zilongwang/ReadingBank huggingface dataset:
Trust board meeting (Part 1): (October) 2017 DRAFT - Annual Diversity Activity Board Report 1 Purpose 1.1 To provide a summary of work on the diversity agenda over the last year (September 2016-September 2017), highlighting our performance against both external and internal equality performance measures, and seeks approval of our recommendations. 2 Recommendations 2.1 The board is asked to approve the following: 2.2 Workforce specific A new SMART BME KPI, to be produced by December 2017 and to be achieved by December 2020. A short-listing protocol to be produced by December 2017, to ensure our practices accord with recruitment best practice. Contribute to the Trust goal of reducing bullying and harassment over the next 4 years, ensuring that the experience of BME staff is comparable to that of white staff, and that the Trust performs better than other London mental health trusts, by October 2021. To continue achieving year on year improvement, in our performance against the NHS Workforce Race Equality Standard (WRES). Integrate disability monitoring within our diversity employment scorecard, by December 2017, in preparation for monitoring our performance against the new NHS Workforce Disability Equality Standard (commening in April 2018). 2.3 Service specific Develop a network of partnerships with community organisations, to improve our understanding of the mental health issues affecting minority communities, by September 2018. Develop a diversity patient experience scorecard to identify any disparities in the experiences of different communities, to contribute to reducing admission, length of stay and discharge rates, by April 2018. Work towards integrating a ‘cultural formulations approach’ within clinical assessments, to contribute to reducing length of stay & discharge rates, by September 2018. Analyse seclusion, hand-cuffing, assaults and restraints data by demographic backgrounds, to better understand trends and contribute to the Trust-wide Restrictive Practices Strategy by September 2018. Include carer and service user involvement within Equality Impact Assessment Review panels, by April 2018. 2.4 Workforce & Service Work towards making our work environment more inclusive for our LGBT staff and patient community, and obtain Stonewall accreditation by October 2020.
5.0 Equality of Access and Opportunity in Service Delivery Accessibility Ashton Pioneer Homes is committed to ensuring our services are accessible to all our customers. Where needed we will seek alternative methods of service delivery, this should cover not just physical access, but should also ensure that all individuals have access to a full range of information. Services We will regularly review our services and related policies to ensure that they give equal access to all members of the community. To ensure all our customers are able to access our services we will ensure reasonable adjustments are made to services and staff will be empowered to amend or enhance services to reflect the needs of the individual customer. We use ‘Equality Impact Assessments’ to measure the effectiveness and appropriateness of our policies and services. These will be carried out when we introduce any new policy and/or service and new existing policies and services and will feed into any reasonable adjustments to services’. Profiling It is essential that Ashton Pioneer Homes fully understands the needs of the community it serves and that all our customers are treated fairly and that no-one is discriminated against. To help us to identify these needs and match our services and customer consultation accordingly, we remain committed to customer profiling. This will also help us to monitor service delivery to identify possible discriminatory practices. Partnerships Ashton Pioneer Homes is committed to working alongside our partners in the community and will continue to: Work with formal and informal community groups in the neighbourhood to improve community cohesion Work with other agencies to help ensure customers are signposted to receive the service(s) they need Actively promote equality in all our partnership agreements and strategic alliances Actively promote equality in the way we procure goods and services
Transfer to Non Home Office Force 0 0 0 Transfer to Other Home Office Force 3 7 10 Voluntary Resignation 3 15 18 Staff White BAME Not Stated Total Dismissal 3 3 0 6 Death 1 1 0 0 1 Medical Retirement 0 0 0 0 Normal Retirement 3 0 0 3 Voluntary Resignation 27 8 4 39 Female Male Total Dismissal 5 1 6 Death 1 0 1 Medical Retirement 0 0 0 Normal Retirement 1 2 3 Outsourced 1 0 1 Voluntary Resignation 18 20 38 Specials White BAME Not Stated Total Voluntary Resignation 8 3 1 12 Female Male Total Voluntary Resignation 3 9 12 Leavers and Disability Disabled Not Disabled Not Stated Total Officers 59 10 4 73 Staff 3 34 12 49 Specials 0 7 5 12 Leavers and Age 20-29 30-39 40-49 50-59 60-69 Total Police 2 13 20 35 3 73 Support Staff 1 21 10 10 7 49 Special 2 8 2 0 0 12
EQUALITY AND DIVERSITY MONITORING To help us monitor the effectiveness of the group’s equality and diversity policy, please provide the following information. If you do not wish to complete the recruitment and personal information sheet, your application will not be affected in any way. The information on this sheet will be separated from your application form as soon as it is received. It will be processed in line with the requirements of the Data Protection Act 1988 and will be kept secure and separate from your application. First name . . . . . . . . . . . . . . . .Surname . . . . . . . . . . . . . . . . . . . Date of birth . . . . . . . . . Male or female? Male o Female o Relationship status? Single o Divorced o Married o Widowed o Separated o Partner o Asian – Indian o Mixed White & Black Caribbean o Asian – Pakistani o Mixed White & Black African o Asian – Bangladeshi o Mixed White & Asian o Asian – Other* o Mixed Other* o Black – Caribbean o White – British o Black – African o White - Irish o Black – Other* o White – Other* o Chinese o Any Other* o *If you have answered Other, please specify here. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Disability Do you consider yourself to have a disability? Yes o No o Do not wish to disclose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . If yes, would you have any special requirements to help you attend an interview? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . To make these arrangements, we may need to give details of your disability to the panel.
