Equality, Diversity and Inclusion Policy  

This policy is available in alternative formats by contacting HR  

Contents  

Our vision  

Scope of this policy  

Our legal requirements  

Equality, Diversity and Inclusion policy statement and expectations  

Roles and responsibilities  

Monitoring and evaluation  

Links with other policies  

Responsibility for review of this policy  

Date of next review  

Appendix A Legal framework  

Appendix B Definitions of discrimination and harassment  

Appendix C Equality Impact Assessments  

Appendix D Equality and Diversity within LEICAD 

Appendix E Glossary  

Our vision  

Our vision is of an inclusive world where people acquire knowledge and skills. We believe that  people should equal opportunity. We aim to equip people with the skills and confidence they  need in order to live independent and fulfilling lives. We believe that all our students, including  staff, volunteers, alumni and trustees, have a right to be valued and treated with dignity and  respect. 

Scope of this policy 

This policy applies to all work, learn, volunteer, visit or who are involved with the LEICAD. This  includes:  

• staff (such as tutors, reception and admin staff, learning support staff)  • Tutors 

• students  

• Alumni 

• Trustees  

• Employers  

• Visitors  

• Parents 

This policy also appliesto the wider educational community. For example organisations that work  in partnership with LEICAD.  

Our legal requirements 

The Equality Act 2010 introduces the term ‘protected characteristic’ to refer to aspects of a  person’s identity explicitly protected from unlawful discrimination. The Act also introduces a  Public Sector Equality Duty to eliminate discrimination, harassment and victimisation, advance  equality and foster good relations.  

This policy is designed to implement these requirements. Appendix A and Appendix B provide  further information on these legal requirements. Equality, Diversity and Inclusion policy  statement and expectations At LEICAD, we are committed to advancing equality of opportunity,  respecting and celebrating difference, eliminating discrimination, harassment and victimisation  and fostering good relations.  

We aim to create and maintain a working and learning environment where all are treated with  dignity and respect and where all feel valued and empowered, regardless of the many ways that  people are different. This may include, for example, age, impairment, learning difficulty, medical  condition, gender/trans, marriage and civil partnership, pregnancy and maternity, race, religion  and belief, sexual orientation and social-economic background or class.  

This policy applies to staff, volunteers, students, alumni, trustees, employers, visitors, parents  and the wider educational community.  

Roles and responsibilities 

Managers are responsible for:  

• giving a consistent and high profile lead on all equality, diversity and inclusion issues  • ensuring all staff, volunteers, students, alumni, trustees, employers and visitors are made  aware of this equality, diversity and inclusion policy  

• ensuring publications, marketing and promotional materials, key documents such as  handbooks, and staff and student recruitment procedures endorse and support equality  and diversity  

• seeking to recruit the full diversity of staff, to bring a range of experiences and  perspectives to the workforce and to provide a range of role models and ambassadors for  students  

• ensuring student recruitment procedures are free from bias and proactively promote  equality and diversity 

• Working with students to plan the learning programme, materials, methods and resources to take into account personal needs and aspirations and equality of opportunity  without bias or discrimination.  

• Ensuring that learning takes place in a supportive environment free from discrimination  or harassment.  

• providing training in equality and diversity to staff, so that all have the opportunity to  develop their skills and confidence and to deal with equality & diversity issues in a  professional manner  

• Dealing with all allegations of discrimination, harassment and victimisation including the  use, for example, of inappropriate language. This will entail dealing with allegations  sensitively, investigating fairly and thoroughly.  

• Treating any form of discrimination, harassment or victimisation carried out by an  individual as a matter for possible disciplinary action  

• Ensuring equality impact assessments are carried out on key policies and practice.  Appendix C provides further details of the equality impact process  

All staff are responsible for:  

• Promoting equality and diversity in their job roles and responsibilities, for example  teaching staff fully integrating and promoting equality, diversity and values within training  programmes and front-line staff integrating equality and diversity within customer care. 

• Consistently challenging any inappropriate language or behaviour of staff, volunteers,  alumni or students  

• Reporting any incidents of discrimination, harassment or victimisation, including the use  of inappropriate language, to the management 

• Abiding by all aspects of the policy statement and expectations.  

Tutors are responsible for:  

• Consistently challenging any inappropriate language or behaviour of staff, volunteers,  alumni or students  

• Reporting any incidents of discrimination, harassment or victimisation, including the use  of inappropriate language, to the Centre Coordinator 

• Abiding by all aspects of the policy statement and expectations.  

