Learner Information

PiP Training specialises in delivering high quality Continuous Improvement Training and we
combine that with our extensive knowledge of government funding to make our training as
cost effective as possible.

SAFEGUARDING CHILDREN, YOUNG PEOPLE AND VULNERABLE ADULTS POLICY


PiP Training’s Designated Safeguarding Officer (DSO) is:
Kevin Taylor -
Kevin.taylor@piptraining.com - 07756 282796
In the vent you can not get in contact with Kevin, PiP Training's Deputy DSO is:
Duncan Roberts -
duncan.roberts@piptraining.com - 07817 685154
In the event of any safeguarding or prevent situations please immediately get in contact with either contact and they will be happy to help.

1. Introduction

The Directors place the highest priority on the creation and promotion of a safe and secure
environment for all learners. They fully recognise and implement their responsibilities under
section 175 of the Education Act (2002) and the Children Act (2004), to have arrangements
about safeguarding and promoting the welfare of children and young people. In addition, the
company operates within the framework ‘No Secrets’ and the National Framework of standards
for good practice and outcomes in adult protection work (2005) and the Safeguarding
Vulnerable Groups Act (2006).

There are five main elements to our policy:
I. Ensuring we practice safe recruitment in checking the suitability of staff to work with
young people and vulnerable adults

II. Raising awareness of safeguarding issues and equipping young people and vulnerable
adults with the skills needed to keep them safe

III. Developing and then implementing procedures for identifying and reporting cases, or
suspected cases, of abuse

IV. Supporting students who have been abused in accordance with his/her agreed protection
plan

V. Establishing a safe environment in which people and vulnerable adults can learn and
develop2.

2. Ethos
Proactive in Partnership (PiP) Training recognises the importance of creating an ethos within the company that will help young people feel safe and confident and that they will be listened to.

We recognise that young people and vulnerable adults who are abused or witness violence are likely to have low self-esteem and may find it difficult to develop a sense of worth. They may feel helplessness, humiliation and some sense of blame. Our company may be the only stable, secure and predictable element in their lives. All students have equal rights to protection under this policy, but it is recognised that some students will have additional vulnerabilities because of their race, gender, disability, language, religion, sexual orientation or culture.

Proactive in Partnership Training will endeavour to support students through:
 Ensuring the content of the curriculum includes social and emotional aspects of learning
 Ensuring that safeguarding is included in the curriculum to help young people recognise when they should tell
 Promoting a positive, supportive and secure environment where students can develop a sense of being valued
 Creating an open culture which respects all individuals’ rights and discourages bullying and discrimination of all kinds

3. Scope
Our policy applies to all our directors and staff working on behalf of the company and relates to:
I. Young people under the age of 18 years
II. Vulnerable Adults

There are four main categories of abuse, which are:
I. Sexual Abuse
II. Physical Abuse
III. Emotional Abuse
IV. Neglect

4. Definition
The term “children and young people” refers to “those under the age of 18”, including those who are completing an apprenticeship programme with PiP Training Ltd.

In relation to children and young people, PiP Training adopts the definition used in the Children Act 2004, Apprenticeships, Skills, Children and Learning Act 2009 and the Department for Education (DfE) guidance document: Working Together to Safeguard Children 2015 which defines safeguarding and promoting children and young people’s welfare as:

 protecting children from maltreatment
 preventing impairment of children’s health or development
 ensuring that children are growing up in circumstances consistent with the provision of safe and effective care, and
 taking action to enable all children to have the best outcomes.

ASCLA (Apprenticeship, Skills, Children & Learning Act 2009) introduced the requirement for an apprentice to be employed under an apprenticeship agreement, this was established to ensure that 16-18 year olds receive the minimum wage for their age, protected under the working time regulations and work towards a work-based qualification.

Definition of Safeguarding Adults
The term ‘adult at risk’ is used in this policy to replace ‘vulnerable adult’ in accordance with OPG’s statement, that the term ‘vulnerable adult’ may imply that some of the fault for abuse may lie with the victim of abuse. It is also recognised that some adults are at risk of abuse. Accordingly, our policy and procedures also apply to allegations of abuse and the protection of Vulnerable Adults Act 2006, the Care Act 2014, Mental Capacity Act 2005, by protection of the Freedoms Act 2012. Guidance on who is an ‘adults at risk’ is taken from ‘No Secrets’ (Department of Health 2000), which defines ‘adults at risk’ as: ‘those adults who are or may be in need of community care services by reason of mental illness or other disability, age or illness’.