Policy statement We will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds. All families have needs and values that arise from their social and economic, ethnic and cultural or religious backgrounds. Children grow up in diverse family structures that include two parent and one parent families; some children have two parents of the same sex. Some children have close links with extended families of grandparents, aunts, uncles and cousins; while others may be more removed from close kin, or may live with other relatives or foster carers. Some children have needs that arise from disability or impairment, or may have parents that are affected by disability or impairment. Some children come from families who experience social exclusion or severe hardship; some have to face discrimination and prejudice because of their ethnicity, the languages they speak, their religious or belief background, their gender or their impairment. We understand that these factors affect the well-being of children and can impact on their learning and attainment. Our setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to: provide a secure and accessible environment in which all of our children can flourish and in which all contributions are considered and valued; include and value the contribution of all families to our understanding of equality and diversity; provide positive non-stereotyping information about gender roles, diverse family structures, diverse ethnic and cultural groups and disabled people; improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity; challenge and eliminate discriminatory actions; make inclusion a thread that runs through all of the activities of the setting; and foster good relations between all communities. Procedures Admissions Our setting is open to all members of the community.
Chinese 0.3% Any other minority ethnic group 1 1.3 0.6% Religion/Belief Buddhist/Taoist Christian 40 52 Hindu Jewish Muslim 2 3 Sikh Other 4 5 Refused 14 18 No Religion 17 22 Special Educational Need No Special Educational Needs 68 88 79.5% School Action 4 5 18.5% School Action Plus 5 6 Statemented 2.0% Profile of Need (% based on total number of pupils with Primary Needs) Autistic Spectrum Disorder 6.5% Behaviour, Emotional & Social Difficulties 1 11 18.5% Hearing Impairment 2.2% Moderate Learning Difficulty 24.9% Visual Impairment 1.2% Multisensory Impairment 0.2% Physical Disability 1 1 3.9% Profound & Multiple Learning Difficulty 0.4% Speech Language & Communication Need 5 55 26.5% Specific Learning Difficulty 10.2%
to feedback to us. with EAL, from ethnic minorities or with SEND or other groups to be consulted termly groups Carry out an audit of resources and imagery to ensure it reflects the National picture Audit to be carried out and resources purchased to meet need with children about resources, feedback from staff and parents about use. HS and ST 24 Children are able to talk about the features of the they access Equality Objective September 2013 – September 2016 OBJECTIVE Increase the frequency at which we consult our community and give groups opportunities to feedback to us. Specific yes
Market Facilitation Plan. 2. 0 For budget changes ONLY please include information below: Total Benchmark e.g. Scottish Average Current spend on this service – (£,000’s) Total Reduction / increases to this service budget (£,000’s) Per annum Is this a change e.g. to introduce a new Charge or Concession Expected annual income total Current cost per person When will the saving be achieved Start date for savings End date – if any Equality Protected Characteristics: 3.0 Which individuals / staff are likely to be affected by the proposal / policy / project? (please score) Equality protected characteristics (A) Age (D) Disability (G) Gender (E) Ethnicity (R) Religion (SO) Sexual orientation (TG) Transgender (P&M) Pregnancy & Maternity (M&CP) Marriage & Civil Partnership Insert X where appropriate X X X X X X X X X Please summarise the POSITIVE impact for each affected protected characteristic using appropriate initial: Please summarise the NEGATIVE impact for each affected protected characteristic using appropriate Initial Please summarise the NEUTRAL impact for each affected protected characteristic using appropriate Initial Age, Disability The Strategic Plan is for all adults aged 18+ years, with the aim to deliver better outcomes for all of these none Gender, Ethnicity, Religion Sexual Orientation, Transgender, Pregnancy &Maternity, Marriage &Civil Partnership
