Equality, Diversity & Inclusion Annual Report 2016/2017

Transcription

1 Equality, Diversity & Inclusion Annual Report 2016/2017 Originator: Aaron Denton/Michelle Worthy Ref: Equality, Diversity & Inclusion Annual Report 2016/2017 Page: Page 1 of 18 (Final version)

2 Contents 1. Our Commitment 2. The Community 3. Partners 4. Policies 5. Improvements and their impact 6. Equality, Diversity & Inclusion in Recruitment and Selection 7. Equality, Diversity and Inclusion Objectives 17/18 8. Students: Profile and Achievements 9. Governors 10. Employees Please contact if you would like this annual report made available in an alternative format/languages or call Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 2 of 18

3 1. Our Commitment The College is committed to advancing its statutory duties as set out in the Equality Act 2010 and the Public-Sector Equality Duty to promote equality of opportunity and eliminate discrimination, thus demonstrating a clear commitment to placing equality, diversity and inclusion at the centre of College life. This commitment is underpinned by the Derby College vision, mission and strategic ambitions The College Vision 2016/2017 Inclusive, inspirational and innovative learning communities: predicting and serving the needs of our learners, the economy and society. The College Mission 2016/2017 Preparing individuals for the next phase of their lives: the world of work, entrepreneurship, advanced learning, career progression and to contribute as positive citizens. The College Strategic Ambitions The College Values, Beliefs and Behaviours Across the Derby College Group, we share a common set of values in everything we do. They state what we strongly believe in and what we value highly to make a firm statement about how we operate. BE PASSIONATE about what we do for our learners and our employers Take an IMAGINATIVE APPROACH to all that we do BE AMBITIOUS to excel in everything we do Have a POSITIVE OUTLOOK and achieve so much more Act with INTEGRITY in all that we do Work as ONE TEAM Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 3 of 18

4 2. The Community Derby College is a large general further education College with four sites in or near the city of Derby. The College has around 16,500 students, of whom about 5,300 follow a fulltime study programme. The College has extensive part-time provision for adult students as well as a thriving apprenticeship programme, a small amount of which it subcontracts to other providers. The College has 213 high-needs students. The Indices of Multiple Deprivation rank Derby as the 55th most deprived local authority out of 326, with half of the population living in deprived wards. As of August 2017, there were 1,650 young people aged who were unemployed in Derbyshire (2.1%). The National unemployment rate is 4.3% (September 2017). Ilkeston has the highest unemployment rate at 4.1%, with Erewash (1.9%) and Chesterfield (1.9%) being the highest amongst all Derbyshire Local Authorities. Derby City s unemployment rate is well below the national rate at 1.7%. Derby City is ethnically diverse, with around one in four residents belonging to a minority ethnic group. The overall population ethnic heritage shows a higher proportion of White: English/Welsh/Scottish/Northern Irish/British residents in all of the catchment area apart from the parliamentary constituencies of Derby South and Nottingham North and South. Within Derby South, residents identified in the following Ethnic Groups; Mixed/multiple ethnic groups: White and Black Caribbean, Asian/Asian British: Pakistani and White Other. In addition to ethnicity we can see that Derby North has a higher percentage of residents who do not have English as their main language. Nationally in 2017 GCSE A* to C grades (or Grade 4 and above) have been at the lowest level since The proportion of Derby school leavers who attained five or more GCSE grades including English and mathematics in 2016 is below the national average. At the last Census the greatest proportion of the residential population were aged between This was also true of Derby City and the wider catchment area. Derby did report a larger number of residents aged between 0-24 years. Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 4 of 18

5 3. Students: Profile and Achievement Gender profile Our gender profile is more balanced compared to with a 3% increase in males. Age Profile The College age profile is consistent with Ethnicity Profile There has been a 3% increase in Minority Ethnic Groups compared to Disability Profile There are no major differences to report with regards to students disability disclosures. Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 5 of 18

