zilongwang/ReadingBank huggingface dataset:
Are your day-to-day activities limited because of a physical or mental health condition or illness which has lasted, or is expected to last, at least 12 months? □ Yes, limited a lot □ Yes, limited a little □ No □ Prefer not to say If “Yes”, please can you tell us which health conditions or illnesses limit your day-to-day activities (Please select all that apply) □ Vision □ Hearing □ Mobility □ Dexterity □ Memory □ Ability to concentrate, learn or understand (learning disability / difficulty) □ Mental □ Social or behavioural issues □ Stamina or breathing difficulty or fatigue □ Other, please describe: □ Prefer not to say Please choose one option that best describes your Ethnic Group or Background: White □ English / Welsh / Scottish / Northern Irish / British □ Irish □ Gypsy or Irish Traveller □ Other Western European □ Polish □ Other Eastern European □ European Mixed □ Any other White background, please describe: Asian/Asian British □ Indian or British Indian □ Pakistani or British Pakistani □ Bangladeshi or British Bangladeshi □ British Asian □ Sri Lankan □ Chinese □ Any other Asian background, please describe: Black / African / Caribbean / Black British □ African □ Caribbean □ Somali □ Any other Black / African / Caribbean background, please describe: Mixed/multiple ethnic groups □ White and Asian □ White and Black African □ White and Black Caribbean □ Any other mixed / multiple ethnic background, please describe: Other ethnic group □ Arab □ Any other ethnic group, please describe: □ Prefer not to say Please choose one option that best describes your religion or belief? □ Baha'i □ Buddhist □ Christian (including Church of England, Catholic, Protestant, and all other Christian denominations) □ Hindu □ Jain □ Jewish □ Muslim □ No religion □ Sikh □ Prefer not to say □ Any other religion, please describe: Please choose your preferred language option for communicating and interpreting information: □ Arabic □ Bengali □ British Sign Language □ English □ Gujarati □ Hindi □ Mandarin Chinese □ Panjabi □ Polish □ Portuguese □ Somali □ Urdu □ Yue Chinese (Cantonese) □ Any other preferred language, please describe:
Equality Monitoring Form (strictly confidential) This form can be provided in large print, Braille formats, and different languages on request. Additionally, an interpreting service is available to those who require it. Please refer to the contact details given below. For any questions or feedback regarding this form please contact the Equality and Human Rights Team either by phone: 0116 295 7680 or e-mail: Leicestershire Partnership NHS Trust recognises and actively promotes the benefits of diversity and is committed to treating everyone with dignity and respect regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex (gender) or sexual orientation. To ensure that our services are designed for the population we serve, we would like you to complete the short monitoring section below. The information provided will only be used for the purpose described above and will not be passed on to any third parties. Data Protection Statement - All information will be kept strictly confidential and in accordance with the Data Protection Act 1998 and associated protocols. Please tick () the relevant box following each question. What is your Postcode? The first part of your postcode, this may be three or four letters/numbers (for example, LE6 or LE11). This information will help us to understand where services may need to be directed (we will not be able to identify your address from this information). First part of post code □ Prefer not to say What is your Date of Birth? M M Y Y Y Y □ Prefer not to say What is your Gender / Sex? □ Male □ Female □ Prefer not to say Do you live and work, or intend to live and work, in a gender other than that assigned at birth? □ Yes □ No □ Prefer not to say Please choose one option that best describes how you think of yourself: □ Heterosexual / Straight □ Bisexual □ Gay □ Lesbian □ Other □ Prefer not to say Please choose one option that best describes your relationship status: □ Married / Civil partnership □ Divorced / Dissolved civil partnership □ Separated, but still legally married or in a civil partnership □ Widowed / Surviving civil partner □ Living with partner □ In a relationship □ Single □ Other □ Prefer not to say Are you pregnant or on maternity leave? □ Yes □ No □ Prefer not to say
approach sets out our main priorities for this period. We would now like to invite staff to consult on our equality priorities. . . Please contact the Equality and Human Rights Team if you require the document in a different format or language: . Learning and development In 2017 we will continue to focus on supporting the development and delivery of team building sessions across LPT. We have supported Farah Robson, organisational development co-ordinator, over the past few months and will continue to do so throughout 2017. Our invovlement offers extra support and guidance regarding our equality agenda, which is essential to include in all training packages. So far we have supported a number teams to help build on their strengths and address any weaknesses moving forward. Alison Eivors, clinical psychologist and CAMHS eating disorder team manager describes her experience of the equality team’s support so far: “We have been meeting with the equality