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Policy January 2007
The objective of Clear Intentions (hereafter referred to only as “CI”) is to maintain operational standards so that all its employees and
employment applicants are treated equally, irrespective of race, sex, sexual orientation,
religion, disability, age, gender reassignment, marital status or ethnic origin.
CI tutors are instructed to ensure the following:
- There shall be no discrimination in respect of race, sex, sexual orientation, religion,
disability, age, gender reassignment, marital status or ethnic origin.
- Recruitment, promotion, training and development and redundancy shall be
determined on capability and merit only.
- CI's tutors have personal responsibility for the practical application of this
Policy, which applies to the treatment of students and the general public as well as to
- Any CI tutor that is involved in recruitment, promotion or training has specific responsibility for the practical application of this Equal Opportunity Policy.
- In the event that someone considers that he/she has been the subject of unfair
discrimination, or any form of harassment or victimisation, the employee should refer
to the CI Grievance Procedure.
- Anyone who has been determined to have committed an act of unlawful discrimination shall be subject to disciplinary action according to CI’s Disciplinary Rules and Procedures.
- If there is any doubt about the terms of this Policy or the application thereof anyone should consult the CI Co-ordinator and Registrar
Clear Intentions aims to encourage and
help all students to gain confidence and grow so that they may acquire
the skills and knowledge needed to succeed in their chosen career.
Small class sizes ensure excellent personal tuition, assisting students
to achieve a recognised and accredited qualification.
Upon successful completion of each course, a certificate or diploma
is awarded, which entitles the therapist to apply for their own insurance
through our specialist block scheme.
|Health and Safety Statement
We all have a legal and moral duty to make Clear Intentions (hereafter referred to only as “CI”) as safe and healthy a working environment as is reasonably practicable. This document comprises CI’s, organisation and arrangements for the health, safety and welfare of staff, students, contractors, visitors and others. The policy communicates the beliefs, direction and commitment to health and safety within CI.
Our primary aim is to manage the risks to those who may be affected by CI’s actions or omissions. Such management will form part of the general operation of the CI and assist in reducing losses resulting from failure to control.
The following is a general statement of policy and must be read in conjunction with all other relevant safety policies, procedures and rules.
General Statement of Policy for Health & Safety
CI recognises that health and safety, as with any other corporate responsibility, has to be managed successfully at all levels. Successful health and safety management contributes to CI’s overall performance by preserving and developing human and physical resources, reducing costs and liabilities and is an expression of corporate responsibility. All staff can make a valid contribution to achieving this objective and have a duty to take reasonable care of themselves and those affected by their actions or omissions.
CI is committed to improving performance in health and safety and is also committed to health promotion by encouraging the adoption of healthier lifestyles by its staff and students. Statutory requirements and the general duty of care form the basis upon which CI’s health and safety commitment is built. By realistic planning, review and development, CI undertakes to achieve successful health and safety management and appropriate resources will be made available for this purpose. CI will ensure that the policy objectives listed on the following pages are adopted and implemented.
CI recognises the importance staff have in formulating and reviewing the policy. All are encouraged to comment and make representation regarding the policy through existing communication links with School Principal, Departmental Safety Officer, Trade Union Safety Representative or the Secretary to the Health and Safety Committee as from time to time existing.
It is the responsibility of the Managing Director, accountable to the Board of Directors, to ensure that this policy is fully implemented, regularly reviewed and communicated within CI. The review, implementation and communication will be co-ordinated by the CI Health and Safety Officer and the Health and Safety Committee.
Debra G Goldston
To view the Policy Objectives click here
Environmental responsibility means first that our actions should comply with the relevant environmental legislation. It also means that we should seek to behave in a way that protects or preserves the environment. Although it is the Board of Directors of Clear Intentions (hereafter referred to only as “CI”) which has the ultimate responsibility for the environmental performance of CI, we all have to share this responsibility.
