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Disability Equality Scheme – annual review December 2007

Introduction
The Disability Equality Scheme has been in operation for one year. The
scheme and action plan were developed in consultation with disabled staff
and students of the College. The work has been acknowledged by the DRC
as being compliant with the specific duty regulations, and furthermore
congratulated Ravensbourne on those aspects of the scheme which
represented good practice, namely:

- That the College mission statement and core values were presented as
background to the scheme, demonstration of senior level commitment
to the scheme and adopting the social model of disability.
- Commended on the involvement of disabled people in the development
of the scheme – particularly as the outcomes of consultation are fully
reflected in the action plan.
- The college commitment to improving and continuing consultation with
external DPO’s.
- Information gathering for students has been well done and baseline
data set out, including identification in any data gaps prior to the
commencement of the scheme.
- Welcomed the introduction of training around Impact Assessment, and
congratulate the College that high relevance policies have already
been assessed. Welcome the proposal to pay disabled students for
time spent on Impact Assessment activities
- Action plan well structured with a good monitoring and review
mechanism

Recommended improvements

- The scheme should set out where there are still gaps in data collection
and how these will be remedied
- The information gaps for staff need to be addressed
- Impact assessment process could be improved by detailing the
process to be followed when assessing a policy or practice

Section One
Disability Equality Scheme – progress overview – Student Action Plan

The following sections aim to provide an overview of the progress made so far
against the action plan, although it should be noted that this is as yet an
incomplete review as student data is not yet available. The review point for the
scheme is slightly in advance of normal data gathering and Registry returns to
HESA. It is envisaged that complete data sets will be available early January
2008, and this review will be completed with the full range of performance
measures in place.
Additionally, the staff action plan will be added in late December to this review
document.

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Student Action Plan

On the whole, the College has made good progress against the action plan,
with only a few areas of slippage. However, these areas (detailed in the report
below), should be considered against areas of improvement which were
additional to the scheme. Clearly, while the action plan is a commitment and a
measure of progress, good practice will be encouraged and enabled to
develop alongside the core of the plan, and will eventually be reflected as
additional enhancements and improvements as we prepare for the 3 year
review of the scheme itself.
This review will consider each action in detail, using available data as
performance measures against the action plan objectives.

Developing and implementing the DES and action plan

Action point 1.2

Annual review of the Disability Equality Scheme Action plan, consulting
with disabled staff and students, through appropriate mechanisms.

Disabled students were again surveyed via questionnaire in order to provide a

year on year comparator of satisfaction (or otherwise) with College systems,
processes and support, and to monitor progress against the action plan.
Low returns of the questionnaire led to a review process of the engagement
mechanisms.

Challenges surrounding privacy and confidentiality remain a key concern, as

well as low participation rates in the consultation process. To partly address
this issue, we have introduced a new e-survey for disabled students. We have
also recruited a number of disabled students to paid work in relation to the
Disability Equality Schemes and Equality Impact Assessments .In addition,
staff who are responsible for the Disability Equality Scheme have attended
training and conferences, with the aim to update knowledge of effective
communication tools. The College will undertake a pilot project in 2007/8 to
diversify the methods currently used to communicate with current and
prospective disabled staff and students, including net and media based
options. As part of this process, disabled students will be consulted on
preferred methods of communication and engagement during the latter half of
2007.

Action plan to collect baseline data

Student data
Gathering the baseline data is now fully embedded within the normal College
procedures for Annual Course monitoring (between August and November
each year). The annual course monitoring procedural guidance notes now
includes specific guidance on gathering and interpreting data on the
participation and progression of disabled students.
While this approach works well in relation to embedding the data gathering
and analysis into existing college procedures, the data is not complete by the
review point.

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Achievement should not be linked to academic outcomes alone. To this end,

the College will, from 2007/8 gather data on disabled prize winners and award
recipients.
The annual Destination of Higher Education leavers report provided fairly raw
indicators of final destinations. From 2007/8 the data will include an analysis
of whether disabled graduates are getting jobs in the field they are qualified in,
and at the right level.

Student Action plan

Generally, much work has been undertaken and we are on track with the
student action plan, with just a few minor slippages.

Action 3.1 Talk on disability at open day events

A talk was introduced into the open day presentation for prospective students
to raise awareness of the number of disabled students who succeed at the
College, and to outline the support and resources available to disabled
learners.

While useful for raising general awareness for potential students, the talk was
time limited and generalised. As such, the open day events in 07/8 include a
student service team desk to answer specific queries from potential
applicants. Advice and information covers aspects of service from diagnostics
to the range of learning support, facilities and equipment available, and is
complemented with financial advice.

Action 3.2 Produce a separate guide to the College for disabled

applicants.
The prospectus was reviewed and re-designed for 2007/8 courses. Diversity
messages are embedded throughout the publication, through ‘real-life’
accounts from students of the College. The prospectus was approved and
signed off by the Diversity Committee prior to publication. In addition, a
separate guide to College services, including a section on disabled students
was produced and provided to all students attending open day events. This
guide supplemented the advice and information desk described above.

Unfortunately, disabled students were not consulted on the design of the

prospectus, or any complementary recruitment publications. This is clearly an
omission, and will be addressed for 08/9. As part of this process, a student
‘recruitment’ drive has begun to identify disabled students who are interested
in paid work consulting with the College in a range of areas, including design
of information.

Action point 3.3 Provide an information pack and enquiry line for
teachers and pupils of outreach schools
There has been some slippage in meeting the deadline for this action –
originally planned to distribute the information from April 2007. A postcard has
been designed to target SENCO’s who may wish to discuss the services and
resources available to disabled learners.
Timing and targeting are the key issues in relation to effective outreach and
promotional work. Schools can be bombarded by a plethora of information on

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local widening participation initiatives. What the mail-out is hoping to achieve

would be better served by posting at a point where pupils are making final
subject choices at GCSE. SENCO’s or careers advisors will then have
immediate access to the specialist support team at Ravensbourne, and will be
able to provide advice to pupils considering options on design and
communication subjects, based on a greater knowledge and understanding of
how specific learning requirements are supported in an HE environment.