6 Achievement All College All Ages - Achievement by Ethnicity 16/17 15/16 14/ /15 15/16 16/17 White British Minority Ethnic Groups is the first year the College reports no achievement gaps between White British students and students from Minority Ethnic Groups. Gaps between White British & MEGs 16/17 Age Attendance Retention Pass White British 86% 91% 88% MEG 83% 94% 89% Diff +/- -3% 3% 1% Attendance Retention Pass White/Asian 84% 91% 83% White/Black African 80% 76% 84% White/Black Caribbean 83% 83% 86% Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 6 of 18

7 All Ages - Achievement by Disability/Learning Difficulty 16/17 15/16 14/ /15 15/16 16/17 Has Disability/Difficulty No Disability/Difficulty After two years of no gaps in achievement in students who declared a learning disability/difficulty have outperformed students with no disability/difficulty by 2% Further analysis shows that in the majority of categories achievement have improved, categories to explore further during 17/18 will be Other, Physical, Mental Health, Aspergers. Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 7 of 18

8 Achievement by Age 16/17 15/16 14/ /15 15/16 16/ There remains a significant achievement gap between year olds and 19+ students, this has been a consistent gap for the past 3 years. Apprenticeships: Overall achievement continues to be above national rates. Female apprentices continued to outperform males in by 9%. Minority Ethnic Group apprentices also continued to outperform White British apprentices by 6% in Working groups have been introduced to explore strategies to increase recruitment activity for minority ethnic groups. Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 8 of 18

9 Through the Equality Diversity and Inclusion Steering Group there will be a focus for those students whose disclosure is duel heritage. The Student Voice Co-ordinator will conduct specific focus groups with those ethnic groups which are below College average to raise aspirations and attainment. The majority of the Gypsy/Irish Traveller group sit within the College s LEXIS Department and the success and achievements have increased significantly in that area. Through analysis of current student cohort it has been concluded that the majority of Gypsy/Irish Traveller selfdisclose as being Other White. Having reviewed the cohort of Bangladeshi students, it has been identified there are no patterns which correlate to the underperformance. Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 9 of 18

10 4. Partners The College has established an Early Intervention Strategy, which is supported by the Multi Agency Teams, the Integrated Youth Services and the College s Careers Advice and Guidance Team. The purpose of the Strategy is to identify students at risk of disengagement as early as possible. The Intervention Support Team and Attendance and Retention Administrators are based at each site and work with vulnerable students including those with mental health issues, students who are looked after and students at risk of dropping out of learning. They work in a multi-agency remit and make referrals to the Integrated Youth Support Teams in Derby City and Derbyshire County Council. The College has established effective working partnerships with a range of external organisations to ensure the needs of vulnerable students are met, for example: Derbyshire County Council Leaving Care Partnership Group Derby City Children and Families Board PREVENT Partnership Steering Group Derby City Safeguarding Board NEET (Not in Education, Employment or Training) Prevention Group Children and Adult Mental Health Services (CAMHS) Safe and Sound Just Whistle Board Employers Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 10 of 18

11 5. Policies The College s Equality and Diversity Policy is reviewed annually and approved by Corporation. Enactment of the Policy is then monitored by the Equality, Diversity and Inclusion Steering Group. 6. Improvements and their impact Embedding Equality, Diversity & Inclusion in our culture Recognising, embracing and valuing difference leads to improvements for all, including: A more vibrant employee and student population, A better working and studying environment, Attracting and retaining the very best employees and students, Achieving the goals set out in our Strategic Ambitions , Improving the image of our College. Equality, Diversity & Inclusion Steering Group The purpose of the Equality, Diversity and Inclusion Steering Group is to support all aspects of the Equality, Diversity and Inclusion environment, ensuring that it meets the needs and interests of students and team members. The College will support, monitor performance and champion excellence in supporting the implementation of improvements to "promote diversity and social mobility". During four sub groups were introduced to conduct action research focussed on removing barriers to learning for the following groups: Free school meals, Young People in care / care leavers, White/Black Caribbean, Race and Religion. Students are actively involved in shaping the steering groups and take part in team activities to improve and embrace EDI activities across the College with various projects, such as EDI films created, edited and filmed by groups of Level 2 Media students which are used as part of CPD and induction for new employees. Students who have progressed from the LLDD provision to a Teaching Assistant Apprenticeship have also participated in the steering groups, showcasing and celebrating success, as well as raising aspirations for other students. A group of students from LEXIS reminded the steering group members about the Fundamental British Values by delivering a session, which inspired and challenged team members, creating self-reflection. Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 11 of 18

