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How can provide support at the right time: Providing timely support involves prompt action: checking in with the individual as soon as they raise a concern, gathering all relevant facts and data, and meeting with everyone involved to produce an objective report while ensuring the individual feels supported throughout the process. This should be carried out in alignment with the timelines outlined in our complaints, disciplinary, and positive behaviour policies. Whenever possible, completing investigations ahead of the deadline is ideal to ensure a quicker resolution and ensuring the person feels supported, safe and valued. 

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We can provide the right support by: using evidence base, reviewing processes, check if assumptions are being made, do we have barriers in our procedures in the first place, being supportive (ensuring the person facing the issues feels valued), involving management if required.

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Ensure we connect the two terms safeguarding-racism as they are often separated. Challenge ourselves regularly with discussion and training around these issues. Challenge explicit and implicit behaviours. Continue open conversations, case studies and live experiences. Include an anti-racism element in new staff induction. make it safe space for staff to tackle and debate professionally where it naturally occurs. counselling for victims. consistency in our processes. familiarise with policy and ensure learners understand it. Training on how to effectively embed anti-racist practices and become agents for change. Offering a series of sessions to build confidence over time, e.g. how to recognise microaggressions/ behaviours, what is unconscious bias, how to have ‘difficult’ conversations (including language/ key terminology - what is meant by ‘white privilege’ and marginalisation) etc. Also sessions which show the contribution and impact of those form the BAME community – with an emphasis on Britain and the vocational areas taught cross the colleges – maybe even include local ‘heroes’. 

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Support for witness, victim and perpetrator.  

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Need more understanding of marginalised groups

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Using resources.  Ensure student are fully aware

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Ensure people have a safe space to talk and a safe persons.

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Students should be reminded and encouraged to report concerns, as this helps bridge the gap in staff awareness regarding new slang used by teens and remarks made in different languages.

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Student council and racial justice to be involved in development of the tutorial programmes so student can relate

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Student council and racial justice to be involved in development of the tutorial programmes so student can relate

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Widen recruitment of DSLs and safeguarder so it is more representative of the college cohort

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Widen recruitment of DSLs and safeguarder so it is more representative of the college cohort

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Safe space whether both staff and students can go if experiencing racism and be supported by those who have lived experienced 

# data[].attributes.subject
Safe space whether both staff and students can go if experiencing racism and be supported by those who have lived experienced 

# data[].attributes.headline
Training on how to challenge instances of racism eg scenarios and sentence starters

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Training on how to challenge instances of racism eg scenarios and sentence starters

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Recognising unconscious and racist micro aggressions, informing others when we see these behaviours and support everyone to overcome them 

# data[].attributes.subject
Recognising unconscious and racist micro aggressions, informing others when we see these behaviours and support everyone to overcome them 

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Have an accessible platform where slang terms and offensive comments can be recorded, not all staff are familiar with the wide variety in circulation these days

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Have an accessible platform where slang terms and offensive comments can be recorded, not all staff are familiar with the wide variety in circulation these days

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Remind students thy are in a professional environment and slang terms between them are not acceptable. 

# data[].attributes.subject
Remind students thy are in a professional environment and slang terms between them are not acceptable. 

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produce a how to guide - different scenarios / attach reported issues to employers and not just learners so that we can see repeated issues in a workplace / offer L1 safeguarding to all employers/ produce editable safeguarding policies available to employers/ offer development days to line managers/mentors of apprentices to cover key issues including racism and inclusion

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Reporting of employer issues around inclusivity and racism back to BD to form part of employer engagement and training / include guidance on what to do if you experience of witness during work time/placement as well as at college/include as an integral part of induction/include questions on student questionnaires and employer questionnaires/ensure progress reviews consistently ask and there are quality checks as part of the quality process

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Offer support to employers to ensure that their culture aligns / offer training to employers to support/ distance learning packages for safeguarding offer to employers/employer induction offering/use our electronic signature for key messages around inclusion and zero tolerance of racism/produce case studies on the impact of racism to bring the subject to life and increase awareness/inclusion in employer handbook and learner handbook

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More training on cultures and religions is needed, and staff producing educational videos for greater awareness of what can offend. Being considerate of the way things are being presented. Being more aware of what to report on don't disregard 

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Racism is an issue, no doubt, but there is a problem with a way it is presented and dealt with nationally and in the media. I agree with one of the comments below that there is too much focus on black/white. It often antagonises people and cause even more racial divide. 

