St Brendan's Sixth Form College Single Equality Scheme 2009-2012
Contents
- 1. Introduction
- 2. What do we mean by Equality? What do we mean by Diversity?
- 3. What is an Equality Scheme?
- 4. The College: Structure and Priorities
- 5. St Brendan's Sixth Form College & the local community (including specific data)
- 6. How Far have we Come?
- 7. Next Steps
1. Introduction
Saint Brendan's Sixth Form College opened in 1979 following the re-organisation of Catholic Education within the Bristol area, on the site of the former direct grant grammar school. The College has grown consistently since then and now has over 1700 full-time students and approximately 190 members of staff.
Saint Brendan's is a designated institution under the 1992 Further and Higher Education Act and continues to operate under the Trust Deed held by the Diocese. The majority of the Governors are appointed by the Trustee, the Bishop of Clifton. The College has a full-time Chaplaincy Leader and part-time Catholic and Anglican chaplains.
The College strives to live up to the teaching of the Second Vatican Council that 'all, of whatever race, condition or age, because of their dignity as human persons, have an inalienable right to education.'
The College has a well qualified, experienced and highly committed staff who create a friendly, welcoming and disciplined environment in which students can succeed.
The College Single Equality Scheme outlines the commitment to equality and diversity, and to taking forward actions that will enable the College to achieve the aspirations set out in our Equality Policy. The Equality Policy can be found in the Equality section of the College website. The scheme also contains combines previous legislative requirements for a Disability Equality Scheme, Gender Equality Scheme and Race Equality Scheme. It sets out our approach to promote equality within the College.
2. What do we mean by Equality?
Equality is about making sure people are treated fairly and given fair chances. It is also about ensuring that all people achieve equal outcomes, either in the standard of service they receive or as employees. It is not about treating 'everyone the same', but recognising that everyone's needs are met in different ways.
The Equality Act 2010 outlines nine protected characteristics relating to equality.
SOCIO-ECONOMIC BACKGROUND is a strand to equality which the College is keen to consider and address in terms of equality. However this doesn't have the same legislative protection as the protected characteristics mentioned above.
What do we mean by Diversity?
Historically organisations and individuals tended to view diversity as a race, gender or disability matter. In reality, diversity includes, age, ethnicity, religious belief, physical ability, sexual orientation, educational background, geographical location, marital status, class and work experience to name a few. Achieving equality means narrowing gaps in people's educational attainment, employment rates and real opportunities open to them.
A diverse College embraces people for their individuality and recognises that students and employees come from different backgrounds and circumstances. All are accepted for their cultural backgrounds and differences in lifestyles and are recognised for their abilities and skills. The College values the richness that comes from being a diverse organisation and the benefits this has for all.
Equality and Diversity are not 'one off' programmes but should be at the heart of the College and integrated into all daily teaching and learning activities and all College daily business.
3. What is an Equality Scheme?
An Equality Scheme is a document which outlines how we will promote Equality in the College. It also fulfils our legal requirement for;
- a Disability Equality Scheme
- a Gender Equality Scheme
- to test all policies and functions in reference to Race Relations legislation
| Race | Disability | Gender |
|---|---|---|
promote good relations between persons of different racial groups |
promote positive attitudes towards disabled persons encourage participation by disabled persons in public life take steps to take account of disabled persons' disabilities, even where that involves treating disabled persons more favourably than other persons |
consider the need to have objectives to address the causes of any gender pay gap / gender achievement gap |
Disability Equality
The essential elements that a scheme relating to Disability must include are:
- a statement of how disabled people have been involved in developing the scheme
- the Action Plan
- arrangements for gathering information about performance of the public body on disability equality
- arrangements for assessing the impact of the activities of the authority on disability equality and improving these when necessary
- details of how the College is going to use the information gathered, in particular in reviewing the effectiveness of its Action Plan and preparing subsequent schemes
Through engagement with disabled people we anticipate benefits will be brought to the College. For example,
- We plan to identify barriers in the organisation which should be dismantled, leading to making the changes necessary for there to be greater inclusion and equality for disabled people
- We expect to increase the effectiveness in identifying and prioritising disability equality initiatives
- We hope to improve staff satisfaction and morale
- We hope to improve learner satisfaction and success rates.
Race Relations requirement
The Race Relations (Amendment) Act 2000 requires that all policies and functions be tested for relevance against the Act at least once every three years.