An Environmental Handbook has been produced so that everyone may know how they should contribute to the care of the environment. It is issued with the authority of the Managing Director, who is accountable to the Board of Directors for CI’s performance and behaviour. The Handbook describes our statutory obligations including the prevention of pollution, the people who have been nominated as environmental representatives, and the procedures which we have adopted to ensure that we not only comply with legislation, but that we are also environmentally aware and take the necessary action to improve our environmental performance. It applies to CI’s staff and students and others who work on our behalf e.g. contractors.
This Policy Statement is supplemented by other specific policy statements relating to particular environmental aspects, e.g. energy conservation, traffic. These supplementary statements can be found in the Handbook.
To ensure that this environmental policy is kept up to date, we have instituted an annual environmental audit. The audit has three objectives:
The Directors encourage everyone, staff and students, to act in a way which will enhance rather than harm the environment, and will gladly receive any practical suggestions about ways in which our performance can be improved.
- To ensure that we react properly as the law changes.
- To update the Handbook accordingly.
- To check that we are complying with the procedures that have been adopted.
|Data Protection Policy
Clear Intentions (hereafter referred to only as “CI”) is registered as a data controller with the Office of the Information Commissioner. The College’s Data Protection Officer is Mrs Debra Goldston, Managing Director and Head of School), though specific enquiries about student-related data should be made to Tina Dunn, Administration Manager in the first instance.
CI processes data relating to its students for the following purposes:
- maintenance of the student record and management of academic processes
- the management of CI social events
- alumni operations
- the provision by CI of advice and support to students
- internal research into improving education and educational services and quality and performance monitoring
- statutory requirements under various statutes, including the Further & Higher Education Act 1992
CI, via the Student Registry and other ancillary departments, allows access to employees and agents of CI (on a need-to-know basis only).
Student information is disclosed to a variety of third parties or their agents, notably:
- students’ sponsors (including LEAs, the Student Loan Company, and funding councils, other sponsors)
- relevant government departments to whom we have a statutory obligation to release information (including the Higher Education Funding Council for Wales (HEFCW) the Higher Education Statistics Agency (HESA) and Council Tax officers)
- current or potential employers of our students with the individual’s consent
- current or potential providers of education to our students This covers Franchise and Associate Colleges
- credit reference agencies who may keep details of the searches we make about students, and debt collection agencies for specific circumstances
NB. Disclosures to organisations not listed above will be made in specific legitimate circumstances. Consent from the student will be sought where necessary and students will be informed of such disclosures unless exceptional circumstances apply.
CI undertakes to maintain student data in secure conditions and to process and disclose data only within the terms of its Data Protection notification. The details above indicate the nature of this notification but are not exhaustive. Full details of CI’s Notification are on the Information Commissioners website at www.dataprotection.gov.uk.
Under the Data Protection Act 1998, you have a right to request and receive a copy of the current personal information held on you by CI and a right to object to data processing that is inaccurate or, causes substantial unwarranted damaged or substantial unwarranted distress. On request CI will also inform you of the credit agencies it has contacted and the personal details it has disclosed to them.
A copy of the CI Data Protection policy is available upon request. Please contact Debra Goldston if you have any specific questions relating to the Data Protection Policy, or for details of procedures relating to your rights as a data subject.
Please note that we are reliant on you for much of the data we hold: help us keep your record up-to-date by notifying your School Office of any alterations to your address or other personal details.
- Clear Intentions (hereafter referred to only as “CI”) is committed, both in teaching and research, to confront Intellectual and practical problems and Issues on an Inter-disciplinary and multi-disciplinary basis.
- CI is a face to face-based school which aims for a relatively high degree of integration between the academic and the social/cultural experiences of its students. Whilst we have some successful distance learning programmes, and also value collaborative work and partnerships, the education we provide is mainly face- to-face. This does not mean that we are against innovation: new techniques and new technology are employed. We do, however, continue to believe in the effectiveness of interactive learning based on discussion between tutors and students.
- We set our educational aims under three headings:
ACHIEVEMENT BREADTH CAPABILITY
We will now look at these as follows:
- We encourage all our students to reach their highest potential. By this we mean that, at every stage, we look to our students to improve on their personal 'best performance' and not be content with 'second best'.