12 Equality Champions The Equality Champions are part of the College's Equality, Diversity and Inclusion Steering Group who meet on a half-termly basis. The Equality Champions role may differ slightly depending on the area that they specialise in, but in general, the aim is to raise awareness of equality matters and promote a culture of inclusivity, offering advice and support to students and team members on equality related matters. Learning & Development All employees completed the PREVENT training which has resulted in a whole organisational approach with regards to the PREVENT strategy. Employees at all levels have been actively involved with the College-wide British Values training through a menu of engaging Continuous Professional Development workshops which were led by students. Trans* Awareness was a key theme for and over 133 employees from a range of departments attended the in-house College training session. This has led to increased and enhanced knowledge and understanding relating to gender identity and improved the students experiences within the College. Employee Feedback from the Trans* Training very interesting and relevant lively, well delivered session which generated critical reflection really informative session Other Improvements Quality and performance processes are robust. Self-assessment and review processes are well embedded within the Quality and Performance Reviews. These address EDI matters where appropriate, identifying new and innovative strategies to narrow gaps, and reviewing if current strategies are impacting upon achievement gaps. Student EDI Representatives were recruited for each College campus to take an active role in shaping and informing improvements. Specific focuses were gender identity, supporting students with autism and students with physical disabilities. A comprehensive system and process review has taken place with regards to MIS systems which have been updated and improved in order to capture gender identity, removing barriers for students and employees whose gender identity is different to that at birth. Thus enabling new students/employees to make disclosures at the start of their journey or during their college journey. Cross-College Professional Development has commenced to ensure the systems and process reviews for gender identity is fully understood, with a particular focus on Student Services, MIS, HR, Inclusion and Support and Delivery employees. Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 12 of 18

13 Deeper analysis relating to student feedback was launched which has provided results and findings for each academy by specific EDI characteristics to enable managers to create bespoke actions relating to specific groups of students. The College has high expectations and aspirations with regards to leading inclusive practice. The College created, in collaboration with the Education & Training Foundation (ETF), a project on SEND Workforce Development: Impact of Leadership on Inclusion ( The creation of technology enhanced learning EDI modules for students have been devised to raise awareness, which includes projects completed by students. The College has introduced a Dementia Café where guests have been treated to tea, coffee and cakes made by the catering and hospitality students as well as mini beauty treatments by students from the campus Sensi salon. This is an opportunity to raise awareness of dementia as well as breaking down barriers between generations. Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 13 of 18

14 7. Equality, Diversity & Inclusion in Recruitment and Selection The College s Recruitment and Selection Policy and Procedure requests that employees strictly adhere to its Equality and Diversity Policy in relation to all applications and when appointing managers, they receive appropriate training on avoiding discrimination. The College will endeavour to recruit a workforce that is representative of the diversity of the communities from which it recruits and from which the student population is derived. Human Resources (HR) is responsible for ensuring that the recruitment and selection policy does not discriminate in any way and that job advertisements are fully inclusive. This will include advertising through recognised minority group s publications. The College will ensure that recruitment and selection procedures are open, consistently applied and free from bias, stereotyping and discrimination. The College will ensure that applicants are not treated less favourably because of disability, age, gender (sex), race, religion or belief, pregnancy or maternity, marriage or civil partnership, gender reassignment and sexual orientation. The College is committed to the fair treatment of its employees. Managers are expected to consider potential employees on the basis of their suitability for the post regardless of gender, race, nationality, ethnic origin, age, sexual orientation, marital status, political or religious beliefs and activities, family responsibilities, class, physical, sensory, mental or other forms of disability or medical condition or other reasonable grounds. The College ensures recruitment and selection is conducted as an evidence based process and candidates are assessed against agreed selection criteria, based on relevant knowledge and skills, competencies, experience, and qualifications to perform the job. Applications from people with disabilities are encouraged. Adverts will carry the two ticks symbol and applicants who meet the minimum essential criteria for the post will be guaranteed an interview. The College endeavors to ensure that reasonable adjustments are made to recruitment and selection arrangements and premises, to ensure both current and potential team members with a disability, have equality of access to the recruitment and selection process. Derby College monitors the ethnic origin of applicants for all posts, those shortlisted and appointed, as well as their gender and disability status, in order to determine if its Equality and Diversity Policy is working in practice and whether its recruitment practices are having a discriminatory effect on any particular groups. Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 14 of 18