team to discuss concerns we have regarding the very low referral rate from young people with eating disorders from black and minority ethinic groups. We know that eating disorders impact all social and ethnic groups and we are keen to understand and address potential barriers to accessing help. Unfortunately eating disorders run a high risk of becoming chronic and sometimes life threatening conditions if they’re not treated with early intervention. The equality team has been incredibly helpful in supporting us to plan and action how we might address these issues. The conversations around this are always positive, proactive and thought provoking.” Learning disability project NHS England and NHS Employers are working together to support and encourage NHS organisations to develop local and national solutions to remove barriers and increase employment of people with learning disabilities in the NHS - building on the work that is already happening
protected characteristic to identify any differing needs and relevant action taken when required. HR OUS 2 Continue to eliminate unlawful discrimination and harassment Implement Dignity and Respect policy and procedure including Mediation Service All protected groups All managers, other staff and students HR and OUS to monitor implementation Maintain membership of BANES Partnership Against Hate Crime and attend quarterly meetings All relevant protected groups OUS Students’ Union 3 Maintain Athena SWAN membership/awards Support university-wide implementation of the Athena SWAN action plan and provide support to relevant academic departments to achieve silver award Gender (women) Relevant SET departments OUS Promotional publicity about Athena SWAN Gender Relevant SET departments OUS Deliver relevant seminars/ workshops/ conferences etc on funding, personal development and other relevant topics Gender Relevant SET departments OUS 4 Strengthen efforts to support under-represented academic staff to become Readers/Professors Investigate effective methods to assist relevant staff to achieve their potential. Publish numerical results on the web for transparency. Gender (women) BAME Disability All depts. LTEO 5 Research barriers to the Review career achievement of Disability OUS
progression of BAME and Disabled staff Disabled and BAME support staff- ECU report on Disabled/BAME staff results – and implement any agreed actions. Race 6 Ensure managers and committees are familiar with equality and diversity legislation and with the needs and perspectives of people in all protected groups, and apply this knowledge to their work Raising awareness of equality and diversity issues at Council and executive levels. Existing managers to keep their knowledge of e+d issues up-to-date through relevant training and development opportunities All protected groups All relevant staff and Council All new managers to undertake the Marshall’s online training as part of their induction programme All protected groups All managers Produce annual equality returns to demonstrate understanding of what is needed to progress and maintain fairness All protected groups HoDs 7 Implementing widening participation outreach and retention strategies and activities to increase participation from groups of students Widening Participation HoD to develop and implement appropriate strategies and activities Age Race Gender Disability Head of Widening Participation 8 Assist noticeable improvement in degree attainment in BAME and Disabled students to Monitor actions undertaken on an annual basis, the degree attainment and destination of Disability Race Degree attainment Working Group Careers/Registry
disability A person has a disability if he or she has a physical or mental impairment which has a substantial and long-term adverse effect on that person’s ability to carry out normal day-to-day activities. Certain medical conditions are automatically classed as being a disability – for example, cancer, HIV infection, multiple sclerosis. disabled person Someone who has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities. disadvantage A detriment or impediment – something that the individual affected might reasonably consider changes their position for the worse. disadvantaged When someone suffers a detriment or finds an impediment to enjoying a benefit in comparison with others because of a characteristic of theirs; encountering a pre-existing barrier which doesn’t have the same effect on others. discriminate unlawfully See unlawful discrimination. discriminating directly or indirectly Refers to discrimination because of a person’s protected characteristic (direct); or discrimination that occurs when a provision, criteria or practice is applied which disadvantages people with a particular protected characteristic in comparison with those who do not share that characteristic (indirect). discrimination arising from disability When a person is treated unfavourably because of something arising in consequence of their disability. duty to make reasonable adjustments Where a disabled person is at a substantial disadvantage in comparison with people who are not disabled, there is a duty to take reasonable steps to remove that disadvantage by (i) changing provisions, criteria or practices, (ii) altering, removing or providing a reasonable alternative means of avoiding physical features, and (iii) providing auxiliary aids.
