Equality and Diversity Report. Year 2016/17. Havering College of Further and Higher Education

Transcription

1 Equality and Diversity Report Year 2016/17 Havering College of Further and Higher Education 1

2 1. Background The Equality Act 2010 places a specific duty on public bodies to promote equality, known as the Equality Duty. This duty came in to force in April 2011 and requires public bodies to annually publish information and data to demonstrate their compliance with the Equality Duty. The Equality Duty covers the nine protected characteristics: age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex and sexual orientation, and marriage or civil partnership. The duty is not just about seeking to avoid discrimination; instead public bodies must consider how they could make a more positive contribution to the advancement of equality. 2. Report This report provides an overview of the College s activities in support of equality and diversity during the academic year 2016/17, including progress towards the college s equality objectives and a summary of key staff and student data. 2.1 Equality Objectives The College is required, in carrying out its functions, to have due regard of the need to achieve the objectives set out in the Equality Act 2010 with regard to: eliminating discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Equality Act 2010; advancing equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it; fostering good relations between persons who share a relevant protected characteristic and persons who do not share it Equality Objectives for The equality objectives for were proposed and agreed by College staff and Governors and are available on the college website. Performance against these objectives is shown in Appendix I. Equality Objectives Area of Focus Narrow achievement gaps between different groups Equality Objective Eliminate discrimination, harassment and victimisation Ensure achievement rates for all groups, including BME, Advance equal of opportunity Foster good relations 2

3 of learners. Increase the number of learners from identified groups who go into higher education. Improve the embedding of equality and diversity in all provision, including WBL practices and sub-contracted arrangements. Improve the positive destinations of learners from identified groups following their study at the College. Improve the career prospects and number of applications received from staff from BME backgrounds. Ensure the governing body is representative of the diversity profile of the local community we serve. Create a safe and inclusive environment where learners gender, age and disability, are within 5% of College achievement targets by 2018/19. Ensure the percentage of BME students internally progressing into HE is within 5% of whole College BME profile by 2018/19. Increase the percentage of lesson observations graded good or better for embedding equality and diversity to 90% by 2018/19. Ensure the percentage of positive destinations of BME learners are within 5% of College targets by 2018/19. Increase the number of applications for management roles from black and minority ethnic backgrounds by 20% by 2018/19. Ensure the profile of BME representation on the governing body is within 5% of the local community we serve by 2018/19. Improve the satisfaction rates of learners from different 3

4 and staff feel confident in who they are and in tackling/reporting unacceptable behaviour. backgrounds to within 5% of the College average satisfaction rate by 2018/ Equality and Diversity of College staff Equality and Diversity Data of staff indicates some slight changes in the gender and ethnicity balance. The College employs staff aged from years old. The gender balance is 34% male, 66% female. In management roles, 58% of post holders are female and 42% male. In teaching posts, the gender balance is 53% female and 47% male. 16.4% of our staff are from a non-white British background. Black and Minority Ethnic (BME) groups make up 25% of our management staff, 25% of teaching staff and 13.6% of support staff. This is above the geographic average of 12.4% for the London Borough of Havering (2014). 6.4% of our staff have a declared disability. 73% of staff have declared their sexual orientation and 1.6% of our staff have declared themselves as LGBT. There has been a slight increase in the number of staff declaring their sexual orientation. Our staff body is made up of diverse cultural backgrounds and followers of more than 10 faiths and beliefs. The College actively encourages respect and acceptance of different cultural backgrounds to enable staff to promote and demonstrate values of inclusivity, openness and tolerance. All College staff are required to complete an introduction to equality and diversity online training programme. See Appendix II for Key Equality & Diversity data for College staff 2.3 Equality and Diversity data for College learners Equality and Diversity data for learners indicates some changes in the gender balance. There has been a 5.9% shift from female to male learners since 2015/16. The percentage of Black, Asian and Minority Ethnic learners has risen by 6.7% to 32.6% since 2015/ % of learners had a declared difficulty, disability or health problem in 2016/17 which is an increase of 1.6% since 2015/ White British is the largest ethnic group comprising 57.1% of the learner start cohort. The next largest ethnic groups are African (9.7%); Other White (9.6%) and Caribbean (4%). 1.1% of learners did not provide information on their ethnic background. See Appendix III for Key Equality & Diversity data for learners 2.4 Learner Achievement rates by Equality and Diversity data 4