Students are responsible for:  

• treating staff, volunteers, alumni and other students with dignity and respect  • treating people who they meet as an disability student, on or off the premises, for  example visitors and employers, with dignity and respect  

• not doing anything that would discriminate or harass others, for example because of their  race, gender, sexual orientation, religion, or personal background / circumstance.

Monitoring and evaluation  

The Centre Coordinator will monitor and evaluate the implementation of this policy, which will  include the following:  

• Routinely analyse student statistical reports to identify areas of under-representation and  achievement  

• Report on equality gaps, targets, action and progress at Staff, Management and Trustee  meetings  

• Scrutinise reported incidents including incidents of bullying, discrimination and  harassment  

• Analyse staff statistical reports, such as outcomes from recruitment and selection, to  ensure Leicad recruits and retains a diverse workforce.  

LEICAD will evaluate the extent to which equality and diversity informs policy and practice. More  information can be found in Appendix D.  

Links with other policies 

This equality, diversity and inclusion policy should be read alongside other LEICAD policies,  including:  

• Staff recruitment and selection policy and procedures  

• Student recruitment policy  

• Staff code of conduct (within the student handbook)  

• Student induction week activities  

• Student disciplinary policy (within the student handbook)  

• Additional learning support policy  

• Safeguarding policies, including safeguarding and Prevent policy 

Complaints policy Responsibility and date for review of this policy  

The HR manager is responsible for ensuring this policy is reviewed every two years. The next  review will take place on or before June 2025

 Appendix A.  Legal framework  

The Equality Act 2010 introduces the term ‘protected characteristic’ to refer to aspects of a  person’s identity explicitly protected from unlawful discrimination. Nine are identified:  

• Race  

• Disability  

• Gender  

• Age  

• Sexual orientation  

• Religion and belief  

• Gender reassignment  

• regnancy / maternity  

• Marriage / civil partnership. 

However, other aspects of a person’s identity, background or circumstance can cause them to  experience discrimination, for example a person’s socio-economic status, class or background.  LEICAD is committed to advancing equality and eliminating discrimination on these and other  grounds, 

The Equality Act 2010 also contains a Public Sector Equality Duty, which requires us to give due  regard to:  

• Eliminate discrimination, harassment and victimisation  

• advance equality of opportunity  

• foster good relations.  

‘Advance’ involves having due regard to the need to:  

a. remove / minimise disadvantages experienced by persons who share a relevant protected  characteristic that are connected to that characteristic  

b. take steps to meet needs of persons who share a relevant protected characteristic that  are different from the needs of persons who don’t share it  

c. encourage persons with a relevant protected characteristic to participate in public life or  in any other activities where participation by such persons is disproportionately low 

‘Foster good relations’ includes having due regard to tackle prejudice and promote  understanding. 

 Appendix B.  Definitions of discrimination and harassment  

Direct discrimination occurs when someone is treated unfairly, or less favorably than another  person, because they have a protected characteristic. This often arises because of assumptions,  stereotyping or prejudice. Direct discrimination also covers association discrimination or  perception discrimination. This is direct discrimination against someone because they associate  with a person who has the protected characteristic or because they are perceived to have a  protected characteristic.  

Indirect discrimination occurs when a provision, criterion or practice is applied that appears to  affect everyone equally but which in fact puts people who share a protected characteristic at a  disadvantage. Harassment occurs when someone behaves in such a way that their conduct has  the purpose or effect of creating an environment that is offensive, hostile, degrading, humiliating  or intimidating for a person, where:  

• this is related to a protected characteristic (except pregnancy and maternity or marriage  and civil partnerships)  

• this is of a sexual nature (sexual harassment)  

• a person is treated less favourably because they have either submitted to or rejected  sexual harassment, or harassment related to sex or gender reassignment (this is known  as ‘consequential harassment’).  

Harassment occurs when someone behaves in such a way that their conduct has the purpose or  effect of creating an environment that is offensive, hostile, degrading, humiliating or intimidating  for a person, where:  

• this is related to a protected characteristic (except pregnancy and maternity or marriage  and civil partnerships)  

• this is of a sexual nature (sexual harassment)  

• a person is treated less favourably because they have either submitted to or rejected  sexual harassment, or harassment related to sex or gender reassignment (this is known  as ‘consequential harassment’). 

Harassment by others applies to age, disability, gender reassignment, race, religion or belief, sex  and sexual orientation.  

