Annual Equality Diversity and Inclusion Report 2020-2021 by Bolton College

ANNUAL EQUALITY, DIVERSITY AND INCLUSION REPORT 2020-2021

Part of the University of Bolton Group

Contents Introduction Our Commitment Our Equality Aims The Impact of Our Actions for Our Board and Staff Bolton College in its Local Context Progression Service English as a Second or Additional Language Our Approach to the Promotion of Equality, Diversity and Inclusion College Estate Bolton Family Our Learner Profile Overall Outcomes for Learners Outcomes for Young People Outcomes for Adults Outcomes for Apprenticeships Our Staff Our Board The Rainbow Flag Award - Supporting and valuing LGBT+ Celebrating Equality, Diversity and Inclusion and Fostering Good Relations

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A very warm welcome to everyone. It is with great pleasure that I welcome you to our Equality, Diversity and Inclusion (EDI) report for 20/21*. EDI is constantly at the forefront of our daily lives and actions at Bolton College, as we are proudly committed to being an open access and widening participation organisation where all people can thrive. We have had to respond more than ever in the past couple of years to support and serve the wide and differing needs of those in our community; from the impact of the pandemic on wellbeing and digital inclusion to fostering a progressive work and learning environment in the fast changing landscape of the 21st century. The report profiles our learners, workforce and board members and shows how we are responding to our legal responsibilities to tackle discrimination. It also showcases our passion to promoting and celebrating those in our college family and the wonderful variety of cultures and backgrounds from which it is made up. We will continue to ask questions and challenge ourselves and others to explore difference with integrity. Our overriding wish is for all to hold a high sense of belonging, as the yield of true inclusion is a sense of belonging for everyone.

Bill Webster Principal

* Due to the coronavirus outbreak, The Equality and Human Rights Commission reviewed the PSED specific duty reporting obligations. In England, the planned compliance activity on the specific duties for 2020 was suspended with the requirement to publish equality information by 30 March 2021.

Annual Equality, Diversity and Inclusion Report 2020-2021

Bolton College is committed to the promotion and development of equality of opportunity, valuing and celebrating the diversity of all of our staff and students and being inclusive to all of the College’s communities. Our commitment to the promotion and development of equality of opportunity, valuing and celebrating the diversity of all of our students and staff and inclusive approach to all of the College’s communities and partnerships is reflected in the College’s mission statement: ‘Bolton College will enable individuals, businesses and communities within Bolton and the City Region to realise their potential through education and training that is inclusive, inspiring, innovative and responsive to their needs’. Our mission is underpinned by the following values, which embed our strong commitment to equality, diversity and inclusion:

• Religion or belief

• Excellence in all we do

• Marriage and civil partnership

• Sex • Sexual orientation

• Ensuring learning and the learner Bolton College plays an integral are at the heart of everything we role in promoting social inclusion both within the college do community and within the wider • Equality of opportunity and Bolton context and its diverse celebration of diversity communities, and we work • Serving our community collaboratively with a range of community organisations and • Honesty and professionalism other partners to tackle social • Caring for the environment and exclusion, address discrimination the communities we serve and promote community cohesion. We provide a safe and supportive environment for all, which values individuals equally, regardless of: • Age • Disability • Gender reassignment • Pregnancy and maternity • Race

The College is responsive to the needs of the local community and the success of all our learners is at the heart of everything we do.

We are home to people from a wide range of cultures and backgrounds with diverse beliefs, values and abilities. We celebrate diversity and aim to meet the needs of all individuals and encourage them to share their experiences and beliefs. We are highly inclusive and committed to reducing gaps in attainment amongst individuals from all backgrounds, including those who have not traditionally accessed education or training. We welcome learners and staff with learning difficulties or disabilities and support them in accordance of their needs. We want everyone to feel comfortable and secure enough to be themselves; we do not tolerate harassment, bullying, victimisation or discrimination. Belonging is the emotional state that is the end goal of our inclusive processes and practices and we are committed to fostering an environment where all feel they belong. We know that when people feel that sense of belonging, they feel safe, at home and can do their best work. We acknowledge that the landscape of language is changing and will be reviewing the terminology we use (for example, equality, equity or both?) in order better reflect our ambitions and increase the sense of belonging. We trust and respect our communities and welcome collaboration, ownership and curiosity. Our Single Equality Scheme incorporates our Equality, Diversity and Inclusion Strategy. This document is available on our website within our EDI section. www.boltoncollege.ac.uk/ equality-diversity-report

Annual Equality, Diversity and Inclusion Report 2020-2021

The College has the following equality aims:

Equality Aims 1

To continue to improve staff and student awareness of Equality, Diversity and Inclusion through active promotion within curriculum, staff and development of our EDI Champions.

To continue to improve the diversity of our workforce and Board by narrowing the gap between those and the communities we serve.

To create an inclusive environment that improves staff and student understanding about the use of data collection being used to drive equality forward; and encourages the fostering of good relations across diverse groups.

