Connell Sixth Form College Single Equality and Diversity Scheme
Introduction
Connell Sixth Form College’s Single Equality Scheme has been informed by the
Single Equality Act (2010) which brought together different former strands of
equality legislation covering age, disability, ethnicity, gender, transgender, race,
religion or belief, sexual orientation and socio-economic inequalities.
Equality & Diversity at Connell Sixth Form College
The College’s approach to equality is focused on everyone being treated fairly,
removing barriers to success and that equality is not about treating everyone
the same but recognising that equality of opportunity requires the College to
respond to different needs to achieve the same outcomes.
Diversity is about recognising and valuing individual differences and raising
awareness about them. The legislation is clear that neither direct nor indirect
discrimination should be accepted.
Direct Discrimination – treating individuals differently because of their ethnicity,
gender, transgender, age, disability, sexual orientation, religion or belief.
Indirect Discrimination – placing individuals at a disadvantage because of certain
working practices or rules.
The Connell Sixth Form College context
Connell Sixth Form College is a college with approximately 350 16-19 year old
full time students. This number will increase to 600 in August 2015. The College
offers a wide range of Level Three Advanced courses, at AS/A2 and BTEC Level 3
programmes, with options to re-sit GCSE English or Mathematics.
The overall student population is comprised of White British, British Asian
heritage, British Pakistani heritage with the rest of the population being made
up of a variety of other ethnic groups. Students are largely drawn from the
surrounding area of East Manchester, although some travel from outside the
immediate catchment.
Key Aims of this Scheme

To empower and support students to pursue and achieve academic
excellence irrespective of disability, ethnicity, gender, transgender, race,
religion or belief, sexual orientation and socio-economic inequalities.

To support and maximise students’ academic success in a safe and caring
environment.

To empower staff to deliver a quality educational experience to the students
without feeling threatened discriminated against or unsafe.
Connell Sixth Form College’s Equality & Diversity commitment:

The College will not tolerate any forms of less favourable treatment of
individuals and/or groups, whether through direct or indirect discrimination,
harassment, victimisation or segregation on the grounds of age, disability,
ethnicity, gender (and transgender), race, religion or belief, sexual orientation
and socio-economic inequalities).

The College seeks to avoid stereotyping and will ensure that all staff, students
and other stakeholders are treated as individuals in their own right.

The College is committed to a proactive approach to equality of opportunity,
identifying students’ needs and supporting them, to strive to narrow
achievement gaps.

The College strives to ensure all students achieve their potential using
challenging targets, in a supportive and caring environment.

The College actively celebrates diversity, aiming to ensure that differences
between people, groups and identities are understood, valued and respected,
ensuring that any discrimination is identified and acted upon.

The College consults stakeholders (e.g. employees, students and parents) and
takes account of relevant information, from a variety of sources, including the
Student Council and the Equality and Diversity Group.

The College ensures the policy is implemented, monitored and reported upon
annually.
Outline of E & D at Connell Sixth Form College

All students are interviewed prior to enrolment ensuring students receive
support and pre-course guidance so they choose the right course
combination for their future aspirations; this guidance is free from bias or
prejudice.

The College is committed to ensuring that all students receive the best
possible learning experience. E&D is embedded into curriculum planning,
schemes of work and lesson planning. It is also a feature of student support
services and at the heart of the College.

All staff have a key role in E&D in this College.

Teaching is tailored to meet the needs of learners irrespective of their age,
disability, ethnicity, gender, transgender, race, religion or belief, sexual
orientation and socio-economic inequalities.

Staff and students are provided with a positive working environment and are
protected from harassment, bullying or discrimination. Each students has a
Tutor as well as support and advice from all other members of staff and
access to a counsellor and associate staff.

All Connell students follow a programme of study that includes their
curriculum course along with a tutorial programme and wider curriculum
programme which is free from bias and promotes equality and diversity. All
students are supported to ensure they achieve their potential.

Schemes of work, lesson content and teaching resources demonstrate
sensitivity to issues of equality and diversity.

The College monitors all groups every 3 weeks to see if they are progressing
as their targets predict. If progress is not being made, interventions are put in
place until targets are reached and progress is ongoing.

Data used for all students will include: academic progress, recruitment,
retention, achievement, value added, success rates, progression destinations,
disciplinary action, complaints and the student voice.

The College evaluates the impact of its equality and diversity plans at a
college wide level as well as at departmental level as part of its SAR.

The College works closely with careers providers, such as Connexions and HE
establishments as well as the apprentice associations to monitor progression
to and from College to ensure students have access to careers information,
advice and guidance to inform their career plan. The progression information
will be reviewed and utilised to plan for future support for groups identified
as having onward progression problems.

All learners have access to facilities such as a multi faith prayer room.

The College’s publicity materials present appropriate and positive images for
all individuals in the College.

Connell Sixth Form College’s QIP develops a positive ethos with regard to
Equality and Diversity.
Responsibilities

All staff, students and Governors have a personal responsibility for the
practical application of equality policies.

BFET, the Principal and the Governing Body have overall responsibility for
meeting the legal requirements of the Single Equality Scheme and ensuring
the legislation guidance is followed.

The Assistant Principal has responsibility for ensuring that fair and adequate
arrangements are in place for helping to raise staff awareness of their
responsibilities under equality legislation. Giving active support to the policy
involves ensuring staff understand and implement the policy.

The Assistant Principal will review, produce and implement the Equality and
Diversity actions recorded in the QIP and review this scheme at least every
two years.

The Assistant Principal has the responsibility to ensure that any breaches of
this scheme are identified, reported and remedied.

All staff must be aware of the Single Equality Scheme and the operational
plan and be guided by its principles in their teaching and interactions with all
stakeholders at the College, understanding how their respective role(s)
contribute to the College’s wider E&D strategy.
Reviewing and Monitoring Equality and Diversity
The Equality and Diversity Plan will be reviewed annually against the College’s
SAR, reviewing relevant data and stakeholder voice input. Reports on progress
will be submitted to the Governing Body. Changes may be made in the interim
in response to organisational changes, legislative changes or other factors
necessitating review.
The Assistant Principal has lead responsibility on Equality issues and ensures:

There is the development of appropriate policies and procedures that meet
the College’s legal duties and enable it to address and identify areas for
development.

The College identifies and disseminates good equality practices, e.g. in
teaching and learning in consultation with other LT colleagues.

The College considers and recommends relevant training programmes for
staff, Governors and students.

The College identifies key action points and areas for development from the
use of college data, reviews and complaints.

The College sets targets for future improvements and monitors their
implementation.
Breaches of the Policy
Breaches of the Single Equality and Diversity Scheme will be dealt with under
staff or student disciplinary procedures.
Making a complaint
The College will follow the College complaints procedure.
How to make a complaint
Initial contact should be through the student’s Tutor, who may also make a
further referral to an Assistant Principal to resolve the matter promptly.
However, if a formal complaint is necessary, the Vice Principal will undertake to
respond within 10 working days and give details of the outcome in writing
whether the complaint has been rejected or supported.
Staff should refer to the Grievance Procedure.
Parents or members of the public
Parents/carers should feel free to contact their son/daughter’s Tutor or they can
write to the Principal.