as an entry point to academic career. Priority action C Disability, including mental health and disabilities 7 (-) Disabled may be less able to take advantage of career development opportunities due to time off for appointments. Staff with a declared disability is 5.6% of the UWE workforce, with slightly less at Senior Lecturer and Associate Professor level (5%), dropping considerably at Professor level (1.2%). This could be an issue of non disclosure as well as lack of career progression for this equality group. Priority actions A, B, G 7a) The application process will allow for individual’s to draw attention to any particular personal or relevant circumstances that may have impacted on their work for a defined period of time. Panels will be made of aware of these issues through briefing and guidance to ensure that these individuals are not disadvantaged. Dec ‘18 Increase in declared disability at professoral (aspirational) 8 (-) Disabled may have reasonable adjustments which need to be taken into account when accessing information and the application system and/or assessing against a criteria for promotion / progression. Priority actions B, D 8a) Promotion criteria and processes will be developed with flexibility to accommodate reasonable adjustments and different working patterns/hours. Should there be any barriers in terms of process or system, a different format of applicationform will be provided. For example, if we include a graphic on an intranet page that describes new career paths, we need the graphic to be readable by a screen reader, or we need to include text which explains the information conveyed by the graphic, so a person with a severe visual impairment can understand what’s happening. Dec ‘18 9 (-) Using length of service as a criterion for determining promotion or progression is potentially discriminatory to disabled people as they may have an extended period of absence due to disability. Priority action B 9a) See 6a and 7a Women and men 10 (+) The opening up of a learning and teaching career track could have the potential for recruiting and 10a) Workshops on career pathways and progression will be developed and available for all These will be
Equality analysis - action plan Appendix 1 Name of activity: Plan completed by: Service / faculty: Issues Actions required Responsible Person Resources required Target date Success Indicators What progress has been made? Information/data required Review of best practice. Input from key stakeholder groups and units in the university. End Dec 2016 Policy drafted Initial review of best practice Consultation Consultation with Disabled Staff network and Disabled Students Campaign on Accessible Information and Alternative Formats Policy. 4 Jan – 15 Feb 2016 Policy signed off and in place. Monitoring and review arrangements Managers within the service will have responsibility for ensuring practice is followed
Equality analysis - action plan Appendix 1 Name of activity: Plan completed by: Service / faculty: Issues Actions required Responsible Person Resources required Target date Success Indicators What progress has been made? Consultation Consultation with internal partners Jess Winkler October 2018 Stakeholders fully consulted on new policy Completed October 2018 Monitoring and review arrangements Review after one year, use of data to see what impact had Jess Winkler with support from relevant services and external agencies Publication Publication of policy on internet/intranet. Support from Strategic Communications and Engagement team Student/staff awareness of policy and associated support Policy should consider physical disabilities and those with caring responsibilities To add to policy Jess Winkler Completed October 2018
Policy needs to strengthen section on dealing To add to policy Jess Winkler Input from security and police Completed October 2018 Communication Communication of policy to students, staff and managers via Weekly News. Jess Winkler Support from Strategic Communications and Engagement team June 2018 Student and staff awareness of policy and associated support To commence once policy is in place Research Apply for funding to complete a climate survey to establish student attitudes to alcohol and drugs and to see what they identify as problems Ian Walmsley/Jess Winkler Funding October 2018 Funding agreed, survey put in place Please return form to the Equality and Diversity Unit
Equal opportunity and diversity Policy Created: September 2011 Reviewed: September 2017 To be reviewed: September 2018 1 POLICY STATEMENT OF COMMITMENT This policy applies to: Underley Garden which includes the school and all its associated residential homes. Underley Garden is committed to providing an environment in which diversity is valued and encouraged, and strives towards achieving equality of opportunity in all of its service provision and employment practices. This is especially important for us given the discrimination and difficulties that the majority of the children, young people and their families will have experienced. Underley Garden is committed to ensure that everyone that comes into contact with us is treated fairly, consistently and with mutual respect.
Equality analysis - action plan Appendix 1 Name of activity: Report and Support Plan completed by: Ana Miguel Service / faculty: Library, Student Inclusivity Issues Actions required Responsible Person Resources required Target date Success Indicators What progress has been made? Any reasonable adjustments to be requested for staff and students who provide feedback User friendly website. Easy and clear access to the reporting tool on the website and staff intranet Awareness of the R&S tool.Communications and training through all year and embedded in all inductions 2018. Clear system of receiving support after reporting and actions that the University is going to take Consultation with staff and students Working with the agency and ITS accessibility person at UWE Creating a communication, training and inductions plan Create a clear process of how it is going to work and communicate to appropriate users Ana Miguel Ana Miguel Support from E&D team Software, ITS support Support from the comms team, training and inductions’ staff Ongoing Ongoing Ongoing Ongoing Ongoing Feedback is implemented
Confidential platform Website platform barrier for staff who are not using computers The use of language The imagery used on the site Reporting Data Case studies Training Confidentiality statement on the R&S platform Create a responsive mobile version or consider other alternatives Content written in plain English To use an inclusive language and to consider to all protected groups Inclusive and diversity people in the images of the website The data will follow DGPR regulations. Case studies will be completely anonymased TBD what training is needed for students and staff Ana Miguel Ana Miguel Ana Miguel James Button
Monitoring and review arrangements Instigation of the HEFCE Post Occupancy evaluation Process Publication UWE Strategic Communications and Engagement to develop and project communications plan SCE Other actions Equality is a standard agenda item on all project related activities e.g. soft landings and relocation Please return form to the Equality and Diversity Unit
