LSIS LSIS BARRIERS Scenarios SCENARIO 1 A crossdressing

LSIS

LSIS BARRIERS

Scenarios • SCENARIO 1 • A cross-dressing male student who turned up for lessons wearing make-up and a long skirt decided to quit his course rather than face the daily taunts and abuse he received from fellow students. • 2 • A young learner who is openly gay is on the receiving end of negative comments and bullying behaviour from the rest of the group. • 3 • A young learner comes to you to ask advice as they’re considering ‘coming out’ and are not sure how best to handle it in the learning environment.

Considerations In case studies 1 and 2 strategies could include: talking to the learner affected to find out how they would like you to address the situation talking to the rest of the group to discuss their behaviour and to reinforce why it's unacceptable implementing organisational policy and procedure in dealing with inappropriate remarks and behaviour • explaining to all that while you cannot force them to accept others' differences, you can expect tolerance • ensure that learner agreements and charters refer to the behaviour expected in these situations and that it is addressed during learner induction. • In case study 3 you will still want to talk to the learner to find out how you can support them but you need to be mindful of what’s within the scope of your expertise and experience. You could refer them to a counsellor either through your organisation or through their GP. • •

Barriers to inclusion - Age • Making their life experience a benefit to others by partnering them in groups with younger students. • Ensure they don't have additional needs that need addressing. Older learners sometimes don't identify a gradual change in their faculties. • Check the size of print on resources as eyesight tends to deteriorate as one gets older. • Older learners can be hard of hearing without being fully aware of the impact that has on them. Take care with the environment that background noise isn't an issue for them. • Ensure they can access the facilities they need without having to confront large numbers of young people moving rapidly in confined areas.

Barriers to inclusion - Finance • "It isn't just about cash. It's to do with family circumstances, cycles of deprivation, and poverty that's ingrained through first, second and third generations of unemployment. The college recognises that white working class males in particular are being alienated by these issues. There are young men who find it hard to stay with their aims of remaining in classes and aspiring to a job while circumstances are conspiring against them. • We have a 19 -year-old engineering and construction student who gets up at five o'clock each morning to work in a cleaning job before coming to college. He has to hand most of his earnings to his family, who question his desire to stay in college. They're not supportive and he's having a dreadful struggle to stay on course. We have given him considerable support through our tutor network and through links with external agencies. And he's not alone. There are many others in similar situations. • The equality agenda has very much focused on minority groups, but white, working class males are beginning to be spoken about much more earnestly. "

Barriers to inclusion - Literacy • "We have an initial assessment of students' functional levels of literacy, numeracy and language skills to inform all tutors on how they need to structure their lessons to support those needs. • It's a very detailed profile. For example, if we have a group of 25 learners, we will know how many can't read, how many have a reading age of 8 years, and so forth - this is important for a lesson plan. This will enable the teacher to differentiate and pick out different delivery styles. • In lesson observations I conduct, I look at whether learners are learning. In some lessons, there will be lots of different things going on, appealing to different groups. That's good teaching. • The initial assessment is crucial. It influences things like staff case loads. Some staff are better at working with students who present challenging behaviours. Some are better working at a higher level. "

Looking at language • To make sure that learners can use all course resources you need to ensure the language level used is appropriate. • As a general rule use a language level slightly below the level at which the learner is studying. • Identify a document that you give your learners and focus on the vocabulary and language level. How do you know it is accessible for them? • You can check that the language level is appropriate by asking learners. In addition you could use a readability test such as the'SMOG' Calculator (Standard Measure Of Gobbledygook), or paste it into a Word document and use the readability measures in the wordprocessor. • NIACE's readability document is a free resource that will show to score readability and also gives useful tips on how to make your documentation accessible to all. • What other factors will help to ensure the text you provide to learners will be accessible to them? Use your notepad to record your thoughts.

Scenario • Learners on a NEET programme must attend 95% of lessons as one of the criteria for successfully completing the programme. However, some learners wish to take time off for the reasons below. Do you accept them as 'legitimate absences' or not? • Two days absence to celebrate Eid • One day off for Diwali • Two days off for Chinese New Year • A day off for Orthodox Christian Christmas day (January 7 th) • Time off to celebrate Hanakkah • Do you consider that your organisation is sensitive to the needs of minority groups? • Could you do more in supporting those with constraints imposed on them by religious practices or cultural influences? • If you don't agree to the requests in the scenario are you contravening any aspect of the Equality Act 2010?

