Support Services

Winstanley College – what we believe

Winstanley College is committed to creating an inclusive environment that is pro-active in the way that it respects Equality and Diversity for all. This means three things for students and staff:

Firstly, even though we are aware of the differences caused by, for example, gender, race, religion or belief, sexual orientation, physical ability or health status, age or socio-economic background, college aims to respond to these differences in a way that meets your needs both as an individual and as someone who may feel affiliation to particular groups. We want to give you the opportunity to work or study in an environment where you feel safe, respected and appreciated and where your voice can be heard.

Secondly, college needs to provide a learning environment that helps each individual student to learn effectively and each member of staff to develop.  Your learning and development needs – however individual they are – should be met and supported by college.

Thirdly we would like you to be aware of, and participate in, your local community and in the vibrant and dynamic multi-ethnic, multi-racial and multi-cultural world of Britain today. Our commitment to you means, therefore, that we encourage you to be involved in your local community, particularly in the working world and in the wider European and world community.

If you feel discriminated against or you know of others that are discriminated against in any way, do something about it.  As a student, discuss and sort out the situation either with your PT, by coming to the student Equal Opportunities group or by speaking to the Equality & Diversity Champion. As a member of staff, discuss it with your line manager, the Head of Student Services (Support) or the Principalship.

The legal context – what this means

As an educational institution, we have a number of legal obligations towards all of our staff and students. The college has taken due regard of the following legal frameworks:

• Disability Discrimination Act 1995
• Disability Rights Commission Act 1999
• Disability Discrimination Act 2005
• Disability Equality Duty 2006

In accordance with the Disability legislation we have a Disability Equality Scheme

• Race Relations Act 1976
• Race Relations (Amendment) Act 2000

In accordance with the Race Relations legislation we have a Race Equality Scheme

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  • Sex Discrimination Act 1975
  • Equality Act 2006
  • Gender Equality Duty 2007

In accordance with the Gender Equality legislation we have a Gender Equality Scheme

The Equality and Diversity Policy, The Disability Equality Scheme, The Race Equality Scheme, The Gender Equality Scheme and the college’s EDIMS are all promoted and monitored by the Equality and Diversity Steering Group’s annual action plan.

Race Equality Scheme

• We work to eliminate any kind of unlawful discrimination, even that which is unintentional, through the production and dissemination of the Equality and Diversity policy

• We ensure that our procedures for recruiting both staff and students are fair and free from discrimination by regular monitoring

• We ensure that all of our publicity offers a positive representation of the diversity of our staff and student community

• We promote understanding of our multi-cultural local and wider communities by means of special events and student groups held throughout the year

• We address issues relating to prejudice and discrimination within curriculum areas and within the tutorial system by means of Curriculum Audits and targeted sessions within the tutorial programme respectively

• We analyse examination results in terms of ethnicity as a means of action planning

• We analyse staffing in terms of ethnicity as a means of action planning

• By ensuring that staff INSET reflects updates in Race Equality legislation and related college procedures

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  • We offer a clear and transparent complaints system as a means of tackling any kind of bullying and harassment within the college
  • Emotional              being unfriendly, excluding, tormenting
  • Physical                 pushing, kicking, hitting, punching or any use of violence
  • Racist                     racial taunts, graffiti, gestures
  • Sexual                   unwanted physical contact or sexually abusive comments
  • Homophobic         because of, or focussing on, the issue of sexuality
  • Verbal                    name-calling, sarcasm, spreading rumours, teasing
  • Cyber                     all areas of internet, such as misuse of email & internet chat room and sites such as MySpace, threats made by text messaging & calls,misuse of associated technology , i.e. camera & video facilities
  • shouting at staff in public or in private
  • personal insults
  • sudden rage for trivial reasons
  • persistent criticism
  • removing areas of responsibility
  • ignoring or excluding individuals
  • setting menial or demeaning tasks
  • setting impossible deadlines
  • making inconsistent demands

DISABILITY EQUALITY SCHEME

Winstanley College is a highly successful, oversubscribed college.  The college has a positive pro-active approach to equal opportunities which encourages, supports and values diversity.  The Ofsted Report December 2004 judged that ‘students receive outstanding guidance and support’ and the provision of support for students with additional learning needs was described as ‘particularly successful’. This is reflected in the college SAR December 2006 which records that students receiving additional learning support achieve equally well or better than students who don’t receive learning support. An Equality and Diversity Steering Group meets regularly to promote and monitor progress on Equality and Diversity issues and an annual action plan implements the college’s EDIMS (Equality and Diversity Impact Measures).  The college EDIM 2006-07 to respond to the Disability Equality Act is also included as a college quality improvement objective in the college SAR 2006.  INSET on Equality and Diversity issues is given on a regular basis and special events and student groups raise awareness of Equality and Diversity throughout the year.  The college, therefore, has a firm commitment to inclusivity and will respond with positive action to both disabled staff and students.