5 2.4.1 There are no significant variances among achievement rates for male and female learners for both young and adult learners. Even though the achievement rates for young learners for both male and female are below the national rates, these rates are broadly within the overall achievement rates for the College. Furthermore, the achievement rates for female learners have declined in comparison with the previous year A small minority of young learners perform less well than others. These groups are Bangladeshi, Caribbean and White and Black Caribbean. A small minority of adult learners perform less well than others. These groups are White and Black African, Caribbean and any other Black/African/Caribbean. Furthermore, BME learner groups outside the 5% of the College achievement rates are Arab (both young and adult); Caribbean (young only); White and Black Caribbean (both young and adult); Pakistani (young only); and Bangladeshi (young only) Young learners with support needs perform slightly better than those without support but the adult learners with support needs perform slightly less well than those without support needs. The differences are only marginal. Young and adult learners with dyslexia perform less well than others. The achievement rates for young learners with specific learning difficulty are declining. Young learners with a learning disability such as hearing impairment and mental health difficulty and adult learners with a disability affecting mobility perform less well than others. 2.5 College TLA Survey The annual teaching, learning and assessment (TLA) survey shows a decline against the national benchmark of -3%. There are significant variations in the survey results for learners with declared disabilities or learning difficulties. Learners with a mental health difficulty are between 14% and 20% below the College average. Learners with severe learning difficulties however are 12% to 15% above the College average. There are variations in the College TLA survey results by ethnicity. Arab learners are between 6 and 11% below the College average; whereas Indian learners are between 4% and 7% above the College average. Adult learners aged 19+ are more satisfied than learners aged and under 16. There is no significant variation between the satisfaction rates of male and female learners. See Appendix IV for summary of key College TLA Survey data. 2.6 Equality & Diversity Staff Training 2016/17 5

6 2.6.1 A number of training events took place to develop skills, expertise and understanding in a variety of aspects of Equality and Diversity. This included Staff Development Day workshops and external events The March 2017 Staff Development Day focused on Equality and Diversity and Safeguarding and included sessions run by Stonewall raising awareness of LGBT (Lesbian, Gay, Bisexual and Transgender) At the end of 2016/17, 80% of staff were up-to-date with the Equality & Diversity training compared with 99% in 2015/16. All staff were reminded to complete and their line managers were informed. New staff are required to complete the training within their first 3 months of employment Equality and Diversity training is integral to the staff induction training day for new staff. In 2016/17, 101 staff completed staff induction training. See Appendix V for summary of Equality & Diversity Staff Training Activities undertaken by Student Services Appendix VI summarises the key events and activities undertaken by Student Services to promote and embed Equality and Diversity across the College. Key highlights include: Full programme of events to celebrate Black History Month Mental and emotional well-being tutorials Healthy mind awareness week Full programme of events to celebrate Lesbian, Gay, Bisexual and Transgender Awareness Month World Aids Day International Day Against Homophobia National Anti-Bullying Week Drug and Alcohol Awareness Month (over 300 learners attended Paul Hannaford s Drug Awareness presentation) Healthy Mind and Body Month LGBT (Lesbian, Gay, Bisexual and Transgender) Awareness Month Futures Employability and Apprenticeships Week May: Mellow May (activities to relieve stress and anxiety) LGBTA (Lesbian, Gay, Bisexual, Transgender and Ally) Awareness LGBTA groups were regularly held at both Ardleigh Green and Quarles campuses this academic year. At Quarles there was a small group, consisting of three regular members. A weekly LGBTA group was facilitated at Ardleigh Green Campus which had between 5-7 regular members. Some members of the groups went to London Pride this year National Mental Health Awareness Week Student Services have reported noticeable increases in learners experiencing mental health issues and the College has made a concerted effort to engage learners in conversation about this and promote the support available. The delivery of Mental and Emotional Well-being tutorials, particularly at Quarles, has resulted in an increase in the number of male learners who 6

