Appendix A SINGLE EQUALITY SCHEME

Transcription

1 Appendix A SINGLE EQUALITY SCHEME

2 Table of contents Introduction NNC Equality Vision, Values and Principles The Local Context - Staff - Students Specific Duties Consultation with Stakeholders Implementation of the Scheme - Monitoring - Reviewing - Reporting Investors in Diversity Review and Consultation

3 Appendices 2 Introduction This Single Equality Scheme (SES) for North Nottinghamshire College (NNC) brings together the College s commitment to the Equality Act 2010 and requirement for a single document that outlines how we plan to meet our statutory requirements. The Equality Act 2010 (Specific Duties) Regulations 2011 came into force from 10 September 2011 These regulations allow Colleges to perform the general equality duty better by the transparency of publishing equality information, which is accessible to the public. The general Equality Duty requires colleges, when exercising their functions, to have due regard to the need to: (a) eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Equality Act 2010; (b) advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it; (c) foster good relations between persons who share a relevant protected characteristic and persons who do not share it. The Equality Act Specific Duties require colleges to: Publish information to demonstrate compliance with the general Equality Duty by no later than 31 January 2012 and at least annually thereafter. This will include information relating to employees and other individuals who share a relevant protected characteristic ( see below for definition) who will be affected by their policies and practices. Prepare and publish equality objectives by no later than 6 April 2012 and at least every four years thereafter. There will be a requirement for one or more objectives, which the organisation believes it should achieve, in order to comply with any part of the general equality duty (points a- c above); the objective(s) must be specific and measurable. There is a legal requirement to ensure all information is published in a way that is easily accessible to the public. This is the College s third published SES uploaded onto the College s website in March 2014.

4 The Act protects employees, students and people who access the College s goods, services and facilities, from discrimination on the basis of protected characteristics which include: Race Sex Disability (or because of something connected with their disability) 3 Sexual orientation (lesbian, gay, bisexual or heterosexual) Religion or belief Gender reassignment/being a transsexual person Pregnancy and maternity Being married or in a civil partnership (employees only as at October 2011) Age (Employees only as at October 2011) The SES seeks to anchor the legislative requirements firmly within all that the college does and underpins our own values and vision. These are: Vision Our Mission Changing lives, building communities- making a difference To create a college which is central to the lives of our communities and is respected as: - A great place to learn and grow - A community which inspires, challenges and supports every individual to be their best - The partner of choice for training in our community and in our specialist fields Our Values - Serving our students and our community - Professionalism - Caring - Respect - Honesty and Integrity - Positive, can do approach - It is the purpose and intention of this SES document to demonstrate:

5 the College is committed to tackling any form of discrimination, committed to the promotion of equality and fostering good relations between each of the protected characteristics the College has properly considered how its activities as an employer and a provider of education and services affect people with all of the protected characteristics Specific Equality Objectives 4 The success rates of the large majority of groups of learners to be in line with or above similar groups of learners nationally, with the majority above. Where success rates of any group of learners are below those of all learners nationally, additional teaching, learning and assessment resources to be allocated to targeted key curriculum areas The Ofsted inspection report, January 2013, commented that, Managers monitor the performance of different groups of learners carefully. Their actions to close achievement gaps are mostly successful but a difference remains between young female and male learners Managers and Learning Coaches support staff to identify the motivation and learning experience which underperforming groups need so that they may succeed as highly as the majority of the cohort. Increase the proportion of employees with a BME origin to, at minimum, 5 % at July 2015 At March 2015 the proportion of BME employees stands at 1.5%* compared with 5.5 % of the entire local population NB. not the 5 of the working population where data of ethnic origin is not available (Census 2011) and 5% of the SIR (FE Workforce data for England 2011). BME includes the categories White Irish, White Gypsy and White Other. (*2.5% of Lecturers are from BME origins) Increase the number of female teachers in stereotypically male dominated areas by another 4% at July 2015 All College teaching and ALS staff to have undertaken specific anti- racist training by July

