DOCSLIB.ORG

Responses , File Type: PDF, File Size

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Responses , File Type: PDF, File Size 1 Dear Sirs, I hereby wish to submit the following comments on your Access to Education for Children / Young People with Medical Conditions Consultation: What can I say? As a Mentor and Coach with the Royal Voluntary Service here in North Wales I think that it is IMPERATIVE that Children / Young People / Future Generations have FULL, TRANSPARENT & OPEN ACCESS to a good quality of education and learning in Welsh schools. As a Bipolar 1 Sufferer (I've had it all my life) I have fully experienced the outright rather SHAMBOLIC nature of healthcare and education provision in many UK school(s). I managed to get a Degree and PGCert but had to work exceptionally hard on myself outside of the 'state system' to get my education. This should not be the case. Medical Conditions need to be highlighted much sooner in the school / healthcare systems and PSE Education should and could take the lead on this. School pupils with medical needs need a better quality of delivery of health / social care / educational subjects and topics and support systems need to focus on a good quality, robust form of EDUCATION & EMPOWERMENT. Only then will pupils achieve and attain a successful education for themselves, and those around them, that is relevant to their needs, both medical and non-medical. This concludes my comments and I look forward to being of further assistance if at all possible. Thank-you. Best, Regards, Member of public – anonymous 2 Supporting Learners with Healthcare Needs Consultation Response Form Your name: Ruth Ferrier Organisation (if applicable): Vale of Glamorgan Education authority email / telephone number: 01446709811 Your address: Provincial House, Kendrick Road, Barry, Vale of GlamorganCF634RU Responses should be returned by 29 April 2016 to: Additional Learning Needs Policy Branch Support for Learners Division Department for Education and Skills Welsh Government Cathays Park Cardiff CF10 3NQ or completed electronically and sent to: e-mail: [email protected] Category of Schools respondent Special schools Special Educational Needs Co- ordinators Further education sector Preschool organisations Education professionals Teaching Unions Local government x Work Based Learning organisations Local Health Boards Health professionals Other public sector organisations Third sector organisations Individuals Other Consultation questions These questions should be read in conjunction with the draft Supporting Learners with Healthcare Needs guidance document, which replaces the Access to Education and Support for Children and Young People with Medical Needs guidance document. Question 4 should be read in conjunction with the Guidance on the use of emergency salbutamol inhalers in schools in Wales (2014) document. Question 1 – The content of the revised guidance document Do you agree that the revised draft Supporting Learners with Healthcare Needs guidance document is clear and easy to understand? Agree x Disagree Neither agree nor disagree Supporting comments The guidance document is clear and easy to understand. However one of the main aims of updating the guidance was to make it more concise. This document is still lengthy. A shortened version that includes just the main points with links to the full guidance would be extremely useful for busy professionals. Question 2 – The format/presentation of the revised guidance document Do you agree that the revised draft Supporting Learners with Healthcare Needs guidance document is clear in its presentation of the legal duties and advice for governing bodies and local authorities? This includes the presentation of the content which would be issued as statutory guidance (in bold font); information which is a summary of legal duties; and general advice. Agree x Disagree Neither agree nor disagree Supporting comments The revised draft is very clear in its presentation of legal duties in relation to schools, governors and local authorities. Question 3 – The structure of the revised guidance document Do you agree that the revised Supporting Learners with Healthcare Needs guidance document is structured clearly? Are you able to easily find the information you need or want to know by using the revised guidance document? Agree x Disagree Neither agree nor disagree Supporting comments The document is structured clearly and specific information is very easy to find. The inclusion of statutory duties in bold is particularly useful. Question 4 – The Guidance on the use of emergency salbutamol inhalers in schools in Wales document (2014) Do you agree that the Guidance on the use of emergency salbutamol inhalers in schools in Wales document provides adequate advice to schools and/or local authorities on the changes to UK regulations allowing