UoW Interim SES December 2009
Accessibility statement
This document has been designed to be accessed electronically, enabling you to
follow hyperlinks to further information on specific issues if you wish.
This approach helps to keep the document as concise as possible, whilst still
providing more information for those who need it. It also supports the University's
focus on digital literacy and blended learning
You will see where more information is available via a hyperlink where the text is
underlined and in blue (unless you have changed your screen colours).
To access the information behind a hyperlink, hold down the 'CTRL' key and click
with the mouse on the underlined text. Provided you have a working internet
connection this will take you to more detailed information.
If this format is not accessible or appropriate for you, please contact the Equality and
Diversity Unit who will be pleased to arrange for the information to be provided to
you in the format of your choice. For example, we could print out for you webpages
that you cannot access yourself, and/or provide this document in an alternative
format such as large print, Braille or British Sign Language. See the contact details in
the next section.
Your questions answered
If you have a query about any aspect of this document or need an alternative format
please contact.
Cindy Williams-Findlay
Equality and Diversity Advisor
Room ML048
Equality and Diversity Unit
University of Wolverhampton
Molineux Street
Wolverhampton
WV1 1AD
Telephone +44 (0)1902 32 1182
E-mail Cindy@wlv.ac.uk
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UoW Interim SES December 2009
Table of Contents
Accessibility statement ............................................................................................... 1
Your questions answered ........................................................................................... 1
Table of Contents ....................................................................................................... 2
Acronyms used in this document ............................................................................... 3
A An Introduction .................................................................................................... 4
B How we developed the Single Equality Scheme ................................................. 4
C Context: What has changed since we published our previous schemes? ........... 5
D Review ................................................................................................................ 6
Our key achievements ............................................................................................ 6
Partnership working ................................................................................................ 6
E Data gathering and analysis ................................................................................ 7
F Involvement ......................................................................................................... 8
Staff Equality Networks ....................................................................................... 8
G Consideration of University Priorities .................................................................. 9
H Equality Impact Assessment (EQIA) ................................................................. 10
I
Implementation.................................................................................................. 10
Implementing Equality Actions at School or Service level .................................... 10
Measuring Progress.............................................................................................. 11
J
The Big Picture: End Points in 2012.................................................................. 11
K Interim Single Equality Plan .............................................................................. 12
Column Heading Abbreviations ............................................................................ 12
Appendix 1: Disability Equality Scheme 2006-2009 Final Reporting on Action Plan
Status ....................................................................................................................... 24
Students ............................................................................................................... 25
Staff / Employees.................................................................................................. 32
Various ................................................................................................................. 35
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UoW Interim SES December 2009
Acronyms used in this document
CSU
DAG
DEN
DDA
DES
DOS
E&D
E&DC
EIA
ETSG
Exec
HEFCE
IC
ILE
MaC
ODOS
QAA
QASD
SEC
SENDA
SES
UIAG
UQEC
CWF/BD
Communication Support Unit
Former Disability Advisory Group, now replaced by DEN
Disability Equality Network
Disability Discrimination Act
Disability Equality Scheme
Dean of Students
Equality and Diversity
Equality and Diversity Committee
Equality Impact Assessment
Enabling Technology Steering Group
University Executive
Higher Education Funding Council for England
International Centre
Institute of Learning Enhancement
Marketing and Communications
Office of the Dean of Students
Quality Assurance Agency
Quality and Academic Standards Department
Student Enabling Centre
Special Educational Needs and Disability Act 2001
Single Equality Scheme
University Impact Assessment Group
University Quality Enhancement Committee
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UoW Interim SES December 2009
A
An Introduction
This is the interim Single Equality Scheme (SES) for the University of
Wolverhampton. We continue to be one of the most diverse universities in the UK
and remain committed to promoting Equality and Diversity. More information about
us can be found on our website.
The interim SES is designed to comply with current equality legislation, summarised
on the Equality Challenge Unit webpages. It replaced our Race Equality Action Plan
in 2008 and now updates our Disability Equality Scheme (DES) and Gender Equality
Scheme (GES) and incorporates issues relating to age, religion and belief and
sexual orientation, bringing all work together in a single document.
We intend to wait until the requirements of the Equality Bill are clarified before
producing our final SES to avoid the need to revise the document again to comply
with the new requirements. We have, however, produced this interim scheme at this
time to comply with our duties under the Disability Equality Duty (DED) to produce a
new Disability Equality Scheme (DES) by 4 December 2009.
We have taken the decision to produce a Single Equality Scheme because this
mechanism reflects our internal organisation of equality and diversity work;
incorporating the agenda within a single unit, drawing upon commonalities between
equality strands whilst retaining specific focus on matters applicable to individual
strands.
We would be pleased to respond to any queries or feedback you may have in
relation to this document. Please contact Berry Dicker or Cindy Williams-Findlay at:
The Equality and Diversity Unit
Room ML048
University of Wolverhampton
Molineux Street
Wolverhampton
WV1 1AD
Telephone +44 (0)1902 32 2954
E-mail B.Brophy@wlv.ac.uk
B
How we developed the Single Equality Scheme
1.
Our initial Single Equality Action Plan was drawn up in the autumn of 2008 by
the Equality and Diversity Unit, bringing together those outstanding actions from our
existing schemes where appropriate.
2.
The draft action plan was considered and endorsed by the Deputy Vice
Chancellor before being issued for consultation to the Equality and Diversity
Committee (EDC) and its subgroups in early 2009.
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UoW Interim SES December 2009
3.
EDC includes representation from all academic schools and Central services,
the Students Union, recognised Trade Unions and our various staff equality
networks.
4.
An initial draft of this document incorporated the feedback received and it was
then circulated to appropriate parties and their final feedback incorporated in the
version submitted to Executive.
C
Context: What has changed since we published our
previous schemes?
5.
This section highlights the changes that have influenced our work on equality
and diversity over the past three years.
6.
Our overall direction continues to be guided by the University of
Wolverhampton Strategic Plan 2006-2012. We have put in place a number of
projects to take forward our objectives.
7.
A new Equality and Diversity Unit (EDU) was launched in October 2008, with
two staff and an Administrator to support the achievement of our strategic objectives
in relation to equality and diversity.
8.
The Unit is headed by the Equality and Diversity Manager, who has over 20
years experience of working within the E&D field in higher education.
9.
The former Student Enabling Centre Manager, author of the previous DES,
took on a new role within the unit to cover wider equality strands whilst retaining the
institutional level elements of disability related policy, provision and promotion. This
resulted in a welcome redefinition of the function of the Student Enabling Centre to
focus on direct student support issues.
10. This reorganisation has meant the loss of the Disability Consultative Officer
role. Responsibility for gathering qualitative data from disabled students and
involvement at school or service level has been allocated to Deans of School and
Heads of Service. The recommendations from our previous focus groups are still in
the process of being implemented.
11. Following the retirement of the Deputy Vice Chancellor, who held responsibility
for E&D issues, this role was allocated to the Pro Vice Chancellor Academic in
summer 2009 in recognition of her commitment to this agenda and involvement in
widening participation issues.
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UoW Interim SES December 2009
12. The Equality and Diversity Committee (EDC), an advisory committee to the
Board of Governors, will now report to University Executive to ensure that E&D
issues continue to be considered at senior management level.
13. To ensure our action plans are achievable at both University and School or
service level the EDC has recommended that plans focus on smaller numbers of key
actions to help maintain focus and achieve outcomes.
D
Review
14. This section summarises what we have achieved in the past three years and
which actions need to be carried forward from our separate schemes into this single
scheme.
Our key achievements
15. Over the past three years we have;
 established a new Equality and Diversity Unit;
 initiated a research projects into student attainment, women’s research
careers and progression of BME staff;
 increased the overall percentage of disabled students at the University;
 established a project to make improvements in our enabling technology
provision;
 introduced additions to our student records system to improve the way we
disseminate information about disabled students' support needs;
 undertaken two research projects to consider embedding Equality and
Diversity in the Curriculum and disseminated the results at our Biennial Equal
Opportunities Conference;
 reached the final consultation stage with a draft Flexible Working and Family
Friendly Policy;
 organised various events to promote equality, such as celebrations of Black
History Month, International Women's Week and LGBT History Month;
 established staff networks for LGBT staff and disabled staff;
 joined the Stonewall Diversity Champions programme and submitted our first
application to the Stonewall Workplace Equality Index 2008;
 improved our processes for conducting Equality Impact Assessments (EQIAs)
- see section I;
 run a series of seminars on the main faith groups represented in the
University, involving local religious leaders and the University chaplaincy;
 held a special meeting of the Board of Governors to consider equality and
diversity issues, including a presentation from the Equality Challenge Unit.
Partnership working
16. We recognise the benefits of working in partnership with local and national
organisations.
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UoW Interim SES December 2009