6 The Local Context 2015/16 NNC serves Bassetlaw district which is essentially rural in nature, with two substantial population centres in Worksop and Retford. The district presents a mixed picture with areas of concern including education, skills and enterprise. There are pockets of increasing prosperity and social conditions, alongside deep- seated, long- term deprivation and inequality. Key Facts- Employment (2011 Census) - Part- time employment is 15.3% of the Economically active cohort against an English average of 13.7%, the majority of these being female - Full- time employment within the Economically active cohort stands at 37.9% compared with a Nottinghamshire average of 39.3% and an English average of 38.6% - The percentage of employees living in Bassetlaw who work in the higher professional and managerial socio- economic professional occupations 15% of those employed full- time compared to an English average of 20.8% Key Facts- Unemployment (NOMIS Labour market data 2013) % of the working age client group are claiming out- of- work benefits compared with 11.3% in Nottinghamshire and 11.9% across England % of all people aged are claiming JSA against a UK national average of 7% % of the age occupation cohort in the 2011 census socio- economic classification have either never worked or are long term unemployed compared to 11.2% nationally Key Facts- Education - The government assesses state funded secondary schools performance against defined floor standards. Considered against these, a school would be seen as underperforming if its key stage 4 results show fewer than 40% of pupils at the end of key stage 4 achieving 5 or more GCSEs A*- C (or equivalents) including English and maths GCSE results (DfE) across Nottinghamshire secondary schools saw a decline to 58% achieving at least 5 A*- C from 64.4% the previous year (against a national average of 56.6%) - 15% of the adult population in Bassetlaw have no qualifications compared to 10.5% in the D2N2 region (ONS 2013 survey) 6

7 Key Facts Deprivation - Income Deprivation Affecting Children Index (IDACI) indicates that in Bassetlaw, some 19% of children live in families that are income deprived and in receipt of a range of benefits (2009) % of year olds in Bassetlaw are classified as NEET, the highest in the County. Pockets of NEET are very high in areas such as SE Worksop are at 12.1% ( Connexions data 2011)

8 7 Staff and Students Equality & Diversity Employee Data Staff Profile compared with Bassetlaw general population March 2014 The College continuously reviews statistics with regard to the Equality & Diversity Profile of its employees and learners. This data is reviewed on an annual basis and an action plan updated to address any areas of concern. The following table summarises current employee statistics at and also compares Bassetlaw and SIR (FE Workforce Data for England) data. It needs to be noted that the Bassetlaw data is based upon the 2001 Census and also that their age bands are slightly different to those commonly used for monitoring purposes: Age Profile Support Support % Lec Lec % Mngt Mngt % P/T P/T % Cross College Total % Bassetlaw % and over TOTAL Gender Female Male TOTAL Ethnicity BME White Not Known TOTAL Disability Disability No Disability / Not Declared

9 TOTAL Gender The College profile shows 73% Female and 27% Male employees and Bassetlaw statistics suggest 50.4% and 49.6% respectively. The profile for lecturing roles is 54%:46% which demonstrates our learners are being taught by a fairly representative cohort of staff. However, support roles are on the whole dominated with female staff. This is not unusual given the stereotypical profile of support staff and the national data from the National Statistics office (including the 2011 Census) that informs more women than men undertake roles of an administrative nature. In addition, the majority of staff who transferred as part of the Nottinghamshire Children and Families Partnership are female. Ethnicity 1.6% of College employees overall are from BME backgrounds, compared with 5.5% of the local population BME includes the categories White Irish, White Gypsy and White Other. A total of 2.5% of teaching staff are from BME backgrounds (an increase of 0.3% on last year). Our target is to achieve an ethnicity profile that is, at minimum, at the Bassetlaw profile. Disability A total of 4% of staff confirmed they have a disability that limits their day- to - day activities compared with 7.4% of the working age population in Bassetlaw. The figure for NNC for last year was 2.9%. Action points arising from analysis of the above data is contained in Appendix 2, the SES action plan, and will be monitored by the Equality and Diversity Management Committee. Student Profile Student data is analysed by a number of factors including age, gender, ethnicity and LDD. This is done at programme area level and forms an important part of the annual Self Assessment Review (SAR). A Quality Improvement Plan (QIP) is developed as part of the SAR process and is reviewed for progress monthly by curriculum teams, with curriculum managers reporting to QMG and EDMG on progress. An annual review of all complaints made to the college also informs this work, in order that we are aware of any developing trends. A review of E&D activity across college is published annually, and this celebrates the wide ranging involvement of staff and students in this important area. An example of securing the views of learners with regard to the college s promotion of E&D is the bi- annual Learner Voice week that takes place in October and March. A range of learners have also been involved in focus

