All staff and students at City Lit are expected to:
- promote a work and education culture in which diversity is vigorously pursued and highly valued
- ensure zero tolerance of all forms of discrimination, bullying and harassment
- take steps to resolve personal conflict as early, fairly and as amicably as possible
- ensure that they are familiar with policies and procedures for equality and diversity, and complaints. Staff are responsible for reporting complaints of discrimination, bullying and harassment from both staff and students.
Equality and Diversity Policy
1.1 This policy is to support us to be an outstanding place of learning and an employer of
choice where equality and diversity are valued and promoted.
1.2 This policy enables us to:
- meet the expectations and requirements of students, customers and staff
- promote wider uptake of and participation in learning
- aide the employment and retention of staff
- meet our statutory obligations
2.1 This policy is for the benefit of and applies to our students, customers, staff and
outsourced partners for facilities management, covering security, catering, cleaning
and building maintenance and IT services.
2.2 All students, staff (including partners’ staff) and governors are expected to behave in
a manner consistent with this policy.
2.3 Our commitment extends beyond those protected by legislation but does not cover
beliefs or practices that are contrary to the letter or spirit of that legislation or where it
may result in the discrimination, harassment or victimisation of others.
2.4 We use the social model of disability in which it is not the impairment that disables
people, rather the disability is the outcome of interaction between a person with
impairment and the environmental barriers s/he may face.
2.5 We will review and update policies, procedures and equality schemes as required by
legislation and in response to suggestions made by staff and students.
3. Our equality and diversity framework
3.1 Our equality and diversity framework reflects how our equality and diversity work
support our strategic objectives. It is divided into five key areas:
3.2 Leadership and management
Leaders and managers who all times:
- respect and value difference
- promote and advance equality and diversity
- promote an inclusive and supportive environment for students and staff
- empower people, treating them fairly and with respect and dignity
- work to eliminate discrimination, harassment and victimisation
- implement statutory and other initiatives in support of our equality and diversity
3.3 User accessibility
Sites, facilities and information that are, as far as is reasonably practicable:
- safe and welcoming
- fit for purpose
- conducive to learning and working.
3.4 Curriculum accessibility
- that is accessible to all who meet any appropriate entry requirements
- that is inclusive and where everyone, particularly those with protected
characteristics feel included
- where the diversity of our community and the student body is reflected, valued
- where students are appropriately supported
- where reasonable adjustments are put in place as needed to make learning
- where students and a wide range of people are involved in the development of
- that promotes the fundamental British values of democracy, the rule of law,
individual liberty and mutual respect and tolerance of those with different
backgrounds, faiths and beliefs.
3.5 Student outcomes
A learning experience:
- that is inclusive and free from discrimination, harassment, victimisation,
extremism and radicalisation
- where the diverse needs of our students are, where possible, anticipated,
understood and integrated into teaching to enhance participation, learning and
- where there is equality of outcomes across diverse groups
- that supports a diverse society, wellbeing and an ageing society.
3.6 Employment experiences
- that is inclusive and free from discrimination, harassment and victimisation,
extremism and radicalisation
- where the diverse needs of employees are, where possible, anticipated,
understood and actioned
- where the working environment is flexible, fair and supportive
- where the diversity of our workforce is valued
- where staff are appropriately supported to deliver an accessible curriculum and
high student participation and performance
- where activities celebrate and promote the diversity of our staff body.
3.7 We set and review objectives on an annual basis through our self-assessment
process, reporting them to Governors.
4. Supporting our framework
4.1 All our staff and partners are expected to support and consistently work to deliver a
student, customer and staff experience that reflects this policy, our equality and
diversity framework and any targets set.
Approved by the Governing Body March 2019
4.2 Students are expected to behave within the parameters set by this policy.
4.3 Responsibilities of specific staff and students are outlined in the appendices.
4.4 Our equality and diversity framework should be reflected in our:
- teaching and learning strategy
- teaching materials
- expectations of staff and managers
- staff and student inductions
- staff development activities
4.5 Our communications should use plain English and, where necessary, reflect the
needs of our users, many of whom come from different linguistic or cultural groups or
have a communications-related impairment, e.g. sight or hearing, and/or learning
difficulty or mental health condition. To facilitate communication between different
groups of people we use appropriate communication methods, provide reasonable
aids to communication and appropriate digital resources and technology. Where
possible our marketing activities should promote equality and diversity.
4.6 We involve students and staff where appropriate and possible, examples of
involvement are outlined in the appendices.
4.7 Where our staff work with other organisations, they also support the equality and
diversity aims of those organisations. We also expect the relationship to support and
further our equality and diversity ambitions.
4.8 Whenever proposals are made or policies, procedures or practices are reviewed we
consider the potential equality impacts.
5. Breaches of this policy
5.1 Staff and students are expected to work within the letter and spirit of this policy and in
support of all aspects of the framework. Any member of staff or student acting in an
offensive or discriminatory manner, against the aims of the framework or otherwise
breaching this policy will be dealt with under our staff or student or disciplinary
procedure as appropriate.
5.2 If someone observes a member of staff or a student acting in an offensive or
discriminatory manner, or otherwise breaching this policy or acting against the aims
of the framework they should report this immediately to their line manager, the duty
manager or teacher.
Appendix A - Grounds for discrimination, harassment or victimisation
The protected characteristics listed in the Equality Act, 2010 are:
- Age (including age group)
- Gender reassignment (undergoing or has undergone)
- Marriage and civil partnership
- Pregnancy and maternity
- Race (includes colour, nationality, ethnic and national origin)
- Religion or belief (including a lack of religion, belief is a religious or philosophical
- Sexual orientation (same, opposite and both sexes)
Appendix B - Definitions
The following definitions are derived from the Equality Act 2010.
The definition of discrimination is complicated; however, essentially it is treating an individual
or group of people less favourably as a result of a protected characteristic (whether actual,
perceived or by association) and cannot be shown to be a proportionate means of achieving
a legitimate aim.
Indirect discrimination occurs if a provision, criterion or practice is applied that is
discriminatory in relation to a relevant protected characteristic and it is applied to people who
do not share that protected characteristic, it puts a person at a particular disadvantage with
those who do share that protected characteristic or it puts a person at a disadvantage that
cannot be shown to be a proportionate means of achieving a legitimate aim.
Dual discrimination can occur as a result of a combination of two protected characteristics.
Note: discrimination may not be intentional, but an unintended consequence of an unrelated
Harassment is unwanted conduct related to a relevant protected characteristic that has the
purpose or effect of violating dignity or creating an intimidating, hostile, degrading,
humiliating or offensive environment. Unwanted conduct of a sexual nature or that is related
to gender reassignment or sex may also be harassment if it leads to less favourable
treatment as a result of rejection or submission to the conduct.
Harassment does not have to be deliberate; it depends on the perception of the person
harassed, the circumstances of the case and whether it was reasonable for the conduct to
have the effect outlined above.
Note: Our procedures do not accept any form of harassment, even if not related to a
Victimisation occurs where a person is subject to a detriment as a result of doing a protected
act or if there is a belief that they have done a protected act. A protected act is bringing
proceedings under the Equality Act, giving evidence or information, doing other things in
connection with the Equality Act or making an allegation that another person has
contravened the Equality Act.
Approved by the Governing Body March 2019