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Racism is an issue, no doubt, but there is a problem with a way it is presented and dealt with nationally and in the media. I agree with one of the comments below that there is too much focus on black/white. It often antagonises people and cause even more racial divide. 

# data[].attributes.body
Even in some of our internal training sessions the problem of racism is sometimes presented as a one direction problem, where one race seems to be presented as victims, and the other as villains or privileged, and it is far more complex. It needs a fairer and more objective approach and perhaps a debate rather than someone lecturing everyone else on the issue, as we all have different experiences, and everyone can be a victim of racism.

I am a white person, but I don't find anything of privilege in my background, so such a generalisation in staff training is an insult to me, and should not take place in staff training. I also experienced racism at a workplace, outside work, verbally, was a victim of a violent attack, my nephew was badly bullied and beaten several times at school. Such things happen to white people too quite frequently, yet they are not talked about and don’t attract as much attention.

I believe the college should acknowledge it and implement it in their policy (if they haven’t done so yet). People delivering training should be more open-minded, acknowledge the complexity of the issue and avoid generalisations of this kind. Make it explicit that no race is more privileged than any other race or group.

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Also need to balance impact and intent: the "offender" may not have intended to be racist, may have used incorrect terminology through ignorance - this should be considered as an opportunity for education. The "offender" may also have strong feelings about being called out, and that needs to be addressed BUT this cannot be prioritised over the impact on the affected person. (i.e. you can't shrug off use of a slur because it wasn't "intended" to be harmful)

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A means by which people share real life experiences

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B302: teachers need to be given the time to support each other in building a positive culture of inclusion and diversity. When it comes to freedom of speech teachers must find a balance with encouraging freedom of speech whilst still ensuring people are not discriminated, isolated and othered. Teachers need to learn from each other and from others' different experience to increase their ability to facilitate challenging debates and turn them into opportunity of growth for the whole BMet community. They need to be supporting and encouraging each other to promote the building of critical thinking amongst the students as a cultural and fundamental choice, instead of choosing the short-sighted and passive route of just moving on. from difficult conversations.

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Immediate reporting channels (Open Doors) , Peer Support Networks ( Student Led Groups to share experience and seek guidance).  Include all staff and students. BAME does not include all ethnic groups and BAME emphasises specific groups only, then BAME will lead to exclusion  and BAME does not safeguard all groups. In 2021 The government commission on race and ethnic disparity recommended  that we should stop using the term BAME because of the reasons above. 

# data[].attributes.subject
Immediate reporting channels (Open Doors) , Peer Support Networks ( Student Led Groups to share experience and seek guidance).  Include all staff and students. BAME does not include all ethnic groups and BAME emphasises specific groups only, then BAME will lead to exclusion  and BAME does not safeguard all groups. In 2021 The government commission on race and ethnic disparity recommended  that we should stop using the term BAME because of the reasons above. 

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Consistent support offered to both adults and 16-19 students. All incidents to be taken seriously and treated as important. Support offered in a timely manner, knowledge of what the time frames are & how we can extend support following the end of a short course.

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Front of house staff should  work together to provide ESOL ;earners with a more quality service.

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The definition of racism that we are using needs to applicable to all students and wider than the 'marginalised' groups within wider Britain. 

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Make the revised definitions clear and visible to all (staff and students) around the college and on shared media

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Make the revised definitions clear and visible to all (staff and students) around the college and on shared media

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Training for student services staff on how to deal with ESOL students.

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Learners should be informed about how to report incidents of racism, and this information should be included during induction week. 

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Equip everyone to have 'in the moment', constructive and kind conversations 

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Having a better system for ESOL students in terms of communication as some students have had been spoken to rudely.  The have not had a good experience as been classed as othering.   

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Clarify timeframes that staff should deliver to to avoid stress caused by delays to whole teamsas work ofetn has to be carried by others duroing lengthy  investigations

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Backlog/ waiting times on support services at college and using external agencies/ online services to support students. The use of an AI assistant for learners to ask questions to re. safeguarding. Assemblies covering topical issues and develop the college community. Work on counselling waiting times

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Update posters with safeguarding champions every term- can safeguarding have a specific colour?

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Ensure a safeguarder is always available when necessay. Resource this. Can Safe guarding champions be recompensed?

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staff to feel confident with all policies and procedures-Have time to read and consult with ALS

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Raise student and staff awareness of types of support available for internal and external safeguarding issues.    Escalate issues where necessary for more urgent concerns. Check waiting times for support and speak directly to staff e.g. backlog with counselling issues and use of approved online support. 

