Access and participation Statement2019-02-20T19:06:28+00:00

Access and Participation Statement

First Kare Academy


The statement sets out the First Kare Academy’s approach to equal opportunities and the avoidance of discrimination at student recruitment. It applies to all aspects of employment with us, including student recruitment, assessment conditions, training, appraisals, progression delivery during their learner journey, disciplinary and grievance procedures, and termination of studies. This applies to all learners, visitors, employees, members of the Board of Governor’s consultants, contractors, service providers, volunteers, interns, casual workers, agency workers and any other persons associated with the functions of the First Kare Academy. This statement covers the main site on which the First Kare Academy carries out its activities as per to the Higher Education and Research Act (HERA) 2017.

The recent analysis cites that most disadvantaged young people are seven times less likely than the most advantaged to attend the most selective institutions. SO we need to provide ample access facilities to underrepresented groups to access the higher education in our region.

Assessment of Current Practice

We do assess the students from different background and their progression rates to further study and graduate employment. We do assess our students with data analysis at different stages during their learner journey. This encompasses the enrolment data to value-added data as well as destination data.  This is one of our Key Performance Indicators (KPIs) and now we are escalating this to all student community groups including BAME – Black Asian Minority Ethnic.

We have a well-designed student engagement which represents all the students age-wise, ethnicity wise and gender-wise. This will consist of protected groups’ and ‘underrepresented groups’ as well.

Ambition and Strategy

First Kare Academy aims to provide wider access to disadvantaged students under the government widening participation (WP) agenda with distinct objectives. In order to get successful, First Kare Academy will request the prospective students and be respected by employers. Putting financial power into the hands of learners makes student choice meaningful as student support in the hear of our system.

We will try to adhere to the following objectives as per to Office for students and Higher Education and research Act 2017.

  • remove or minimise disadvantages suffered by persons with protected characteristics
  • take steps to meet the needs of persons who share a relevant protected characteristic
  • encourage persons who share a relevant protected characteristic to participate in public life or in any other activity in which participation by such persons is disproportionately low.

First Kare Academy will make available, course by course, new data showing the type and subjects of the actual qualifications held by previously successful applicants. We will make detailed data available publicly, including on employment and earnings outcomes for our current and prospective students.

Access Student Success and Progression Measures

First Kare Academy will assure the same level of access for all our students regardless of age, gender and ethnicity. We will remove the gaps for underrepresented groups in their educational attainment. We provide additional study skills lessons and numeracy skills to develop their employability skills during their learner journey with us.  Our annual programme monitoring review will produce the actual scenario of the particular cohort success and we will set targets for the following academic year to improve our standards.

First Kare Academy will provide sufficient access to students from most disadvantaged backgrounds. Our governing board convenes a meeting on regular basis and we will analyse the student success and prevent discrimination on each and every stage of the student life cycle with us.

We provide extra support and ample access to our resources for all students and especially underrepresented groups based on the outcomes of diagnostic and formative assessments. We aim every student must get success during their student life cycle with us regardless of their background.

Direct Discrimination

Direct Discrimination occurs when someone is treated less favourably than another person because of a protected characteristic they have or are thought to have (see Perceptive Discrimination below), or because they associate with someone who has a protected characteristic (see Associative Discrimination below).

Associative Discrimination

This is direct discrimination against someone because they associate with another person who possesses a protected characteristic. It applies to Race, Religion or Belief and Sexual Orientation, Age, Disability, Gender Reassignment and Sex.

Perceptive Discrimination

This is direct discrimination against an individual because others think they possess a particular protected characteristic. It applies even if the person does not actually possess the characteristic. It applies to Age, Race, Religion or Belief and Sexual Orientation, Disability, Gender Reassignment and Sex.

Indirect Discrimination

Indirect Discrimination can occur when you adopt a condition, rule, policy or even a   practice in your organisation that applies to everyone but particularly disadvantages people who share a protected characteristic. It applies to Age, Race, Religion or Belief, Sex, Sexual Orientation and Marriage and Civil Partnership, Disability and Gender   Reassignment.


Harassment is “unwanted conduct related to a relevant protected characteristic, which has the purpose or effect of violating an individual’s dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment for that individual”.