Action point 3.4 Introduce external compact formal progression

arrangements for FE partners

The aim to further increase the number of students studying on vocational

qualification who progress to the undergraduate portfolio of courses at
Ravensbourne has been achieved. An increased number of students recruited
with vocational qualifications in 2006/7 of19% compared to 9% in 2005/6.

The data on the entrants through this route is yet to be analysed to identify
whether this admissions approach is more likely to encourage disabled
learners (particularly those with SPLD’s) onto courses at the College.

Action point 3.5 Introduce Student Services Presentations to smaller

groups
The Student Services team have successfully provided smaller group
briefings in course areas. This approach was introduced in direct response to
a number of disabled students who considered that the service needed to be
promoted more effectively to encourage disabled students to both disclose
their disability and access the services on offer. A new logging procedure has
evidenced a total of 484 student enquiries and referrals to the service in
relation to disability. The majority of enquiries were self-referred suggesting
the course based presentations are encouraging students to actively address
any issues they may have.

Continuing to promote services to disabled students is clearly a good thing,

however what has not been previously quantified is the impact this has had in
encouraging students to access the services available to them. From 2006/7
the service logged the number of enquiries related to disability which will
provide some indication of how effectively the service is ‘reaching’ disabled
students.

Action point 3.6 Introduce student orientation and induction assistants

A pilot service was operated in 2005/6 run from the College Learning
Resource Centre. Take-up was low, and an evaluation confirmed that students
would prefer the service to operate from a central point – namely the area
adjacent to the College reception. The service operated again this year and
received in excess of 300 enquiries in one week of operation. Clearly a quick
turnover information service cannot monitor the profile of information point
users, so it is impossible to state that this service is of particular benefit to
disabled students. However, the service represents an enhancement to the
provision of support for all students in the first week of study – which will of
course be inclusive of disabled students.

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Working with the student union to provide the information desk was a
particular benefit and this should continue each year. The high number of
enquiries points to the benefit of the service.

Action point 3.7 Introduce annual formal review to evaluate support

arrangements and reasonable adjustments
This was introduced in the Summer term 06/7. All disabled students (over
200) were contacted by letter or e-mail to invite them to attend a review
meeting. Only 5 students took up the offer, of which only 2 attended the
appointment.

The low take-up for the review appointments can to a large extent be
explained by the high number of service enquiries from disabled students
throughout the year (484). This would suggest that students are making full
use of the service at particular points of need during the year, and that an
annual review point may not be needed. The review will operate for another
year to compare take-up of the service.

Action point 3.8 Produce table of unresolved support issues and action
plans
The motivation for this particular action point was to enable issues related to
disability that remain unresolved to be considered at broader college level,
rather than being ‘owned’ by Student Services. The issues are reported
through Service monitoring and quality reports, which are then considered by
a range of committees – Including Faculty, Quality, and Academic Board. A
clear evidence trail is established to demonstrate how issues are resolved at
an Institutional level.
In 06/7 there was one unresolved issue concerned with access to learning
and teaching. The majority of these issues are being dealt with at an individual
level, however there have been Institutional responses to ensure improved
accessibility for disabled students. One outcome was a new agreement to
enable disabled students to video record lectures and other formal learning
delivery. Previous agreements were limited to tape recording.

Reporting on unresolved issues is a powerful tool to ensure that disability

equality is addressed at Institutional level. Clearly the measure of success is
not only how few issues remain unresolved, but how the College adapts or
changes practice to work towards improving accessibility. What would improve
this practice is adopting an approach that will inform our disabled
stakeholders of positive changes that have been introduced as a direct result
of issues raised by them. This will be adopted in 2007/8, and will use
information from the survey of preferred communication methods to influence
how we communicate key outcomes to our disabled students.

Action point 3.9 strengthen evaluative feedback from students

accessing additional learning support
Students who access dyslexia and study support are now invited to evaluate
the service, and key issues will be reported in the Annual Service Monitoring

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procedure. Feedback so far indicates a high level of satisfaction, however as

yet the returns are too low to draw any general conclusions.

Action point 3.11 Positively recruit disabled students to become student

ambassadors
Further investigation revealed that 20 % of current student ambassadors are
disabled. Additionally, all student ambassadors are required to undertake
diversity training –two events were held to look at Diversity and Equal
opportunities within a broad Institutional context (run by a College Governor).
Another practical discussion based session explored equality issues and
focussed on barriers to disabled learners.

The disabled student survey will include an opportunity for disabled students
to register interest in College activities – including working as an ambassador,
equality impact assessment, A DES focus group, and committee
representation where appropriate.

Action point 3.13 Link on entry learner skills and diagnostics to

curriculum delivery
This action point has been delayed given a number of key institutional
changes – in particular the introduction of a new post of Head of Learning
Enhancement in the latter half of the academic year. Newly validated courses
include a Personal and professional development unit which amongst other
things will aim to embed learner diagnostics into personal planning.
It was considered that the new post of Head of Learning Enhancement would
be the most appropriate driver with a revised date of Sept 08/9 for completion
of this action.

Equality impact assessment action plan

Since 2004 a total of 21 policies have been screened for equality impact, and
a further 2 policies have been fully reviewed. Details of the completed work
and remaining activity is tabled in appendix 1. Key priorities of the EIA
process in 2007/8 are -

• Review and improve consultation mechanisms with disabled people

and clarify how this engagement works in practice
• Work towards ensuring that equality data is considered by a broader
range of College committees
• Develop equality and diversity intranet pages – including a staff training
tool for impact assessment with access to relevant EO statistics.
• Ensure re-location strategies and polices are impact assessed

Physical accessibility of buildings action plan

As the plan for the College’s re-location is now officially and contractually
confirmed the key focus of the action plan is to ensure full accessibility in the
new building. The College has consulted with access engineers and
commented on the access statement. The College are assured at this stage of
planning that accessibility has been fully considered and will provide a brief
report as we progress towards final sign off of the plans.

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Section 2 ANNUAL DISABILITY STAFFING REPORT

Introduction

This is the first annual staff Disability Report which seeks to provide the
reader with an overview of:

• The progress that has been made against the DES Action Plan,
including progress made on eliminating discrimination, promoting
equality of opportunity and meeting targets

• The results of the year’s information-gathering i.e. the information that

has been obtained and interpretation of data

• How the information gathered will be used to inform the future

development of the DES Action Plan and how the DES will continue to
develop

Commitment to Disability Equality for Staff

The College has since 2003 taken a holistic approach to the progression of
equality and diversity matters across the business. It has an established
commitment from the highest levels of the organisation where the equalities
agenda has visible representation which has, over the years, permeated down
through the institutional structure.