schools to hold emergency salbutamol inhalers? Agree x Disagree Neither agree nor disagree Supporting comments The guidance on the use of emergency salbutamol inhalers in schools does provide adequate advice to schools and local authorities on the changes to UK regulations allowing schools to hold emergency salbutamol inhalers. The sections relating to the “early signs of an asthma attack, asthma procedures and practical steps following the use of the emergency inhaler” are particularly helpful to non-medical staff dealing with children. Question 5 – Additional forms for the Supporting Learners with Healthcare Needs Do you agree that the separate, supporting documentation (Annex 3) provided with the Supporting Learners with Healthcare Needs document is sufficient for your needs? If you disagree, please use the box below to suggest any potential additions or changes to these materials. Agree x Disagree Neither agree nor disagree Supporting comments The exemplar forms are sufficient for the needs of schools. However schools should not be encouraged to adapt the forms without medical advice. Question 6 – Outline of the legal framework Is the legal framework annex (Annex 1) helpful in highlighting the main legal provisions associated with safeguarding the welfare of children with healthcare needs? Agree Disagree Neither agree nor disagree Supporting comments The outline of the legal framework in annex 1 is helpful but all of the information should have been included in the body of the main guidance for the absence of doubt. Linking the guide to the Equality Act 2010 is very helpful. Question 7: If you have any related issues or comments in addition to the points above, please use this space to report them: Please enter here: The contacts list in Appendix 2 will enable schools to access further information, support and advice. The document could be improved by strengthening the responsibilities of parents. Responses to consultations are likely to be made public (please see the “Data protection” section in the Consultation Document), on the internet or in a report. If you would prefer your response to remain anonymous, please tick here: 3 Supporting Learners with Healthcare Needs Consultation Response Form Your name: Mrs Rebekah Watson Organisation (if applicable): Migraine Action email / telephone number: [email protected] Your address: 4th Floor, 27 East Street Leicester LE1 6NB Responses should be returned by 29 April 2016 to: Additional Learning Needs Policy Branch Support for Learners Division Department for Education and Skills Welsh Government Cathays Park Cardiff CF10 3NQ or completed electronically and sent to: e-mail: [email protected] Category of Schools respondent Special schools Special Educational Needs Co- ordinators Further education sector Preschool organisations Education professionals Teaching Unions Local government Work Based Learning organisations Local Health Boards Health professionals Other public sector organisations Third sector organisations Individuals Other Consultation questions These questions should be read in conjunction with the draft Supporting Learners with Healthcare Needs guidance document, which replaces the Access to Education and Support for Children and Young People with Medical Needs guidance document. Question 4 should be read in conjunction with the Guidance on the use of emergency salbutamol inhalers in schools in Wales (2014) document. Question 1 – The content of the revised guidance document Do you agree that the revised draft Supporting Learners with Healthcare Needs guidance document is clear and easy to understand? Agree Disagree Neither agree nor disagree Supporting comments Thank you for the opportunity to respond to this consultation document. We welcome the efforts to support learners with healthcare needs but we do feel that the proposed draft is insufficient. The focus seems to be on protecting schools and LEAs; as opposed to supporting learners with healthcare needs. We feel that children’s health needs, alongside the safeguarding and promotion of these needs, should be paramount. However, this is not demonstrated throughout the draft and we are concerned by the lack of standardised policies and procedures. The document has an overwhelming tone of ambiguity and lacks clarity. The content is non-direct and there is no clear indication of staff roles, organisation requirements and how to deliver effective support. This lack of clarity must be addressed to ensure the best possible outcomes for learners with health needs. The current guidance framework has failed for many schools who are unwilling to change practice or improve support. This is likely to continue or worsen if the guidance remains unclear and open to interpretation. We would also like to
Load more

Recommended publications
  • The Challenge to the Trade Unions
