zilongwang/ReadingBank huggingface dataset:
EQUALITIES AND DIVERSITY MONITORING FORM This section of the application form will be detached from your application form and will be used for monitoring purposes only. British Business Bank plc is committed to promoting equality and eliminating unlawful discrimination. We seek to achieve diversity by ensuring that no applicant receives less favourable treatment on grounds of (but not limited to) sex, race, colour, religion, sexuality, age, ethnic origin, or disability, or is placed at a disadvantage by conditions or requirements that cannot be shown to be justifiable. * Age 18–35 36–50 51–65 Over 65 I do not wish to disclose this * Gender Male Female Race Relations (Amendment) Act 2000 * I would describe my ethnic origin as: Asian or Asian British Bangladeshi Indian Pakistani Any other Asian background Black or Black British African Caribbean Any other Black background Mixed White & Asian White & Black African White & Black Caribbean Any other mixed background White British Irish Any other White background Other Ethnic Group Chinese Any other ethnic group I do not wish to disclose this Equality Act (Sexual Orientation) Regulations 2007 * Please select the option which best describes your sexuality Lesbian Gay Bisexual Heterosexual I do not wish to disclose this Equality Act 2006 * Please indicate your religion or belief Atheism Buddhism Christianity Islam Jainism Sikhism Other Hinduism Judaism I do not wish to disclose this Disability Discrimination Act 2005 The Disability Discrimination Act 1995 (DDA) defines a disability as a ‘physical or mental impairment, which has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities’. An effect is long-term if it has lasted, or is likely to last, over 12 months. If your only impairment is that you are either short or long sighted and this is corrected by wearing glasses/contact lenses, please tick the ‘no’ box. * Do you consider yourself to have a disability as defined by the DDA? Yes I do not wish to disclose this information No
Equality and Diversity Monitoring Form Collection of equality information is solely for monitoring purposes to ensure that our policies and procedures are effective. We also collect this data in accordance with the general and specific public sector equality duties under the Equality Act 2010. Any data you enter onto this monitoring form will only be used for monitoring purposes and will not be used in assessing and or scoring your application or during the interview process. This information is kept fully confidential and access is strictly limited in accordance with the Data Protection Act. Ethnicity Workforce census code Please tick White WBRI British English Welsh Northern Irish Scottish WIRI Irish WIRT Traveller of Irish Heritage WROM Gypsy / Roma WOTH Any other White background Mixed MWBC White and Black Caribbean MWBA White and Black African MWAS White and Asian MOTH Any other Mixed background Asian or Asian British AIND Indian APKN Pakistani ABAN Bangladeshi CHNE Chinese AOTH Any other Asian background Black or Black British BCRB Black – Caribbean BAFR Black – African BOTH Any other Black background Other ethnic group ARAB Arab CHNE Chinese REFU Refused/Prefer Not to Say OOTH Any other ethnic group Sexual orientation Please tick Bi-sexual Gay Man Gay Woman Heterosexual Other Prefer not to say Gender Please tick Female Male Transgender Prefer not to say Personal relationship Please tick Single Living together Married Civil Partnership Prefer not to say Religion or belief Please tick No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Hindu Jewish Muslim Sikh Any other religion (Write in) Prefer not to say Disability Do you consider that you have a disability? Please tick Yes - Please complete the grid below No Prefer not to say My disability is: Physical Impairment Sensory Impairment Mental Health Condition Learning Disability/ Difficulty Long standing illness Other Prefer not to say
Q27 Do consider yourself to be...? Answered: 874 Skipped: 192 Heterosexual or straight Gay or Lesbian Bisexual Prefer not to say Other 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Answer Choices Responses Heterosexual or straight 88.33% 772 Gay or Lesbian 0.11% 1 Bisexual 0.57% 5 Prefer not to say 10.07% 88 Other 0.92% 8 Total 874
APPENDIX ONE EQUALITY ACTION PLAN (including accessibility plan) Sector Equality Duty Equality Objectives Actions How will the impact of the action be monitored? Who is responsible? Time Frames Progress commentary Eliminate discrimination, harassment and victimisation All policies to be compliant with single equalities requirements Ensure that policies are compliant with single equality requirements as they are reviewed All policies compliant Ach CRo 2017-2020 Eliminate discrimination, harassment and victimisation Consider how data can be used effectively to ensure that pupils, staff and parents who may have issues with equality are not disadvantaged Collect data on participation in all areas Monitor data and intervene early if discrimination or disadvantage is identified. Participation of all groups matches demographic of school population CRo Ongoing Eliminate discrimination, harassment and victimisation To reduce the incidence in the use of homophobic language by students in school Awareness campaign to include assemblies and posters up in school Reduction in incidence of name calling and use of homophobic language in behaviour incident logs MMg IPa All staff September 2017 and ongoing