The Equality and Diversity Manager led a project to produce guidance on
E&D in higher education for managers, practitioners and governors in
partnership with the Equality Challenge Unit and Higher Education Equal
Opportunities Network. An evaluation of this project has recently been
produced for the Higher Education Funding Council (HEFCE).
We were a partner in a project funded by the former European Social Fund
(ESF) to produce guidance on supporting students with specific learning
difficulties, in conjunction with the University of Sunderland, University of
Plymouth and the British Dyslexia Association.
In March 2009 we held a conference for disabled staff in Wolverhampton in
partnership with the Wolverhampton Primary Care Trust and Wolverhampton
City Council.
17. To comply with the DDA we have included at Appendix 1 a record of the status
of each of the actions in our previous DES.
E
Data gathering and analysis
18. Please refer to our DES for an explanation of what is meant by quantitative and
qualitative data and background information on the steps we have taken to gather
and analyse data.
19. We make available detailed statistical information on the Monitoring Pages of
our E&D website. This includes student monitoring, staff monitoring and regional
information by ethnicity, gender, disability.
20. Summary data and commentary on key issues can be found in our Annual E&D
Reports to Governors, accessible from our Monitoring Pages.
21. Consideration of our data available in 2009 has resulted in the following issues
being prioritised for action during the next two years;

differences in degree attainment between white and BME students;

underrepresentation of BME staff at senior levels;

underrepresentation of women in research and women professors;

lower than expected percentages of disabled students and staff.
22. As highlighted in our disability-related actions continue to focus mainly on our
qualitative data.
23. The Equality and Diversity Committee will continue to receive and monitor
quantitative data and make recommendations for action to the appropriate manager
or body within the University.
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UoW Interim SES December 2009
F
Involvement
24. We are committed to actively involving individuals and organisations
representing each of the equality strands in the development of our SES, building on
our existing work around disability.
25. We recognise and support fully the requirement in the DDA to involve actively
disabled people as opposed to consulting them. Active involvement of people
protected by individual equality strands means that they form an integral part of all
key processes, including planning, identifying areas for improvement and possible
solutions. Consultation does not include people protected by equality strands at
these stages; it seeks their views on proposals that have already been formulated.
In short, involvement includes consultation, but consultation does not necessarily
include involvement.
26. The Disability Equality Network (DEN) has been involved in determining key
additional disability related priorities for inclusion in the new scheme. DEN includes
key disability contacts from schools and services, representatives from recognised
Trade Unions, the Students' Union and the newly formed Disabled Staff Network.
27. The Students' Union is represented on committees and groups responsible for
equality issues and is invited to put forward recommendations for improvement from
students protected by any of the six equality strands.
28. The focus groups previously conducted with disabled students produced a rich
amount of qualitative data, the recommendations from which could not all be
completed during the life of our previous DES. Therefore some of the actions that we
are carrying forward from the DES into the new SES result directly from engagement
with disabled students.
Staff Equality Networks
29. For some time the Equality and Diversity Unit has been supporting the
development of staff networks for the various equality strands. The BME Staff
Network has been established for several years and is currently reviewing its focus
and activities. The LGBT Staff Network was formed around two years ago and its
membership has grown since this time thanks to the hard work of several key
individuals.
30. The Disabled Staff Network was officially formed in summer 2009 following a
series of previous focus groups run by our external consultant and a workshop held
at our Wolverhampton Disabled Staff Conference. The network was represented
officially for the first time at the Equality and Diversity Committee in October 2009.
31. Our new single action plan incorporates priorities put forward by each of the
above networks. Some illustrative examples are given below.
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UoW Interim SES December 2009