Demonstrable evidence of this can be seen at the Diversity Committee,

currently chaired by a board member, the composition of which includes
senior and middle managers, as well as a cross-section of staff from across
the College.

Under the auspices of the Diversity Committee the development of the DES
Action Plan will continue to be monitored and progressed. An institutional
equalities report will continue to be annually prepared for discussion and
monitoring purposes by the Board of Governors.

Managerially, middle managers have responsibility for continuing to embed

equality into service provision and to account for that progress annually as
part of the staff appraisal process. The Director of information Services has
institutional responsibility at senior management responsibility level for
overseeing progression in this respect.

Progress

The vast majority of the DES action plan targets were achieved within the
stated timescales, the notable exception being the completion of the Impact

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Assessment of staffing policies by December 2007. This activity will be

undertaken during the course of this academic year. Greater detail of the work
that has been undertaken over the last year is set out in the following pages
although a snapshot of key activities and outcomes is outlined below:

• Encouragingly, the numbers of staff reporting the fact of their disability

to the college has increased from 3% in March 2006 to 9% in
December 2007. The College would wish to further build on its work
regarding the promotion of a supportive environment to those with a
disability

• Two new policies were produced and approved by the appropriate

committees

• The College was given approval by the local Jobcentre Plus to display
the two-ticks symbol on various types of its stationary, in order to
promote its commitment to the promotion of disability

• The consultation process was a fruitful activity ensuring that disabled

staff who wanted to contribute to the development of the DES Action
Plan were provided with opportunities to do so.

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Developing and Implementing the Disability Equality Scheme and

Action Plan

Progress Update: Preparation of a Written Statement of the College’s

Disability Equality Scheme

The College’s Disability Equality Scheme (DES) was published by the

statutory due date of December 2006. This DES was prepared in consultation
with those disabled staff who at the time (March 2006) indicated their desire to
be involved in development of the Scheme. Hence the views of disabled staff
have clearly shaped the content of the Disability Staff Action Plan and the
Scheme more widely.

Disabled staff were subsequently consulted on the development and

progression of the various Action Plan targets which were due for completion
by December 2007; these included:

• The preparation of the College’s Disabled Staff Policy and Dyslexia

Policy, both of which were approved by the appropriate committees and
are now ready for implementation

• Refurbishment of the College’s sick bay

• The Health and Safety component of the in-house training provision

• The College’s negotiations with an external organisation called, ‘The

Business Focus Team’ in the setting up of a new, externally provided
service, called the ‘Disability Advice Line’.

The Advice Line (which is provided by way of a confidential telephone

service) will offer advice to individuals in relation to disability matters
affecting disabled staff at work. The substance of individual discussions
with representatives of the Advice Line will remain confidential,
essentially ensuring that information provided to HR is restricted to
statistics around usage etc. This type of information will inform future
discussions regarding continued subscription to the Advice Line and
reviews of staffing policies, process and systems.

The consultation mechanism used in the development of the DES and Action
Plan, took the form of individualised meetings with disabled staff. This method
of consultation provided for individual views to be discussed at length, with
followed-up meetings as appropriate thereafter.

Through increased disability reporting, the recorded numbers of declared

disabled staff increased from 3% in March 2006 to 9% December 2007. The
increased reporting was largely within the established staff although evidence
suggests that there is now greater reporting of disability at the recruitment and
selection stage. Thus, it is to be hoped that in future, greater numbers of staff
feel comfortable about disclosing the fact of their disability to the organisation
and that the College will aim to provide a supportive environment in which

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appropriate action will be taken to implement reasonable adjustments to help

disabled staff fulfil their job responsibilities

Strenuous efforts were made to consult with a small number of external

organisations in the preparation of the DES, although none came to fruition.
Through the Chair of the Diversity Committee, HR are in possession of
additional leads which will be followed up during the course of this current
academic year in readiness for the review and revision of the DES.

Action Plan to Collect Base Line Data

Progress Update: Collation, analysis and monitoring of baseline data on staff

in order to identify and remove any practices which may be operating to the
disadvantage of disabled people.

Data is now routinely gathered as part of the recruitment process and

proactively gathered for existing employees (including an opportunity for
employees to declare a disability during the annual appraisal process.

A policy has been developed for the provision of support for staff who are
dyslexic. The policy was prepared by the College’s Dyslexia Tutor, who works
for the College on a consultancy basis. The Policy has now been approved by
the appropriate committees and is ready for implementation. Guidance in the
use of the Policy will be incorporated in the in-house training calendar for roll-
out in 2008-09, but in the meantime, it will be offered at the point of identified
need.

An external Disability Advice Line has been set up with an organisation called
the Business Focus Team in order to assist the College in its efforts to:

a) Increase the numbers of job applications from disabled people, thereby

increasing the pool of applicants for vacancies and hopefully lead to
increased numbers of disabled staff employed at the College
b) Provide an external source of advice for disabled staff should they wish
to discuss issues affecting them in the workplace. The service is open
to all staff (whether or not they are disabled) who may wish to seek
independent advice anonymously regarding disability issues at work.

Subject to final discussions with the Business Focus Team, guidance in the
use of the advice line will be offered to line managers, followed by the
provision of information to all staff about the new service.

The concept of ‘positional checks’ has been introduced to ensure that staffing
policies, procedures and systems continue to ensure that they remain free of
bias and potentially discriminatory practices. The Business Focus Team will
be contracted to undertake those, having initially undertaken a full audit of the
College’s staffing policies and procedures in 2005. The first positional check
was undertaken during the summer term 2006 and amendments to the

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policies and procedures were complete during the Autumn term 2007. The
next positional check will be undertaken in the academic year of 2009-10.

The provision of periodic health and safety instruction tailored to suit

individualised needs has been an established practice for years, and was
previously provided to post holders whose jobs required more frequent types
of health and safety instruction than other roles. The insertion of this action
point on the Disability Action Plan therefore merely formalised an existing
practice.

Similarly, health checks appropriate to the needs of disabled staff will

continue, having been an established HR practice for a considerable period of
time.