    The Conservative Government’s Proposed Strike Ballot Thresholds: The Challenge to the Trade Unions Salford Business School Research Working Paper August 2015 Professor Ralph Darlington Salford Business School, University of Salford, and Dr John Dobson Riga International College of Economics and Business Administration Corresponding author: Professor Ralph Darlington, Salford Business School, University of Salford, Salford M5 4WT; [email protected]; 0161-295-5456 Ralph Darlington is Professor of Employment Relations at the University of Salford. His research is concerned with the dynamics of trade union organisation, activity and consciousness in Britain and internationally within both contemporary and historical settings. He is author of The Dynamics of Workplace Unionism (Mansell, 1994) and Radical Unionism (Haymarket, 2013); co-author of Glorious Summer: Class Struggle in Britain, 1972, (Bookmarks, 2001); and editor of What’s the Point of Industrial Relations? In Defence of Critical Social Science (BUIRA, 2009). He is an executive member of the British Universities Industrial Relations Association and secretary of the Manchester Industrial Relations Society. John Dobson has published widely on the operation of labour markets in Central and Eastern Europe and is currently Associated Professor at Riga International College of Economics and Business Administration, Latvia. He was previously a senior lecturer in Industrial Relations at the University of Salford, where he was Head of the School of Management (2002-6) and President
    [Show full text]
  • (Public Pack)Agenda Document for Petitions Committee, 09/07/2019 09
    ------------------------ Public Document Pack ------------------------ Agenda - Petitions Committee Meeting Venue: For further information contact: Committee Room 1 - Senedd Graeme Francis - Committee Clerk Meeting date: 9 July 2019 Kath Thomas – Deputy Clerk Meeting time: 09.00 0300 200 6565 [email protected] ------ 1 Introduction, apologies, substitutions and declarations of interest (Pages 1 - 51) 2 New petitions 2.1 P-05-882 Transforming the response for older people experiencing domestic abuse – a call for action (Pages 52 - 72) 2.2 P-05-885 Accessible and Inclusive Public Transport for Citizens with Learning Disabilities in Wales (Pages 73 - 82) 2.3 P-05-887 Stop regional AMs elected to represent specific parties from defecting (Pages 83 - 89) 2.4 P-05-889 Labelling of Religiously Slaughtered Meat (Pages 90 - 99) 2.5 P-05-890 Second Home Tax (Pages 100 - 107) 2.6 P-05-891 National Reading and Numeracy Tests for children from as young as age 6 need to be discontinued with immediate effect (Pages 108 - 115) 2.7 P-05-892 Appoint a Learning Disability Commissioner for Wales (Pages 116 - 125) 3 Updates to previous petitions Economy and Transport 3.1 P-05-738 Public Petition for the Dinas Powys By-Pass (Pages 126 - 131) 3.2 P-05-748 School Buses for School Children (Pages 132 - 136) Environment, Energy and Rural Affairs 3.3 P-05-743 End the Exotic Pet Trade in Wales (Pages 137 - 141) 3.4 P-05-869 Declare a Climate Emergency and fit all policies with zero-carbon targets (Pages 142 - 147) 3.5 P-05-876 Protection of Red & Amber
    [Show full text]
  • Better Jobs – the Added Value from Trade Unions – Case Studies of the Impact of Collective Bargaining
    Better Jobs – the added value from trade unions – case studies of the impact of Collective Bargaining Research for the TUC Sian Moore and Bethania Mendes De Brito Antunes Work and Employment Research Unit (WERU) University of Greenwich February 2018 Acknowledgements The authors would like to convey their enormous gratitude to all those who spared time to be interviewed for this research and who have made this report possible. Thanks go to Carl Roper for his support for the project and to the TUC for funding the research. The Authors Professor Sian Moore is Director of the Work and Employment Research Unit at the University of Greenwich. Her research centres on the relationship between gender and class. She has published on trade union activism, statutory trade union recognition, trade union learning and equality reps and more recently on non-standard contracts in homecare and parcel delivery. Dr Bethania Antunes is a Senior Lecturer in Reward Management at University of Greenwich and an active member of the Work and Employment Research Unit (WERU). Prior to this she was a Teaching Fellow at the London School of Economics and Political Science (LSE) where completed her PhD in Employment Relations and Organisational Behaviour in 2013. Her research interests include non- profit organizations, performance-related pay, intrinsic motivation and performance as well as public service motivation. Contents Summary ........................................................................................................................................................
