equality strategy

Equality Strategy 2014

MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly

according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’


Equal Opportunities Mainstreaming Leader Award

(Policy and Plan) 2013 National Champion (Joint Winner)

All logos for MJTS documentation will be reviewed to ensure they are the latest version.

MJTS SFA/ESF logos must be on all documentation.

Equality outcomes will be informed by

ESF toolkit





Supporting

national and

regional

priorities

EDIM Targets Learners 13/14

EDIM 1

Occupancy Target = 13%

EDIM 3

Occupancy Target = 8.0%

EDIM 4

Target Occupancy = 65%

Target Destinations = 100%

EDIM 5

Target = 0%

EDIM6

Target = 60%

EDIM 7

Target = 70%

EDIM Targets Learners 12/13

EDIM 1

Occupancy Target = 12%

Actual = 13.6%

EDIM 3

Occupancy Target = 7.5%

Actual = 8.5%

EDIM 4

Target Occupancy = 65%

Actual = 67.8%

Target Destinations = 100%

Actual = 99.7%

EDIM 5

Target = 0%

Actual = 0%

EDIM6

Target = 50%

Actual = 63.2%

EDIM 7

Target = 60%

Actual = Due P15

EDIM Targets Staff 12/13

EDIM 1

Target = 18%

Actual = 21.4%

EDIM 2

Target = 12%

Actual = 10.7%

EDIM 3

Target = 10%

Actual = 14.2%

EDIM 4

Target = 35%

Actual = 28.6%

EDIM 5

Target = 10%

Actual = 14.3%

EDIM 6

Target = 58%

Actual = 67.9%

EDIM Targets Staff 13/14

EDIM 1

Target = 19%

EDIM 2

Target = 12%

EDIM 3

Target = 11%

EDIM 4

Target = 35%

EDIM 5

Target = 10%

EDIM 6

Target = 60%

MJTS – first organisation in the

country to be awarded the Equality

Framework (developing level) by

LLUK in August 2010




Ca

teg

ory

Asp

ect

Ref

Action and planning

Sta

rt

Targ

et g

rou

p

Res

po

nsi

ble

Outcome

Impact on learner/ Organisation

Rev

iew

ed

Stra

tegi

c M

anag

emen

t

E&D

1a

Evaluate the effectiveness of the 2013 Equality strategy.

Compile a position statement of company performance to

targets/performance indicators. Fe

bru

ary

20

14

Staf

f, L

earn

ers

and

sta

keh

old

ers

MD

(Eq

ual

ity

Off

icer

)

Performance indicators and targets are reviewed for 2014 strategic planning.

Targets are achieved and reviewed as part of

continuous improvement and engagement towards regional

and national priorities including SES and equality

framework. Good and effective strategic vision to promote inclusive

programmes. Effective strategic planning

and management to maintain and improve inspection

grades. As

per

str

ate

gic

area

s fo

r d

evel

op

men

t o

n 2

01

4 s

trat

egy

Stra

tegi

c M

anag

emen

t

E&D

1b

Self-assessment report Nov 13

grading and statements are used as an evaluation of Equality. Review SES and Directors meeting agenda

Mar

ch 2

01

4

Staf

f, L

earn

ers,

stak

eho

lder

s

MD

(Eq

ual

ity

Off

icer

)

Data analysis is utilised to monitor and review performance

Managers/Directors meetings 6 weeks from end Feb 2014. Targets monitored and met

or exceeded. Dec

emb

er

201

3/J

anu

ary

20

14

Stra

tegi

c M

anag

emen

t

E&D

1c

Formulate the 2014 strategy, agree with Directors, display and provide staff training on

its contents.

Feb

ruar

y 2

014

Lear

ner

s, S

taff

an

d

Stak

eho

lder

s

Dir

ecto

rs

An outstanding 2014 Equality strategy and development plan that promotes continuous

improvement.

Company, regional and national targets are achieved. Strategic targets displayed for

visual communications. No

vem

ber

2

013

/Jan

uar

y 2

015




Stra

tegi

c M

anag

emen

t

E&D

1d

SAR development plan

2013/14 Jan

14

Staf

f &

stak

eho

lder

s

MD

Development plan monitors performance of MJTS improvement area from Nov 13.

SAR development plan underpins improvement

activity to ensure Nov 14 SAR does not include the area for

improvement.

Dir

ecto

rs/M

anag

er

mee

tin

gs

Stra

tegi

c M

anag

emen

t

E&D

1e

Equality policies are reviewed and impact assessed as part of

SES evaluation. Review Equality Mission and

targets MD Jan 14 Ap

ril 2

01

4 S

ES

Lear

ner

s, E

mp

loye

rs,

Staf

f

MD

- re

view

, Po

licie

s,

OD

- SE

S im

pac

t as

sess

men

t

MJTS learner and employer equality policies updated and reviewed in the event of negative

impact evaluation.

Inclusive and equality commitment and compliance.

As

pe

r fe

edb

ack,

au

dit

,

Rev

iew

& K

ey o

bs

pro

cess

Stra

tegi

c M

anag

emen

t

E&D

1f Review equality

procedures and conduct audits/ observations of key

processes.