Scenario • You have some learners from a local traveller community starting a programme of learning. • What issues might you need to consider for learners from this culture to ensure inclusion given that many traditional traveller families don't continue with education beyond the age of 11? • You would need to monitor the group to make sure there are no inappropriate remarks as showing prejudice towards travellers is not uncommon. • You would need to show an understanding of their lifestyle as there may be extended periods of absence which may be a problem if it's an accredited programme. • You may need to seek professional advice in how to deal with these particular issues.

Gender stereotyping • A young female joins an Apprenticeship programme as a motor vehicle mechanic. All the other learners in the group and the work environment are male. • After the first few weeks she approaches the tutor to say she's considering withdrawing from the programme because, although she's doing well at her workplace, she feels uncomfortable in the off-job training environment. What might be the issues that underpin her decision? • What could the trainer have done to pre-empt any difficulties she might have? • The trainer could: • observe and monitor the workshop environment to ensure she feels safe and comfortable • discuss with her peers how they can help her to feel included • find out from her the types of behaviour and language that she finds intimidating • recruit a peer mentor or study buddy to work with her.

Scenario • During an ACL English Literature evening class one learner revealed in the introductions that he was an ex-offender. The following week several women dropped out leading to the class being too small to run so it was closed. If the class had been all female the issue would not have arisen? • Consider this scenario in light of the Equality Act 2010. What strategies could you adopt to avoid exclusion of the ex-offender and to create a comfortable atmosphere? • The tutor could make a general comment in the class that he/she is available to discuss any questions or concerns at the end of the first session. • If the tutor knew about the ex-offender in advance he/she might discuss with him whether he is happy to explain the nature of his offence and explore why he’s wishing to take the class. • Running an all-female class would avoid the problem but if it hadn’t been advertised as a single-sex class at the outset with a justifiable reason then you might be in breach of the act on the grounds of gender discrimination.

Whose responsibility is it to ensure learner groups mix? • You may take the view that it's not your concern who your learners mix with when they're not with you. • By adopting strategies to get your learners to broaden their horizons and to work together, you will reinforce the message of integration and equality and allow people to be more confident in mixing socially with more diverse groups.

Scenario • You work with a group of 16 learners, 6 of whom are BME. The group on the whole is well-behaved and work well when they are together. • The BME learners are friends and always sit and work together. They spend their time outside the learning environment together and never mix with others. • Put the responses below into the order that would work best to make the group more cohesive

Options • A. You might take the view that you can't force students to mix and while there are no behavioural issues you don't need to do more than encourage discussion between the group but this may not be enough to really engage the students in getting to know each other better. • B. If resources allow then an enrichment day or 'away-day' approach to building teams within the group will allow the learners to build relationships. • C. A project carried out over a period of time where you set the groups and mix them will give the learners an opportunity to mix in a controlled environment. This strategy can be used in planning all lessons to promote interaction. • D. Starting each period of contact time engaging the group in an ice-breaking activity to allow them to explore things they have in common will help group cohesion.

Answers • C A project carried out over a period of time where you set the groups and mix them will give the learners an opportunity to mix in a controlled environment. This strategy can be used in planning all lessons to promote interaction. • B If resources allow then an enrichment day or 'away-day' approach to building teams within the group will allow the learners to build relationships. • D Starting each period of contact time engaging the group in an ice-breaking activity to allow them to explore things they have in common will help group cohesion. • A You might take the view that you can't force students to mix and while there are no behavioural issues you don't need to do more than encourage discussion between the group but this may not be enough to really engage the students in getting to know each other better.

You have three learners in your group who have told you they have dyslexia and have difficulty reading text. • Provide all hand-outs on coloured paper • Produce all hand-outs and materials in a large clear font • Talk to a dyslexia specialist to find out what you should provide. • Find out through an initial assessment with each learner what their particular difficulties are, what strategies they use to help them and how you can support them.

Answers A - incorrect - Some learners with dyslexia find it helpful to have text printed on coloured paper but this is not always the case. You would need to check with the learner what colour works best for them. B - incorrect - It is good practice to use a clean font in a suitable size for all your learners, not just those with dyslexia. C - incorrect - Talking to a specialist for advice will always be useful but they won't be able to give specific help for a learner unless they have an assessment to refer to. D - correct - The best course of action is always to start with the learner. Identify how the dyslexia presents itself in each case; find out what coping strategies the learner uses; find out what strategies you can adopt in supporting them. A specialist should be involved in this assessment where there is availability.