7 are being supported on a one to one basis. The College also has an anxiety support group for learners. The College has also supported staff to study a level 2 certificate in Understanding Mental Health, so as to raise awareness of the difficulties learners face and identify support strategies that can be offered Learners in Care 51 young people were in the care system by the end of the academic year 2016/17, compared with 43 the previous year and 46 the year before. Communication with Social Services continues to improve with one point of contact being put in to place to co-ordinate our work with looked after children. Learners In-Care 2016/17 Amount Percentage Female 14 30% Live in Havering 12 26% Arts & Science Learners 20 43% ESOL Learners 17 37% Business & Technology Learners 14 30% Learners In-Care 2016/17 Ethnicity Amount Percentage Any other ethnicity 10 20% Arab 2 3% Asian/British Other 2 3% Asian/British Bangladeshi 0 0% Asian/British Indian 0 0% Black/British African 8 17% White/Black African 1 2% White/Black Caribbean 0 0% Black/British Caribbean 4 8% White/British 19 37% White/Other 5 10% Total % In the first term Curriculum staff are notified weekly of those learners in their area who are Looked after Children and those learners who are receiving one to one support from Student Services. 7

8 2.7.5 Prayer and Reflection Rooms The Prayer and Reflection room at Ardleigh Green is currently used by male and female learners and staff. The prayer room is used every day by staff and students, but more frequently on a Friday when a good number of students and staff attend the Jumma prayers which are prayed together. The Prayer and Reflection Room at Quarles has substantial usage and is being monitored carefully by Student Services and Security to ensure that the room is used appropriately. Prayer Room Usage 2016/17 Quarles Students Staff Total Jan Feb March Sept Oct Nov Dec AG Students Staff Total Jan Feb March Sept Oct Nov Dec Tutorials related to equality and diversity A programme of group tutorials covering various aspects of equality and diversity were delivered throughout the year by personal tutors and Student Services staff. Appendix VII lists the topics covered in these tutorials Working with External Agencies In order to provide effective and relevant support to learners, Student Services staff have worked with, and made a number of referrals to, external agencies such as: Child and Adolescent Mental Health Services (CAMHS), Adult Mental Health teams, Early Intervention in Psychosis Team Havering Carers Turn2us North East London NHS Foundation Trust (NELFT) HAD (Havering Association for People with Disabilities) Havering Mind Brentwood Resource Centre (counselling) Havering Young Addiction (now called Wize Up) 8

9 Sycamore Trust Youth Offending Services (Havering and Barking & Dagenham) Jigsaw teams Child Protection and Exploitation Team (Havering and Newham) Havering Talking Therapies and IAPT (Improving Access to Psychological Therapies) Stonewall 2.8 Equality and Diversity in Teaching, Learning and Assessment The teaching, learning and assessment policy was revised in year 2015/16 to include a grade for the embedding of equality and diversity in teaching, learning and assessment. At the end of the year 2016/17, 75.5% of lessons were reported to show equality and diversity at good or better within the delivery of TLA. Appendix VIII shows the breakdown of these grades. Where a below good (2) is awarded for the embedding of equality and diversity, an action specifically related to this is entered on the action plan and reviewed by the line manager. Equality and diversity have a separate section on the lesson plan to show how it is being addressed. 2.9 The Equality and Diversity Management Committee The Equality and Diversity Management Committee is chaired by the Vice Principal Teaching, Learning and Success and comprises the Assistant Principals, Head of Estates and IT, Director of HR, Safeguarding, Prevent and Operations Officer, Head of Learning and Development, Learning Support Manager and representatives from the student body The responsibilities of the Equality and Diversity Management Committee are: 1. To ensure equality of opportunity and access for all College stakeholders within a safeguarding context. 2. To promote and value diversity, engendering a culture which embeds/integrates Equality and Diversity into College life. 3. To monitor, review and evaluate Equality and Diversity activity in the College and compliance with relevant legislation. 4. To stimulate and develop Equality and Diversity, working on specific operational activity/projects. 5. To ensure cross-college embedding of SEND reforms and Prevent agenda Key actions/achievements in 2016/17 Safeguarding and Equality and Diversity Conference held on staff development day in March The College rose 22 places in the Stonewall Equality Index rankings. Preparation for submission for Stonewall Workplace Index 2017 including a Stonewall action plan to drive improvements. In , 43% of our Higher Education students came from disadvantaged areas as categorised by the POLAR data. This is recognised as above average in this sector. Frequent analysis of equality and diversity data including EDMIS for success, retention, achievement and destinations by ethnic groups, gender, ALS and disability and analysis of student surveys. Development and monitoring of Equality and Diversity Action Plan. 9

