Equality, Diversity and Inclusion Action Plan 2015
Aim: To ensure that the whole College community own and actively implements EDI objectives within the College’s strategic framework
No / Objectives / Action(SMART Steps) / Measurable Outcomes
(What you expect to achieve) / Responsibility for action
(With whom) / Target Date for Achievement / Progress to Date
Equality, Diversity & Inclusion Action Plan
January 2015 – December 2015
Central College Nottingham’s Equality, Diversity & Inclusion Action Plan, describes how the college will advanceits statutory duties as set out in the Equality Act 2010 and the Public Sector Equality Duty to promote equality of opportunity and eliminate discrimination, demonstrating a clear commitment to placing equality, diversity and inclusion at the centre of every aspect of business and academic functions.
Public Sector Equality Duty
The General Equality Duty requires public authorities, in the exercise of their functions, to have due regard to the need to:
- Eliminate discrimination, harassment and victimisation and any other conduct that is prohibited by or under the Equality Act 2010.
- Advance equality of opportunity between people who share a relevant protected characteristic and people who do not share it.
- Foster good relations between people who share a relevant protected characteristic and those who do not share it.
EDI Objectives
Central College’s EDI objectives are to challenge discrimination and disadvantage, raise standards, and advance aspirations of all of our stakeholders.
This will be achieved by:
-Improving retention and success rates for underachieving groups by:
- Raising the profile of EDI across the College to encourage discussion and participation in EDI related topics.
- Developing teaching resources which in turn will be embedded EDI into the curriculum.
- Engaging staff and learners in EDI activities to raise awareness of diversity.
- Target setting and monitoring of data, with subsequent action planning, to ensure individual needs are met and achievement gaps are narrowed.
- Identifying achievement issues for learners at school / sub-school level and setting targets / strategies to narrow achievement gaps.
- Delivering EDI training to all staff
- Develop a range of training resources and materials to update the understanding of EDI concepts.
- Ensure all staff understand their own, and the College’s legislative, duties.
- Ensure curriculum staff and those in learner facing roles possess the skills to tackle discrimination and embed EDI into all aspects of learning
This Action Plan has been developed in response to these objectives and as a result of the strategic review of the College Development Plan, College Self-Assessment Report, EDI Self-Assessment Report , EDI Annual Report, Investors in Diversity Report (2013)
The aim of this action plan is to ensure that the whole College community owns and actively implements EDI objectives within the College’s strategic framework
This planwill be reviewed on a regular basis by the EDI Group and is updated annually.
Updated: 2 July 2015
- Communication and Marketing
1a. / Promote learning and working opportunities to diverse and under-represented groups to challenge occupational and curriculum stereotypes and to celebrate an inclusive organisational culture. / Marketing and Curriculum agree targeted marketing strategies as positive action targets to support and develop the diversity of the learner profile and to challenge stereotypes.
Make use of positive case studies and targeted marketing.
Develop promotional materials which are reflective of the college community and the target audience. / An increase in the diversity of the student profile across curriculum and vocational areas, encouraging more a-typical learners into occupational areas. / Head of Marketing / Dec 2015 / The marketing team consistently look at any communication materials and activities to ensure they are as inclusive as possible and reflect the college's EDI commitment. Whilst there are many specific examples a few include:
Schools liaison - working with schools that support excluded students to present Central as a post 16 option; new radio campaign onKemet FM to target a more diverse population; PR with case studies highlighting students in atypical roleseg a female engineer; Graduation videos showing the breadth of students (age and ethnicity); PR promoting our outstanding Horizons provision; new media campaigneg 'Choose Central' with black students; stories on the website and social media channels demonstrating thediversity of our student base. This names but a few and we will continueto workwith the EDI coordinator to encourage curriculum staff to forward stories / students that can be used in relevant communications to promote the EDI agenda.
1b. / Ensure that all online platforms are accessible and compliant with the Equality Act enabling disabled people or people with language (plain English) or learning differences to access content. / Check and develop the website, Intranet, and VLE to ensure that it is accessible for all, including image descriptors and the embedding of accessible tools.
Explore the use of widgets / All stakeholders can access content. / Lead: Head of Marketing(Website)
Head of
Training & Learning Technologies (remainder) / August 2015 / The website is accessible andwill rescale depending on the technology used by the end user; itworks across all
browsers (including specialist browsers such as text only and magnification browsers); the images use alt text and all ofthe forms are accessible.
1c / To ensure that the EDI policy statement captures the EDI intentions of the college fully and succinctly / Review the EDI policy statement, consult with key stakeholders and revise according to feedback / More measureable and memorable EDI statement which better describes the college’s values / EDI Advisor / December 2015 / For discussion at EDI group meeting on 12th November 2015
2. Performance Monitoring & Action Planning
2a. / Identify gaps in performance by groups of learners within the College and take specific action with relevant colleagues to address. / Data analysis of ER and LR measures split downby gender, race, age, sexual orientation, religion, disabled and non-disabled learners.
Work with curriculum teams to develop strategies where there are gaps in retention, achievement or success.
Where improvements have occurred to identify and share successful strategies.
