Information to demonstrate compliance with the Equality Act 2010 (January 2015)

Transcription

1 Information to demonstrate compliance with the Equality Act 2010 (January 2015) At City College Brighton and Hove we believe strongly in the importance and values of equality and diversity as expressed in our strategic vision and values. We are committed to promoting equality of opportunity for both staff and students, to understanding and celebrating our diverse community and recognising the value of each individual s contributions. We are fully committed to equality of treatment for all students, potential students, our staff and other service users, regardless of disability, race, gender (including gender reassignment), age, sexual orientation, religion or belief and will not tolerate any form of discrimination. Our mission City College is the leading college of further and higher education, in the heart of Brighton and Hove, committed to excellence in teaching and learning. Our strategic aims and priorities By 2018 our strategic ambitions are: to be in the top 10% of Further Education colleges in the country for success and progression rates for all our learners on all of our funded provision. to be outstanding for teaching and learning both in terms of Ofsted measures and in student satisfaction. to score at least 90% for overall satisfaction for our HE provision on the National Student Survey. to achieve feedback from all our students and customers that rates their City College experience as 95% good or better. to continue to attract increasing numbers of young people and adults onto our courses year on year. to be recognised as an influential education and training organisation in our community. to increase our commercial and international income over the next five years. to achieve a significant financial operating surplus that will enable us to invest in our future. to have buildings and facilities that provide a first- class teaching and learning experience for all our students and staff. Our beliefs and values We believe that further and higher education provides an experience that is both life- changing and life- enhancing. We believe that this is best achieved through defining the core values that both describe the culture of City College as an institution for learning and set the expectations for all those that work with us and for us. We believe that individuals will flourish in an environment that promotes excellence and encourages innovation and where staff and students work together with a feeling of mutual trust and respect. We believe we must strive to maintain and expect the highest level of professional integrity in our day to day encounters with each other and the wider community. We have defined our five core values as: Celebrating difference Respecting individuals Expecting high achievement 1

2 Applauding creativity Promoting teamwork. Each one of these values is equally important and each is dependent on the others. How will we meet our legal duties under the Equality Act 2010 Using the existing legislation as a guide our equality work will focus on: The promotion of equality of opportunity for, and between, groups Eliminating discrimination, harassment or unfair treatment Promoting positive attitudes towards, and participation in, college life by all groups We will deliver this by: 1. Reducing differences in outcomes of learners through teaching and learning recognising and using the diversity of our students and ensuring equality and diversity is embedded into our quality process and curriculum planning 2. Ensuring the diversity of our students is positively promoted and supported through all our college programmes, activities and events and that all our students feel able to participate and benefit 3. Ensuring the diversity of our staff is positively recognised, supported and used and that equality and diversity is embedded into our HR recruitment and promotion processes and staff training so all our staff feel able to participate and benefit Governance The Human Resources Director is the college s nominated lead for Equality & Diversity supported by the Director of Learner Services and Recruitment. They are accountable to the College s Board of Governors on equality matters. Our Equality & Diversity Committee, chaired by the Human Resources Director, comprises of key college managers, a member of the governing body, students as well as external representatives from organisations such as the University of Brighton. This committee meets on a termly basis to ensure the College continues to fulfil its legal duties under the Equality Act 2010 as well as to monitor the College s progress towards its Equality Action Plan and Equality Objectives. Equality Monitoring Our annual Self Assessment process includes a rigorous review of equality issues and equality data at course and service level. Teachers are required to demonstrate how they embed Equality and Diversity within course planning documentation. 2

3 Data Collection and Monitoring The collection, review and analysis of equalities data is critical to understanding our performance in relation to our Equalities Action Plan and Objectives. For students we currently monitor the performance of students by gender, age, ethnicity and disability in relation to: Enrolment Retention Achievement Success Please refer to the Student Data Pack in Appendix 1 For staff we monitor the profiles by gender, age, sexual orientation, disability, ethnicity and religious belief. Please refer to the Staff Data Pack in Appendix 2 For further information relating to Equality & Diversity at City College Brighton & Hove, please contact Student Services on or Human Resources on Ext