EQUALITY AND DIVERSITY CALENDAR

LLUK These standards form the basis of the suite of qualifications available to practitioners post 2007. • Professional knowledge and understanding Teachers in the lifelong learning sector know and understand: • The impact of resources on effective learning (BK 5. 1) • Ways to ensure that resources used are inclusive, promote equality and support diversity. (BK 5. 2) • Professional practice Teachers in the lifelong learning sector: • select and develop a range of effective resources, including appropriate use of new and emerging technologies (BP 5. 1) • select, develop and evaluate resources to ensure they are inclusive, promote equality and engage with diversity. (BP 5. 2 )

POSSIBLE PITFALLS

FIVE GOLDEN RULES 1. Take advantage of opportunities where you can to include diversity in your resources. Challenge yourself rather than saying it can't be done. 2. Recognise that it may not be appropriate to celebrate diversity in every resource but it is appropriate to ensure that every resource is accessible to every learner, e. g. by avoiding difficult words that can raise the reading level. 3. Project work can offer rich opportunities. Offer flexibility for learners to work together so the whole group can benefit from learning about different characteristics. 4. Avoid patronising and tokenistic examples, or ones that reinforce stereotypes. 5. Review and update resources regularly to reflect current thinking.

From compliance to confidence MAINSTREAMING

Cohesive communities • An inclusive approach is needed to help build a cohesive community and learning providers have a key role to play in encouraging positive relationships between all groups – not just on ethnic lines. • Ofsted recognises this in its guidance, which is equally valid for all providers, on what it describes as community cohesion: • By community cohesion, we mean working towards a society in which there is a common vision and sense of belonging by all communities; a society in which the diversity of people’s backgrounds and circumstances is appreciated and valued; a society in which similar life opportunities are available to all; and a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools and in the wider community. • (Ofsted, September 2010. Ref No. 090165)

Trole of the sector in promoting cohesive communities • Through inclusive approaches and effective programme design, learning providers can enable learners to engage with and benefit from the shared values which join our communities together, transcending our differences, to make a positive contribution to the community. Because learning providers are often at the heart of the communities they serve, by engaging with and promoting EDI issues, they can make a crucial impact, benefitting the community but also benefitting the organisation.

Which of the statements below best describes ‘mainstreaming Equality, Diversity and Inclusion’? • A Meeting targets for the number of learners from different backgrounds (race, age, gender, ethnicity, disability, religious beliefs, sexual orientation). • B Complying with the Equality Act 2010 in every respect • C Taking action to counteract discrimination so that members of under-represented groups can take full advantage of educational opportunities. • D Integrating equal opportunities principles, strategies and practices so it becomes a part of everyday work. • E Creating an organisation where all groups feel welcome.

• A - Not the best description as this one is limited to targets and doesn’t take into account the culture of an organisation. • B - Incorrect - as complying with the Act is not enough; mainstreaming is more about exceeding the requirements of an Act • C - Not the best description as this one is just about recruiting certain groups of learners, whereas mainstreaming is much more: recruitment of staff too, shared values, culture of the organisation, community activities and so on. • D - Correct - this is the best description as it is the case that if you it get it right the workplace becomes a much happier place. • E - Not the best description but this is a good definition of promoting equality and diversity. • Essentially, Mainstreaming is a journey and the activities listed are milestones.

The Equality Act 2010 requires providers to ‘advance equality of opportunity’ and to ‘foster good relations’. • This applies equally to staff and learners in your organisation who will work at their best in an environment with an overall culture of inclusion and respect.

EQUALITY MEANING • Equality emphasises equal outcomes, including equal opportunities. • Equality does not mean that everyone has to be treated in exactly the same way all the time. • For example, a canteen may offer different dishes that might appeal to different groups of people. In this way every diner has a choice of food that appeals to them. Equality doesn't mean that everyone has to eat the same kind of food.

Diversity • Diversity refers to respecting, valuing and celebrating the differences between people who come from (for example) different backgrounds, have different abilities, have a different sexual orientation or are in a different age group to yourself. • Diversity is linked to equality as everyone, no matter what their differences may be, have equal opportunities and strive for equal outcomes.

Inclusion • Inclusion is about embracing all people in a community irrespective of race, gender, disability, medical or other need. • The aim is to give equal access and opportunites and remove discrimination and intolerance.

