surveys of student opinion per year. An induction survey and an on course survey will be commissioned and the analysis shared with all relevant stakeholders. The outcomes will be used to inform policy and may become part of the Operational Plan. Student outcomes will be collated and used to inform Equality and Diversity Impact Measures (EDIMs) Where any issues are identified they will be addressed through the development of an action plan. To gain an insight into student satisfaction levels which can be analysed by race, gender and disability To monitor and assess whether there are significant differences in outcomes for students based on ethnicity, gender or disability. RMC/SRA/SSP Induction survey Octobers On course survey March Key indicators will be maintained at high levels or improving year on year. They will compare favourably with other providers in the sector. No significant differences based on ethnicity, gender or disability will be evident. MLE/DBU/WOC Sept/Oct Any performance gaps will be negligible and better than nationally available benchmarks. strand All All Progress An Induction Survey was conducted and the outcomes shared An on course Survey has been conducted and the results will be available to inform Course Reviews. These surveys have covered all three sites An analysis of student outcomes by Gender, Ethnicity and Disability was conducted for 12/13 outcomes and a report presented to the Quality and Curriculum committee. No clear gaps were identified from the data other than the previously known gender gap. 24

Action Reason for Action Accountability Timescales Success measures Equality strand Conduct half termly To inform students, RMC/SRA/SSP Half termly Good participation All SLT-Student Council gather input and levels of Tutor Group Forums and include maintain a dialogue Representatives E&D themes on the around policy and agenda as appropriate emerging issues Course Reviews will address equality and diversity issues The Quality Enhancement Team will address equality and diversity issues as an integral part of the Department Check process All documentation used in Lesson Observations and other quality assurance activities will reference the equality and diversity The tutorial programme will include units that Compliance with Common Inspection Framework Compliance with Common Inspection Framework To ensure that teaching staff and others are aware of the importance that CTK places on equality and diversity To promote and sustain the ethos of the college RMC/SRA/SSP RMC/SRA/SSP RMC/SRA/SSP As required by Course Review Cycle As required by Department Check schedule As required by quality assurance schedule Completed documentation with appropriate evidence Completed documentation with appropriate evidence All documents used will include reference to equality and diversity themes NWE/SKE/LDA Ongoing Relevant units will continue to be delivered All All All All Progress Regular SLT student Council forums have been conducted (one per half term). These have been relatively well attended and minutes are distributed to SLT and other key stakeholders The Course Review documentation explicitly references equality and diversity themes, highlighting its importance to the quality of provision. The Progress Checks conducted by the QET have included equality and diversity themes as required by specific engagements Lesson Observation documentation makes the colleges commitment to equality and diversity explicit The relevant units have been delivered successfully within the tutorial programme 25

Action Reason for Action Accountability Timescales Success measures Equality strand highlight the importance of equality and diversity Progress 26

Staff Experience Recruitment and Selection, induction Action Reason for Action Accountability Timescales Success measures Equality An annual review of staffing and recruitment will be conducted by Personnel. This will be used to produce an EDIMs report that will be discussed by SLT. Identify opportunities for BME staff to participate in mentoring and aspiring leaders programmes Induction material, including the Staff Handbook will promote the SES To monitor and assess whether the ethnicity, gender and disability profile of the staff is reflective of the broader community. Recruitment practices will be reviewed to ensure they are consistent with this aim. Any issues identified will be addressed in the Operational Plan To develop BME staff at the College To highlight CTK s commitment to equality DBA/SLT January Production of EDIMs by Personnel which will be reviewed at SLT SLT Ongoing Attendance on courses and participation in mentoring schemes SLT/DBA Ongoing Inclusion of SES in staff induction briefings and inclusion of the scheme in the staff handbook which is available in the Intranet strand All Race All Progress The annual review of recruitment has been conducted by DBA and reported to SLT and Governors Individual members of staff maintain links with the Black Professionals Network. Publicity material for events organised by BPN are distributed within the College. All relevant materials have been checked to ensure they adequately reflect the commitment of the college to equality and diversity 27

Action Reason for Action Accountability Timescales Success measures Equality strand Publish Equality Data To comply with DBA August The SES will contain a All relating to Staff as Specific Duties profile of staff from part of the Single the perspective of the Equality Scheme protected characteristics Progress This data has been added to the current version of the scheme and was supplemented in the update in September 2013. 28

Services and Facilities Student support, MIS, Action Reason for Action Accountability Timescales Success measures Equality strand Progress Further develop the MIS to facilitate the production of timely EDIMs MLE Ongoing The MIS will produce EDIMs in a timely manner as required. All Review facilities to ensure accessibility and make reasonable adjusts as required Review all areas of service provision on an annual basis. The review template should include reference to E&D measures as appropriate To provide data to support the analysis of performance and trends within the context of the SES and enhance the experience of staff and students with mobility challenges To ensure compliance with government legislation and that services are meeting the needs of all students irrespective of race, gender, CBU Ongoing Compliance with legal requirements and sensitivity to the needs of students RMC/SRA/SSP As required by Service Review Cycle Service Reviews and action plans will include relevant references Disability All The MIS continues to develop in order to make data more available to staff. The use of Reporting Services has enhanced our ability to monitor and generate EDIMs.The use of ProAchieve is fully embedded to generate reports on outcomes including EDIMs data. Access issues have been considered in relation to new build at both sites. The lifts at all three sites enhance access. Refurbishment work at Aquinas (and other sites) gives due attention to access issues. Service Reviews are conducted annually. Equality and diversity themes are reflected on the documentation 29

