Equality, Diversity and Inclusion
Introduction
As a training provider we celebrate diversity and believe it contributes to richness in the learning environment. Seventy20ten values contributions and perspectives from all learners and promotes and actively encourages contributions from all learners.
We are committed to providing a caring and safe environment where all can participate in learning in a relaxed and secure way. We will ensure all programmes of learning promote democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs. We will encourage students to respect and value other people and all Seventy20ten employees including trainers / assessors / coaches undertake Prevent training and will take action to challenge and report unacceptable behaviours.
Seventy20ten also has a responsibility to assess its activities, and to set out how they will use their best endeavours to make reasonable adjustments to protect people from discrimination on the basis of the following ‘protected characteristics in line with the Equality Act 2010.
These are the protected characteristics:
Age
Disability
Gender reassignment
Marriage and civil partnership
Pregnancy and maternity
Race
Religion or belief
Sex
Sexual orientation
Roles and Responsibilities
The Equality Impact Assessment needs to be undertaken by a trainer / assessor /coach with a good understanding of the programme of learning this will usually be a trainer / assessor /coach. The EQA will provide the framework for assessing the impact of learning programmes and activities on promoting equality. Each protected characteristic should be considered. All new training materials and learning activities will be approved through the Quality Assurance.
What is an Equality Impact Assessment?
The EIA is the way Seventy20ten makes sure individuals and teams think carefully about the likely impact of their work on learners and take action to improve activities, where appropriate.
There is a focus on assessing the impact on people with protected characteristics. This involves anticipating the consequences of any learning activities on these groups and making sure that, as far as possible, any negative consequences are eliminated or minimised and opportunities for promoting equality are maximised. Once this has been completed, action plans can be drawn up and any decisions to change the delivery of an activity can be made.
The key purpose of an Equality Impact Assessment is to:
Promote all aspects of equality.
Identify whether certain groups are excluded from any programmes of learning.
Identify any direct or indirect discrimination.
Assess if there is any adverse (negative) impact on particular groups.
Promote good relations between people of different equality groups.
Act as a method to improve services.
It should increase social inclusion promote understanding and sensitivity.
Although all activities, policies and procedures will be considered to some degree, teaching and learning activities will be specifically assessed.
Where any negative impact is identified an action plan will be recorded and monitored by the Quality Assurance.
Key considerations for the EIA
The Quality Assurance will consider:
Does the teaching, learning and assessment activity advance equal opportunities for all?
Does the programme of learning or environment have implications for accessibility to teaching, learning and assessment activities disadvantage or have a negative impact on people with a particular protected characteristic?
Could access to, or delivery of the programme of learning have a negative impact on relations between different groups of learners?
Where a negative impact is identified the Quality Assurance will consider:
Could it be considered to be unlawful discrimination?
Can it be justified by the aims and importance of the programmes of learning?
Are there other ways in which the learning aims can be achieved to reduce the negative impact?
Could taking particular measures reduce the negative impact?
Are reasonable adjustments to be made in relation to people with disabilities?
Are all surveys, evaluations and other feedback reviewed to promote equality?
What does recruitment, performance, audit and assessment data say about each equality group and reflect the demography of the local communities?
As a training provider Seventy20ten will consider all diversity and protected characteristics.
Key Considerations
Age: Recruitment to learning programmes should not be restricted by age and be based on training and development needs alone. Special consideration will be given to supporting young people (16-18 years) who may be exposed to emotionally and physically stressful learning experiences i.e. care of the dying, safeguarding, intimate tasks and examinations and abusive relationships.
Special Educational Needs and Disability (SEND): Reasonable steps can be taken to accommodate the learner’s special needs or disability and where one is in place, support the Education Health and Care plan.
This may include:
Physical access is assessed as part of the learning environment audit to ensure disabled facilities are identified for each learning environment. (see tool below)
Availability of large print and large screens
Timing of learning activities
Interpreters
Induction loop system
Accommodation for Independent living equipment
Content and format or study/course materials.
Learners with the special needs and disabilities will be identified during the application and induction process. A record of assessment of the identified need will be reviewed to enable the reasonable adjustments to be made. Seventy20ten refer learners with special needs to appropriate services for assessment (as required) and will review progress and continuing need. Our trainers / assessors /coaches keep evidence of the assessment and record all outcomes confidentially in the evidence pack. For apprenticeships learning support can be claimed by Seventy20ten
from the EFSA to meet the costs of putting in place a reasonable adjustment as part of the Equality Act 2010.
The following organisations provide advice, information and training on specific impairments:
The Autism Education Trust for children and young people on the Autism Spectrum www.autismeducationtrust.org.uk
The Communications Trust for speech, language and communication difficulties www.thecommunicationtrust.org.uk
The Dyslexia SpLD Trust on dyslexia and literacy difficulties www.thedyslexia-spldtrust.org.uk
The National Sensory Impairment Partnership for vision impairment, hearing impairment and multi-sensory impairment www.natsip.org.uk
Please contact us for more information or if you need any further help or advice: