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You just need to answer three simple questions about your study preferences, interests and predicted grades and we can suggest courses that might suit you.

  • 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

The College is committed to safeguarding and promoting the welfare of young people and vulnerable adults and expects all staff, visitors and volunteers to share this commitment. We embrace a ‘whole college approach’ to safeguarding, ensuring that all staff are trained in Safeguarding and Child Protection issues and are kept up to date with changes in legislation and practice. We will take all allegations and suspicions of abuse seriously and will respond to them promptly. We will also make information available on Safeguarding and Child Protection to parents, students and contractors.

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.

The College is fully committed to providing a safe and secure environment for all learners, staff and visitors. The College operates robust policies on health and safety, child protection and safeguarding to ensure that all people that use our buildings and services are kept safe from all forms of harm. The College has appropriate staff to provide support and guidance on all safeguarding issues. Copies of College policies are available on request.

The Safeguarding Team

    If you are experiencing any safeguarding issues at college or in your personal life, we can support you. All safeguarding concerns can be reported to:

    Julie Addison - Assistant Principal – Student Experience & Support DSL.

    Lauren Barker - Head of Wellbeing and Engagement, DDSL.

    Britta Bates - Safeguarding Practitioner, DDSL.

    Bev Peasgood – SFWL Curriculum Lead and Designated Safeguarding Officer

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.

    Relat­ed Safe­guard­ing information

    Dig­i­tal Par­ent­ing
    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.

    Talk­ing to your child about online sex­u­al harass­ment
    The Children’s Com­mis­sion­er, Dame Rachel de Souza, togeth­er with a group of 16 – 21 year olds, have pro­duced a guide for par­ents to share the harms/​issues chil­dren can face in the online world and what to do about them and where to get advice and help. The guide is use­ful for any­one whether they are par­ents or not.

    Crim­i­nal Exploita­tion of Chil­dren and Young Peo­ple
    Crim­i­nal exploita­tion of chil­dren and young peo­ple is an increas­ing area of con­cern both local­ly and nation­al­ly. This pock­et guide on Child Crim­i­nal Exploita­tion is aimed at chil­dren and young peo­ple but is equal­ly as infor­ma­tive for par­ents and car­ers. Please have a read through and if you have any ques­tions or con­cerns relat­ing to this get in touch with us on either the safe­guard­ing phone num­ber or email list­ed on this page.


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