Equal Opportunities Statement

Recruitment

Decisions on selection are based solely on the individual merits of each candidate, their suitability for the course they have applied to study, as assessed by the application of the agreed selection criteria appropriate to the programme. Selection procedures are kept under regular review to ensure compliance with this policy.

The Cambridge Partnership admits trainees of the highest academic and professional potential. All selection takes place without reference to the gender of the candidate, to marital status, race, ethnic origin, colour, religion, sexual orientation, social background or other relevant distinction.

Having secured a school placement does not guarantee an automatic place. All trainees go through a rigorous interview and selection process in which school colleagues are involved.

Applications from trainees with disabilities are considered on exactly the same academic grounds of those from other candidates. The Cambridge Partnership is committed to making arrangements whenever practicable to enable such trainees to participate as fully as possible in all training and professional activities.

In order to widen access to the Cambridge Partnership the Executive and Management Committees support schemes which work to encourage applicants from groups that are currently under-represented.

The training, professional placement and assessment

Unfair discrimination based on individual characteristics (listed in the statement on recruitment) will not be tolerated. The Cambridge Partnership monitors the curriculum, teaching practice and assessment methods used in all phases. Teaching and support staff have regard to the diverse needs, interests and backgrounds of their trainees in all their dealings with them, and these are replicated in the employment of trainees and in their professional placements.

Welfare and support services

The Cambridge Partnership has a responsibility to support trainees’ welfare and will, where possible, support

• a counselling service;
• childcare advice;
• disability assessment and advice;
• a harassment advisory service.

(such support will draw upon the services provided by the partnership LAs)

Staff development and training

The Cambridge Partnership will provide appropriate training programmes to support this statement which will be available to all tutors.

Complaints

A trainee who considers that he or she has not been treated in accordance with this policy should raise this with the Programme Director. Trainees in the programme may use the complaints procedure, and should, in the first instance, lodge their complaint with their Course Manager or the School who will advise on the procedure to be followed thereafter. The Executive and Management Committee will monitor all such complaints.

The Cambridge Partnership has an Appeal procedure should the trainee complaint refer to issues of professional competence.

Race Equality Policy

The Cambridge Partnership is committed to promoting equality of opportunity and good race relations and to the avoidance of racial discrimination.

Background

The Race Relations (Amendment) Act 2000, has placed a general duty on public authorities, including the Cambridge Partnership, in carrying out its functions, to have due regard to the need to:

· eliminate unlawful and racial discrimination;

· promote equality of opportunity; and promote good relations between people of different racial groups.

The Act has placed further specific duties on the Cambridge Partnership to publish a Race Equality Policy and an action plan for its implementation, and to put in place appropriate monitoring and audit to allow for effective assessment of the impact of the policy, the constructive development of new policies and the enhancement of existing policies.

This policy has been developed with regard to the Code of Practice issued by the Commission for Racial Equality.

Commitment

The Cambridge Partnership will ensure that in the conduct of all its activities, steps are taken to avoid the occurrence of racial discrimination, whether direct or indirect, and to promote good relations between different racial groups.

Any unlawful discriminatory behaviour, including harassment or bullying by individuals or groups, will be regarded extremely seriously and could be regarded as grounds for disciplinary action, which may include dismissal.

Consultation

There will be consultation at all stages in the implementation and review of this policy. This will include Partnership and LA staff and trainees and in particular those from different racial groups.

Community partnership

The Cambridge Partnership will work collaboratively with the community, racial equality organisations and networks to develop a positive environment in which diversity and difference are valued. It will incorporate into the development and implementation of professional activities, an awareness of the need to promote equality of opportunity and good relations between people and different racial groups.

Guidance, support and training

Guidance, support and training will be provided to members of the Partnership and LA staff to ensure that the Cambridge Partnership’s commitment to race equality is fully realised.

Monitoring and audit

The Cambridge Partnership has in place arrangements to monitor the selection and recruitment of members of staff and trainees. The results of this monitoring process are collated by the Partnership Director and reported to the Executive and Management Committees.

In addition to the monitoring and audit arrangements already in place, the Cambridge Partnership is putting in place procedures to ensure that such additional monitoring is undertaken as is necessary to ensure that the Partnership is able to identify possible improvements in its practices in relation to: teaching, learning and assessment; management; recruitment, access and participation; support and guidance; behaviour and discipline; partnership and community links; staff recruitment and training.

Responsibilities

The Executive and Management Committees are responsible for securing compliance with the general and specific duties and for overseeing implementation of the policy.

The Director is responsible for providing leadership in the promotion and implementation of the Action Plan.

The Executive and Management Committees are responsible for the promotion, development, implementation, monitoring, prioritisation and review of equal opportunities policies generally.

All committees are responsible for ensuring that this policy is embedded in their duties and functions in relation to both trainees and staff.

Those with managerial responsibilities have a duty to take forward specific actions under this policy as identified in the action plan in addition to the general duties under the Act.