A review of the College’s sick bay provision was completed and the physical
state and content of the room is much improved. The key is kept by the
Receptionist and is made available at the point of request. Since then, there
have been no reported comments about cleanliness or available facilities in
sick bay.

The College has been granted approval to display the disability two-ticks
symbol on all of its internal and external communications. The symbol is
awarded by Jobcentre Plus to employers who have agreed to make positive
commitments regarding the employment, retention, training and career
development of disabled people. To achieve it, the College had to comply
with a rigorous evaluation of its current practices, moderated by the Disability
Symbol Co-ordinator at Jobcentre Plus who monitors the South East England
region.

A pilot Impact Assessment of staffing policies and procedures was undertaken

under the auspices of the then Director of Diversity in 2005. An outstanding
action for HR relates to the establishment of an impact assessment timetable
prioritising in order of relevance and required urgency with which
assessments need to be undertaken. This outstanding action will be
addressed in this current academic year (2007-08).

Progress Made against the Staff Disability Action Plan

Progress Update: The elimination of unlawful disability discrimination,

promotion of equality of opportunities and positive attitudes towards disabled
people, promotion of good relations between disabled and non-disabled
people and encouragement of participation by disabled people in public life.

The promotion of Disability Equality awareness through staff development and

training

All relevant stakeholders have received a copy of the Disability Equality

Scheme and the provision of training for staff was incorporated into the annual
in-house training calendar.

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Recruitment and Selection training is offered annually to individuals as either

refresher workshops or to those who are / will be involved in the recruitment of
new staff. The training necessarily covers all aspects of the legal requirements
relating to recruitment and selection as well as guidance in the use of the
College’s Recruitment Policy and Procedures.

The College’s Staff Appraisal documentation has been revised to incorporate

wording which now provides staff with an opportunity to raise, discuss and / or
review disability related issues during their appraisal meeting.

The Staff Recruitment Procedures are, as a matter of course, reviewed

periodically to reflect legislative changes and emerging good practice. This is
normally a bi-annual activity unless impending legislative changes require a
more immediate review and revision of the documentation.

A Reasonable Adjustments Policy has been prepared and approved by the

appropriate committees and is in operation. Training in the use of the
procedure will be incorporated into the in-house training provision for 2008-09.
In the meantime, training for managers will be offered at the point of identified
need when working with HR to implement the appropriate adjustments for
disabled staff.

A policy has been developed for the provision of support for staff who are
dyslexic. The policy was prepared by the College’s Dyslexia Tutor, who works
for the College on a consultancy basis. The Policy has now been approved by
the appropriate committees and is ready for implementation. Guidance in the
use of the Policy will be incorporated in the in-house training calendar for roll-
out in 2008-09, but in the meantime, it will be offered at the point of identified
need.

An external Disability Advice Line has been set up with an organisation called
the Business Focus Team in order to assist the College in its efforts to:

a)Increase the numbers of job applications from disabled people, thereby

increasing the pool of applicants for vacancies and hopefully lead to
increased numbers of disabled staff employed at the College
b) Provide an external source of advice for disabled staff should they wish
to discuss issues affecting them in the workplace. The service is open to
all staff (whether or not they are disabled) who may wish to seek
independent advice anonymously regarding disability issues at work.

Subject to final discussions with the Business Focus Team, guidance in the
use of the advice line will be offered to line managers, followed by the
provision of information to all staff about the new service.

The concept of ‘positional checks’ has been introduced to ensure that staffing
policies, procedures and systems continue to ensure that they remain free of
bias and potentially discriminatory practices. The Business Focus Team will
be contracted to undertake those, having initially undertaken a full audit of the
College’s staffing policies and procedures in 2005. The first positional check

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was undertaken during the summer term 2006 and amendments to the
policies and procedures were complete during the Autumn term 2007. The
next positional check will be undertaken in the academic year of 2009-10.

The provision of periodic health and safety instruction tailored to suit

individualised needs has been an established practice for years, and was
previously provided to post holders whose jobs required more frequent types
of health and safety instruction than other roles. The insertion of this action
point on the Disability Action Plan therefore merely formalised an existing
practice.

Similarly, health checks appropriate to the needs of disabled staff will

continue, having been an established HR practice for a considerable period of
time.

A review of the College’s sick bay provision was completed and the physical
state and content of the room is much improved. The key is kept by the
Receptionist and is made available at the point of request. Since then, there
have been no reported comments about cleanliness or available facilities in
sick bay.

The College has been granted approval to display the disability two-ticks
symbol on all of its internal and external communications. The symbol is
awarded by Jobcentre Plus to employers who have agreed to make positive
commitments regarding the employment, retention, training and career
development of disabled people. To achieve it, the College had to comply
with a rigorous evaluation of its current practices, moderated by the Disability
Symbol Co-ordinator at Jobcentre Plus who monitors the South East England
region.

A pilot Impact Assessment of staffing policies and procedures was undertaken

under the auspices of the then Director of Diversity in 2005. An outstanding
action for HR relates to the establishment of an impact assessment timetable
prioritising in order of relevance and required urgency with which
assessments need to be undertaken. This outstanding action will be
addressed in this current academic year (2007-08).

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Appendix 1
Equality Impact Assessment Activity 2004/5 – 2006/7

1) Activities/ Provision/ Services

Description Outcomes/ Actions Next review /

Issues to address
Careers education Equality monitoring data 07/8
information and included in participation 3 year comparator of participation trends
guidance policy feedback suggests
activities are fully
inclusive.

Catering Services Provision reviewed 07/8

regularly with Review of provision in relation to medical
contractors and service dietary requirements.
users for price and
range.
Enterprise programme Equality monitoring data 06/7
business start up of participation suggests 3 year comparator for participation trends
workshops) representative range of
attendees. Workshop
provision is reviewed
annually
Estates management/ 08
procurement/ Full review required
outsourcing

Learning resource Regular annual data 07/8

centre policy and gathering and survey Strategic planning for re-location to consider
practice indicates general level of physical access issues
satisfaction amongst
user group. Access
issues for disabled
students (upper floor
resources), have been
addressed through
reasonable adjustments
to service.
Accessibility of LRC
intranet is regularly
reviewed
Marketing and Partial review of 08
communications prospectus via diversity Full review of all marketing materials in
committee and disabled consultation with equality target groups
student consultation.
Personal Development New policy at point of 06/7
Planning (PDP) screening therefore data PDP review to include analysis of progression
unavailable. data by equality target group.