Action Reason for Action Accountability Timescales Success measures Equality strand Progress disability or religion. To compile EDIMs data on actual and prospective students for publication as part of the Single Equality Scheme To comply with Specific Duties MLE/WOC August The SES will contain a detailed profile of the student body from the perspective of the protected characteristics All An analysis of applications by ethnicity, gender and religion has been added to the current scheme. Current students have been profiled by gender, ethnicity and disability. More equality information has been included in the update of the Scheme in September 2013 30

Equality Targets for 2014-15 The College will endeavour to collect more comprehensive EDIMs data as part of its commitment to publish relevant equality information on an annual basis. Steps will be taken to collect data relating to the protected characteristics listed below. Action Reason for Action Accountability Timescales Success measures Equality strand Progress Race this includes ethnic or national origins, colour or nationality Ethnicity To support better identification of any outcome gaps, decision making and ensure compliance with Equality Act 2010 MNU/DBA Sept 2015 Relevant information will be gathered on existing and potential students and staff. Data related to actual and potential service users will be gathered to establish a profile of the environment within which the College operates. This action has been reviewed after the September 2013 update to the scheme and continues to be pursued. Disability As above MNU/DBA Sept 2015 As above Disability This action has been reviewed after the September 2013 update to the scheme and continues to be pursued. Sex As above MNU/DBA Sept 2015 As above Gender This action has been reviewed after the September 2013 update to the scheme and continues to be pursued. Age As above MNU/DBA Sept 2015 As above Specific duty This action has been reviewed after the September 2013 update to the scheme and continues to be pursued. 31

Action Reason for Action Accountability Timescales Success measures Equality strand Progress Gender reassignment As above MNU/DBA Sept 2015 As above Specific duty This action has been reviewed after the September 2013 update to the scheme and continues to be pursued. Pregnancy and maternity Religion or belief this includes lack of belief As above MNU/DBA Sept 2015 As above Specific duty This action has been reviewed after the September 2013 update to the scheme and continues to be pursued. As above MNU/DBA Sept 2015 As above Specific duty This action has been reviewed after the September 2013 update to the scheme and continues to be pursued. Sexual orientation As above MNU/DBA Sept 2015 As above Specific duty This action has been reviewed after the September 2013 update to the scheme and continues to be pursued. 32

Equality Targets for 2014-15 After consideration of the available data, the Senior Leadership Team has decided to continue with the following Equality Target for the 2014-15 academic year: The College will endeavour to collect more comprehensive EDIMs data as part of its commitment to publish relevant equality information on an annual basis. Steps will be taken to collect data relating to the protected characteristics listed below. race this includes ethnic or national origins, colour or nationality disability sex age gender reassignment pregnancy and maternity religion or belief this includes lack of belief sexual orientation This target is additional to the on-going effort to ensure that the College, in accordance with its mission, is: Dedicated to the education and development of the whole person, so that all students can realise their full potential. 33

9. Appendices: Equality Information (Students and Staff) and Local Context 34

The Boroughs of Lewisham and Bexley Christ the King College has three sites situated in the boroughs of Lewisham (CTK: College, CTK: Aquinas) and Bexley (CTK: St Mary s). The following information taken from the 2011 census seeks to give a context to the work of the College Lewisham Economic Activity Economic Activity by Gender 35

Social stratification Residents by ethnicity 36

Student Profile in the Borough Household Language 37

Bexley Economic Activity (2011 Census) Economic Activity Total value percent All categories: Economic activity 165,914 100.0 Economically active: Total 118,864 71.6 Economically active: Employee: Part-time 23,072 13.9 Economically active: Employee: Full-time 66,838 40.3 Economically active: Self-employed with employees: Part-time 532 0.3 Economically active: Self-employed with employees: Full-time 2,688 1.6 Economically active: Self-employed without employees: Parttime 3,648 2.2 Economically active: Self-employed without employees: Fulltime 9,508 5.7 Economically active: Unemployed 7,245 4.4 Economically active: Full-time student 5,333 3.2 Economically inactive: Total 47,050 28.4 Economically inactive: Retired 21,839 13.2 Economically inactive: Student (including full-time students) 9,177 5.5 Economically inactive: Looking after home or family 7,696 4.6 Economically inactive: Long-term sick or disabled 4,943 3.0 Economically inactive: Other 3,395 2.0 Economic Activity by Gender Economic Activity All persons Males Females value percent value percent value percent All usual residents aged 16 to 74 165,914 100.0 80,134 100.0 85,780 100.0 Economically active 118,864 71.6 61,944 77.3 56,920 66.4 Economically active: In employment 106,286 64.1 55,621 69.4 50,665 59.1 Economically active: Employee: Part-time 23,072 13.9 4,330 5.4 18,742 21.8 Economically active: Employee: Full-time 66,838 40.3 38,658 48.2 28,180 32.9 Economically active: Selfemployed 16,376 9.9 12,633 15.8 3,743 4.4 Economically active: Unemployed 7,245 4.4 3,916 4.9 3,329 3.9 Economically active: Fulltime student 5,333 3.2 2,407 3.0 2,926 3.4 Economically Inactive 47,050 28.4 18,190 22.7 28,860 33.6 Economically inactive: Retired 21,839 13.2 9,107 11.4 12,732 14.8 Economically inactive: Student (including fulltime 9,177 5.5 4,562 5.7 4,615 5.4 students) Economically inactive: Looking after home or 7,696 4.6 588 0.7 7,108 8.3 family Economically inactive: 4,943 3.0 2,440 3.0 2,503 2.9 38