Diversity Report and Action Plan The Sixth Form College Farnborough is committed to fulfilling its obligations under Diversity legislation. As a community, it is committed to creating an environment in which all students can reach their potential. As a community we are actively developing and building upon practices and policies which provide equal opportunities for all members of the College, regardless of age, disability, gender reassignment, pregnancy and maternity, religion or belief, race, sex and sexual orientation. We celebrate diversity and value the differences between individuals within the whole College community. We actively challenge expressions of prejudice, and seek to rectify any discriminatory practices or behaviour. In seeking to progress towards achieving our stated aims, we will use the following 8 themes to monitor our progress and inform our action. 1. Equality performance data- see appendix If we are to uncover inequality we must collect accurate and appropriate data which can then be used to agree strategies for closing the inequality gaps. A range of data regarding Diversity is published on the College website. The college employs a data analyst who is able to produce accurate statistics as required. Collect more data on student progression - broken down by protected characteristics and other agreed at risk factors: Gender, Ethnicity, Disability, Belief, and Pupil Premium groups Ensure that data required is captured and available in an appropriate format Ann Horsley to liaise with Jim Lyle and Balginder Sangha This data to be used to set targets for formulation of strategies for closing gaps in the next academic year
2. Promoting the College s values We must ensure that all members of the College community understand, share and promote our ethos of respect for others. All first year students have tutorial input on the unacceptability of bullying and are made aware of College action taken in the past. All staff and students are made aware of the Harassment and Bullying Policy at the beginning of the academic year. All first year students are introduced to the College Code of Conduct and College Policies during Getting Ready and Induction. The Principal re-iterates the College values and Mission Statement at the first staff meeting of the academic year. In addition, Tuesday staff briefings frequently highlight good practice in staff and student promotion of College values. The weekly College News notes major religious and cultural festivals and highlights local events relating to Diversity. All staff and students are required to complete an online Diversity training package. The College has a Reflection Room which is open to all members of the College community. It is equipped with washing facilities and moveable partitions to suit the requirements of different faith groups. The Two Ticks accreditation was awarded to the College in June 2010 and was renewed in December 2011. Students who speak languages other than English are encouraged to take GCSEs in those languages when they are offered by exam boards. All support staff receive a booklet detailing College Policies and expected conduct. Training for Governors Raise awareness of the beliefs held by the 4 main religious groups in the College: Christian, Buddhist, Hindu, Muslim Cohesive monitoring of E&D related incidents Completion of Diversity online training- all those on the Finance and Strategy sub-group Informative displays re a major festival of each religion Collation of incidents of: bullying, harassment, discrimination Ann Horsley/ Terri Willcocks/ Alison Venner Ann Horsley to coordinate. Members of the student body to implement July 2014 July 2014 Catherine Cole January 2014
3. Embedding Diversity in Teaching Learning and Assessment The principles of Diversity must be firmly embedded in all we do and good practice must be evident and visible. Lesson Observation reports and Lesson Plans indicate approach taken and activities undertaken in the classroom. There is strong evidence in both of these documents that there is a positive awareness of Diversity in curriculum areas. Good practice in the promotion of Diversity in curriculum areas has been recorded in the last three editions of The Voice. Departmental Policies, Schemes of Work, hand-outs and wall displays indicate that Equality and Diversity is being promoted in curriculum areas. Wall displays are thoughtfully planned to present positive role models and celebrate diversity. All new teaching staff are given training on the support of students with Additional Needs and on College procedures for the referral of students causing concern. All subject areas are required to comment on Diversity in their SAR Summary reports. Lesson observations must explicitly consider whether E&D has been actively promoted. Not relevant to lesson is unacceptable Collect statistics on effective promotion of E&D in lessons Amend Lesson Observation paperwork Analysis of Lesson Observation paperwork Directors of Faculty Directors of Faculty July 2014 4. Training All staff, students and governors must receive adequate training to ensure that they can fulfil their obligations in accordance with the College s Diversity policy. All staff and students are required to complete the Diversity online training package. Diversity as an integral part of staff training Training by outside speaker in embedding E&D in curriculum Ann Horsley to arrange Summer 2014