The definition of ‘Adults at risk’ (but is not exclusive to) individuals with any of the following:
 Learning Difficulties
 Physical Impairments
 Sensory Impairments
 Mental illness Needs
 Age Related frailty
 Dementia
 Brain Injuries
 Drug or Alcohol Problems
 Domestic Violence

The Mental Capacity Act 2005 (MCA) is a legal framework which protects people who may lack capacity to make decisions for themselves. It also sets out how decisions should be made on their behalf, extra safeguards are needed if the restrictions and restraints used will deprive a person of their liberty. These are called the Deprivation of Liberty Safeguards (DoLS) The
presumption is that adults have mental capacity to make informed choices about their safety, how they live their lives and a person’s ability to give consent. The Deprivation of Liberty Safeguards (DoLS) are an amendment to the Mental Capacity Act 2005.

PiP Training will adhere to and support all of our learners and employees in accordance with statutory legislation, including ‘Clare’s Law’ or the Domestic Violence Disclosure Scheme.

5. Related Documents
 H&S Policy

6. Responsibilities
It is not the company’s responsibility to investigate abuse. Nevertheless, it has a duty to act if there is cause for concern and to notify the appropriate agencies so that they can investigate and take any necessary action. The company has appointed KEVIN TAYLOR as the Designated Safeguarding Officer (DSO) and DUNCAN ROBERTS as the Deputy Designated Safeguarding Officer whose roles are to ensure that the company has an effective policy and that the policy and structures supporting safeguarding are reviewed annually.

The company will:
I. Establish and maintain an environment where all learners feel secure, are encouraged to talk, and are listened to;
II. Include opportunities in the curriculum for all learners to develop the skills they need to recognise and stay safe.

Key staff with designated safeguarding responsibilities includes:
PiP Training Ltd Directors: To ensure the promotion of ALL Safeguarding throughout the organisation and all partnerships.
The Designated Safeguarding Officer will:
o Refer cases of suspected abuse or allegations to the relevant agency.
o Act as a source of support, advice and expertise within the company when deciding whether to make a referral by liaising with relevant agencies.
o Ensure that the company has a clear, usable safeguarding policy that is updated annually. Ensure each member of staff has access to and understands the
safeguarding policy especially new staff who may work with different establishments.
o Ensure that all staff have safeguarding training and are able to recognise and report any concerns immediately they arise. Update training for all staff must be every 12 months
o Liaise with Children’s Social Care and / or Police as necessary to safeguard the welfare for children, young people and vulnerable adults.
o Help staff to devise and co-ordinate strategies to support young people who are particularly vulnerable.
o Be available to provide advice and support to other staff on safeguarding issues.
o Have particular responsibility to be available to listen to young people and vulnerable adults studying at the company.
All company staff will:
o Know the name of the DSO and their role
o Be asked about Safeguarding to test understanding is still current during the:
 Lesson observation process;
 During standardisation meetings;
o Know that they have an individual responsibility for referring safeguarding concerns
o Know where the Safeguarding Policy is located
o Receive training from the point of their induction, and updated every 12 months they know:
 Their personal responsibility
 The need to be vigilant in identifying cases of abuse
 How to support and to respond to a child, young person or vulnerable adult
who tells of abuse.

7. Risk Analysis
The risk of not having or not complying with this policy may result in:
i. Failure to comply with legal obligations
ii. Failure to safeguard the wellbeing of children, young people and vulnerable adults Incorrect action being taken in the event of an incident or allegation of abuse Failure to adequately support staff.