Social - case studies; personal /group feedback / other: The Consultation and Engagement report provides information on the consultation process to develop the Strategic Plan and the feedback received. There were also a number of staff engagement sessions held and a report on this was considered. Best judgement over hard evidence 3.4 (a) Has ‘best judgement’ been used in place of data/research/ evidence? YES / NO 3.3(b) Who provided the ‘best judgement’ 3.3cWhat gaps in data/information were identified? Both – There has been a range of information available from different sources and informed judgement to assess and analyse this. Integration Joint Board Strategic Planning Group Strategic Planning Group Staff engagement groups Consultees 3.4(d) Is further research necessary? YES / NO If NO – please say why: Consultation 4.0 Has the proposal / policy / project been subject to involvement/consultation? If YES - state which individuals and organisations were involved / consulted; what form the involvement / consultation took and outcome. Who was involved/consulted: Please indicate if it was active involvement or consultation List: The Health and Social Care Integration (HSCI) Partnership set out to involve key stakeholders during the production of the Strategic Plan. Service users, carers, health and social care staff, the public and key partners have had various opportunities to tell us what they think and participate in the production of the Strategic Plan. This was done through a series of information and consultation methods. The list of prescribed stakeholders for the Strategic Plan is set out in the Public Bodies (Joint Working)(Scotland) Act 2014: Users of health care Users of social care Carers of users of social care Carers of users of health care Commercial providers of social care
Section 1 Details of the Project/ Scheme / Work Project/Scheme title: Name of Senior Responsible Owner Project Lead Name: Date of Assessment Summary description of the change being assessed: Details of any supporting evidence: When completing this section a review of the latest evidence should be undertaken. Use the checklist provided for sources of evidence and trusted websites to visit to find evidence. Describe the key findings from your evidence search and how they have informed the scheme. If you have been unable to find evidence, please describe what you have based this scheme on instead (e.g. activity data, population data, patient experience or public engagement intelligence, clinical opinion etc.): Section 2 Measuring Health Inequalities The following question should be addressed and responses provided for each of the protected characteristic and inclusion health groups listed below. Highlight where the scheme has (or could potentially have) a positive or negative impact, either directly or indirectly, considering proportionality and relevance. Could the scheme have a positive impact or negative impact on people who may, as a result of being in one or more of the following protected characteristic or inclusion health groups, experience barriers when trying to access or use NHS services?
Topic Sponsor National Expert/ Author SOAB Experts/ Organisations interested Comments on one pager Policy Integration Germany What good examples of integration of policy related to an ageing society exist across government departments and agencies at national, regional and local levels, especially in social care and health? ERRIN EU Regions Research and Innovation Network Anett Ruszanov Measures of wellbeing, quality of life and health UK How well do existing measures of wellbeing reflect the distinct experiences, values and aspirations of older people, including the oldest old? Joy Todd – ESRC Christina Victor, Brunel university London UK Migration and demography Sweden How far, and in what circumstances, can migration alleviate or aggravate the predicted problems arising from demographic change, and how does this vary according to the kind of migration? This might offer a number of alternative scenarios. Tove Hammarberg – Swedish Council for Health, Working Life and Welfare CEMR (Council of EU Municipalities and Regions) Angelika Poth-Mögele, Director of Policy or Nathalie Noupadja Also include the demographic impact
Topic Sponsor National Expert/ Author SOAB Experts/ Organisations interested Comments on one pager Oldest Old Austria Here we will build on the paper produced by Janice Keefe and Marja Jylhä following the Oldest Old Workshop held in Paris in October. Bettina Glaser Georg Ruppe [] Eurocares Henk Bakkerode Also focus on the demographic impact. Because the group is growing there will be more demands from/ for the oldest old.