Other actions All staff to be made aware of where to get help about GDPR Line managers and heads of department to ensure that all the groups (trans people, disabled people, younger or older people, pregnancy and maternity) know where to get help and support with adapting their working practices to the new regulation: For example: Line managers for their area The . Other actions Allow for more diversity in the DPLO (Data Protection Liaison Officers) group Assistant Vice for Data Protection, Privacy and Complaints By December 2018 List of DPLOs being revised as the GDPR agenda is being embedded into the fabric of the University Awareness of the lack of diversity has been raised and will be reiterated at senior management level
No religion or belief Buddhist Christian Hindu Jewish Muslim Sikh Prefer not to say If other religion or belief, please write in: What is your current working pattern? Full-time Part-time Prefer not to say What is your flexible working arrangement? None Flexi-time Staggered hours Term-time hours Annualised hours Job-share Flexible shifts Compressed hours Homeworking * Prefer not to say * If other, please write in: Do you have caring responsibilities? If yes, please tick all that apply None Primary carer of a child/children (under 18) Primary carer of disabled child/children Primary carer of disabled adult (18 and over) Primary carer of older person Secondary carer (another person carries out the main caring role) Prefer not to say
Ethnic origin is not about nationality, place of birth or citizenship. It is about the group to which you perceive you belong. White, British ☐ White, Irish ☐ White, any other white background ☐ Asian or Asian British, Bangladeshi ☐ Asian or Asian British, Indian ☐ Asian or Asian British, Pakistani ☐ Asian or Asian British, Any other Asian background ☐ Black or Black British, African ☐ Black or Black British, Caribbean ☐ Black or Black British, Any other Black background ☐ Chinese ☐ Mixed or any other mixed background ☐ Mixed White & Asian ☐ Mixed White & Black African☐ Mixed White & Black Caribbean ☐ Traveller of Irish Heritage ☐ Gypsy/Roma ☐ Any other ethnic background please specify: Prefer not to say ☐ Do you consider yourself to have a disability? Yes ☐ No ☐ Prefer not to say ☐ The information in this form is for monitoring purposes only. If you believe that you need a ‘reasonable adjustment’ then please discuss this with your manager. What is your sexual orientation? Heterosexual ☐ Gay woman / lesbian ☐ Gay man ☐ Bisexual ☐ Prefer not to say ☐ If you prefer to use your own term, please specify here: What is your religion or belief? No religion or belief ☐ Buddhist ☐ Christian ☐ Hindu ☐ Jewish ☐ Muslim ☐ Sikh ☐ Prefer not to say ☐ If other religion or belief please state: ☐ I consent to this information being used by the school and Creative Education Trust for equality monitoring and statutory purposes (for example the school workforce census). Signed: Date:
In summary, those subject to the equality duty must, in the exercise of their functions, have due regard to the need to: Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act (e.g. remove or reduce disadvantages felt by people from different groups). Advance equality of opportunity between people who share a protected characteristic and those who do not (e.g. meet the needs of people from different groups and encourage involvement in public life or in other activities where participation is low). Foster good relations between people who share a protected characteristic and those who do not (e.g. address any prejudice and promote understanding between people from different groups). These are sometimes referred to as the three aims or arms of the general equality duty. The Act helpfully explains that having due regard for advancing equality involves: Removing or minimising disadvantages suffered by people due to their protected characteristics. Taking steps to meet the needs of people from protected groups where these are different from the needs of other people. Encouraging people from protected groups to participate in public life or in other activities where their participation is disproportionately low. The Act states that meeting different needs involves taking steps to take account of disabled people’s disabilities. It describes fostering good relations as tackling prejudice and promoting understanding between people from different groups. It states that compliance with the duty may involve treating some people more favourably than others.
‘Students like the diverse community, where everyone is respected and valued equally.’ ‘Students come from a diverse range of backgrounds; some have low aspirations and the college improves the life chances of many of these young people.’ ‘Support for students with learning difficulties and/or disabilities is outstanding and significantly improves their confidence and independence and they achieve as well as their peers. Transition arrangements are adapted to meet individuals’ needs so that they settle into college quickly. Additional support, including a personal mentor, is provided promptly. All students are assessed for dyslexia during induction; students who access the support achieve well but some students choose not to take it up.’ ‘The College promotes equality and diversity very well. It meets its legislative duties and has achieved several national recognition awards. The college is an inclusive and welcoming community with high levels of respect throughout the organisation.’ ‘Thought-provoking displays and attractive postcards that promote a range of services are strategically placed and are easily accessible.’ ‘Issues are raised and differences celebrated in lessons and through special events and themed weeks. The college uses data well to identify any underperforming groups and continually develops strategies that have been effective in narrowing any gaps.’
Equal Opportunity Monitoring Form The council is committed to Equality in Employment and aims to employ a workforce which reflects the diverse community we serve. The policy of the council is to appoint the best candidates for any position irrespective of gender, sexual orientation, age, martial status, disability, race, colour, ethnic or national origin, religion or belief. The information that you provide is completely confidential and will be separated from your application prior to the short-listing stage of the recruitment process. You must complete this section for your application to the considered. Personal details Position reference number: Date of birth: Last name: Sex: Male Female Forenames: Please mark each applicable box with an ‘x’ or write in the space if appropriate. Ethnic groups Ethnic Group Workforce Census Code Please White WB White – British WGI White – Gypsy and Irish Traveller WE White – English WS White – Scottish WW White - Welsh Mixed MWA Mixed – White and Asian MWBA Mixed – White and Black African MWBC Mixed – White and Black Caribbean Asian or Asian British AABO Asian or Asian British – Any Other AABB Asian or Asian British – Bangladesh AABI Asian or Asian British – Indian AABP Asian or Asian British – Pakistani AABC Asian or Asian British - Chinese Black or Black British BBBA Black or Black British – African BBBAO Black or Black British – Any Other BBBC Black or Black British - Caribbean Other ethnic group AR Arab OEB Other Ethnic Background OMB Other Mixed Background OW Other White Background Prefer not to say PNS To which of these groups do you consider you belong?