DISABLED VOICE

Our Mission Statement states clearly its commitment to the involvement of students and staff in decision making and policy development.  In the spirit of this, the Equality and Diversity Steering Group interviewed learning support students and their feedback has been used to guide and shape this policy.  All staff, including disabled staff, have been asked for their input.

The focus for our College Community Day this year is the disabled.  Our students will work with disabled groups in the community and similarly, disabled groups are to be invited into college.  Hopefully this will raise awareness of disabled issues and the input from the disabled will impact further on our policies and procedures.

IMPACT ASSESSMENT

A working party will meet in May 2007 to assess the potential impact on the disabled of all college policies and practices.  On Community Day June 2007 the group’s findings will be assessed by a group of disabled people invited to college for this purpose.  (For a full list of policies see Staff Only site on the College Intranet.)

GATHERING AND USING DATA

Data on students in learning support is already collected via MIS.  The Equality and Diversity Steering Group will monitor this data on the recruitment, retention and achievement of learning support students.  Departmental SARs will also comment on this data and where necessary use it for action planning.  Staffing is already analysed in against gender and ethnicity as a means of action planning.  This will be extended to include disability and will be monitored by the Equality and Diversity Steering Group.

PRESENT POSITION

Property

College has been adapted for accessibility and extensive action taken to ensure all parts of the building are accessible to the disabled.  Furniture and fittings have also been assessed to provide for the needs of the disabled and appropriate adjustments made such as the provision of induction loops and height adjustable benches.  Ongoing work includes an annual inspection and servicing of lifts, automatic doors, disabled toilets and induction loops.

Marketing and Liaison

All publicity offers a positive representation of the diversity of our staff and student community.  The prospectus is available on CD Rom and can be enlarged to print.  On request it is also available in Braille. The website too can accept text readers.  Opportunity for disclosure is given on the application form, at introductory talks at schools and at Open Evenings.  Letters inviting disclosure are also sent to all high schools and students with severe disabilities are invited to liaison meetings to ensure a smooth transition to college.

Personnel

The college has been awarded the Positive about Disabled (two ticks award) which guarantees disabled candidates who meet the minimum job criteria an interview at college.  Applicants are given the opportunity to disclose disability and any reasonable adjustments requested are made to ensure a problem-free interview.  All staff are given an annual opportunity to disclose disability.  Disabled staff determine who this information is shared with and any reasonable adjustments requested are complied with.  In line with the college’s capability procedure and access to medical reports, all staff absent for a period of six consecutive weeks are referred to the Occupational Health Service to assist staff with their recovery.  Staff returning from long term sickness absence (ie six weeks or more) have a return to work interview in which any additional needs are established and working practices examined to facilitate their re-integration.  Flexible working requests are considered from all staff, regardless of their care responsibilities, in an attempt to meet their needs.  The College’s Well Being Policy seeks to address identified needs whether they are related to disability or not.  Should staff become disabled whilst working for Winstanley support mechanisms are in place eg Access to Work, Workplace Assessment, Occupational Health, Shaw Trust and Remploy who have all been consulted to assist staff. A budget is reserved for purchasing any equipment needed.  Requests for training in disability needs have frequently been granted eg Deaf Awareness, Guiding Blind Students, the use of hearing loops.  The college Counsellor is also available for staff.

Support Services

Support staff have received regular training and updates on disability.  They provide college maps that highlight disabled toilets and refuge points which are distributed to disabled visitors.  Height adjustable desks, induction loops, portable ramps and Talktext all enhance their ability to serve the needs of the disabled and brailing facilities are available for all documents.  In the LRC a retrieval system is available to ensure all books are accessible to the disabled.  Staff responsible for IT have ensured that screen readers and dictating software are available and accessible options built into Windows.  The college website is also accessible for screen readers.  Should further support equipment prove necessary they have compiled a database of suppliers.