Review

The Race Equality Policy will be reviewed annually to assess its effectiveness by the Cambridge Partnership after consultation within all appropriate committees, such review to take place in the autumn term each year.

Trainees with Disabilities

A Code of Practice

The Cambridge Partnership is committed to equal opportunities for all. It aims to ensure that no present or prospective trainee or tutor receives less favourable treatment than another on grounds of any condition or status not directly affecting study of work. As part of our equal opportunities policy, the Cambridge Partnership is committed to improving the support of trainees with a disability.

Definition of Disability

Whenever the term ‘disability’ occurs in this Code of Practice, we are following the definition contained within the Disability Discrimination Act, 1995. The Act defines a person with a disability as having ‘a physical or mental impairment which has substantial and long-term adverse effects on his/her ability to carry out normal day-to-day activities.’

Selection

a) Trainees with a disability are welcomed by the Cambridge Partnership and will be admitted on the same academic criteria and under the same procedures as other trainees.

b) Applicants with a disability are invited to bring this to the attention of the Cambridge Partnership by setting out the details on a separate sheet and enclosing it with their completed application form.

c) In the case of the GTP, applicants need to consult the Department for Education and Skills Notes of Guidance: Mental and Physical Fitness for Entry to Teacher Training. Applicants for the GTP course are invited to indicate on the application form whether they have a disability.

d) Applicants with a disability will be invited to discuss the provision available and the demands of the course with the selection committee and the Director of the Cambridge Partnership in order to make their own assessment of the suitability of the environment and to discuss any support that may be needed.

e) An informal interview with the Director of the Cambridge Partnership will be offered to those who are invited for a formal interview.

f) If a trainee with a disability is made an offer for the course, that offer can only be confirmed once the trainee has successfully passed the Occupational Health assessment. This will be arranged with the Local Authority and will be prioritised so that a prompt response is available to the applicant.

g) If a trainee with a disability is accepted onto the course, the Director of the Cambridge Partnership will arrange to meet the trainee to explain in more detail the facilities available and the arrangements to be made prior to and during the course and in relation to the assessment.

h) As in the case with all applicants, disabled applicants are advised in writing if they are unsuccessful in obtaining a place on the course

On-course Assistance

a) Once registered for the course, the trainee should agree a statement of any special requirements which may be notified to all tutors teaching the trainee and to other appropriate personnel.

b) Individual academic and pastoral support is offered to all trainees including those with a disability, through their Schools, the Local Authority and the Partnership Management working together as the Cambridge Partnership.

Assessments

a) Trainees who have a disability which requires assessment arrangements must make these known to the Director of the Cambridge Partnership and to their Course tutors in writing at the beginning of the course so that these may be taken into account by making appropriate assessment arrangements. If the disability or special need arises during the academic year, the trainee must notify the Director of the Cambridge Partnership in writing as soon as possible if special assessment arrangements are needed.

b) The purpose of any special arrangements should be to compensate for the restriction imposed by the disability without impairing the validity of the assessment. The Cambridge Partnership currently follows policy guidelines established by the Training Development Agency for dealing with special arrangements.

c) The Local Authority Disability Advisors, in consultation with the trainee and the Director of the Cambridge Partnership, will agree any special assessment arrangements in the light of the above policy (see b), and these will be passed to the appropriate assessment panel.

Complaints and Appeals Procedures

If a trainee with a disability has a complaint about the services offered by the Cambridge Partnership, he/she should speak to their School (as employer) or the Director of the Cambridge Partnership who will try to resolve the problem.

If a trainee wishes to make a complaint against another trainee, or tutor, or a partner school about his/her treatment as a disabled trainee, this may be taken to:

· their LA Disability Advisor

· the Director of the Cambridge Partnership

· their Professional Association

The method of proceeding will depend upon the nature of the complaint, but the Director of the Cambridge Partnership shall be responsible for deciding how to proceed. In the first instance, the aim will be to explore the possibility of arriving at a solution without recourse to formal disciplinary procedures.

Where a disabled trainee has a grievance against another trainee, or tutor, or partner school regarding his/her treatment, the Cambridge Partnership grievance procedure will apply.

Monitoring

The Cambridge Partnership policy and procedures are reviewed regularly with a view to making improvements in all aspects of our services and support, including training and other matters relating to trainees and tutors with disabilities.

The Local Authorities and the Cambridge Partnership administration are responsible for maintaining a record of trainees with disabilities who apply for and attend courses, recording their experience and monitoring their needs and how they are met. Such reports are given to the appropriate Partnership Steering Committee which, in turn, is responsible for advising the Management Committee on all matters relating to equal opportunities and the promotion of good practice across the Cambridge Partnership on equal opportunities issues, including the guidance and training needs of staff.

Staff Development and Training Programmes

The remit of the Local Authorities’ Personnel Divisions includes oversight of staff development programmes, including training and other matters relating to trainees and staff with disabilities. The Management Committee receives support from the Staff Development Facilitators for implementing such programmes.