- Sometimes, because they aim high, students may not succeed. Nevertheless. we encourage our students to be adventurous because we believe that, successful first time around or not, they will learn from setting high standards and applying persistent efforts to study.
- CI has always valued breadth because we believe that our students expect to receive both a nationally recognised education and a good preparation for the world in which they will live and work after they leave us.
- Breadth in complementary therapy education is, for CI, a critical aim because our students will qualify into a world which they will experience and shape through social relationships of many kinds. We are conscious that the knowledge-based technologies which underpin economic production in the contemporary world require intelligent and adaptable individuals. Our therapists are well placed to contribute effectively.
- How a student learns and how a student is taught are critical factors in the development of capability .The development of a mature approach to study is vital both for high achievement a for providing a springboard to success in the world beyond. The real world values capability, or key skills, above all else.
- CI encourages student-centred approaches to teaching and learning which aim to make students more responsible for their own education. This means that students must develop the capacity to:
- acquire and apply knowledge in pursuit of independent study and research;
- accept obligations to their fellow students and to their tutors;
- communicate ideas and information;
- listen to and collaborate with others in mutually planned activities;
- set achievable and relevant goals;
- be creative and honest in their thinking and actions;
- assess the effectiveness of their actions.
- We see it as good practice to express our educational aims in terms of 'expectations': the key abilities, skills and qualities our students can reasonably expect to achieve by the time they qualify. Of course, the interpretation of these aims, and their respective weighting, will vary between subjects but together they provide a framework within which CI can develop its learning objectives for all programmes.
- CI identifies the development of the following key abilities, skills and qualities as its educational aims for all.
- A substantial grounding in at least two academic disciplines, for example Anatomy and Physiology and Reflexology, which may be complementary or contrasting, including subject knowledge, appropriate conceptual paradigms, an understanding of major theories, and practical skills as appropriate to the discipline.
- The development of general academic skills necessary for independent research, for example: critical reasoning, conceptualisation, narrative exposition, analysis, synthesis, logical argument, creativity, evaluation of evidence.
Breadth of Approach
- An awareness of the contexts, boundaries, and linkages between subjects, including the provisional nature of knowledge.
- An understanding of the methods and approach of both a scientific and a non- scientific (holistic) discipline, so that awareness is developed of links and contrasts between arts and sciences.
- An appreciation of the social, environmental and global implications of their studies, including a recognition of any ethical implications.
- The self-motivation to develop independent study skills, including independence of thought and the persistence to complete a given task.
- The maturity and judgement to manage one's own personal development, including a capacity for self-reflection, self-assessment and self-criticism
- Mature interpersonal skills and awareness, including a capacity to work in groups both as a team member and as a leader, to be sensitive to the views of others, to negotiate, to be aware of how one's actions are seen by others.
- The ability to use conventional printed sources of information effectively.
- The ability to use contemporary information technology effectively.
- The ability to communicate effectively, both orally and in writing, including the expression of technical knowledge to a relevant lay audience.
- A readiness for lifelong learning and a recognition of its necessity.
|Grievance Procedure January 2007
The grievance procedure enables CI to ensure that any problems, complaints or
concerns raised by its Tutors and students are dealt with in a fair, timely and consistent
manner. Any discrimination on the grounds of race, sex, sexual orientation, religion,
disability, age, gender reassignment, marital status or ethnic origin should be countered and dealt with in an appropriate manner.
If you have a grievance or complaint regarding your course, or treatment by CI
Tutors, or if you are concerned about your health and safety you should first talk the matter over on an informal basis with your Tutor. He/she will discuss your concerns with you and attempt to resolve the matter within a reasonable timescale.
If you feel that your grievance has not been resolved or cannot be settled informally, you
should write to CI about the issue. You will then be invited to attend a meeting to
discuss the grievance; you must take all reasonable steps to attend this meeting. CI
will consider the matter carefully and communicate the outcome to you in writing within 28 working days.