Based upon any data you have considered, or the results of consultation or research, use the spaces below to demonstrate you have analysed how the service or policy: Meets any particular needs of equalities groups or helps promote equality in some way. Could have a negative or adverse impact for any of the equalities groups Examples of what the service has done to promote equality Examples of actual or potential negative or adverse impact and what steps have been or could be taken to address this All people affected irrespective of protected characteristics The Council has a well-developed Labour market action plan includes ‘wordlessness support’ through a job brokering programme. A food bank has been set up in Bath and we are actively exploring food banks in outlying areas of North East Somerset We are carrying out a review of Customer Access with reference to the Universal Credit pilot being run in this area and working closely with government agencies and third sector groups. A programme of awareness raising is underway regarding the Council tax support review and Housing Benefit. Revenues and benefits team are carrying out research into debt management which will include the profiling of ‘non payers.’ The Council continues to commission advice services including the Citizen’s Advice Bureau and South Wansdyke Advice Network. Welfare Reform will affect many people in B&NES: Child Benefit (2,740) reductions for high earners Incapacity benefit changes – becomes ESA (4,900 to be re-assessed – at present 34% found fit to work) Council tax support reduces for all except the most vulnerable (5,676 will see a reduction of which 350 will receive no benefit) Social fund (crisis loans etc.) budget delegated to local authority Social Housing under-occupancy (1,100 currently estimated, will increase) Tax credit eligibility criteria changes – unknown volume, currently 10,400 claimants of working and child tax credits) Disability Living Allowance Re-assessed (6,555 residents currently claiming) Benefits Cap (up to 70 households)
5. Sign off and publishing Once you have completed this form, it needs to be ‘approved’ by your Divisional Director or their nominated officer. Following this sign off, send a copy to the Equalities Team (), who will publish it on the Council’s and/or NHS B&NES’ website. Keep a copy for your own records. Signed off by:Ian Savigar (Divisional Director) Date:January 2013
A total of 2,124 surveys were completed. The table below indicates respondent’s satisfaction levels by ethnicity: Ethnic Group Ethnic composition - population of Norwich (%) Ethnic composition of survey Good % Satisfactory % Poor % Overall satisfaction % Black Asian Minority Ethnic group 9.2 6 77 15 8 91.74 White (including non British groups) 90.8 94 83 13 4 95.71 Numbers may not add to 100 due to rounding. Not all respondents stated their ethnic group – this is based only on those who did. Gender: The table below indicates satisfaction levels by gender. Gender Number of survey responses Good % Satisfactory % Poor % Overall Satisfaction % Overall satisfaction % (13/14) Female 1208 81 16 4 96.18 94.48 Male 916 83 11 5 94.70 93.95 Numbers may not add to 100 due to rounding. Not all respondents stated their gender – this is based only on those who did. Age: The table below indicates satisfaction levels by age. Age Group Number of survey responses Good % Satisfactory % Poor % Overall satisfaction % Overall satisfaction % (13/14) <=19 29 79 17 3 96.55 91.48 20-29 474 88 9 3 96.62 95.85 30-39 432 83 13 4 95.83 95.15 40-49 395 82 14 4 96.20 93.72 50-59 291 81 12 7 93.47 93.56
Table 3.2 Employees Ethnic Origin Distribution Comparison 2015-16 with 2014-15 2014-15 2015-16 Change Percent Count % Count % count change Ethnic Origin White including white minority 275 69% 281 72% +6 +3% Ethnic minority 12 3% <10 2% - -1% Not stated 111 28% 99 26% -12 -2% Total 398 100% 388 100% -10 - Table 3.3 Employees 2015-16 Ethnic Origin by Grade Grade (banded) Grades 1 to 3 Grades 4 to 6 Grades 7+ Total Ethnic Origin White including white minority Count 125 109 47 281 % 74% 69% 77% 72% Ethnic minority Count <10 <10 <10 <10 % 2% 3% 0% 2% Not stated Count 42 43 14 99 % 25% 27% 23% 26% Total Count 170 157 61 388 % 100% 100% 100% 100% Table 3.4 Employees 2015-16 Ethnic Origin by Employment Status Employment Status Full-time Part-time Total Ethnic Origin White including white minority Count 210 71 281 % 71% 76% 72% Ethnic minority Count <10 <10 <10 % 2% 3% 2% Not stated Count 79 20 99 % 27% 21% 26% Total Count 294 94 388 % 100% 100% 100% Table 3.5 Leavers 2015-16 Ethnic Origin Distribution Count % Ethnic Origin White including white minority 19 70%
Prefer not to say 80-85% 20-25% <5% 100% Total 60-65% 15-20% 15-20% 100% Table 3.7 Leavers 2017-18: national identity distribution National identity Percentage % based on 258 employees: 68% equality record completion Scottish 35-40% Other British 30-35% Other national identity 25-30% Prefer not to say 5-10% Total 100% Section 4: Ethnic Origin Table 4.1 Employee 2017-18: ethnic origin distribution Ethnic origin Percentage % based on 258 employees: 68% equality record completion White majority 85-90% White minority ethnic <5% Non-white minority ethnic <5% Prefer not to say 5-10% Total 100% Table 4.2 Employee 2017-18: ethnic origin by grade bands Ethnic origin Grades 1 -3 Grades 4-6 Grades 7+ Total % based on 258 employees: 68% equality record completion White majority 85-90% 85-90% 85-90% 85-90% White minority ethnic <5% <5% 5-10% <5% Non-white minority ethnic <5% <5% <5% <5% Prefer not to say <5% 5-10% 5-10% 5-10%