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clear communication to all involved about live cases. Always ensure a safeguarder is on site as a priority.

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ESOL Cafe  would be useful to transfer knowledge.

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ESOL Cafe  would be useful to transfer knowledge.

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A number of tutorial sessions to cover  the changes in definitions and how to report concerns. Invite Safeguarding leads to introduce and explain the internal processes. Discuss safeguarding issues from an individual, institutional and societal perspective to raise learner awareness. Have clear actions, targets to review the impact on learners. 

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Consider intersectionality with the impact of racism 

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D103A/C - Challenge the behaviour if this is experienced in the presence of staff. Not quite sure how the support aspect will work, will someone come up? Will the student have support sessions with the support  team? 

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D103A/C - Challenge the behaviour if this is experienced in the presence of staff. Not quite sure how the support aspect will work, will someone come up? Will the student have support sessions with the support  team? 

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Tackle the situation head on whether this be 1-1 or as  full class. Staff need to be clear of what support we can offer and what is available. 

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Thinking about use of images in lessons and materials - ensure these are diverse and show people of a variety of backgrounds and experiences

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More practical examples of how the policies work in practice/real life. Timely response from accountable departments. 

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Ongoing and continuous training on this topic. More collaboration with other FE sector colleges to see how they implement these policies. Guest speakers but more subject specific expertise. 

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Better promotion of existing mechanisms of support - e.g staff network, connect cafes, MHFAs, D&I and Wellbeing and Engagment changemakers, line managers 

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Language Support Services: Offer language classes and tutoring to help foreign students improve their communication skills. Provide translation services for important meetings and documents. Technology Integration: Use translation apps and tools to facilitate communication between students and staff. Implement online reporting systems that allow students to report incidents of racism anonymously and in their preferred language. 

# data[].attributes.subject
Language Support Services: Offer language classes and tutoring to help foreign students improve their communication skills. Provide translation services for important meetings and documents. Technology Integration: Use translation apps and tools to facilitate communication between students and staff. Implement online reporting systems that allow students to report incidents of racism anonymously and in their preferred language. 

# data[].attributes.body
Offer language classes and tutoring to help immigrant students improve their communication skills.

Provide translation services for important meetings and documents.

Technology Integration:

Use translation apps and tools to facilitate communication between students and staff.

Implement online reporting systems that allow students to report incidents of racism anonymously and in their preferred language.

Interactive Workshops:

Conduct workshops that use role-playing and simulations to teach students about empathy, cultural sensitivity, and anti-racism.

Involve students in developing and delivering these workshops to ensure they are relevant and engaging.

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D103A/C - Clear reporting methods for staff to follow.

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D103A/C - Clear reporting methods for staff to follow.

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Timely interventions are crucial—this means addressing the incident promptly, investigating it thoroughly, and taking appropriate action to resolve the issue while keeping the individual informed. To ensure incidents are addressed quickly, may be implemented a hotline where students can report incidents anytime, from anywhere. 

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Trusted confidants to talk through any 'incident' in a timely way 

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Log ALL incidents, no matter how small. Discuss with students the impact of their words even if they did not intend to offend (remember that WE are the educators ). Create an inclusive environment. Check ins with the 'victim'. 

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Update my concern and track behaviours.  Listen passively and make notes and then update this concern on the relevant platform. Do not delay or ignore and concerns and these must be acted om ASAP even if it is just a minor issue. 

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Counsellors, Connect Cafe, Apps, Training 

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Global majority = redefining that people can feel comfortable feeling included. 

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Global majority = redefining that people can feel comfortable feeling included. 

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Have a clear process and questions, trained investigators, clear explanation of definition and why it has been defined, statistics of instances and justifications to reinforce it does happen, practical tools e.g. students in lifts - how to deal with this. Include speaking to line manager in the process chart, generate confidence in how the College responds to false allegations.  Clarity of support available or where to go for informally advice e.g. DSLs/Line Managers/Sam Coles? 

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Policy Development: Create a comprehensive anti-racism policy that clearly defines what constitutes racism and outlines the consequences for discriminatory behavior. Ensure the policy is aligned with national and international legal frameworks2.

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Policy Development: Create a comprehensive anti-racism policy that clearly defines what constitutes racism and outlines the consequences for discriminatory behavior. Ensure the policy is aligned with national and international legal frameworks2.