The general duty is to:
- Eliminate unlawful racial discrimination
- Promote equality of opportunity and
- Promote good relations between persons of different racial groups.
Specific duties include
- Assessing and consulting on the likely impact of proposed policies on the promotion of race equality
- Monitoring policies for any adverse impact on the promotion of race equality
- Publishing the results of such assessments and consultation
- Ensuring public access to information and services that it provides
- Training staff in connection with the general and specific duties and
- Reviewing the scheme every three years
Gender Equality Scheme
The Gender Equality Duty requires that a due regard is shown in carrying out all functions to the need to;
- Eliminate unlawful discrimination and harassment
- To promote equality of opportunity between men and women
The specific requirements under the duty are;
- To prepare and publish a gender equality scheme, showing how it will meet its general and specific duties and setting out its gender equality objectives.
- In formulating its overall objectives, to consider the need to include objectives to address the causes of any gender pay gap.
- To gather and use information on how the public authority's policies and practices affect gender equality in the workforce and in the delivery of services.
- To consult stakeholders (i.e. employees, service users and others, including trade unions) and take account of relevant information in order to determine its gender equality objectives.
- To assess the impact of its current and proposed policies and practices on gender equality.
- To implement the actions set out in its scheme within three years, unless it is unreasonable or impracticable to do so.
- To report against the scheme every year and review the scheme at least every three years.
Public Sector Equality Duty
The general equality duty is set out in the Equality Act 2010. In summary, those subject to the equality duty must, in the exercise of their functions, have due regard to the need to:
- Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act.
- Advance equality of opportunity between people who share a protected characteristic and those who do not.
- Foster good relations between people who share a protected characteristic and those who do not.
These are sometimes referred to as the three aims or arms of the general equality duty. The Act helpfully explains that having due regard for advancing equality involves:
- Removing or minimising disadvantages suffered by people due to their protected characteristics.
- Taking steps to meet the needs of people from protected groups where these are different from the needs of other people.
- Encouraging people from protected groups to participate in public life or in other activities where their participation is disproportionately low.
4. The College: Structure and Priorities
The College's vision states:
St Brendan's seeks to serve the Catholic and wider community by providing advanced, intermediate and foundation level education, underpinned by Christian values and ideals, principally for sixth form students.
The College strives for excellence in teaching and learning, to act in the spirit of the gospel, to provide experience of a Christian community and to support each individual as a unique creation of God.
The Equality Policy sets out the College's commitment to equality, and the framework within which it operates. We are committed to creating an environment and culture where equality is implicit in everything we do.
St Brendan's also adheres to and fully supports the Association of Colleges Joint Agreement on Guidance for Disability Equality in Employment in Further Education.
5. St Brendan's Sixth Form College & the local community
Students travel to St Brendan's from a variety of areas both locally and across Bristol, Bath and North East Somerset and South Gloucestershire.
Ethnicity
| Unitary Authority | White British | White Irish | White Other | Black and Minority Ethnic |
|---|---|---|---|---|
Bath and North East Somerset |
88.1% |
0.7% |
3.7% |
7.5% |
Bristol |
80.6% |
0.9% |
5.0% |
13.5% |
North Somerset |
92.0% |
0.7% |
2.3% |
5.1% |
South Glocestershire |
91.2% |
0.6% |
2.5% |
5.7% |
| St Brendan's | White British | White Irish | White Other | Black and Minority Ethnic |
|---|---|---|---|---|
Students |
79.95% |
0.34% |
3.8% |
14.89% |
Staff |
87.3% |
1.56% |
5.0% |
3.8% |
For Bristol we have been able to gain some more specific information in relation to children. This is more relevant for our benchmarking as a College, as the proportion of children from BME backgrounds in an area is generally expected to be higher than the proportion of adults from BME backgrounds in an area. However, the College catchment area does include South Gloucestershire, North Somerset, Bath and North East Somerset as well as Bristol.
| Total Amount of BME Children aged 0 to 15 years of age | 10,300 |
|---|---|
| Percentage of Child Population | 14.8% |
St Brendan's Sixth Form College is made up of support staff employees, teaching staff employees and students. Bristol is a diverse and vibrant city, and we are committed to St Brendan's Sixth Form College reflecting that diversity in the students who attend the College, and the employees who work here.
