Equality, diversity and inclusion

Commitment

Staffordshire's Community Learning Service (CL) is fully committed to the principles of equality of opportunity, diversity and inclusion for all its staff and learners, in accordance with its policies and mission statement. It is our aim to ensure that prospective and actual learners and staff are treated inclusively, regardless of any differences so that they have an equal opportunity to fulfil their potential.

We will continue to be a wholly inclusive service where differences are encouraged, respected and valued. As a largely contracted out service we require all our providers to comply with equalities legislation and actively promote equality, diversity and inclusion.

Aims

• To ensure equality of opportunity and outcome

• To promote an inclusive culture

• To secure freedom from discrimination on the grounds of gender, sexual orientation, culture, race, faith, belief, physical, sensory or learning disability, mental or physical health, age, social or marital status, gender reassignment, pregnancy and maternity

• To ensure that no individuals or groups are denied access to services

• To promote diversity within a safe environment for all potential and current learners and staff, in both service delivery and employment practice

• To identify factors and barriers which may result in prospective or actual learners being disadvantaged either directly or indirectly

• To take measures to compensate for these factors and remove barriers

• To continue to tackle discrimination by providing an accessible curriculum and creating inclusive learning environments

• To include rural provision and areas of multiple deprivation as targeted groups in the commissioning priorities

Links to strategic plan

Our equality and diversity policy emphasises the commitment to equality, diversity and inclusion as follows:

"By adopting and implementing this equality and diversity policy, we acknowledge our responsibility to address the imbalances caused by discrimination and disadvantage. In doing so, we will ensure that all communities have opportunities to work with us, access our services and be involved in what we do. We will pursue this aim through continuously striving to improve the way in which we:

• recruit, employ and develop our employees
• provide services
• involve communities
• work with our partners"

Equal opportunity legislation

The Equality Act 2010 replaces the existing anti-discrimination laws with a single Act. It simplifies the law and removes inconsistencies, which makes it easier to comply with.

Further information can be found on our equal opportunities page

Also a series of summary guides and quick start guides to the key changes in the law produced by the Government Equalities Office in partnership with the British Chambers of Commerce, Citizens Advice Bureau and ACAS.

Roles and responsibilities of providers, managers and staff

Equality, diversity and inclusion is the responsibility of all providers and staff.

Providers will have satisfied with equality, diversity and inclusion requirements of the open competitive tendering process, which have been evaluated and approved by us.

Providers must update the tutor database termly, to provide details of tutors qualifications, tutor equality groups for analysis, confirmation of DBS checks, CPD records and safeguarding.

The community learning service produces a checklist for managers and tutors, on promoting equality and diversity which can be found in the tutor handbook and outlines expected standards for staff and is an example of best practice for providers.

All our job descriptions include the requirement to promote equality, diversity and inclusion.

Providers and managers

They will:

• ensure all teaching staff receive appropriate training and support to understand the implications of effective equalities practice for themselves and their learners

• annually monitor the participation, retention and success rates by race, gender, age and disability, to check if there are any differences in achievement between the groups

• put into place actions to address any significant differences in achievement between the groups

• ensure that learner feedback forms, ILPs, and learner handbooks are available in forms more accessible for all learners including adults with learning difficulties and/or disabilities

• monitor teaching and learning to ensure that equality and diversity are promoted through teaching, which must include:

• creating a safe and equal learning environment which promotes equality by maximising opportunities in sessions to promote equality of opportunity and awareness of cultural and linguistic diversity

• tackling discrimination, victimisation, bullying, cyberbullying, harassment and stereotyping

• materials and resources foster good relations and are representative of diversity

• sessions are planned to meet the needs of individuals and different groups of learners

• ensure that, where needed, adaptive technology is used to ensure that all learners can participate equally

• lesson observations must evidence the inclusion of Equality, Diversity and Inclusion in the sessions and/or in schemes of work and ensure action is taken to secure improvement where necessary

Teachers

They will:

• ensure that all teaching and learning methods, materials, support and assessment processes promote equality of opportunity and can be accessed by all learners, including the use of adaptive technology where appropriate

• provide a high quality teaching and learning experience

• ensure that the curriculum is socially inclusive and ensures equality of access for all learners

• identify all individual learner needs, learning styles and goals

• adapt their session plans and resources to meet the different needs of their learners

• provide impartial information and advice

• listen to their learners' concerns and respond to them

• include induction activities that raise the awareness of equality, diversity and inclusion, harrassment and bullying

• ensure inappropriate language and behaviour are promptly challenged

• ensure that all equality and diversity issues are tackled sensitively and the opportunities used to advance equality and diversity

• establish and maintain learning environments which:

• promote equality and celebrate diversity

• are free from harassment and victimisation of any kind

• have a safe, welcoming, inclusive ethos which encourages all learners to feel they belong

• promote an approachable and accessible attitude

Learners

They are expected to:

• have and develop an understanding of what constitutes harassment and bullying

• respect other people's views and opinions

• not show any prejudice towards others

• follow health and safety regulations and instructions

• feel safe and be safe in the classroom and to know who to contact if they have any concerns

• understand how to use the compliments and complaints procedures

• complete Individual learning plans and monitor their progress

• provide feedback on their course

Adaptive technology

The duty to make reasonable adjustments comprises three requirements for service providers and those exercising public functions. These requirements are:

• where a provision, criterion or practice puts disabled people at a substantial disadvantage compared with those who are not disabled, to take reasonable steps to avoid that disadvantage

• where a physical feature puts disabled people at a substantial disadvantage compared with people who are not disabled to avoid that disadvantage or adopt a reasonable alternative method of providing the service or exercising the function

• where not providing adaptive technology puts disabled people at a substantial disadvantage compared with people who are not disabled, to provide that adaptive technology

Providers need to dismantle barriers to learning for all learners with difficulties and disabilities, for example ensuring that all tutors personalise their teaching and learning to meet individual needs.

Adaptive technology may be appropriate for some learners and teachers must seek advice from their managers to determine what is suitable and available.

Websites for self-directed CPD

My Computer My Way: provides instructions on how to use ease of access centre on PC or settings on tablets and phone to adjust settings to support learners with ALDD.
 
BBC: Accessibility: This site provides accessibility help, enabling computer users to make the most of the internet whatever their ability or disability.
 
AbilityNet: factsheets: free factsheets covering a range of tips and advice about how computers can be adapted to help people with disabilities.

Ace Centre: publications: ACE Centre provides support, advice and technology for children and adults who face complex communication challenges due to their physical disability. ACE Centre offers free information and advice on Assistive Technology for people with physical/ communication difficulties by phone/email. Link to info sheets giving advice on particular difficulties and how they can be overcome.

EduApps: A range of downloadable apps developed by Jisc to support learners, including 'my study bar' to support learners with literacy-related difficulties such as dyslexia.

TeachersDirect: equality and diversity quiz and block buster for learners

Outline procedures for dealing with compliments and complaints

All learners will be given a learner's handbook which details the community learning service complaints procedures and the below web link for our compliments, comments and complaints form.

It confirms that any complaint will be investigated and handled fairly and politely. All enquiries whether by phone, letter or email, will be responded to within 15 working days.

Monitoring the effectiveness of the policy

The equality, diversity and inclusion policy statement will be reviewed annually through the self-assessment process against the requirements of the current education inspection framework and relevant legislation.