10 group activities relating to impact screening and assessment. The college s Observation of Teaching, Learning and Assessment, undertaken by external consultants, measures the degree to which E&D is embedded in the curriculum which impacts on the overall grades awarded. SES General Principles and Consultation with Stakeholders 9 NNC is committed to ensure and promote equality and diversity in all of its work, and this covers equality of opportunity and treatment for all persons in relation to all of the College s activities, such as the employment of staff, consultants and contractors. It also relates to the provision of education and training to individuals and other organisations. NNC will: Endeavour to provide equality of access and resources for all ( our Disability statement provides more specific detail in relation to disability) Support an environment that promotes equality of opportunity for all stakeholders Respect and support all students and staff and wider stakeholders Work to establish a staff workforce and Governing Body that reflects the local community Provide training in equality and diversity for staff, students and Governors. Monitor, analyse and act upon statistical trends, complaints and other issues in relation to Equality and Diversity per programme area in addition to cross- college provision Ensure compliance with current and new legislation Ensure accountability for the promotion of Equality and Diversity takes place at Governor, Senior Leadership Team and Programme Manager level The SES will be reviewed annually in March in order to ensure the College demonstrates full compliance with the general equality duty and continues to establish and monitor specific and published equality objectives. This SES will be communicated to all staff and students and key stakeholders via and via written communication. Our action plan will ensure that we remain focused upon the key objectives we have set. The Board of Governors will receive an annual report on our progress.

11 10 Student Profile No of learners FT PT Total FT % total for No of FT % total for No of % total for group learners group learners group Widening Participation Non WP % % % WP % % % Age Group < % % % % % % % % % Gender F % % % M % % % Learning Difficulty/Disability Learning Difficulty/Disability % % % None % % % Not known % % % Ethnicity Asian or Asian British - Any other Asian background % % % Asian or Asian British - Bangladeshi 0.00% % % Asian or Asian British - Chinese 0.00% % % Asian or Asian British - Indian % % %

12 Asian or Asian British - Pakistani 0.00% % % Black or Black British - African % % % Black or Black British - Any other black background 0.00% % % Black or Black British - Caribbean 0.00% % % Mixed - Any other mixed background % % % Mixed - White and Asian % % % Mixed - White and Black African 0.00% % % Mixed - White and Black Caribbean % % % None Provided % % % Other - Any other background 0.00% % % Other - Arab 0.00% % % White - Any other white background % % % White - British % % % White - Gypsy or Irish Traveller % % % White - Irish 0.00% % % Ethnic Group Asian or Asian British % % % Black/African/Black British/Caribbean % % % Mixed/Multiple % % % None Provided % % % Other 0.00% % % Prefer not to say % % % White % % % Religion Buddhist % % % Christian % % % Hindu 0.00% % % Jewish % % %