    [Show full text]
  • Welsh Government's Progress in Developing the New Curriculum for Wales
    National Assembly for Wales Children, Young People and Education Committee Welsh Government's progress in developing the new Curriculum for Wales Consultation Responses December 2018 www.assembly.wales The National Assembly for Wales is the democratically elected body that represents the interests of Wales and its people, makes laws for Wales, agrees Welsh taxes and holds the Welsh Government to account. An electronic copy of this document can be found on the National Assembly website: www.assembly.wales/SeneddCYPE Copies of this document can also be obtained in accessible formats including Braille, large print, audio or hard copy from: Children, Young People and Education Committee National Assembly for Wales Cardiff Bay CF99 1NA Tel: 0300 200 6565 Email: [email protected] Twitter: @SeneddCYPE © National Assembly for Wales Commission Copyright 2018 The text of this document may be reproduced free of charge in any format or medium providing that it is reproduced accurately and not used in a misleading or derogatory context. The material must be acknowledged as copyright of the National Assembly for Wales Commission and the title of the document specified. Cynnwys | Contents * Ar gael yn y Gymraeg yn unig | Available in Welsh Only **Ar gael yn Gymraeg a Saesneg | Available in English and Welsh Rhif | Sefydliad Organisation Number Institute of Welsh Affairs CR 1 Sefydliad Materion Cymreig Regional Consortia for Wales CR 2 Consortia Rhanbarthol Cymru Grŵp Prif Swyddogion Wales Principal Youth Officers’ CR 3 Ieuenctid Cymru Group CR
    [Show full text]
  • GPC Report, Composite Motions and General Council Statements
    CONGRESS 2017 GPC Report, Composite Motions and General Council Statements The 149th Annual Trades Union Congress 10–13 September 2017, Brighton CONTENTS SECTION 1 GPC REPORT TO CONGRESS 04 SECTION 2 CONGRESS TELLERS AND SCRUTINEERS 10 SECTION 3 COMPOSITE MOTIONS 01–12 11 SECTION 4 GENERAL COUNCIL STATEMENTS 30 CONTENTS 03 SECTION 1 GPC REPORT TO CONGRESS Part 1 Agenda All motions and amendments stand as in the Agenda unless indicated otherwise below. Where composite motions have been agreed and approved by the GPC by 6 September, they are shown in the list below and the text of the composite motion is given in Section 3 of this report. Composite motions agreed and approved by the GPC after 6 September will be reported to Congress by the GPC and copies circulated to delegates as quickly as possible. Where movers of motions have agreed to accept published amendments by 6 September, this is also stated in the list below. The GPC will report to Congress all instances where published amendments are accepted by the movers of motions after 6 September. The following is the position at 6 September in respect of motions, amendments and composite motions. Motion numbers are those printed in the Agenda. 1. THE ECONOMY 01 Unite Composite 01 A strong economy that works for all 02 ASLEF amend Community 03 UNISON Stands 04 FBU Stands 05 NAHT Stands amend NEU (NUT) accepted 06 BALPA Composite 02 amend CWU The safety risks of light- amend Prospect touch regulation amend RMT amend ASLEF 07 Community Stands amend TSSA withdrawn 08 Accord Composite 03 Rebuilding the finance sector 09 Aegis SECTION 1 GPC REPORT TO CONGRESS 04 10 BFAWU Composite 04 amend CWU Climate change amend FBU amend ASLEF amend TSSA 11 RMT Stands 12 Nautilus International Stands amend RMT accepted 13 Nautilus International Stands 14 TSSA Stands amend Unite accepted 15 Equity Stands 16 AUE Stands 17 TUC Trades Union Councils Stands Conference 2017 2.
    [Show full text]
  • NAHT Evidence to the School Teachers' Review Body (STRB)
    NAHT evidence to the School Teachers’ Review Body (STRB) 31st remit Introduction 1. NAHT welcomes the opportunity to submit evidence to the School Teachers’ Review Body (STRB) to inform its 31st remit report. 2. NAHT is the UK’s largest professional association for school leaders. We represent more than 33,000 head teachers, executive heads, CEOs, deputy and assistant heads, vice principals and school business leaders. Our members work across: the early years, primary, special and secondary schools; independent schools; sixth form and FE colleges; outdoor education centres; pupil referral units, social services establishments and other educational settings. 3. In addition to the representation, advice and training that we provide for existing school leaders, we also support, develop and represent the school leaders of the future, through NAHT Edge, the middle leadership section of our association. We use our voice at the highest levels of government to influence policy for the benefit of leaders and learners everywhere. Structure of NAHT’s response to the Review Body’s 31st remit 4. This year’s submission sets out a brief context to the crisis in teacher and leadership supply. We provide an analysis which demonstrates how successive Secretaries of State have constrained the Review Body’s role by setting increasingly narrow remits that bear little or no relation to the STRB’s preceding analysis. 5. We demonstrate how government has further undermined an already febrile relationship with the teaching profession through its response to the Covid-19 pandemic. Its actions have driven unnecessary new workload, harmed teachers’ and leaders’ well-being and done enormous damage to morale.
