| Review and evaluate whether provision is inclusive and accessible. |
- Students, in particular those from underrepresented groups, are able to give feedback on how inclusive and accessible their learning environment is.
- Staff should feel equipped to use student feedback and other information to establish how inclusive the learning and teaching environment is, and empowered and enabled to make improvements.
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- Students are unable to give feedback on how inclusive or accessible their learning environment is.
- A lack of expert insight or sharing of effective practice slows or prevents progress.
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| Design inclusively, build a sense of belonging and complement this with tailored support for individual students. |
- Inclusive design is seen as the default for all digital teaching and learning.
- Staff have the confidence and skills to embed inclusivity into the learning environment.
- Individual students are given timely and tailored support where appropriate.
- The needs and experiences of particular groups of students, particularly those from underrepresented backgrounds, are considered.
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- The importance of inclusive design is not recognised and this is not a standard feature of the design of digital teaching and learning.
- Existing platforms, service-level agreements and procurement practices do not sufficiently consider accessibility requirements or inclusive design.
- Accessibility considerations are limited or piecemeal, or not part of the process of designing, implementing and evaluating digital teaching and learning at all.
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| Adapt safeguarding practices for the digital environment. |
- Effective safeguarding practices are in place and promoted, to tackle online abuse including harassment, racial hate, and sexual misconduct.
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- The impact of digital learning and teaching environments is not sufficiently considered in safeguarding practices.
- Students and staff do not know how to seek help or raise safeguarding issues that occur online.
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