13 Muslim % % % No Religion % % % Not stated % % % Other Religion % % % Prefer Not To Say % % % Sikh 0.00% % % Sexual Orientation Bisexual % % % Gay/Lesbian % % % Hetrosexual/Straight % % % Not stated % % % Other % % % Prefer Not To Say % % % Pregnancy Not pregnant % % % On maternity/paternity leave % % % Prefer Not To Say % % % Pregnant 0.00% % % Gender same as at birth No not same gender % % % Not stated % % % Prefer Not To Say % % % Yes same gender % % % Grand Total % % %

14 Asian or Asian British - Any other Asian background % % % Asian or Asian British - Bangladeshi 0.00% % % Asian or Asian British - Chinese 0.00% % % Asian or Asian British - Indian % % % Asian or Asian British - Pakistani 0.00% % % Black or Black British - African % % % Black or Black British - Any other black background 0.00% % % Black or Black British - Caribbean 0.00% % % Mixed - Any other mixed background % % % Mixed - White and Asian % % % Mixed - White and Black African 0.00% % % Mixed - White and Black Caribbean % % % None Provided % % % Other - Any other background 0.00% % % Other - Arab 0.00% % % White - Any other white background % % % White - British % % % White - Gypsy or Irish Traveller % % % White - Irish 0.00% % % Grand Total % % % 14

15 Management of the SES The management of Equality and Diversity lies with the Assistant Principal and the Director of HR. The Equality and Diversity Management Group, which includes a Governor member, is charged with setting the strategic direction for the College and measuring progress. The Equality and Diversity Committee is chaired by the Head of Student Services and reports to the Management Group. The Committee, which comprises both staff and students, takes a full and active role within the impact assessment of policies and engaging with staff and students that is led by the Director of HR. Monitoring Progress Students Student data is reviewed on a regular basis and results published on an annual basis in terms of a range of different factors including age, gender, ethnicity and LDD. An annual report that includes student indicators is provided to the Corporation. Specific E&D training and information sessions are provided for all learners through the tutorial programme and through cross- college themed events. Staff Staff data is reviewed on a regular basis and results published on an annual basis in terms of age, gender, Learning Difficulties and Disabilities and BME. An annual report is provided to the Corporation on both staff and student indicators. Staff training on Equality & Diversity is provided annually. Equality Impact Assessments These are carried out by focus groups, including the Equality and Diversity Committee which comprises both staff and students. All policies have been screened, with five identified as requiring a full impact assessment the outcome of the full assessment confirmed there were no discriminatory elements. 15

16 Publicising our scheme and progress This new SES and updated action plan is available on the College website. We will also publish key data on the website on an annual basis. A brief guide to the SES has been made available to all staff, students, Governors and employers as part of information about the College. This will be updated on an annual basis as the SES is reviewed. The action plan (See Appendix 3) is reviewed and monitored at the Equality and Diversity Management group, which meets six times a year. The College is gained Investors in Diversity recognition in February 2012 and action plans are monitored by the Equality and Diversity Management Group.

17 APPENDICES 16 Appendix 1 Appendix 2 SES Action plan Investors in Diversity action plan 17

18 Appendix 1 Annual Publishing 18 SES Action Plan September 2014 March 2015 Action Responsible person When Evidence Update on progress Mar 2015 Publish revised SES and action plan DW/E & D Management Group Jan 2016 Published on website and circulated to all stakeholders Refreshed plan for Jan 2016 Formal report to SLT on a termly basis DW/PB Rolling programme Reports to SLT E and D training All new staff to participate in E&D training and existing staff to attend refresher training annually Director of HR Ongoing In 2014/ staff participated in E&D training and 116 (to date) in 2015/16 Uptake to be monitored by Director of HR and reported to E&D Management Group Student training specific focus on E&D in each curriculum area through tutorials, promotion of ECM and Respect Assistant Principal and Head of Student Services Ongoing throughout the year Delivery captured through PA evidence. Cross- college events include student feedback and reports Ongoing- more student training planned for 2015/16 in each curriculum area to be monitored by the E&D Management Group New Governors to receive E and D training Clerk to Corporation and Director of HR New Governor training organised as required Delivery takes place involving all new Governors Dates being confirmed for refresher training