Diversity as an integral part of staff training New database documenting training received by non-teaching staff Gordon Dodds Summer 2014 5. Quality Improvement Principles of equality must be integral to the Quality Improvement and Self-assessment processes. Diversity audit of good practice and areas for development in curriculum areas - completed July 2012 and July 2013. Highlighted good practice and targets incorporated into document. Diversity audit of good practice and areas for development in Support Services - completed July 2013. Highlighted good practice and targets incorporated into document. Learner Voice heard throughout the year via Subject Rep system- curriculum areas publish You said - we did statements. November and Summer student satisfaction surveys - results published and considered by Student Services and curriculum areas - QIP s frequently reflect comment/suggestions. Major focus of QIP s is on narrowing achievement gaps. College SAR outlines success. Performance against Minimum Grade is tracked throughout year and recorded on Cristal Web. Coloured cog indicates student progress. Practical subjects subsidise materials and equipment for students who have financial challenges. In the spring term 2012, students elected the first Student Association officer with specific responsibility for Diversity. Laptops are available for students to borrow free of charge. They may be to assist a student who does not have access to a computer at home or to provide a student with specialist support software. Use data collected on Nepali students to ascertain where there are equality gaps - particular emphasis on progression/destinations Analysis of stats gathered from 2012/13 cohort Ann Horsley/ Jim Lyle
6. Leadership & Management There must be a clear vision and strategic action plan which drives forward and genuinely advances Diversity within the College. Faculty Directors, in conjunction with Curriculum Managers, analyse gender, ethnicity and performance post-summer results. Identified equality gaps are used to formulate QIP s. Curriculum areas maintain a database of At Risk students. These are regularly monitored and action agreed with the Curriculum Manager. The Intervention Log is used to record action taken to support student success. All students are regularly monitored for progress in their 1 to 1 meetings with their Personal Tutor. Their regularly updated review data on CristalWeb is used to inform conversations and support is arranged as appropriate (e.g. financial support via the Health and Well-being Co-ordinator, Study Support or ESOL in UpGrade). Many curriculum areas offer additional workshops where students can receive 1 to 1 support. In 2011, the Corporation identified a governor with specific responsibility for oversight of Diversity issues. Annually, the Corporation receive monitoring reports for both staff and students on gender, age, disability and ethnicity. Further clarify aims and objectives for the next 3 years. Investigate whether working with Investors in Diversity organisation will facilitate effective and appropriate target setting Ensure student involvement in the strategic promotion of E&D in the College Visit colleges who have achieved outstanding reports for E&D Visit colleges who have achieved Investors in Diversity status Student Association Diversity and Community Links Officer to be part of the Ann Horsley Ann Horsley
7. Protecting from discrimination/harassment/victimisation There must be effective and appropriate procedures for challenging inappropriate actions/ discrimination/bullying and harassment. All staff and students required to complete online Diversity training. All students participate in Tutorials which challenge bias (conscious and unconscious) and encourage celebration of diversity. There are appropriate policies for: Harassment/Bullying, Bursary Scheme, Child Protection, Study Support, Careers Education and Guidance, Counselling, Support for Students for whom English is a Second Language. All students are made aware of these in Induction. All staff are required to challenge stereotypes/negative language/comments. Log all tutor team discussions re discrimination/harassment/ bullying Ascertain student perceptions of prevalence of discrimination/harassment/ bullying Need to investigate Need to investigate Ann Horsley/ Catherine Cole Ann Horsley/ Catherine Cole
8. Engagement with the wider community There must be engagement with the wider community to ensure that principles of Equality and Diversity are fostered and upheld in all external relationships. In addition the College must be perceived as an institution which values and promotes Diversity. The Student Admissions Policy (revised by the Corporation in 2011) is explicit in welcoming applications from all students within a framework of Diversity, regardless of race, gender or disability. We have welcomed opportunities to give access to students with additional needs and disabilities. All staff post advertisements state that the College is an equal opportunities employer and the Two Ticks accreditation is clearly visible. Applications for support staff posts are assessed for short listing by means of a predetermined scoring system which rates candidates on agreed skills/ competencies/experience. Short-listed candidates are selected by method. The Diversity Co-ordinator is a member of the Rushmoor Community Practitioner s Cohesion Group. The College has appointed a Director of Community Engagement to develop partnerships with the local community. The College encourages and facilitates a wide range of volunteering activities. For example, Pass it On to assist senior citizens in using new technology and Coppers in which College staff and students work on joint activities with young people from the Samuel Cody Specialist Sports School. Ascertain the perceptions of the College in the wider community Improve the language skills of Nepali staff to facilitate progression within the College Provide after College social meeting opportunity for Nepali students Consider linking with a school in Nepal instead of (or in addition to?) our current link with a Ghanaian school Consider working with Investors in Diversity organisation Provide bespoke language classes Organise a Nepali dance class Need to investigate Ann Horsley Ann Horsley Ann Horsley Ann Horsley/ Catherine Cole Proposals to Proposals to Proposals to Proposals to