Please note: if you have disability that may have an effect upon your work, your health and safety at work or the health and safety of others, you must make the School Business Manager aware of this. This is so that any appropriate measures can be identified that would ensure the health and safety of you, your work colleagues or members of the public while you are at work. Additional information: please provide any other relevant information or expand on information above, if necessary. Declaration: I declare that the information provided is accurate to the best of my knowledge and belief and that I recognise that failure to declare any relevant information or the provision of false or misleading information may result in appropriate action being taken. Signature Date
Equality & Diversity Group Meeting Action Log from 14th June 2017 Action No Action Whom When Update Completed 1. All to think about who should attend future meetings, particularly from protected characteristic groups ALL Rolling 2. To obtain, email, and post copies of the P2E plans and briefing papers LA to contact ET 5th July Done 5th July 3. Develop the Terms of Reference LA 5th July Changes made. Bring to July meeting. 5th July 4. CL to check on updated guidance from NHSE and electronically link to where they are CL 5th July 5. LA to cancel meetings organised in August, October, December, and February LA 30th June Meetings have been cancelled. 16th June 6. Investigate mileage claims / taxi arrangements LA 12th July Confirmation that people can get travel costs through completing a Volunteer Expense Payment Form. 7. AS to post out documents to DE & LH one week in advance AS Rolling 8. LA to obtain executive summaries for large documents LA Rolling 9. LA & AS to manage E&D attendance lists and contacts AS / LA Rolling 10. AS to map and gap who we are missing, and reach out proactively for representation at the group AS Rolling 11. ML to provide LA with details of the 12 champions for CL ML 12th July
Publish Equality and Diversity Calendar to provide information and enable easy access to key dates and cultural events. January each year Quality Director Partially achieved Personal college equality calendar replaced with link to national website. Continue to promote cultural events through tutorial sessions and further build on the Equality and Diversity strands embedded in practice by establishing a Cross-College Cultural Events Calendar closely linked to tutorial schemes to raise awareness of E&D issues and promote social cohesion. Annual review in April Heads of colleges Achieved Successful cultural summit held in 14/15 but not repeated. Heads of colleges considering way forward. Evaluate the impact of Equality and Diversity promotion and delivery through the analysis of qualitative and quantitative data, collected from students, staff and stakeholders. Objective Due Date Person Responsible Progress Embed learner voice into the tutorial calendar to maximise the opportunities for collecting data from diverse student groups. Analyse and report on the findings and respond to any issues emerging. Annual review in April Heads of colleges Achieved Learner Voice well represented in annual surveys, focus groups and student reps. Additional local site monthly surveys carried out by Heads of College. To improve the systematic collection of actual destination data to assess the impact of students’ achievements on Annual review October Heads of colleges Partially achieved Progression data provided for CBL learners but not apprentices.
Inverclyde Council Equality Analysis Toolkit This toolkit aims to assist the process of carrying out analysis of the effects on equality of the policies, plans, strategies and programmes of Inverclyde Council. It sets out what services require to do in order to embed equality analysis into processes, and to ensure the Council meets its legislative requirements in regard to the Equality Act 2010. This toolkit should be completed using the Equality Analysis Toolkit Guidance which provides further detail and information to assist in the process. Policy Profile 1 Name of the policy, plan, strategy or programme Inverclyde Local Development Plan: Proposed Plan 2 Responsible organisations/Lead Service Regeneration and Planning, Inverclyde Council 3 Lead Officer Stuart Jamieson, Head of Regeneration and Planning 4 Partners/other services involved in the development of this policy None 5 Is this policy: New □ Reviewed/Revised x 6 What is the purpose of the policy? (include any new legislation which prompted the policy or changes to the policy) The Local Development Plan sets out the overall development strategy, key policies and proposals which provide the land use framework to guide development and investment in Inverclyde over the next 5-10 years and beyond, and provides the basis upon which planning applications will be determined. The preparation of a development plan is a statutory requirement under the Planning etc. (Scotland) Act 2006, Part 2 of which introduced a new statutory basis for development planning into the Town and Country Planning (Scotland) Act 1997. 7 What are the intended outcomes of the policy? An up to date, adopted policy framework will be in place to make provision for the protection of the natural and built heritage of Inverclyde, while also promoting growth for new investment and development in a range of sustainable locations. 8 What is the period covered by the policy? The Local Development Plan is expected to be adopted in the summer of 2014 and will be reviewed every 5 years. 9 Target geographical area The entire area administered by Inverclyde Council.
Review of equality considerations in relation to the outcomes of the Investment Principles All – evidence overview What do we know about equalities within the context of the outcomes? What gaps exist? Potential impact (positive and negative) on people who share the characteristic? What could we do to reduce any negative impacts, maximise positive impacts and ensure quality information? Governing bodies - Performance Governing bodies will have records of athletes that receive investment from the sportscotland Institute for Sport. There is no aggregated equalities data, and records may vary between sports. There is no high level national data on how protected characteristics are represented in elite sport apart from disability. An equality evidence review on performance sport is currently being undertaken, this should help us understand the data better. Athlete selection is based purely on performance. Investment is directed at performance programmes and athletes linked to medal potential. The potential impact is neither positive nor negative. The impact needs to be assessed against membership and participation, which is what widens the talent pool and increases opportunity for