19 Action Responsible person When Evidence Update on progress Mar 2015 Analysis of staff and student data Student Programme Areas to review student data by age, gender, BME and LD and D Include analysis in QIP Accountability of academic performance reviewed Programme Managers Programme Managers Assistant Principal As part of ongoing SAR process- since 2009/2010 Programme Managers to present their area performance on reach and impact to the E&D Management Group on a planned basis: dates agreed across the academic year 2014/15 Regular performance reports Improvement plans stored centrally on public drive Reports to E&D Management Group Reports to Full Corporation Ongoing as part of SAR process and performance management Ongoing as part of the E&D Management Group function and purpose since 2011/12 Continuing Governor member of the E&D Management Group to report on progress to Full Corporation Governor member of the E&D Management group Ongoing Reports to Full Corporation Active Governor involvement since October 2011 Review at mid- year progress made Director of Quality Specific mid- year review focus Mid year reviews received by Quality Unit and reviewed at E and D Management Group Mid- year review focus continues each February Staff Staff data to be analysed on annual basis and any resulting action to be included in action plan Director of HR January each year Formal report to Full Corporation; review of action plan at E and D Management Group Data for 2014/15 is included in this report

20 Learner Involvement E and D awareness raising delivered via tutorial programme Head of Student Services Tutorial focus commenced from 2011/12 Tutorial programme Ongoing Learner membership on E and D Committee Head of Student Services Ongoing since September 2009 Minutes of E and D committee Ongoing Learner involvement in cross college events Head of Student Services Ongoing since September 2008 Evidenced through recordings and reports Ongoing Teaching and Learning Involvement by Quality team in annual E and D walk- through peer quality process Director of Quality Walk- through quality process undertaken in 2013\14 and continuing in 2014\15 Evidence of findings cascaded and monitored through to each programme area Walk- through approach continues Learning coaches to support embedding of E&D through Coaching network Director of Quality Coaching sessions focussed on supporting sustainable development of staff Feedback from Class visits and PDR

21 Appendix 2 Investors in Diversity Action Plan November November 2016 General Duty - aim Baseline position/evidence taken from the IiD diagnostics Equality Objectives Priority Actions Target/ Success Criteria Eliminating Unlawful discrimination 1) Less favourable treatment as at Staff survey April people stated in a bad way due to age, 4 due to disability, 1 due to pregnancy paternity and maternity, 1 due to race, 1 due to gender, 1 due to sexual orientation and 4 for other reasons. 1) Less favourable treatment of Learners, 16 stated in a bad way due to age, 12 due to disability, 4 due to transgender status, 3 due to marriage or civil partnership, 4 due to pregnancy and maternity, 11 due to race or ethnicity, 5 due to religion and belief, 8 due to gender, 6 due to sexual orientation and 8 for other reasons. 1) Maintain and increase approval rates around less favourable treatment by the time of the next IID diagnostics. 1) Encourage the people who said that they felt that they were less favourably treated to come forward about any worries, concerns or complaints. 1) Champions to take further consultation forward 1) Evaluate the worries of each person coming forward and objectively evaluate if the worry is indeed related to less favourable treatment and also related to the 9 protected characteristics. 1) Then deal with each concern on its own merits. 1)Increase the number of reported incidents 1) Work towards ensuring 100% of people coming forward are appropriately and sensitively dealt with. 2) 97% of staff felt valued by colleagues, 93% by line managers, 78% by senior managers and 85% by others in the organisation. 2) consult with staff teams to understand the drop in sense of value with senior managers 2) Improve survey