Pro

ced

ure

/qu

alit

y re

view

en

d M

ay

20

14

Lear

ner

s, S

taff

, Em

plo

yers

M

D p

roce

du

res

Feb

1

4, M

D O

KP

Jan

14

, Q

M –

au

dit

s en

d

Mar

ch 1

4

Good and effective procedures that drive company performance. Rigorous audits/key observations identifying staff development

needs, revisions to policy, procedure documentation. Observation/feedback shared to

promote improvements and recorded to appraisals.

Ongoing promotion and monitoring of equality

performance.

As

per

sch

edu

le




EDIM

S

E&D

2a

EDIMS (Equality & Diversity Impact Measures) are targeted for improvement

or sustained performance Full EDIMs for performance monitoring.

EDIM Targets Learners 13/14 EDIM 1 Improve occupancy and achievement for male apprentices EDIM 2 Reduce gender stereotyping EDIM 3 Increase the number of ME groups on programme EDIM 4 Decrease the proportion of learners with PWD who go onto enter unemployment or whose destination is unknown. EDIM 5 Unknown ethnicity. 100% of ILRs checked for compliance EDIM 6 Area of socio-economic disadvantage (home location) EDIM 7 Pregnancy resumers

EDIM Targets Staff 13/14 EDIM 1 Age (50+) EDIM 2 Ethnic diversity (non-WB) EDIM 3 Persons with disabilities EDIM 4 Gender EDIM 5 Sexual orientation EDIM 6 Area of socio economic disadvantage

Fro

m J

anu

ary

20

14

Mal

e ap

plic

ants

an

d le

arn

ers

MD

(O

D –

pro

du

ce E

DIM

rep

ort

s m

on

thly

)

Widening of diversity and inclusivity targeted by EDIMs to ensure improvement and performance.

Inclusive workforce representative of the learner base.

Weekly meetings contain performance to targets (monthly)

EDIM targets realised

Man

ager

s/D

irec

tors

mee

tin

gs




EDIM

S

E&D

2b

Promote male achievement by including occupancy and

success rates into recruitment, marketing and

learning materials.

Fro

m M

arch

20

14

Mal

e ap

plic

ants

an

d le

arn

ers

MD

up

dat

ing

mat

eria

ls

OD

dat

a an

alys

is in

to m

eeti

ngs

Data analysis inform of the engagement of males.

Performance and reporting into director/management

meetings/OD.

An

nu

al r

evie

w

EDIM

S

E&D

2c

EDIM 2 ‘Reduce stereotyping’.

Two learning sessions for all cohorts.

“Awareness raising on stereotyping and eliminating

discriminatory practice."

Ap

ril 1

4 +

En

d

Oct

ob

er 2

01

4

Lear

ner

s

JD –

ob

serv

atio

n

Sessions are delivered to all cohorts to tackle stereotyping in and outside the workplace/Training

School through awareness raising events.

(Performance Indicator - sessions graded as good or

outstanding. – 1 lesson to be observed)

Aft

er

eac

h s

essi

on

EDIM

S

E&D

2 d

Interview, IAG and induction pack feature male success

stories/ achievement.

Pac

ks f

rom

May

201

4

Ap

plic

ants

an

d

Lear

ner

s

MD

Applicants and inductees are presented with current (annual revision) information pack highlighting and challenging gender stereotyping through positive

imagery and case studies. Packs contain an evaluation tool for improvement

activity monitored during induction. Feedback questionnaire. Revision to induction checklist (end

Feb 14)

Performance indicator – 100% of applicants grade

MJTS’ interview pack as good or outstanding. A

nn

ual

ly




EDIM

S

E&D

2 e

Learner T&L packs and support materials are

screened for the level of language used and are made

available on different coloured paper and formats.

Revised packs/learner materials are approved by

learner voice/ forums.

Fro

m M

arch

20

14

Lear

ner

s

GTM

Effective learner support and engagement to programme.

100% of learners grade packs as good/outstanding.

Lear

ner

vo

ice

foru

m m

inu

tes

EDIM

S

E&D

2 f

Review RARPA (rex) visuals/plasmas/websites/

learner gallery/Mins.

Fro

m J

anu

ary

20

14

Lear

ner

s, a

pp

lican

ts

& v

isit

ors

GTM

Plasma/website/learner gallery monthly arranged by GTM. Elimination of stereotyping, inclusive imagery

celebrates achievement. Staff / Director weekly meeting and learner briefings encourage opportunity

to update visuals.

Compliance with EDIM 2.

RA

RP

A(R

ex)

up

dat

ed

m

on

thly

EDIM

S

E&D

2 g

Male incumbent and graduate learners/staff act as positive

role models at internal & external events.

Fro

m J

anu

ary

20

14

Lear

ner

s, s

taff

Rec

ruit

men

t

Engagements at internal and external events are well represented by males to challenge stereotypical

misconceptions. Events are evaluated and recorded. Visual imagery from events are used to update

RARPA(Rex) visuals.