If you feel that your grievance has not been satisfactorily resolved, you have the right to raise an appeal. Your request for an appeal should be submitted to CI in writing within
seven working days of you receiving written confirmation of the outcome of the formal
grievance meeting. A further meeting will be arranged so that you can discuss your
grievance appeal with CI. The outcome will be communicated to you in writing
within fourteen working days. Decisions made at this point are final and the grievance
procedure is concluded.
You have the right to be accompanied, if you wish, by a colleague at any grievance and
appeal meetings. If your chosen companion is not available at the proposed time, you may request that the meeting is postponed for up to five working days in order that they can accompany you.
Where possible, the different stages of the procedure will be handled by different CI
Tutor members (normally of increasing seniority). However, where this is not practicable, the same person may handle the different stages and he/she will act as impartially as possible.
Grievances will be handled with as high a degree of confidentiality as is practicable,
particularly when the issue is of a sensitive nature.
Confidential records of the grievance will be kept in the CI archive in accordance
with Data Protection legislation. Copies of meeting notes will be provided, although
CI reserves the right to withhold certain information (e.g. to protect a witness).
Please note that where timescales are specified in this procedure, they may be extended by mutual consent if necessary.
|Disciplinary Rules and Disciplinary Procedure January 2007
The purpose of the disciplinary procedure is to ensure that any concerns over CI
tutor and/or student conduct or performance are handled in a fair, consistent and timely
manner with the intention of bringing about an improvement, and to protect the proper
operation of CI. This procedure may be reviewed and updated from time to time. Any amendments will be notified to CI Tutors in writing, following consultation and/or notice where appropriate.
- Rules and Application
The following are some examples of types of conduct that will normally be addressed
through implementation of the Company’s disciplinary procedure:
- Unsatisfactory teaching performance;
- Breaches of CI policies and procedures;
- Inappropriate behaviour (e.g. fighting, drunkenness, etc.);
- Bullying, harassment or victimisation;
- Discrimination on any of the grounds listed in CIís Equal Opportunities Policy:
e.g. race, sex, sexual orientation, religion, disability, age, gender reassignment, marital
status or ethnic origin;
- Serious or repeated failure to follow reasonable requests or instructions;
- Abuse, misuse or neglect of CIís property or facilities.
- Persistent lateness or poor timekeeping in tutored/tutoring situations
Where time limits are referred to in this procedure, they may be shortened or extended by mutual consent.
Disciplinary matters will be handled with as high a degree of confidentiality as is practicable, particularly when the issue is of a sensitive nature.
Confidential records of disciplinary matters will be kept in CI’s archive in accordance
with Data Protection legislation. Copies of meeting notes will be provided to the person,
although CI reserves the right to withhold certain information (e.g. to protect a
CI reserves the right to suspend a tutor, normally for no more than one month, while
a disciplinary offence is investigated. Minor disciplinary offences and general issues of poor performance will be handled informally in the first instance, through discussion/ counselling and informal warning(s). Where an informal approach fails to bring about the desired improvement, or where the offence is more serious, the formal disciplinary procedure will be followed.
- Formal Disciplinary Procedure
There will be a careful investigation of any alleged offence before disciplinary action is taken against a tutor or student. If CI concludes that there are reasonable grounds to
believe that the person may have committed an act of misconduct, he/she will be asked to attend a disciplinary hearing. In the event of poor performance by a tutor, disciplinary
hearings will usually be undertaken only where informal approaches have failed to produce a satisfactory improvement.
In the event of a disciplinary hearing, CI will:-
- give the person a minimum of 28 days advance notice of the meeting in writing,
making it clear that the meeting is being held under CIís formal disciplinary
procedure and detailing the alleged misconduct;
- remind the person of their right to be accompanied at the meeting by a colleague
- give the person, at the meeting, a full explanation of the case against them;
- give the person, at the meeting, every opportunity to challenge allegations against
them, state their case and put forward an explanation of their conduct and any
- take all relevant factors into account before reaching decisions about any disciplinary
- confirm the outcome of the disciplinary hearing in writing within twenty eight days,
specifying the reason for any disciplinary action, the standards of conduct, details of
any objectives and timescales agreed, the consequence of failing to achieve
acceptable improvements, and the period after which any warning will be disregarded
for disciplinary purposes;
- remind the person of their right to appeal against any disciplinary action;
- maintain appropriate records in CIís Archive.
