Equality and Diversity. Public Sector Equality Duty

Transcription

1 Equality and Diversity Public Sector Equality Duty Updated February 2017

2 Introduction Salford City College delivers programmes to a diverse community of students and we take great pride in supporting each student to achieve their own aspirations. We have equality, diversity and inclusivity at the core of everything we do and as a result of our approach and hard work we were awarded a Grade 2 from Ofsted at our most recent inspection (November 2015). We have high expectations from our staff and students and work with various internal and external groups to improve our approach to equality and diversity. legislation. In particular: No significant performance gaps between different learner groups Innovative training for staff All policies and procedures are regularly reviewed To further embed and develop equality, diversity and inclusion into our curriculum Actively promote under-represented groups across the curriculum We also continue to ensure that our student and staff mix reflects the communities it delivers to and employs. The College is characterised by 11 values: A focus on students Transparency Integrity Respect Innovation Social responsibility Inclusivity Unconditional pursuit of excellence Leading by example Partnership and collaboration Celebrating diversity John Spindler CEO & Principal of Salford City College We aim to ensure that equality, diversity and inclusivity themes are embedded throughout the curriculum and the College complies with all applicable 2 Equality and Diversity Report

3 Employees Our 2015/16 staff profile shows that we have a diverse group of employees. Data is obtained as part of the recruitment and selection process and on an annual basis staff are asked to check and amend their personal information to ensure its accuracy. Our staff profile can be found in appendix one of this report and we do feel that our staff profile represents the student profile and the Salford community. 64% females and 36% males Average employee age is 43 86% are White 4% of employees are 65+ years old We provide mandatory training for all new staff as part of our induction processes and follow this up with other equality, diversity and inclusivity related training during the year. The completion of these essential sessions are linked to our performance development review (PDR) processes and salary increases and increments. Our additional training has been provided on Faith and Beliefs, Cultural Differences, Embedding E&D into the Curriculum and tackling homophobic language. Feedback on the Equality, Diversity and Inclusivity training provided has been obtained and the impact assessed through on-going feedback and survey with 100% of those attending awarding the highest marks for objectives, relevance and materials for the session on E&D in the Classroom. We have worked with particular groups such as All Faiths and None (AFAN) and Stonewall to develop the work already in place within college and enhance the skills of our staff and the experiences of our learners. From our March 2016 staff survey almost 75% of employees who completed the survey said they felt they were treated fairly and with dignity and 86% confirmed that they feel that equality of opportunity is embedded within the culture of the College. Proactively we have worked to enhance our meeting structure and provided termly CEO briefings as part of our Staff Conferences. We obtain feedback from staff at all levels of the organisation and use these within our Reward and Recognition methods. Our Human Resources Team support any concerns or grievances relating to treatment as a result of a protected characteristic and during the period from 1 August 2015 until 31 July 2016 there was 1 E&D related grievance, this was not upheld by the college. In total that year we dealt with 12 grievances and we have not Salford City College 3

4 progressed any disciplinary cases as a result of employees breaching our commitment to the duty. Our employment practice is that we deal robustly and sensitively with any concerns regarding protected characteristics. Students It is important that we close any performance gaps in regard to student performance. In order to do so, data must be rigorously evaluated. The full data for can be found on the College intranet under Quality & Performance. In summary the data shows: Achievement Gaps Achievement rate data is carefully analysed each year to identify any emerging issues. There are no significant differences in achievement rates between males and females within College male achievement rate is 83.8% and female achievement rate is 81.6% 19+ male achievement rate is 90.4% and 19+ female achievement rate is 90.3% The majority of students identifying as being from a minority ethnic group are around or above college achievement rates for their age groups. There are no significant differences between learners identified as having a learning difficulty / disability (LLD) and those without: LLD achievement rate is 81.2% non LLD achievement rate is 82.8% 19+ LLD achievement rate is 88.9% 19+ non LLD achievement rate is 90.5% Looked after children (LAC) students are identified and staff work closely with our progress team to ensure they are given appropriate support. Staff sign-post learners when required to external agencies such as counselling, 42nd Street, Salford Foundation. The student data reflects many key strengths: No significant performance gaps between groups of students Highly effective monitoring and analysis of comprehensive data ensures strategies are put in place to address any identified issues in a timely way Most vulnerable and at risk groups of students perform well There are a range of activities in 4 Equality and Diversity Report