To achieve and maintain a good satisfaction rate amongst students and staff in excess of 90% by 2023 in relation to perceptions that they are treated fairly whilst at College and that this will be analysed across all monitored protected characteristics.

To narrow the gaps in achievement rates year on year to an average of 2% or less, across all provision by 2023, for all monitored characteristics.

To widen participation by protected groups in franchised HE and Apprenticeships and to increase the number of learners enrolled in gender stereotypical curriculum areas by at least 1% year on year.

Cindy Ngamba

Cindy Ngamba has achieved her second win and a gold belt in the National Amateur Boxing Championship under 75kg. Cindy started on Sport Level 1 at Bolton College then progressed to a Public Services HND, with ambitions to become a fire fighter or police officer - all alongside her declared ambition to become a world champion and GB assessments for the 2024 Olympics!

Annual Equality, Diversity and Inclusion Report 2020-2021

• We collect staff information in relation to protected characteristics for all newly recruited staff. We also continue to refresh the data for existing staff by promoting its importance and providing lots of opportunities for staff to complete updates. • There continues to be progress in the improvement of the data collection system in order to be able to report on trends over time and on staff development, leavers, promotions, pay, recruitment and parental leave. • The College has systems in place to monitor the number of applications shortlisted/not shortlisted and appointed by protected characteristic.

• The College continues to take steps to have a reflective workforce narrow the BME gap between the workforce and the Board and one that reflects the student population and wider community. However, the College has a stable staff turnover, which does mean that we are unable to make a significant impact quickly. Our average BME staff in 2020 was 16.91% which is an increase of 2.47% from the same time in the previous year.

• The College will continue to highlight to the Board the actions and impact in relation to staff and learner equality matters. • The College will continue to further develop ways in which to drive equality, diversity and inclusion forward.

• The College continues to take steps to increase the amount of staff disclosing disability. Approximately 6% of our workforce declares themselves as having a disability which is an increase of circa 1%.

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Throughout the Council quality assurance scrutiny of teaching and learning observations, of the community learning provision, it was evident that the Bolton College staff are highly skilled at creating an inclusive learning environment. The relationships among learners and staff are positive and respectful.

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Adult Education Manager, Bolton Council, Self-Assessment Evaluation 19-20

Bolton College in its Local Context Population Bolton has a population of 288,200 (ONS MYE 2020) which is both economically and ethnically diverse. 19.1% of the population consider themselves to be part of one of the non-white ethnic minorities with those from an Indian background constituting the largest minority group. Bolton includes some of the most affluent areas in the region and some of the poorest. Almost 52% (an increase of 9% since the last report) of the borough’s population live in neighbourhoods that are amongst the 25% most deprived in England and Wales. (CLG IMD 2019) Currently Bolton’s unemployed claimant count is at 6.4%, this remains an increase of +1.5% from March 20. Bolton has the fourth highest rate in Greater Manchester (GM 5.7%) with the national rate for England and Wales at 4.5%. All areas of the borough have shown significant increases in unemployment since March 2020, with some areas reaching almost 1 in 5 working age people claiming unemployment alone. (Claimant Count Dec 21). These areas are priority areas for extending the widening participation reach of the community learning provision. In Bolton 68% of the working age population was in paid employment in Oct 20-Sept 21; this can be compared to 73% in the North West and 74% nationwide. Bolton has a significantly higher than average

proportion of working age people who were unemployed (i.e. actively seeking work), as well as a higher than average proportion of those not working due to as ‘looking after home or family’. There was also a slightly higher proportion of students and lower proportion of retired people than other areas. (ONS APS Oct 20-Sept 21). The lowest rate of unemployment claimants could be seen in the 50+ group, in particular females. 1 in 25 (4%) of women aged 50-64 claimed unemployment benefits, compared to around 1 in 16 (6%) of men in the same age group. (Claimant Count Dec 21). 450 (6.3%) of 16 and 17 year olds in Bolton are described as NEET or activity not known. This is the 3rd highest in Greater Manchester.

Deprivation Following the Covid pandemic the overall unemployment rate of 8.5% varies considerably across different age & sex groups in Bolton, impacting young males in particular. Out of the 14,925 people claiming unemployment in December 2020, almost two thirds (9,000) were male and one third (6,000) female. The most prominent age group for claiming unemployment benefits were those aged 16-24. 12% of males aged 16-24 were claiming unemployment benefits, which was 1.5 times the rate of females in that age group, at 8%. (Bolton Council

Bolton has areas of high levels of deprivation and has a higher unemployment rate than both the North West and Great Britain as a whole. The College recruits a majority (63%) of its learners from these areas of high relative deprivation. Many of our learners face multiple barriers to their learning and the College is successful in supporting them to achieve their learning aims. The College recruited a significantly higher proportion of learners from minority ethnic backgrounds (53.7%) when compared with Bolton as a whole (21%*) 13.7% of our learners receive additional learning support (ALS) and are able to make good progress in a safe, accepting environment by accessing a variety of support methods to suit their situation. In 2020/2021 88% of students who have been involved in safeguarding cases, therefore facing some of the most complex and challenging barriers to learning, either achieved their qualification/s or remain on programme. In addition 84% of those learners accessing the counselling service achieved their learning aim.

data Dec 2020).