The stages of the formal disciplinary procedure shall be as follows:
- Stage 1 – formal verbal warning
- Stage 2 – first written warning
- Stage 3 – final written warning
- Stage 4 – dismissal (or other penalty)
If a warning does not bring about the desired level of improvement in the person’s conduct or performance, or for repeated minor offences, then the person will normally progress to the next stage of the formal procedure. CI reserves the right to implement the procedure at any stage, taking into account the nature and severity of the disciplinary
offence. For example, where conduct is sufficiently serious to justify only a single written
warning but insufficiently serious to justify dismissal, a person may be given a final written warning for a first offence.
Where appropriate, CI reserves the right to impose disciplinary penalties as an
alternative to removal of a tutor or student.
- Gross Misconduct
In the event that a person commits an act of gross misconduct, CI is entitled to
summarily terminate a tutor’s appointment or student’s attendance (as appropriate) without notice.
The following non-exhaustive list gives examples of offences that the Company will
normally regard as gross misconduct:-
- Theft, fraud, dishonesty or deliberate falsification of records;
- Fighting, assault or other violent behaviour;
- Deliberate damage to, or misuse of, CI’s property;
- Incapability at work due to the effect of alcohol or drugs;
- Possession, custody or control of illegal drugs on CI’s premises;
- Serious breach of CI’s rules, policies and procedures;
- Serious negligence which causes loss, damage or injury;
- Conduct likely to bring CI’s name and reputation into disrepute;
- Bullying, harassment, victimisation or discrimination;
- Serious acts of insubordination.
People have the right to appeal against any formal disciplinary action. An appeal should be made in writing within seven working days. An appeal meeting will be arranged and the outcome confirmed in writing within fourteen working days of the meeting. Decisions made at this stage will be final. Where possible, the appeal will be handled by a different
(preferably more senior) CI tutor other than the one involved in the disciplinary
hearing. However, where this is not practicable, the same person may handle both the
disciplinary and the appeal meetings and he/she will act as impartially as possible.
|Harassment and Bullying Prevention Policy - Policy Statement
1.1 CI wishes to provide a stimulating and supportive learning environment
which will enable its Tutors and their students to fulfil their personal potential and
creativity. CI accepts that such an environment cannot be created or
sustained if anyone is subject to harassment, intimidation, aggression or coercion.
1.2 CI is fully committed to the principles of equal opportunities in the workplace
and regards personal harassment as a discriminatory and unacceptable form of
1.3 Accordingly, CI will treat any incident of harassment as a serious matter
which may lead to disciplinary action according to the terms of Disciplinary Policy, up
to and including termination of appointment or dismissal from a course, being taken
against the perpetrator.
1.4 All CI Tutors are responsible for ensuring that personal harassment of
another person does not occur.
1.5 Harassment outside the teaching environment may nevertheless fall within the remit
of this policy and its procedures.
1.6 In addition to any penalty imposed by CI, those responsible for harassing
others may be subject to criminal and/or civil proceedings. Nothing in this policy and
its procedures will prevent CI Tutors and students from exercising their legal
2. Policy Definition
2.1 Harassment may take many forms but essentially consists of behaviour, which is
unacceptable to and diminishes the dignity of the recipient(s) and which creates an
intimidating, hostile or offensive working environment for that individual.
2.2 Harassment may involve single, sporadic or continuing acts of intimidation, coercion,
bullying, verbal or physical abuse, or the creation and/or maintenance of an offensive
working environment for others. Harassment relating to another’s sex, sexual
orientation, religion, disability, age, gender reassignment, marital status or ethnic
origin is all included within this definition.