The BME Staff Group has voiced concerns for a number of years about the
ability of BME staff to progress into senior positions. Therefore the University
Executive has recently approved funding to enable the University's Staff
Mentoring Scheme to focus specifically on the reasons for the low
participation rate of BME staff and disabled staff and implement changes
where appropriate.
We will seek to improve our performance in the Stonewall Workplace Equality
Index in 2010, following our first application in 2008 based on
recommendations from the LGBT Staff Network.
Further improvements will be made to centralise support for disabled staff
based on this recommendation from the Disabled Staff Network.
32. Although we have several staff that have engaged with gender equality issues
and supported our work in this area over a number of years, we have found it difficult
to engage a wider group of staff in gender issues, despite this being an issue that
impacts on everyone. Nevertheless, we are optimistic that this network will develop
over the next year, following a successful meeting in September 2009 to consider
the latest draft of our Family Friendly and Flexible Working Policy.
33. We will undertake further involvement activities before producing our final SES;
for example, involving external organisations representing the various equality
strands.
34. Those items in our action plan that have resulted directly from involvement with
appropriate communities of interest can be identified by looking for (i) in the action
number column.
G
Consideration of University Priorities
35. Developments and changes within the University give rise to specific actions
and may result in additional or changed priorities.
36. Over the next year the University is going to more closely align
internationalisation, learning and teaching and diversity. Initially, this will be around
issues relating to integrating global citizenship within the undergraduate curriculum.
We believe that such working together will strengthen the impact of all three agendas
and increase effectiveness staff and students.
37. The introduction of a new economic Human Resource System scheduled for
late 2010 will provide an opportunity for all staff to review the data that the University
holds on them, including monitoring by gender, race and disability and update it if
appropriate. This should increase the accuracy of our staff data on which we make
decisions on areas for improvement.
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UoW Interim SES December 2009
H
Equality Impact Assessment (EQIA)
38. For more information on what is meant by Equality Impact Assessment and
guidance on best practice please see the guidance produced by the Equality
Challenge Unit. The University's approach to EQIA has been informed by this
guidance, taking into account the University's own context.
39. The development and implementation of Equality Impact Assessment is
overseen by the University Impact Assessment Group, which is chaired by the
Equality and Diversity Manager and includes representation from key stakeholders
involved in the process and staff with direct experience to support impact
assessments covering the race, disability and gender strands.
40. We have purchased an on-line e-learning Toolkit on Diversity in the Workplace
and an online Impact Assessment Toolkit from Marshal ACM to assist with training
and documentation of EQIAs.
41. Guidance on EQIAs has been provided to the Board of Governors, University
Executive, Deans and Heads of Service, together with requests for nominated
individuals to take forward the work in their school service.
42. Assistance in the use of this toolkit is provided to nominated individuals by the
EDU Administrator.
43. Schools and central services are required to provide evidence of EQIAs in their
annual plans.
I
Implementation
44. The University Executive is responsible for approving and resourcing this
scheme and future schemes.
45. Resources are in place to ensure completion of the actions scheduled for 2010.
46. The Pro Vice Chancellor Academic has overall responsibility for the
implementation of this scheme.
47. The Equality and Diversity Unit will monitor progress towards achieving the
action plan and provide an annual up-date to the Equality and Diversity Committee.
48. The Equality and Diversity Annual Report will continue to provide updates on
key elements of this scheme to university management, the Board of Governors and
external contacts.
Implementing Equality Actions at School or Service level
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UoW Interim SES December 2009
49. We have taken steps to ensure that consideration of equality issues is
integrated into our mainstream planning processes.
50. Schools and departments are required to submit a variety of plans and reports,
including their Equality and Diversity Plans, to the University Executive as part of the
annual budget setting process. Discussions are currently underway to determine
whether equality related activity should be evidenced within the mainstream plans or
whether a separate appendix should continue to be produced.
51. The University Executive considers the plans submitted by schools and
services as part of its annual planning and budget setting processes.
Measuring Progress
52. We will use a variety of methods to assess whether we have achieved our
desired outcomes.
53. Evidence of satisfaction rates expressed by those protected by the various
equality strands is gathered via a variety of mainstream consultations, such as local
and national student satisfaction surveys. Such issues are considered by
responsible staff or committees, such as the University Student Affairs Committee
(USAC) and the University Quality Enhancement Committee (UQEC). USAC and
UQEC include a representative of the Equality and Diversity Unit.
J
The Big Picture: End Points in 2012
54. We aim to conclude this scheme in 2012, which is the endpoint of our current
Strategic Plan.
55. By this time we hope to have achieved the following key outcomes.
 Equality and diversity issues will be better integrated within our mainstream
planning processes, as demonstrated by increased evidence of their
incorporation in mainstream policies, practices and procedures.
 We will have put in place measures to improve the degree attainment of BME
students and hope to see improvements in future years.
 Our positive action to support BME staff will result in better representation of
BME staff in senior management positions at the University.
 We will have improved our position in the Stonewall
 Our central support services for disabled staff will equal the quality of services
for disabled students.
 Measures will be in place to support increased numbers of women to be put
forward in the next Research Excellence Framework (REF).
 Flexible working and family friendly policies will be an accepted and integral
part of our employment policies.
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UoW Interim SES December 2009
University of Wolverhampton
K
Interim Single Equality Plan
December 2009
Column Heading Abbreviations
Dis = Disability
Gend = Gender
Re&B = Religion and Belief
SO&T = Sexual Orientation and Trans
Actions resulting from involvement
The first column of the action plan has been used to give each action a reference
number. Any action numbers that are followed by (i) have been included as a direct
result of involvement with stakeholders representing the strands in question.
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UoW Interim SES December 2009
Single Equality Plan 2009-2012
Interim Version - December 2009
No
D G R A
i e a g
s n c e
d e
R
e
&
B
S Actions
O
&
T
Lead Person
/ Group
By
Output
When
Outcome
Complete /
Progress
update
PVC
Academic
2010
& ongoing
Improved action
on LGBT issues
A more LGBT
friendly culture.
Ongoing - good
feedback on
2008 WEI
submission
E&D
Manager
2009
More managers
involved in staff
mentoring
Improved career
progression,
particularly of BME
/ disabled staff
Project worker
appointed.
Project started
Oct 2009
Exec
2009
Reports to E&DC
and Governors
Increased overall
percentage of
disabled students
and staff at the
University
Ongoing
8 Equality and Diversity;
Diversity of staff and student populations
Maintain membership of Stonewall
 Diversity Champions and Workplace
Equality Index. Continue to improve
our institutional response in line with
the feedback from Stonewall on the
WEI
01(i)
02
03
Create a mentoring scheme which
      develops the institutional aspects of the
University mentoring scheme and
works with managers to look at how the
newly developed skills of their staff can
be used and further developed.
Consider establishing desired disabled