4 Equality & Diversity Position Statement January 2015 At City College Brighton and Hove we believe strongly in the importance and values of equality and diversity as expressed in our strategic vision and values. We are committed to promoting equality of opportunity for both staff and students, to understanding and celebrating our diverse community and recognising the value of each individual s contributions. We are fully committed to equality of treatment for all students, potential students, our staff and other service users, regardless of disability, race, gender (including gender reassignment), age, sexual orientation, religion or belief and will not tolerate any form of discrimination. We have made consistent good progress in meeting our Equality & Diversity objectives. Ofsted measure Colleges under the following headings: Achievement gaps are narrowing between different groups of learners Achievement gaps have narrowed substantively over the past five years and continue to do so. In 20 the success of learners from ethnic backgrounds (28% of enrolments) other than White British was 89.3% against a rate of 89.9% for the White British majority. In 20 there was no significant difference in the success rates of male (88.1%) and female (90.3%) learners. Success rates for female learners exceed the national success rates in excess of 2pp. The success of learners with a declared learning difficulty, disability or illness (26% of enrolments) at 89% was 1pp higher than that of those who had not declared a difficulty. The success rates of learners from disadvantaged post-codes is within 2pp of the overall rate. The Socio-economic Performance indicator report (SePI) for the college showed the college's long course success rates to be above the national averages of the cohort of colleges in the same deprivation quartile for young people and adults at all levels of learning. The gap in performance between (53% of enrolments) and adult learners has narrowed from 2.8pp in to 1.5pp in. Equality and Diversity are promoted through teaching and learning The college promotes equality and diversity well. The impact of this is found in a narrowing of gaps in attainment and the high levels of satisfaction among different groups of learners with the celebration of difference, the respecting of individuals and in their confirmation that the college is a safe place to learn However, the systematic evidencing of the active promotion through teaching and learning remains an area for improvement as does teachers' skill at recognising and exploiting naturally occurring opportunities to increase cultural awareness. Leaders and managers actively promote equality and diversity and tackle bullying and discrimination, and narrow the achievement gap The promotion of equality and diversity is good and gaps in attainment of different groups of learners are narrowing. In May % of all learners told us that the college respects individuals and celebrates difference, 97% of learners from BAME backgrounds (478 respondents) consider this to be the case. Overall, 97% of learners believe the college to be free from bullying and harassment. 98% of BAME learners consider this to be the case and 96% of learners with a learning difficulty or disability. College recruitment and human resources policies meet the legal requirements. A dignity at work policy promotes the expectation that staff will be protected from bullying or harassment. 4

5 Appendix 1 Student Data Pack 1. City College in numbers Table 1: Number of learners Table 2: Number of funded FE learners PT FT PT FT PT FT Total Table 3: Number of funded FE starts by level (excluding Functional Skills) Level 1 or Below (long) Level 2 (long) Level 3 (long) Level 4 or above (long) Level X (long) All short Total Level 1 or Below (long) Level 2 (long) Level 3 (long) Level 4 or above (long) Level X (long) All short Total Total 5581 Table 4: Number of funded FE starts by Sector Subject Area (excluding Functional Skills) Health, Public Services and Care Science and Mathematics Agriculture, Horticulture and Animal Care Engineering and Manufacturing Technologies Construction, Planning and the Built Environment ICT

6 7. Retail and Commercial Enterprise Leisure, Travel and Tourism Arts, Media and Publishing History, Philosophy and Theology Social Sciences Languages, Literature and Culture Education and Training Preparation for Life and Work Business, Administration and Law X. Non- regulated provision 14 Total Table 5: Number of funded FE Full Level 2 learners Total Table 6: Number of funded FE Full Level 3 learners Total Table 7: Number of Apprenticeship starts Foundation Advanced Foundation Advanced Foundation Advanced Total Table 8: Number of HE learners HE Full Time 334 Full Time 323 Full Time 92 Part Time 72 Part Time 84 Part Time Table 9: Number of ACL learners ACL Table 10: Number of International learners International Table 11: Of the total learners in Table Percentage who are BAME 11.92% 12.3% 11.5% Percentage who are resident in a 36.3% 33.12% 37.2% disadvantaged area Percentage with a learning difficulty 25.4% 28.50% 18.9% and / or disability 6