YOUR PERSONAL ACTION PLAN • Forming partnerships with community groups. • Understanding the needs of different communities. • Talking to the media about equality and diversity • Working with statistics and communicating them to others. • Persuading community groups to get involved with you. • Advising potential learners onto courses that suit them

What does equality mean? • 1. Everyone is treated identically • 2. Fair chances for everyone • 3. Political correctness • 4. Removing barriers to success • 5. Giving privileges to particular groups • 6. Not discriminating unfairly or unlawfully

What does diversity mean? • 1. Recognising we are all different • 2. Valuing difference • 3. Celebrating difference • 4. Understanding peoples’ differences and similarities • 5. Benefiting from different perspectives and insights • 6. Encouraging the expression of difference

What does inclusion mean? • • 1. Allowing any type of behaviour on the part of learners • 2. Making all staff and learners feel valued • 3. Bringing different groups of people together • 4. Including people in your staff who discriminate unfairly • 5. Creating a culture of respect • 6. Opening up your organisation to all who can benefit from its provision

Questions of quality and EDI • ‘What percentage of our learners achieved level 2 qualifications last year? ’ • How could you adapt this question to incorporate issues of gender to show you’re monitoring from an EDI perspective? Write your revised question in the box and then compare your version with LSIS’ • What percentage of male learners and female learners achieved level 2 qualifications last year? ’ • You can see that the first question is a ‘quality’ question whilst the second is a quality question with an EDI perspective.

More questions of quality and EDI • Re-write the questions to turn them into questions with an EDI perspective for each protected characteristic indicated. • How many of our teaching staff successfully completed a teaching qualification last year? (age) • In a student survey how many students stated they found canteen food good or acceptable? (race) • How many of our learners stated they feel safe on our premises? (disability) • What percentage of learners complete the Motor Vehicle course? (gender) • What percentage of learners say they are happy with the clarity of assignment briefs? (race)

Possible Answers • Age: What percentage of our teaching staff who successfully completed a teaching qualification last year were over the age of 40? • Race: In a student survey how many Asian students stated they found canteen food good or acceptable? • Disability: How many of our learners with disabilities stated they feel safe on our premises? • Gender: What percentage of female learners complete the Motor Vehicle course? • Race: What percentage of learners working in English as their second language say they are happy with the clarity of assignment briefs?

Your organisation wants to improve its grade for EDI at the next inspection. Which is the most effective first step to take from the following? • A Ask tutors what they do in embedding EDI in their teaching and learning. • B Read through the complaints received and compile an action plan. • C Compile a comprehensive quality questionnaire with an EDI focus to elicit feedback from staff and learners. • D Send out the results of your last inspection to all staff and tell them that everyone is responsible for improving the grade.

Scenario • Marsha is a highly motivated and able learner. She describes her ethnicity as Black British. She is enthusiastic about her apprenticeship in hairdressing and wants to do well. • During a regular workplace visit to check out how she’s getting on, the assessor senses there may be a problem that she’s reluctant to voice. • After gentle questioning the assessor discovers that two regular customers to the salon are upsetting Marsha by making racist remarks in her hearing. She’s clearly worried about making a fuss

Scenario • What do you say? • What do you do? • Who could you seek advice and support from if needed? • What policies and procedures might you find helpful? • What are the benefits of your actions?

What do you say? • You reassure her that she is right in telling you about the situation. You tell her that she doesn’t have to put up with this behaviour from customers. • You remind her that it’s the right of any employee to be treated fairly and not to be discriminated against. • You get her agreement for you to talk to the salon manager about it so that you can both work with them to agree a solution.

What do you do? • You raise the issue with the salon. You ask them to raise this with the customers and insist that the customers behave respectfully to all their staff. • You draw their attention to the clause in your contract with them that commits them to providing a safe and discrimination free environment in which to work. • You stress that Marsha was reluctant to complain and wants the issue resolved informally. • You tell the salon you will follow up with them what’s been done to resolve the problem and check on Marsha at the next visit. • If necessary you can point out that Marsha would be within her rights to bring litigation against the company if her complaint is justified and the company does nothing about it.

Who could you seek advice and support from if needed? Your line manager, Marsha herself, your organisation’s lead on equality and diversity.

What policies and procedures might you find helpful? Workplace visits guidance, equality and diversity policy, anti–bullying policy, safeguarding policy.

What are the benefits of your actions? Marsha remains in post. Her morale remains high and therefore she is more likely to succeed. If the offending behaviour is stopped, others in the salon who also find it offensive will be protected and pleased. Marsha has learned about some important rights she has as an employee and as a citizen.

Scenario • Mary has enrolled on a part-time IT course. She is in her sixties, recently widowed and has not taken part in any formal learning activities since she left school. • Until recently she had a job as an office cleaner but is now unemployed having been made redundant. • Mary lacks confidence and is nervous with computers and IT. • As Mary’s class tutor, how would you make sure she feels included and is able to achieve?

What do you say? • You make sure the atmosphere in the class is informal and welcoming. • You could make a point of welcoming Mary when she arrives. • You keep an eye on how she’s getting on and offer support and encouragement.