8. Procedure
Reporting Allegations or Suspicions
Information relating to allegations of abuse may be communicated directly to members of staff by a young person or vulnerable adult, or from a ‘third party’ source. Staff who are informed of, or who suspect cases of abuse must:
I. Notify the DSO immediately. In cases where the DSO is not available, staff will know the contact details of the deputy DSO
II. Complete as fully as possible, a Cause for Concern/Log Sheet.
III. Keep questions to the minimum necessary to understand what is being alleged. This is particularly important if the complainant is the young person, or the vulnerable adult him/herself.
IV. Avoid asking leading questions, as the use of leading questions can cause problems for a subsequent investigation and any court proceedings.
V. Make a written record of the allegation as soon as possible which includes:
 The date, time and place of the alleged abuse
 The name of the complainant, and where different, the name of the child/young/vulnerable person who has allegedly been abused
 The name(s) of any other person(s) present. The nature of the alleged abuse
 A description of the nature of any injuries sustained
 The account given of the allegation
 The reporting staff member’s name
VI. Staff must be aware that some young people or vulnerable adults with special educational needs may need different treatment, with respect to the way that their physical/mental condition might mask possible abuse.
VII. Staff must maintain confidentiality. However, they cannot give an undertaking not to mention the disclosure to anyone, as there may be a need to notify the DSO who will take the appropriate action.
VIII. Staff must restrict the communication of confidential information to a very small group of relevant people, on a strictly ‘need to know’ basis.
IX. Staff must not unilaterally inform people outside of the company, including the young/vulnerable person’s family.
X. The DSO will take any action deemed necessary.

Responding to an Allegation
On receiving a report of suspicion about abuse, or an allegation of abuse, the DSO will inform the Social Care team, relevant to the area in which the young person/vulnerable adult lives. Before contacting the Social Care team, the DSO should have at their disposal basic details concerning:
1. The young person's/vulnerable adult’s full name.
2. Their date of birth
3. Their address.
4. Details of any other family members.
5. Any other names the young person /vulnerable adults or family members may have been known by.
6. Clear details of the concern.

If for whatever reason, Social Care team cannot be contacted, concerns should be forwarded to the Social Care Emergency Team or the Police.

The DSO will discuss with the relevant statutory agency what action should be taken, and will act on the recommendations of the Children’s /Adult Social Care Services duty social worker. The company may be invited to send a representative to a Child Protection Conference. The company may already know the case under consideration, but in other cases the young
person's/ vulnerable adult’s problem may not be previously known to the company. The meetings involve Children’s /Adult Social Care Services professionals. They can also involve the GP, other health and education professionals, parents, relatives or probation officers. The representative selected to attend by the DSO will usually be the person most involved with the student or child, and this could be an assessor/teacher of the company. Guidance will be given
before attending.

If a solicitor in a child protection case asks to interview a member of company staff, they will be asked to consult the DSO of the company who will decide upon the most appropriate response for the company to take.

9. Preventing unsuitable people from working with children
The directors are responsible for ensuring that the company follows safe recruitment processes, including:
i. Ensuring the upkeep of a single central record of all staff in accordance with government guidance
ii. The company will operate safe recruitment practices including ensuring appropriate DBS and reference checks are undertaken for all employees according to Safeguarding Children, Safer Recruitment and Selection in Education Settings and Department for Education and Skills January 2007
iii. The company will consult with the Local Authority Designated Officer in the event of an allegation being made against any member of staff and adhere to the relevant procedures set out in the Education Child Protection Procedures.
iv. The company will ensure that any disciplinary proceedings against staff relating to safeguarding matters are concluded in full even when the member of staff is no longer employed at the company and that notification of any concerns is made to the relevant authorities and professional bodies and included in references where applicable.
v. The company will ensure that all staff are aware of the need for maintaining appropriate and professional boundaries in their relationships with students and parents as advised by the Local Authority’s Code of Conduct.
vi. The company will ensure that staff are aware that sexual relationships with pupils aged under 18 are unlawful and could result in legal proceedings taken against them under the Sexual Offences Act 2003.

Appendix 1 - Reporting guide handout

This procedure must be followed whenever any member of staff or related partner / employer hears an allegation from a child or adult at risk, that abuse has, or may have, occurred or where there is a significant concern that a child or adult at risk, may be abused/radicalised:

RECEIVE
 What is said
 Accept what you are told – you do not need to decide whether or not it is true
 Listen without displaying shock or disbelief.