Sexual orientation Percentage % based on 258 employees: 68% equality record completion Heterosexual/ straight 85-90% Lesbian, Gay or Bisexual <5% Other/ not sure <5% Prefer not to say 10-15% Total 100% Table 6.2 Recruitment 2017-18: applicant sexual orientation by recruitment type Sexual orientation External only Internal only External & Internal Heterosexual/ straight >95% 75-80% 80-85% Lesbian, Gay or Bisexual <5% 15-20% 5-10% Prefer not to say <5% 5-10% 5-10% Total 100% 100% 100% Table 6.3 Recruitment 2017-18: applicant sexual orientation by recruitment stage Sexual orientation Applied/ withdrew Interviewed Appointed Total Heterosexual/ straight 60-65% 15-20% 15-20% 100% Lesbian, Gay or Bisexual 70-75% 25-30% <5% 100% Prefer not to say 80-85% 5-10% 5-10% 100% Total 60-65% 15-20% 15-20% 100% Table 6.4 Leavers 2017-18: sexual orientation distribution Sexual orientation Percentage % based on 258 employees: 68% equality record completion Heterosexual/ straight 85-90%
• uphold our core values at all times • challenge and report all instances of bullying, harassment and discrimination in the College community. • lead by example in demonstrating understanding of, and respect for differences in diversity groups • be courteous, respectful and treat without discrimination all members of the College community • contribute to the development of a learning environment free from discrimination, victimisation harassment. 7.4 Staff can expect from College: • all employees to have equal chances of staff development, career development and promotion opportunities. • appropriate induction training and subsequent staff development on equality and diversity issues where appropriate • inappropriate behaviour from any member of the College community to be challenged, with appropriate disciplinary action taken • to be treated fairly at all times, in an environment which respects individual differences and challenges discrimination • all staff members to take responsibility for promoting a fair, inclusive and supportive environment, where discriminatory practices are challenged.
Section 3 EQUALITY OBJECTIVES: 2014 – 2018 Gloucestershire County Council Equality Objectives 2015-2018 Area Objective Protected Characteristic 1. Children and Families To provide a broad range of accessible universal and targeted information and advice supporting young people and families to make choices to resolve their problems as they emerge. Principally, age, disability. 2. Adults To make employment a real option for people with disabilities (Building Better Lives) Principally disability, age 3. Public Health To increase numbers of pregnant women accessing support to “stop smoking” services. Principally, gender, Pregnancy/maternity. 4. Communities & Infrastructure To ensure people are able to move around our communities in safety and with as much ease and convenience as possible. Principally, age, disability. 5. All services To ensure that out services are accessible to users and that their experiences are positive. All 6. Workforce To continue to improve, review and monitor, the current make up of our workforce to better serve the aims of the Council and the needs of the community. All GHES Equality Objectives 2014-2018 1.Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010 & foster good relations between people who share protected characteristics and those Increase the focus on issues of gender, identity, tolerance, acceptance and anti-bullying within the GHES Wellbeing curriculum (consolidation of PSCHEE, SMSC, SRE and Careers curriculum). Expand pupils understanding of the diversity that exists in our society and therefore improve their tolerance and understanding. Topics to be included on: Different family types (e.g. same sex parents); Community Cohesion; Gender and transgender issues (e.g. there isn’t such thing as a typical girl or a typical boy); Gender reassignment and tolerance/understanding and All
July 2015 Screening Grid Characteristic Could this policy, procedure, project or service, or any proposed changes to it, affect this group less favourably than others in Kent? YES/NO If yes how? Assessment of potential impact HIGH/MEDIUM LOW/NONE UNKNOWN Provide details: a) Is internal action required? If yes what? b) Is further assessment required? If yes, why? Could this policy, procedure, project or service promote equal opportunities for this group? YES/NO - Explain how good practice can promote equal opportunities Positive Negative Internal action must be included in Action Plan If yes you must provide detail Age No High None Yes- Consultation to test proposition and to find out if there are other matters that KCC will need to consider in its Equality policy and objectives Yes- Consultation- The consultation process will help the organisation to ensure that it has identified the correct equality objectives. Internal action will be considered post consultation where adverse impacts or opportunities to promote equal opportunities are identified. The equality objectives will impact on all in the County as all have protected characteristics. KCC’s Equality Objectives: Will influence effective service commissioning, business planning and the redesign of services that deliver better outcomes for the people of Kent Ensure that managers are accountable for the equality outcomes in their business Members and Officers are able to make decisions that do not adversely disadvantage people on the basis of protected characteristics Disability No High None As above Gender No High None As above
