The Ogden Trust aims to increase participation in physics for under-represented groups. Diversity, equity and inclusion is therefore central to our mission. We aim to observe equality and equity for all our staff, the wider team of consultants, those on our programmes and the broader audience who access our resources and apply for our programmes.
We monitor diversity across our programmes and activities where we can and our diversity monitoring protocol can be found below.
We promote equity by regularly reviewing potential barriers to accessing our programmes and activities. Where barriers are identified, we work to remove or reduce these as far as possible. In order to ensure everyone involved, or wishing to be involved, with the Trust is able to engage productively and enjoyably, we work to build long term relationships with all our stakeholders.
In addition to considering equity and inclusion with our own team and programmes, we also aim to support teachers and deliverers on our programmes to consider this in the classroom. We promote resources that support equitable practice in the classroom and provide related professional development opportunities.
Why do we collect diversity data?
The Ogden Trust is focused on equity in physics education and therefore it is important to ensure that there are no barriers to our programmes based on a person’s background. Our first step in monitoring the presence or absence of barriers is by comparing the diversity of those on our programmes to the wider population.
The Trust's aim is that the diversity of those on its programme should reflect the comparable population of those eligible to apply. A divergence from the population does not necessarily indicate barriers but provides a starting point for reflection.
How do we collect diversity data?
All diversity data is collected separately from application data and is collected and held in a different system. The data is fully anonymised and there is no way for staff to connect a diversity monitoring form with an application. A link to the diversity form will appear on the completion screen of the application and be emailed with the confirmation that the application has been received.
What data do we collect?
Data is collected on age, gender, ethnicity and disability . Completing the survey is optional and all questions have the option to choose ‘Prefer not to say’. Data is only gathered for applications to the School Partnerships and Teach Physics programmes, as other programmes have too few applicants for the data to be meaningful.
What do we do with the data?
Every year, the data is collated into totals and individual responses are deleted. Totals are collated over a number of years to provide statistically significant data as individual numbers each year are low. These totals are matched to a comparable population. This data is not made public, as there are limitations to the comparison datasets, but will be used for an annual internal reflection on improvements to the programme.
School Partnerships programme
Data for the School Partnerships programme is used on a three-year rolling basis (ie each year we compare the previous three years of data added together). This is compared to the data provided by the DfE’s School Workforce Census. This is used with care as the data for primary and secondary teachers varies, and teachers of different subjects may have a different profile although this data is not available. Applicants will only be asked to complete the form after their expression of interest for a school partnership.
Data for Teach Physics is used on a two-year rolling basis and is compared to the HESA data for physics undergraduates in the UK. The majority of the Teach Physics interns come from English universities (although some are from Scotland and Wales) so there may be disparities caused by different UK regions.
If you have any questions regarding our approach to diversity, equity and inclusion or our diversity monitoring protocol, please email firstname.lastname@example.org in the first instance.