5 tutorial designed to highlight the importance of British values and also advising young people on how to stay safe. There are sessions on British Democratic Values, promoting the values of caring and being an active British citizen, individual liberty and mutual respect and tolerance. There are quizzes and online activities along with YouTube clips that are used to stimulate discussion with resources shared through our VLE, Canvas for staff and students to access. Students and staff have showcased work during Black History Month in October and LGBT History Month in February through the use of social media, display work and guest speakers. Teaching Learning and Assessment Survey Feedback from this survey in January/ February 2016 was that: 93% of learners agreed that my teachers treat us all fairly and equally which is 3% above the external benchmark. E,D&I is embedded into the majority of sessions with a bank of resources available to promote intellectual awareness E,D&I Question of the Week is circulated between our faculties Outstanding display boards promoting, E,D&I and competitions to recognise the most creative Cultural content seamlessly embedded in many briefs across the curriculum Black History Month celebrated each year, in 2015/16 a theme was first black police officer Regular local Student Council meetings, Executive Student Council meetings, focus groups and Principal s Question Time (PQT) ensured learner voice was acted upon A comprehensive acknowledgement of a variety of aspects of the Equality, Diversity and Inclusivity calendar implemented into the Schemes of Work (SOW). Salford City College 5

6 2014/2015 RISK REVIEW FEEDBACK Good embedding of equality and diversity issues within the curriculum so students extend their language skills addressing some challenging issues, widen their horizons, extend their knowledge and understanding of living and working in a British culture Students benefit from supportive and accessible subject tutors who provide good levels of care and guidance to help them achieve and succeed Business, Law & Accounting ESOL Attractive and inspiring displays, in particular at Eccles Sixth Form Centre, including those promoting diversity, for example in career options Science & Maths Salford City College has been rated GOOD by Ofsted Standards of behaviour and the level of mutual respect in the college are very high. The number of recorded instances of bullying and harassment is low, and any incidents are tackled appropriately by the college staff. Ofsted (November 2015) 6 Equality and Diversity Report

7 Visitors and Contractors Visitors are greeted and provided with a pass when they arrive at one of our reception areas and we provide information and guidance on our values and mission to them as part of their visit to us. Governors have received training in equality, diversity and inclusivity and reporting on this is progressed through the appropriate committee meetings. Members of the Equality, Diversity and Inclusivity Steering Group have attended training on unconscious bias, embedding Equality, Diversity and Inclusivity into the curriculum and also met with members from the local authority to consider the Salford population changes within the City. Outcomes of EIA Equality Impact Analysis (EIA) is carried out on all our HR policies and as part of annual HR policy reviews the EIA s continue to be progressed. Engagement Activities Our Equality, Diversity and Inclusivity Steering Group consists of key personnel from each faculty and meet on a termly basis to formally review data and current practices, aiming to set targets and agree actions moving forward. Our Executive Student Council take ownership of raising awareness of Equality, Diversity and Inclusivity issues across all areas of the college with support from local student council groups. Salford City College 7

8 Progress on Equality Objectives Our 3 objective areas were reevaluated in summer 2016 approved with the Steering Group Corporation members and the following progress and achievement has been recorded. Promote equality and support diversity through learning, teaching, training and assessments Continue to narrow attainment gaps for any under achieving groups, with appropriate actions Continue to monitor access to learning support and address any gaps accordingly Improve high grades achieved in all learner groups An area identified was the success rates 19+ students identifying as any other, Black, African, Caribbean background as their achievement rate was 84% (compared with a College achievement rate for this age group of 90.4%) and represent a cohort of 98 entries. 19+ learners with mental health difficulties have an achievement rate of 82% and represent a cohort of 129 entries. of 85% and represent a cohort of 79 entries. The only cohort of any size below the college s achievement rate of 82.6% are as follows: learners identifying as having other medical conditions achievement rate of 77% and represent a cohort of 325 entries learners identified as having safeguarding issues have an achievement rate of 76% and represent a cohort of 1446 entries (compared to those who are not identified as having a safeguarding issue and have an achievement rate of 84%) This is primarily due to retention of those learners learners who are looked after Children (LAC) have an achievement rate of 71% and represent a cohort of 181 entries (compared with those who are not looked after and have an achievement rate of 83%). 19+ learners with a moderate learning difficulty have an achievement rate 8 Equality and Diversity Report