student and disabled staff profiles. Put
in place work to meet the targets.
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UoW Interim SES December 2009
No
D G R A
i e a g
s n c e
d e
R
e
&
B
S Actions
O
&
T
Lead Person
/ Group
By
Output
When
Outcome
Complete /
Progress
update
All Schools and
Departments
completing
EQIAs online.
At least three
clear evidence
based activities
from each school
and dept each
year.
An electronically
checkable record
of EQIAs incl
evidence.
Defined progress
in three aspects of
equality across all
relevant strands.
Online package
in place and
being
implemented
Submission
date for plans
deferred to Feb
2010
Integration of EIA
processes within
all aspects of
planning
Strategic Plan Section 8; Equality and Diversity;
Responses to developments in the national E&D legislative framework
04
05
06
07
Implement an on-line package to
      monitor and support Schools and
Departments in the legal requirement to
carry out Equality Impact assessments.
Ensure each School and Department
      produces an equality plan to take
forward our legislative and strategic
requirements. Three key actions will be
highlighted and a sample of these will
be selected for further monitoring each
year.
Require evidence of robust equality
      impact assessment within all proposals
for new projects or developments
E&D
Manager
2010
E&D Advisor
2009
& ongoing
Executive
Jan
09 &
ongoing
Records of
EQIAs
Improve our procurement processes in
      line with the Single Equality Act
Director of
Facilities
2010
Improved
procurement
procedures
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Completed see cover sheet
for new policies
going to
Executive
Greater confidence Ongoing
in the
implementation of
equality by our
suppliers.
UoW Interim SES December 2009
No
D G R A
i e a g
s n c e
d e
R
e
&
B
S Actions
O
&
T
Lead Person
/ Group
By
Output
When
Outcome
Complete /
Progress
update
Explore the demand for staff networks
      for each equality strand and support
these for groups where their
development is seen by staff in that
strand as beneficial
E&D
Manager
2010
Up to six equality
strand networks
to support, inform
and consult with
staff.
Improved
consultation and
communication to
improve staff
experience
Set up a University Equality Impact
      Assessment Group to see through the
above process
E&D
Manager
2010
Completed
EQIAs online
Gender, Race
and LGBT
networks
running, gender
and R&B under
development
Completed group meets
regularly
Use by partner colleges of marketing
materials, subject tasters and role
models to counter culturally embedded,
gendered, subject stereotyping.
Work with the Faith Centre to set up a
structure of advice and information for
Schools and Departments on religious
observances and festivals.
Head of
Education
Partnerships
2010
Senior
Chaplain
2010
Explore the development of a Religion
and Belief Staff Network through the
Faith Centre and University Chaplains.
Senior
Chaplain
2010
Strategic Plan Section 8; Equality and Diversity:
Promotion of diversity and equality
08
09
10

11

12

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An electronically
checkable record
of EQIAs incl
evidence.
Marketing
Improved gender
Ongoing
materials that
balance in subjects
challenge gender affected by gender
stereotyping
stereotyping
Support service
A fast and
to Schools and
informed response
Departments on
on queries relating
matters of religion to matters of
and belief.
religion.
Consultation
report
Action to respond
to the consultation
UoW Interim SES December 2009
No
D G R A
i e a g
s n c e
d e

13
14
R
e
&
B
S Actions
O
&
T
Explore the possibility of further work
with LEAD to promote equality for
women
   
16(i) 
17
By
Output
When
Outcome
Complete /
Progress
update
E&D
Manager
2010
Higher profile of
gender equality
issues in LEAD
events
Ongoing
Leadership
Centre
Sept
2010
Increased
visibility of
positive images
across all strands
Eliminate gender
stereotyping and
promote equality
within leadership
training
Positive
representation of
the University’s
diverse population
Explore options for improving the
questions asked in the University’s
Student Satisfaction Survey in the light
of equality legislation
Improve the publicity of support
facilities in pre-entry information.
Academic
Registrar /
Dean of
Students
Head of SEC
Jul
09
Amended
questions
Feb
2010
Ensure that changes to academic
regulations are impact assessed prior
to implementation
UIAG
Feb
09
Web/Paper
Improved
based information information for
disabled applicants
Evidence of EIA
Eliminate adverse
impact.
Incorporate the requirement to promote
      equality in University marketing
materials
Strategic Plan Section 2;
15
Lead Person
/ Group
  
18(i)  
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
Ongoing
Students
Provide, in advance, information about Timetabling
the timetabling of taught classes as part Project
of the University timetabling project.
2010
Page 16 of 38
Improved data on
the student
experience
Information for
Reduce / eliminate
students and staff barriers in this
on new systems
area
Currently being
developed
Attention to
senior
management
has been drawn
to this priority
UoW Interim SES December 2009
No
D G R A
i e a g
s n c e
d e
19
   
20(i) 

21(i)
R
e
&
B
S Actions
O
&
T
Amend the Decliner survey to enable
responses to be broken down by
equality strands and consider including
an equality-related question if possible
Reinforce to deaf and disabled students
at their specific induction sessions the
availability of information about the
content (including assessment modes)
of taught sessions in the course and
module guides available to all students
Use a greater number of female staff
on student room inspections
Strategic Plan Section 3;
22
  
23(i) 
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Lead Person
/ Group
By
Output
When
Outcome
Complete /
Progress
update
Academic
Registrar
Feb
09
Analysis of the
findings by
equality strands
Head of SEC
May
09
Revised induction
information
Increase student
awareness of the
existence of this
information
Director of
Facilities
Dec
09
Greater visibility
of female staff
Improved female
student experiences in Halls
Ongoing
E&DC /
Debra
Cureton
2009
& ongoing
Statistics in
reports to
Governors
Identification of
imbalances that
require addressing
Ongoing
Personnel
Dec
10
Staff
development
resources
Reduced reports of Ongoing
attitudinal barriers
Improved data

Staff
Monitor the location, level and career
development of women, BME and
disabled staff within the University.
(Also see action on mentoring)
Consider effective mechanisms for
increasing staff awareness of the
barriers facing visually impaired, Deaf
and hard of hearing and dyslexic
students
Page 17 of 38
UoW Interim SES December 2009
No
D G R A
i e a g
s n c e
d e
24(i)   
25(i)
26(i) 