7 2. Overall classroom based retention, achievement and success percentages Unless otherwise stated, National Retention, Achievement and Success rates given are those for the Provider group 20 (General FE and Tertiary Colleges) from the Qualification Success Rate (QSR) Reports for City College Brighton and Hove (12/01/2014) Long Retention Achievement Success Level Starts Retention Variance (rounded) Achievement Success 1 (inc E) , , Total 2, Long Retention Achievement Success Level Starts Retention Variance (rounded) 1 (inc E) Total 1, Achievement Success All Long Retention Achievement Success Level Starts Variance (rounded) 1 (inc E) NA NA NA NA NA NA 2 1, NA NA NA NA NA NA 3 1, NA NA NA NA NA NA Total 4, Retention Achievement Success All Short Retention Achievement Success Level Starts Total Retention Variance (rounded) Achievement Success 90.1 NA NA

8 3. Student success rates by self declared learning difficulty, disability, health problem and age (excluding Functional and Key Skills) Unless otherwise stated, National Retention, Achievement and Success rates given are those for the Provider group 20 (General FE and Tertiary Colleges) from the Qualification Success Rate (QSR) Reports for City College Brighton and Hove (12/01/2014) Has learning difficulty / disability / health problem No learning difficulty / disability / health problem No information provided by the learner Total Has learning difficulty / disability / health problem No learning difficulty / disability / health problem No information provided by the learner Starts 998 1, Success Rate 89.0% 89.8% 90.7% 87.0% Starts 1,666 2,027 1,983 Success Rates 88.8% 88.1% 89.0% 85.6% Starts Success Rates 82.8% 88.4% 100% 85.9% Starts 2,728 3,271 2,979 Success Rates 88.7% 88.7% 89.8% 85.9% Starts Success Rate 87.5% 87.3% 88.2% 87.3% Starts 1,693 2,291 2,098 Success Rates 85.4% 85.3% 88.3% 87.1% Starts Success Rates 85.5% 90.5% 100% 86.0% Total 19+ Starts 2,309 2,889 2,602 Success Rates 85.8% 85.6% 88.3% 87.1% Total Starts 5,037 6,160 5,581 Success Rates 87.4% % 89.1% 86.5%

9 4. Student success rates all qualifications by age and gender (excluding Functional and Key Skills) Unless otherwise stated, National Retention, Achievement and Success rates given are those for the Provider group 20 (General FE and Tertiary Colleges) from the Qualification Success Rate (QSR) Reports for City College Brighton and Hove (12/01/2014) Male Starts 1,702 2,013 1,668 Success Rate 89.2% 89.6% 88.9% 85.5% Female Starts 1,026 1,258 1,291 Success Rates 87.9% 87.2% 91.1% 86.4% Total Starts 2,728 3,271 2, Success Rates 88.8% 88.7% 89.8% 85.9% 19+ Male Starts 1,071 1,362 1,204 Success Rate 85.5% 85.2% 87.0% 87.3% Female Starts 1,238 1,528 1,398 Success Rates 86.0% 86.3% 89.5% 86.9% Total Starts 2,309 2,889 2, Success Rates 85.8% 85.6% 88.3% 87.1% Male Starts 2,773 3,369 2,892 Success rates 87.8% 87.8% 88.1% Female Starts 2,264 2,766 2,689 Success rates 86.9% 86.8% 90.3% Total Starts 5,037 6,160 5,581 Success Rates 87.4% 87.3% 89.1% 86.5%