| Ethnicity | Percentage 07/08 | Percentage 08/09 | Percentage 10/11 |
|---|---|---|---|
| Unknown | 0.33% | 0.24% | 0.28% |
| Asian or Asian British - Any other Asian background | 1.14% | 1.03% | 1.70% |
| Asian or Asian British - Bangladeshi | 0.27% | / | 0.06% |
| Asian or Asian British - Indian | 1.47% | 1.58% | 1.70% |
| Asian or Asian British - Pakistani | 0.60% | 0.3% | 0.85% |
| Black African | / | 0.12% | / |
| Black or Black British - African | 2.61% | 2.49% | 2.77% |
| Black or Black British - any other Black background | 0.40% | 1.64% | 0.62% |
| Black or Black British - Caribbean | 0.94% | 1.64% | 1.59% |
| Chinese | 0.60% | 0.61% | 0.62% |
| Indian | / | 0.06% | / |
| Mixed - any other mixed backgrnd | 0.67% | 1.03% | 0.85% |
| Mixed - White and Asian | 1.34% | 0.67% | 0.79% |
| Mixed - White and Black African | 0.33% | 0.49% | 0.51% |
| Mixed - White and Black Caribbean | 1.67% | 2.25% | 2.77% |
| Not Known / Not Provided | 0.20% | 0.06% | 0.06% |
| Other | 1.60% | 0.73% | 0.68% |
| White - Any other White backgrnd | 2.61% | 2.55% | 3.74% |
| White - British | 82.75% | 81.86% | 79.95% |
| White - Irish | 0.47% | 0.36% | 0.34% |
| Total | 100% | 100% | 0.06% |
This means that student population in 2010/11 from a background other than White British is 19.03%, with 14.89% from a Black or Minority Ethnic background. This shows a marked increase in the diversity of students from 2002 when the representation of students from non-White British backgrounds was 7.58%.
Religion
| Religion | Students at St Brendan's 2006/07 | Students at St Brendan's 2007/08 | Students at St Brendan's 2010/11 | %of population in Bristol |
|---|---|---|---|---|
| Muslim | 1.82% | 1.67% | 2.17% | 2.00% |
| Sikh | 0.63% | 0.67% | 0.59% | 0.5% |
| Hindu | 0.14% | 0.27% | 0.41% | 0.6% |
| Buddhist | Not recorded | Not recorded | Not recorded | 0.4% |
| Jewish | 0.14% | 0.13% | 0.06% | 0.2% |
| Christian | 76.63% (of which 27.78% Catholic) | 75% (of which 26.67% are Catholic) | 72.2% (of which 25.06% are Catholic) | 62% |
We have more detailed information below.
| Religion | Percentage 2009/10 | Percentage 2010/11 |
|---|---|---|
| Agnostic | 2.91% | 3.27% |
| Anglican | 0.30% | 0.53% |
| Baptist | 0.55% | 0.41% |
| Christian | 13.23% | 12.06% |
| Church of England | 35.68% | 34.31% |
| Hindu | 0.42% | 0.41% |
| Methodist | 0.91% | 0.06% |
| Muslim | 2.00% | 2.17% |
| No Religion | 17.17% | 15.12% |
| Not known | 1.76% | 2.34% |
| Other | 1.94% | 1.89% |
| Pentecostal | 0.18% | 0.47% |
| Roman Catholic | 21.12% | 25.06% |
| Sikh | 0.67% | 0.59% |
Gender
| Gender | 2007/08 Percentage | 2008/09 Percentage | 2010/11 Percentage |
|---|---|---|---|
| Female | 52% | 54.67% | 53.88% |
| Male | 48% | 45.33% | 46.12% |
Disability
The Disability Discrimination Act (DDA) defines a disabled person as someone who has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.
In response to the 2001 question in the Census survey, 'Do you have any long term illness, health problem or disability which limits your daily activity or the work you can do?', 17.8% of people in Bristol answered yes to this question. This compares with an 18.2% average for England and Wales. In 2006, 8.75% of the students at the College are recorded as disabled under the guide of this definition.
| Disability | 2007/08 Percentage | 2008/09 Percentage | 2010/11 Percentage |
|---|---|---|---|
| No information Provided | 1.27% | 0.18% | 0.06% |
| Conisder themselves to have a disibility/learning difficulty | 14.17% | 6.67% | 9.91% |
| Does not consider they have a learning difficulty or disability | 84.29% | 93.02% | 89.83% |
Employees
St Brendan's Sixth Form College is made up of support staff employees, teaching staff employees and students.