9 Evaluate data and implement staff development Auditing and report on data for learner and staff profiles to ensure accuracy Continue to maintain staff numbers in minority areas that reflect the Salford population and learner profiles E,D&I training will continue to be mandatory Data has been reviewed through the Equality, Diversity and Inclusivity Steering group and Curriculum meetings. Work will continue to reduce the number of unknowns and broaden the areas reported on such as pregnancy and maternity. Assistant Principals and Heads of Faculty have identified concerns with particular groups and events and action taken place. Staff profile and student profiles are broadly the same and generally better than Salford 2011 Census data. Additional ED&I sessions covering Cultural Diversity and Gender Variance have been run for staff to attend along with sessions on embedding E,D&I into the curriculum. It is aimed to have an increase in BME groups of up to 5% over the next 36 months. Demonstrate E&D Leadership Embed equality and diversity considerations in to the selfassessment and other processes Continue to educate and embed a culture of understanding and acceptance of others enforcing our zero tolerance approach on breaches of E,D&I. Ensure fair access for all college users Equality and Diversity considerations continue to be embedded into SCC activities and future work. Progress Team and Human Resources monitor any breaches of E,D&I, supporting our zero tolerance approach. Through consultation work with Estates and our Facilities colleagues access to buildings and new buildings has resulted in some minor changes and improvements. Learning Support consider access requests and support for learners for specific equipment and our new Management Development Programme which started in September 2016 will continue to embed E,D&I related themes. We have provided staff and students with advice and training from All Faiths and None (AFAN) and Equality and Diversity UK which have increased dialogue between groups on faith, sexuality, spiritualism and belief. Salford City College 9

10 Gender Female Male 66% 34% Disability No Prefer Not To Say Learning 79% 14% 7% Staff Data Ethnicity White British Not Disclosed Prefer Not To Say BAME 86% 3% 3% 8% Age % 14% 22% 27% 26% 6% 4% Religion CoE/ Christian No Religion Prefer Not To Say Roman Catholic Muslim Jewish Other 33% 20% 32% 8% 2% 0% 5% Sexuality Bi-sexual Gay Lesbian Heterosexual Prefer Not To Say 1% 1% 1% 69% 28% Disability 11/12 12/13 13/14 14/15 15/16 No difficulty/disability/health problem 80% 77% 81% 78% 91% Has difficulty/disability/health problem 11% 16% 17% 19% 9% No information provided by the student 9% 7% 2% 3% 0% Student Data Ethnicity 11/12 12/13 13/14 14/15 15/16 White British 75% 73% 72% 72% 74% African 5% 5% 6% 7% 7% Other White 4% 5% 5% 6% 3% Other 3% 3% 4% 2% 2% Other Asian 1% 1% 2% 2% 2% Arab 0% 1% 1% 2% 2% Pakistani 2% 2% 2% 2% 2% Other Black 1% 2% 2% 1% 1% White/Black Caribbean 1% 1% 1% 1% 1% Not Provided 3% 3% 1% 1% 1% Indian 1% 1% 1% 1% 1% White/Asian 0% 0% 0% 1% 1% White/Black African 1% 1% 1% 1% 1% Chinese 0% 1% 1% 1% 1% Other Mixed 0% 1% 1% 1% 1% Bangladeshi 0% 0% 0% 0% 1% Caribbean 1% 1% 1% 0% 1% Irish 1% 1% 0% 0% 0% Gypsy/Irish Traveller 0% 0% 0% 0% 0% Census Data 2011 Ethnicity White Mixed/ Multiple Asian Black Other Salford 90% 2% 4% 3% 1% Manchester 66.7% 4.7% 14.4% 8.6% 5.8%