3. Types Of Personal Harassment
- Sexual harassment
- Racial harassment
- Harassment on the basis of religion
- Other forms of harassment
3.1 Sexual harassment
Sexual harassment is a form of sex discrimination and involves unwanted and unwelcome attention of a sexual nature. This may be physical or verbal or involve the denigration of an individual on sexual grounds or by sexual means. Some examples of sexual harassment are:
- indecent assault
- deliberate physical contact to which the individual has not consented or had the
opportunity to object to
- offensive or derogatory language alluding to a person's private life or sexual
behaviour or orientation by innuendo, jokes or remarks
- provocative suggestions
- pressing an individual to accept unwelcome invitations
- the display of suggestive or pornographic material
- unwelcome repeated telephone calls, letters or emails
These examples should not be seen as exhaustive: any unwelcome behaviour of a sexual nature which creates an intimidating, hostile or offensive environment for the recipient may be regarded as sexual harassment.
3.2 Racial harassment
Racial harassment is any behaviour, deliberate or otherwise, relating to race, colour, ethnic or national origin directed at an individual or group, which is found to be offensive or objectionable to the recipient and which creates an intimidating, hostile or offensive
environment. Some examples include:
- physical attack
- verbal abuse, threats, derogatory name-calling, racist insults and jokes
- ridicule of an individual on racial or cultural grounds
- exclusion from normal workplace interactions or social events
- unfair allocation of work and/or responsibilities
- racist graffiti/insignia or display of racist material
- inciting others to commit any of the above
3.3 Harassment on the basis of religion
Harassment on the basis of religion is any behaviour, deliberate or otherwise, relating to
religion or religious persuasion directed at an individual or group, which is found to be
offensive or objectionable to the recipient and which creates an intimidating, hostile or
offensive environment. Some examples include:
- physical attack
- verbal abuse, threats, derogatory name-calling, religious insults and jokes
- ridicule of an individual on grounds of religion or beliefs
- exclusion from normal places of interaction or social events
- unfair allocation of work and/or responsibilities
- inciting others to commit any of the above
Bullying in the workplace damages individuals’ health and lives and also undermines
productivity and effective relationships. Bullying can occur when a superior uses the
opportunity of position to intimidate a subordinate, in peer relationships or, in rare cases, may affect someone in a superior position. Bullying can be broadly defined as behaviour which consistently undermines another's confidence, reducing feelings of self-esteem and selfworth.Such behaviour may be deliberate, as in a planned campaign, or may arise out of the bully's own immaturity, lack of inter-personal skills and poor self-confidence. It is generally psychological, rarely though sometimes physical, and may also be exacerbated by the bully's own susceptibility and reaction to stress. In a teaching environment bullying consists of the abuse of power and the regular use of inappropriate behaviours at the expense of another individual. Some examples of these behaviours include:
- physical or verbal abuse, including threats
- psychological intimidation, humiliation, excessive and/or unreasonable criticism
- unjustifiable removal of areas of responsibility
- ostracism (“sent to Coventry”)/exclusion
- malicious lies
- setting unreasonable and unrealistic goals/targets
- “academic bullying”: i.e. asserting a position of intellectual superiority in an
aggressive, abusive or offensive manner; threats of academic failure; public sarcasm
Note: Legitimate, constructive and fair criticism of a someone’s performance or behaviour will not be considered to be bullying or harassment. CI will not condone bullying under the guise of “strong management” but, conversely, regards an assertive management style as acceptable provided that people are treated with respect and dignity.
3.5 Other forms of harassment
The following are further examples of specific types of harassment but, once again, should not be considered an exhaustive list:
- homophobic harassment, i.e. harassment directed at homosexual persons or groups
on the grounds of their sexual orientation (applying equally to homosexual men or
- harassment in respect of a recipient’s disability or impairment
- repeated gibes in respect of personal traits or appearance, practical jokes or
invasions of privacy, any or all of which may cause physical or psychological distress
- discrimination on the grounds of age. Harassment on the grounds of age is based on
attitudes or assumptions and stereotyping which are prejudicial to older or younger
people. Some examples of ageist harassment are derogatory remarks or behaviour,
expressing prejudicial assumptions about abilities or excluding people from social
Disability Equality Scheme 2008-2009
To raise aspirations and achievement through excellence in teaching, training and learning.