REASSURE
 The learner
 Acknowledge their courage in telling
 Do not promise confidentiality
 Remind them they are not to blame – avoid criticising the alleged perpetrator
 Do not promise that “everything will be alright now” (it might not be)

REACT
 Respond to the learner but do not interrogate
 Avoid leading questions but ask open ended ones
 Clarify anything you do not understand
 Explain what you will do next, i.e. inform a Designated Person

RECORD
 Make notes as soon as possible – during the interview if you can. Include: time, date, place, the learner’s own words – do not assume – ask, e.g. “Please tell me what xxxxx means”.
 Describe observable behaviour and appearance
 Cross out mistakes – do not use Tippex
 Do not destroy your original notes – they may be needed later on and must be given to the
Designated Person.

SUPPORT
 Consider what support is needed for the learner– you may need to give them a lot of your time to ensure they feel reassured and supported.
 Ensure you are supported – such interviews can be extremely stressful and time consuming.
Once reported to them, the Designated Person will take responsibility for the matter and will take the necessary actions. However, if you have questions or need additional support then do ask.

COMPLAINTS AND DISSATISFACTION RESOLUTION POLICY


In the event of any safeguarding or prevent situations please immediately get in contact with either contact and they will be happy to help.

1. Purpose

The purpose of this procedure is to describe the process by which any complaint or dissatisfaction expressed to, and about, Proactive in Partnership Training Limited (PiP Training) is resolved. PiP Training recognises that such expressions provide an opportunity to improve the quality of service that we provide. It is also considered important that complaints and dissatisfactions are recorded, and that they are dealt with as close as possible to the point at which they arise.

The aim of our procedure is to ensure a speedy resolution to the problems raised and where necessary make changes for the benefit of all our customers.

2 Scope

This procedure applies to all complaints and dissatisfactions, whether they are made orally or in writing, which calls into question any aspect of service, provision, or performance in a manner, which suggests that standards have not been met.

Complaints and dissatisfactions may take the form of a:
 verbal complaint or expression of dissatisfaction brought to the attention of a member of
staff, made by telephone or in person
 written statement of concern made using the Complaints Resolution Form
 letter detailing the concern

A complaint or dissatisfaction may be brought to the attention of any member of PiP Training staff, and it is the responsibility of that person to ensure that appropriate action is taken in line with this procedure. The issue should be recorded on an incident form along with details about the complainant (and perpetrator where relevant).

As a minimum the member of staff receiving the complaint or dissatisfaction should ensure that the person expressing it is fully assisted in articulating and recording the issue of concern. Ideally the member of staff receiving the complaint or dissatisfaction should attempt to resolve the situation, if it falls within their sphere of influence or responsibility.

If the complaint or dissatisfaction cannot be resolved it should be referred to the member of staff’s line manager.

If the complaint or dissatisfaction cannot be dealt with by the line manager it should be forwarded to PiP Training’s directors who will initiate a formal investigation and maintain a formal record.

3 Definitions

Working Days - Monday to Saturday inclusive.

Complaint - A written statement of concern where the intention is that the concern should be raised immediately with the assessor or company director.

Formal Complaint - A complaint that requires an independent and formal investigation.

Dissatisfaction - An oral expression of concern, that may be documented, where the intention is to seek resolution informally and quickly.

Customer – Any learner or purchaser of provision or services (In the case of customers under the age of eighteen, this refers to the parent/guardian).

4 Responsibilities

All Staff -
 Receipt of a complaint or dissatisfaction from a customer.
 Record the complaint/dissatisfaction.
 Attempt to resolve a complaint.
 Referral of a complaint or dissatisfaction to PiP Training Directors

Directors -
 Formal investigation of complaints
 Decision on whether a formal complaint is upheld
 Response letter(s) or personal explanation to the customer
 Dissemination of corrective action(s) arising from the resolution of formal complaints
 Response to complainant where a formal complaint is being dealt with
 Operation and monitoring of the complaints/dissatisfactions resolution procedure
 Logging of complaints records on central database
 Recording of complaints and production of complaint summaries for the Governing Body