10 5. Student success rates for all qualifications by ethnicity and age (excluding Functional and Key Skills) Unless otherwise stated, National Retention, Achievement and Success rates given are those for the Provider group 20 (General FE and Tertiary Colleges) from the Qualification Success Rate (QSR) Reports for City College Brighton and Hove (12/01/2014) Asian or Asian British Bangladeshi Asian or Asian British Indian Asian or Asian British Pakistani Asian or Asian British any other Asian background Black or Black British African Starts Success Rates 68.8% 97.1% 83.3% 84.7% Starts Success Rates 100.0% % Starts Success Rates 100.0% 100.0% 66.7% 86.0% Starts Success Rates 83.3% 86.4% 100% 86.8% Starts Success Rates 84.4% 95.24% 90.7% 85.9% Black or Black British Caribbean Black or Black British- any other Black background Starts Success Rates 100.0% 100.0% 87.5% 83.5% Starts Success Rates 100.0% 90.0% 83.3% 83.4% Chinese Starts Success Rates 100.0% - 100% 90.1% Arab Starts Success Rates 62.5% 100.0% 86.7% 83.4% Mixed- White and Asian Mixed- White and Black African Starts Success Rates 100.0% 86.7% 83.3% 85.4% Starts Success Rates 83.3% 70.6% 84.0% 82.5% Mixed White and Black Caribbean Mixed- any other mixed backgrounds Starts Success Rates 94.4% 70.6% 72.0% 81.6% Starts Success Rates 88.0% 88.2% 96.7% 83.0% White British Starts 2,220 2,856 2,606 Success Rates 89.7% 89.0% 89.9% 86.1% White Irish Starts

11 Success Rates 90.0% 89.1% 73.3% 81.9% White any other White background Starts Success Rates 91.4% 88.6% 96.7% 86.8% Gypsy / Starts Irish Traveller Success Rates % 0% 81.2% Any other Starts Success Rates 85.2% 86.8% 93.8% 84.8% Not known / Not provided Starts Success Rates 78.9% 75.0% 95.0% 82.7% Total Starts 2,728 3,271 2,979 Success Rates 88.8% 88.7% 89.8% 85.9% 19 + Asian or Asian British - Bangladeshi Asian or Asian British Indian Asian or Asian British Pakistani Asian or Asian British any other Asian background Black or Black British African Black or Black British Caribbean Starts Success Rates 100.0% 82.4% 90.0% 87.0% Starts Success Rates 92.3% 81.3% 100% 88.5% Starts Success Rates 88.9% 85.7% 71.4% 86.6% Starts Success Rates 73.9% 74.6% 92.1% 85.8% Starts Success Rates 77.1% 83.3% 87.2% 85.7% Starts Success Rates 86.7% 84.6% 54.6% 85.8% Black or Black Starts British- any other Black background Success Rates 100.0% 93.8% 85.7% 86.1% Chinese Starts Success Rates 87.5% 87.5% 81.8% 88.0% Arab Starts Success Rates 77.8% 81.8% 85.5% 85.4% Mixed- White and Asian Mixed- White and Black African Starts Success Rates 92.9% 88.5% 90.9% 85.7% Starts Success Rates 85.0% 83.7% 82.4% 85.3%

12 Mixed White and Black Caribbean Mixed- any other mixed backgrounds Starts Success Rates % 75.0% 84.2% Starts % Success Rates 71.4% 85.1% 81.8% 84.7% White British Starts 1,353 1,847 1,414 Success Rates 86.8% 86.7% 89.0% 87.7% White Irish Starts Success Rates 84.6% 78.8% 76.5% 86.3% White any other White background Gypsy / Irish Traveller Starts Success Rates 85.9% 84.5% 88.5% 86.8% Starts Success Rates - 100% 100% 86.6% Any other Starts Success Rates 81.8% 87.8% 89.1% 84.6% Not known / Not provided Starts Success Rates 84.4% 90.0% 92.1% 85.4% Total 19 + Starts 2,309 2,889 2,602 Success Rates 85.8% 85.6% 88.3% 87.1% Total Starts 5,037 6,160 5,581 Success Rates 87.4% 87.3% 89.1% 86.5%