R
e
&
B
S Actions
O
&
T
Launch the University’s new Flexible

Working Policy and provide training for
managers.
Lead Person
/ Group
By
Output
When
Outcome
Complete /
Progress
update
Director of
Personnel
2010
New policy
available in staff
handbooks
Policy in draft
form and
consulted on
Set in place review process to
determine how problems of constraints
on annual leave can be most equitably
managed while ensuring the family
friendly element is retained
Academic
Registrar
Feb
09
Consideration of
issues in Student
Office planning
Develop a centralised pro-active
system for supporting and retaining
disabled staff.
Personnel
Dec
2012
Information for
applicants and
staff
Improved
employee
experience and
improved
perceptions of the
University by
potential
employees
Appropriate
balance between
operating within a
family friendly
framework and
meeting the needs
of the service.
Quality support
equal to that
provided for
disabled students
Director of
Personnel
2012
Project report(s)
and proposals.
Policy revised and
implemented
Director of
Personnel
2012
Decision on
whether a policy
is required
Implementation on
decision taken
Revise the bullying and harassment
      policy to emphasise what comprises
unacceptable behaviour and
communication styles.
Investigate the requirement for a
28(i)       Dignity at Work policy as part of the
‘Working Better Together’ project.
27
CWF/BD
Page 18 of 38
Ongoing
Project in
planning stage.
To be
implemented in
next project
cycle
Ongoing
Ongoing
UoW Interim SES December 2009
No
D G R A
i e a g
s n c e
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29(i)

30
R
e
&
B
S Actions
O
&
T
Research best practice in relation to
 policies and action preventing possible
bullying and valuing trans people.
Equality Impact Assess all procedures
and practices to identify if there is any
negative gender impact in the Registry
restructuring.
Improve information available to staff
31(i)       on maternity / paternity leave
32
Review communication between
      schools and services and the new
Equality and Diversity Unit
CWF/BD
Lead Person
/ Group
By
Output
When
Outcome
Complete /
Progress
update
Director of
Personnel
Feb
09
Policies and
procedures put in
place
Ongoing
Academic
Registrar
Feb
09
Work on rectifying
any negative
impact identified
Completed
Personnel
2010
Decided on how
to take forward
the appropriate
best practice.
Areas of negative
gender impact to
be addressed
through
departmental
action plan
Revised
information
available online
Improved
information to
employees
Incorporated in
family friendly
policy, currently
being consulted
upon
E&D Advisor
2010
EDU update to
E&DC
Improved
consultation on
policy
development and
ownership of E&D
issues
Institutional
changes have
delayed this.
Policy
communication
remains
through Chair
of Service
Heads Group
and PVC
Academic
Page 19 of 38
UoW Interim SES December 2009
No
D G R A
i e a g
s n c e
d e
R
e
&
B
S Actions
O
&
T
Strategic Plan Section 4;
CWF/BD
By
Output
When
Outcome
Complete /
Progress
update
Curriculum, Learning and Teaching, and Academic Quality Assurance
Research the barriers and obstacles to
      developing a curriculum reflecting all
six equality strands. The findings to
contribute to supporting staff in this
direction.
Undertake a project on student

34(i)
attainment, looking at student
narratives and at quantitative data to
investigate discrepancies in student
attainment as reported in the HEA/ECU
Report, Jan 2008.
Building on the existing dyslexia

35
assessment policy and guidelines for
assessing deaf students, produce a
policy applicable to all relevant
impairment groups
33
Lead Person
/ Group
E&D
Manager
Sept
09
E&D
Manager
2010
SEC with
QASD and
ILE
Jul
2010
Page 20 of 38
Report and
Further
recommendations incorporation of
equality and
diversity in the
curriculum
Report with
Work towards
recommendations incorporating any
recommendations
in work to improve
student attainment
Complete.
Report
available online
Policy document
Ongoing
Parity of
adjustments for
students from a
variety of
impairment groups
Project
complete.
Report to
E&DC 04.02.10
UoW Interim SES December 2009
No
D G R A
i e a g
s n c e
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36(i) 
37
  
38

R
e
&
B
S Actions
O
&
T
Create a policy based on current
guidelines on special examination and
assessment arrangements for disabled
students
Strategic Plan Section 5;
39(i)
CWF/BD

Lead Person
/ Group
By
Output
When
Outcome
Complete /
Progress
update
SEC and
Registry
Jul
2010
Policy document
Ongoing
2010
Update to UQC
Improved
satisfaction with
reasonable
adjustments to
assessments
A deeper
consideration of
disability equality
issues in annual
monitoring reports
Oct
09
Policy document
Formal clarification
for deaf people on
the University’s
position on the
language of
assessment
Draft document
issued for
consultation
Sep
2010
Action plan and
evidence of
implementation
Redress the
imbalance prior to
the next RAE
Project started
October 2009
Review the feedback received through
UQEC
the equality and diversity sections of
annual monitoring and explore
mechanisms to ensure dissemination of
good practice and highlight areas for
improvement and enhancement
Produce a policy document on the
CSU
language of assessment for deaf
students
Ongoing
Research, Scholarship and Knowledge Transfer
Begin to scope the extent and
character of the imbalance within the
University’s research community and
professoriate and identify areas for
effective action.
Dean of
Graduate
School
Page 21 of 38
UoW Interim SES December 2009
No
40
D G R A
i e a g
s n c e
d e
R
e
&
B
S Actions
O
&
T
Ensure that equality-related data is
    
collected on student involvement in
knowledge transfer projects and
partnerships. Take positive action to
address any issues identified
Strategic Plan Section 6;
41(i) 
42(i)  
Strategic Plan Section 7;
43

