Equality, Diversity and Inclusion Statement
Commitment
Staffordshire County Council’s Adult and Community Learning Service is fully committed to the
principles of equality of opportunity, diversity and inclusion for all its staff and learners, in accordance
with its policies and mission statement. It is our aim to ensure that prospective and actual learners
and staff are treated inclusively, regardless of any differences so that they have an equal opportunity to
fulfill their potential. We will continue to be a wholly inclusive service where differences are
encouraged, respected and valued. As a largely contracted out service we require all our providers to
comply with equalities legislation and actively promote Equality, Diversity and Inclusion (EDI).
Aims
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To ensure equality of opportunity and outcome
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To promote an inclusive culture
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To secure freedom from discrimination on the grounds of gender, sexual orientation, culture,
race, faith, belief, physical, sensory or learning disability, mental or physical health, age, social
or marital status, gender reassignment, pregnancy and maternity.
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To ensure that no individuals or groups are denied access to services
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To promote diversity within a safe environment for all potential and current learners and
staff, in both service delivery and employment practice
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To identify factors and barriers which may result in prospective or actual learners being
disadvantaged either directly or indirectly
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To take measures to compensate for these factors and remove barriers
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To continue to tackle discrimination by providing an accessible curriculum and creating
inclusive learning environments
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To include Rural provision and areas of multiple deprivation as targeted groups in the
commissioning priorities
Links to Strategic Plan
Staffordshire County Council’s (SCC) Equality & Diversity policy can be found on the website.
http://www.staffordshire.gov.uk/community/equalopportunities/equalopportunitiespolicy/home.aspx
ACL Equality, Diversity and Inclusion Statement 2016/17 V1
Equality, Diversity and Inclusion Statement
It emphasises the commitment to EDI as follows:“By adopting and implementing this Equality and Diversity Policy, we acknowledge our responsibility to address
the imbalances caused by discrimination and disadvantage. In doing so, we will ensure that all communities
have opportunities to work with us, access our services and be involved in what we do. We will pursue this aim
through continuously striving to improve the way in which we:
 Recruit, employ and develop our employees;
 Provide services;
 Involve communities;
 Work with our partners.”
Equal Opportunity Legislation
The Equality Act 2010 replaces the existing anti-discrimination laws with a single Act. It simplifies the
law and removes inconsistencies, which makes it easier to comply with.
Details of the County’s information on the Equality Act can be found on the SCC website.
http://www.staffordshire.gov.uk/community/equalopportunities/Duty/Public-Sector-Equality-Duty.aspx
Also a series of summary guides and quick start guides to the key changes in the law produced by the
Government Equalities Office in partnership with the British Chambers of Commerce, Citizens Advice
Bureaux, ACAS.
Roles & Responsibilities of Providers, Managers and Staff
EDI is the responsibility of all providers and staff.
Providers will have satisfied the EDI requirements of the Open Competitive Tendering process.
Providers must update the ACL tutor database termly, to provide details of tutors’ qualifications,
tutor equality groups for analysis, confirmation of DBS checks, CPD records and safeguarding.
ACL produces a checklist for managers and tutors, on promoting Equality & Diversity which can be
found in the Tutor Handbook and outlines expected standards for staff and is an example of best
practice for providers.
All SCC job descriptions include the requirement to promote EDI.
ACL Equality, Diversity and Inclusion Statement 2016/17 V1
Equality, Diversity and Inclusion Statement
Providers and managers will 
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Ensure all teaching staff receive appropriate training and support to understand the
implications of effective equalities practice for themselves and their learners;
Annually monitor the participation, retention and success rates by race, gender, age and
disability, to check if there are any differences in achievement between the groups;
Put into place actions to address any significant differences in achievement between the
groups;
Ensure that learner feedback forms, ILPs, and learner handbooks are available in forms
accessible for all learners including those adults with learning difficulties and disabilities;
Monitor teaching and learning to ensure that equality and diversity are promoted through
teaching, which must include:creating a safe and equal learning environment which promotes equality by maximising
opportunities in sessions to promote equality of opportunity and awareness of cultural and
linguistic diversity;
tackling discrimination, victimisation, bullying, cyberbullying harassment and stereotyping;
materials and resources foster good relations and are representative of diversity;
sessions are planned to meet the needs of individuals and different groups of learners.
Ensure that, where needed, adaptive technology is used to ensure that all learners can
participate equally;
Lesson observations must evidence the inclusion of EDI in the sessions and/or in schemes of
work and ensure action is taken to secure improvement where necessary.
Tutors will 
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Ensure that all teaching and learning methods, materials, support and assessment processes
promote equality of opportunity and can be accessed by all learners, including the use of
adaptive technology where appropriate;
Provide a high quality teaching and learning experience;
Ensure that the curriculum is socially inclusive and ensures equality of access for all learners;
Identify all individual learner needs, learning styles and goals;
Adapt their session plans and resources to meet the different needs of their learners;
Provide impartial information and advice;
Listen to their learners’ concerns and respond to them;
Include induction activities that raise the awareness of EDI, harassment and bullying;
Ensure inappropriate language and behaviour are promptly challenged;
Ensure that all E & D issues that arise are tackled sensitively and the opportunities used to
advance E & D;
Establish and maintain learning environments which
o promote equality and celebrate diversity;
o are free from harassment and victimisation of any kind;
o have a safe , welcoming , inclusive ethos which encourages all learners to feel they
belong;
o promote an approachable and accessible attitude.