Employees can complain of behaviour that they find offensive even if it is not directed at them, and the complainant need not possess the relevant characteristic themselves.

Employees are also protected from harassment because of perception and association.  Victimisation

Victimisation occurs when an employee is treated badly because they have made or supported a complaint or raised a grievance under the Equality Act or because they are suspected of doing so. The Equality Act amends the definition ‘victimisation’ so that it no longer needs to point to a comparator


  1. a) Recruitment and all other marketing literature shall include a reference to the First Kare Academy’s Equality and Diversity Policy. All recruitment literature shall use appropriate language and shall encourage applications from groups under-represented in further and higher education. Prospective learners shall be given realistic guidance on the costs they can expect to pay and of the financial support arrangements available to them.
  2. b) The First Kare Academy shall select its learners in accordance with its Admission Policy.
  3. c) The First Kare Academy shall take steps to ensure that academic, admissions staff and tutors are aware of and conform to the First Kare Academy’s Equal Opportunities Policy.
  4. d) The procedures followed during the process of admissions and clearing shall be regularly reviewed and if necessary revised to minimise the risk of inadvertent discrimination.
  5. e) The First Kare Academy will monitor and regularly review its policies and procedures to ensure that they continue to support the First Kare Academy’s mission and strategic objectives, that they remain current and valid in the light of changing circumstances and that they meet all external requirements, including adherence to equalities legislation. If there is any indication that members of one group have received less favourable treatment than members of another group, the situations shall be investigated and appropriate action taken in accordance with any relevant approved documentation.
  6. f) Where an applicant has reason to believe that their application has not been handled fairly, objectively or in accordance with the procedures described above and/or in the Admissions Policy, the applicant should write to the First Kare Academy Director setting out their reasons.


  1. a) The First Kare Academy recognises the importance of the development of the individual through the educational process and the role of the curriculum in ensuring that this development is fulfilled.
  2. b) The First Kare Academy is therefore committed to the promotion of equality of opportunity with respect to programme content, approaches to teaching and learning, assessment methods and the structure and timetabling of courses of study. Further, it shall aim to ensure that documents such as module study guides and programme handbooks, teaching materials and assessments reflect the aims of this Policy and are available in alternative formats.
  3. c) The First Kare Academy shall aim to offer a portfolio of provision which is of relevance and interest to persons of all genders and from a wide range of social and cultural backgrounds and which are accessible.
  4. d) The First Kare Academy will encourage perspectives which reflect the cultural diversity of our society and which are neither gender dominated nor ethnocentric.
  5. e) The First Kare Academy will promote equality of opportunities through the processes of validation and monitoring the use of a range of teaching approaches as well as assessment methods.


  1. a) All staff and learners of the First Kare Academy shall use language which is appropriate and is not gratuitously chosen in order to cause offence to particular groups, in the course of teaching and learning and in support of teaching and learning. However, it is a fundamental principle of academic freedom that reasoned argument may be employed to test and challenge views, opinions and assertions of all kinds, and in no circumstances may this clause be used to discourage or prevent the exercise of that freedom.


  1. a) The First Kare Academy’s objective is to provide a fair method of assessment to ensure equality of opportunity for all of its learners.
  2. b) Appropriate and flexible arrangements shall be made for learners with declared disabilities and/or specific learning difficulties in the assessment and examination process. Invigilators of examinations shall also be aware of this policy and shall be expected to act in accordance with it. The validity of examinations and assessments shall not be affected by any such arrangements.
  3. c) When an external examiner is appointed to examine a taught course or a research degree the First Kare Academy shall draw their attention to this Policy. The First Kare Academy expects all external examiners to act in accordance with this Policy.

Services and Facilities

  1. a) The First Kare Academy is committed to access by all of its learners in groups or as individuals to the central services it provides and the facilities it offers.
  2. b) All central services within the First Kare Academy which offer services directly to individual learners shall monitor the impact of the delivery of their services.
  3. c) Recreational opportunities shall be kept under regular review to ensure that the provision does not disadvantage any particular groups of learners


Currently, we have achieved Matrix Standards and we are conducting career advice services with most appropriate Information, Advice and Guidance (IAG) sessions for our student in accordance with our exit strategy.



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