13 6. Student Survey (May 2014) Summary Whole college (FT & PT) Whole college DLD: No DLD: Yes DLD: unkn BME: No BME: Yes BME: unkn Gender: F Gender: M 1. On the whole, I have enjoyed my time at College 97% 97% 96% 94% 97% 98% 91% 97% 97% 2. I feel that my course has given me the skills I need to progress onto a higher course or to succeed in my job 97% 97% 97% 94% 97% 98% 85% 97% 97% 3. The teaching on my course is good 98% 97% 98% 94% 97% 98% 93% 98% 98% 4. I have found most of my lessons interesting and enjoyable 96% 96% 96% 91% 96% 98% 91% 96% 96% 5. Behaviour is well managed inside the classroom 95% 96% 94% 94% 95% 96% 92% 95% 95% 6. Behaviour is well managed in other areas of the College 93% 94% 92% 96% 93% 95% 97% 94% 93% 7. The feedback I receive from my teachers is helpful 98% 98% 98% 100% 98% 100% 98% 97% 98% 8. On the whole, I think my course is well organised and managed 90% 89% 92% 92% 89% 95% 88% 89% 90% 9. My teachers encourage me to use Moodle 97% 97% 96% 97% 96% 99% 97% 97% 97% 10. Moodle helps my learning 85% 87% 81% 82% 84% 92% 86% 86% 85% 11. I feel the College is free from bullying or harassment 97% 97% 96% 97% 97% 98% 95% 95% 98% 12. The College is a safe place to learn 99% 99% 98% 100% 99% 100% 100% 99% 99% 13. I have received good advice and support about what I can do when I finish my course 91% 91% 93% 85% 91% 93% 80% 91% 92% 14. The equipment in my classroom(s) is suitable for my course 90% 90% 90% 89% 89% 93% 93% 90% 90% 15. The general facilities around the College are good 91% 91% 91% 97% 91% 91% 95% 92% 90% 16. Improving my English and Maths sills are a useful part of my course 91% 91% 92% 100% 91% 96% 90% 91% 91% 17. Individual tutorials are helpful 96% 96% 96% 100% 96% 98% 100% 97% 96% 18. Group tutorials are helpful 94% 94% 95% 100% 94% 95% 100% 93% 95% 19. I am able to let the college know about my views and opinions (Student Voice). 91% 91% 92% 87% 91% 94% 91% 90% 92% 20. I know about the college's student support services and how to access them if needed. 91% 91% 93% 91% 91% 92% 91% 92% 91% 21. I believe that the college respects individuals and celebrates difference. 97% 97% 98% 93% 97% 97% 95% 97% 97% 1 Percentages relate to the percentage of respondents who agreed positively with the statement / question Respondents

14 Appendix 2 Staff Data Pack 1. Gender Profile 2. Age Profile 3. Sexual Orientation Profile 4. Disability Profile 5. Ethnicity Profile 6. Religious Belief profile

15 EQUALITY AND DIVERSITY STAFFING REPORT FOR CITY COLLEGE BRIGHTON & HOVE JANUARY 2015 The following report covers the core protected characteristics within the Equality Act and covers all staff employed on 30 January 2014 AGE PROFILE Age Profile of City College Brighton & Hove 23% 10% 31% 11% 25% Under to to to The above chart shows the age profile of City College staff. The mix of ages is fairly even between 30 years and 59 years, with less than 30 years and over 60 years accounting for the smallest age categories. GENDER PROFILE Gender Profile of City College Brighton & Hove 41% 59% Female Male The data above, reflecting the gender split of City College staff, shows that the majority of the workforce is female.

16 DISABILITY Disability Profile of City College Brighton & Hove 1% 1% 3% No Prefer not to say 95% Unkown Yes The above chart shows that 95% of staff does not believe that they have a disability, whilst 3% of staff has indicated that they have a disability. ETHNICITY Ethnicity Profile of City College Brighton & Hove 1% 0% 1% 1% 2% 0% Aisian Arab Black Mixed Ethnicity 95% Other Unknown White The highest proportion of staff describe themselves as white with their being a fairly even split of staff amongst the remaining ethnic groups.

17 RELIGIOUS BELIEF Religious Belief of City College Brighton & Hove 11% 1% Atheist 65% 13% 8% 0% Bhuddist Chris]an Muslim Other 2% Prefer not to say Unknown Data for religious belief was not recorded prior to it becoming a mandatory requirement to do so. Of the 35% of staff where this information has been obtained it is interesting to note that the two highest categories are Christianity at 13% and Atheism at 11%. SEXUAL ORIENTATION Sexual Orienta]on of City College Brighton & Hove 0% 33% Bisexual 61% Heterosexual Homosexual 3% 3% Prefer not to say Not Known Data for sexual orientation was not recorded prior to it becoming a mandatory requirement to do so. Of the 39% of staff where this information was obtained the majority describe themselves as heterosexual with 3% preferring not to say.