10 Monitoring of Equality and Diversity information on College website including use of case studies and FAQ on Equality and Diversity. Re-launch of the staff LGBTA forum Anxiety Peer Support Group - A six-week programme was developed with the College Counsellor in November New Initiatives for Revised core tutorials covering British Values, Safeguarding, Mindfulness and Equality and Diversity Cross-college induction incorporating British Values and Equality and Diversity activities, including the use of e-learning resources One point of contact being put in to place to co-ordinate our work with looked after children Stonewall Workplace Equality Index Submission to be updated for 2017 to attempt to advance in the rankings Compulsory training sessions for teaching staff on embedding equality and diversity into vocational lessons Introduction of staff LGBT Allies Pledge 3. Financial, Risk Management and Other Key Implications The College is legally obliged under specific duties of the Equality Act 2010 to publish information annually and equality objectives every four years to demonstrate compliance. It is therefore essential that the College evaluates its performance for the protected groups within the Act across all departments. 10

11 Appendix I Performance against Equality Objectives 2016/17 Target Ensure achievement rates for all groups, including BME, gender, age and disability, are within 5% of College achievement targets by 2018/19. Performance There are no significant variances among achievement rates for male and female learners for both young and adult learners. Even though the achievement rates for young learners for both male and female are below the national rates but these rates are broadly within the overall achievement rates for the College. Furthermore, the achievement rates for female learners have declined in comparison to the previous year. A small minority of young learners perform less well than others. These groups are Bangladeshi, Caribbean and White and Black Caribbean. A small minority of adult learners perform less well than others. These groups are White and Black African, Caribbean and any other Black/African/Caribbean. Furthermore, BME learner groups outside the 5% of the College achievement rates are Arab (both young and adult); Caribbean (young only); White and Black Caribbean (both young and adult); Pakistani (young only) and Bangladeshi (young only). Young learners with support needs perform slightly better than those without support but the adult learners with support needs perform slightly less well than those without support needs. The differences are only marginal. Young and adult learners with dyslexia perform less well than others. The achievement rates for young learners with specific learning difficulty are declining. Young learners with a learning disability such as hearing impairment and mental health difficulty and adult learners with a disability affecting mobility perform less well than others. Ensure the percentage of BME students internally progressing into HE is within 5% of whole College BME profile by 2018/ learners progressed to HE in 2016/ % were BME learners compared to 48.4% white British learners. Of the learners progressing internally, 40.4% were BME learners compared with 59.6% white British 11

12 Increase the percentage of lesson observations graded good or better for embedding equality and diversity to 90% by 2018/19. Ensure the percentage of positive destinations of BME learners are within 5% of College targets by 2018/19. Increase the number of applications for management roles from black and minority ethnic backgrounds by 20% by 2018/19. Ensure the profile of BME representation on the governing body is within 5% of the local community we serve by 2018/19. Improve the satisfaction rates of learners from different backgrounds to within 5% of the College average satisfaction rate by 2018/19. learners. From 2015/16 to 2016/17 the percentage of lesson observations graded good or better for embedding equality and diversity rose from 74.1% to 75.5%. This is far short of the 90% target and there remains a lot of work to be done. Compulsory staff CPD sessions were run in August and September to provide guidance on effective embedding of E&D in to lessons. Destination data is still being collated and finalised. As of 30/11/17 the positive destinations for BME learners are 78.6% compared with 86.8% for white British learners. However, this data is still being collated. The College was previously working with the Black Leadership Initiative this no longer exists. The College is currently exploring various options. This was put on hold due to a proposed merger in year 2016/17. This is currently being reviewed. Overall for the April 17 TLA survey, there is a decline against the national benchmark of 3%. There are significant variations in the survey results for learners with declared disabilities or learning difficulties. Learners with a mental health difficulty are between 14% and 20% below the college average. Learners with severe learning difficulties however are 12-15% above the college average. There are variations in College TLA survey results by ethnicity. Arab learners are between 6% and 11% below the college average; whereas Indian learners are between 4% and 7% above the college average. Significant work needs to be undertaken to identify strategies to support these learners and improve the satisfaction rates. 12