Eliminate discrimination, harassment To foster positive relations and cultural understanding between Baines values to shine through all that we do. Explicit teaching Student voice questionnaires Reduction of ACh MMg / CRo All staff Development of Baines values in 2017/18 and ongoing and victimisation different communities in our school through whole year and class assemblies to encourage a cohesive and tolerant community where all are valued behaviour incidents Advance equality of opportunity between different groups To reduce the achievement gap between PP and Non PP Designated person to lead on PP agenda Staff awareness of top school priorities Effective tracking and early intervention where underachievement is identified. Effective tracking of achievement data to show narrowing of achievement gap MHa All staff On going
Take steps to meet all individuals’ needs especially those with a protected characteristic Staff awareness training Apply ‘more favourable’ treatment to PP students as part of Baines school improvement priorities Attainment gap narrowing MHa ACh All staff On going Staff and pupil welfare given a high priority throughout school Encourage participation by all groups including disabled staff, pupils and parents in school life, including extra-curricular activities and educational visits Extra-curricular activities registers kept to allow for audit of participation Students, staff and parents with a protected characteristic are encouraged towards greater participation Greater participation in school activities by students, staff and parents by those with a protected characteristic MMg ACh All staff September 2017 ongoing and to be reviewed annually
Asian or Asian British: British - English, Scottish or Welsh [ ] White and Black Caribbean [ ] Indian [ ] Irish [ ] White and Black African [ ] Pakistani [ ] Other White background [ ] White and Asian [ ] Bangladeshi [ ] Other Mixed background [ ] Other Asian background [ ] D Black or Black British: E Chinese and other groups: Caribbean [ ] Chinese [ ] Prefer not to say [ ] African [ ] Other ethnic group [ ] Other Black background [ ] What is your age (please tick)? 16–17 [ ] 18–21 [ ] 22–30 [ ] 31–40 [ ] 41–50 [ ] 51–60 [ ] 61–65 [ ] 66–70 [ ] 71+ [ ] Prefer not to say [ ] How would you describe your sexual orientation (please tick)? Heterosexual / straight [ ] Bisexual [ ] Prefer not to say [ ] Gay man [ ] Gay woman / lesbian [ ] Other [ ] Please describe your religion or other strongly-held belief. I would describe my religion or belief as: ................................................. I have no particular religion or belief [ ] Prefer not to say [ ] The Equality Act 2010 defines a disability as a "physical or mental impairment which has a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities". An effect is long-term if it has lasted, or is likely to last, more than 12 months. Do you consider that you have a disability under the Equality Act (please tick)? Yes [ ] No [ ] Used to have a disability but have now recovered [ ] Don't know [ ] Prefer not to say [ ]
Long term improvements for Thistle House will continue as part of our Facilities Department’s ongoing maintenance programme. We have used information from the audits to develop information about the accessibility of the Thistle House office on our website. This includes specific information on accessible parking and provides photographs of key entrances to assist people visiting our office. Work to improve accessibility of our Public Defence Solicitors’ Offices (PDSO) and Civil Legal Assistance Offices (CLAO) premises, including information on our associated websites, has been slower due to other business pressures. This work will continue into our next outcomes cycle. Other work we have completed Other work we have completed under our equality outcomes 2013-17 is shown in the table below. Work completed under our equality outcomes 2013-17 Information on the accessibility of service providers registered to deliver legal aid (outcome 1) We have audited the accessibility information we hold on firms and other service providers registered to deliver legal aid. This will form part of regular data audits and we now request this information as part of the registration process. The general public can see this information when using our ‘find a solicitor’ feature on our website. 36% of service providers supply this information (increase from 19%). Please note that we rely on service providers to provide accurate and up to date information. Employee equality data monitoring (outcome 2) We have changed our equality data monitoring questions for staff and in our recruitment process to match those used in the Scotland Census 2011 and/ or in line with published good practice The employee data section in this report provides further information. Inclusion of equality in performance management criteria (outcome 2) Our staff performance review process and Learning Management System are designed to incorporate “Skills for Success”; a core competency framework which includes equality and diversity. Further review will be subject to development of SLAB’s people strategy. Equality data collection used by Grant Funded projects (Outcome 4) We reviewed the way grant funded projects collect equality data from their service users. We will consider these findings in future projects as appropriate.
