New College Worcester (NCW)

Equality and Diversity Action Plan and Accessibility Plan

September 2011 to July 2014

The objectives listed below, derived from questionnaires and/or discussion with staff, parents and students, form part of an Action Plan which is implemented and monitored by the Equality and Diversity Group andformally reviewed at least annually.

Issue / Action / Measure of success/impact
  1. NCW policies and practices
/
  • To keep all policies and practices under review to ensure they are inclusive and non-discriminatory.
  • To check all new policies and procedures to ensure they are inclusive.
/
  • All NCW policies and procedures do not impact negatively on people as a result of their individual characteristics.

  1. Equality and Diversity Data
/
  • Maintain data with respect to staff, recruitment and students.
  • Analyse data at least annually and compile report.
  • Develop Action Plan to address any concerns.
/
  • Data highlights any issues.
  • Action Plan addresses issues.
  • Further data demonstrates improvement.
  • Objectives are met.
  • At least 5% of employees are of BME background.
  • At least 6% of employees in each staff group have a stated disability.

  1. Communication to parents
/
  • Monitor all information to parents to ensure it meets the needs of all parents.
/
  • Positive feedback from parents with regard to appropriate communication. 100% satisfied or very satisfied in questionnaire.

  1. Additional individual needs of students as a result of disability and ethnicity
/
  • All Provision Maps to address the individual needs of each student.
  • Care Plans reflect support needs of individual students.
  • Staff have appropriate training to support students.
/
  • Individual needs of each student are clearly identified and addressed in the College in the residential accommodation.

  1. Rewards and Sanctions
/
  • Records to be maintained with regard to sanctions and rewards and their allocation to students according to gender and ethnicity.
  • Records are maintained in relation to the College day and the residential environment.
  • Permanent and temporary exclusions are monitored and recorded.
/
  • Annual report considered by SLT and Governors’ Pastoral Sub-Committee and demonstrates that the awarding of sanctions and rewards is appropriate.
  • There is no indication that gender, ethnicity or other personal characteristics impact on exclusion.

  1. Communication to staff with visual impairment.
/
  • All notices on the noticeboard are also sent electronically whenever possible or reference made to notices electronically.
  • Documents used in training/consultation, whether led by internal or external trainers, to be provided beforehand electronically or on the day in Braille or Large Print as required.
  • If information on Powerpoint is not to be fully described verbally, members of staff with visual impairment should receive it electronically beforehand or in hard copy on the day.
/
  • VI staff have access to all notices.
  • VI staff are not disadvantaged in training or consultation events.
  • Feedback from VI staff is positive.

  1. External Lighting
/
  • Full review complete.
  • Action Plan drawn up to address shortfalls in external lighting.
  • Implementation of Action Plan.
/
  • Lighting is appropriate across the NCW campus.
  • Feedback from students is positive.
  • Mobility staff report satisfaction with all lighting.

  1. Guide Dogs Policy
/
  • Full review of policy to be undertaken as a result of change regarding school-age children.
  • Consultation with the GDBA.
  • Policy revised accordingly.
/
  • Appropriate policy on guide dogs in place and reviewed at least annually.

  1. Hearing Impairment
/
  • Additional support needed for students with HI so:
a)Member of staff to train as QTHI.
b)Consultation with HI specialist to determine needs with regard to hearing loops and other access technology. /
  • Staff have regular awareness training and understand the requirements for HI support in their own context.
  • Hearing loops and other access technology is in place and works effectively to support the needs of HI students, staff and visitors.

  1. Student awareness of disability
/
  • Appropriate opportunities for awareness-raising with students to be established.
  • Students with additional disabilities to be involved in raising awareness appropriately.
/
  • Students have improved understanding of other disabilities and medical conditions and this is demonstrated in a reduction of bullying incidents or unacceptable behaviour.

Understand-ing of other faiths/beliefs /
  • Assemblies and other opportunities enable an increase in knowledge and understanding with regard to other faiths and beliefs.
/
  • At least 6 assemblies each academic year consider beliefs/customs/
events in relation to non-Christian cultures and religions.
  • At least 3 visiting speakers provide information with regard to different cultures and beliefs.

  1. Community
Cohesion /
  • Refresher training for staff to identify good practice and further opportunities.
/
  • All staff understand the concepts and benefits of community cohesion and can determine what role they have in promoting community cohesion.

  1. Homophobia
/
  • To review the PSHE programme of sexuality and homophobia, mapping when this occurs and addressing any shortfall.
  • To provide staff with training and support to address issues relating to homophobia.
/
  • Students have improved understanding of homosexuality and are able to demonstrate tolerance.
  • Incidents of homophobic bullying are reduced.

  1. Making
disclosures (staff with disabilities) /
  • To ensure that staff have appropriate opportunity to disclose that they have a disability as part of the recruitment process.
  • Staff to have opportunity to disclose disability at any subsequent point in time.
  • Risk assessment on staff deployment to be completed with all new staff as part of induction and reviewed during annual appraisal meetings.
/
  • All staff feel able to disclose a disability and are comfortable that this will be treated appropriately and result in relevant support/adjustments.

  1. Parents’
Concerns /
  • Parents to be explicitly informed how to express a concern with regard to any aspect of Equality and Diversity for themselves or on behalf of their daughter or son.
/
  • Letter to parents clarifies how to express a concern and next questionnaire to demonstrate an understanding of this.

  1. Accessibility
of disabled
lavatory /
  • Review of disabled lavatory facilities to be undertaken and remedial actions determined, planned and implemented.
/
  • Disabled lavatory facilities are easily accessible in all areas of the College.

  1. Committee/
Working
Group
Membership /
  • When establishing committees, working groups or similar, care should be exercised in ensuring appropriate representation.
/
  • All committees and working groups reflect the make up of staff at NCW.

  1. Commitment to Equality and Diversity
/ To maintain awareness and commitment to Equality and Diversity by:
  • Highlighting in recruitment process.
  • Regular reminders and professional development opportunities for all staff.
/
  • Recruitment process highlights NCW commitment to Equality and Diversity.
  • CPD programme demonstrates regular awareness-raising and skills development in relation to Equality and Diversity.

  1. Reporting on Equality and Diversity
/
  • Annual report to Governors
  • Regular agenda item on Governors’ Residential Care and Safeguarding Committee
  • Equality and Diversity issues addressed in questionnaires to students and parents
  • Summary report to parents annually
  • Information published on website
/
  • Equality and Diversity report to Governors each Spring Term meeting
  • Summary report to parents each Summer Term.
  • Information provided, and up-dated, on NCW website with regard to Equality and diversity and Accessibility Plan, annual monitoring reports and relevant policies

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