The staff profile is not as diverse as the student profile, however we are wholly committed to addressing this through monitoring of our recruitment and selection equality and diversity data, a fair and objective selection process and promotion of the College’s aim to be a diverse employer.
The College is looking at strategies to increase the diversity of the staff and welcomes applications from groups which are currently under represented. In 2007/08, 8.3% of staff were from a background other than white British, in January 2011 this had risen to 10.9%.
In 2007/08, 57% of staff were female and 43% male, in January 2011 the ratio or female staff has risen by 10% to 67% female and 33% male.
Management grades are split evenly between female and male, although recent changes at Senior Management mean that the SMT is now 75% female. The gender spread in departments is fairly even. However there are a minority of departments which have predominantly one gender only represented, the line managers have been contacted to recognise this and put action plans in place.
There are number of staff who have made the college aware of conditions which fall under the DDA definition of a disability e.g. epilepsy, depression, cancer.
Bristol is a diverse and vibrant city, and we are committed to St Brendan's Sixth Form College reflecting that diversity in the students who attend the College, and the employees who work here. The introduction of new HR software means that recruitment campaigns can now be monitored with regards to the diversity of candidates applying. The College can track the diversity of candidates through from application to appointment. In this way strategies can be put in place to increase the diversity of the staff, dependent on whether or not the College is failing to attract people from diverse backgrounds in the first place, or whether they are failing to be appointed having been through the application and selection process.
The College remains committed to fair and open selection procedures for all positions. Guidelines have been specially written to help the managers conducting the interviews to interview in a fair way.
Application data - September 2008 - August 2010
| Ethnic Origin | percentage 08/09 | percentage 09/11 |
|---|---|---|
| Not recorded | 45.50 | 31.61 |
| Asian or Asian British - Indian | 0.69 | 1.15 |
| Asian or Asian British - Pakistani | 0.23 | 0.77 |
| Asian or Asian British - Any Other | / | 0.38 |
| Black or Black British - African | 0.69 | 1.34 |
| Black or Black British - Caribbean | 0.46 | 0.96 |
| Mixed - White & Black African | 0.23 | / |
| Mixed - White & Black Caribbean | 0.23 | 0.96 |
| Mixed - any other | 0.46 | 0.77 |
| White - British | 38.34 | 45.59 |
| White - Irish | 0.23 | 1.14 |
| White - any other | 3.00 | 13.03 |
| White - other European | 0.46 | 0.57 |
| Any other | 0.23 | 0.77 |
| Not known | 9.24 | 0.38 |
| Response Unidentifiable | / | 0.57 |
| Gender | 2008/09 percentage | 2009/10 percentage |
|---|---|---|
| Male | 37.88 | 42.6 |
| Female | 57.51 | 55.8 |
| unknown sex | 4.62 | 0.4 |
Staff appointed during 2009/10
This data does not correspond exactly to the application data above. The application data reflects applicants for vacancies advertised during 2009/10. The staff appointment data reflects new starters during the period 2009/10, some of whom responded to adverts during the period 2008/09.
Gender
| Teacher | Support Staff | All Staff | |
|---|---|---|---|
| Male | 31.3% | 35% | 33.3% |
| Female | 68.8% | 65% | 66.7% |
| Did not declare gender | 0% | 0% | 0% |
Disability
No new starters declared a disability
Ethnicity
| Teacher | Support Staff | All Staff | |
|---|---|---|---|
| Black or Minority Ethnic | 0% | 25% | 13.8% |
| White British | 100% | 63.1% | 77.8% |
| White of another background | 0% | 15% | 8.3% |
| Did not declare race | 0% | 0% | 0% |
Age
| Teacher | Support Staff | All Staff | |
|---|---|---|---|
| Under 25 | 0% | 20% | 11.1% |
| 25 - 34 | 43.8% | 20% | 30.6% |
| 35 - 44 | 37.5% | 30% | 33.3% |
| 45 - 54 | 12.5% | 15% | 13.9% |
| 55 - 64 | 6.25% | 15% | 11.1% |
| Over 65 | 0% | 0% | 0% |
Sexuality
| Teacher | Support Staff | All Staff | |
|---|---|---|---|
| Heterosexual | 87.5% | 75% | 80.6% |
| Gay/Lesbian | 0% | 0% | 0% |
| Not Sure | 0% | 0% | 0% |
| Did not declare sexuality | 12.5% | 25% | 19.4% |
Employee Data January 2011
The data is given for Teachers and Support Staff, employed on permanent or fixed term contracts as of 31st January 2011.