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Review potential for additional workshop and

learning support provision to improve
accessibility of the unit.
Student record Low impact policy as n/a
management and data gathering largely
statistical returns dictated by external
agencies HESA etc.
Evidence that data
gathering for College
management information
has improved (QAA
audit 2007)

Student Services codes 06/7

of practice Full review with equality target groups,
particularly in relation to confidentiality
protocols for disabled learners, and under 18
students
Summer Challenge Programme designed to 06/7 and annually
programme 2005 target under-represented Review participation data for trends
groups on HE. Broaden provision in line with GES and DES
Programme approved by action plan
Diversity Committee. Track past participants in programme to
Equality monitoring data Ravensbourne enrolments
has improved to include
disability and 1st
generation entrant
information. Images form
the programme may be
used in other College
publications as clear
evidence of inclusion.
Work experience First screening indicated 06/7 and annually
scheme inadequate EO Review placement data for trends.
monitoring – now in Include relevant case study outcomes 0- e.g.
place with no evidence ITN placement scheme for BME students
to suggest adverse Broaden supporting workshop provision in line
impact. The scheme has with GES and DES action plans
included positive
opportunities offered for
equality target groups,
but with poor take up in
some cases.

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2) Policy

Description Outcomes/ actions Next review/ issues to address

Access to Learning Fund Policy is predominantly 07/8
(ALF) policy dictated via the DFES Review in line with DFES regulations
regulations therefore Annual analysis of EO target groups for trends
little room for Identify alternative sources of funding for
amendment. diagnostic assessments
Applications for funding
EO monitored.
Increase in applications
for funding of educations
diagnostic assessments
has increased reducing
available fund for
students in serious
financial need.

Accreditation of prior - 06/7

learning policy Review to ensure accessibility for all equality
target groups, using available data on
successful APEL applications and where
possible where lack of take-up has been
identified
Particularly relevant for mature learners or
those with non-traditions (possibly vocational)
qualifications on entry

Admission and student The review of the 07/8

recruitment policy
revised admissions Continues analysis of application and
policy and procedure participation data
included consultation Review of interview procedure – particularly
with disabled students taking account of gender/ethnic balance on
outcomes included – panels
Map admissions against DES and GES action
Removal of all reference plan
to age on entry criteria
Amendments to
interview procedure to
offer a choice between
group and one to one
interviews
Reasonable adjustments
for the interview have
been made more explicit
in the procedure
College prospectus
reviewed by diversity
committee for positive
images of inclusion

Head of Student Support and Access Updated January 2008

 DC – 060208
Learning and teaching
strategy
Project brief guidance
and template
Student feedback policy
Head of Student Support and Access
DC08/02/04
- 07/8
Full review required with equality target groups,
in particular to examine effectiveness of
developing pedagogy for learner diversity, using
qualitative and quantitative data as evidence
- 07/8
Review of template and guidance, using
feedback form equality target groups on
effectiveness and accessibility of project briefs
Policy screening 07/8
identified need to Review required to ensure that feedback policy
introduce EO monitoring and mechanisms is accessible to all,
additionally using EO monitoring data to identify
trend in participation
Updated January 2008
DC – 060208 DC08/02/04

Appendix 2 Staff Disability Statistics

There are currently 9% (13) members of staff employed by the College who
have declared their disability to HR (January 2008).

Chart to Show Age Range of Disabled Staff

(as at 01 January 2008)

8%
15%

15%
18 - 30
31 - 40
41 - 50
51 - 60
15%
61 +

47%

Almost half of all disabled staff are aged between 31 and 40 years, and the
other age brackets cover between 8% and 15% of total disabled staff. There
are disabled staff within each age range. This indicates that we employ and
retain disabled people of all ages in an equal reflection of the ages of the total
number of staff across the College.

Chart to Show Length of Service of Disabled Staff

(as at 01 January 2008)

23% 23%

0 - 1 year
1 - 2 years
2 - 10 years
10 years +
23%
31%

Head of Student Support and Access Updated January 2008

DC – 060208 DC08/02/04

This chart shows an even spread of length of service within our disabled staff
members at the College. The highest proportion of disabled staff (31%) have
been employed between 2 and 10 years, followed by 23% employed between
0 – 1 year, 2 – 10 years and 10 years or more. This suggests that within at
least the last two years we have been successful in attracting and retaining
more disabled staff who are happy to disclose their disability, either within the
recruitment process, or once they have commenced employment at the
College. It also suggests that the members of staff employed for 10 years or
more entrust the College to be aware of their disability. This could be
attributed to the Disability Questionnaire sent out in 2006, which aimed to
gauge the opinion of existing staff regarding disability, and asking disabled
members of staff if they would be happy to disclose.

Chart to Show Salary Range of Disabled Staff

(as at 01 January 2008)

8%

15%
B
38%
C
D
8%
E
F

31%

This chart shows that of our current disabled staff members, the highest
proportion (38%) receive salaries within bands B and C, and the smallest
proportion (8%) within band F. This is not indicative that disability has any
bearing on an individual’s salary, as there is a spread over each pay band,
and one must take into consideration that the proportion of staff with
disabilities equates to a small percentage (9%) of the total number of staff.
When compared to overall staff salaries (please see Appendix A for
comparison chart of February 2007), there are variations between
percentages in each pay band in comparison with the above chart, but this
can be attributed to the low numbers of disabled staff members in relation to
total numbers of staff.

Head of Student Support and Access Updated January 2008

DC – 060208 DC08/02/04

Chart to Show Employment Type of Disabled Staff (as at

01 January 2008)

FTC PERMANENT FULL TIME PART TIME

This chart indicates that 85% of all disabled staff are employed on a full-time
basis, with 15% employed on a part-time basis. 7% of the total number of
disabled staff members are employed on a fixed term contract, with 92%
employed on permanent contracts. This illustrates that the awareness of a
disability does not affect the type of contract that an individual is employed
under, nor does it necessarily affect that individual’s capacity to work either on
a full-time or permanent basis.