Disability Equality Commitment
Clear Intentions (“CI”) is committed to supporting the learning and employment of students and staff with impairments. The College will be proactive in ensuring that all staff, students, governors and visitors are treated with fairness, dignity and respect in a safe, positive working and learning environment, free from discrimination or harassment.
According to the Disability Discrimination Act a disabled person is someone with a physical or mental impairment that has a substantial and long term impact on their ability to carry out day to day activities.
This document should be read in conjunction with the College’s
- General Equality Policy
- Equal Opportunities Policy
- Race Equality Policy
- Disability Statement
Disability Equality Duty
In accordance with the duties outlined in the Disability Discrimination Act 2005, in all areas of work CI will strive to:
- Eliminate unlawful discrimination
- Promote equality of opportunity between disabled people and other people
- Eliminate disability-related harassment
- Promote positive attitudes towards disabled people
- Encourage participation by people with disabilities in public life
- Take account of disabled people.s disabilities, even where that involves treating disabled people more favourably than others.
We believe that implementing the duty will close the gap between the expectations, experiences, education, qualifications and employment of disabled and non-disabled people.
Meeting our Responsibilities
College Managers are responsible for:
- Ensuring they are aware of the College’s statutory duties in relation to disability legislation
- Putting the Disability Equality Scheme and the action plan into practice
- Ensuring that all staff know their responsibilities and receive induction, support and training to ensure they carry out their responsibilities in relation to disability equality
- Establishing improvement measures for recruitment, retention and achievement of students with disabilities
- Establishing improvement measures for the recruitment and promotion of staff based on the analysis of disability information
- Through the college’s quality assurance processes, ensuring that curriculum and service areas review and develop appropriate practice with regard to disability equality and equal opportunities
- Taking action against staff or students who discriminate
Staff are responsible for:
- Ensuring that they are aware of the College’s statutory duties and that they work within the College’s Disability Equality Scheme
- Ensuring that curriculum materials and activities demonstrate an appreciation of the needs of learners with disabilities and promote a positive image of disability and the social aspirations of people with disabilities
- Ensuring that they participate in the rigorous and regular review of the delivery of learning programmes and other college functions in order to develop best practice with regard to promoting disability equality and equality of opportunity
- Ensuring that they challenge disability and discrimination whenever it occurs to ensure that CI is an enabling environment where everyone enjoys respect and equality of opportunity
CI is committed to equality, diversity and social inclusion for all – both students and staff.
We want to remove any barriers to learning, and to ensure that all staff, students and visitors are treated with fairness, dignity and respect in a safe, positive, working and learning environment, free from discrimination or harassment. These principles underpin all areas of College work.
You do not have to tell us about your disability. That is your right. If you do tell us, then we can help you.
You will find that we have many helpful systems standing by to support you.
The most important thing to remember is that our staff are ready to give advice and support at any time.
If you have a disability and/or learning need then please tell us and if necessary talk to one of our learning support team. We have staff who understand the following range of needs:
- Manual dexterity
- Speech, hearing and eyesight impairments
- Memory or ability to concentrate, learn or understand
- Perception of the risk of physical danger
We also have trained staff who understand concerns such as:
- Autistic spectrum concerns
- Concerns over literacy and numeracy
- Challenging behaviour
If you feel your concerns are not mentioned above then tell us anyway and we will do all we can to help you.
We have qualified dyslexia specialist teachers and we provide qualified staff to work with visually impaired students. We also provide signers and note-takers.
We can make special examination arrangements such as extra time, readers, writers, and adjusted papers.
- All of our teaching sites have disabled car parking spaces
- There are toilets for people with disabilities
- There are lifts in each main building
How to Join Us:
You will need to complete an application form. If you have problems with writing, spelling or communicating in writing we will help you. If you would like to bring a friend or relative to the admission meeting, then please do so. Once we have met you and assessed your needs, we will be able to explain the level of support we can give you, and we will prepare an individual plan to help you succeed.