Gender
| Teacher | Support Staff | All Staff | |
|---|---|---|---|
| Male | 33% | 34% | 33.5% |
| Female | 67% | 66% | 66.5% |
This shows an increase of 8.25% since September 2007 in the percentage of female staff.
Ethnicity
| Teacher | Support Staff | Total | |
|---|---|---|---|
| Black or Minority Ethnic | 2.6% | 5.2% | 3.8% |
| White British | 88.7% | 85.6% | 87.3% |
| White of another background | 7% | 7.2% | 7.1% |
| Not Declared | 1.7% | 1% | 1.4% |
This shows a 0.77% rise in the staff who are from a Black or Minority Ethnic (BME) category and 1.5% increase in White of another background since September 2007. Further disaggregation of data is collated and monitored, but not published due to sensitivity regarding small numbers involved.
The age profile of the staff is balanced well, and shows age diversity of staff at the College has increased over the past decade considerably.
Age
| Teacher | Support Staff | All Staff | |
|---|---|---|---|
| Under 25 | 0% | 8.7% | 3.6% |
| 25 - 34 | 26.7% | 18.5% | 19.8% |
| 35 - 44 | 25.9% | 23.9% | 21.5% |
| 45 - 54 | 30.2% | 29.3% | 26.4% |
| 55 - 64 | 16.4% | 17.4% | 15.3% |
| Over 65 | 0.9% | 2.2% | 1.2% |
Disability
1.97% of employees have a medical condition the College is aware of and which falls within the Disability Discrimination Act 1995 and Equality Act 2010.
Sexual orientation, Religion and Transgender.
College systems are currently being updated to be able to report on this information.
6. How Far have we Come?
A lot of work is done across the whole College in relation to equality and diversity. Listed below are some of the key areas of focus that have not only supported our students but led to external recognition from Ofsted as ‘outstanding’ in Safeguarding Students.
Learning Support
One of the key ways in which the integration of students with disabilities into the College is managed and enabled is through the Learning Support Team.
This department has been long established, but has grown significantly in the last five years from and works to support and enable students with learning difficulties and disabilities.
The main way in which this is done is through;
- The identification of individual students with learning difficulties and/or disabilities (LLDD students).
- Reviewing the needs of each individual student through individual consultation with the student, their parent/guardians and the school they are coming from prior to enrolment
- Pre-enrolment visits to the college to familiarise themselves with the college environment
- An application is submitted to the Learning and Skills Council to access LLDD funding
- The correct equipment, staffing and other resources are put in place to aid the student, including staff training where appropriate
- Each student with identified LLDD needs has a key worker identified from the Learning Support team who also acts as their advocate within the College
- Reviews are carried out on ongoing basis with each student and their parent/guardian to update their needs and support plans modified as needed.
The Learning Support team in general also act as advocates for the students in all areas of their College life, to identify and address issues that are of importance to the students.
Spiritual Journey
Spiritual Journey is a compulsory course delivered by the Theology and Care team. Whilst the title may seem unusual the aims of Spiritual Journey are clear: the opportunity to reflect on a variety of issues and current affairs situations linked to religion, morality and spirituality. Given the diversity of the student population at St Brendan's the team have developed topic lessons that offer an inclusive opportunity. Examples include lessons on wealth and poverty, family and belonging as well as prejudice and discrimination. Each teacher uses group discussion to ensure every student has a voice but can also learn from others varied life experience. This also offers the chance to challenge stereotyping at an important time in a students life.
While incorporating diversity of experience, the course also aims to promote equality. We look at the six major religions in thought provoking ways to engage students in curiosity about what it means to follow the particular faith rather than focusing on negative media images. The beauty of the course is that students who follow one of these faiths are happy to share information which helps students to bridge the gap between ignorance and acceptance of the rich variety of students within the college. Further examples of equality include sessions on gay and lesbian relationships, disability, consumerism and mental health issues, each with their unique aims of mutual acceptance and understanding at a deep level.
Student Support Managers
The Student Support Managers (SSMs) are teaching staff with 50% dedicated time to the pastoral care of the students in their tutor groups. Each SSM has between 5 or 6 tutor groups with approximately 20 to 25 students in each group.
The SSMs are responsible for;
- monitoring the attendance and achievement of each student.
- ensuring that each student fulfils their potential successfully within college.
