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  • 1 Study type
  • 2 Your Interests
  • 3 Your Grades
Question 1

How would you prefer to study?

Question 2

What are your interests?

Question 3

What grades have you achieved or are predicted?

These results are a suggestion of courses you may want to explore but are by no means a definitive list and individual entry requirements do apply.

Safeguarding, Equality & Diversity

At Stamford College, we are committed to equal opportunities in employment and learning regardless of a person’s gender, marital status, race or colour, nationality, ethnic or national origin, HIV status, age, disability, sexual orientation, political or religious beliefs, and unrelated criminal convictions, or other specific factors which result in discrimination. We are also committed to promoting diversity.

We are committed to the ethos of a disability-friendly college. We will ensure that all reasonable adjustments are made to provide an assurance that disabled people are treated fairly.

Safeguarding, Equality & Inclusion Policy


Stamford College is committed to safeguarding and promoting the welfare of children and vulnerable adults and expects all staff and volunteers to share this commitment.

Our child protection policy and procedures are rigid and thorough and are in keeping with locally agreed inter-agency procedures. All students receive information, advice and guidance throughout their time with us to ensure that a safe and suitable learning environment is maintained.

The College has also recently introduced on-site security procedures and all students, staff and visitors must wear formal ID badges whilst on all College premises to ensure that we effectively monitor and recognise everyone who is at the College.

The Safeguarding Team are:

  • Sarah Young - (Designated Safeguarding Lead)
  • Lauren Barker – Safeguarding and Welfare Officer (Deputy Designated Safeguarding Lead)
  • Bev Peasgood – SFWL Curriculum Lead and DSO

Contact the Safeguarding Team:

07810 161010

Reports should be made by using the Safeguarding Referral form. The designated Safeguarding Team will then assess the risks to students and refer to the Multi Agency Support Hub (MASH) or CHANNEL (a multi-agency body linked to the police) who will respond where required.

Extremism and radicalisation and safeguarding are covered as part of the College’s tutorial programme, with the aim of educating young people to the risks, so they are aware of how to keep themselves safe.

Help and Support

If you need immediate help or support you should contact the emergency services or suggested services listed below:

  • Police – 999
  • NHS – 111
  • Domestic Abuse line – 0808 2000 247
  • NSPCC – 01733 207620
  • – Offer online support for people with Mental Health concerns
  • Samaritans – 0330 094 5717
  • Womens Aid 24hr – 08454 103 123
  • Visit the Digital Parenting website for advice and information about the latest digital technologies and the challenges children and teenagers might face in their digital world.

Safeguarding means:

  • Promotion of your health and development
  • Ensuring your safety and care
  • Ensuring you are offered the best life chances
  • Protection from abuse and neglect
  • Prevention of bullying and harassment


5 Ways to Welbeing Poster A2 2020

5 Ways to Wellbeing

Stam­ford Col­lege are proud to work in part­ner­ship with Mind­space and pro­mote the 5 ways to well­be­ing to improve the men­tal well­be­ing of the whole col­lege community.

British Val­ues

At Stam­ford Col­lege we pro­mote val­ues which ensure that our stu­dents devel­op a strong sense of social and moral responsibility.

We pre­pare stu­dents for life in mod­ern Britain and aim to embed key val­ues with­in the cur­ricu­lum and ethos at Stam­ford Col­lege. Val­ues such as:

  • indi­vid­ual liberty
  • democ­ra­cy
  • the law
  • mutu­al respect and tolerance

Our cur­ricu­lum is broad and bal­anced, com­plies with leg­is­la­tion and pro­vides a wide range of sub­jects which pre­pare stu­dents for the oppor­tu­ni­ties, respon­si­bil­i­ties and expe­ri­ences of life in mod­ern Britain.

It active­ly pro­motes fun­da­men­tal British val­ues and it extends beyond the class­room with a wide range of tuto­ri­als, vis­its, guest speak­ers and expe­ri­ences. It pro­motes tol­er­ance and respect for peo­ple of all faiths (or none), cul­tures and lifestyles through effec­tive spir­i­tu­al, moral, social and cul­tur­al devel­op­ment of stu­dents, includ­ing engag­ing stu­dents in extracur­ric­u­lar activ­i­ty, vol­un­teer­ing in the local com­mu­ni­ty, fundrais­ing, work expe­ri­ence and live project briefs.

