Mar 2020 12% of Apprentices have a disability. 7 Mar 2020 Achievement gap between ethnic groups is reduced to a Curriculum to set equality objectives to HoF, 12% differential between highest and lowest achievers include specific targets to close achievement Directors and (where sample size is >100 (2016/17 differential = 17%) gaps including consistent underperformance of DMs White/Black Caribbean learners. June 2018 Training delivered to curriculum management tiers and Deliver the Gap’ training to staff who relevant support functions. ‘Mind monitor data. D&I Advisor Jan 2018 Guidance document in operation. Develop guidance/training on supporting staff and students. D&I Advisor, Feb 2020 student satisfaction is good. HoF, Non- Curriculum Directors Feb 2020 Gaps in participation and representation are significantly Monitor engagement and outcome of pastoral reduced. support and engagement activities, including College voice’ through analysis of evaluation Coordinators, ‘learner mechanisms. Enrichment teams June 2018 Positive action strategies are clearly defined, with distinct Determine areas where positive action and rationale/timescales and supporting EA to assess impact. widening participation projects may be required D&I Advisor, to address gaps. Directors and DMs 1.3 Deliver Deliver a programme of enrichment College Sep 2018 Students engage in a wide of awareness raising excellent student opportunities challenge prejudice and Coordinators, and activities which develop understanding of difference and care and learning foster good relations. Enrichment ongoing skills to challenge prejudice. experiences teams, D&I through Advisor Jan 2019 Educate and Celebrate Accreditation. The College comprehensive demonstrates a clear commitment to sexual orientation and engagement gender diversity. strategies. Review learning support provision to improve ALS Aug 2019 support for those who disclose a disability Actions to improve learning support from point of first – link with objective. 2.1. contact and start of course result in achievement rates for
Curriculum to set equality objectives to include specific targets to close achievement gaps including consistent underperformance of White/Black Caribbean learners. Deliver ‘Mind the Gap’ training to staff who monitor data. Develop guidance/training on supporting staff and students. Monitor engagement and outcome of pastoral support and engagement activities, including ‘learner voice’ through analysis of evaluation mechanisms. Determine areas where positive action and widening participation projects may be required to address gaps. HoF, Directors and DMs D&I Advisor D&I Advisor, HoF, Non- Curriculum Directors College Coordinators, Enrichment teams D&I Advisor, Directors and DMs Mar 2020 Mar 2020 June 2018 Jan 2018 Feb 2020 Feb 2020 June 2018 12% of Apprentices have a disability. 7 Achievement gap between ethnic groups is reduced to a 12% differential between highest and lowest achievers (where sample size is >100 (2016/17 differential = 17%) Training delivered to curriculum management tiers and relevant support functions. Guidance document in operation. student satisfaction is good. Gaps in participation and representation are significantly reduced. Positive action strategies are clearly defined, with distinct rationale/timescales and supporting EA to assess impact. 1.3 Deliver excellent student care and learning experiences through comprehensive engagement strategies. Deliver a programme of enrichment opportunities challenge prejudice and foster good relations. Review learning support provision to improve support for those who disclose a disability – link with objective. 2.1. College Coordinators, Enrichment teams, D&I Advisor ALS Sep 2018 and ongoing Jan 2019 Aug 2019 Students engage in a wide of awareness raising activities which develop understanding of difference and skills to challenge prejudice. Educate and Celebrate Accreditation. The College demonstrates a clear commitment to sexual orientation and gender diversity. Actions to improve learning support from point of first contact and start of course result in achievement rates for
DI-Strategy-2018.docx