Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Equality Strategy 2014
Equal Opportunities Mainstreaming Leader Award
(Policy and Plan) 2013 National Champion (Joint Winner)
All logos for MJTS documentation will be reviewed to ensure they are the latest version.
MJTS SFA/ESF logos must be on all documentation.
Equality outcomes will be informed by
ESF toolkit
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Equality Strategy 2014
Supporting
national and
regional
priorities
EDIM Targets Learners 13/14
EDIM 1
Occupancy Target = 13%
EDIM 3
Occupancy Target = 8.0%
EDIM 4
Target Occupancy = 65%
Target Destinations = 100%
EDIM 5
Target = 0%
EDIM6
Target = 60%
EDIM 7
Target = 70%
EDIM Targets Learners 12/13
EDIM 1
Occupancy Target = 12%
Actual = 13.6%
EDIM 3
Occupancy Target = 7.5%
Actual = 8.5%
EDIM 4
Target Occupancy = 65%
Actual = 67.8%
Target Destinations = 100%
Actual = 99.7%
EDIM 5
Target = 0%
Actual = 0%
EDIM6
Target = 50%
Actual = 63.2%
EDIM 7
Target = 60%
Actual = Due P15
EDIM Targets Staff 12/13
EDIM 1
Target = 18%
Actual = 21.4%
EDIM 2
Target = 12%
Actual = 10.7%
EDIM 3
Target = 10%
Actual = 14.2%
EDIM 4
Target = 35%
Actual = 28.6%
EDIM 5
Target = 10%
Actual = 14.3%
EDIM 6
Target = 58%
Actual = 67.9%
EDIM Targets Staff 13/14
EDIM 1
Target = 19%
EDIM 2
Target = 12%
EDIM 3
Target = 11%
EDIM 4
Target = 35%
EDIM 5
Target = 10%
EDIM 6
Target = 60%
MJTS – first organisation in the
country to be awarded the Equality
Framework (developing level) by
LLUK in August 2010
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Ca
teg
ory
Asp
ect
Ref
Action and planning
Sta
rt
Targ
et g
rou
p
Res
po
nsi
ble
Outcome
Impact on learner/ Organisation
Rev
iew
ed
Stra
tegi
c M
anag
emen
t
E&D
1a
Evaluate the effectiveness of the 2013 Equality strategy.
Compile a position statement of company performance to
targets/performance indicators. Fe
bru
ary
20
14
Staf
f, L
earn
ers
and
sta
keh
old
ers
MD
(Eq
ual
ity
Off
icer
)
Performance indicators and targets are reviewed for 2014 strategic planning.
Targets are achieved and reviewed as part of
continuous improvement and engagement towards regional
and national priorities including SES and equality
framework. Good and effective strategic vision to promote inclusive
programmes. Effective strategic planning
and management to maintain and improve inspection
grades. As
per
str
ate
gic
area
s fo
r d
evel
op
men
t o
n 2
01
4 s
trat
egy
Stra
tegi
c M
anag
emen
t
E&D
1b
Self-assessment report Nov 13
grading and statements are used as an evaluation of Equality. Review SES and Directors meeting agenda
Mar
ch 2
01
4
Staf
f, L
earn
ers,
stak
eho
lder
s
MD
(Eq
ual
ity
Off
icer
)
Data analysis is utilised to monitor and review performance
Managers/Directors meetings 6 weeks from end Feb 2014. Targets monitored and met
or exceeded. Dec
emb
er
201
3/J
anu
ary
20
14
Stra
tegi
c M
anag
emen
t
E&D
1c
Formulate the 2014 strategy, agree with Directors, display and provide staff training on
its contents.
Feb
ruar
y 2
014
Lear
ner
s, S
taff
an
d
Stak
eho
lder
s
Dir
ecto
rs
An outstanding 2014 Equality strategy and development plan that promotes continuous
improvement.
Company, regional and national targets are achieved. Strategic targets displayed for
visual communications. No
vem
ber
2
013
/Jan
uar
y 2
015
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Stra
tegi
c M
anag
emen
t
E&D
1d
SAR development plan
2013/14 Jan
14
Staf
f &
stak
eho
lder
s
MD
Development plan monitors performance of MJTS improvement area from Nov 13.
SAR development plan underpins improvement
activity to ensure Nov 14 SAR does not include the area for
improvement.
Dir
ecto
rs/M
anag
er
mee
tin
gs
Stra
tegi
c M
anag
emen
t
E&D
1e
Equality policies are reviewed and impact assessed as part of
SES evaluation. Review Equality Mission and
targets MD Jan 14 Ap
ril 2
01
4 S
ES
Lear
ner
s, E
mp
loye
rs,
Staf
f
MD
- re
view
, Po
licie
s,
OD
- SE
S im
pac
t as
sess
men
t
MJTS learner and employer equality policies updated and reviewed in the event of negative
impact evaluation.
Inclusive and equality commitment and compliance.
As
pe
r fe
edb
ack,
au
dit
,
Rev
iew
& K
ey o
bs
pro
cess
Stra
tegi
c M
anag
emen
t
E&D
1f Review equality
procedures and conduct audits/ observations of key
processes.
Pro
ced
ure
/qu
alit
y re
view
en
d M
ay
20
14
Lear
ner
s, S
taff
, Em
plo
yers
M
D p
roce
du
res
Feb
1
4, M
D O
KP
Jan
14
, Q
M –
au
dit
s en
d
Mar
ch 1
4
Good and effective procedures that drive company performance. Rigorous audits/key observations identifying staff development
needs, revisions to policy, procedure documentation. Observation/feedback shared to
promote improvements and recorded to appraisals.
Ongoing promotion and monitoring of equality
performance.
As
per
sch
edu
le
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
EDIM
S
E&D
2a
EDIMS (Equality & Diversity Impact Measures) are targeted for improvement
or sustained performance Full EDIMs for performance monitoring.
EDIM Targets Learners 13/14 EDIM 1 Improve occupancy and achievement for male apprentices EDIM 2 Reduce gender stereotyping EDIM 3 Increase the number of ME groups on programme EDIM 4 Decrease the proportion of learners with PWD who go onto enter unemployment or whose destination is unknown. EDIM 5 Unknown ethnicity. 100% of ILRs checked for compliance EDIM 6 Area of socio-economic disadvantage (home location) EDIM 7 Pregnancy resumers
EDIM Targets Staff 13/14 EDIM 1 Age (50+) EDIM 2 Ethnic diversity (non-WB) EDIM 3 Persons with disabilities EDIM 4 Gender EDIM 5 Sexual orientation EDIM 6 Area of socio economic disadvantage
Fro
m J
anu
ary
20
14
Mal
e ap
plic
ants
an
d le
arn
ers
MD
(O
D –
pro
du
ce E
DIM
rep
ort
s m
on
thly
)
Widening of diversity and inclusivity targeted by EDIMs to ensure improvement and performance.
Inclusive workforce representative of the learner base.
Weekly meetings contain performance to targets (monthly)
EDIM targets realised
Man
ager
s/D
irec
tors
mee
tin
gs
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
EDIM
S
E&D
2b
Promote male achievement by including occupancy and
success rates into recruitment, marketing and
learning materials.
Fro
m M
arch
20
14
Mal
e ap
plic
ants
an
d le
arn
ers
MD
up
dat
ing
mat
eria
ls
OD
dat
a an
alys
is in
to m
eeti
ngs
Data analysis inform of the engagement of males.
Performance and reporting into director/management
meetings/OD.
An
nu
al r
evie
w
EDIM
S
E&D
2c
EDIM 2 ‘Reduce stereotyping’.
Two learning sessions for all cohorts.
“Awareness raising on stereotyping and eliminating
discriminatory practice."
Ap
ril 1
4 +
En
d
Oct
ob
er 2
01
4
Lear
ner
s
JD –
ob
serv
atio
n
Sessions are delivered to all cohorts to tackle stereotyping in and outside the workplace/Training
School through awareness raising events.
(Performance Indicator - sessions graded as good or
outstanding. – 1 lesson to be observed)
Aft
er
eac
h s
essi
on
EDIM
S
E&D
2 d
Interview, IAG and induction pack feature male success
stories/ achievement.
Pac
ks f
rom
May
201
4
Ap
plic
ants
an
d
Lear
ner
s
MD
Applicants and inductees are presented with current (annual revision) information pack highlighting and challenging gender stereotyping through positive
imagery and case studies. Packs contain an evaluation tool for improvement
activity monitored during induction. Feedback questionnaire. Revision to induction checklist (end
Feb 14)
Performance indicator – 100% of applicants grade
MJTS’ interview pack as good or outstanding. A
nn
ual
ly
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
EDIM
S
E&D
2 e
Learner T&L packs and support materials are
screened for the level of language used and are made
available on different coloured paper and formats.
Revised packs/learner materials are approved by
learner voice/ forums.
Fro
m M
arch
20
14
Lear
ner
s
GTM
Effective learner support and engagement to programme.
100% of learners grade packs as good/outstanding.
Lear
ner
vo
ice
foru
m m
inu
tes
EDIM
S
E&D
2 f
Review RARPA (rex) visuals/plasmas/websites/
learner gallery/Mins.
Fro
m J
anu
ary
20
14
Lear
ner
s, a
pp
lican
ts
& v
isit
ors
GTM
Plasma/website/learner gallery monthly arranged by GTM. Elimination of stereotyping, inclusive imagery
celebrates achievement. Staff / Director weekly meeting and learner briefings encourage opportunity
to update visuals.
Compliance with EDIM 2.
RA
RP
A(R
ex)
up
dat
ed
m
on
thly
EDIM
S
E&D
2 g
Male incumbent and graduate learners/staff act as positive
role models at internal & external events.
Fro
m J
anu
ary
20
14
Lear
ner
s, s
taff
Rec
ruit
men
t
Engagements at internal and external events are well represented by males to challenge stereotypical
misconceptions. Events are evaluated and recorded. Visual imagery from events are used to update
RARPA(Rex) visuals.
EDIM targets realised. Good and effective promotion of
inclusive programmes. Events graded at good or better. R
AR
PA
(R
ex)
visu
als
up
dat
ed
.
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
EDIM
S
E&D
2 h
EDIM 3 ‘Increase the number of
Minority Ethnic groups on programme’
MJTS 12/13 Target =7.5%
Actual = 8.5%
National = 6.7% (HABIA Latest data)
MJTS 12/13 Target = 8.0%
Through effective marketing and networking with schools,
community groups, promotional events.
Fro
m F
ebru
ary
2014
Ap
plic
ants
, lea
rner
s, s
taff
OD
– p
rod
uct
ion
of
mo
nth
ly E
DIM
s. N
W –
mar
keti
ng
and
dat
a o
n n
um
ber
of
app
lican
ts t
o
pro
gram
mes
Targets for Minority Ethnic learners are realised promoting an inclusive programme of learners.
Awareness of Apprenticeships is increased in line with regional and national priorities.
Monitor EDIM data informs meetings of performance – OD. Cross reference 2a
Networking planning and evaluation. NW p Applicants to programme recruitment data.
Learners work and train with people from wider
backgrounds, cultures and beliefs.
Widening participation
strategies are deployed giving applicants access to learning
and career pathways.
At
PM
6 m
eeti
ngs
EDIM
S
E&D
2 i
Network with Connexions and inter-agencies to improve
engagement of underrepresented groups.
(Reference to EDIM 1, 2 and 3) Th
rou
gho
ut
20
14
Ap
plic
ants
MD
Meetings arranged with IA to promote engagement and recorded and used to inform management
decisions.
Recruitment/EDIM targets are realised. Prevention of
NEET
As
per
mee
tin
g
EDIM
S
E&D
2j
SES data monitored on annual basis.
Sep
t 20
14
Ap
plic
ants
,
Lear
ner
s,
Emp
loye
rs
OD
Data monitors all SES areas. Data informs SES report and company targets/strategies and meetings. Sept
14.
Strategies are deployed to promote an inclusive
programme. SES benchmarking inform
management decisions and company targets. M
anag
emen
t /
Dir
ecto
r M
eeti
ngs
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
EDIM
S
E&D
2k
Recruit 2 Minority Ethnic salons.
By
end
Ju
ne
20
14
Ap
plic
ants
,
lear
ner
s, S
taff
R&
R
Widening framework and employment opportunities. Diverse opportunity for
apprenticeships.
July
20
14
EDIM
S
E&D
2l
EDIM 4 ‘Decrease the proportion of
leavers with PWD who go on to enter unemployment or
whose destination is unknown’
PWD Occupancy
MJTS 13/14 Target = 65%
Leaving Destinations
MJTS 13/14 Target = 100%
All leavers –achievers – (including PWD cohort)
receive good CLAIG communications to promote positive leaving destinations
and raise aspirations.
Fro
m J
anu
ary
20
14
Leav
er /
Ach
ieve
rs
OD
Prevention of NEET by ensuring leavers/achievers are receiving further training or employment
opportunities. Good promotion of progression learning.
Progression targets monitored and informed to weekly meeting by GTM.
To inform weekly Director/staff meetings of leaving destinations.
100% of leavers/achievers with PWD progress into
positive leaving destinations.
Man
ager
s/D
irec
tors
mee
tin
gs.
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
EDIM
S
E&D
2m
Improve retention of cohorts. Analyse reasons for early
withdrawal from programme. Re-engage with code 6
learners on a timely basis. OD to provide report to R&R of code 6 learners and monitor
compliance and success.
MJTS 13/14 Target = 60%
Fro
m e
nd
Jan
14
Lear
ner
s
OD
Data provided to inform EDIM targets. EDIM targets reported monthly to weekly Directors/staff meetings
by OD. Code 6 resumers reported to meetings.
Improved overall and timely success rates. Prevention of
NEET.
Man
ager
s/D
irec
tor
PM
6
mee
tin
g
CLA
IG/
C
itiz
ensh
ips
E&D
3a Network activities to
include external guests/events
Feb
ruar
y 2
01
4 p
lan
ned
by
R&
R, n
ames
/rec
ord
ed
GTM
Ap
plic
ants
, Lea
rner
s, S
taff
GTM
, R&
R
External guests provide and underpin learner understanding of issues that affect them including pregnancy (SM), sexual health (SM), drugs (SM),
alcohol (SM), personal safety (GC), fire safety (OD), health/diet (JD), mental wellbeing (JD), motivation
(SM), disabilities (MD), gay rights (MD). Safeguarding (MD, OD), safer use of the internet (JD), hate crimes
and eradicating extremism (OD). Cultural, spiritual, social and moral embedding.
(GTM). (Cross reference SAR DP)
Learners supported into well contributing
members of the local community and are
socially aware. Cross reference to ECM 1, 2, 3,
4, 5.
Aft
er
eac
h e
ven
t ev
alu
atio
n. E
ven
ts/D
ata
use
d t
o u
pd
ate
R
AR
PA
(Rex
) vi
sual
s.
CLA
IG/
C
itiz
ensh
ips
E&D
3b
Dedicated and embedded equality sessions using innovative strategies
planned into the SOW. SOW evaluated by staff, learners and employers.
Fro
m J
anu
ary
20
13
Lear
ner
s
GTM
Learner understanding of equality, specifically grievances, appeals, bullying and harassment
procedures is underpinned.
Learners have a sound understanding of Equality &
Diversity practices. All sessions are to be graded at 2
or above.
Aft
er
each
ses
sio
n
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
CLA
IG/
C
itiz
ensh
ips
E&D
3c
Rights and responsibilities embedded into learner
interview, inductions and learning sessions.
Employment Rights and Responsibilities and ECM
packs reviewed. ERR end May 14, ECM end
May 14.
Fro
m J
anu
ary
20
14
Ap
plic
ants
, Lea
rner
s
Au
dit
s –
QM
Ses
sio
ns
-
GTM
Pac
k re
view
s -
MD
ERR embedded throughout learner journey. ECM has a positive impact on learners. Packs are
graded by 100% of learners at good or better. Audits identify compliance of embedding ERR into
interview, induction sessions. Key process observations are graded at 2 or better. .
Good and effective support/employment
rights and responsibilities.
Aft
er
rele
van
t se
ssio
ns/
vo
ice.
CLA
IG/
C
itiz
ensh
ips
E&D
3d
Cultural awareness, citizenship, ECM and
personal safety. Socio-economic inequality
embedded into learning sessions. A
s p
er e
xter
nal
gu
est
pla
n
Lear
ner
s
OD
External guests plan implemented. (Cross ref 3a) Good and effective lesson plans underpin topics are
quality assured. Posters and visuals updated from the Festival shop. MD – Feb 14.
OD performs walkabouts to ensure embedding is
effective.
Good practice is shared to promote understanding.
Aft
er
sess
ion
s
CLA
IG/
C
itiz
ensh
ips
E&D
3e Learners and staff receive
participation certificates for equality.
Fro
m J
anu
ary
20
14
Staf
f, L
earn
ers
GTM
Equality certificates used by learners for portfolio evidence/ERR. Equality poster competition for
learners in June 2014.
Learners provided opportunity to participate in role plays, competitions to reinforce understanding.
Aft
er
eac
h e
ven
t
CLA
IG/
C
itiz
ensh
ips
E&D
3 f
Printing of packs and learning resources on
coloured paper for ease of reading and understanding.
Fro
m J
anu
ary
201
4
Lear
ner
s
T&L
dep
artm
ent
Learners are supported to achieve unit and framework completion.
Timely achievement and effective learner
support.
Lear
ner
su
rvey
s in
clu
din
g fr
amew
ork
fo
r ex
celle
nce
.
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
CLA
IG/
C
itiz
ensh
ips
E&D
3g
Learning Support including Dyslexia/Dyscalculia is
identified and actioned. Resources are adapted to
suit individual learners. Staff receive training on support.
(End June 14) Lear
ner
s re
qu
irin
g su
pp
ort
Lear
ner
s, S
taff
SIV
Initial Assessment information is passed to the teaching and learning on a timely basis facilitating the creation of individual support plans which are
used early on and monitored frequently.
IA informs Learning Agreement. Learners to assessor lists identify profile of learners for planning
of support/differentiation.
Narrowing of achievement gap. Effective well planned
support.
Staff grade training on support at good or better.
Lear
nin
g ag
reem
ents
.
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4a
Kite Marks review.
Fro
m M
arch
20
13
Staf
f
MD
Reaccreditation ‘Positive about disabled people’ March 14. Review of MJT Policies and declaration.
Sheridan Piggott to be panned into 2014 staff training matrix.
Recognition of the company’s commitment to supporting
people with disabilities.
Man
ager
/ D
irec
tor
PM
6 M
eeti
ngs
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4b
Update of ‘Equality’ course delivered for all staff/ employers/learners.
Jun
e 1
4
Staf
f, L
earn
ers,
Emp
loye
rs
MD
Staff and employer ownership of responsibilities towards Equality in line with company vision, mission,
policies, procedures and new/revised national legislation.
Performance indicator – Course is to be graded as
good or outstanding by all attendees A
fte
r ev
ents
.
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4c
Equality embedded into: a) Individual training (PDP)
b)networking plan for internal/ external events
c)up-skill staff and inform/share emerging
practices
Net
wo
rkin
g 2
014
sta
ff
trai
nin
g m
atri
x
Staf
f
MD
a) PDP/appraisals are updated with planned training on current Equality developments.
b) Internal and external events are planned according to the organisational overview of requirement.
c) All delivery of training is evaluated by attendees and Directors for validation and currency in Quality
Improvement. Good practice shared via report, session delivery, debate or revision of policy/
procedure.
Development of good and effective equality management and
performance.
Aft
er
each
eve
nt
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4d
Check staff understanding of Equality via 6 monthly,
annually revised quizzes, providing follow up training
where required. Mar
ch 2
01
4
Sep
tem
ber
20
14
Staf
f
OD
Innovative and effective embedding of knowledge. Celebrate staff achievement. Updating RARPA (rex)
strategies.
Whole organisational approach towards Equality.
100% of staff undertakes and passes first time.
Res
ult
s o
f ea
ch
acti
vity
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4e Meetings agendas and
documentation evaluate equality practice.
Thro
ugh
ou
t 2
01
4
Lear
ner
s, s
taff
,
Emp
loye
rs
Stak
eho
lder
s,
Equ
alit
y C
ham
pio
n
Good practice is disseminated in meetings and during the appraisal process.
WOA to Equality
Mee
tin
gs
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4f
Review all feedback forms, matrix (relating to
equality), and procedures on grievances,
discrimination harassment and appeals. M
atri
x Ja
nu
ary
20
14
, fb
fo
rms
May
14
Lear
ner
s, S
taff
,
Emp
loye
rs
MD
Matrix revised Jan 14. Feedback forms are reviewed to ensure compliance, language and imagery and promotion of inclusivity. Evaluations and analyses used to inform management decisions/sessions.
Learner understanding is good or better of procedures.
Aft
er
colle
ctio
n
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4g Review of the IV procedure
regarding grievance and appeals.
Mar
ch 2
01
4
Lear
ner
s
SIV
Learners’ understanding of procedures and Equality officer’s roles underpinned.
Good monitoring of equality understanding from internal
verification to inform teaching and learning IV feedback is recorded to weekly Directors/staff
minutes on a monthly basis. Equality embedding. Learner
understanding from IV is good or better.
An
nu
ally
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Co
nti
nu
ou
s Im
pro
vem
ent/
Staf
f
Trai
nin
g
E&D
4h
Review bank of questions and visuals used during reviews to gauge learner understanding
of Equality (EO9). Ensure differentiation and recording of response informs company meetings and further training.
Review equality exam questions.
Ap
ril 2
01
4
Lear
ner
s
OD
Questions are updated to include most recent/up to date legislation and training. Learners are able to
discuss equality issues through text and visual mediums.
OD informs T&L department of equality questions that require underpinning
Digital responses increased in 2014. Jan – Dec – JD 100% learners undertake equality exam – LS, GC
Effective use of differentiated learning styles to underpin learning and reinforcement
embedded into sessions.
KPO of review grades equality section at good or better.
Learners pass exams –
Success rates 90% +2% on 12/13
Qu
esti
on
s/at
wee
kly
mee
tin
gs.
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4i
Review Disability statement and learner equality pack
May
14
Lear
ner
s,
Ap
plic
ants
MD
New and emerging legislation is embedded. Good and informative packs are compliant with support
requirements, imagery and good practice. Learner equality packs printed in accessible font/contain
inclusive imagery and the learner EDIM targets. Packs to contain evaluation tool for response.
Equality pack contains clear information at an appropriate
level. Pack to be graded at good or better. A
nn
ual
ly
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4j
Review of dyslexia policies.
Feb
14
Lear
ner
s, S
taff
MD
Revised policies contain up to date information, to
ensure learners with Dyslexia receive support and are aware of support that is relative to their needs.
Introduce the use of QR codes/augmented reality.
Good and improving engagement support and
achievement for learners with Dyslexia.
Narrowing of achievement gaps.
An
nu
al
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4k
Review employer prospectus including equality sections.
Ap
ril 2
01
4
Emp
loye
rs
MD
Employers are informed of updated procedures, policies and legislative changes.
Workplace of equality compliance.
An
nu
ally
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4l
Upgrade of Skills for Life Library and resources.
As
per
mai
nte
nan
ce
pla
n/T
&L
20
14
st
rate
gy
Lear
ner
s, S
taff
OD
– M
ain
ten
ance
p
lan
. Jan
14
–
Mat
eri
als/
reso
urc
es
JD Review resource materials for initial assessment
Skills for Life and session planning. April 14. SFL upgraded/refurb – April 14 – OD.
Learners grade support at good or better.
No
vem
ber
20
13
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4m
Action plan for resources and upgrades agreed by the
Finance Director including ICT and virtual learning
environment. End
Ap
ril 2
01
4
Staf
f, L
earn
ers
Man
ager
s,
Dir
ecto
rs
ICT is further embedded into teaching and learning.
Learners grade sessions at 2 or better.
Timely unit close out improved by 10% in 2014.
Timely framework achievement increased by 5%
in 2014.
Man
agem
ent/
Dir
ecto
r
PM
6 M
eeti
ngs
Co
nti
nu
ou
s
Imp
rove
men
t/St
aff
Trai
nin
g
E&D
4n
Monitor achievement gaps within groups (refer to 2a
R&A)
Six
wee
kly
20
14
Lear
ner
s
OD
Data/trends informed to management/director meetings. Corrective measures are implemented
should gaps be identified.
Timely unit and framework achievement.
Man
ager
s/D
irec
tors
m
etin
g
Net
wo
rkin
g
E&D
5a Update employers and
Stakeholders with informative and emerging legislation
regarding Equality. Spri
ng
20
14
W
inte
r 2
01
4
Lear
ner
s, S
taff
,
Emp
loye
rs, S
take
ho
lder
s
MD
Inform and update stakeholders through bulletins, newsletters and company website links.
Suggestions for additional sections are incorporated
into the next newsletter/bulletin
Equality information cascade. Effective employer support.
Aft
er
pu
blic
atio
n
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Net
wo
rkin
g
E&D
5b
Renew membership status of
the British Dyslexia Association.
End
Feb
ruar
y 2
01
4
Staf
f, le
arn
ers,
emp
loye
rs
FD Relevant information is passed on to our staff,
learners, employers and stakeholders.
Updated resources and support materials for learners
and staff. An
nu
ally
Net
wo
rkin
g
E&D
5c
100% of employer, learner and staff complaints are
investigated and responded to on a timely basis. (Cross ref
SES)
Cas
e b
y ca
se b
asis
Emp
loye
rs,
Lear
ner
s
OD
Audit and SES data monitors compliance to company procedures.
Continued employer engagement and improved
satisfaction levels/Framework for Excellence grades
SES
and
an
nu
al
rep
ort
dat
a
Net
wo
rkin
g
E&D
5d
Review Equality Framework in 2014 strategy (achieving.
Promote equality framework to other organisations Sept 14 Ju
ne
20
14
WO
A
MD
Embedding of Equality Act/Equality Framework into equality operations.
Continuous improvement plans. Good grades
maintained/improved.
As
per
ind
ivid
ual
as
pec
t
Net
wo
rkin
g
E&D
5e
Review existing inter-agency partners and engagement
networking agenda. Research potential new PRD partners to
cover any highlighted gaps.
May
20
14
Staf
f, le
arn
ers,
emp
loye
rs,
stak
eho
lder
s
MD
Areas of the provision are enhanced and improved utilising PRD identified good practice.
Bookmarking of performance.
Dec
emb
er 2
013
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Embedding the Equality Framework into strategic direction. Overall person responsible – MD supported by Directors and Strategic Administration.
Please refer to Equality Framework file for specific roles of responsibility. For all evidence Cross Reference to the Equality Framework for Lifelong Learning strategic file for evidence including dates, review dates and
persons responsible.
Ca
teg
ory
Asp
ect
Ref
Developing Achieving Excelling
Lead
ersh
ip a
nd
org
anis
atio
nal
co
mm
itm
ent
7a
1.1 Leaders commit publicly to improving equality outcomes for learners and the
workforce.
2.1 Clear and diverse priorities have been set and are owned and understood by all
key stakeholders.
3.1 Leaders can demonstrate successful outcomes for learners and staff as a
result of meeting equality objectives.
Lead
ersh
ip a
nd
org
anis
atio
nal
co
mm
itm
ent
7b
1.2 A Single Equality Scheme or alternative objectives are in place to strategically address equality and are publicised.
2.2 Equality and human rights objectives are monitored regularly by measuring
outcomes, and are communicated to staff and learners.
3.2 Improvements for learners and staff are demonstrated as a result of
effective equality objectives.
Lead
ersh
ip a
nd
org
anis
atio
nal
co
mm
itm
ent
7c
1.3A mechanism for measuring the impact of policies and practices is in place and
action plans are being developed.
2.3 Adverse impact is addressed and opportunities sought to improve equality
outcomes.
3.3 Equality action plans have been integrated into strategic plans and are reviewed regularly with stakeholder
involvement.
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Lead
ersh
ip a
nd
org
anis
atio
nal
co
mm
itm
ent
7d
1.4 Equalities and human rights objectives are mainstreamed, reviewed and
measured regularly.
2.4 Senior leadership provides overview and scrutiny processes to review equality
and equality impacts and objectives.
3.4 Leaders scrutinise and challenge performance with regard to equality
impacts and objectives.
Lead
ersh
ip a
nd
org
anis
atio
nal
co
mm
itm
ent
7e
1.5 Internal, external and partnership communication strategies are inclusive and
promote good relations amongst staff, learners and local communities.
2.5 Effective strategies are in place to communicate the response to local
communities’ needs and the promotion of good relations amongst diverse
groups.
3.5 Reputation has been gained within the community and amongst partners
for championing and achieving equality outcomes and promoting good
relations.
Lead
ersh
ip a
nd
org
anis
atio
nal
co
mm
itm
ent
7f
1.6 In line with statutory equality duties, plans are in place to improve the
participation of vulnerable and under-represented groups (learners and staff) and demonstrate how action has been
prioritised.
2.6 Appropriate actions have been implemented to improve the
participation of vulnerable and under-represented groups (learner and staff)
and outcomes reviewed regularly.
3.6 Participation of vulnerable and under-represented groups (learners and staff) has improved as a result of plans
made.
Lead
ersh
ip a
nd
org
anis
atio
nal
co
mm
itm
ent
7g
1.7 Commissioning and procurement processes take account of equality
requirements; contracts are consistent with public sector duty requirements.
2.7 Contractors and commissioned services are regularly reviewed to ensure
they continue to be appropriate and accessible.
3.7 Commissioned and/or procured services are delivering equality related
objectives and are addressing inequalities.
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Lead
ersh
ip a
nd
org
anis
atio
nal
co
mm
itm
ent
7h
1.8 Community relations, harassment and hate crimes are monitored and analysed
regularly and appropriate plans to address issues are in place.
2.8 Appropriate action is taken to improve community relations and
incidents of harassment or hate crimes are appropriately addressed and related
policies are reviewed regularly.
3.8 Community relations have improved and incidents of harassment or hate
crimes have decreased.
Lead
ersh
ip a
nd
org
anis
atio
nal
co
mm
itm
ent
7j
1.9 Senior leadership commits to developing community cohesion and inclusion strategies that address local
equality issue.
2.9 Senior leadership regularly scrutinise cohesion and inclusion strategies to
ensure they continue to be appropriate and effective.
3.9 Senior leadership demonstrates that cohesion and inclusion strategies are effective and are making a difference.
Lead
ersh
ip a
nd
org
anis
atio
nal
co
mm
itm
ent
7k
1.10 Senior leadership commits to developing and embedding comprehensive
benchmarking systems across the organisation.
2.10 Benchmarking systems are in place and data is being used across the
organisation and strategic objectives are being set.
3.10 Achievements are benchmarked against comparable organisations and good practice is shared across relevant
stakeholders.
Lear
ner
an
d
stak
eho
lder
en
gage
men
t
8a 1.11 Inclusive ‘Learner Voice’ strategies
and structures are in place.
2.11 ‘Learner Voice’ strategies are scrutinised and structures are in place to
ensure they are appropriate and accessible.
3.11 ‘Learner Voice’ is influential and is improving learner outcomes.
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Lear
ner
an
d
stak
eho
lder
en
gage
men
t
8b
1.12 In line with public duties, learners are consulted to develop inclusive community
engagement structures that take into account the needs of vulnerable or
marginalised groups.
2.12 Learners and stakeholders are satisfied their views have been taken into
account when developing policies or strategies, including curriculum
development.
3.12 Learners and stakeholder participation has improved equality outcomes for diverse learners and
participation has increased.
Lear
ner
an
d
stak
eho
lder
en
gage
men
t
8c
1.13 Learner representatives are engaged in regular views surveys and appropriate plans are in place to address emerging
issues.
2.13 Appropriate actions identified as a result of learner views surveys are
implemented and reviewed regularly.
3.13 Learner participation in surveys has increased and demonstrates
improved learner outcomes.
Lear
ner
an
d
stak
eho
lder
en
gage
men
t
8d
1.14 Learners and relevant stakeholders are engaged in understanding, identifying
and balancing diverse, but sometimes conflicting interests.
2.14 Effective provision is in place to enable learner representatives and relevant stakeholders to challenge, scrutinise and evaluate priorities.
3.14 Priorities are reviewed regularly with relevant stakeholders to take
account of changing and conflicting stakeholder and learner needs and
interests.
Lear
ner
ach
ieve
men
t, a
cces
s an
d e
xper
ien
ce
9a
1.15 Systems are in place to collect, analyse and measure how different groups
of learners are able to access learning.
2.15 Equality objectives have been developed at service level and
appropriate resources are being allocated to meet the needs of different groups of
learners.
3.15 Objectives are regularly reviewed to ensure learner needs are being met and that access to different groups of
learners has improved.
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Lear
ner
ach
ieve
men
t, a
cces
s an
d e
xper
ien
ce
9b
1.16 Initial learner assessment effectively identifies learners’ entry level and the professional development of staff is
planned to address this.
2.16 Initial learner assessment procedures are effective, robust,
regularly reviewed and accurately inform teaching staff of the learner profile.
3.16 Learner assessment strategies demonstrate tangible progress and teaching and learning resources are
evaluated by external partners.
Lear
ner
ach
ieve
men
t, a
cces
s an
d e
xper
ien
ce
9c
1.17 The aspirations, success levels and achievements of different groups of
learners are monitored; objectives set, including curriculum development to
address gaps.
2.17 Objectives are reviewed regularly to ensure the appropriate mechanisms are in place to improve achievements and
success levels of different learner groups.
3.17 Learner needs are being met and success levels of different learner
groups have improved.
Lear
ner
ach
ieve
men
t, a
cces
s an
d e
xper
ien
ce
9d
1.18 The needs of different groups of learners are taken into account when
contracting services.
2.18 Mechanisms are in place to ensure contractors and contract management
contributes to the quality of learning, and where gaps are identified actions are
taken.
3.18 There is increased satisfaction of contracted services amongst different groups of learners and stakeholders.
Lear
ner
ach
ieve
men
t, a
cces
s an
d e
xper
ien
ce
9e
1.19 Structures are in place to identify, prevent and deal with bullying and
harassment and ensure that learners are treated with dignity and respect.
2.19 Mechanisms are in place to monitor and review the instances of bullying and harassment and appropriate measures
are in place to ensure that the structures are effective.
3.19 Different groups of learners are able to learn in an environment where they are treated fairly and with dignity
and respect.
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
A m
od
ern
an
d
div
ers
e w
ork
forc
e
10
a
1.20 The workforce strategy identifies key equality considerations and objectives and
employment procedures comply with equality legislation and employment codes
of practice.
2.20 The equality objectives from the workforce strategy are implemented and
regularly monitored.
3.20 Innovative practice is in place and delivers equality outcomes for the
whole workforce.