    [Show full text]
  • Subject Association Directory Practical Help for Teaching Subjects in Your School
    April 2020 – 1st edition Subject Association Directory Practical help for teaching subjects in your school 25 Subject Associations and other support organisations with over 1000 years of serving teachers, headteachers, governors, leaders, academics, students and governments www.subjectassociations.org.uk CfSA CfSA CfSA directory Welcome to the Subject Associations’ HOW TO USE directory Directory compiled to support you by the THIS DIRECTORY This is a quick reference, digital directory covering subjects Council for Subject Associations (CfSA) taught in schools; it tells you about all the different subject associations whose purpose is to help you in the classroom. Welcome to use this directory How CfSA brings together subject associations in the country that focus on teaching the There are discounts, access to communities This is a DYNAMIC booklet – you can click on the 4-18 age range and teacher education – the core of our work is built around supporting of teachers teaching your subjects, advice for BIG link and it will take you to a plethora of free headteachers, senior leadership teams, governors, teaching in the classroom. resources and advice – a place where you can teacher educators and teaching assistants. link to the community of teachers who are also Keeping up-to-date, networking with others who are passionate about teaching your teaching and leading your subject. Have a click about and see where it takes you! subject and benchmarking your practice with peers are key benefits of joining your subject association. Art, Craft &
    [Show full text]
  • Tuc Directory 2019 Making Democracy Happen•
    TUC DIRECTORY 2019 MAKING DEMOCRACY HAPPEN• We are the UK’s leading independent provider of end-to-end ballot, election and voting services. We work with over 90% of unions and offer an unrivalled understanding of legislation in the sector. We can help you keep pace with change and maximise turnout with: • Ballots – statutory, consultative and • Compliance and best practice industrial action advice • Independent scrutineer • Assurer services Plus: • Results analysis • Data capture and processing • Digital engagement • Artwork and design • Online voting • Secure print and fulfilment • Membership profiling APPOINT THE EXPERTS 0208 365 8909 [email protected] www.electoralreform.co.uk Tu Directory Ad A4 2018 V1.indd 1 05/12/2018 22:35:03 CONTENTS SECTION 1 SECTION 4 About the TUC Trade unions Welcome 05 Union statistics 34 Who we are 06 TUC member unions 44 What we do 06 Confederations of unions 92 Our campaign priorities 07 How the TUC works 07 SECTION 5 Committee membership 10 Skills, education and training SECTION 2 Learning through unions 96 TUC people TUC Education 100 Policy staff at Congress House 16 Policy staff in Wales and SECTION 6 the English regions 21 International relations ITUC regional organisations 108 SECTION 3 ITUC global union federations 111 TUC services Helping unions grow and thrive 26 SECTION 7 TUC information service 28 Calendar of events 116 TUC policy and information publications 29 Tolpuddle Martyrs Museum 29 TUC Library Collections 31 TUC archive 31 © Jess Hurd/reportdigital.co.uk SECTION 1 ABOUT THE TUC WELCOME TO THE 2019 EDITION OF THE TUC DIRECTORY In 2018, we celebrated 150 years since the founding of the Trades Union Congress, in the Mechanics Institute in Manchester.
    [Show full text]
  • Download PDF for Free (Donations Welcomed)
    But It’s Not Fair EDITION 2 1 Help andBut information It’s Not Fair pages But It’s Not Fair FREEDOM CHARITY DONATION PAGE Have you been moved by the plight of some of the characters in this book? What happens to them is not just a story but to some children, a very real issue. Can you spare some money to help them, no matter how little? Your donations will help Freedom Charity run our crucial 24 hour help line and 24 hour text line which is manned by trained professionals. It is a much needed life line to friends and victims who seek help and advice on issues of dishonour abuse. We need your help to reach a wider audience and help more children in need. You can help us donate more copies of this book to more pupils in the UK. £2.50 will pay for a copy of this book to be donated. Your donation will help us to continue our vital work and will help protect the lives of children and young people in the UK. If you would like to find out more information about what we do, please visit our website at www.freedomcharity.org.uk ‘Donate by BT My Donate’ - ‘Freedom charity 1139657’ Many thanks for your support. 190 But It’s Not Fair But It’s Not Fair 2 But It’s Not Fair EDITION 2 3 But It’s Not Fair But It’s Not Fair 4 But It’s Not Fair This novel is entirely a work of fiction.