22 3) 21% of staff felt they had witnessed inappropriate behaviour in the College in the last 12 months, 10% discrimination and 25% bullying or harassment. 3% of staff felt that the College was poor at preventing or tackling discrimination as and when it does occur. 8% poor at preventing or tackling bullying and harassment. 2) Maintain a culture of respecting, valuing staff and whatever their background 3) North Notts College is a leader in its field and continues to reinforce a zero tolerance approach to discrimination bullying and harassment. 3) Take appropriate action to support people coming forward and against people who may be working in contravention of the ethos or the rules of the College 3) Review and strengthen sign posting of policies and procedures around reporting and dealing with inappropriate behaviour bullying and harassment. perceptions by 10% by the time of the next IID surveys. 3) Reduce survey perceptions of inappropriate behaviour bullying and harassment by 10% by the time of next IID surveys. 3) Share the comments in the surveys and ensure managers are aware of those which might constitute inappropriate behaviour bullying and harassment. Advancing Equality of Opportunity 4/5/6 Continue to develop and use employment data by protected characteristic 4) Analyse employment data. Use this to inform current and ongoing recruitment strategy 4/5) Carry out a break down of employment data across additional protected characteristics and compare this to he community that North Notts College operates in. Link to SES stats 4/5) All data available and is used to evidence improvement. 5) Work towards ensuring that North Notts College workforce is reflective of the community in terms of the protected characteristics. 6) Identify staff disability by 4/5) Identify which of the Protected Characteristics are most under- represented and prioritise the top 2. 4/5)Set Reasonable targets for improvement 6) Make reasonable adjustments if

23 Advancing Equality of Opportunity 7) 72% of staff strongly agreed or agreed that the organisation had given them time and opportunity to find out more about diversity and improve their awareness, through topics, events and activities, 22% neither agreed nor disagreed, 4.5% disagreed and 2% did not know. 7) 80% of staff confirmed they have had EDI training in the last 24 months, 5% did not think so and 15% said no and 70% of learners confirm EDI is discussed as part of the curriculum or in lessons. impairment type. 7) North Notts College staff & Learners will be knowledgeable in the subject of EDI through regular training and awareness raising sessions & lesson planning. 6) Discuss with diversity champions and agree a strategy. 7) Review staff training documentation and ensure that every staff member attends formal training at least every two years and one informal event or activity every year, this should be reinforced through the PMR process to ensure consistency. 7) Develop mental health training, cultural awareness and gypsy & traveller training. 7) Ensure teachers maintain and improve best practice in curriculum. (hyperlink to EDIMS) relevant. 7) Improve perceptions by 8% by the time of the next surveys 7) Improve take up of training by 10% by the time of the next IID surveys. 7) Maintain and improve learners understanding 7) When staff were asked which areas they would like further training, 28% stated promoting good mental health at work, 16% cultural awareness, 15% Gypsies and Travellers. 8) 76% of learners feel the College is working hard to make sure that people from different backgrounds feel included, 11% neither agree nor disagree and 11% don t know 8) Understand the diversity of our learners and use a robust system of equality analysis to include them despite their differences. 8) Share best practice, ask learners to feedback on how the College can include them and their peers 8) Improve survey perceptions by 10% by the time of the next IID surveys.

24 Fostering good relations between different groups of people 9) 72% of staff strongly agreed or agreed they could describe how the College fosters good relations between different groups of people, 21% neither agreed nor disagreed and the remainder were negative. 9) North Notts College staff and Leaders need to be clear on how the organisation Fosters good relations and their role in this. 9) Share feedback examples from the survey. Explore other examples as part of a tutorial or lesson plan. Get learners to think up examples and record as case studies. 9) Improve survey results by 10% by the time of the IID review. 10) 50% of learners don't know if governors take equality and diversity seriously in the way they behave and the things they say, 44% don't know if the Senior Management team do, 44% don't know if Managers do, 18% don't know if Tutors or Lecturers do, 23% don't know if other learners or students do and 38% don't know if parents do. 10) Promote the role of the governors and Senior Managers and engage them in EDI learner teaching activity. Allocate managers and Governors as strand champions. 10) Improve survey results by 10% by the time of the IID review