What do you do? • You recognise that you have a range of ages in your group and check lesson plans to make sure you don’t make any assumptions about prior knowledge of IT or IT applications. • You use examples that include topics that are likely to be familiar to someone of Mary’s age and background. You make sure you give her some one-to-one time at each lesson.

Who could you seek advice and support from if needed? • Firstly, Mary herself through feedback during the sessions, then other IT teachers who may have experience and good practice to share. • Also involve the equality and diversity coordinator who will be able to give advice on potential strategies.

What policies and procedures might you find helpful? • Teaching and learning, learning styles, differentiation, equality and diversity.

What are the benefits of your actions? • Mary is retained as a learner. Mary succeeds in gaining a qualification and enjoys increased learner satisfaction. • Learners of all ages in Mary’s class, including younger learners, benefit from getting to know Mary and something about her life.

Scenario • There is a partnership arrangement between an ISC and a local FE college and it has been arranged for a small group of learners from the ISC to attend a Performing Arts course at the FE college. One of the learners has profound hearing loss. • Learner profiles have been sent to the Performing Arts tutor at the college in advance of the course starting. • The tutor sends an email to the ISC saying that he cannot accept the learner with hearing loss as he feels she won’t be able to participate fully in the music and singing elements of the course. • As an employee of the ISC, what would you do in this situation on behalf of the learner?

What do you say? • You contact the college and explain that their action is almost certainly unlawful and discriminates against deaf learners and their protected characteristic of disability.

What do you do? • You discuss with the Performing Arts tutor strategies to support the learner which will allow her to take part in the classes.

Who could you seek advice and support from if needed? • You suggest that the FE college tutor could speak to his line manager and/or the equality and diversity coordinator to get help in supporting the learner.

What policies and procedures might you find helpful? • The Performing Arts tutor should consult the college’s equality and diversity policy and the college’s admissions policy. • Both should make it clear that, subject to appropriate risk assessment, disability will not prevent a learner from joining a course.

What are the benefits of your actions? • Your learner gets the learning experience she wants. • The FE college avoids possible litigation.

A learner with a disability is interested in joining an evening class. The learner is a wheelchair user. What is the best first step to take in supporting their needs? A Carry out a risk assessment to check the learning environment is safe and accessible for a wheelchair. B Speak to the learner to find out what support they need. C Arrange for a member of staff to support the learner during classes. D Arrange for the class to be run in the nearest room to an entrance with disabled access.

Answer • A. A risk assessment will need to be done at some point but it would be best to wait until you’ve established which room is going to be best suited to the learner’s needs. • B. This is the best first step. The learner will be able to give a clear idea of their support needs. • C. Until you’ve established the needs of the learner you won’t know if they need a member of staff to help them. The learner may have a disability but not necessarily a learning difficulty. They may not need anything more than good access to the room and facilities. • D. The room most easily accessed may not be the most appropriate room for the class and the needs of other learners on the course must be considered too.

What is the main purpose of monitoring equality and diversity in an organisation? • A • B • C • D To satisfy Ofsted requirements. To provide a report on it to the board or to governors. To improve results of the low achievers. To make improvements to the service in this area.

Answer • A - Incorrect - nothing should be done merely to satisfy Ofsted! • B - Incorrect - this should not be the purpose, although a monitoring report may well be presented to the board or to governors. • C - Incorrect - this is likely to be one of the benefits of monitoring but is not the only purpose. • D - Correct this is the main purpose of monitoring.

References LSIS • Leading Inclusion Annex, LSIS • www. lsis. org. uk The LSIS site is the main source of information for the sector regarding events and workshops on equality and diversity. • www. excellence-in-learning. co. uk This site contains a wealth of staff development resources, continued professional development, quality improvement and organisational development support for post-16 and lifelong learning sectors. • Ofsted Single Equalities Scheme • Learning for all – What works well? , March 2010, VT Research. Findings of a study into the commitment to furthering equality and diversity in FE colleges in the East of England. • Equality and Diversity in Self-assessment, Guidance for Colleges and Providers, October 2009, LSC and LSIS. A practical guide to use of terms, such as equality and diversity; priorities and good practice in self-assessment in this field; some differentiated practice issues regarding particular groups in the community, e. g. race issues. (pdf document) • Leading Inclusion EDI Audit Tool, LSIS. An extract of all the action points and considerations from the ‘Leading Inclusion Guide’, June 2010, which can be used as a self-assessment checklist. (pdf document) • Summary of Equality and Diversity regional consultation workshops with ACL and WBL providers, LSIS • Equality and Human Rights Commission. Equality Impact Assessment Guidance. A step by step guide to integrating equality impact assessment into policymaking and review. (pdf document) • BIS Impact Assessment Guidance Dec 2010 (pdf document)

An adult education centre seeks to improve its organisational culture in relation to equality and diversity. Which of the following activities would be most useful in achieving this? • a. It should redesign its publicity materials so that learners of different races are shown. • b. It should regularly reinforce to staff and learners the benefits of equality and diversity. • c. It should increase activities such as theatre and dance workshops and performances, art exhibitions, etc. • d. It should introduce a cultural theory course.