CWF/BD
Lead Person
/ Group
By
Output
When
Outcome
Complete /
Progress
update
Deans
2010
& ongoing
E&D dimensions
in project reports
Ensure parity of
student experience
Ongoing
ETSG
2010
Notes of
meetings
Ongoing
Director of
Facilities
2010
Additional requirements
incorporated in
service plans
Information for
Reduced barriers
staff and students for disabled
students / staff and
those with caring
responsibilities
IO
2012
Annual reviews
Ongoing
The Learning and Working Environment
Review the effectiveness and
functioning of enabling technology
facilities at University and school /
service levels.
Review the University’s car parking
policies and procedures to meet more
effectively the needs of disabled
students / staff and those with family
caring responsibilities.
Ongoing
An International University
Raise awareness and monitor the
operation of the procedure for disabled
international applicants.
Page 22 of 38
Improved
information and
provision of
adjustments that
are reasonable
and sustainable
UoW Interim SES December 2009
No
D G R A
i e a g
s n c e
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
44
R
e
&
B
S Actions
O
&
T
Consider how we might cohere the

equality and diversity agenda with the
internationalization agenda.
Strategic Plan Section 9;
45
46
47
By
Output
When
Outcome
Complete /
Progress
update
ILE, IO, EDU
2012
Reference to
E&D issues in
relevant reports
and at events
Improved
engagement with
both agendas.
To be incorporated under
theme of Global
Citizenship
Greater
involvement and
information flow to
Governors
Ongoing
Governance, Management and Institutional Sustainability
Report to Governors on progress on
      E&D objectives and involve them in
Equality and Diversity projects where
possible to enable them to effectively
carry out their statutory duties in this
regard
Explore and implement sustainable

models of fulfilling the ‘Special Needs
Tutor’ function
Consider how best to ensure
   
consideration of equality issues during
periodic review
CWF/BD
Lead Person
/ Group
PVC
Academic
2009
& ongoing
Annual report to
Governors, talks
and invitations as
appropriate
PVC
Academic
Sep
2010
QASD
Aug
2012
Web and paperParity of support
based information for between
schools.
Summary of
Increased
findings in
engagement with
validation
equality issues at
documentation
subject level
Page 23 of 38
Ongoing
Ongoing
UoW Interim SES December 2009
Appendix 1: Disability Equality Scheme 2006-2009 Final
Reporting on Action Plan Status
56. The table below reproduces our original action plan and uses the following key
in the 'Done' column to report on the status of each of the actions.
A tick () indicates that the action has been completed.
Actions marked with 'Del' have been deleted from the action plan due to changes in
our national, local and internal context and will now be dealt with in a different way
Actions marked with 'Rev' have not yet been completed and will be carried forward
into our new Single Equality Plan.
CWF/BD
Page 24 of 38
UoW Interim SES December 2009
Appendix 1: Disability Equality Scheme 2006-2009 Final Reporting on Action Plan Status
Students
Ref
Action
By Whom
By When
Output
Outcome
Done
S1
Develop closer links between the
Disability Advisory Group (DAG) and
the Students’ Union
SEC and
SU
Mar 07
Increased and
regular SU
representation
on DAG
Increased involvement of disabled students
in DES work and improved communication
between UoW staff with a disability brief and
appropriate SU officers

S2
Make available disability-related data
relevant to the University from the
National Student Survey
Head of
Planning
Jun 07
Data to EDC
Consideration of this new source of data,
leading to additional actions if appropriate

S3
Run a focus group for members of
the Walsall Dyslexia Action Group to
consider all three pilot themes
addressed in 2006 (i.e. health and
safety, adaptive technology and
admissions)
External
Consultant
via SEC
Jun 07
Report
Engagement with students with dyslexia
studying on the Walsall Campus

S4
Provide refresher training for
EO
members of the Disability Advisory
Monitoring
Group on how to access data relating Officer
to disabled students in individual
schools
Jun 07
Item in DAG
minutes
Increased use by schools and services of the
disability-related data available, in relation to
the provision of reasonable adjustments,
identification of potential barriers and
planning

CWF/BD
Page 25 of 38
UoW Interim SES December 2009
Ref
Action
By Whom
By When
Output
Outcome
Done
S5
Undertake a consultation with
disabled students on learning and
teaching – assessment
External
Consultant
via SEC
Jul 07
Report
Additional specific action points relating to
examination and assessment issues in future
updates of this plan

*S6
Undertake a consultation with
disabled students on staff
development issues
External
Consultant
via SEC
Nov 08
Report
Additional specific action points relating to
staff development issues in future updates of
this plan
Del
S7
Run a focus group for deaf students
to consider all three pilot themes
addressed in 2006 (i.e. health and
safety, adaptive technology and
admissions)
External
Consultant
via SEC
Aug 07
Report
Ensure that deaf students have the
opportunity to participate in a focus group
specifically structured to meet their
communication needs

*S8
Establish targets for the recruitment
of disabled students
Executive
Nov 08
To follow in
subsequent
action plans
Increased overall percentage of disabled
students at the University
Rev
S9
Undertake consultations with nondisabled staff with an interest in
admissions, adaptive technology and
health and safety issues
External
Consultant
via SEC
Oct 07
Report
Qualitative data from relevant internal
stakeholders to contribute to the data gained
from disabled students

CWF/BD
Page 26 of 38
UoW Interim SES December 2009
Ref
Action
By Whom
By When
Output
Outcome
Done
S10
Devise a campaign and on-going
guidance to encourage students to
provide disability-related information
SEC and
SU
Sep 07
Campaign and
guidance
document
An environment in which students and staff
feel comfortable to provide disability-related
information where appropriate

S11
Update the University’s Placement
Learning Handbook to incorporate
information on the promotion of
placements for disabled students
UQC
Sep 07
Revised
Placement
Learning
Handbook
Improved disabled student experience on
placement

S12
Review the impact of the improved
provision of equality-related data on
the annual monitoring reports
produced by schools.
UQC
Sep 07
Update to UQC
Annual monitoring reports demonstrate
appropriate consideration of disability
equality issues

*S1
3
Review the feedback received
through the equality and diversity
sections of annual monitoring and
explore mechanisms to ensure
dissemination of good practice and
highlight areas for improvement and
enhancement
UQC
Ongoing
Update to UQC
A deeper consideration of disability equality
issues in annual monitoring reports
Del
CWF/BD
Page 27 of 38
UoW Interim SES December 2009
Ref
Action
By Whom
By When
Output
Outcome
Done
*S1
4
Produce a policy document on the
language of assessment for deaf
students
CSU
Sep 08
Policy
document
Formal clarification for deaf people on the
University’s position on the language of
assessment
Rev
S15
Investigate the use of SITS or an
alternative package to facilitate
dissemination of information on
disabled students support
requirements
SEC
Manager in
conjunction
with
Registry
Sep 07
Access to
relevant data
for Key school
and service
Disability
Contacts
Contribute towards the mainstreaming of
responsibility for disability issues, particularly
the provision of reasonable adjustments