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Education and Training: Provide regular training sessions for staff, volunteers, and children on recognizing and addressing racism. This can include workshops, seminars, and online courses.

Data Collection and Monitoring: Collect and analyze data on incidents of racism to identify patterns and areas needing improvement. Use this data to inform policy updates and training programs2.

Support Systems: Establish support systems for victims of racism, including counseling services and reporting mechanisms. Ensure that these systems are easily accessible and well-publicized.

Community Engagement: Engage with local communities and stakeholders to raise awareness about racism and promote inclusivity. This can involve partnerships with local organizations, public campaigns, and community events.

Accountability: Implement clear procedures for reporting and investigating incidents of racism. Ensure that there are consequences for those who engage in discriminatory behavior and that these consequences are consistently enforced.

Continuous Improvement: Regularly review and update policies and practices to ensure they remain effective and relevant. Solicit feedback from staff, volunteers, and children to identify areas for improvement.

By taking these steps, organizations can create a safer and more inclusive environment for children and staff, effectively safeguarding against racism.

1www.jointhecollective.com

2commission.europa.eu

3www.ohchr.org

2. How might we provide the right support at the right time to those who experience or witness racism?

Providing the right support at the right time is crucial for those who experience or witness racism. Here are some strategies:

Immediate Response:

Listen and Validate: Offer a compassionate, non-judgmental ear. Acknowledge their feelings and experiences.

Immediate Safety: Ensure the person feels safe. This might involve removing them from the situation or addressing the perpetrator if it's safe to do so.

Accessible Reporting Mechanisms:

Clear Procedures: Make sure there are well-defined procedures for reporting incidents.

Anonymous Options: Provide options for anonymous reporting to encourage more people to come forward.

Support Services:

Counseling and Emotional Support: Offer access to trained counselors who specialize in dealing with racism-related trauma.

Legal Support: Provide information on legal rights and support for those who may want to pursue legal action.

Education and Empowerment:

Workshops and Training: Conduct workshops that empower individuals with strategies to handle and respond to racist incidents.

Resource Distribution: Share resources such as helplines, support groups, and informative materials.

Community Support:

Peer Support Groups: Facilitate peer support groups where individuals can share their experiences and support each other.

Community Allies: Encourage community members to act as allies who can offer support and advocacy.

Follow-Up:

Regular Check-Ins: Follow up with individuals who have reported incidents to ensure they are receiving the support they need.

Feedback Mechanisms: Create avenues for individuals to provide feedback on the support they received and suggest improvements.

Awareness Campaigns:

Anti-Racism Campaigns: Run campaigns to raise awareness about racism and promote a culture of inclusivity.

Role Models: Highlight stories of individuals and organizations successfully combating racism to inspire and educate others.

By combining immediate and long-term support strategies, organizations can create a robust system that effectively supports individuals who experience or witness racism.

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Expand the definition of racism and its different subtypes by including concrete examples and real-life scenarios to provide clarity and reduce ambiguity. This approach helps ensure a shared understanding among students and staff, making it easier to identify, address, and prevent racist behaviours effectively.

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What do we mean by Zero tolerance? - More clarity on the process for referal - and what are the actionable outcomes and consequences?

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Displaying our students cultural talents

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Displaying our students cultural talents

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Having more celebrations, shows and events to display cultural diversity in skills and talent. e.g cultural dancing and singing.

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Examples of cases i.e. how it was investigated, considerations given and outcomes (case studies)

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Examples of cases i.e. how it was investigated, considerations given and outcomes (case studies)

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Regularly review and update policies and practices to ensure they remain effective and relevant to the students as well as the staff. The students are often out of the loop the when it concerns college policies on issues such as racism.

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Regularly review and update policies and practices to ensure they remain effective and relevant to the students as well as the staff. The students are often out of the loop the when it concerns college policies on issues such as racism.

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To imbed some anti racism languages to be included in SOW, class resources, past exam papers and practice assessments through out all the levels of the programmes, which should clearly show the use of various ethnical names, culture, communities and society as a whole.

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D103A/C - Ensure that students understand the policy.

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D103A/C - Ensure that students understand the policy.

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Surgeries - students can pop in to receive support 

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Surgeries - students can pop in to receive support 

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Diverse champions to support the witness

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Diverse champions to support the witness

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Further Skillsgate sessions on the subject moving forward.