EDIM targets realised. Good and effective promotion of

inclusive programmes. Events graded at good or better. R

AR

PA

(R

ex)

visu

als

up

dat

ed

.




EDIM

S

E&D

2 h

EDIM 3 ‘Increase the number of

Minority Ethnic groups on programme’

MJTS 12/13 Target =7.5%

Actual = 8.5%

National = 6.7% (HABIA Latest data)

MJTS 12/13 Target = 8.0%

Through effective marketing and networking with schools,

community groups, promotional events.

Fro

m F

ebru

ary

2014

Ap

plic

ants

, lea

rner

s, s

taff

OD

– p

rod

uct

ion

of

mo

nth

ly E

DIM

s. N

W –

mar

keti

ng

and

dat

a o

n n

um

ber

of

app

lican

ts t

o

pro

gram

mes

Targets for Minority Ethnic learners are realised promoting an inclusive programme of learners.

Awareness of Apprenticeships is increased in line with regional and national priorities.

Monitor EDIM data informs meetings of performance – OD. Cross reference 2a

Networking planning and evaluation. NW p Applicants to programme recruitment data.

Learners work and train with people from wider

backgrounds, cultures and beliefs.

Widening participation

strategies are deployed giving applicants access to learning

and career pathways.

At

PM

6 m

eeti

ngs

EDIM

S

E&D

2 i

Network with Connexions and inter-agencies to improve

engagement of underrepresented groups.

(Reference to EDIM 1, 2 and 3) Th

rou

gho

ut

20

14

Ap

plic

ants

MD

Meetings arranged with IA to promote engagement and recorded and used to inform management

decisions.

Recruitment/EDIM targets are realised. Prevention of

NEET

As

per

mee

tin

g

EDIM

S

E&D

2j

SES data monitored on annual basis.

Sep

t 20

14

Ap

plic

ants

,

Lear

ner

s,

Emp

loye

rs

OD

Data monitors all SES areas. Data informs SES report and company targets/strategies and meetings. Sept

14.

Strategies are deployed to promote an inclusive

programme. SES benchmarking inform

management decisions and company targets. M

anag

emen

t /

Dir

ecto

r M

eeti

ngs




EDIM

S

E&D

2k

Recruit 2 Minority Ethnic salons.

By

end

Ju

ne

20

14

Ap

plic

ants

,

lear

ner

s, S

taff

R&

R

Widening framework and employment opportunities. Diverse opportunity for

apprenticeships.

July

20

14

EDIM

S

E&D

2l

EDIM 4 ‘Decrease the proportion of

leavers with PWD who go on to enter unemployment or

whose destination is unknown’

PWD Occupancy

MJTS 13/14 Target = 65%

Leaving Destinations


All leavers –achievers – (including PWD cohort)

receive good CLAIG communications to promote positive leaving destinations

and raise aspirations.

Fro

m J

anu

ary

20

14

Leav

er /

Ach

ieve

rs

OD

Prevention of NEET by ensuring leavers/achievers are receiving further training or employment

opportunities. Good promotion of progression learning.

Progression targets monitored and informed to weekly meeting by GTM.

To inform weekly Director/staff meetings of leaving destinations.

100% of leavers/achievers with PWD progress into

positive leaving destinations.

Man

ager

s/D

irec

tors

mee

tin

gs.




EDIM

S

E&D

2m

Improve retention of cohorts. Analyse reasons for early

withdrawal from programme. Re-engage with code 6

learners on a timely basis. OD to provide report to R&R of code 6 learners and monitor

compliance and success.


Fro

m e

nd

Jan

14

Lear

ner

s

OD

Data provided to inform EDIM targets. EDIM targets reported monthly to weekly Directors/staff meetings

by OD. Code 6 resumers reported to meetings.

Improved overall and timely success rates. Prevention of

NEET.

Man

ager

s/D

irec

tor

PM

6

mee

tin

g

CLA

IG/

C

itiz

ensh

ips

E&D

3a Network activities to

include external guests/events

Feb

ruar

y 2

01

4 p

lan

ned

by

R&

R, n

ames

/rec

ord

ed

GTM

Ap

plic

ants

, Lea

rner

s, S

taff

GTM

, R&

R

External guests provide and underpin learner understanding of issues that affect them including pregnancy (SM), sexual health (SM), drugs (SM),

alcohol (SM), personal safety (GC), fire safety (OD), health/diet (JD), mental wellbeing (JD), motivation

(SM), disabilities (MD), gay rights (MD). Safeguarding (MD, OD), safer use of the internet (JD), hate crimes

and eradicating extremism (OD). Cultural, spiritual, social and moral embedding.

(GTM). (Cross reference SAR DP)

Learners supported into well contributing

members of the local community and are

socially aware. Cross reference to ECM 1, 2, 3,

4, 5.

Aft

er

eac

h e

ven

t ev

alu

atio

n. E

ven

ts/D

ata

use

d t

o u

pd

ate

R

AR

PA

(Rex

) vi

sual

s.

CLA

IG/

C

itiz

ensh

ips

E&D

3b

Dedicated and embedded equality sessions using innovative strategies

planned into the SOW. SOW evaluated by staff, learners and employers.