5 Procedure

5.1 Making a complaint
To help resolve any difficulties concerning training provision a simple three-step process is used.
Step 1 – Initially the recipient of the complaint or expression of dissatisfaction you should try to resolve the problem informally with the person/section concerned. The recipient shall ask the person for an appointment for a confidential interview to discuss concerns ensuring all points are covered and if possible, agree a resolution to the problem.
Step 2 - If, after following the procedure of step 1, a satisfactory resolution to the problems raised is not reached, the formal complaints procedure should be invoked.
Step 3 – Formal Complaints Procedure The formal complaints procedure requires the complaint to be put in writing, a complaints form is available for this – see Appendix A. It is not absolutely essential this form is used but all relevant information should be included in any letter sent.

The written complaint should be forwarded to PiP Training’s Directors who will send you an acknowledgement letter indicating a date by which a formal response to the complaint will be received. This will usually be about 12 working days from the date of receipt. Wherever possible PiP Training will try to maintain the anonymity of the sender of a formal complaint but this is not possible in all cases.

Following an investigation PiP Training will provide a detailed breakdown for each point raised and will explain the reason for the point being upheld or rejected and what changes, if any, are to be made.

5.2 Dealing with a complaint or dissatisfaction

5.2.1 The member of staff receiving the complaint or dissatisfaction will:
• agree with the customer involved the most appropriate way of dealing with the concern
• ensure the person understands that s/he has a right to make a formal complaint
• ensure that brief details of the issue are written down and passed to their line manager
• agree with the customer involved whether a personal response is required

5.2.2 The member of staff receiving the complaint or dissatisfaction will attempt to resolve the problem if it falls within their sphere of influence or responsibility.

5.2.3 If the member of staff is able to resolve the issue, a brief note of the issue circumstances and resolution should be sent to PiP Training’s Directors for logging. The member of staff should feedback to the customer that their concern has been addressed

5.2.4 If the member of staff receiving the complaint or dissatisfaction cannot resolve the problem it will be forwarded to the PiP Training’s Directors, for investigation and response in accordance with Section 5.4.

5.2.5 Complaints investigated should be completed within fifteen working days from the receipt of the complaint. The recipient for the complaint / dissatisfaction should provide feedback to the customer the outcome of the investigation. The complaint should be logged in PiP Training’s “Complaints and Dissatisfactions” database.

5.2.6 Where a complaint is investigated locally and a response is provided which does not satisfy the complainant, then the complainant must be offered the opportunity to make the complaint to PiP Training Directors directly.

5.2.7 All complaints forwarded to PiP Training Directors will be logged and investigated.

5.3 Acknowledgement and Logging

5.3.1 All complaints and dissatisfactions should be recorded on PiP Training’s “Complaints and Dissatisfactions” database which will be maintained by PiP Training’s Directors.

5.3.2 It is important that a response is made to all complaints and dissatisfactions except where agreed with the customer.

5.3.3 The Directors will review all complaints and dissatisfactions on an annual basis and record review in the Governing Board meeting minutes

5.3.4 The formal complaint will be acknowledged within six working days of receipt by PiP
Training’s Directors stating that the matter is under investigation and giving an indication of the date when the customer can expect a reply. If this date is not met then a letter will be sent updating the customer and modifying the scheduled completion
date.

5.4 The Formal Complaints Resolution Investigation.

5.4.1 All formal complaints will be investigated by PiP Training’s Directors.

5.4.2 Formal Complaints investigated by an appointed investigating officer should be completed within 15 working days, or as soon as possible thereafter, from receipt of the complaint. At the conclusion of the investigation, the Directors will make a decision on the basis of the outcome of the investigation, identifying any points for corrective
action.

5.4.3 PiP Training’s Directors will respond to the complainant with the outcome of the investigation.5.5 Complaints against a member of staff.

5.5.1 In the event of a complaint being made against a member of staff, or if during an investigation it is found that a member of staff may have failed to carry out proper procedures or has not acted with integrity or competence PiP Training’s Directors
should be informed and the procedure below followed.

5.5.2 If the complaint refers to a matter of procedure or failing to meet standards, PiP Training’s Directors will deal with it through normal performance management processes.