Which of the following best describes a Single Equality Scheme (SES)? • a. An assessment of each learner's progress with regard to EDI. • b. An EDI policy that sets out the provider's key equality objectives. • c. A report made up of qualitative judgements on a range of EDI activities and responsibilities. • d. A report for the future development of courses with EDI embedded.

Put these in sequential order: • Collect data (all types including information from questionnaires, appraisals, etc). • Make changes to how things are done. • Prioritise what action to take first. • Read through the data and make some conclusions. • Select one • a. 1, 2, 4, 3 • b. 1, 2, 3, 4 • c. 1, 4, 3, 2 • d. 1, 3, 2, 4

Question • An adult skills and learning centre has decided to gain feedback from its current learners on plans to make improvements to its courses. Which would be the most appropriate method to gain that feedback? • a. Staff focus groups are consulted. • b. A multi-format questionnaire is sent to all learners. • c. Read through Ofsted's suggestions. • d. The principal has a chat with learners in the canteen each Wednesday evening when she is on duty.

Question • A learner enrols on your programme and has declared on the enrolment form that he is blind and cannot work with any printed material. Your programme requires learners to undertake additional background reading. Your organisation has the facility to convert text material to Braille. You also have access to laptop computers for learners to use. What is the best course of action in this situation? • a. Give a detailed reading list to the learner so that they can arrange for someone to help them with it. • b. Talk to the member of staff responsible for IT provision in your organisation to find out what assistive technology might be available. • c. Talk to the learner in advance of the course starting, to discuss how you can best help them. • d. Arrange to have all your course texts converted to Braille resources for the learner.

Question • A learner with disabilities has a guide dog as a helper and wishes to enrol on your programme. Another learner already on the programme is an asthma sufferer with allergy difficulties who will be affected by close proximity with the dog. What would you do first in this situation to ensure the well-being of the learners?

Options select one • a. Speak to the asthma sufferer so that they can identify strategies to manage the situation and minimise the risk to their health. • b. Check the environment where learning will take place to see if the room is big enough to keep some distance between the learners. • c. Take advice on what adjustments would be reasonable in this case to comply with the Equality Act. • d. Tell the learner with the dog that you are unable to accommodate them as it will put another learner at risk.

Question • One of your learners has told you that another learner is on the receiving end of abusive jokes and homophobic remarks from other members of the group. You haven't witnessed this in the environment where you work with them but you suspect there is some truth in the allegation. Which is the best first step?

Options select one • a. Keep a quiet eye on things to collect some evidence. • b. Hold a group tutorial session where you can introduce the topic of discrimination and homophobia? • c. Talk to X and say you believe he might be being bullied and what would he like you to do about it, reassuring him that you will handle the situation sensitively? • d. Tell the group openly that you've heard they are bullying X and you won't tolerate it?

Question • You have a wheelchair user in your group who attends training sessions once a week. The building these are held in is large and the main access corridors on each side of the ground floor have a short flight of steps which have to be negotiated to navigate the building. There is only one electric ramp on one side of the building to allow wheelchair access. The coffee bar is near to your base room but quickest access is via the corridor without the ramp. This means the wheelchair user can't join her peers for coffee as it takes too long for her to navigate the building. What would you do?

Options select one • a. Ask the learner to bring a drink in a flask so they can have their break in the learning environment. • b. Extend the coffee break even if it means losing a substantial amount of training time over the extent of the course. • c. Raise the situation with management as an urgent issue of noncompliance with the Equality Act and expect action to be taken. • d. Try and arrange for coffee to be available somewhere nearer.

Question • A female member staff comes to you as she's concerned about a young male learner with dyslexia whom she supports. She's having trouble engaging with the learner and suspects the fact she's a woman is a barrier. What would you do in this situation?

Options select one • a. Tell her she's probably imagining things and to keep trying. • b. Tell the course tutor to sort it out. • c. Find a male support assistant to work with her over a couple of sessions to see if that makes a difference. • d. Tell the learner they must make use of the additional support or it will be withdrawn.