Appendix Statistics on Protected Characteristics 2012-13 Gender: Staff: % of support staff by gender employed by the College for the last three years 2011 2012 2013 Female 61.6% 61.2% 65% Male 38.4% 38.8% 35% % of teaching staff by gender employed at the College for the last three years 2011 2012 2013 Female 67.4% 68.9% 62% Male 32.6% 31.1% 38% Applications and appointments: Applications for Teaching posts 2012-2013 Applications for Support posts 2012-2013 Number of posts advertised 30 Number of posts advertised 22 Total applications received 161 Total applications received 152 Number of Female applicants 93 Number of Female applicants 79 Number of Male applicants 60 Number of Male applicants 100 Number of Female appointments 19 Number of Female appointments 10 Number of Male appointments 9 Number of Male appointments 17 It can be seen from the table above that the gender ratios of applicants do not map to those of appointments. Also, there is evidently a wide difference in the ratios between teaching and support staff. Gender and status/promotion: Gender of Heads of Department (Teaching) Male 33 Female 43 Gender of Senior Managers (Support Staff) Male 3 Female 7 Gender of Senior Management Team Male 4 Female 2
Students: The percentage of female to male students is 54.7% to 45.3%. 2012/13 No. % 1495 45.3 1806 54.7 3301 100.0 72.1% of females and 61.2% of males went on to Higher Education. Pregnancy and Maternity: Staff: Maternity Leave 2012-2013 Number of staff on maternity leave 11 Number of staff returning full time 2 Number returning at same part time fte 2 Number returning on reduced fte 4 Number not returning 0 Number where no information available yet 3
Ethnicity: Staff: In the academic year 2012-2013 5.4% of teaching staff were BME and 17.1% support staff were BME. Application Data: Ethnicity data for all applicants 2012-2013 Number of advertised posts 52 Number of applicants 186 English/Welsh/Scottish/Northern Irish/British 163 Irish 0 Gypsy or Irish Traveller 0 Any other White background 17 White & Black Caribbean 0 White & Black African 0 White & Asian 2 Any other Mixed/Multiple ethnic background 1 African 4 Caribbean 0 Any other Black/African/Caribbean background 0 Indian 8 Pakistani 1 Bangladeshi 0 Chinese 2 Any other Asian background 0 Arab 0 Nepalese 0 Any other Appointments data for ethnic 2012-2013 Number of advertised posts 52 Number of appointments made 55 White - British 52 Chinese 1 Indian 1 Black African 1 Promotions and Ethnicity: Ethnicity Senior Management Heads of Department Additional Responsibility Support Managers White 7 75 24 10 Asian 1 Black 1
Students: The College currently has 18% of students of BME origins. 2012/13 No. % 2706 82.0 595 18.0 3301 100.0 Age: Teaching: Age range Number and % of staff total Under 30 34 16% 30-39 71 33% 40-49 58 26% 50-59 45 20% 60-69 10 5% Support: Age range Number and % of staff total Under 30 38 20% 30-39 13 7% 40-49 48 25% 50-59 39 20% 60-69 52 28% Disability: Staff with declared disability: The College currently has 14 staff with declared disabilities (6.5%). Applications v appointments disability data 2012-2013 Number of advertised posts 52 Number of applicants 186 Number of applicants with a disability 4 Appointments of applicants with a disability 3
Students: The College currently has 13.9% of students with a declared (non-learning) disability and 5.6% with a declared learning difficulty. Declared Disability 2012/13 No. % No disability 2843 86.1 Medical condition 374 11.3 Visual impairment 40 1.2 Other physical disability 22 0.7 Mental health 8 0.3 Hearing impairment 11 0.3 Emotional/Behavioural 3 0.1 Disability affecting mobility 0 0.0 3301 100.0 Declared Learning Difficulty 2012/13 No. % No learning difficulty 3117 94.4 Dyslexia 93 2.8 Other 75 2.3 Autism spectrum disorder 8 0.2 Moderate learning difficulty 3 0.1 Other specific learning difficulty 2 0.1 Dyscalculia 3 0.1 3301 100.0 Of students with declared disabilities, 62.8% go on to Higher Education (56.2% of students without a declared disability go on to Higher Education). Leavers' Destinations With Disability Without Disability Destination Description No. % No. % Full time employment 27 10.9% 159 10.8% Further Education elsewhere 31 12.6% 231 15.8% Higher Education 155 62.8% 824 56.2% Not known 25 10.1% 215 14.7% Other 2 0.8% 12 0.8% Self employed 0 0.0% 2 0.1% Unemployed 4 1.6% 13 0.9% Voluntary work 3 1.2% 10 0.7% 247 100.0% 1466 100.0%
Of students with a declared learning difficulty, 45.5% go on to Higher Education (57.8% of students without a declared learning difficulty go on to Higher Education). With Learning Difficulty Without Learning Difficulty Destination Description No. % No. % Full time employment 9 10.2% 177 10.9% Further Education elsewhere 19 21.6% 243 15.0% Higher Education 40 45.5% 939 57.8% Not known 15 17.0% 225 13.8% Other 1 1.1% 13 0.8% Self employed 2 2.3% 17 1.0% Voluntary work 2 2.3% 11 0.7% 88 100.0% 1625 100.0% Religion: Staff/Students: We do not currently collect data on religion and belief for teaching staff, support staff or students. Sexuality: Staff/Students: We do not currently collect data on sexuality for teaching staff, support staff or students.