July 2015 Equality Impact Assessment Action Plan Protected Characteristic Issues identified Action to be taken Expected outcomes Owner Timescale Cost implications All KCC will have the opportunity to hear from the people who are most impacted by the equality objectives Public Consultation Better understanding of the implications of the Equality Policy and Objectives in relation Protected Characteristics David Whittle April 2016- June 2016 Business as usual
Goldsmiths Students’ Union will issue guidelines for all interviewing panels setting out acceptable practice under this statement and in law. Employment environment Goldsmiths Students’ Union is committed to maintaining an environment which encourages all members of staff to contribute fully and on an equal basis in their work to the life of Goldsmiths Students’ Union. Goldsmiths Students’ Union will continue in its efforts to ensure that so far as is reasonably practical, all parts of the Union building is accessible and safe for all staff, regardless of physical disablement. It will make reasonable adjustments to existing stock where possible and will take this into account in the planning and design of new buildings. Goldsmiths Students’ Union recognises that actions or words reflecting prejudice against members of disadvantaged or minority groups and liable to cause offence to them are not conducive to a good working environment. Behaviour of this kind will be subject to disciplinary action. Goldsmiths Students’ Union will respond sympathetically to members of staff whose personal circumstances change and will endeavour to meet their needs through agreement on retraining redeployment, and/or flexible working arrangements where practical. The Union will keep under constant review the need to provide adequate maternity and compassionate leave for all members of staff, and adequate day-care facilities for the children of staff, through facilities provided by the College. Promotion and career development The Union is committed to offering all members of staff opportunities for training and promotion within the terms of their employment and on the basis of their relevant qualifications and abilities. It supports the principle that career development and promotion prospects should not be jeopardised by discrimination on any of the grounds. For further details on career development please refer to the staff training and development policy in appendix 2. Goldsmiths Students’ Union will continue to keep under review the criteria for promotion. Grievance Procedure
BEEHAC conference The Community Education Officer also presented at the annual BEECHAC Conference in Coogee in June. BEECHAC Inc was founded by concerned families to increase support, care and communication for members involved with BEECHAC conditions. They aim to provide a supportive group for people with Bladder Exstrophy, Epispadias, Cloacal Exstrophy and Hypospadias and their family and friends and generate public awareness of the BEECHAC conditions, including in educational & employment settings The BEECHAC conditions are all congenital birth defects that can affect the: bladder urethra genitals pelvis Children often undergo numerous operations to rectify these conditions and to minimize the risks of urinary tract and kidney infection. What kind of discrimination do BEECHAC members face? Feedback from participants at the conference was they had experienced some difficulties at school and in employment. Parents had difficulty accessing medical help for their children at school and children experienced bullying because of their condition. Adults often felt too uncomfortable to disclose their medical problem to their manager in employment, as it was not an ‘easy’ subject to discuss and they felt they would not to get a job if they mentioned their condition during the interview process. They often needed longer and frequent toilet breaks at work as well as consuming a large amount of fluid during the day due to their condition. Other office staff often commented about this negatively with regard to their ‘bludging’ breaks. Also, some males had experienced negative comments from other male peers with regards to them using the toilet cubicle facilities, rather than the urinal. Thai government delegation The Board accepted an invitation from Christopher Lemercier (the Director of ‘Continuing Legal Education’ at the University of NSW) to share information about the ADB and Anti-Discrimination law in NSW with a delegation of Thai government officials from the Education Department and Ministry of Interior. The delegates were involved in the school system in the Muslim southern provinces of Thailand. Their interests were in multicultural programs run in Australia and the support these get from anti-discrimination laws, and other anti-discrimination and human rights type legislation.