The Equality Act is clear in terms of the responsibilities of employers ensuing that employees and  students are not placed at risk from this type of harassment. For example, employers are  potentially liable if they are aware that harassment has taken place and have not taken  reasonable steps to prevent it from happening again.  

Discrimination arising from a disability occurs when a disabled person is treated less favourably  than others because of something connected to their impairment Failure to make reasonable 

adjustments occurs when an organisation fails to make reasonable adjustments for a disabled  person, to avoid the disabled person being placed at a substantial disadvantage when compared  with a non-disabled person.  

Victimisation occurs when a person experiences disadvantage because they have supported  someone in making a complaint or an allegation of discrimination, or because they personally  have made an allegation of discrimination. (N.B. Appendix A has been adapted from Christine  Rose (2011)  

The New Equality Act 2010: What does it mean for the learning and skills sector?) 

Appendix C  

Equality Impact Assessments  

LEICAD will consider the needs of all individuals (staff, students, volunteers, alumni and visitors)  when shaping policy, recruiting students, delivering teaching and learning and in relation to all  employment practice. We must ensure that our decision making is robust, transparent and that  we have fully considered the impact of any new proposal or updated policy on all equality groups.  Having a sound decision making process not only fulfils our statutory requirements but it also  ensures that we are better placed to deliver policies and services that are inclusive, efficient and  effective.  

While the Equality Act 2010 does not explicitly require Equality Impact Assessments (EIAs) to be  conducted we must consciously consider the three aims of the Public Sector Equality Duty as part  of the process of decision-making (see appendix A). Keeping a record of how we have considered  the three aims via an EIA is a simple way of evidencing that we have complied with the equality  duties.  

The following principles, (drawn from case law) explain what is essential in order for the Equality  Duty to be fulfilled when making decisions:  

• Knowledge – staff need to be aware of the requirements of the Equality Duty. Compliance  with the Equality Duty involves staff knowing what is expected of them and how they can  achieve the expectations.  

• Timeliness – the Equality Duty must be complied with before and at the time that a  particular policy or proposal is under consideration or decision is taken – that is, in the  development of policy / proposal options, and in making a final decision.  

• Real consideration – consideration of the three aims of the Equality Duty must form an  integral part of the decision-making process. We must prove that we have given the  proposal serious and rigorous consideration and applied ‘due regard.’ We must also show  that the process has influenced the final decision.  

• Sufficient information – the decision maker must consider what information they have  and what further information may be needed in order to give proper consideration to the  Equality Duty. 

Appendix D  

Equality and Diversity and Skills Inspection Handbook 

Effectiveness of leadership and management:  

• The management have created a culture that enables learners and staff to excel. They are  committed unwaveringly to setting high expectations for staff and learners’ conduct and  achievement. Working relationships between staff and learners are exemplary.  

• Management promote equality of opportunity and diversity exceptionally well so that the  ethos and culture of the provider prevent any form of direct or indirect discriminatory  behaviour. Leaders, staff and learners do not tolerate prejudiced behaviour. The  promotion of fundamental values is at the heart of the provider’s work. Quality of  teaching, learning and assessment:  

• Staff are quick to challenge stereotypes and the use of derogatory language, including at  work. Resources and teaching strategies reflect and value the diversity of learners’  experiences and provide learners with a comprehensive understanding of people and communities beyond their immediate experience. Personal development, behaviour and  welfare:  

• Learners discuss and debate issues in a considered way, showing respect for others’ ideas  and points of view.  

• Learners understand how their education and training equip them with the behaviours  and attitudes necessary for success in the future as reflected by the excellent  employability skills they acquire and the achievement of relevant additional  qualifications.  

• Staff and learners deal effectively with the very rare instances of bullying behaviour  and/or use of derogatory or aggressive language. They work well with the provider to  prevent all forms of bullying, including online bullying and prejudice-based bullying. 

• The provider’s open culture actively promotes all aspects of learners’ welfare. Learners  are safe and feel safe at all times. They understand how to keep themselves and others  safe in different situations and settings. They trust leaders to take rapid and appropriate  action to resolve any concerns they have.  

• The personal and social development of learners equips them to be thoughtful, caring  and active citizens. Outcomes for learners:  

• Learners, and groups of learners, are typically able to articulate their knowledge and  understanding clearly and demonstrate the skills they have acquired convincingly. The  standard of learners’ work is high and, where appropriate, meets industry standards very  well. 

Appendix E  

Glossary  

(Adapted from information provided by the Equality and Human Rights Commission)