Guidance and Curriculum

All students are given the opportunity to disclose disability on induction and at the beginning of their upper sixth. Students with long-term needs are all interviewed and their requests for support passed on to their Personal tutor and subject tutors.  All students are tested by Quickscan and, where appropriate, are referred on to Learning Support.  They are then assessed for dyslexia.  We believe in a policy of inclusive learning whereby all students are taught in mainstream classes.  Students with learning needs receive some additional support from Learning Support tutors.  Subject tutors work with Learning Support tutors and through individual action plans target and cater for the needs of individual students.  College INSET to develop the expertise of all staff is part of the college commitment to inclusive learning.  Where necessary, students receive extra time and support in exams.  Flexible arrangements for attendance and tailored programmes of study are also negotiated.  Students with long-term needs also receive extra help from the Progression and Welfare Manager and a member of staff sees students with severe long-term difficulties to discuss and respond to their needs on a regular basis.  A rest room is also available to students.  College INSET regularly supports staff in their ability to cater for the needs of disabled students.

DISABILITY EQUALITY SCHEME ACTION PLAN

Action	Person(s) Responsible	By When
PROPERTY 1)      Flooring to B corridor to insert tactile surface at stairs 2)      Shower and Hoist to be installed in new Performing Arts/Media Block 3)      Disabled space to be incorporated into replacement hall seating	1)      Finance and Premises Manager 2)      Finance and Premises Manager 3)      Finance and Premises Manager	Jan 2007 2007-08 Dec 2007
PERSONNEL 1)      Return to Work interviews for staff returning from long-term sick leave 2)      Better promotion of the service provided by the Counsellor and Occupational Health Services 3)      Better promotion of the opportunity to discuss with Vice-Principal if staff have a problem, that resources and equipment would be available	1)      Vice-Principal 2)      Vice-Principal 3)      Vice-Principal	Ongoing Ongoing Ongoing
SUPPORT SERVICES 1)      Ensure INSET provided for catering staff 2)      Regular reviews of all systems are carried out to ensure proper functioning 3)      Regular training of all new and existing staff 4)      Regular review of improvements in technology	1)      Head of Support Services 2)      Head of Support Services/Finance and Premises Manager 3)      Head of Support Services 4)      Head of Support Services	July 2007 Ongoing Ongoing Ongoing
GUIDANCE 1)      Introduce a mid-year opportunity for students to disclose long-term conditions and changes to existing conditions/needs 2)      On review days, PTs will be asked specifically to discuss with relevant students how their needs are being met 3)      Add information about common conditions, procedures for long-term sick, facilities, etc to Staff Only area on intranet site 4)      Staff INSET (internal/external) 5)      Incorporate material on disability equality into tutorial programme   6)             Guidance and General Studies SAR to analyse statistics on learning support students	1)    Head of Student Services (Tutorial) 2)    Head of Student Services (Tutorial) 3)    Progression & Welfare Manager/        Intranet Manager 4)    Head of Student Services (Welfare) 5)    Head of Student Services (Tutorial)/Equality & Diversity Co-ordinator 6)    Head of Student Services (Tutorial)	January 2007 March 2007 July 2007 Ongoing July 2009   Oct 2007
CURRICULUM 1)      All resources in either Ariel or Comic Sans (all departments modifying resources as they are updated) 2)      Course notes given before the lesson 3)      Extra time given to dyslexic students in internal exams and tests 4)      Notes provided after lesson 5)      E-mailing students for extra tutorials 6)      Extra one-to-one tutorials 7)      Specialised photocopying where appropriate (colour, size of font, etc) 8)      Appropriate individualised help given eg tutorials, e-mail tuition, model answers, etc. 9)      Provide materials and action plans for Learning Support Tutor to use with students  – NB not possible in Languages unless LS Tutor is a language specialist) 10)           Sharing good practice via staff INSET	Head of Curriculum x 4 Head of Curriculum x 4 Head of Curriculum x 4 Head of Curriculum x 4 Head of Curriculum x 4 Head of Curriculum x 4 Head of Curriculum x 4 Head of Curriculum x 4 Head of Curriculum x 4   Head of Curriculum x 4	All departments to be reviewed annually. All departments to be in line by July 2009