Ofsted

Why is it useful to read inspection reports for other organisations similar to your own? • You can tell the inspection team that you are doing the same good things too. • You can get a feel for the sort of questions they will ask about equality and diversity. • You can work out what not to tell an inspector. • You can look for good ideas on how to embed equality and diversity.

Answers • A. No, they will be looking for evidence too! • B. No, you can get that from the framework document • C. No, an inspector will find you out! • D. Yes, other similar providers may have some ideas that you can borrow that you wouldn’t necessarily learn about by other means. It also gives you an insight into the basis for an inspector’s judgment which will enable you to improve your own self-assessment.

Which of the following are the THREE key judgements made during inspections? • Outcomes for learners • Value for money • Quality of teaching, learning and assessments • Effectiveness of leadership and management

Which TWO of the following are criteria for 'judging outcomes for learners'? • all learners achieve and make progress relative to their starting points and learning goals • How effectively a providers positive action strategy is working • achievement gaps are narrowing between different groups of learners

Answers • There are three key aspect judgements that you need to be aware of, that guide the grading of an area during an inspection. These are: • outcomes for learners • quality of teaching, learning and assessment • effectiveness of leadership and management. • Below are three key indicators specifically relating to equality and diversity: • Outcomes for learners: Achievement gaps are narrowing between different groups of learners • Quality of teaching, learning and assessment: Equality and diversity are promoted through teaching and learning • Effectiveness of leadership and management: Leaders and managers actively promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap

What is meant by inclusion • Inclusion in education is an approach to educating students with special educational needs. In current educational thinking inclusion refers to far more than students with special educational needs. It is centred on the inclusion of marginalised groups, such as religious, racial, ethnic, and linguistic minorities, immigrants, girls, the poor, students with disabilities, those not in education, employment or training (NEETs), those in remote populations, and more. Inclusive approaches recognise that all students can learn and benefit from education, and providers should aim to adapt to the physical, social, and cultural needs of students, rather than students adapting to the needs of the provider.

Ofsted expects to see an organisation's selfassessment report. Why is this? • So that the inspection team can work together with the organisation to produce some action plans. • So that the organisation can show what it's not satisfied with and how it intends to improve it. • So that the inspection team can grade the organisation on the standards of its self-assessment process. • So that the organisation can discuss with the inspection team how best to improve its service.

Answers • No, the organisation is expected to produce its own action plans. • Yes, the self-assessment report gives an organisation the opportunity to show what it intends to improve - and the action plans show it will do it. The inspectors also use it to inform the inspection process and outcomes. • No, the self-assessment process is not graded as such • No, the inspection team is unlikely to give this sort of advice during its visit.

COHESION

Ofsted recognises the importance and demonstrate this by including it in the Common Inspection Framework (CIF) as further guidance on how equality and diversity is promoted through teaching and learning. These references can be found in section 172 of the Handbook for the inspection of further education and skills (updated July 2013) which states: "Where relevant, inspectors should take into account: whether learning activities motivate and engage all learners, whatever their age, ability and cultural background, and that they are suitably demanding the impact that teaching has in promoting the learners' spiritual, moral, social and cultural development how well staff plan sessions to meet fully the needs of different groups of learners how well staff maximise opportunities in sessions and all learning contexts to promote equality of opportunity and awareness of cultural and linguistic diversity. "

What does building a cohesive community involve? TRUE/FALSE/DON’T KNOW • Everyone in the community working together to get to know each other better so that they can become friends. • An agenda which became prominent after 2001 riots in Bradford, Burnley and Oldham and the Cantle Report which followed. • The Equality Act (2010) which came into force in October 2010. • Providers analysing data on the performance of learners from different backgrounds and taking remedial actions to reduce any differences.

What does building a cohesive community involve? TRUE/FALSE/DON’T KNOW • Disability issues and is monitored by the Office for Disability Issues (ODI). • Providers meeting Equality and Diversity duties. • Providers with best practice having a strategy for the promotion of community engagement within the wider context of equality and diversity. • All communities having a sense of belonging and feeling part of the society. • Integrated, safe communities where there is trust and cooperation between communities. Everyone in the community working together to get to know each other better so that they can become friends.