    [Show full text]
  • Standing Committee of Tynwald on Public Accounts Emergency Scrutiny Fifth Report for the Session 2019-20 Education During the Emergency
    PP 2020/0134(2) STANDING COMMITTEE OF TYNWALD ON PUBLIC ACCOUNTS EMERGENCY SCRUTINY FIFTH REPORT FOR THE SESSION 2019-20 EDUCATION DURING THE EMERGENCY Volume 2 of 2 STANDING COMMITTEE OF TYNWALD ON PUBLIC ACCOUNTS EMERGENCY SCRUTINY FIFTH REPORT FOR THE SESSION 2019-20 EDUCATION DURING THE EMERGENCY 3.1 There shall be a Standing Committee of the Court on Public Accounts. 3.2 Subject to paragraph 3.6, the Committee shall have – (a) a Chairman elected by Tynwald, (b) a Vice-Chairman elected by Tynwald, (c) four other Members, who shall be Chairman of each of the Policy Review Committees (ex officio) and the Chairman of the Committee on Constitutional and Legal Affairs and Justice; and a quorum of three. 3.3 Members of Tynwald shall not be eligible for membership of the Committee, if, for the time being, they hold any of the following offices: President of Tynwald, member of the Council of Ministers, member of the Treasury Department referred to in section 1(2)(b) of the Government Departments Act 1987. 3.4 The Committee shall – (a) (i) consider any papers on public expenditure and estimates presented to Tynwald as may seem fit to the Committee; (ii) examine the form of any papers on public expenditure and estimates presented to Tynwald as may seem fit to the Committee; (iii) consider any financial matter relating to a Government Department or statutory body as may seem fit to the Committee; (iv) consider such matters as the Committee may think fit in order to scrutinise the efficiency and effectiveness of the implementation of Government policy; and (v) lay an Annual Report before Tynwald at each October sitting and any other reports as the Committee may think fit.
    [Show full text]
  • Please Click on on the Toolbar to Show Formatting
    National Education Union Hamilton House, Mabledon Place, London WC1H 9BD Telephone: 020 7388 6191 – Fax 020 7387 8458 www.teachers.org.uk REPORT OF THE EXECUTIVES 2019 NEU Conference 2019 Liverpool CONTENTS Report of the Executives 2019 Joint General Secretaries’ Introduction …………………………………………………………… Section 1: Joint Executive Council Report Vision of the National Education Union ……………………………………………………1 National Education Union Strategic Plan ………………………………………………….5 Joint Executive Council Report ….................................................................................6 Rule Changes Proposed by the JEC Section 2: Report of the Executive Committees 1. Strategic Campaigns ………………………………………………………………..… 14 2. Government and Parliamentary Relations …………………………………………. 16 3. TUC Matters ………………………………………………………………………...... 18 4. Press and Media ……………………………………………………………………… 18 5. Education Policy………………………………………………………………………. 20 6. Equalities Policy, Advice and Campaigns …………………………………………… 25 7. Member Recruitment and Development …………………………………………… 28 8. Bargaining……………………………………………………………………………… 33 9. Business Services …………………………………………………………………… 36 10. Communications ……………………………………………………………………..... 38 11. Employment and Equal Rights ……………………………………………………….. 39 12. International Solidarity ………………………………………………………………… 45 13. Wales…………………………………………………………………………………… 47 14. Northern Ireland ……………………………………………………………………….. 51 15. Group Reports ………………………………………………………………………… 53 JOINT GENERAL SECRETARIES’ INTRODUCTION “We have been proud to lead the two legacy sections
    [Show full text]
  • Congress Final Agenda 2018
    Congress Final Agenda 2018 Final Agenda for GMB Congress 2018 3rd to 6th June 2018 Brighton FINAL AGENDA GMB CONGRESS 2018 GMB SECTION CONFERENCES 2018 BRIGHTON SUNDAY 3 JUNE – WEDNESDAY 6 JUNE 1974 CONGRESS, BLACKPOOL MOTION 257 PRE-CONGRESS DELEGATE MEETINGS Congress agrees that in order to widen the area of debate, and to achieve a more democratic expression of Congress delegates, Pre-Congress meetings should determine their voting intentions, with regard to resolutions from within their own Region, and matters reflecting a point of principle. But should not determine an intractable attitude to resolutions from other Regions until the conclusion of the general debate. PERIVALE BRANCH (London Region) GMB ZERO TOLERANCE STATEMENT In today’s modern society all form of discrimination –including intimidation and behaviour patterns, words and or actions that harm or undermine a person’s well-being or career is unacceptable. GMB will not tolerate any form of discrimination and will have no place in its organisation for those who would seek to discriminate. GMB also hold as core principles the right to equality, dignity, and fairness in industry and society as contained within the Rule book ‘Our Purpose’ states: ‘We will aim to end exploitation, discrimination and injustice.’ GMB policies also state that our union will not tolerate any gestures, verbal or written or electronic communication or physical act that can reasonably be perceived as being discriminatory Any persons within GMB who are subjected to such unwanted behaviour cannot function properly and are impeded from giving our membership the high quality of service that they deserve.
    [Show full text]