13 Appendix II: Key Equality & Diversity data for College staff KPI Area Equality & Diversity of Staff Indicator 2016/ / / /14 (%) (%) (%) Gender - % Male Part-time - % of FTE (not including hourly paid) Ethnicity - % not White British Disability - % of Head Count * Lesbian, Gay, Bisexual % of Head count Declaration re: Sexual Orientation % of Head count * Appendix III: Key Equality & Diversity data for learners KPI Area Indicator 2016/ / / /14 Equality and Diversity of Learners Gender - % Male 56.1% 50.2% 51% 57% Gender % Female 43.9% 49.8% 49% 43% Ethnicity - % BME 32.6% 25.9% 23% 24% Disability - % 24.1% 22.5% 15% 16% Appendix IV: College Survey Teaching, Learning & Assessment Learning Resource Centre College Facilities Satisfaction College Average Satisfaction College Average Satisfaction College Average Arab Black African Black Caribbean Black Other Asian Other Bangladeshi Indian Pakistani Aspergers Syndrome

14 Visual Impairment Hearing Impairment Disability Affecting Mobility Mental Health Profound Complex Disability Severe Learning Difficulty Moderate Learning Difficulty Under Age Age Male Female Appendix V: Equality and Diversity Staff Training Topic Date No of Attendees LGBT Training 31 March March Autism Awareness 30 June June March March Staff Induction (including Equality & Diversity) 30 August June April February January November September Mental Health Awareness 30 June June June March March Mindfulness 30 June

15 31 March December December Dealing with difficult situations/aggressive 30 June learners/parents Neuro Diversity 31 March Anxiety Training 31 March Behaviour Management Training 31 March March Dealing with Students Positively 31 March December Calmer Classroom & Behaviour Management 21 December November External Training Date Stonewall Equality Index Forum and Training May 2016 Optimus Safeguarding Conference Havering Safeguarding Adults and Children s Board Safeguarding week Level 3 Safeguarding training External Training Appendix VI: Services in 2016/17 Activities related to Equality and Diversity undertaken by Student Date Activity Impact September & Get Connected Months Activities to help learners settle into the October 2016 College and get to know each other better November: National Anti-Bullying Week Increased tolerance and greater understanding of what constitutes bullying. November 2016 December 2017 Drug & Alcohol Awareness Month Sexual Health & Relationships Awareness Month Healthy Mind & Body Month Over 300 learners attended Paul Hannaford s Drug Awareness presentation January 2017 Due to the noticeable increase in learners experiencing mental health issues we have used January to engage learners in conversation about this and promote the support available. As a result we are now supporting more male learners on a one to one basis, have promoted the Counselling service and discovered learners who would benefit from the Anxiety Support Group February 2017 LGB&T Awareness Opportunity to raise awareness of issues 15

16 May 2017 Month Mellow May (activities to relieve stress and anxiety National Mental Health Awareness Week Discussion and tutorial with Construction learners Being gay and working in construction. which can affect people who identify as either LGB or T, positive terminology to use and challenging stereotypes. Supporting learners as they prepare to take exams. Cross-college awareness campaign to encourage learners to support each other and access counselling services. Activities led to good discussions about same sex relationships and being transgender All year Raising money The Students Union raised money for the Mayor of Havering s charity appeal which included charities such as Havering Mind and Diabetes UK. The SU successfully raised 400. All year All year Staff from The Gym have visited all campuses and spent time talking to students about health and nutrition, the importance of mental well-being and what learners can do to look after their mental health. Sleep surveys and Mental Health Awareness Increased awareness of the link between physical health and fitness and mental well-being. Sleep surveys have been a useful tool in engaging students in conversation about their mental health and how sleep can have an impact on it. Appendix VII: 2016/17 Group Tutorials related to Equality and Diversity delivered in Tutorials No of tutorials No of students Alcohol Awareness 3 37 Anti-Bullying 1 14 Body Image & Eating Disorders 7 95 CV Writing 5 81 Careers Workshop 3 59 Drug Awareness Female Contraception 3 36 Interview Skills 1 12 Job Search Skills

17 Mental & Emotional Well-being Minted or Skinted 6 97 Personal Statements Relationships Romantic & Sexual Researching HE & UCAS process STIs Student Finance Testicular Cancer Awareness 4 64 University Interview Skills 3 43 Young People & The Law TOTALS Appendix VIII: Table showing grading for embedding of Equality and Diversity within lesson observations in 2016/17 v. 2015/16 Equality and Diversity Outstanding Good Good or Better Requires Improvement Inadequate 2016/ % % % 40 21% 7 4% 2015/ % % % 30 13% 1 0% 17