Application of Disciplinary Procedures, Application for Promotion /

Regrading and Exit Information

Chart to Show Increase in Salaries for Disabled Staff

(September 2006 - January 2008)

8%

15%
No increase

Responsibility Allowance

Increase following job

evaluation
77%

During the September 2006 to January 2008 period:

Head of Student Support and Access Updated January 2008

DC – 060208 DC08/02/04

• No applications to invoke the disciplinary procedure were made by (or

against) any disabled staff member.
• No applications for promotion were made. However, two members of
staff with a disability were given increased responsibility, for which they
received responsibility allowances to reflect this in their pay.
• There was one application for regrading made by a disabled member
of staff and this application was successful. In addition to this, one
sessional to fractional conversion occurred for a disabled staff member.
• There were a total of 24 one-off payments in relation to the Reward
Strategy made to staff in the 2006/07 academic period, and a further 5
so far during the 2007/08 period. The payments made to disabled
members of staff represents 10% of total payments made, which is an
encouraging sign that disability has no bearing on selection for any
type of reward payments made.
• No disabled members of staff left the College in the 2006/07 academic
year, so no exit information is available.

Recruitment of Disabled Staff

We have recorded statistics in relation to recruitment of new staff since 1997.

However, the academic year 2006/07 was the first year that we have recorded
separate and detailed information relating to disabled candidates. We began
collating the information in October 2006 in response to our commitment to
the Disability Equality Scheme. The following charts and commentary shows
our progress in recruitment throughout the year:

Chart to Show Progression through Recruitment of

Disabled Candidates 2006/07

7
6
Disabled applicant numbers
5
4 Shortlisted disabled
3 applicants
Successful disabled
2
applicants
1
0
Academic Support
Vacancy Type

This chart illustrates the progression through the recruitment process for
disabled candidates that disclosed a disability in the 2006/07 academic year.
It illustrates that of a total of 229 applications received, 12 (5%) applicants

Head of Student Support and Access Updated January 2008

DC – 060208 DC08/02/04

declared a disability. These applicants were equally between academic and

support roles. From this, 5 out of 6 (83%) academic applicants with declared
disabilities were shortlisted for interview, and 6 out of 6 (100%) applicants for
support roles were shortlisted for interview. This progressed to 5 out of 11
(45%) of total shortlisted disabled applicants being offered the role applied for,
which equates to 1 out of 5 (20%) in academic roles and 4 out of 5 (80%) in
support roles.

In total 42% of all disabled applicants applying for jobs in academic and
support areas were successfully appointed. In relation to total recruitment, the
number of disabled applicants appointed to roles within the 2006/07 period is
equal to 16%.

Although these statistics are encouraging, there is still some concern that
limited numbers of disabled applicants are applying for roles at the College. It
is hoped that the implementation of the Disability Advice Line in the 2007/08
period will encourage more disabled candidates to apply for roles at the
College. Also, the College’s acquisition of the disability two-ticks symbol in
April 2007, is a positive step toward attracting and retaining more disabled
employees, as it promotes a positive attitude towards the employment of
disabled staff. It should also be noted that the number of disabled staff saw its
first increase during the 2006/07 academic year (please see below chart),
which could be attributed to the aforementioned Disability Questionnaire in
2006, the successful acquisition of the two-ticks symbol and the positive steps
HR continues to make in the area of disability.

Chart to Illustrate the Number of Disabled Staff 2002-

2007

2006-07

2005 - 06

Not Known to be disabled

Year

2004 - 05
Declared Disabled

2003 - 04

2002 -03

0 50 100 150
Number of Staff

Head of Student Support and Access Updated January 2008

DC – 060208 DC08/02/04

Appendix 3 – Student Data

Applications

Profile of offers made for entry Sept / Oct 2007

2% 6% 4%

Dyslexia
Have a disability
No know n disability
Not recorded

88%

Profile of applications for entry Sept/Oct 2007

2% 6% 4%

Dyslexia
Have a disability
No know n disability
Not recorded

88%

Head of Student Support and Access Updated January 2008

DC – 060208 DC08/02/04

Student Profile

Profile of all Enrolled Students ~ 06/07

0%
12%

6%

No Disability
Has a Disability
82% Dyslexia
Blank/Not Collected

Profile of Disability Type within Disabled Student Population ~ 06/07

Dyslexia
3% 0%
8% Blind/are partially sighted
3%
0% 1%
Deaf/have a hearing impairment

1% Wheelchair user/have mobility

difficulties
0% Mental health difficulties

An unseen disability e.g. diabetes,

epilepsy, asthma
Multiple disabilities
51%
A disability not listed above

Autistic Spectrum Disorder

33%
Grand Total

Head of Student Support and Access Updated January 2008

DC – 060208 DC08/02/04

Completion

Completion Rates of Non-Disabled Students ~ 06/07

4% 2%
9%
6%

Total Successful Completion

Fail or Retrieval
79% Withdrawal

Deferral

Transferred Internally

Completion Rate of Disabled Students ~ 06/07

7% 3% 2%
8% Total Successful Completion
Fail or Retrieval
Withdrawal
Deferral
Transferred Internally
80%

Head of Student Support and Access Updated January 2008

DC – 060208 DC08/02/04

Achievement

Profile of achievement of first class honours ~ 06/07

25%

75%

Student Wit hout Disability

Student Wit h Disability

Profile of achievement of upper second class honours ~

06/07

25%

75%

Student Wit hout Disability

Student Wit h Disability

Profile of achievement of lower second class honours ~

06/07

24%

Student Without Disability

Student With Disability

76%

Head of Student Support and Access Updated January 2008

DC – 060208 DC08/02/04

Profile of achievement of third class honours ~ 06/07

36%

64%

Student Wit hout Disability

Student Wit h Disability

Profile of achievement of pass without honours ~ 06/07

40%

60%

Student Wit hout Disability

Student Wit h Disability

Head of Student Support and Access Updated January 2008

DC – 060208 DC08/02/04

Withdrawal

Profile of withdrawals (all years) ~ 2006/2007

16%

84%

Non-Disabled Students
Student With Disability

Head of Student Support and Access Updated January 2008

 DC – 060208 DC08/02/04

Appendix 4
Support and provision for students with disabilities – feedback analysis
In common with the results of the survey run in 05/6, this years survey indicates that
the majority of disabled students are satisfied with College provision and support.
Main findings are that –