people who share protected characteristics to become involved in sport. The Equality Impact Assessment action plan includes an action to develop an impact assessment against the performance sport programme and a literature review. This assessment should help to gather evidence and highlight any gaps or oversights. Governing bodies - Development Equality Standard for Sport Alongside other governance requirements governing bodies of sport are required to engage with the Equality Standard for Sport dependent upon their level of investment and infrastructure. The Standard supports governing bodies of sport to consider and engage with equality, both within their internal structure and processes, and in the form of developing actions and initiatives which encourage increased Equality Standard for Sport The Equality Standard for Sport will impact positively on people who share protected characteristics. As not all sports will reach the same level of the Standard, this could impact negatively on people who share protected characteristics as some sports may not be targeting groups that are currently underrepresented in their membership. The Standard does not require SGBs to Some actions are already in place to address any negative impact, the additional support that governing bodies have access to is a key component of this. Currently sportscotland has developed partnerships with equalities groups for LGBT and BME groups, we also invest in Scottish Disability Sport who deliver inclusion training and work with a large number of SGBs on their disability initiatives. There is no organisation in Scotland at the moment that supports
Spring Being British Discuss and explore what it means to be British. To celebrate national events and understand their significance. Stereotypes To understand the term stereotypes and know how to avoid stereotyping. Linked to celebrate diversity in Personal Finances and Banking The value of money Financial management Safe ways of saving money Freedom of Expression Within our country and others. Historical and present perspective Demographics To consider and understand the demographics within the UK. Skills and Qualifications Introduction to higher education. Apprenticeships Interview skills Summer Staying Safe! The role of the emergency services. Stranger Danger. Cookery Introduction Becoming familiar with measuring tools and their uses. Read, follow and prepare simple recipes. Discrimination What is discrimination. Considering which behaviour is acceptable or unexpectable in a school or place of work. Political Parties The main parties. Leaders within those parties. The role of the manifesto. Sexual Education Follow a programme of sex and relationships education. Knows how to keep themselves safe and where to go for help and advice Gender Identity To consider gender identity and the terms ‘male’ and ‘female’. Discuss how these terms are biologically determined categories however some people may have a transgender identity. Signed:……………………………………………………………….. (Chair of Governors) Date:……………………………………………………………………………
I would prefer not to answer this question Age Please indicate your age by ticking one of the boxes below Under 12 12-13 14-15 I would prefer not to answer this question Sex Please indicate your sex by ticking one of the boxes below: Male Female I would prefer not to answer this question Disability The Equality Act 2010 defines disability as: “a person has a disability if s/he has a physical or mental impairment which has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.” Do you consider yourself to be disabled? Yes No I would prefer not to answer this question Please identify the nature of your disability: Physical impairment Deaf/hard of hearing Visual impairment
Appendix A: Equality Objectives 2016-2021 The University of Wolverhampton’s commitment to Equality and Diversity runs through its Strategic Plan. The following Equality Objectives summarises the University’s commitment to Equality and Diversity, and outlines the operational targets its academic faculties and professional services needs to meet to fulfil this commitment. In this, they shall be supported by the Equality and Diversity Unit and look to work with the Students’ Union where possible. Strategic Plan Goal Key Performance Indicator Equality Objective Maximise individual potential for all students. KPI 1: Growth in size and diversity of our student population Increase student recruitment from currently underrepresented demographics groups. Maximise individual potential for all students. KPI 1: Growth in size and diversity of our student population Increase student retention from currently underrepresented demographics groups. Maximise individual potential for all students. KPI2: Our students progress and achieve at, or above, the expected levels and there are no differences between student demographic groups. Increase student achievement, continuation and progression of currently underperforming demographic groups. Maximise individual potential for all students. KPI 3: We exceed the expectations of all our students To promptly address any instances of differential dissatisfaction of a demographic group. Maximise individual potential for all students. KPI4: Our students gain graduate level employment with no differences between demographic groups Increase student employability of currently underperforming demographic groups. Maximise individual potential for all staff. KPI6: We have a diverse, highly skilled and motivated staff team. Increase recruitment of staff from currently underrepresented groups. Maximise individual potential for all staff KPI6: We have a diverse, highly skilled and motivated staff team. Enter the Top 100 of the Stonewall Workplace Equality Index Maximise individual potential for all students/staff KPI6: We have a diverse, highly skilled and motivated staff team. Secure a Race Equality Charter Bronze Award Maximise individual potential for all students/staff KPI6: We have a diverse, highly skilled and motivated staff team. Secure an Athena Swan Gender Equality Charter Bronze Award Be renowned as a university that makes impact regionally, nationally and internationally KPI11: We are seen by partners, funding bodies, and the communities we serve as effective and successful in improving the regions we operate within. Raise local and national awareness of the diversity of our research and staff/students through engagement with Equality and Diversity-themed festivals and campaigns