Fro

m J

anu

ary

20

13

Lear

ner

s

GTM

Learner understanding of equality, specifically grievances, appeals, bullying and harassment

procedures is underpinned.

Learners have a sound understanding of Equality &

Diversity practices. All sessions are to be graded at 2

or above.

Aft

er

each

ses

sio

n




CLA

IG/

C

itiz

ensh

ips

E&D

3c

Rights and responsibilities embedded into learner

interview, inductions and learning sessions.

Employment Rights and Responsibilities and ECM

packs reviewed. ERR end May 14, ECM end

May 14.

Fro

m J

anu

ary

20

14

Ap

plic

ants

, Lea

rner

s

Au

dit

s –

QM

Ses

sio

ns

-

GTM

Pac

k re

view

s -

MD

ERR embedded throughout learner journey. ECM has a positive impact on learners. Packs are

graded by 100% of learners at good or better. Audits identify compliance of embedding ERR into

interview, induction sessions. Key process observations are graded at 2 or better. .

Good and effective support/employment

rights and responsibilities.

Aft

er

rele

van

t se

ssio

ns/

vo

ice.

CLA

IG/

C

itiz

ensh

ips

E&D

3d

Cultural awareness, citizenship, ECM and

personal safety. Socio-economic inequality

embedded into learning sessions. A

s p

er e

xter

nal

gu

est

pla

n

Lear

ner

s

OD

External guests plan implemented. (Cross ref 3a) Good and effective lesson plans underpin topics are

quality assured. Posters and visuals updated from the Festival shop. MD – Feb 14.

OD performs walkabouts to ensure embedding is

effective.

Good practice is shared to promote understanding.

Aft

er

sess

ion

s

CLA

IG/

C

itiz

ensh

ips

E&D

3e Learners and staff receive

participation certificates for equality.

Fro

m J

anu

ary

20

14

Staf

f, L

earn

ers

GTM

Equality certificates used by learners for portfolio evidence/ERR. Equality poster competition for

learners in June 2014.

Learners provided opportunity to participate in role plays, competitions to reinforce understanding.

Aft

er

eac

h e

ven

t

CLA

IG/

C

itiz

ensh

ips

E&D

3 f

Printing of packs and learning resources on

coloured paper for ease of reading and understanding.

Fro

m J

anu

ary

201

4

Lear

ner

s

T&L

dep

artm

ent

Learners are supported to achieve unit and framework completion.

Timely achievement and effective learner

support.

Lear

ner

su

rvey

s in

clu

din

g fr

amew

ork

fo

r ex

celle

nce

.




CLA

IG/

C

itiz

ensh

ips

E&D

3g

Learning Support including Dyslexia/Dyscalculia is

identified and actioned. Resources are adapted to

suit individual learners. Staff receive training on support.

(End June 14) Lear

ner

s re

qu

irin

g su

pp

ort

Lear

ner

s, S

taff

SIV

Initial Assessment information is passed to the teaching and learning on a timely basis facilitating the creation of individual support plans which are

used early on and monitored frequently.

IA informs Learning Agreement. Learners to assessor lists identify profile of learners for planning

of support/differentiation.

Narrowing of achievement gap. Effective well planned

support.

Staff grade training on support at good or better.

Lear

nin

g ag

reem

ents

.

Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4a

Kite Marks review.

Fro

m M

arch

20

13

Staf

f

MD

Reaccreditation ‘Positive about disabled people’ March 14. Review of MJT Policies and declaration.

Sheridan Piggott to be panned into 2014 staff training matrix.

Recognition of the company’s commitment to supporting

people with disabilities.

Man

ager

/ D

irec

tor

PM

6 M

eeti

ngs

Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4b

Update of ‘Equality’ course delivered for all staff/ employers/learners.

Jun

e 1

4

Staf

f, L

earn

ers,

Emp

loye

rs

MD

Staff and employer ownership of responsibilities towards Equality in line with company vision, mission,

policies, procedures and new/revised national legislation.

Performance indicator – Course is to be graded as

good or outstanding by all attendees A

fte

r ev

ents

.

Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4c

Equality embedded into: a) Individual training (PDP)

b)networking plan for internal/ external events

c)up-skill staff and inform/share emerging

practices

Net

wo

rkin

g 2

014

sta

ff

trai

nin

g m

atri

x

Staf

f

MD

a) PDP/appraisals are updated with planned training on current Equality developments.

b) Internal and external events are planned according to the organisational overview of requirement.

c) All delivery of training is evaluated by attendees and Directors for validation and currency in Quality

Improvement. Good practice shared via report, session delivery, debate or revision of policy/

procedure.

Development of good and effective equality management and

performance.

Aft

er

each

eve

nt




Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4d

Check staff understanding of Equality via 6 monthly,

annually revised quizzes, providing follow up training

where required. Mar

ch 2

01

4

Sep

tem

ber

20

14

Staf

f

OD

Innovative and effective embedding of knowledge. Celebrate staff achievement. Updating RARPA (rex)

strategies.

Whole organisational approach towards Equality.

100% of staff undertakes and passes first time.