- 68 % of respondents are comfortable disclosing a disability before interview

and 66% considered College information on disability was useful
- 81% considered support for their disability was appropriate and a further 75%
considered that any difficulties with arrangements were resolved quickly and
effectively (this also relates to the number of disability related enquiries
received by the student services team during the year (over 400)
- 93% found computing facilities, general college buildings and the library
accessible
- 93% considered that personal tutorials helped then progress
- 75% found teaching accessible and 68% found course materials accessible
- Only 3 respondents considered that teaching staff did not show a positive
attitude towards them – citing that the crit, and widely used vehicle of
obtaining feedback on work was sometimes too harsh in it’s judgement. One
respondent also commented that a teacher made fun of her spelling in front of
the whole class.
- The 4 respondents who did not find the dyslexia service useful all commented
that the day allocated for the support did not suit the dynamics of the course.
The College has responded by shifting this day to be in line with when the FE
students receive their project briefs.

1 I felt able to disclose my disability to the College before my Agree Disagree Not sure
interview 11 0 5
2 I found information on the College website and prospectus Agree Disagree Not sure
relating to disability provision useful 4 10 2
3 The provision and support provided by the College for my Agree Disagree Not sure
disability has been appropriate 13 2 1
4 Any difficulties with my support arrangements have been Agree Disagree Not sure
resolved quickly and effectively 12 2 2
5 College computing facilities are accessible to me Agree Disagree Not sure
15 1 0
6 I can access the College buildings and rooms easily Agree Disagree Not sure
14 1 1
7 The Library facilities are accessible and easy to use Agree Disagree Not sure
15 1
8 Course materials have been provided in a suitable format Agree Disagree Not sure
11 2 3
9 The teaching on the Course has been accessible to me, and Agree Disagree Not sire
appropriate to my learning needs 12 2 2
10 I have been able to access additional support for my course Agree Disagree Not sure
work where appropriate 13 2 1
11 Personal tutorials have helped me to progress Agree Disagree Not sure
15 1 0
12 Teaching staff have shown a positive and helpful attitude Agree Disagree Not sure
towards my disability 11 3 2
13 Alternative arrangements needed for me to take assessments Agree Disagree Not sure
have been appropriate 11 0 5
14 I have made use of the dyslexia support tutor and have found Agree Disagree Not sure
this support effective and helpful 11 4 1

Head of Student Support and Access Updated January 2008

DC – 060208 DC08/02/04

Appendix 5 Summary Student Action plan progress

Appendix One

Disability Equality Action Plan – Progress report and review of Actions scheduled in 2006/7
1. General and specific duties To prepare a written statement of the College’s Disability Equality scheme

Overall goals and Action Outcomes Perfor Reviewed

objectives manc action
emea
sure

1.2 Annual review of Disability Equality Annual staff and student Updated N/A
Scheme Action Plan, consulting with consultations completed. Action Plan
disabled staff and students on the and review
Disability Equality Scheme and Action published
Plan through appropriate mechanisms

1.3 Consult on the Scheme and Action Identified external groups and
Plan with appropriate external building consultative networks
organisations and the wider community Disabled / other appropriate
groups consultation process

1.4 Review effectiveness of consultative Analysis of participation e-survey of Research and

mechanisms Recommendations for disabled investigate other
improving consultation students poor methods of
uptake (2 communication and
responses engagement during
compared to 08

Head of Student Support and Access Updated January 2008

 DC – 060208 DC08/02/04

15 responses
to traditional
survey)
2. Action Plan to collect baseline data

General and specific duties: To collect, analyse and monitor baseline data on staff and students in order to identify and remove any practices
which may be operating to the disadvantage of disabled people

Overall goal & Action Outcomes Performance Reviewed actions

objectives
Remove any identified
unfairness / discriminatory
practice and set targets as
appropriate
measure
2.1 Annually collect baseline data on: Data analysed and
the disability profile by employment Appropriate staff group
applications; appointments; salary consulted (via appraisal
range; take-up of training and staff process)
development opportunities; application
of disciplinary procedures;
applications for promotion and
regrading; length of service; exit
interview information; age range;
contract type

2.2To annually monitor application and Review and revise staff

To further increase where
possible the recruitment of
disabled staff from 9% to 10%
by August 2008
employment trends by disability
2.3 Introduce monitoring systems
within the application and recruitment
process with a view to increasing the
numbers of disabled applicants
disability recruitment targets as
appropriate.
Data gathered and analysed
Review of elements of the
recruitment process

Head of Student Support and Access Updated January 2008

 DC – 060208 DC08/02/04

2.4 Introduce a recruitment feedback Feedback questionnaire drafted

questionnaire for job applicants in consultation with relevant
staff group and
introduced to recruitment
process

To monitor applications, 2.5 Gather annual data on Data gathered, analysed and Downturn in Review the
admissions and progression of applications, places offered and presented in DES progress total statistics at end of
students with disabilities enrolment and progression and final monitoring report participation academic year
outcomes of disabled students rates of
disabled
students, but
applications to
offer remains
equal.
Improvement
in success
rates of
disabled
learners –
more upper
seconds
achieved and
fewer third
class degrees

Head of Student Support and Access Updated January 2008

 DC – 060208 DC08/02/04

4. Student Action Plan

Overall goal Action Outcomes Performance Reviewed action

&Objectives measures
Strengthen Widening 3.1Talk on disability at open day Service desk introduced for 20% increase in None
Participation and events open day enquiries for post-enrolment
Recruitment activity to disabled students referrals for
positively promote diagnostics
opportunities for
disabled students 3.2 Produce separate guide to the Guide produced for open day Number of
College for disabled applicants and events enquiries to be
strengthen access statement in Final prospectus design monitored
prospectus/ website approved at Diversity
Committee

3.3Provide an information pack and Not achieved in target. Introduce in 08

enquiry line for teachers and pupils diversity mail outs
of outreach schools and through the
National Arts Learning Network to
encourage students with disabilities
to apply to the College

3.4 Introduce external compact Increased student Analysis of this

formal progression arrangements numbers via this intake by disability
for FE partners. To enable route by 10%. now required.
supported and co-ordinated
interviews and ensure equality of
opportunity for disabled students