A note on terminology This guidance uses the term ‘policy’ as shorthand for any activity of your organisation. Therefore ‘policy’ should be understood broadly to embrace the full range of your policies, provisions, criteria, functions, practices and activities including the delivery of services – essentially everything you do. This guidance uses the term ‘equality groups’ to mean ‘persons who share a relevant protected characteristic’ and where reference is made to ‘equality groups and communities’ this includes ‘any person who appears to the authority to represent the interests of those persons’. 3| What are equality outcomes? An equality outcome is a result which you as an authority aim to achieve in order to further one or more of the needs mentioned in the general equality duty. In other words, an equality outcome should further one or more of the following needs: eliminate discrimination, advance equality of opportunity and foster good relations. By focusing on outcomes rather than objectives, this specific duty aims to bring practical improvements in the life chances of those who experience discrimination and disadvantage. So in practice, you might find it helpful to think of equality outcomes as results intended to achieve specific and identifiable improvements in people’s life chances. For example, your equality outcomes might be to reduce the income gap between women and men in your own workforce or in your local area in partnership with others, or they might be to increase the proportion of disabled people living in homes suitable for their disability. For further examples of equality outcomes see section 7(c). You should take care not to confuse equality outcomes with outputs. Outputs describe what gets done, what an organisation or service produces or delivers training events or an improved evidence base, for example. Outcomes are the
Table 2 | Example 2 Situation/ problem Activities Equality outcomes General duty Education is a key determinant of life chances There is a gap in educational outcomes for young disabled people and young Gypsy Travellers Use assessment and performance information Establish baseline to measure young Gypsy Travellers’ attendance and performance Identify and meet needs of target groups Outreach activities Improve educational attainment and achievement for young disabled people Improve educational attainment and achievement for young Gypsy Travellers Advance equality of opportunity
Strategic Management Director notified to Equality Commission and placed on website [2.5] Unit Equality Commission’s approval of the scheme. Thereafter, within one month of a change of personnel. Section 75 Annual Progress Report [2.10, 2.25, 4.33 and 5.7] Co-ordination by Equality and Human Rights Unit Input from Directorates 31 August (annually). Equality Action plan Consultation on draft action plan [2.23] Finalised action plan published [2.26] Arrangements for monitoring progress in place [2.24] Equality and Human Rights Unit Equality and Human Rights Unit Equality and Human Rights Unit [in line with consultation on equality scheme] One month after the Equality Commission’s approval of the scheme. One month after the Equality Commission’s approval of the scheme. Actions to make consultees aware of the commitments in the scheme [3.2.7 and 9.3] Equality and Human Rights Unit One month after the Equality Commission’s approval of the scheme. Consultation list reviewed and updated +awareness raising for consultees [3.2.7 and 3.4] Equality and Human Rights Unit September (annually) 4.13 Signed off and approved screening templates available Co-ordination by Equality and Human Rights Unit Input from Directorates Ongoing
on the Department’s website [4.13] Screening reports published quarterly [4.15] Co-ordination by Equality and Human Rights Unit Input from Directorates Quarterly on an ongoing basis. The first report may be for a longer period depending on when the Equality Commission approve the scheme. Completed equality impact assessments available on the Department’s website [4.24]. Co-ordination by Equality and Human Rights Unit Input from Directorates Ongoing Audit of information systems to complete a GAP analysis [4:30] Co-ordination by Equality and Human Rights Unit Input from Information Analysis Directorate and HSC bodies as necessary Within one year from when the Equality Commission’s approve the scheme. Monitoring Review of monitoring information [4.32] Publication of monitoring information [4.33;4.34] Co-ordination by Equality and Human Rights Unit Input from Directorates Co-ordination by Equality and Human Rights Unit Input from Directorates 31 August (annually). 31 August (annually). Training Development of a summary of the equality scheme for all staff [5.4] Staff access to scheme and procedures to handle queries [5.4] Staff Briefing [5.4] Equality and Human Rights Unit Equality and Human Rights Unit Directorates / Branches Within three months of the Equality Commission’s approval of the scheme. Within three months of the Equality Commission’s approval of the scheme. Within two months of the Equality
Targets Strategies Timescale Responsibilities Success Criteria Progress To liaise with Nursery providers to review the potential new intake each year To identify pupils in each new intake (from home visits or other provision) who may need additional or different provision. Each July Mrs Lingenfelter Nursery teacher Mrs Fox Pastoral Manager support set in place before entry to school Improved readiness for school To review all statutory policies to ensure that they reflect inclusive practice and procedure To comply with the Equality Act 2010 Ongoing 2017-2020 Mrs Todhunter Governing Body Relevant staff All policies clearly reflect inclusive practice and procedure in line with the Equality Act To continue to develop close liaison with parents/carers To ensure collaboration and sharing between school and families from all faith and cultural backgrounds. Encourage greater understanding and respect for diversity by; Encouraging parents and pupils to talk about faith and religious festivals as part of the RE curriculum Continue to organise opportunities for pupils to visit places of worship for all faiths represented by the school community Inform parents about curriculum themes and encourage parents/carers to visit school to share knowledge and skills to enhance pupils’ learning experiences. Ongoing 2017-2020 Mrs Todhunter Governing Body Relevant staff Clear collaborative working approach. Pupils will learn about faiths and cultures through first hand experiences Greater understanding and tolerance fostered for diversity All pupils and parents will feel valued members of the school community To ensure full access to the curriculum for all children. Employment of specialist advisory teachers where appropriate; CPD for staff and: • A differentiated curriculum with alternatives offered. • A range of support staff including trained teaching assistants • Multimedia activities to support most curriculum areas Ongoing 2017-2020 Mrs Todhunter Mrs Lingenfelter Mrs Fox Teaching staff Outside agencies Advice taken and strategies evident in classroom practice.