• False. Building cohesive communities is a common vision which values the diversity of people's backgrounds and circumstances, opportunities are available to all and relationships in the workplace, in schools and the wider community are strong and positive. It is not just about individuals being friends. • True. • False. However, the Bill will support efforts to build a cohesive community. • True. Providers need to collect and analyse data and measure impact. • False. The ODI works across government to develop the evidence base on disability issues and publishes annual indicators to measure progress towards disability equality. • False. Public bodies have a duty to comply with equality laws but building cohesive communities is about how communities relate to each other as well as the rights of specific minorities. This is broader than each area of equality and diversity. BUT equality/inequality (whether real or perceived) has a direct bearing on the welfare of the community, so observance of equality legislation remains relevant. • False. The Duty is for schools, although colleges and public sector organisations have public sector E&D duties under the Equality Act 2010. • True. Ofsted has identified outstanding providers as having clear community cohesion strategies. • True. The idea of a cohesive community includes relationships between all communities - and between all groups within a community - for example, that it involves age, gender, sexual orientation and socioeconomic class, as well as relationships between people from different ethnic and faith backgrounds. • True.

Promoting socially healthy communities • In 2008, the government of the time set out the following definition of what makes a socially healthy and cohesive society. Some of the terminology may have changed since then but the broad aim remains the same:

• Community cohesion is what must happen in all communities to enable different groups of people to get on well together. A key contributor to community cohesion is integration which is what must happen to enable new residents and existing residents to adjust to one another. • Our vision of an integrated and cohesive community is based on three foundations: • People from different backgrounds having similar life opportunities. • People knowing their rights and responsibilities. • People trusting one another and trusting local institutions to act fairly. • . . . and three key ways of living together: • A shared future vision and sense of belonging. • A focus on what new and existing communities have in common, alongside a recognition of the value of diversity. • Strong and positive relationships between people from different backgrounds. ' • Source: The Government's Response to the Commission on Integration and Cohesion (CLG, Feb 2008

If your student and staff group were all White British why should you engage them in debates about difference and diversity? • Differences exist between individuals who appear to share the same racial or cultural identity. For example sexuality, religion, faith or no faith, nationality, family background, political party membership, physical and sensory disabilities etc. are not always immediately visible. • Promoting an awareness of differences is important in any staff or learner group. Employment, finance and economics are often global; it is very difficult to avoid making contact virtually or in person with companies/ individuals from diverse cultural backgrounds.

Question • In 2008 the government set out their vision of what they saw as an integrated and socially healthy community which was based on three foundations. • Which of the following foundations was not included? • People from different backgrounds should have similar life opportunities. • People should know their rights and responsibilities. • People should be knowledgeable about different faiths. • People trust one another and trust local institutions to act fairly

Question • The Seven Steps Toolkit, the resource developed by the Faith and Social Cohesion Unit (FSCU) of the Charities Commission, identifies seven indicators by which organisations evidence their contribution to community engagement and social cohesion. Which of the following is not included in that list? • Engaging communities. • Challenging and changing perceptions. • Positive action to support disadvantaged groups. • Developing a vision and values for community cohesion.

Question • The CRE (2007) suggests that there are four types of 'meaningful interactions' which will engage staff and learners from different groups. One of these interactions refers to the 'broadening' of identity and values. It goes on to suggest that '. . . it is through such interactions that people change the way they see themselves and others, and find new things in common'. . • Which 'meaningful interaction' does this behaviour describe? • Grounding interaction. • Banal interaction. • Opportunity interaction. • Growth interaction.

Meaningful interactions • Engaging staff and learners from different groups in 'meaningful interaction' will have a positive impact on relationships between different groups within your provision. • The CRE (2007) suggests that there are four types of interaction: • Grounding interactions • Banal interactions • Opportunity interactions • Growth interactions

Barriers to progress • A 2007 survey for the Commission on Integration and Cohesion found that 18% of people identified immigration/migrants as the main issue facing Britain today and that 56% felt that some groups in Britain get unfair priority when it comes to public services like housing, health services and schools. • In building socially healthy communities, barriers of mistrust of different groups, especially those new to the local community, need to be taken into consideration. Promoting community building involves changing attitudes and practices - this may meet with resistance.

Barriers to progress • A force field analysis is one method that you can use when introducing changes to identify and assess some of the key issues. • Change happens when the driving forces (e. g. new staff, new technology, market changes) are greater than the resisting forces (e. g. fear of change or failure, apathy).

If organisational change is to be effective in supporting community engagement, which would you say is the best choice of focus? • Getting a balance between organisational culture, the people and the processes involved. • Making sure the change is people-centred. • Getting the processes right so the rest will follow. • Appointing a 'change' champion.

Force field analyses • Sometimes by attempting to reduce resisting forces you could increase resistance or create new problems. • Ideally you should carry out a Force Field Analysis with one or more colleagues when you are planning changes within your organisation. However this may not be possible. • You can use a Force Field Analysis to plan personal as well as organisational changes. You may have considered an area of personal development which would benefit from the force field analysis process. Identify this area of development as a series of actions and put into your action plan.