Equal­i­ty and Diversity

Equal­i­ty Objectives:

The Col­lege mon­i­tors data in respect of learn­ers and staff on a reg­u­lar basis and has these five key objec­tives for improve­ment over the next four years. Mea­sures are linked to each of the key objectives.

  1. Advance the course take-up by under-rep­re­sent­ed gen­ders in iden­ti­fied cur­ricu­lum areas.
  2. Strive to elim­i­nate any dif­fer­en­tial in stu­dents’ attain­ment accord­ing to race, gen­der or disability.
  3. Address the under-rep­re­sen­ta­tion of Black and Minor­i­ty Eth­nic (BME) peo­ple in the staff and gov­ern­ing body to reflect the pop­u­la­tion we serve.
  4. Fos­ter a cul­ture of dig­ni­ty and respect between dif­fer­ent groups of peo­ple by rais­ing aware­ness of diver­si­ty in Teach­ing, Learn­ing and Assessment.
  5. Enhance the gath­er­ing of data on sex­u­al ori­en­ta­tion, trans­gen­der sta­tus, faith and belief (of staff and stu­dents) in order to ensure that we meet their needs in College.

Sin­gle Equal­i­ty Scheme

The Col­lege has a Sin­gle Equal­i­ty Scheme which includes the annu­al mon­i­tor­ing sta­tis­tics, details of the Equal­i­ty Impact Assess­ment Process and the Cur­rent Equal­i­ty Rolling Action Plan.

Equal­i­ty and Diver­si­ty Work­force Profile

We not only recog­nise the impor­tance of, but immense­ly val­ue the ben­e­fits of a diverse work­force and under­stand that an inclu­sive cul­ture means we can offer a wide range of ideas, ener­gies, skills, expe­ri­ence and resources to improve teach­ing and learn­ing for our com­mu­ni­ty and beyond. 

The Equal­i­ty Act 2010 and the Pub­lic Sec­tor Equal­i­ty Duty requires all pub­lic author­i­ties to pub­lish equal­i­ty infor­ma­tion on their work­force to demon­strate that they are com­pli­ant and trans­par­ent in their practices.

Equal­i­ty and Diver­si­ty Work­force Profile


All schools, col­leges and uni­ver­si­ties have a legal duty to edu­cate stu­dents about extrem­ist behav­iour and to report any con­cerns about stu­dents who may be at risk of radicalisation.

This could (but is not lim­it­ed to) include the following:

  • Engag­ing with fun­da­men­tal­ists or their ideals (ISIL, Al-Qai­da, far right groups, etc)
  • Extreme polit­i­cal views (white suprema­cy, anti-Semi­tism, etc)
  • Vis­its to coun­tries deemed high risk by the UK government
  • Access­ing web­sites / social media linked to extrem­ist organisations
  • Views or behav­iour that are con­trary to British Values

Recog­nis­ing Signs of radicalisation:

The fol­low­ing could describe gen­er­al teenage behav­iour, how­ev­er, togeth­er with oth­er signs may mean a young per­son is being radicalised:

  • out of char­ac­ter changes in dress, behav­iour and changes in their friend­ship group
  • los­ing inter­est in pre­vi­ous activ­i­ties and friendships
  • secre­tive behav­iour and switch­ing screens when you come near

The fol­low­ing signs are more spe­cif­ic to radicalisation:

  • own­ing mobile phones or devices they can­not account for
  • show­ing sym­pa­thy for extrem­ist causes
  • advo­cat­ing extrem­ist messages
  • glo­ri­fy­ing violence
  • access­ing extrem­ist lit­er­a­ture and imagery
  • show­ing a mis­trust of main­stream media reports and belief in con­spir­a­cy theories
  • appear­ing angry about gov­ern­men­tal poli­cies, espe­cial­ly for­eign policy

Mem­bers of staff have a legal duty to report any con­cerns, how­ev­er minor, to the Safe­guard­ing Team.

Safe­guard­ing for ALL Pol­i­cy and Addendum


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