Res

ult

s o

f ea

ch

acti

vity

Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4e Meetings agendas and

documentation evaluate equality practice.

Thro

ugh

ou

t 2

01

4

Lear

ner

s, s

taff

,

Emp

loye

rs

Stak

eho

lder

s,

Equ

alit

y C

ham

pio

n

Good practice is disseminated in meetings and during the appraisal process.

WOA to Equality

Mee

tin

gs

Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4f

Review all feedback forms, matrix (relating to

equality), and procedures on grievances,

discrimination harassment and appeals. M

atri

x Ja

nu

ary

20

14

, fb

fo

rms

May

14

Lear

ner

s, S

taff

,

Emp

loye

rs

MD

Matrix revised Jan 14. Feedback forms are reviewed to ensure compliance, language and imagery and promotion of inclusivity. Evaluations and analyses used to inform management decisions/sessions.

Learner understanding is good or better of procedures.

Aft

er

colle

ctio

n

Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4g Review of the IV procedure

regarding grievance and appeals.

Mar

ch 2

01

4

Lear

ner

s

SIV

Learners’ understanding of procedures and Equality officer’s roles underpinned.

Good monitoring of equality understanding from internal

verification to inform teaching and learning IV feedback is recorded to weekly Directors/staff

minutes on a monthly basis. Equality embedding. Learner

understanding from IV is good or better.

An

nu

ally




Co

nti

nu

ou

s Im

pro

vem

ent/

Staf

f

Trai

nin

g

E&D

4h

Review bank of questions and visuals used during reviews to gauge learner understanding

of Equality (EO9). Ensure differentiation and recording of response informs company meetings and further training.

Review equality exam questions.

Ap

ril 2

01

4

Lear

ner

s

OD

Questions are updated to include most recent/up to date legislation and training. Learners are able to

discuss equality issues through text and visual mediums.

OD informs T&L department of equality questions that require underpinning

Digital responses increased in 2014. Jan – Dec – JD 100% learners undertake equality exam – LS, GC

Effective use of differentiated learning styles to underpin learning and reinforcement

embedded into sessions.

KPO of review grades equality section at good or better.

Learners pass exams –

Success rates 90% +2% on 12/13

Qu

esti

on

s/at

wee

kly

mee

tin

gs.

Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4i

Review Disability statement and learner equality pack

May

14

Lear

ner

s,

Ap

plic

ants

MD

New and emerging legislation is embedded. Good and informative packs are compliant with support

requirements, imagery and good practice. Learner equality packs printed in accessible font/contain

inclusive imagery and the learner EDIM targets. Packs to contain evaluation tool for response.

Equality pack contains clear information at an appropriate

level. Pack to be graded at good or better. A

nn

ual

ly

Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4j

Review of dyslexia policies.

Feb

14

Lear

ner

s, S

taff

MD

Revised policies contain up to date information, to

ensure learners with Dyslexia receive support and are aware of support that is relative to their needs.

Introduce the use of QR codes/augmented reality.

Good and improving engagement support and

achievement for learners with Dyslexia.

Narrowing of achievement gaps.

An

nu

al

Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4k

Review employer prospectus including equality sections.

Ap

ril 2

01

4

Emp

loye

rs

MD

Employers are informed of updated procedures, policies and legislative changes.

Workplace of equality compliance.

An

nu

ally




Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4l

Upgrade of Skills for Life Library and resources.

As

per

mai

nte

nan

ce

pla

n/T

&L

20

14

st

rate

gy

Lear

ner

s, S

taff

OD

– M

ain

ten

ance

p

lan

. Jan

14

–

Mat

eri

als/

reso

urc

es

JD Review resource materials for initial assessment

Skills for Life and session planning. April 14. SFL upgraded/refurb – April 14 – OD.

Learners grade support at good or better.

No

vem

ber

20

13

Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4m

Action plan for resources and upgrades agreed by the

Finance Director including ICT and virtual learning

environment. End

Ap

ril 2

01

4

Staf

f, L

earn

ers

Man

ager

s,

Dir

ecto

rs

ICT is further embedded into teaching and learning.

Learners grade sessions at 2 or better.

Timely unit close out improved by 10% in 2014.

Timely framework achievement increased by 5%

in 2014.

Man

agem

ent/

Dir

ecto

r

PM

6 M

eeti

ngs

Co

nti

nu

ou

s

Imp

rove

men

t/St

aff

Trai

nin

g

E&D

4n

Monitor achievement gaps within groups (refer to 2a

R&A)

Six

wee

kly

20

14

Lear

ner

s

OD

Data/trends informed to management/director meetings. Corrective measures are implemented

should gaps be identified.

Timely unit and framework achievement.

Man

ager

s/D

irec

tors

m

etin

g

Net

wo

rkin

g

E&D

5a Update employers and

Stakeholders with informative and emerging legislation

regarding Equality. Spri

ng

20

14

W

inte

r 2

01

4

Lear

ner

s, S

taff

,

Emp

loye

rs, S

take

ho

lder

s

MD

Inform and update stakeholders through bulletins, newsletters and company website links.

Suggestions for additional sections are incorporated

into the next newsletter/bulletin

Equality information cascade. Effective employer support.