5.5.3 If the complaint is a potential case of misconduct or gross misconduct, the line manager should refer the matter directly to PiP Training’s Directors who will investigate and action.

5.6 Corrective Action and Reporting.

5.6.1 Where a complaint or dissatisfaction concerns a procedural failure corrective action must be taken to improve the service and this should be logged.

5.6.2 PiP Training’s Directors will monitor the complaints system and prepare analyses of complaints for the Board meetings at least annually.5.7 Evaluation of the Complaints Procedure.

5.7.1 PiP Training’s Directors will monitor the Complaints and Dissatisfactions procedure.

Appendix A – A complaint for resolution

If you have a complaint that you have been unable to resolve informally, please use this sheet or a photocopy of it to provide the PiP Training with the necessary information to enable us to carry out a full investigation. PiP Training takes all complaints very seriously and therefore we ask you to provide us with as much detail as possible about your complaint and if possible to submit to us copies of any documentary evidence you may have which relates to it. When you have completed the form please seal it in an envelope and either post it to PiP Training or hand it to a member of staff.

EQUALITY & DIVERSITY POLICY


1. Introduction This policy explains how Proactive in Partnership Training Ltd (PiP Training) promotes age, disability, gender, transgender, sexual orientation, race, ethnicity, religion and belief equality for both staff and apprentices (learners) and how the policy is implemented when training apprentices. PiP Training will address the potential for discrimination and disadvantage and the need to promote fair access and outcomes for the equality strands identified below. These are strands:

  • Age
  • Disability
  • Gender reassignment
  • Race
  • Religion or belief
  • Sexual orientation
  • Marriage or civil partnership
  • Pregnancy and maternity
  • Sex
PiP Training embraces fully the principles of Equality and Diversity, widening participation and providing access to education and training for people of all backgrounds, abilities, ages, ethnic origins, religion, gender and sexual orientation. PiP Training will always recognise and respect diversity in the pursuit of equality of opportunity. PiP Training promotes equality of opportunity, good race relations and tackle all forms of discrimination through our publicity, policies and procedures.

2. DEFINITIONS See Appendix 1

3. PURPOSE PiP Training will promote Age, Disability, Gender reassignment, Race, Religion or belief, Sexual orientation, Marriage or civil partnership, Pregnancy and maternity and Sex equality in all its activities, in particular to our employers and our learners. The purpose of this policy is to make it clear that PiP Training welcomes learners and staff from any section of the community regardless. It promotes Equality and Diversity for its learners and employees and provides leadership on equality matters. PiP Training will not tolerate any form of behaviour or activity that discriminates without proper justification on the grounds of gender, marital status, family responsibilities, sexual orientation, colour, race, nationality, religious belief, ethnic backgrounds and disability.

4. SCOPE This policy applies to all staff, learners and visitors including contractors of PiP Training.

5. Related Legislation Equality Act 2010

6. RESPONSIBILITIES

The Directors of PiP Training are responsible for ensuring that:
  • They are aware of their statutory duties in relation to equality legislation and aware of this policy
  • They promote equality and diversity on behalf of PiP Training to all our employees, associates, employers and learners
  • All aspects of PiP Training’s policy and activity are sensitive to equality issues
  • Staff, contractors and learners are aware of the Directors statutory responsibility in relation to discriminatory legislation as an employer and service provider
  • Effective policies and procedures are in place to continuously improve the quality of equal opportunities
  • The strategic direction includes a commitment to equality and diversity and diversity training
  • All staff, contractors and learners are aware of their responsibilities to promote equality of opportunity
  • Equality monitoring information is collected and analysed
  • Discriminatory behaviour on the part of managers, staff or learners is challenges to create a positive, inclusive ethos
  • The procedures for the recruitment of staff enshrine best practice in equal opportunities
  • Publicity materials present appropriate, positive and non stereotypical messages about all members of the diverse society
  • Appropriate training and development is provided to support the appreciation and understanding of diversity
  • Teaching observation ensures issues around equality are addressed
  • They initiate disciplinary action against staff, sub-contractors or learners who discriminate for reasons of equality and diversity
  • Recruitment and selection does not discriminate on grounds of equality
  • All recruitment advertisements, recruitment materials, selection processes do not exclude or place any group at a disadvantage
  • All employees have equal rights and access to training, promotion and other aspect of career development
  • Positive action through recruitment processes to redress any under­representation of any group in the workforce is taken
  • New and existing staff are aware of this policy and know what they are expected to do to carry out the duty to promote equality.
  • Training is provided for all staff about equality and diversity
  • Their schemes of work, lesson content and teaching resources demonstrate sensitivity to issues of diversity
    • Teaching delivery, resources and materials are adapted to meet the needs of all learners
    • They challenge inappropriate behaviour, whether wittingly or unwittingly by learners, work placement providers, outside contractors or other members of staff
    • They respond positively to the needs of all staff and learners who they come in contact with in the course of their work and make reasonable adjustments where necessary
    • All Contractors and Service Providers are responsible for following the Equality & Diversity policy and any equality conditions in contracts and agreements