RECRUITMENT MONITORING INFORMATION The Ri is committed to equality of opportunity and to monitoring all stages of the recruitment process. The information supplied in this form will be treated in strict confidence and will only be seen by Human Resources. If you choose not to disclose some or all of the information this will not affect your application in any way. ROLE DETAILS WHERE DID YOU HEAR ABOUT THIS ROLE? Ri website LinkedIn Facebook Twitter Word of Mouth Guardian Online Charity Job Jobs.ac.uk Recruitment Agency (please provide details): IdeasTap PSCI-COM BIG Arts Jobs Other (please provide details): RECRUITMENT MONITORING INFORMATION AGE: 16 – 24 25 – 29 30 – 34 35 – 39 40 – 44 45 – 49 50 – 54 55 – 59 60 – 64 65+ I DO NOT WISH TO PROVIDE THIS INFORMATION SEX: MALE FEMALE I DO NOT WISH TO PROVIDE THIS INFORMATION DO YOU DEFINE YOURSELF AS TRANSGENDER? YES NO I DO NOT WISH TO PROVIDE THIS INFORMATION ETHNIC ORIGIN: ASIAN / ASIAN BRITISH: INDIAN PAKISTANI BANGLADESHI CHINESE ANY OTHER ASIAN BACKGROUND (PLEASE DESCRIBE): MIXED / MULTIPLE ETHNIC GROUPS: WHITE & BLACK CARIBBEAN WHITE & BLACK AFRICAN WHITE & ASIAN ANY OTHER MIXED / MULTIPLE ETHNIC BACKGROUND (PLEASE DESCRIBE):
WHITE: ENGLISH/ WELSH/ SCOTTISH / NORTHERN IRISH/ BRITISH IRISH GYPSY OR IRISH TRAVELLER ANY OTHER WHITE BACKGROUND (PLEASE DESCRIBE): BLACK / AFRICAN / CARIBBEAN / BLACK BRITISH: AFRICAN CARIBBEAN ANY OTHER BLACK / AFRICAN / CARIBBEAN BACKGROUND (PLEASE DESCRIBE): OTHER ETHNIC GROUP: ARAB ANY OTHER ETHNIC GROUP (PLEASE DESCRIBE): I DO NOT WISH TO PROVIDE THIS INFORMATION RELIGION: NO RELIGION CHRISTIAN (INCLUDING CHURCH OF ENGLAND, CATHOLIC, PROTESTANT AND ALL OTHER CHRISTIAN DENOMINATIONS BUDDHIST HINDU JEWISH MUSLIM SIKH ANY OTHER RELIGION (PLEASE DESCRIBE): I DO NOT WISH TO PROVIDE THIS INFORMATION SEXUAL ORIENTATION: HETEROSEXUAL HOMOSEXUAL BISEXUAL I DO NOT WISH TO PROVIDE THIS INFORMATION THE EQUALITY ACT DEFINES DISABILITY AS FOLLOWS: A PERSON HAS A DISABILITY IF S/HE HAS A PHYSICAL OR MENTAL IMPAIRMENT WHICH HAS A SUBSTANTIAL AND LONG-TERM ADVSERE EFFECT ON THEIR ABILITY TO CARRY OUT NORMAL DAY-TO-DAY ACTIVITIES DO YOU CONSIDER YOURSELF TO HAVE A DISABILITY? YES (PLEASE PROVIDE DETAILS BELOW) NO I DO NOT WISH TO PROVIDE THIS INFORMATION PHYSICAL IMPAIRMENT (PLEASE DESCRIBE): SENSORY IMPAIRMENT(PLEASE DESCRIBE): MENTAL HEALTH CONDITION (PLEASE DESCRIBE): LEARNING DISABILITY (PLEASE DESCRIBE):
Equality Analysis Checklist Go through each protected characteristic below and consider whether the policy / function / service could have any impact on groups from the identified protected characteristic, involve service users where possible and get their opinion, use demographic / census data (available from public health and other sources), surveys (past or maybe carry one out), talk to staff in PALS and Complaints. Please ensure any remedial actions are Specific, Measureable, Achievable, Realistic, and Timely( SMART) Equality Group What evidence has been used for this assessment? What engagement and consultation has been used Identify positive and negative impacts How are you going to address issues identified? Lead and Timeframe Age Think about different age groups and think about the policy / function / service and the way the user would access, is it user friendly for that age? Disability Think outside the box, you may not be able to see the disability. It could be physical (hearing, seeing) or a learning disability (Autism). Accessibility – venue, location, signage,
1 The learner will know what is meant by equality and diversity at work The learner must know: Assessment Requirements Evidence Location 1.a What is meant by equality and diversity Learners should state what is meant by equality and diversity. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b An example of equality and diversity in operation in own workplace Learners should give an example of equality and diversity in operation in own workplace. 1.c An example of an equality and diversity issue from a given scenario or own experience Learners should give an example of an equality and diversity issue from a given scenario or own experience. 1.d Actions to take or that were taken to resolve an example of an equality and diversity issue Learners should state or suggest actions taken to resolve it.
2 The learner will know about equal opportunities at work The learner must know: Assessment Requirements Evidence Location 2.a The meaning of equal opportunities in the workplace Learners should state the meaning of equal opportunities in the workplace. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Groups of people protected under equal opportunities legislation Learners should name a minimum of two groups of people protected under equal opportunities legislation. 2.c The person(s) to talk to about equal opportunities issues in the workplace Learners should state the person(s) to talk to about equal opportunities issues in the workplace. 2.d The locations of equal opportunities policies in Learners should state the location(s) of equal
the workplace can recognise and support equality and diversity minimum of two positive ways that the workplace can recognise and support equality and diversity. be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b An example of one consequence of ignoring a situation in which equal opportunities is an issue Learners should give an example of one consequence of ignoring a situation in which equal opportunities is an issue. Final Tutor Feedback (Strengths and Areas for Improvement):
2 The learner will know about equal opportunities at work The learner must know: Assessment Requirements Evidence Location 2.a What an equal opportunities policy sets out to achieve Learners should describe what an equal opportunities policy sets out to achieve. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 2.b The key principles of equal opportunities Learners should explain the key principles of equal opportunities. 2.c Who has responsibility for issues relating to equal opportunities at work Learners should describe who has responsibility for issues relating to equal opportunities at work. 2.d The key points of the company’s equal opportunities policy Learners should describe the key points of the company’s equal opportunities policy.