Analysis and reporting on sub-contractor data / Gaps in retention, achievement and success are identified.
Actions are put in place to address gaps.
Gaps are closed or narrowed.
Performance trends are identified across partners and actions agreed to mitigate any gaps to improve outcomes for all learners / EDI Advisor
Heads of School
Heads of School
Head of Partnerships / December 2015 / Data reports on 13-14 LR and ER produced to highlight gaps and improvements made. Data dashboard reports monitor in year retention.
Picked up in course reviews and analysis of in-year retention/end of year achievement. Actions include new provision targeted at certain groups or specific supportive measures.
Gaps in performance identified and e.g. monitored and discussed monthly with Partners
2b. / Improve retention and progression rates to FE for all Choices’ students (pre-16 and Special Schools) with specific support for those previously disengaged/disaffected with education. / Develop an early LAC intervention process that puts support plans in place for at risk learners.
Hold progression events to showcase courses available at Central (with a focus on apprenticeships)
Plan intervention activities to boost progression if monitoring indicates low progression rates
Work with Marketing to target students taught at base schools.
Involve College Progression Advisors to promote Central courses. / Pre-16 learners previously disengaged from education are re-engaged and supported / Choices Team Leader / December 2015 / Using LAC support more effectively. Early referral process now in place to trigger LAC support to any at risk learners.
Progression events took place Oct/Nov.
Course tutors encouraged students to apply Feb/Mar/Apr/May
Letters and course guides sent to infill learners’ parents with offer of Progression Advisor interview Apr 15
Formalised process with the Progression Team to offer progression interviews to all Year 11 students who have not applied to Central by March. All Home Ed Year 11 students are offered the opportunity to access a Progression interview in February.
2c. / Review maintenance of the Investors in Diversity Level 2 standard / Establish strategy to review and if agreed, maintain the award for another 2 years. / Standardmaintained / VP OD
EDI Advisor / April 2015 / Complete.
2d / Implement a plan to embed EDI in ER / Systems reviewed and updated to incorporate EDI measures / EDI embedded in ER systems, processes and procedures / Head of ER and Choices / April 2015 / Task and finish group met 4 times to look at the integration of EDI into WPL processes – resulting in: employer handbook reviewed, EDI flyer and health check for employers designed, EDI advisor input into assessor forum, assessor bulletins and CPD events. EDI advisor working with assessors to ensure EDI embedded in progress review and assessment tasks.
3. Teaching and Learning
3a. / Promote EDI within the curriculum with a particular focus on strategies for embedding. / EDI Advisor with the TLCs to promote resources, activities and training opportunities Schools and Partners to support the planning, delivery, management and evidencing of EDI.
Explore ways to generate wider discussions on EDI issues in team meetings using consultative strategies with staff.
EDI Advisor to work with curriculum teams and support staff at each site to develop EDI practice via a rolling programme of campus meetings. / Naturally occurring opportunities to discuss, embrace and celebrate EDI in the learning environment are consistently across curriculum areas.
EDI is a standard agenda item at team meetings to raise awareness and facilitate discussion.
Resources are developed and used in vocational areas to reflect occupational context and are embedded in teaching and learning, planning and delivery.
Site based training needs analysis identifies relevant support required by curriculum teams to improve outcomes for learners. / EDI Advisor with TLCs and HoS
Curriculum Managers
EDI Advisor
EDI Advisor / December 2015
April 2015
March 2015 onwards
Complete August 2015 / EDI consistently included in aiming for outstanding sessions.
Top tips for embedding EDI included in TLA e-bulletin.
Observers consistently focus on promotion of EDI during observations.
EDI extracts from observation reports shared for good practice, EDI toolkit and to target support for curriculum areas.
EDI advisor now based with TLCs which has supported with standardisation and agreement of priorities and values.
EDI advisor involved in learning works via support and challenge activities.
EDI advisor visiting curriculum teams to explore promotion of diversity in lessons.
.
Training needs explored by EDI advisor through visits to schools and teams. EDI toolkit resource sharing.
3b. / Review, develop and promote EDI resources for learners. / Investigate and populate an appropriate platform to share EDI resources with learners. / Learners have access to EDI related information and support. / EDI Advisor &
Training and Learning Tech / June 2015 / Interact agreed as appropriate platform.
Outstanding action.
4. Stakeholder Engagement
4a. / Staff and learners at all levels enhance their understanding of EDI matters / Deliver a range of tutorial workshops forming part of PD Central, training opportunities, and enrichment activities to staff and learners.
Evaluate and record impact of training and tutorials to identify further action or support needed to manage learning effectively. / Staff and learners engage with and participate in activities and discussions which address college, local, national and global EDI matters.
Training evaluation provides key performance indicators of knowledge gained. / EDI Advisor with TLCs
EDI Advisor / July 2015 / Training menu in place.
Learning outcomes cross referenced to categories in PD Central.
EDI included in all Aiming for outstanding sessions.
TLCs briefed of EDI priorities, and actively seeking opportunities to enhance staff understanding of EDI in 1:1 coaching sessions.