Objective 2: To improve access to information What helped us arrive at this objective( consultation with stakeholders): Parents requesting information. Pupils lack of knowledge around key areas Action How? When? Who? Cost Success Criteria Monitored Information re parents specific needs gathered Through meetings As required Teacher Parents happy with information given SLT Newsletters, and up to date information on website, Facebook, Twitter and texts E-mail information/paper copies Access to website As required SLT Cost of texts Parents are kept up to date with school news and information Gov Body Pupils more informed re rights and responsibilities and re policies PSHE Assemblies Curriculum As and when necessary Teachers Children informed about key policies and understand how they can receive help SLT Visual timetabling to be used Individual timetables to be developed As and when required to support pupils Individual teachers Children understand what they need to do and when Team leaders
Objective 3: To further develop the school’s contribution to community cohesion What helped us arrive at this objective( consultation with stakeholders): The emphasis on British Values Action How? When? Who? Cost Success Criteria Monitored Identify pupils from different groupings not on track Pupil Progress Meetings Half termly Teachers/SLT Groups across school make similar progress SLT Further develop pupil voice Through school council On-going PSA Pupils have a strong voice that contributes to school improvement SLT Embed School of Sanctuary Curriculum Autumn 18 DHT School of Sanctuary embedded SLT Continue to develop empathy with children from around the world Regular events to raise awareness – eg Children in Need, Christmas On-going Teachers Children have understanding about fair trade and its meaning SLT
Table 2 Policy consulted on What equality document did you issue alongside the policy consultation document? (screening template/EQIA report/none) (NB: if you only issued an EQIA report and not a policy consultation document please include this information) What consultation methods did you use? Which of the methods you used drew the greatest number of responses from consultees? (NB: if the consultation started in but is still please give an interim indication of methods most used and outline the closing date) If consultees raised concerns, did you review your initial screening decision? Do you have any comments on your experience of this consultation? Counter Fraud and Probity Services Project 404 Face to face meetings with Citizen’s Advice Bureau, Carers NI and the Indian
Community. Travelling Community and Age Concern were also approached, but no response received. Corporate Services Health & Safety Transportation of Documents Adverse incident reporting Equality Screening Equality Screening Equality Screening These documents were issued to the relevant committees for approval and to SMT/Board Staffside, staff members, committee representatives. A variety of engagement methods, namely face to face and email were employed N/a None
Human Resources Health and Well Being Strategy None Email (with Trade Unions) Face-to-face (Consultation with the BSO’s OWD group) Face-to-face (OWD group) N/A Maybe worth considering consulting with mental health voluntary orgs at an early stage. Human Resources Support for staff training, education and development policy and procedure (SSTEAD) None Email (with Trade Unions) Human Resources Revision of existing BSO Recruitment and Selection Policy None Trade Unions as well as discussion with the equality commission. Resulted in some amendments to
Table 3 Service or Policy What equality monitoring information did you analyse? Did the way you used the data result in improved access to information or services? Counter Fraud and Probity Services Project 404/Project 1535 (Access to Healthcare in Northern Ireland) Gender, age, location No Human Resources Health and Well Being (H&WB) strategy Sickness absence information, particularly absences relating to mental health. We monitored the breakdown of staff by grade, by gender and by age group. Monitoring of this has and will continue to be an on-going process. The BSO’s aim is to improve upon better access to H&WB services for staff and more communication on H&WB issues to staff. This information was provided to the BSO’s SMT and its Board for information. Business case was developed for additional funds in 2014/15 to implement H&WB courses for all staff. Mental Health Awareness courses rolled out from December 2014. Still on-going. Legal Services Appointment of Barristers to a renewed Counsel Panel. Gender, Marital Status, Religion, Ethnicity, Disability, Age, Sexual Orientation. No
Thematic Area Equality and Diversity Suggested resources to support implementation of the thematic area in FET: Theme/Topic Type Relevance Author/Source Web Link Equality & Diversity eLearning An excellent library resource with teaching tools in this subject area. Curriculum Development Unit CDETB Equality Legislation Website Clear and concise explanation of equality legislation. Equality Office Trinity College Dublin 2014 Employment Equality ebooklet Relevant explanation of Employment Equality legislation in Ireland Equality Office Trinity College Dublin 2014 Equal Status Equality ebooklet Relevant explanation of Equal Status Equality in Ireland Equality Office Trinity College Dublin 2014 Rights of the Child Book Textbook on the Rights of the Child within the Irish and international frameworks. Eileen McPartland Current Population in Ireland Data Website Current data which reflects the diversity of people in Ireland today through geographical, housing and other changes in the population. Central Statistics Office Diversity of Languages Spoken in Ireland Newspaper Online Profile of the diversity of languages spoken in Ireland reflecting the phenomenon of inward migration to Ireland. An important teaching tool to demonstrate current multiculturalism. Sorcha Pollak & Pamela Duncan