Aft

er

pu

blic

atio

n




Net

wo

rkin

g

E&D

5b

Renew membership status of

the British Dyslexia Association.

End

Feb

ruar

y 2

01

4

Staf

f, le

arn

ers,

emp

loye

rs

FD Relevant information is passed on to our staff,

learners, employers and stakeholders.

Updated resources and support materials for learners

and staff. An

nu

ally

Net

wo

rkin

g

E&D

5c

100% of employer, learner and staff complaints are

investigated and responded to on a timely basis. (Cross ref

SES)

Cas

e b

y ca

se b

asis

Emp

loye

rs,

Lear

ner

s

OD

Audit and SES data monitors compliance to company procedures.

Continued employer engagement and improved

satisfaction levels/Framework for Excellence grades

SES

and

an

nu

al

rep

ort

dat

a

Net

wo

rkin

g

E&D

5d

Review Equality Framework in 2014 strategy (achieving.

Promote equality framework to other organisations Sept 14 Ju

ne

20

14

WO

A

MD

Embedding of Equality Act/Equality Framework into equality operations.

Continuous improvement plans. Good grades

maintained/improved.

As

per

ind

ivid

ual

as

pec

t

Net

wo

rkin

g

E&D

5e

Review existing inter-agency partners and engagement

networking agenda. Research potential new PRD partners to

cover any highlighted gaps.

May

20

14

Staf

f, le

arn

ers,

emp

loye

rs,

stak

eho

lder

s

MD

Areas of the provision are enhanced and improved utilising PRD identified good practice.

Bookmarking of performance.

Dec

emb

er 2

013




Embedding the Equality Framework into strategic direction. Overall person responsible – MD supported by Directors and Strategic Administration.

Please refer to Equality Framework file for specific roles of responsibility. For all evidence Cross Reference to the Equality Framework for Lifelong Learning strategic file for evidence including dates, review dates and

persons responsible.

Ca

teg

ory

Asp

ect

Ref

Developing Achieving Excelling

Lead

ersh

ip a

nd

org

anis

atio

nal

co

mm

itm

ent

7a

1.1 Leaders commit publicly to improving equality outcomes for learners and the

workforce.

2.1 Clear and diverse priorities have been set and are owned and understood by all

key stakeholders.

3.1 Leaders can demonstrate successful outcomes for learners and staff as a

result of meeting equality objectives.

Lead

ersh

ip a

nd

org

anis

atio

nal

co

mm

itm

ent

7b

1.2 A Single Equality Scheme or alternative objectives are in place to strategically address equality and are publicised.

2.2 Equality and human rights objectives are monitored regularly by measuring

outcomes, and are communicated to staff and learners.

3.2 Improvements for learners and staff are demonstrated as a result of

effective equality objectives.

Lead

ersh

ip a

nd

org

anis

atio

nal

co

mm

itm

ent

7c

1.3A mechanism for measuring the impact of policies and practices is in place and

action plans are being developed.

2.3 Adverse impact is addressed and opportunities sought to improve equality

outcomes.

3.3 Equality action plans have been integrated into strategic plans and are reviewed regularly with stakeholder

involvement.




Lead

ersh

ip a

nd

org

anis

atio

nal

co

mm

itm

ent

7d

1.4 Equalities and human rights objectives are mainstreamed, reviewed and

measured regularly.

2.4 Senior leadership provides overview and scrutiny processes to review equality

and equality impacts and objectives.

3.4 Leaders scrutinise and challenge performance with regard to equality

impacts and objectives.

Lead

ersh

ip a

nd

org

anis

atio

nal

co

mm

itm

ent

7e

1.5 Internal, external and partnership communication strategies are inclusive and

promote good relations amongst staff, learners and local communities.

2.5 Effective strategies are in place to communicate the response to local

communities’ needs and the promotion of good relations amongst diverse

groups.

3.5 Reputation has been gained within the community and amongst partners

for championing and achieving equality outcomes and promoting good

relations.

Lead

ersh

ip a

nd

org

anis

atio

nal

co

mm

itm

ent

7f

1.6 In line with statutory equality duties, plans are in place to improve the

participation of vulnerable and under-represented groups (learners and staff) and demonstrate how action has been

prioritised.

2.6 Appropriate actions have been implemented to improve the

participation of vulnerable and under-represented groups (learner and staff)

and outcomes reviewed regularly.

3.6 Participation of vulnerable and under-represented groups (learners and staff) has improved as a result of plans

made.

Lead

ersh

ip a

nd

org

anis

atio

nal

co

mm

itm

ent

7g

1.7 Commissioning and procurement processes take account of equality

requirements; contracts are consistent with public sector duty requirements.

2.7 Contractors and commissioned services are regularly reviewed to ensure

they continue to be appropriate and accessible.

3.7 Commissioned and/or procured services are delivering equality related

objectives and are addressing inequalities.




Lead

ersh

ip a

nd

org

anis

atio

nal

co

mm

itm

ent

7h

1.8 Community relations, harassment and hate crimes are monitored and analysed

regularly and appropriate plans to address issues are in place.