15 Equality, Diversity & Inclusion (EDI) in Employment Derby College deems it good practice that policies and procedures are subject to an Equality Impact Assessment. Any significant staff related activity such as restructuring and redundancy is subject to an Equality Impact Assessment. HR is represented on the College s Equality, Diversity and Inclusion Steering Group to review progress against its equality ambitions and objectives. HR monitors the profile of employees by age, gender, disability and ethnicity. All employees undertake mandatory training on equality and diversity. 8. Equality, Diversity and Inclusion Objectives 2017/18 The College's specific and measurable equality objectives help to ensure that EDI are placed at the heart of College policies and procedures and are considered as part of the decision-making process. These objectives focus on the most important equality issues facing the College today, and those that will have the greatest impact on students, employees and external stakeholders. To continue to support members of the College community to ensure they feel at ease, particularly those students from the LGBT+ community, by developing awareness and understanding of all community members. To develop and review new approaches to employee and student recruitment to ensure any barriers to individual progression are removed. Increase Higher Education opportunities to support widening participation. Provide a platform to enable and encourage the embedding of social pedagogical approaches in a wide variety of context and settings. Develop models of cultural expertise and cultural skill acquisition. Equip employees to develop and deploy high level online resources accessible to all students. To ensure attainment gaps for all protected groups are minimised. Work towards achieving Investors in Diversity. These objectives are addressed through the Equality, Diversity and Inclusion Steering group and through our internal Quality Performance Reviews. Originator: Aaron Denton/Michelle Worthy Ref: Equality, Diversity & Inclusion Annual Report 2016/2017 Page: Page 15 of 18 (Final version)

16 9. Governors The Derby College Corporation Board consists of locally based professionals who share a commitment to helping students from a diverse range of social and economic backgrounds to develop the skills required for the world of work and for life. Members understand their roles and responsibilities in relation to EDI and drive improvements as part of the College s strategy. They hold senior leaders to account for narrowing achievement gaps by scrutinising quality data at the Curriculum and Quality Committee and Corporation meetings. The Search and Governance Committee, continually review the diversity of the Board and new appointments. Looking forward to , new appointments have been made which add to the diversity of the Corporation. The composition of the Corporation includes two Members (12.5%) declaring themselves as Asian or Asian British Indian, with the remaining Members declaring themselves White British (87.5%), one Member has declared a disability (6.25%). Other than the CEO, there is only one other female Member on the Board and this will be a consideration for the Search and Governance Committee in when new appointments are made. 10. Employees Derby College employed 1335 employees in 2016/17 including 893 full-time, 301 part-time and 141 sessional. Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 16 of 18

17 Age Profile Gender profile The age of Derby College The College continues to employees ranged from 16 employ more females; this to 79 years. There was a has been a consistent slight increase in employees profile over a three-year aged between by 2% period. and a slight decrease by 2% in employees aged Ethnicity Profile The college continues to employ a predominantly white British workforce, 77.78% which has decreased by 3.22%. More employees are declining to specify which has increased by 3.7%. Minority ethnic groups have remained at a consistent level over a three-year period. Disability Profile There are no major differences to report on with regards to employee s disability disclosures. Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 17 of 18

18 From Outside the UK: Deaf Access: (for interpreter bookings and support enquiries) Deaf Access text: Originator: Aaron Denton/Michelle Worthy Ref: Equality and Diversity Annual Report 2015/16 Page: Page 18 of 18