7. ASSESSMENT ARRANGEMENTS

Where appropriate PiP Training will negotiate with Awarding Bodies on behalf of the learner, to provide assessment concessions. This process will begin as early as possible and the learners will be asked about any previous concessions they may have accessed.
The learner needs will be assessed, and PiP Training may recommend:
  • A scribe or reader
  • Additional time
  • Use of a computer
  • A separate room
8. RISK ANALYSIS PiP Training will seek to ensure that:
  • It fulfils all its legal requirements placed on it by Equality Legislation and associated Guidance and Codes of Practice
  • It fulfils its duty to make reasonable adjustments, as far as reasonably practicable, to enable staff and learners to have access and do their work
  • Learners and their sponsors are aware of the value placed upon equal opportunity and that disciplinary action will be taken in the event of any breach of the policy. Publicity materials present appropriate and positive messages about all people and are designed to reach all sectors of the population


      9. EQUALITY MONITORING PiP Training will facilitate the monitoring of equality with our funding partners.

      Appendix 1 EQUALITY AND DIVERSITY DEFINITIONS
      Equal Opportunities- The means by which disadvantage, and discrimination is reduced and eliminated by legislation and positive action. Equal Opportunities aims to ensure that no group receives less favourable treatment by virtue of one’s skin colour, race, gender, ethnic origin, disability, age, class or sexuality, thereby enabling all people to have equality of access to the provision of goods, services, facilities, premises and employment.
      Racism- All attitudes, procedures and patterns- economic, social and cultural- whose effect, though not necessarily whose conscious intention, is to create, maintain and extend the power, influence and privilege of one group of people over another.
      Racialism- An implicit set of negative beliefs about a racial or ethnic group. Can result in offensive or violent behaviour towards members of a racial or ethnic group.
      Sexism- All attitudes, procedures and patterns- economic, social and cultural- whose effect, though not necessarily whose conscious intention, is to create, maintain and extend the power, influence and privilege of one group of people over another.
      Prejudice- An opinion or feeling about people of a different group which is formed beforehand, without informed knowledge, thought or reason and which is likely to be sustained even in the face of evidence to the contrary.
      Discrimination- Less favourable treatment of an individual or group which is not based on their work performance or conduct as a member of staff or learner.
      Disability Discrimination- Where an individual or group is treated less favourably on account of their disability and this treatment cannot be justified. Discrimination also occurs where there is a failure to make a reasonable adjustment for a disabled person and that failure cannot be justified.
      Racial Discrimination- Less favourable treatment of an individual or group on account of their racial origin or colour
      Sexual Discrimination- Less favourable treatment of an individual or group on account of their gender or marital status.
      Harassment- Can be directed at any group or individual, and can include unnecessary touching, unwanted physical contact, leering, personal remarks, verbal or written abuse, visual displays, coercion, isolation or non-co-operation.
      Sexual Harassment- Unwanted conduct of a sexual nature or other conduct based on sex affecting the dignity or men and women at work (European Community Code of Practice). Repeated and/or unwanted verbal or sexual advances, sexually explicit or derogatory statements
      Racial Harassment- Conduct (whether by act or omission) which is intended to cause or does cause physical or mental distress to an individual or group on account of their colour, race, nationality or ethnic origins or sexually discriminatory remarks (TUC)

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