Online EDItraining – module 3 - includes public sector duty responsibilities. A short training module on British values currently being reviewed for launch
Evaluation reports created annually and inform areas to target.
4b / Advance the Prevent Strategy, promote British Values and continue to promote awareness of all cultures. / Develop relationships with East Midlands Prevent Co-ordinator in order to advance the Prevent Strategy within the college.
Raise awareness amongst learners and staff of radicalisation through blended learning activities including online resources, posters and tutorials.
Explore perceptions of British Values amongst diverse stakeholders and their impact on life choices.
Promote news and events on staffnet and studentnet, and via other media in order to raise awareness / Raised awareness of the effect and impact of radicalisation and how to prevent negative extremism.
Clarify understanding of British Values to our local community and the role these values play in communities.
Greater awareness of EDI news and events and greater cultural awareness / Head of Learner
Services
Prevent Coordinator
EDI Advisor
EDI Advisor / December 2015
Sept 2015
Start Jan 2015 / Prevent Action plan in place in line with the Duty requirements. Good links with Prevent Co-ordinator and Police in place
Prevent Co-ordinator role in place and will work on this throughout 2015.
Mandatory training to clarify duty to promote FBV.
Some promotion of events eg IDAHO, Deaf Awareness Week, Catalyst course.
4c / Create opportunities to foster good relations and improve the college experience amongst diverse students across curriculum areas. / Facilitate communication between curriculum areas to provide opportunities for diverse learners to collaborate.
Offer support to curriculum teams to encourage greater understanding and acceptance of pre-16 students in college / Learners from diverse backgrounds and with diverse abilities work together to learn about each other’s differences and to participate in new experiences.
Perceptions of why pre-16 students attend FE are challenged. / EDI Advisor and curriculum managers
Head of ER and Choices / Dec 2015
Dec 2015 / Horizons students have worked with Hair & Beauty (Pamper days), Childcare & Early years (students support in classes to gain experience and awareness). Horizons link with departments for progressing students to participate in tasters sessions ( Motor Vehicle, Construction & Photography)
International students have worked with Engineering and Construction students eg Rose Welding event to increase understanding between groups.
Tutor handbook and ongoing support and training of curriculum staff
4d / Ensure International students receive appropriate information, advice and guidance about living and learning in the UK at the beginning of their learning journey. / International students to receive accessible information during the pre-enrolment phase to ensure expectations are met. / International learners are aware of the UK culture and College standards prior to enrolment. / International Manager / August 2015 / ‘Pre-arrival Guide’ for 2014/15 includes a section called ‘What to Expect When You Arrive at College”
4e / Ensure all learners on all programmes disclose their learning needs. / Review systems for identifying learners with additional needs, to enable them to achieve at the same levels of learners without additional needs. / Learners with additional needs disclose these needs and are identified to enable appropriate support to be allocated. / Head of Learner Services / Measure Dec 2015 / Needs are picked up through application, enrolment and whilst on programme either via self-referral or tutor referral. Increase in numbers of learners disclosing a disability in 2015 enrolment.
5. Eliminate Discrimination
5a. / Ensure College has a clear strategic commitment to tackle incidents of bullying, positively and effectively. / Review the anti-bullying policy for learners.
Revise the H&B policy for staff
Advertise current services to improve staff awareness on bullying & harassment.
Develop a training session on recognising bullying to incorporate into the Core Management training and to the staff training programme. / Staff and learners engage and participate in training and enrichment activities which focus on impact of bullying behaviours and skills in challenging unacceptable behaviours.
Clarity that the college’s policy is zero tolerance
A reduction in the reporting of bullying behaviour amongst and between staff and learners at all sites. / Head of Learner Services
VP OD
HR manager. Training and Learning Tech team / March 2015
June 2015
Sept 2015 / Bullying statement in place.
Anti-bullying policy for staff has been updated – going to the Board in June.
The staff training programme is currently being rolled out to all managers as part of the Core Management Training programme. Following this, further training will be developed for all other staff.
6. Access to Facilities and Services
6a. / Aim to ensure that college facilities and services meet the needs of diverse stakeholders and are legislatively compliant. / Advertise information about allergens and gluten within products on sale in the canteen in compliance with food standards legislation.
Catering team to provide opportunities to develop skills and understanding of diverse learners in preparing and handling food on a budget which meets diverse dietary needs.
Estates to anticipate and respond to requests made by stakeholders for adjustments to be made which may enable access.
Review procurement arrangements, procedures and agreements to ensure they comply with College standards and meet the needs of all stakeholders. / Customers with food allergies/intolerances have access to accurate information to be able to make safe choices.
Learners undertaking work experience placements will achieve a food safety and hygiene qualification, and will experience work in the catering field.
Estates teams receive ongoing supportive guidance to ensure equality rights and responsibilities are understood and maintained.
Procurement arrangements are equitable and suppliers commit to College EDI policy. / Catering Manager
Catering Manager
Facilities Managers
Estates / March 2015
Sept 2015
Measure Dec 2015
June 2015 / Food allergy information is clearly displayed in all refectories.
1 Horizon learner completed 15 week placement at Highfields and achieved a Level 2 certificate in Food Hygiene.