Volunteer Equality and Diversity Monitoring Form We recognise the benefits of a diverse community of volunteers and are committed to being an inclusive organisation where everyone is treated with respect, dignity and where there is equal opportunity for all. We are committed to eliminating discrimination from our recruitment and day to day volunteering practice. We will take steps to ensure that volunteers are recruited, trained and developed on the basis of ability, the requirement for the role and the need to maintain an effective and efficient service. To monitor our effectiveness and to comply with the obligations placed on use under equalities legislation, we collect and analyse the following information. All volunteers are requested to complete this form which will be used for monitoring purposes only and will be stored securely. How to fill in the form Please complete the form by ticking the relevant boxes and by giving as much information as possible. You can choose not to fill in any or all of the sections and whether or not you choose to do so will have no effect on your application to volunteer with us. Data Protection The data you provide is subject to the provisions of the Data Protection Act 1998. By completing this form and returning it to us, whether electronically or by hand, you are giving your permission for us to process the data for equal opportunities monitoring purposes. This information will be held confidentially and will only be used for the purposes of equal opportunities monitoring. All data will be treated as strictly confidential.
MONITORING COMPLIANCE WITH PROCEDURAL DOCUMENTS Minimum requirement to be monitored Lead Tool Frequency of Report of Compliance Reporting arrangements Lead(s) for acting on Recommendations EDS2 Ricky Somal Annual Policy audit report to: Director of Workforce and Organisational Development Equality Impact Group Workforce Employee Relations Ricky Somal Diversity Scorecard and WRES Annual Policy audit report to: Director of Workforce and Organisational Development Human Resources Patient Access and Experience Ricky Somal EDS2 Partnershp Engagement Project Annual Policy audit report to: Director of Workforce and Organisational Development Equality Impact Group This document will be monitored to ensure it is effective and to assurance compliance. Equality Impact Screening Tool To be completed and attached to any procedural document when submitted to the appropriate committee for consideration and approval for service and policy changes/amendments. Stage 1 - Screening Title of Procedural Document: Work Experience Policy Date of Assessment 08.10.15 Responsible Department Human Resources Name of person completing assessment Susie Lowe Job Title Corporate HR Manager Does the policy/function affect one group less or more favourably than another on the basis of : Yes/No Comments Age No Disability Learning disability; physical disability; sensory impairment and/or mental health problems e.g. dementia No
Ethnic Origin (including gypsies and travellers) No Gender reassignment No Pregnancy or Maternity No Race No Sex No Religion and Belief No Sexual Orientation No If the answer to all of the above questions is NO, the EIA is complete. If YES, a full impact assessment is required: go on to stage 2, page 2 More Information can be found be following the link below Stage 2 – Full Impact Assessment What is the impact Level of Impact Mitigating Actions (what needs to be done to minimise / remove the impact) Responsible Officer
MONITORING COMPLIANCE WITH PROCEDURAL DOCUMENTS This document will be monitored to ensure it is effective and to assure compliance. Minimum requirement to be monitored Lead Tool Frequency of Report of Compliance Reporting arrangements Lead(s) for acting on Recommendations EDS2 Ruth Dolby Equality Standard Annual Policy audit report to: Director of Workforce and Organisational Development Equality Impact Group Workforce Employee Relations Ruth Dolby Diversity Scorecard, WDES and WRES Annual Policy audit report to: Director of Workforce and Organisational Development Human Resources Patient Access and Experience Ruth Dolby EDS2 Partnershp Engagement Project Annual Policy audit report to: Director of Workforce and Organisational Development Equality Impact Group EQUALITY IMPACT SCREENING TOOL To be completed and attached to any procedural document when submitted to the appropriate committee for consideration and approval for service and policy changes/amendments. Stage 1 - Screening Title of Procedural Document: Equality Diversity and Inclusion Policy Date of Assessment 05.07.18 Responsible Department Human Resources Name of person completing assessment Susie Lowe Job Title Corporate HR Manager Does the policy/function affect one group less or more favourably than another on the basis of : Yes/No Comments Age No Disability No Gender reassignment No
Pregnancy and Maternity No Race No Sex No Religion or Belief No Sexual Orientation No Marriage and Civil Partnership No If the answer to all of the above questions is NO, the EIA is complete. If YES, a full impact assessment is required: go on to stage 2, page 2 More Information can be found be following the link below Stage 2 – Full Impact Assessment What is the impact Level of Impact Mitigating Actions (what needs to be done to minimise / remove the impact) Responsible Officer
Section 6. How will this proposal affect people with protected characteristics? No impact Make things better Make things worse Why will it have this effect? Provide evidence from engagement, consultation, pupil data or census information etc. Age (Staff only) Disability Sex (Gender) Race Gender reassignment Sexual orientation Religion or belief Pregnancy or maternity Marriage or civil partnership (staff only) Section 7. How will this proposal affect people who… No impact Make things better Make things worse Why will it have this effect? Provide evidence from engagement, consultation and/or service user data or demographic information etc. ..live in a rural area? …have a low income/ eligible for pupil premium ? …parents are in the armed