2.8 Appropriate action is taken to improve community relations and

incidents of harassment or hate crimes are appropriately addressed and related

policies are reviewed regularly.

3.8 Community relations have improved and incidents of harassment or hate

crimes have decreased.

Lead

ersh

ip a

nd

org

anis

atio

nal

co

mm

itm

ent

7j

1.9 Senior leadership commits to developing community cohesion and inclusion strategies that address local

equality issue.

2.9 Senior leadership regularly scrutinise cohesion and inclusion strategies to

ensure they continue to be appropriate and effective.

3.9 Senior leadership demonstrates that cohesion and inclusion strategies are effective and are making a difference.

Lead

ersh

ip a

nd

org

anis

atio

nal

co

mm

itm

ent

7k

1.10 Senior leadership commits to developing and embedding comprehensive

benchmarking systems across the organisation.

2.10 Benchmarking systems are in place and data is being used across the

organisation and strategic objectives are being set.

3.10 Achievements are benchmarked against comparable organisations and good practice is shared across relevant

stakeholders.

Lear

ner

an

d

stak

eho

lder

en

gage

men

t

8a 1.11 Inclusive ‘Learner Voice’ strategies

and structures are in place.

2.11 ‘Learner Voice’ strategies are scrutinised and structures are in place to

ensure they are appropriate and accessible.

3.11 ‘Learner Voice’ is influential and is improving learner outcomes.




Lear

ner

an

d

stak

eho

lder

en

gage

men

t

8b

1.12 In line with public duties, learners are consulted to develop inclusive community

engagement structures that take into account the needs of vulnerable or

marginalised groups.

2.12 Learners and stakeholders are satisfied their views have been taken into

account when developing policies or strategies, including curriculum

development.

3.12 Learners and stakeholder participation has improved equality outcomes for diverse learners and

participation has increased.

Lear

ner

an

d

stak

eho

lder

en

gage

men

t

8c

1.13 Learner representatives are engaged in regular views surveys and appropriate plans are in place to address emerging

issues.

2.13 Appropriate actions identified as a result of learner views surveys are

implemented and reviewed regularly.

3.13 Learner participation in surveys has increased and demonstrates

improved learner outcomes.

Lear

ner

an

d

stak

eho

lder

en

gage

men

t

8d

1.14 Learners and relevant stakeholders are engaged in understanding, identifying

and balancing diverse, but sometimes conflicting interests.

2.14 Effective provision is in place to enable learner representatives and relevant stakeholders to challenge, scrutinise and evaluate priorities.

3.14 Priorities are reviewed regularly with relevant stakeholders to take

account of changing and conflicting stakeholder and learner needs and

interests.

Lear

ner

ach

ieve

men

t, a

cces

s an

d e

xper

ien

ce

9a

1.15 Systems are in place to collect, analyse and measure how different groups

of learners are able to access learning.

2.15 Equality objectives have been developed at service level and

appropriate resources are being allocated to meet the needs of different groups of

learners.

3.15 Objectives are regularly reviewed to ensure learner needs are being met and that access to different groups of

learners has improved.




Lear

ner

ach

ieve

men

t, a

cces

s an

d e

xper

ien

ce

9b

1.16 Initial learner assessment effectively identifies learners’ entry level and the professional development of staff is

planned to address this.

2.16 Initial learner assessment procedures are effective, robust,

regularly reviewed and accurately inform teaching staff of the learner profile.

3.16 Learner assessment strategies demonstrate tangible progress and teaching and learning resources are

evaluated by external partners.

Lear

ner

ach

ieve

men

t, a

cces

s an

d e

xper

ien

ce

9c

1.17 The aspirations, success levels and achievements of different groups of

learners are monitored; objectives set, including curriculum development to

address gaps.

2.17 Objectives are reviewed regularly to ensure the appropriate mechanisms are in place to improve achievements and

success levels of different learner groups.

3.17 Learner needs are being met and success levels of different learner

groups have improved.

Lear

ner

ach

ieve

men

t, a

cces

s an

d e

xper

ien

ce

9d

1.18 The needs of different groups of learners are taken into account when

contracting services.

2.18 Mechanisms are in place to ensure contractors and contract management

contributes to the quality of learning, and where gaps are identified actions are

taken.

3.18 There is increased satisfaction of contracted services amongst different groups of learners and stakeholders.

Lear

ner

ach

ieve

men

t, a

cces

s an

d e

xper

ien

ce

9e

1.19 Structures are in place to identify, prevent and deal with bullying and

harassment and ensure that learners are treated with dignity and respect.

2.19 Mechanisms are in place to monitor and review the instances of bullying and harassment and appropriate measures

are in place to ensure that the structures are effective.

3.19 Different groups of learners are able to learn in an environment where they are treated fairly and with dignity

and respect.




A m

od

ern

an

d

div

ers

e w

ork

forc

e

10

a

1.20 The workforce strategy identifies key equality considerations and objectives and

employment procedures comply with equality legislation and employment codes

of practice.

2.20 The equality objectives from the workforce strategy are implemented and

regularly monitored.