Head of Student Support and Access Updated January 2008

 DC – 060208 DC08/02/04

who may require additional

guidance to choose the right course

Strengthen post- 3.5 Introduce Student Services Achieved 06/7 423 enquiries None
enrolment support, presentations to smaller course to service on
resources and groups disability issues.
information for Only 1 unresolved
students with issue reported
disabilities

Improve the induction
and orientation
experience
Strengthen services
for students with
disabilities
Improve review of
individual student
requirements
3.6 Introduce student orientation Achieved Enquiries to the none
and induction assistants to help service increased
students settle into the College to over 200 in 06/7
during induction
week (a significant
increase from less
than 20 in 05/6)
3.7 Introduce annual formal review Appointments for review Only 2 students Continue to offer
point to evaluate and review support dates offered to every took the the opportunity, but
arrangements, reasonable disabled student opportunity. This look at timing this
adjustments etc. however should be earlier in the
balanced against academic year
the number of
disability issues
(423) presented to
the service over the
course of the year
and at point of

Head of Student Support and Access Updated January 2008

DC – 060208 DC08/02/04

need.

3.8 Produce table of unresolved Achieved and reported in Only 1 unresolved None
support issues and action plans student services annual issue discussed for
monitoring report resolve at senior
management level

3.9Strengthen evaluative feedback Achieved and reflected in Positive feedback, None

from students accessing additional student services annual if too low to
learning support report generalise as yet.

3.11 Positively recruit disabled Recruitment drive included 4 disabled students Repeat recruitment
students to become College working as ambassador, and recruited. drive once per term
Ambassadors with DED and EIA projects to increase
numbers

Head of Student Support and Access Updated January 2008

 DC – 060208
Improve additional
Learner support
Improve accessibility
of teaching and
learning resources
Head of Student Support and Access
DC08/02/04
3.13 Link on entry learner skill and Not achieved within target New post of Head
style diagnostics to curriculum date due to other learner of Learning
delivery enhancement developments enhancement to
pursue in 08
3.14 Review accessibility of Virtual Action plan to address Disabled student None, but continue
Learning Environment and College accessibility issues survey results for to survey disabled
intranet formulated in consultation 06/7 – only 2 learners
with the E-learning group and respondents
JISC accessibility advice considered learning
materials to be
inaccessible to
them
Updated January 2008
 DC – 060208 DC08/02/04

6. Action plan to improve physical accessibility of buildings

Overall goals & objectives Action Outcomes Performance measure Action review
Improve physical accessibility 6.1 Produce accessible route map on Accessibility
of buildings College publicity materials statements provided
for recruitment events

Improve accessibility in current 6.2 Improve directional signage Not achieved Cost
location for disabled staff, outweighs
students and visitors benefit given
College re-
location

6.3 Introduce Personal Evacuation Introduced and Annual review

Plans embedded within post- of PEP’s in
enrolment systems for line with any
students and induction H&S policy
for new staff and regulation

Accessibility new building 6.4 Work with London Development Achieved – access Approved accessibility
Agency Disability Officer statement reviewed statement
and amended in line
with College concerns
and issues

Head of Student Support and Access Updated January 2008

 DC – 060208 DC08/02/04

Appendix 6 Staff Disability Equality Action Plan progress review

General and specific duties

To eliminate unlawful disability discrimination, promote equality of opportunities and positive attitudes towards disabled people, promote good
relations between disabled and non- disabled people and encourage participation by disabled people in public life.
To promote Disability Equality awareness through staff development and training

Overall goal and Action Outcomes Performance Revie

objectives measure wed
action

To embed disability equality 4.1 All staff, Governors and external DES completed and Complete on time None
into all of the College’s service providers to receive a copy of published on website
activities the Disability Equality Scheme

4.2 All staff and Board of Governors to Appraisal process

To keep staff abreast of
developments in disability
equality awareness through
training updates and the
dissemination of information
through Diversity Committee
members
receive training to enable them to includes reference to
embed in disability equality awareness disability and equality
into their jobs / roles issues
4.3 Training for staff involved in the Training in progress Ongoing activity None
recruitment and selection of new including dyslexia and
employees deaf awareness

4.4 Insert appropriate wording into the Now included in Ongoing annual activity Add to annual
Staff Appraisal documentation to process baseline data
provide staff with an opportunity to raise analysis
/ discuss / review disability–related
issues.

Head of Student Support and Access Updated January 2008

 DC – 060208 DC08/02/04

Improve the accessibility of
teaching and learning through
the development of inclusive
teaching practice
4.6 Continue to provide teaching Conduct course team Ongoing
practice training and development briefing sessions – 06/7 annual activity
sessions on the area of learner diversity included reasonable
adjustment training, deaf
awareness and launc of
revised dyslexia guidelines
for academic staff

Development of new policies 4.7 To develop a Reasonable Achieved in December 2007 Monitor
appropriate to the needs of Adjustments Policy consultation with Completion and approval of requirements
the disabled staff and the disabled staff Policy for reasonable
College adjustments

4.8 To develop a policy for the provision Achieved in December 2007 As above
of support for staff who are dyslexic consultation with Completion and approval of
disabled staff and Policy
Disability Advice Line
Monitor and
Development of new services 4.9 Establishment via SABRE, of a Disability Advice Line analyse
appropriate to the needs of Recruitment Advice Line for prospective implemented feedback from
disabled people disabled staff DAL

4.10 Introduction of ‘positional checks’ HR annual analysis of On-going activity

(undertaken by SABRE) of existing training and CPD
policies and procedures to ensure activity
continued good practice and
compliance with the DDA

Health and safety and staff 4.11 To provide periodic health and New H& S officer Ongoing activity

Head of Student Support and Access Updated January 2008

 DC – 060208 DC08/02/04

well being safety instruction according to individual appointed with updated

needs H&S policies and
procedures relating to
disabled staff

4.12 Continuation of established health As above Ongoing activity

checks appropriate to the needs of
disabled staff

4.13 Continued monitoring and review Introduced into

of an individual’s situation with the line appraisal system
manager

4.14 Review the current staff ‘sick bay’ Achieved Improvements made to the Annual review
provision facility of usage and
user feedback

Head of Student Support and Access Updated January 2008