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Target times for processing complaints - Effective reporting procedure - Consistent approach – follow the policy - Staff training on policies and implementation - Knowing who to go to for advice and reporting for staff and students - Notices around the college advertising the anti-racism part of the safeguarding policy

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Active listening and reporting - Staff training - Reading through and understanding policies and word meanings - Build trust in relationships - Include anti-racism in college policies - Clear definitions -  Willingness to review definition / process on regular basis

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Safeguarding and anti-racism should be embedded in the curriculum and highlighted in lessons.

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Definitions - Racism - Doesn't need to be 'marginalised groups' - should just be everyone. Conscious and unconscious Bias needs to be considered. Further strategies to mix students so they don't always socialise/fall into their own ethnic groups. The tutorial programme currently needs further development to meet the needs of the college wide strategy. More visitors for tutorial to engage learners in the topic - life experiences shared. Speakers for induction. Focus groups for students to see what they think of the education elements of the topic.

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Assist curriculum departments in setting up dummy Pro-Portal and Speak Up accounts to effectively demonstrate to students how to use these tools for reporting concerns. This hands-on approach ensures students understand the process and feel confident utilising the platforms when needed.

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More discussions on world wide events - lessons learned. Encourage students to speak up who may be affected by worldwide events i.e. family and friends

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More discussions on world wide events - lessons learned. Encourage students to speak up who may be affected by worldwide events i.e. family and friends

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Some tools that have everything or one that is niche. e.g. Arbor, SIMs, eduware, clash. Can review what they offer that is not currently offered by MyConcern

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The key points need to be summarised in accessible language and CLEARLY. Consider "branding" - use of symbols to make safeguarding a clear priority. 

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Surround the learners with the visual reminders in the classrooms like safeguarding posters. Give them them a good induction. Follow five step policy. 

# data[].attributes.subject
Surround the learners with the visual reminders in the classrooms like safeguarding posters. Give them them a good induction. Follow five step policy. 

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Need to have quantitative detail of reports of racism for each campus to identify problem areas.  Also to consider different directorships in order to identify areas to improve, in the same way as we get for results of task completion and results. None of the designated for safeguarding or student experience are from the BAME community meaning students may perceive racism. Senior management (except Pat) are not from the BAME community.  Senior management team are misrepresented in gender, race and age at MB.

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Training - action plan on how to respond to racist incidents. 

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Training - action plan on how to respond to racist incidents. 

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•	We need to proactively address racism in our classrooms by embedding discussions about equality, diversity, and respect into our lessons.•	By raising awareness through real-life examples and encouraging open dialogue, we can help students understand the impact of racism and their responsibility to challenge it e.g. making use of external speakers.•	Make use of tools such as Debunk bot (AI tool) to interactively explore the issues.

# data[].attributes.body
• We need to proactively address racism in our classrooms by embedding discussions about equality, diversity, and respect into our lessons.

• By raising awareness through real-life examples and encouraging open dialogue, we can help students understand the impact of racism and their responsibility to challenge it e.g. making use of external speakers.

• Make use of tools such as Debunk bot (AI tool) to interactively explore the issues.

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•We need to proactively address racism in our classrooms by embedding discussions about equality, diversity, and respect into our lessons.

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Make students aware that when they are challenged for example because of their poor behaviour or punctuality or not having homework etc, it is not racism. I have witnessed staff being accused because of that. It is a serious accusation and should every incident of this kind recorded. Then, followed by a meeting with a manager, to establish the facts and/or correct misconceptions. Staff also need to be safeguarded against it. 

# data[].attributes.subject
Make students aware that when they are challenged for example because of their poor behaviour or punctuality or not having homework etc, it is not racism. I have witnessed staff being accused because of that. It is a serious accusation and should every incident of this kind recorded. Then, followed by a meeting with a manager, to establish the facts and/or correct misconceptions. Staff also need to be safeguarded against it. 

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The Speak Up platform is a great initiative, but its effectiveness can be enhanced with additional features. Dropdown menus for categories like topics, locations, and settings can streamline reporting and ensure consistency, while a severity scale (e.g., low to critical) can help prioritise urgent cases. Adding contextual prompts to guide users, action suggestions for next steps, and a tracking feature for report statuses would further improve user experience and ensure timely and effective responses to reported concerns.

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Review college resources and our current ones to update them. So we are able to offer specific information to an Apprentice. This will inform an action plan of support e.g. arranging counselling.  Building Apprentices confidence to be able to speak to their assessor so they can ask for help. 

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Engaging students with interactive or "fun" content i.e. posters or videos