*S1
6
Undertake a consultation with
disabled students on physical access
issues
External
Consultant
via SEC
Nov 08
Report
Additional specific action points relating to
physical access issues in future updates of
this plan
Del
S17
Develop an on-line questionnaire to
collect feedback from students
returning from placement. The
questionnaire will include questioning
on the student’s experience while on
placement in relation to disability and
other equality issues
UQC
Placement
Learning
Forum
Dec 07
On-line
questionnaire
Specific data on the experiences of disabled
students on placement

CWF/BD
Page 28 of 38
UoW Interim SES December 2009
Ref
Action
By Whom
By When
Output
Outcome
Done
S18
Review the admissions procedure for
disabled applicants within the overall
admissions review
Academic
Registrar
Dec 07
Report
The procedure will be consistent with all
aspects of the DDA

S19
Explore options for improving the
questions asked in the University’s
Student Satisfaction Survey in the
light of the Disability Equality Duty
Academic
Registrar
Feb 08
Amended
questions
Improved data on the disabled student
experience of specific disability issues
Rev
*S2
0
Undertake a consultation with
disabled students on learning and
teaching – delivery issues
External
Consultant
via SEC
May 09
Report
Additional specific action points relating to
learning and teaching delivery issues in the
new DES
Del
S21
Undertake a thematic enquiry into
equality issues as part of a
periodic review
QASD with
support
from SEC
Manager
Aug 08
Summary of
findings in
validation
documentation
and report to
UQC
Increased engagement with equality issues
at subject level
Del
S22
Building on the existing dyslexia
assessment policy and guidelines for
assessing deaf students, produce a
common policy applicable to all
relevant impairment groups
SEC with
QASD and
CELT
Sep 08
Policy
document
Parity of adjustments for students from a
variety of impairment groups
Rev
CWF/BD
Page 29 of 38
UoW Interim SES December 2009
Ref
Action
By Whom
By When
Output
Outcome
Done
S23
Update and upgrade to a policy the
guidelines on special examination
and assessment arrangements for
disabled students
SEC
Manager
and
Registry
Sep 08
Policy
document
Improved satisfaction with the process of
making reasonable adjustments to
assessments
Rev
*S2
4
Undertake a consultation with
disabled students on placement
issues
External
Consultant
via SEC
Nov 09
Report
Additional specific action points relating to
placement learning issues in the new DES
Del
*S2
5
Undertake a consultation with
disabled students on access to
information
External
Consultant
via SEC
Nov 09
Report
Additional actions relating to student access
to information will be included in the new
DES
Del
S28
Improve the publicity of support
facilities in pre-entry information.
SECM
Dec 08
Web/Paper
based
information
Improved information for disabled applicants

S29
Make it more explicit in the
prospectus and within pre-entry
student information why it is
beneficial to declare any impairment
to the University.
SECM
Dec 08
Additional
information in
prospectus
An environment in which applicants and
students feel comfortable to provide
disability-related information.

CWF/BD
Page 30 of 38
UoW Interim SES December 2009
Ref
Action
By Whom
By When
Output
Outcome
Done
S30
Ensure there is parity in obtaining an
appointment with the SEC for
students studying at the Walsall
campus.
SECM /
DOS
Oct 08
SEC presence
at new
Gateway
Parity of access to SEC services for students
at Walsall

S31
Discuss with QASD the feasibility of a
university-wide review of assignment
extension procedures to ascertain if
they can be simplified.
EDU
Dec 08
Update in next
DES review
Reduce / eliminate barriers associated with
obtaining extensions for assignments.
Del
S32
Review the system for following up
and reviewing the effectiveness and
appropriateness of recommended
support for disabled students.
SECM
Dec 08
Updated SEC
procedures
Increased confidence in the SEC student
review process

S33
Provide, in advance, information
about the timetabling of taught
classes for Deaf students and
disabled students as part of the
University timetabling project.
Timetabling
Project
To be
advised
Information for
students and
staff on new
systems
Reduce / eliminate barriers in this area
Rev
S34
Reinforce to deaf/disabled students
the availability of information about
the content (including assessment
modes) of taught sessions in the
course and module guides available
to all students
SECM
Sep 08
Revised
induction
information
Increase student awareness of the existence
of this information

CWF/BD
Page 31 of 38
UoW Interim SES December 2009
Ref
Action
By Whom
By When
Output
Outcome
Done
*S2
6
Undertake a consultation with
disabled students on the first
semester experience
External
Consultant
via SEC
Report
Specific actions relating to disabled students’
needs in the first semester will be included in
future up-dates of this plan
*S2
7
Undertake the following consultations
with disabled students:
 Monitoring, evaluation and
complaints
 Specialist support services
 Academic and other services
primarily for students
External
Consultant
via SEC
Report
Actions in respect of these themes will form
part of the new action plan for the revised
DES, due for publication in December 2009
Del
Staff / Employees
Ref
Action
By Whom
By When
Output
Outcome
Done
*E1
Respond to the recommendations in the
report from the disabled staff consultations
Deans and
Heads
Dec 08
Identificatio
n of specific
actions
Improved experiences of disabled staff
More detailed actions in next action plan
update
Rev
E2
Provide dyslexia-related staff development
events specifically tailored to the needs of
academic staff
Dyslexia
Coordinator
Mar 07
Training
event
Improved satisfaction of students with
dyslexia in relation to learning and
teaching support

CWF/BD
Page 32 of 38
UoW Interim SES December 2009
Ref
Action
By Whom
By When
Output
Outcome
Done
E3
Provide a staff development event for key
personnel on supporting students with
epilepsy or other seizure-causing
impairment
SEC
Manager
with Risk,
Safety and
Health
Mar 07
Training
event
Key personnel are equipped to carry out
informed and non-discriminatory risk
assessments in relation to applicants or
students with uncontrolled epilepsy or
other similar impairment.