Race Equality Scheme 2008-2009
To raise aspirations and achievement through excellence in teaching, training and
Race Equality Commitment
CI celebrates and values the diversity brought by students and employees from a variety of racial, ethnic and national backgrounds. The College will treat all students and employees with respect and dignity, and seek to provide a positive working and learning environment free from racial discrimination, harassment or victimisation.
The College undertakes to provide training and support for staff and students, to consult about their experiences in the working and learning environment, and to provide diverse images in any material which it produces for learners and staff. By respecting difference and diversity, we will develop a shared commitment to foster positive relationships and to challenge and prevent discrimination.
Race Equality Duty
Under the Race Relations Act 1976 (as amended by the Race Relations Amendment Act
2000), the College has a general duty to:
- Eliminate unlawful race discrimination
- Promote equality of opportunity
- Promote good relations between people from different racial groups
It also has specific duties to:
- Prepare and maintain a written race equality policy
- Assess the impact of its policies on students and staff from different racial groups
- Monitor the admission and progress of students and the recruitment and career progress of staff by racial groups
- Set out the College’s arrangements for publishing the results of assessments and monitoring
- Where reasonably practicable publish annually the results of assessments and monitoring.
Meeting Our Duties
We will seek to ensure that:
- Governors, staff, learners and their sponsors (including work placement providers)
are aware of our racial equality policy and the action needed for its
- Staff learners and their sponsors (including work placement providers) are aware
of the value placed upon equal opportunity and that action will be taken in the
event of any breach of the policy.
- Governors and staff have access to comprehensive information, which assists them
to plan, implement and monitor actions to carry out their responsibilities under
- The College’s publicity materials present appropriate and positive messages about
minority racial groups.
Monitoring our Progress
We will consider the following information by racial group origin:
- Racial group profiles of learners
- Applications, success and failure rates for admission to programmes
- Retention rates
- Achievement rates
- Disciplinary action
- Complaints by learners or their sponsors
- Student surveys
- Racial group profiles of employees by grade/salary scales and type of work
- Job application rates
- Selection success rates
- Type of contract (permanent, temporary)
- Training/Staff Development
- Promotion application and success rates
- Disciplinary/capability proceedings
Through the monitoring process the College will introduce targets to reduce any identified disadvantage.
Meeting our responsibilities
The Principal and Executive team are responsible for ensuring that: Taking the lead in creating a positive, inclusive ethos that challenges racist or inappropriate behaviour on the part of the managers, staff or learners.
College Managers are responsible for ensuring that:
- They are aware of the College’s statutory duties in relation to race legislation.
- All aspects of College policy and activity are sensitive to racial issues
- When racial group monitoring information has been collected and analysed and
indicates that action is required, setting appropriate targets for the recruitment,
retention and achievement of learners based upon that analysis
- The procedures for the recruitment and promotion of staff enshrine best practice
in equal opportunities
- When racial group monitoring information has been collected and analysed and
indicates that action is required, appropriate targets will be set for the
recruitment and promotion of staff based upon that analysis.
- The College’s publicity materials present appropriate and positive messages about
minority racial groups.
- Learner induction programmes and tutorial programmes reflect the College’s
commitment to promote equality of opportunity
- Appropriate training and development is provided to support the appreciation and
understanding of diversity.
Staff are responsible for ensuring that:
- They are aware of the College’s statutory duties in relation to race legislation
- Their schemes of work, lesson content and teaching resources demonstrate
sensitivity to issues of cultural diversity
- They challenge inappropriate behaviour by learners, work placement providers,
outside contractors or other members of staff.
- CI will seek to provide a supportive environment for
those who make claims of discrimination or harassment.
- Acts of racial discrimination (direct or indirect), harassment, victimisation or
abuse will be treated as a serious disciplinary offence.
- Staff who feel they are being discriminated against on racial grounds by other
members of staff should raise the matter under the Grievance Procedure.
- If, in the course of their work, College staff suffer racial discrimination from
members of the public, the College will take appropriate action and provide
- Any student racist behaviour will be dealt with under the student disciplinary