Proposed Equality Objectives: Objective Action Expected Outcome and Timescale Name of and Lead Individual Understanding the current situation for Islington community who need to use interpreting and translating services within primary care services. A qualitative research project with local community groups to understand their current needs in relation to translation and interpretation services, and advocacy services, and how they use the current service with their GP practice. Quantative and qualitative monitoring of the use of Language line (which is the face to face and telephone interpreting and translation services) within GP practice and reasons for high / low uptake of it. One year With a view that the topic this objective is based on will span longer than one year. The next steps will be to assess the research gathered and come up with a series of actions. Primary Care and Improving the collection of demographic data on the nine protected characteristics across Islington health services. Working with our acute providers for improved data monitoring of services. Collating and evaluating this data. Work with public health to continue to encourage ethnicity audits in GP practices, community, and acute sector One year. As with the above objective, this is the first stage in a more long term area. This year will see the better collection and analysis of demographic data. Next year the focus will be on how this data is used to improve services. Within GP practice – the aim will be to Quality and And Primary care
Ark Franklin Primary Academy Many Minds One Mission Equality Objectives This document provides information on our school context with respect to the Protected Characteristics set out in the Equality Act 2010; sets out our Equality Objectives; and provides data to demonstrate our progress towards these aims. School Context – Pupil This section provides information on the composition of the pupil population at the school with respect to the ‘protected characteristics’ outlined in the Equality Act. The Act protects people from discrimination on the basis of ‘protected characteristics’. Every person has several of the protected characteristics, so the Act protects everyone against unfair treatment. The protected characteristics for pupils are disability, gender reassignment, pregnancy and maternity, race (ethnicity), religion and belief, sex (gender) and sexual orientation. Gender Male: 54% Female: 46% Special Educational or Medical Needs and Disability Pupils with a Statement of SEN or EHCP: 0.7% Ethnicity & Race
Equality Plan 2016-2017 No Equality Objective (What needs to change) Action Required (What is going to be done) Outcome Expected (How will we know the change has taken place) Evidence/Progress Responsible person(s) Completion Date 1 Any relevant redesign of services needs to include an equality analysis report and evidence that it has been considered by decision makers. This will be required for significant change, so where a service could be reduced, removed or criteria changed so that it impacts on patients. Staff leading on service redesign will complete an equality impact assessment and document how the findings have been considered. Evidence of equality impact assessment for each redesign measured by service line SQS minutes capture impacts identified and consideration of same Report completed for Sept 2016 Service line managers/ Chairs of meetings/ Board Report September 2016 & March 2017 2 Black and minority ethnic groups (BME): Analysis of interpretation usage needs to be available Usage across sites, languages and cost will be analysed and compared with the ethnic demography of the area. Report available. Communications & Engagement Officer January 2017 3 Assessment of equality performance is undertaken by stakeholders using the Equality Delivery System 2 (EDS2) framework Collate evidence and organise EDS 2 assessment Stakeholder assessment completed with positive outcomes and areas for improvement identified EDS 2 Report completed EDS assessment planned. Equality and Patient Experience/ HR Business Partner March 2017 4 Autism and Learning Disabilities (LD) Collate evidence for assessments Achievement of National Autistic Society Hospital Accreditation Standard Delayed due to long term sickness of NAS assessor, who has indicated it is a 2 year process. Completion date revised. Equality and Patient Experience Manager March 2017, revised to December 2018 6 Workforce Race Equality Standard (WRES) Implement WRES action plan To improve Trust position in relation to WRES indicators. Results uploaded to trust website. HR Business Partner January 2017 Equality Action Plan owner: Equality and Patient Experience Manager Final: 25.05.16 Updated: Dec 2016 Review end of year: March 2017
Equalities information – by KS1 & KS2 pupils across the School - Summer 2015 Total Number of pupils Boys Girls Special Educational Needs (SEN) Disabilities 248 126 122 93 32 100% 50.8% 49.2% 37.5% 12.9% Pupils receiving ‘top up’ funding eals English as an Additional Language Ethnic Minority Groups Pupil Premium 15 118 5 19 107 6% 47.6% 2% 7.6% 43.1% Children in Care Children having speech and language intervention in school 0 19 0% 7.6%