Law Week 2011 – ADB Poster Competition JUST BE FAIR – Celebrate Diversity in Your Community The Anti-discrimination Board of NSW is offering young people of primary and secondary school age group throughout NSW, (as well as young people from Youth, Migrant, Community Health Centres and Public Libraries), the opportunity to design an A3 poster, (utilising multimedia; photography, digital design computer based graphics, drawing, and painting), encouraging them to embrace and celebrate difference hence promoting anti-discrimination and anti-bullying. The theme for the competition is ‘JUST BE FAIR – Celebrate Diversity in your Community.’ Young people will be asked to design an A3 poster with this theme as their title during Law Week. Entries for the Competition will close on 30 May 2011. Entries will be judged by an independent panel. The competition invites entries from NSW only and will award book vouchers as prizes. The prizes will be as follows; FIRST PRIZE: $500 book voucher ($250 to the student/$250 to school library) SECOND PRIZE: $200 book voucher ($100 to the student/$100 to school library) THIRD PRIZE: $100 book voucher ($50 to the student/$50 to school library) Please email or phone Claire Williams (Community Education Officer) for further information (02) 9268-5518 claire_williams@agd.nsw.gov.au Seminars 2011 The ADB’s seminar series is a leading training program designed to keep you up to date with the latest trends in workplace relations. Courses available in 2011 are: Breakfast seminar for lawyers Case law update EEO recruitment and employment practices Grievance handling skills Grievance management and resolution skills Managing harassment and bullying prevention Managing psychiatric disabilities Policy development Skills training for Contact Officers
PO Box 1077, Newcastle NSW 2300 Newcastle West NSW 2300 ph (02) 4926 4300 fax (02) 4926 1376 TTY (02) 4929 1489 Toll free number — 1800 670 812 Website — http://www.lawlink.nsw.gov.au/adb
What is your nationality? English Scottish Welsh Northern Irish British Irish United States Australia Germany France Canada Russian Federation Japan Spain China New Zealand South Africa South Korea Other – please specify: _____________________________________ What is your religion, faith or belief? Buddhist Christian (including Catholic, Church of England, Church of Scotland Protestant and all other Christian denominations) Hindu
Arab Asian/Asian British - Bangladeshi Asian/Asian British - Indian Asian/Asian British - Pakistani Asian/Asian British - Chinese Any other Asian background Black/Black British – African Any other Black/African/Caribbean background Black/Black British - Other Mixed – White and Asian Mixed – White and Black African Mixed – White and Black Caribbean Any other Mixed/Multiple ethnic background Gypsy/Romany or Travelling Community White British White Irish White English White Scottish White Polish White Welsh White Northern Irish Any other white background I choose not to say Not listed If not listed please specify below, if you wish: Disability A disabled person is defined under the Equality Act 2010 as someone with a ‘physical or mental impairment which has a substantial and long term (12 months or more) adverse effect on that person’s ability to carry out normal day-to-day activities. However, we believe that disability is not just a health problem. It reflects the interaction between features of a person’s body and mind and features of their working environment. Although you might not feel that this has a direct effect on your job, it might still require our attention to make sure you’re being given all necessary support to succeed in your job. Below we provided a list of some conditions that could cause someone to describe themselves as "having a disability". It is not meant to be an exclusive list and is given for guidance only. Do you consider yourself having a disability? Yes No Don’t know I choose not to say Tick all that apply, or complete open box. Autism spectrum disorder (ASM) (e.g. Asperger syndrome) Cognitive and learning difficulties (e.g. dyslexia) Hearing Visual Speech Mobility Physical Long term illness (12 months or more) Mental ill health Invisible disabilities I choose not to say Other If other please specify below, if you wish: Reasonable adjustments
Equal Opportunities Monitoring and Contact Form LSESU and SUARTS want to meet the aims and commitments set out in its equality policy. We are proud of the work that we do to tackle discrimination and we work hard to support a diverse and inclusive workforce. This includes adhering to the requirements of the Equality Act 2010, monitoring the diversity of our job applicants and building an accurate picture of the make-up of our workforce. We need your help and cooperation to enable us to do this, although filling in the Equal Opportunities Monitoring section of this form is voluntary and you can choose the “prefer not to say” option for any question. The more information we have, the better our data and therefore our target setting will be. The information you provide will be stored confidentially and will only be accessible to the organisation’s Human Resources team. This form will be separated from your application prior to shortlisting. By completing this form you will help us ensure that our recruitment process remains to be fair and free from bias. Post applying for: Where did you see this position advertised or how did you learn of this post? Your Details: Title: Miss/Ms/Mrs/Mr/Dr Home address: First name(s): Surname: Date of birth: Mobile number: Home number: Email address: Right to Work All successful applicants will be required to provide proof of their right to work in the UK. Further information on this can be found here: Do you have the existing right to work in the UK? YES / NO Do you require a permit to work in the UK? [Is this needed?] YES / NO
Monitoring Disability: Do you consider yourself to have a disability as defined in the Equalities Act 2010? The Act defines 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”. Please mark with an “x” YES NO If yes please give a brief description of your disability below : Monitoring Gender: FEMALE MALE Sexual Orientation: How would you describe your sexual orientation ? Heterosexual Gay Lesbian Bisexual Prefer not to say Monitoring Age: I am aged: Years Months Date of Birth (DD/MM/YY) Monitoring Religion: I am a member or follower of the following religious group: None/No religion Buddhist Christian Hindu Jewish Muslim Sikh Other Please specify Consent: I hereby give my consent to Cidari Education processing the information given on this form in accordance with the purposes stated above: SIGNED: DATE: NAME: Thank you for completing this form. Please return it with your application.