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January 2009 Equality of Opportunity Elaine Clinton HMI.

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Presentation on theme: "January 2009 Equality of Opportunity Elaine Clinton HMI."— Presentation transcript:

1 January 2009 Equality of Opportunity Elaine Clinton HMI

2 Introduction This presentation is divided into 2 parts.  The first part will look at general actions that can be taken to improve equality of opportunity.  The second part will outline the key aspects that inspectors are looking at when inspecting equality of opportunity.

3 Improving equality of opportunity 1:  Equality of opportunity should be embedded in the organisation's culture  Actions taken need to be relevant to the organisation and understood and owned by all  Crucially, action taken must be because the whole organisation believes they will improve the experience of staff and learners  Actions should not be taken solely for the purpose of inspection

4 Improving equality of opportunity 2:  Review relevant policies and procedures, lesson plans and schemes of work  Evaluate what you do well and what you think could be improved – talk to learners, staff, trustees/governors, employers  Include staff and learners in changes and ensure there is ongoing training  Talk to other colleagues, visit, share good practice  Look at a range of inspection reports  Use the Ofsted good practice data base: practice

5 Remember  Equality of opportunity includes race, gender, trans-gender, sexuality, disability, age, religion  In addition it includes health and safety and ensuring that learners and staff are free from bullying

6 What do we look at? How well is equality of opportunity understood within the organisation:  by learners  by staff by managers  by governors/trustees/management boards  by employers

7 Using the five key questions from the common inspection framework as the focus

8 Achievement and standards Analysis of progress by different groups:  ethnicity  gender  LLDD  14-16 (where appropriate)

9 Examples of best practice include analysis of:  Destinations and progression  Attendance  Learner questionnaires  Participation in enrichment and additional learning  Progress of learners receiving additional learning support and also of those identified as at risk

10 Teaching and Learning  How is equality of opportunity integrated into learning?  How is learner understanding checked and reinforced?  Where appropriate how effectively is inappropriate language/behaviour challenged?  To what extent and how do resources promote equality of opportunity?

11 Examples of best practice include:  Lesson plans and learning materials are audited to ensure they actively promote equality of opportunity  Observation of teaching and learning routinely comments on aspects of equality of opportunity  Learners talk knowledgably about equality of opportunity and are confident in accessing help if necessary

12 Meeting the needs and interest of learners  Can all learners access the enrichment/additional learning programme?  How well do learners from different backgrounds mix?  Are dietary and religious needs met?  Where there is a student council- does it reflect the learner population?  How are work placements screened and monitored?

13 Examples of best practice include:  Well planned and understood arrangements to meet learners needs during Ramadan and other religious festivals  Active promotion and support of the student council during induction and other processes to ensure a diverse range of learners are involved: e.g. support to enable learners with LDD to participate  Well trained refectory staff who have an understanding of dietary needs

14 Guidance and support  The use of positive role models and representative images in all aspects of publicity  How are external speakers used- is there a diverse range?  Is there access to a prompt translation service where appropriate?  To what extent do all staff demonstrate a good understanding of diversity?

15 Examples of best practice include:  Exploration of a range of issues in tutorials, e.g. gender orientation  Well planned and diverse tutorials that challenge and stimulate  Good links, and evidence of use of, local community organisations that can offer support e.g. Mosques, specific disability support groups

16 Leadership and management  What progress has been made with EIA screening?  What reporting arrangements are in place from the equalities group to the governing body/ board of trustees?  How well do senior managers understand equality of opportunity?  Are any EDIMs learner focussed?  How well does accommodation promote equality of opportunity?  Does the balance of staff and governors match the learner population?

17 Examples of best practice include:  Targeted actions such as shadowing, in-house courses and training to support the progression of under-represented staff  Evidence of senior staff actively tackling issues and engaging with the local community  Effective staff development that raises awareness of local and national issues  Screening of learner questionnaires to identify any issues specific to one group

18 Summary  Develop processes that are relevant and meaningful to you as individuals and organisations  Build and implement actions in a way that will last

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