Race Equality The school is fully committed to meeting its obligations under the Race Relations Amendment Act 2000 and this is reflected in the policy statements above. To meet the specific duties of the RRAA 2000 we will: ensure that all pupils and staff are encouraged and able to achieve the best of which they are capable respect and value differences between people prepare pupils for life in a diverse society make the school a place where everyone, taking account of race, colour, ethnic or national origin, feels welcomed and valued promote good relations between different racial and cultural groups within the school and within the wider community ensure that an inclusive ethos is established and maintained acknowledge the existence of racism and take steps to prevent it oppose all forms of racism, racial prejudice and racial harassment be proactive in tackling and eliminating unlawful discrimination Disability Equality The aim of our school is to ensure that wherever possible disabled people have the same opportunities as non-disabled people in their access to education and to prevent any form of unlawful discrimination on the grounds of disability. Appropriate measures will be taken to ensure that statutory duties are met: not to treat disabled pupils and prospective pupils less favourably than other non-disabled pupils to take reasonable steps to avoid putting disabled pupils at a substantial disadvantage In addition, steps will be taken to ensure employees and those working with the school's authority: support the governing body in meeting their duties do not act in such a way that renders the governing body liable to a claim of discrimination Staff and those working with the authority of the school are made aware of the basic requirements of the Disability Discrimination Act and Disability Code of Practice for Schools. There will be occasions where the treatment of disabled children is different from non-disabled students. In such cases the school will be able to demonstrate that such treatment is justified. The reason for the different treatment will be both material to the circumstances of the particular case and substantial (e.g. health and safety reasons). The school will also demonstrate
Appendices Appendix 1 Sections 69 and 70 of the Northern Ireland Act 1998 Appendix 2 Example groups relevant to the Section 75 categories for Northern Ireland Appendix 3 List of Consultees (Schedule 9 4. (2) (a) Appendix 1 Sections 69 and 70 of the Northern Ireland Act 1998
Equal Opportunities Monitoring Sheet takes its duty to promote equality and to celebrate diversity in our community very seriously. We are keen to gather and use information about job applicants and the workforce in order to continually improve our employment policies and to remove barriers to and within employment. If you require help to fill in this form please do not hesitate to contact us. Role applied for Grade or Hourly Rate Full Time Post / Part Time Post Please select If you do not wish to answer any questions, please leave them blank Age – What age are you? Please select 16 or under 17 – 24 25 – 35 36 – 45 46 – 55 56 – 65 66 & over Gender – What is your gender? Please select Female Male Ethnicity – What is your ethnic group? Please read through carefully before selecting the ethnic group that you feel most closely reflects your background. Note that the list is in alphabetical order. Asian: Bangladeshi Asian: Cornish Asian: Indian Asian: Pakistani Asian: Other Black: African Black: Black: Cornish Black: Other Chinese Chinese: Other White & Asian White & Black African White & Black Other Mixed Gypsy/Romany Traveller or Irish Heritage White: British White & Black White: Irish Other White: Cornish Disability 2010? Yes / No Please select I do not wish to disclose this information
Section 2: Promoting Equality in our Services No. Actions Measures Timeframe 2 We will continue to work with the Northern Ireland Human Rights Commission in the development of a human rights based approach Increased application of human rights at the core of decision making and service provision Year 2 3 We will consult and implement Healthy Relations for a Healthy Future 2 strategy (the Trust’s Good Relations strategy) Second generation Good Relations strategy for Belfast Trust Initiatives to promote good relations for people of different racial groups, religious beliefs and political opinions Year 1 for consultation Ongoing for year 1-5 4 We will undertake training in Appreciative Inquiry and undertake pilots in various programmes of care, to ensure that we work in partnership with service users, their carers and families to co-design, service models and better pathways Co-design of service improvements Enhanced transparency and confidence in the Trust Experience of service users, carers and staff influencing how services are provided Year 1-5 5 We will participate in the Contract Adjudication Group for Regional HSC Translation and back up Interpreting support Consistent and high quality provision of translations and back up interpreting into minority ethnic languages Assurances re calibre of communication Year 1 6 We will proactively and overtly promote our corporate commitment to equality and diversity through Public expression of corporate commitment to Ongoing
20 We will continue to support our staff through the provision and facilitation of Equality Networks and Support Services Promote support networks for staff including the Bullying and Harassment Support Service. Over lifetime of plan Belfast Trust Equality Team: Contact Details Orla Barron Senior Equality Manager Tel: 028 9504 6567 Mobile / Text: 0782 514 6432 Email: Estella Dorrian Equality Manager Tel: 028 95 043 298 Email: Lesley Jamieson Secretary Tel: 028 95 048 734 Email: Veronica McEneaney Equality Manager Tel: 028 95 046 636 Email: Martin McGrath Employment Equality Officer Tel: 028 95 048 353 Email: Louise Neeson Equality Manager Tel: 028 95 046 519 Email: Michelle Morris HR Manager Workforce Employment Equality Tel: 028 9063 5678 Email: Samantha Whann Senior HR Manager Workforce Governance, Employment Equality, Attendance Management & Tel: 028 90 635 678 Email:
Equality analysis - action plan Appendix 1 Name of activity: Review of PED Plan completed by: Donna Whitehead Service / faculty: FBL Issues Actions required Responsible Person Resources required Target date Success Indicators What progress has been made? Information/data required Consultation 3 week consultation to begin Thursday 2nd June. Fiona Jordan None 2nd June – 23rd June Analysis open for comment. Proposed new structure open for comment Draft timeline in place Monitoring and review arrangements Publication To be included with the consultation launch Fiona Jordan None 2nd June – 23rd June Analysis and proposed structure commented on Other actions
Equality analysis - action plan Appendix 1 Name of activity: Strategic Marketing and communications review and restructure Plan completed by: Tracy Chalk Service: Strategic Marketing and Communications Issues Actions required Responsible Person Resources required Target date Success Indicators What progress has been made? Information/data required E&D statistical date for staff in services affected HR Data ASAP To inform EA and proposed changes Complete Consultation Informal consultation with Staff and Unions to take place, followed by formal consultation which will last for minimum of 4 weeks. EA to be published on line for consultation for 3weeks. Tracy Chalk and HR Tracy Chalk & E&D All documentation and staff and Union participation. End of June Started informal consultation with Unison in May. Tracy Chalk has been meeting with all staff individually since April/ May. Start informal consultation with staff in June. Feedback from staff and unions Feedback gathered Started Started
7. Assessing the proposal from different perspectives Consider the impact your proposal might have on people who might identify with the protected groups below and explain why you have made that assessment. Positive Outcomes Negative Outcomes Further investigation, resulting modifications promotion of the positives. (Include person responsible for implementation) All The programme’s targets include reducing the differential between student with protected characteristics and their comparitors,these targets include: Student Satisfaction Student Retention Good Honours rates Graduate level destinations Enrolments To avoid adverse impact on certain staff this programme requires full engagement of staff across protected characteristics, grades roles. As the programme progresses, we will communicate and engage with staff with protected characteristics to ensure this does occur as the priorities are implemented. A commitment to our equality and diversity agenda through our inclusive policies and practices and through the effective delivery Single Equality Scheme is essential for minimising and mitigating against any adverse impacts if these should arise. Equally, student voice is an important tool to ensure that no adverse impacts on student groups occur. Further,data analysis measure differential attainment and reported experience (i.e. in NSS) will enable all experiences to be monitored. We will be working with internal Comms and Student Comms to ensure postitives are promoted. Age
Equality analysis - action plan Appendix 1 Name of activity: The conversion of teaching rooms 4C001 and 4C002 Frenchay into office space for the Student Information System (SIS) Programme Plan completed by: Alison Barnard, Project Support Officer Service / faculty: Strategic Programmes Office Issues Actions required Responsible Person Resources required Target date Success Indicators What progress has been made? Information/data required Any reasonable adjustments to be requested for staff based in the offices from their line-manager. Alison Barnard To ensure that any reasonable adjustments set up for members of staff in their current working environment come across with them to the new office. Reasonable adjustments also to be considered for new members of staff to UWE and the relevant resources put in place. Initially 30/08/17 and then ongoing Staff based in 4C001 and 4C002 are happy with their working environment and have everything they need to be able to work effectively in the space. Reasonable adjustments to be requested in the next week (by 20 June 2017)
Consultation Equality Analysis to be published on the UWE Intranet to invite comments from staff. Alison Barnard to send the Equality Analysis to the E&D Unit for publishing. Alison Barnard; E&D team; to help with publishing. Consultation to be complete by 7 July 2017. Either no comments or comments received and incorporated into the Equality Analysis. To be published in next week. Monitoring and review arrangements The Equality Analysis and action plan to be periodically reviewed to ensure it is and amended as required. Alison Barnard/ Ian Dibble The Equality Analysis document. Ongoing Staff and visitors who use the offices are happy with the environment and they are able to use the space effectively. Publication To be published for 3 weeks to invite comment from equality groups/ networks at UWE. Alison Barnard E&D Unit Web team UWE Intranet Consultation to be complete by 7 July 2017. Either no comments or comments received and incorporated into the Equality Analysis. Other actions Signage to be placed in 4C001 and 4C002 to direct staff and visitors to nearest lifts, evacuation points and faith spaces. Alison Barnard Signage to be created locally and placed on noticeboards within 4C001 and 4C002. Signage to be put in place by 14 July. Checklist to be created at the same time. Staff and visitors are aware where the nearest facilities are to the offices.