Gender Equality Scheme

We work to eliminate unlawful discrimination and harassment and promote equality of opportunity between men and women

Action	Responsibility	When
1          We will analyse student recruitment, retention and achievement as a means of action planning	HODs HOC	Sept annually
2          We will explore the learner experience in gender stereotypical areas	HODs/HOC	Sept annually
3          We will ensure that all our publicity offers a positive representation that challenges stereotypically held views on gender	CJH/MJC	Sept annually
4          We will promote understanding of gender equality (including transgender issues)  by means of special events and student groups held throughout the year and through the tutorial programme and dissemination of the Equality & Diversity Policy	FMP	Ongoing
5          We will analyse all complaints, concern slips and contracts.	BDM/FMP	June annually
6          We will ensure all policies, procedures, plans and practices are impact assessed for gender equality	FMP	Ongoing
7          We will analyse staffing as a means of action planning	MJC	Sept annually
8          We will ensure that staff Inset asks staff to reflect on gender issues	FMP/MJC	June 2007
9          We will analyse any staff grievance and disciplinary procedures as a means of action planning.	MC	Sept annually
10       We will analyse caring commitments in order to proactively cater for the needs of both genders	MJC	Sept annually
11 We will analyse information regarding occupational segregation relating to gender as a means of action planning	MJC	Sept annually
12 We will ascertain if there is any pay gap	MJC	July 2007
13 Gender Equality will become a standing item on the Union meeting agenda	MJC	June annually

Bullying and Harassment Policy

5.2          Student Policy


We are committed to providing a caring, friendly and safe environment for all of our students so they can learn in a relaxed and secure atmosphere. Being bullied can happen at any age and is a terrible experience. No-one at college would like to feel that anyone was suffering because of bullying or harassment. Bullying of any kind is unacceptable at our college. If bullying does occur, all students should be able to tell and know that incidents will be dealt with promptly and effectively.

  What is bullying?


It is difficult to define exactly what people mean by the term. Bullying is the use of aggression, usually with the intention of hurting another person. This  may focus on a person’s perceived ‘difference’, for instance sexuality, race or disability. Bullying results in pain and distress to the victim even if this is not the sole intention of the harasser.

Bullying can be:

What can you do?


First and foremost it is important to come forward. If you feel humiliated, threatened or even repeatedly patronised or isolated by someone else, then don’t feel you have to put up with it. The sooner you try to resolve the situation, the better – and most situations can, with a little help be resolved. Talk to other students or a member of staff. The first person you could take this to is your Personal Tutor (PT). Alternatively you could talk to the Equality & Diversity Champion or Alan Willis, Divisional Head, who have responsibility to deal with complaints such as bullying and harassment. If you need help, come to them.

What happens?


Although it may feel daunting to come forward at first, remember that you can only change the situation if you tell somebody. It must be the person being bullied who makes the complaint though. All incidents that are reported will be dealt with seriously and sensitively. Ordinarily the first person you would talk to is your PT, but if you feel it is more appropriate you can consult the Equality & Diversity Champion or Alan Willis, Divisional Head from the outset. Sometimes you might just want a sympathetic listening ear from a member of staff. All the individuals involved in any alleged bullying will be seen separately. Where possible we will try to respect confidentiality.  Sometimes the alleged bully is genuinely unaware of the effect of their behaviour, other times there is real misunderstanding and miscommunication on both sides. In all cases we will negotiate between all parties to bring about a favourable solution. The aim of such negotiation is for the participants to agree on acceptable behaviour. Usually this resolves the matter, although in very rare cases the Principalship may need to be involved.

5.2          Staff Policy

Bullying & Harassment

The College is also opposed to bullying or harassment of any kind.

BULLYING CAN INCLUDE:

Harassment can involve persistent examples of the above and can include unacceptable negative behaviour cause by racial or sexual prejudice.

It is for each individual to determine what behaviour is acceptable to them and what they find offensive, i.e.  it is the effect on the recipient not the intention of the harasser.

If staff are being harassed they should feel free to discuss the matter further with any member of staff in order to resolve the problem.  If the harassment continues, then the Equality and Diversity Champion, Personnel Manager or a member of the Senior Management must be informed.  If a member of staff wishes to proceed with a complaint (s)he may report the matter to the Principal with a view to invoking the Grievance Procedure and/or ask for union support or advice.

Any reported unfair behaviour or policy will be dealt with seriously.