3.20 Innovative practice is in place and delivers equality outcomes for the

whole workforce.

Lear

ner

ach

ieve

men

t, a

cces

s an

d e

xper

ien

ce

9f

1.21 A safeguarding strategy is in place and safer recruitment processes and

professional development are being developed.

2.21 An effective safeguarding strategy is embedded and professional development

is refreshed annually. Robust risk assessment and monitoring is regularly

undertaken.

3.21 Safeguarding strategies are reviewed and endorsed by local

safeguarding boards, and stakeholders regularly review and agree policies and

procedures.

A m

od

ern

an

d

div

ers

e w

ork

forc

e

10

b

1.22 The local labour market, the barriers faced by diverse groups, and the impact

this has on achieving a diverse workforce is understood and taken into account.

2.22 Employment objectives have been set based on internal monitoring, staff consultation and the assessment of the

local labour market and its barriers.

3.22 Workforce diversity has increased overall, including the representation of women, disabled people and black and

minority ethnic groups in senior management.

A m

od

ern

an

d

div

ers

e w

ork

forc

e

10

c

1.23 Workforce monitored data is regularly collected, analysed and published and

strategies are being developed to address barriers and gaps.

2.23 Workforce data is regularly reviewed to identify adverse trends and plans and strategies are in place to address barriers

and gaps.

3.23 Strategies and action plans are reviewed regularly and demonstrate

that barriers, gaps and/or adverse trends have been reduced.




A m

od

ern

an

d

div

ers

e w

ork

forc

e

10

d

1.24 An effective mechanism is in place to measure the impact of proposed and

existing policies. Action plans are being developed; trade unions consulted and are

made public.

2.24 Appropriate action is being taken to mitigate adverse impact and to advance equality outcomes for all groups of staff.

3.24 The implementation of equality objectives in employment practices is

resulting in the potential of all staff being maximised.

A m

od

ern

an

d

div

ers

e w

ork

forc

e

10

e

1.25 Due regard is given to the cause of gender pay difference and the effects of

this cause in the workplace.

2.25 Steps to assess the impact of any gender pay difference in the workplace

have been taken.

3.25 Activity has been undertaken to address any gender pay difference in

the workplace.

A m

od

ern

an

d

div

ers

e w

ork

forc

e

10

f

1.26 The provision of Continuous Professional Development has been assessed to ensure staff can deliver

equality outcomes.

2.26 Continuous Professional Development has enabled staff to deliver

equality outcomes.

3.26 Staff are knowledgeable, well-trained and equipped to meet the diverse needs of learners and local

communities.

A m

od

ern

an

d

div

ers

e w

ork

forc

e

10

g

1.27 Structures are in place to identify, prevent and deal effectively with bullying

and harassment in the workplace.

2.27 Bullying and harassment incidents are monitored and appropriate action is

taken.

3.27 Bullying and harassment is dealt with effectively and staff say that they are treated with dignity and respect.




A m

od

ern

an

d

div

ers

e w

ork

forc

e

10

h 1.28 All staff understand their individual

responsibility to deliver equality outcomes and this is reflected in appraisal systems.

2.28 Equality implications inform the setting of objectives in management and

individual appraisals.

3.28 Managers and staff are delivering performance improvements based on

objectives.

A m

od

ern

an

d

div

ers

e w

ork

forc

e

10

i

1.29 A range of inclusive structures are in place to engage and involve diverse staff during the development and review of

organisational policy and strategy.

2.29 Staff are engaged positively in service transformation and in developing

new roles and ways of working.

3.29 High satisfaction levels across all staff groups and demonstrated across

the whole organisation.

Co

mm

un

ity

awar

enes

s an

d

equ

alit

y m

app

ing

11

a

1.30 Plans are in place to gather evidence on the local community profile, the extent

of inequality and disadvantage and priorities are identified across the

organisation.

2.30 Information is gathered across the local community to inform corporate policy and strategy and identify key

equality gaps (including socio-economic disadvantage).

3.30 Equality objectives and outcomes have been set, reviewed and evaluated

regularly to improve outcomes for diverse local communities.

Co

mm

un

ity

awar

enes

s an

d

equ

alit

y m

app

ing

11

b

1.31 Plans are in place to collect, share and use local community equal equality data to

inform the development of equality objectives.

2.31 Information and data is disaggregated, analysed and shared with

stakeholders, including local communities, to develop equality

objectives.

3.31 Equality objectives and outcomes have been set, reviewed and evaluated

regularly to improve outcomes for diverse local communities.




Co

mm

un

ity

awar

enes

s an

d

equ

alit

y m

app

ing

11

c

1.32 The changing profile of communities affected by social disadvantage and poverty is taken into account when

reviewing service provision.

2.32 Community profiling is used to inform discussions on curriculum development to enhance learner

outcomes, tackle social disadvantage and encourage family learning.

3.32 A difference is being made to diverse local communities affected by poverty and social disadvantage and how priorities have changed to meet

diverse needs.

equality strategy

Documents

occupancy target

target occupancy

target destinations

edim6 target

p15 edim targets staff

equality framework

equality outcomes

evaluation of equality