Lear
ner
ach
ieve
men
t, a
cces
s an
d e
xper
ien
ce
9f
1.21 A safeguarding strategy is in place and safer recruitment processes and
professional development are being developed.
2.21 An effective safeguarding strategy is embedded and professional development
is refreshed annually. Robust risk assessment and monitoring is regularly
undertaken.
3.21 Safeguarding strategies are reviewed and endorsed by local
safeguarding boards, and stakeholders regularly review and agree policies and
procedures.
A m
od
ern
an
d
div
ers
e w
ork
forc
e
10
b
1.22 The local labour market, the barriers faced by diverse groups, and the impact
this has on achieving a diverse workforce is understood and taken into account.
2.22 Employment objectives have been set based on internal monitoring, staff consultation and the assessment of the
local labour market and its barriers.
3.22 Workforce diversity has increased overall, including the representation of women, disabled people and black and
minority ethnic groups in senior management.
A m
od
ern
an
d
div
ers
e w
ork
forc
e
10
c
1.23 Workforce monitored data is regularly collected, analysed and published and
strategies are being developed to address barriers and gaps.
2.23 Workforce data is regularly reviewed to identify adverse trends and plans and strategies are in place to address barriers
and gaps.
3.23 Strategies and action plans are reviewed regularly and demonstrate
that barriers, gaps and/or adverse trends have been reduced.
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
A m
od
ern
an
d
div
ers
e w
ork
forc
e
10
d
1.24 An effective mechanism is in place to measure the impact of proposed and
existing policies. Action plans are being developed; trade unions consulted and are
made public.
2.24 Appropriate action is being taken to mitigate adverse impact and to advance equality outcomes for all groups of staff.
3.24 The implementation of equality objectives in employment practices is
resulting in the potential of all staff being maximised.
A m
od
ern
an
d
div
ers
e w
ork
forc
e
10
e
1.25 Due regard is given to the cause of gender pay difference and the effects of
this cause in the workplace.
2.25 Steps to assess the impact of any gender pay difference in the workplace
have been taken.
3.25 Activity has been undertaken to address any gender pay difference in
the workplace.
A m
od
ern
an
d
div
ers
e w
ork
forc
e
10
f
1.26 The provision of Continuous Professional Development has been assessed to ensure staff can deliver
equality outcomes.
2.26 Continuous Professional Development has enabled staff to deliver
equality outcomes.
3.26 Staff are knowledgeable, well-trained and equipped to meet the diverse needs of learners and local
communities.
A m
od
ern
an
d
div
ers
e w
ork
forc
e
10
g
1.27 Structures are in place to identify, prevent and deal effectively with bullying
and harassment in the workplace.
2.27 Bullying and harassment incidents are monitored and appropriate action is
taken.
3.27 Bullying and harassment is dealt with effectively and staff say that they are treated with dignity and respect.
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
A m
od
ern
an
d
div
ers
e w
ork
forc
e
10
h 1.28 All staff understand their individual
responsibility to deliver equality outcomes and this is reflected in appraisal systems.
2.28 Equality implications inform the setting of objectives in management and
individual appraisals.
3.28 Managers and staff are delivering performance improvements based on
objectives.
A m
od
ern
an
d
div
ers
e w
ork
forc
e
10
i
1.29 A range of inclusive structures are in place to engage and involve diverse staff during the development and review of
organisational policy and strategy.
2.29 Staff are engaged positively in service transformation and in developing
new roles and ways of working.
3.29 High satisfaction levels across all staff groups and demonstrated across
the whole organisation.
Co
mm
un
ity
awar
enes
s an
d
equ
alit
y m
app
ing
11
a
1.30 Plans are in place to gather evidence on the local community profile, the extent
of inequality and disadvantage and priorities are identified across the
organisation.
2.30 Information is gathered across the local community to inform corporate policy and strategy and identify key
equality gaps (including socio-economic disadvantage).
3.30 Equality objectives and outcomes have been set, reviewed and evaluated
regularly to improve outcomes for diverse local communities.
Co
mm
un
ity
awar
enes
s an
d
equ
alit
y m
app
ing
11
b
1.31 Plans are in place to collect, share and use local community equal equality data to
inform the development of equality objectives.
2.31 Information and data is disaggregated, analysed and shared with
stakeholders, including local communities, to develop equality
objectives.
3.31 Equality objectives and outcomes have been set, reviewed and evaluated
regularly to improve outcomes for diverse local communities.
Equality Strategy 2014
MJTS is an Equal Opportunities Training School, we welcome people from all backgrounds. Treating people fairly
according to their needs. MJTS is committed to a whole organisational approach to ‘Every Child Matters’
Co
mm
un
ity
awar
enes
s an
d
equ
alit
y m
app
ing
11
c
1.32 The changing profile of communities affected by social disadvantage and poverty is taken into account when
reviewing service provision.
2.32 Community profiling is used to inform discussions on curriculum development to enhance learner
outcomes, tackle social disadvantage and encourage family learning.
3.32 A difference is being made to diverse local communities affected by poverty and social disadvantage and how priorities have changed to meet
diverse needs.