Equality, Diversity and Inclusion

Under the 2010 Equality Act, public bodies such as FE colleges are required to identify and publish strategic equality objectives that are designed to fulfil the Public Duty to eliminate discrimination, advance equality of opportunity and foster good relations.

The details that follow provide a snapshot of the progress achieved on the CCC Strategic Equality and Inclusion Objectives 2021-2024, published in April 2021.

Theme A: Leadership

Objective
Our leaders will be accountable for making positive changes to achieve our diversity and inclusion objectives. Examples include:

• Our diversity and inclusion objectives will be clearly linked to our organisational strategy
• We will work towards a Leadership Team and Governing Body that is representative of the diversity of the communities from which the college serves
• Our Leaders will act as role models and be transparent in their decision-making

Theme B: Student Outcomes

Objective
Improve the performance of students by the continued identification and review of achievement gaps and the impact of the actions taken. Examples include:

• We will create opportunities for everyone to develop, including those from underrepresented groups and lower social-economic backgrounds to ensure opportunities are accessible and students can thrive
• We will continue to develop a group-wide Equality Dashboard to report on achievements to inform where we need to review our practice and provide additional focus and support
• Ensuring all students are given access to opportunity and support to progress within their assessed potential

Theme C: Teaching, Learning and Assessment

Objective
Develop further opportunities to increase understanding and celebration of equality, diversity, and inclusion themes. Examples include:

• Our curriculum offer and the support provided to students will be regularly reviewed to ensure it is sensitive and reflects the interests and backgrounds of those who study with us.
• We will provide access to learning materials and learning environments that are accessible and enable all learners to thrive.
• Teaching, learning and assessment will reflect and promote equality, diversity, and inclusion and meet the identified needs of groups or individuals.

Theme D: Workforce Development

Objective
We will seek to understand and remove the barriers that exist for underrepresented groups both in terms of applying for jobs and progressing through the organisation, so we can support diversity at every level of the workforce. Examples include:

• We will provide an induction which covers inclusive behaviours, our vision and values, unconscious bias and the wellbeing of all colleagues.
• We will continue to build confidence and capability around diversity and inclusion issues by providing training and support. Examples may include Mentoring, Conscious Inclusion, Mental Health and Wellbeing and the Social Model of Disability

We will review our recruitment processes to help us attract more diverse candidate pools and continue to improve our selection processes to remove any bias.

Theme E: Developing an Inclusive and Anti-Discriminatory Culture

Objective
We will develop ourselves and facilitate the understanding of each other to provide an inclusive and anti-discriminatory learning and working environment where everyone can thrive. Examples include:

• Ensure a welcoming environment for all regardless of age, race, sex, pregnancy and maternity, marriage and civil partnership, religion and belief, sexual orientation, gender reassignment and disability; any discrimination with respect to these characteristics will be challenged at all levels
• Develop a culture where students and staff feel confident and free to be open about their sexuality if they choose to. All gender identities, including non-binary, third gender or transgender, will be respected and accepted by all members of our community
• Develop a climate of understanding in which religious discrimination is addressed and community cohesion is encouraged

Theme F: Disclosure

Objective
Increase confidence to disclose the protected characteristics particularly disability, transgender, religion and belief and sexual orientation. Examples include:

• Opportunities will be developed for staff to disclose their protected characteristics
• We will work towards the achievement of the ‘Working towards the Disability Confident Employer’ award
• Working with Student Services to capture additional information on our student population related to religious belief and gender identity

Theme G: Policies and Ways of Working

Objective
Ensure that the advancement of equality and the elimination of discrimination and harassment are embedded through all policies and procedures. Examples include:

• Reviewing our use of language within policies and procedures to develop terms that are more representative of individual identities, such as the review of the term ‘BAME’ and the use of pronouns
• Undertaking an annual gender pay analysis to ensure there are no inequalities
• Our commitment to equality and inclusion will be embedded in how we work with partners, contractors, and work placement employers

Theme H: Monitoring and Inclusive Communication

Objective
We will be transparent with respect to our diversity monitoring by sharing our data and making public our commitment to change. Examples include:

• Our student body and our workforce will have multiple channels to voice their experience and views. This will enable people with a diverse range of lived experiences to influence and shape decision-making processes
• Our Equality Impact Assessment process will become more embedded into our policy, strategy, and decision-making processes

We will evolve our diversity monitoring to support us in challenging bias and discrimination in our processes.

The objectives and planned actions are reviewed each year by the Board of Governors, the Leadership Team and the Strategic Equality, Diversity, and Inclusion Board, which is led by the Chief People Officer and includes the chairs of Equality, Diversity, and Inclusion Committees for the college’s support services.