Induction to be given to new team members about location of facilities – toilets, kitchen, rest and recovery area/ meeting room availability. A checklist to be created to ensure all relevant information is provided to new members of the team, and as appropriate, visitors. Induction to be provided to new members of the team on an ongoing basis. Please return form to the Equality and Diversity Unit
Equality analysis - action plan Appendix 1 Name of activity: Leadership Behaviours Plan completed by: Andrea Barnes (HR Busines Partner) Service / faculty: Human Resources Issues Actions required Responsible Person Resources required Target date Success Indicators What progress has been made? Information/data required Staff Survey / EEE data / AB/PF May 2015 and ongoing Consultation Equality Engagement Event / Staff Voice Group / Focus Groups AB/PF and HRBPs Ongoing Monitoring and review arrangements Reviewed and monitored as part of Performance 2020 programme. Programme and Strategic Board Ongoing Publication Draft tbc Other actions Review outcomes of next staff survey Pam Fitzsimmons None December 2016/January 2017 (current expected) Increase in positive response for relevant questions (as above)
Build development programme to incorporate inclusive behaviours Feedback providers to be identified with manager 360 scheme to be updated so that it is easier and quicker to be completed Briefing made available to managers and feedback providers Other appropriate E&D training made available Embedding leadership behaviours Pam Fitzsimmons Pam Fitzsimmons Pam Fitzsimmons Pam Fitzsimmons Pam Fitzsimmons P2020 project Budget agreed as part of P2020 Communication to all in cohort External company – funding agreed Internal leads Staff development budget none Launch mid 2016 Launched Feb 2016 April 2016 prior to roll out Commenced Jan 2016 As appropriate From 2015 Attendance and feedback Nominations received New 360 scheme rolled out Attendance at briefings and access to Q&As made available on line Completion of workshops Staff survey feedback Process advised to managers Draft scheme developed Invitations to briefings being sent as appropriate. Briefing materials on black board Intercultural communications workshops launched. Unconscious bias pilot being considered. Incorporated into senior management recruitment Being included in PDR Please return form to the Equality and Diversity Unit
Oxfordshire CCG Equality Analysis Template Policy / Project / Function: Minor Ailments Scheme PMO Reference Number 54 Completed by: Ailsa Whyte & Vishal Mashru Date of Analysis: 14/3/2016 reviewed and amended 27/4/2016 Signed off by Maggie Dent Analysis Rating: please highlight See Completion Notes at the end of this document Red Red/Amber Amber Green Type of Analysis Performed: Please Tick or Highlight Business Case Service re-design Policy Analysis Consultation Meeting Other Please list any other policies that are related to or referred to as part of this analysis Who does the policy, project or function affect? Please Tick or Highlight Employees Service Users Applicants Members of the Public Other (List Below)
Equality analysis - action plan Appendix 1 Name of activity: Peformance 2020 Programme Plan completed by: Alison McIver Service: Human Resources Issues Actions required Responsible Person Resources required Target date Success Indicators What progress has been made? Information/data required None – staff compendium data for 2014 included. Consultation Consultation with trade unions (21/11/14) and equality staff networks (4/12/14); to continue at regular intervals. Online consultation of EA. Further discussions on the projects will take place as these develop. D England/ A McIver P Fitzsimmons/ R Mylrea E&D Unit 21/11/14 4/12/14 From 22/11/14 Evidence of communication and discussions Monitoring and review arrangements Annual review of EA forms as part of programme/project planning A McIver P Fitzsimmons/ R Mylrea Publication UWE website E&D Unit None 30/6/15 Uploaded document Other actions Please return form to the Equality and Diversity Unit
70% men Managers will need to encourage applications from all staff (regardless of gender or other protected characteristics) and ensure that all staff have the same opportunities to apply. This will be written into the guidelines. Merit pay progression to be built into the PDR process enabling manager’s discussion around application for merit pay review, exploration of career aspirations and development opportunities. Monitoring of gender data and talent should help to asses and address this particular issue. Statistically women are less likely to try to negotiate, and, if they do try to negotiate a higher salary, are less likely to be successful in that negotiation. Guidelines for starting salaries to be updated to reflect new merit pay scheme and use of allowances. Training for managers to negotiate salary offer with complete understanding of merit pay scheme, make up of ‘total offer’, rationale for decision making, equal pay risks, and to be trained in unconscious bias. Part time 20% of group are part time 30% women 70% men Some targets may be difficult or impossible for part time staff to achieve. Target setting should be adjusted to reflect the number of working hours and adjusted to reflect constraints imposed by those hours in a less-direct way, e.g. it might be impossible for a part time staff member, or staff with caring responsibilities, or a disabled staff member to attend a week long international research or industrial conference, which in turn will impact their ability to form collaborations or partnerships that could enhance the quality of their work. Gender Identity The assessment or review period for determining reward, may negatively impact those on leave. Scheme guidelines to include section on how to keep professors informed of invitations to apply and deadlines for submission while they’re on leave, as appropriate to the situation.
Equality analysis - action plan Appendix 1 Name of activity: Introduction of new professorial merit pay scheme Plan completed by: Service / faculty: University wide (strategic project) Issues Actions required Responsible Person Resources required Target date Success Indicators What progress has been made? Information/data required External scan of other HEi schemes. UCEA data for salary comparative purposes. Assimilation exercise to understand potential gender and equality issues. Audit of files to log decisions on current allowances – to inform guidelines. Andrea Barnes 31/01/2016 Consultation Sign off – project brief and principles. Informal consutlation with Directorate, PVC Group, professors, AD Research, TU’s Formal consultation with above plus wider stakeholders e.g. AD L&T and Martin Boddy January 2016 February 2016 Feb/March 2016