- developing a comprehensive understanding of the students under their care and the challenges the students may face on personal or academic levels that could affect their learning.
- teaching Personal Safety Awareness to 2Y1 groups to encourage students' awareness of risk assessment and hazard avoidance.
The SSM is able to adopt a holistic approach to the individual and with them, seek any appropriate support and advice during their time at the college. It is not about treating 'everyone the same', but recognising that everyone's needs are met in different ways.
Progress files completed in tutor time encourage students' self-assessment enabling them to review personal progress and set achievable targets for improvement. SSMs encourage all 3Y1 students to consider the possibility of attending university as well as reflecting on a variety of career and training opportunities.
Preparation for Working Life taught to 3Y1 students includes sections on Cultural diversity and Relationships which recognise the importance of understanding what is meant by racism, bullying and discrimination. How to challenge such behaviour assertively and work cooperatively are highlighted. This is one way in which SSMs promote the fact that all are accepted for their cultural backgrounds and differences in lifestyles and are recognised for their abilities and skills.
The SSMs work closely with Learnng Support within the college as well as a raft of external agencies who provide talks on a range of subjects including drug awareness, sexual health and homelessness.
Critical to the success of the SSM role is the belief and respect shown to all students. A programme of one to one reviews help build understanding and enable SSMs to encourage and advise the individual on the basis of personal need.
Student Union and Student Liaison Officer
- Introduction of dedicated Student Liaison Officer.
- Introduction of Equalities and Diversity Officer on to Student Union with specific remit for E&D matters.
Increase in training and awareness for all staff relating to Equality and Diversity
- All staff Equality and Diversity online training (compulsory for all new starters) and annual ‘Inset’ days on Equality and Diversity (or a specific protected characteristic).
- Whole staff training in relation to students with Learning Difficulties and/or Disabilities including Aspergers, dyslexia and dyspraxia.
- Support for individual staff training requests relating to promotion of equality and diversity.
Introduction of Diversity month in October 2008 and 2009
- A programme of events relating to promoting diversity
Recruitment of new staff and Induction
- Review of College whole recruitment procedures to ensure best practice in relation to Equality and Diversity; primary importance to prevent discrimination on basis of race, religion, gender, sexual orientation, age or disability.
- Specific reference to equality and diversity in recruitment and induction materials and training.
7. Next Steps
Whilst we have come a long way in the past three years our procedures, collation and monitoring of information across the whole College in relation to Equality and Diversity could be improved. Therefore a renewed emphasis will be placed on the importance of involving stakeholders, implementing and review of Equality Impact Assessments
Equality and Diversity Steering Group
The Equality Forum met regularly from 2007 - 2009, however it was felt that the format needed to be reviewed. Therefore a Steering Group was established in 2010 with a specific remit for Equality and Diversity relating to reviews of current Equality and Diversity practices and policies within the college. This steering group is made up of cross College representatives, including Support Staff, Teachers, Managers and Students.
Assessing and consulting on the impact of policies on Equality
An Equality Impact Assessment (EIA) is a way of systematically and thoroughly assessing the effects that a proposed policy or project is likely to have on different groups within the city. We will carry out an Impact assessment for all policies, procedures, plans and practices using a common template.
Equality Action Plans (EAP) will then be put in place to address any needs highlighted by the Assessments.
Publishing the results of assessments and monitoring
We are committed to transparent communication of our progress in equality and diversity. We will use the following ways to do this:
- Collate Management Information relating to Equality and Diversity.
- Publish this data on a quarterly basis.
- Results of Impact Assessments will be published on the College website together with details of action plans and projects.
- Work closely with our various stakeholders to continually improve on College equality policies, plans, procedures and practices
We would welcome comments and feedback regarding any aspect of this scheme. If you do wish to comment please write to Vice Principal or Human Resources Manager at St Brendan's Sixth Form College.
Working Towards Investors in Diversity
In Summer 2011, the College committed to Working towards the Investors in Diversity standard in partnership with the National Centre for Diversity. This is an exciting development for the College and has come from a recommendation and proposal initially put forward through the Equality and Diversity Steering Group. A survey was issued to all staff, students and Governors to provide data regarding where the College currently stands in relation to matters of Equality and Diversity. The results of this survey are being used to compile an action plan for 2011/12.
We would welcome comments and feedback regarding any aspect of this scheme. If you do wish to comment please write to Vice Principal or Human Resources Manager at St Brendan's Sixth Form College.