Desired Outcome Equality information is collected in a systematic way and to a sufficient degree that enables benchmarking so that strategies can be developed. Specific Action Points 2.1 During 2012-2016 conduct surveys and stakeholder meetings to ascertain the attitude towards, and recommendation of, groups from amongst the communities concerned. 2.2 The learner voice and complaints are recorded and actioned. 2.3 Increase the application and recruitment from staff from underrepresented to reflect local population percentiles. 2.4 Increase enrolment of apprentices from underrepresented groups to reflect local population percentiles. 2.5 Increase enrolment from underrepresented groups over the life of the Equality Objectives. 2.6 Ensure all marketing literature contains images which positively promotes protected characteristics and fosters relationships between protected groups. 2.7 To capture, monitor, develop and analyse data for subcontracted provision. Lead Director of Data Management and Exams, Human Resources Manager and Director of Teaching and Learning. Review Report to the Equality and Diversity Group. Annual report to the Board. Objective 3 Promote Equality and Diversity through the curriculum. Method To further develop more innovative practice in the delivery of equality and diversity within the learning environment. To develop mechanisms through which to share good practice across all areas of teaching and learning. To further facilitate and encourage links with the community in teaching sessions both to explore and to model issues of Equality and Diversity. Desired Outcome Continued advancing of equality into the curriculum. Measure of success is that during observations everyone succeeds in Equality and Diversity. Specific Action Points 3.1 Further staff development at Staff Conferences and also bespoke CPD sessions in departments which are delivered by ATPs and deliver a minimum of two events a year which promote Equality and Diversity. 3.2 ATPs to support individual staff members who have been identified by Curriculum Leaders or Directors of the Curriculum 3.3 All curriculum areas will promote Equality and Diversity relevant to their subject areas. 3.4 Cascade/share good practice and ideas through CPD events and one to one support.
Managing premises If a business is managing premises as part of what they do, whether those are residential or commercial premises, they must not unlawfully discriminate against, harass or victimise you as someone who occupies the property: in the way they allow you to use a benefit or facility associated with the property by evicting you, or by otherwise treating you unfavourably. For example: A property management company manages and controls a residential block of flats on behalf of the landlord-owner. The block has a basement swimming pool and a communal garden for use by the tenants. A disabled tenant with a severe disfigurement is told by the company that they can only use the swimming pool at restricted times because other tenants feel uncomfortable in their presence. This would almost certainly be direct discrimination because of disability and/or discrimination arising from disability. A property management company refuses to allow a lesbian tenant to use facilities which are available to other tenants, or deliberately neglects to inform her about facilities which are available for the use of other tenants, because she had previously made a claim of discrimination against the manager. This would almost certainly be victimisation. A property management company responds to requests for maintenance issues more slowly or less favourably for one tenant than similar requests from other tenants, because the tenant has a learning disability. This would almost certainly be direct discrimination because of disability in the management of premises. A business managing premises may in some circumstances be required to make reasonable adjustments to the premises they manage or the way they manage them to remove barriers for disabled people. You can read more about making reasonable adjustments in . Gyms, health clubs and sporting activities Equality law applies to any business that provides goods, facilities or services to members of the public.
Luton Irish Forum EQUALITY MONITORING FORM We ask for this information to monitor the achievement of our Equal Opportunities policies. This information is kept confidential. Date Gender - Are you male or female? Date of Birth - DD/MM/YYYY Ethnic Origin - Please tick one box that describes your ethnic origin most closely. White Mixed Asian or Asian British Black or Black British Chinese or other ethnic group Traveller/ Gypsy Irish Carribean Indian Carribean Chinese Irish Traveller British African Pakistani African Other, Please write in: Gypsy Other White background, Please write in: Asian Bangladeshi Any other Black background, Please write in: Roma Other Mixed background, Please write in: Other Asian background, Please write in: Other Traveller background, Please write in: Sexuality - How would you define your sexuality? Lesbian Gay Bisexual Heterosexual Other Disability - Are you registered disabled or would you consider yourself as having a disability? Yes No If yes, please give details Source – How did you hear about Luton Irish Forum?