E4
Provide briefing sessions for the Board of
Governors and the University Senior
Management Team on equality impact
assessments
Personnel
Services
Apr 07
2 Briefing
events
Senior management appreciation of the
IA process and its implications for their
areas of responsibility

*E5
Establish a forum for consultation with
disabled staff, drawing on existing models
of good practice
EDU
Mar 08
Regular
meetings
On-going dialogue with disabled staff to
identify barriers, possible solutions and
assess the effectiveness of actions
undertaken

*E6
Establish targets for the recruitment of
disabled staff.
Director of
Personnel
Nov 08
To follow in
future plans
Increased overall percentage of disabled
staff at the University
Rev
E7
Provide 1 day staff development sessions
for key personnel on equality impact
assessments
Personnel
Services
Sep 07
10 x 1 day
training
sessions
Key personnel have the knowledge and
tools necessary to carry out equality
impact assessments

Information
for disabled
applicants
and staff
Quality support equal to that provided for Rev
disabled students
E8
Adopt a pro-active approach to consider
EDU
the needs of disabled staff. Develop a
centralised system for coordinating support
CWF/BD
Dec 08
Page 33 of 38
UoW Interim SES December 2009
Ref
Action
By Whom
By When
Output
Outcome
Done
E9
Review the procedures and practice for
retaining disabled staff and to ensure that
procedures adopted are adequately
publicised.
EDU
Dec 08
Information
for disabled
staff and
line
managers
Improved retention of disabled staff and
improved employee experience
Rev
E10
Consider the barriers highlighted by
disabled staff and seek to find solutions.
Major barriers identified include:
 how capital projects are handled to
improve physical access;
 not involving disabled people in
discussions regarding physical access;
 parking;
 travelling across campus;
 attitudinal and process-related issues;
 staff development is not accessible for
all disabled staff.
EDU
Dec 08
Actions to
remove
disabling
barriers
Elimination of disabling barriers
Rev
E11
Reform an Adaptive Technology Project
working group
EDU /
ODOS
Jan 08
Minutes of
meetings
Steering group to support AT project

E12
Consider effective mechanisms for
EDU
increasing awareness of the barriers facing
visually impaired, Deaf and hard of hearing
and dyslexic students for academic staff.
Dec 08
Staff
developmen
t resources
Reduced reports of attitudinal barriers

CWF/BD
Page 34 of 38
UoW Interim SES December 2009
Various
Ref
Action
By Whom
By When
Output
Outcome
Done
*V1
Establish a set of core tasks to be
undertaken by ‘Special Needs Tutors’
EDU
July 08
Web and
paperbased
information
Parity of support for disabled students
in all schools.
Clarity of internal roles and
responsibilities
Rev
V2
Amend the Open Day feedback form to
enable responses to be broken down by
disability and consider including a
disability-related question if possible
Director of
MER
Jun 07
Analysis by
disability of
the
feedback
provided
Improved data on the experiences of
disabled applicants who attend
University Open Days

V3
Complete the process mapping exercise in Head of
relation to Personal Emergency
RSH
Evacuation Plans (PEEPs) and gain formal
approval of the process via the University
Safety Policy Committee
Sep 07
Policy
document
Improved information for all
stakeholders on the evacuation of
disabled people with

V4
Arrange an annual follow-up, feedback and SEC
planning session for disabled staff and
Manager
students to inform the scheme review and
new DES
Nov 07
and
yearly
Event and
summary
report
Increased involvement of disabled
people in the scheme

V5
Incorporate disability equality issues into
the communications strategy
Dec 07
Strategy
document
Improvement in institutional
communication
Del
CWF/BD
Dean of
Students
Page 35 of 38
UoW Interim SES December 2009
Ref
Action
By Whom
By When
Output
Outcome
Done
V6
Incorporate positive images of disabled
people within web-based and paper-based
University marketing materials
MER,
Deans,
Heads
Dec 07
and ongoing
Positive
images
Increased visibility of disabled people
within University marketing materials

*V7
Amend the Decliner survey to enable
responses to be broken down by disability
and consider including a disability-related
question if possible
Academic
Registrar
Jun 08
Analysis by
disability of
the findings
Improved data on the views and
experiences of disabled applicants
who decline an offer to study at the
University
Del
V8
Publicise the scheme review and
subsequent schemes as part of
Wolverhampton's activities in relation to
the UN International Day of Disabled
People, 3 December annually
SEC
Manager
Dec 07
and
yearly
Event and
external
publicity
Increased awareness of the
University’s scheme and increased
involvement of disabled people

*V9
Require evidence of robust equality impact
assessment within all proposals for new
projects or developments
Executive,
Deans,
Heads
Jan 09
and ongoing
Records of
EQIAs
Integration of IA processes within all
aspects of planning
Rev
CWF/BD
Page 36 of 38
UoW Interim SES December 2009
Ref
Action
By Whom
By When
Output
V10
Implement PEEPs for relevant disabled
students and staff
Head of
RSH
Mar 08
Individual
PEEPs
V11
Establish Key Disability Contacts within
central services to complement the
contacts within academic schools
Heads of
Service
Aug 08
Web and
paperbased
information
Improved communication between
central specialist support services and
mainstream central services

V12
Investigate establishing appropriate links
with the Wolverhampton Disability
Network
SEC
Manager
Nov 08
Minutes of
meetings
Increased involvement of disabled
people from the wider community who
have an interest in the work of the
University
Del
V13
(Subject to the admissions review and
clarification of data protection issues)
undertake a specific consultation exercise
with those disabled applicants who
declined an offer from the University
SEC
Manager in
conjunction
with Registry
Nov 09
Report
Qualitative data on the reasons why
disabled applicants decline offers from
the University
Del
V14
Determine a timescale for reviewing the
effectiveness and functioning of all the
assistive technology facilities in the
University.
Dec 08
Minutes of
meetings
Identify any additional requirements
for incorporation in service plans

ATAG
CWF/BD
Outcome
Done

Page 37 of 38
UoW Interim SES December 2009
Ref
Action
By Whom
By When
Output
Outcome
Done
V15
Determine a timescale for a review of the
availability of enabling software systems
in schools.
ATAG
Dec 08
Details in
service
plans in Feb
2009
Implementation subject to resource
allocation.
Rev
V16
Consider the provision of additional
disabled parking spaces close to
buildings.
Director of
Facilities
Dec 08
Update in
next DES
review
Reduced parking related barriers for
disabled visitors, students and staff
Rev
V17
Highlight ongoing issues with abuse of
parking bays to Operations staff
EDU
Feb 08
Update in
next DES
review
Reduce abuse of accessible parking

V18
Review further the University web site to
ensure it is designed to be dyslexia
friendly.
Web team,
support from
EDU
Sep 08
Additional
staff and
student
input
Continued improvement of the
accessibility of the University website
Rev
V19
Provide Deaf awareness training for
security staff
CSUM
Sep 08
Event or
other
resource
Reduced reports of attitudinal barriers. 
CWF/BD
Page 38 of 38