ACL Equality, Diversity and Inclusion Statement 2016/17 V1
Equality, Diversity and Inclusion Statement
Learners are expected to –
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have and develop an understanding of what constitutes harassment and bullying;
respect other people’s view and opinions;
not show any prejudice towards others;
follow Health and Safety regulations and instructions;
feel safe and be safe in the classroom and to know who to contact if they have any concerns;
understand how to use the compliments and complaints procedures;
complete Individual Learning Plans and monitor their progress;
provide feedback on their course.
Adaptive Technology
The duty to make reasonable adjustments comprises three requirements for service providers and
those exercising public functions. These requirements are:
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Where a provision, criterion or practice puts disabled people at a substantial disadvantage
compared with those who are not disabled, to take reasonable steps to avoid that
disadvantage.
Where a physical feature puts disabled people at a substantial disadvantage compared with
people who are not disabled to avoid that disadvantage or adopt a reasonable alternative
method of providing the service or exercising the function.
Where not providing adaptive technology puts disabled people at a substantial disadvantage
compared with people who are not disabled, to provide that adaptive technology.
Providers need to dismantle barriers to learning for all learners with learning difficulties and
disabilities, for example ensuring that all tutors personalise their teaching and learning to meet
individual needs.
Adaptive technology may be appropriate for some learners and teachers must seek advice from their
managers to determine what is suitable and available.
The best AT uses existing mainstream technology- ipads etc as they are generally lower cost and
more familiar to learners.
Web sites for self directed CPD:
https://mcmw.abilitynet.org.uk – provides instructions on how to use Ease of Access centre on PC or
Settings on tablets and phone to adjust settings to support learners with ALDD.
www.bbc.co.uk/accessibility - This site provides accessibility help, enabling computer users to make
the most of the internet whatever their ability or disability.
www.abilitynet.org.uk/factsheets - Free Factsheets covering a range of tips and advice about how
computers can be adapted to help people with disabilities.
http://acecentre.org.uk/publications-and-info-sheets1 - ACE Centre provides support, advice and
technology for children and adults who face complex communication challenges due to their physical
ACL Equality, Diversity and Inclusion Statement 2016/17 V1
Equality, Diversity and Inclusion Statement
disability. ACE Centre offers free information and advice on Assistive Technology for people with
physical/ communication difficulties by phone/email. Link to info sheets giving advice on particular
difficulties and how they can be overcome.
http://www.communicationmatters.org.uk/resources - a range of resources for those working with
learners with complex communication needs.
http://www.ianbean.co.uk/publications.html - lots of ideas for using apps and other technology in
teaching and learning – practical ideas.
http://eduapps.org/ - a range of downloadable apps developed by Jisc to support learners, including My
Study Bar to support learners with literacy-related difficulties such as dyslexia.
E & D QUIZ/Block buster for learners
http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-bustersgame.aspx?game_id=4815
Outline Procedures for dealing with complaints, grievance, harassment and bullying
All ACL staff are covered by the SCC’s Harassment and Bullying at work Policy which states that:“Harassment and bullying both detract from everyone’s right to fair and considerate treatment at work.
Whatever form they take, therefore, harassment and bullying are unacceptable, and where the Council is
satisfied that either have occurred it will take disciplinary action against the person(s) responsible. Especially
serious instances of harassment and bullying may be regarded as gross misconduct justifying summary
dismissal.”
Providers are expected to have similar policies.
The Policy definesHarassment
Harassment is unwanted and unwelcome behaviour as a result of which a person is undermined,
offended, ridiculed, embarrassed or intimidated. Often such behaviour is related to the recipient’s:
 Race, colour, nationality, ethnic origin, religion
 Gender or sexual orientation
 Religious or political beliefs
 Disability
 Affiliations, including trade union affiliations
Harassment can take many forms, including:
 Inappropriate physical contact
 Verbal abuse and obscene gestures
 Isolation by colleagues
 Undermining a person’s values, opinions and self esteem
 Displays of offensive material
ACL Equality, Diversity and Inclusion Statement 2016/17 V1
Equality, Diversity and Inclusion Statement
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Unwanted advances
Over zealous scrutiny of someone’s work, timekeeping etc
Homophobic comments
Bullying and Cyberbullying
Bullying is essentially the misuse of power and authority. Whether or not it is related to the
recipient’s race, gender, sexuality etc the effect on them is generally the same.
Cyberbullying is when a person uses technology i.e. mobile phones or the internet (social networking
sites, chat rooms, instant messenger), to deliberately upset someone. Staff, leaders and managers are
expected to understand the risks posed by adults or young people who use the internet to bully,
groom or abuse children, young people and vulnerable adults. They must have well-developed
strategies in place to keep learners safe and to support them in learning how to keep themselves safe.
Guidance must be provided to learners and tutors, included in learner induction and through tutor
training
Safer internet resources for teachers:
http://www.saferinternet.org.uk/advice-and-resources/teachers-and-professionals/teaching-internetsafety/resources
Complaints
All learners will be given a Learner’s Handbook which details the ACL’s complaints procedures and
the web link for SCC procedure.
http://www.staffordshire.gov.uk/yourcouncil/consultationandfeedback/complimentscommentscomplain
ts/Process/process.aspx
It confirms that any complaint will be investigated and handled fairly and politely. All enquiries whether
by phone, letter or email, will be responded to within 15 working days.
Monitoring the effectiveness of the Policy
The EDI Policy Statement will be reviewed annually through the self- assessment process against the
requirements of the current Common Inspection Framework and relevant legislation.
ACL Equality, Diversity and Inclusion Statement 2016/17 V1