Note,

The TDA cannot offer any additional support. Once a school employs a candidate, it is a matter for them as employers to ensure that they comply with the requirements of the Disabilities Discrimination Act (DDA) 1995 (c. 50). This Act applies to organisations employing more than 15 people.

Students taking traditional mainstream ITT courses are eligible for the Disabled Students Allowance (DSA) - administered by the Student Loans Company. This provides additional support, but is not a loan -recipients do not have to pay any of the funds back. More information

is available from the DirectGov website: http://www.direct.gov.uk/en/DisabledPeople/EducationAndTraining/HigherEducation/DG_10034898

Individuals pursuing support on Employment Based Routes have to take this issue up with their employers. There are a number of support and advice services (both backed, I think, by the Department for Trade and Industry):

* Equality Direct: 08456 003 444

* Disability Rights Commission: 08457 622 633 (Text phone: 08457 622 644)

In addition, the Employment Service (ES) - now part of the Department for Work and Pensions - recommend contacting the disability employment advisor at the local jobcentre. The Benefit Enquiry Line is 0800 88 2200. People with speech or hearing problems using a text phone can dial

0800 24 33 55. They should be able to give details of the nearest office to the individual making the query.

A further source of information is:

Skill: National Bureau for Students with Disabilities

Chapter House, 18-20 Crucifix Lane, London SE1 3JW

Tel: 0800 328 5050, Minicom: 0800 068 2422, Email: info@skill.org.uk

Learning Difficulties

Dyslexia

Dyslexia is well recognized as a specific learning difficulty amongst school students. Many adults with dyslexia are unaware that they have this difficulty and believe they are just poor readers and bad spellers. In exams school students are given the benefit of extra time for thinking and processing. The same is true for trainee teachers taking the skills tests.

Dyslexia does create difficulties for aspiring trainee teachers but they are not insurmountable.

The following are steps that can be taken, especially with the QTS skills tests, in order to guarantee more thinking and processing time

• If you have been diagnosed as being a dyslexic ensure the Partnership is aware and provide copies of the relevant documentation
• If you are unsure log onto the following website and try the test: www.dyslexia.com.
• If you need support then consult with the SENCO in your host school. You will then be pointed in the right direction.
• Once you have your dyslexia recognized you may then put a tick in the appropriate box once you log on to do your tests

If you have any doubts consult with your Course Manager or the Course Administrator.

The same is true about any other difficulties which may hinder your completion of the QTS skills tests in the allotted time or affect your success in gaining QTS through the course with the Cambridge Partnership.

Appeals Procedure

This process may only be actioned when all other options have been explored including discussion, counselling and cause for concern procedures with action plans.

Once an appeal has been initiated and the trainee’s course has been suspended all payments from the Partnership will also be suspended pending the outcome. This is to safe guard any funding issues that may arise should the nature of the appeal involve continuation on the course.

Appeals may arise for a number of reasons such as:

• Failure to complete
• Issues with colleagues
• Issues with training placements
• Assignment grades
• Not being recommended for QTS

Where any trainee is unable to accept the final decisions of the Course Personnel and/or Examiners, following the processes described in the Course Handbook, the trainee may submit an Appeal against the processes that arrived at the decision but not the decision.

The following describes non acceptance of the final decision not to recommend for QTS but the process is typical of that which the Executive panel would follow.

The Appeals Procedure involves the following stages:

• The trainee should write to the Director of The Cambridge Partnership, setting out the grounds for the appeal. This letter should normally be received by the Director within six weeks of the end of the course. Where the appeal involves the Director then correspondence should be sent to the Chair of the Executive Committee who will then undertake the role as described below for the Director

• The Director will review the evidence surrounding the trainee’s failure of the course. Depending on the nature of the failure, this may include

· Written assignments (where relevant)

· Professional Placement Reports from schools

· Written evidence provided by the Internal and External Assessors

· Written evidence from Course Managers

· Written evidence from Subject Tutors

· Written evidence from the Partner Schools

· Any written submission which the trainee wishes to submit in support of the Appeal

The Director will make a decision, in the light of this evidence, as to whether there is a substantive case for the appeal.

· The Director will convey this decision in writing to the trainee.

Where the decision of the Partnership Director indicates that there are grounds for an appeal, the following procedure will be initiated:

An Appeals Committee will be constituted, consisting of the Director, a member of the Executive Committee, a local Headteacher and the Course Administrator. Members of the appeals committee will not have been involved in the decision to fail the trainee.

The Appeals Committee will review the evidence submitted to the Director and other additional evidence submitted by any parties involved in the case. The trainee will be offered the opportunity to appear in person, accompanied by a ‘friend’, to speak in support of the Appeal. The appeals panel may wish to invite other professional colleagues who are independent of the programme and its delivery.

The decision of the Appeals Committee shall be final and binding, and will be conveyed to the trainee – in writing – within seven days of the date when the Appeals Committee sat.