Annual Equality, Diversity and Inclusion Report 2020-2021

Bolton College in its Local Context (Continued) According to the latest census, Christianity is the predominant religion in the borough with 63% of residents identifying as Christians. Islam and Hinduism are also significant faiths (12% and 2% of the population, respectively). 17% of residents identify as having no religion. Bolton is a key area for resettlement of asylum seekers in the North West, with 1,012 people being supported in the town in 2018, the sixth highest population of any town or city in the UK. This accounted for 0.36% of the borough’s population (Statista). Although it has dropped in recent years the percentage of NEET (Not In Education, Employment or Training) 18 year olds remains stubbornly high at 6.2%. Many of our learners face a number of barriers to their learning and we are highly successful in supporting them to achieve through a wide range of mechanisms.

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Learners are supported and challenged to develop an understanding and appreciation of diversity. The College provides a wide range of opportunities for learners to give back to their local community, be active citizens and contribute positively to society. Adult Education Manager, Bolton Council, Self-Assessment Evaluation 19-20

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Employers & Employment The labour market in Bolton has changed markedly since before the pandemic with some sectors, such as hospitality, leisure and non-food retail having experienced significant decline over the past twelve months. On the other hand other sectors such as health and social care, food production, logistics, construction, digital and education have seen an increase in activity and demand for skills. At Bolton College we make every effort to strategically plan our curriculum with such labour market intelligence in mind so that we ensure we are giving our students the right skills for employment and career development as well as promoting economic prosperity across Bolton and the Greater Manchester region. In December 2020 there were 28,978 jobs being advertised across Greater Manchester and 692,391 across the UK as a whole (source GMCA). Within Bolton, the majority (88%) of businesses are micro businesses, with 0-9 employees. This is similar to the North West (88.3%) and the UK.

Both average workplace (£22,068 pa) and resident (£22,819 pa) wages in Bolton are below those of Greater Manchester (£25,108 and £24,945 respectively). This suggests that better equipping residents is still an important challenge for Bolton. Better skills mean that residents could access higher value employment, either in Bolton or outside, expanding the opportunities available for residents.

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Bolton at Home work closely with Bolton College to support all Bolton residents and we value this symbiotic relationship highly. For example we recently linked our Working Wardrobe project which provides free interview clothes for residents entering the jobs market to Bolton College’s “You’re hired!” mock interview competition which prepares learners for interview. We continue to seek more opportunities to collaborate together to support many of the most disadvantaged residents in the borough. Carrie Riley Bolton at Home

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Progression Service Learners receive excellent support to enable them to move to further study, paid employment or long term voluntary placements. With collaboration between our learner support department and Bolton LEA we provide a progression service to give wrap around support to employers and learners with high needs to provide a long term bridging service on to varied employment routes. The progressions service is very successful, it provides robust independent outcomes for the learners and the ceasing of Education Health Care Plans saves Bolton Authority around £360,000 per year. The number of learners with an EHCP being supported by the service has grown year on year. In 2020-21 the progressions service supported 34 learners with EHCP (over 20% of the whole cohort of EHCP learners) to provide bespoke employment opportunities. In 2020-21, even though workplaces were hit by Covid, out of 32 learners; 12 progressed to pay employment (37.5%), as of 20-21, nationally only 5.1% of adults living with learning disabilities are in paid employment. Of the others, 11 progressed to long term voluntary placements and 1 to an apprenticeship. This meant 24 EHCP plans were ceased. We are proud of this provision and the positive impact upon the local community and its perception of people with disabilities and difficulties.

Case Studies Dominic Porter Progression Service Dominic was referred to the Progression Service when he was unable to Progress onto Level 3 Performing Arts. Dominic was initially upset but once we explained how the Progression Service could support him he felt much more positive. Dominic told us that he wanted a job at Amazon Warehouse. He was very adamant that he did not want to consider any other employment opportunities. We looked online and found that there was a job opportunity for full time warehouse assistant at the Bolton Depot of Amazon. We supported Dominic through the whole process from the application, online psychometric testing, and zoom interview and after successfully completing all of these with our support we then helped him to settle into his new role on his very first day. Dominic had a difficult first few days due to the pressure he was put under by his manager. We liaised with HR at Amazon and it became clear that Dominic’s support needs had not been communicated to his supervisors. We spoke at length with HR and occupational health and highlighted the support needs and reasonable adjustments for Dominic. Dominic was given a full assessment and from this Dominic was given the appropriate support: they shortened his hours; gave him more breaks; a buddy in whom he could confide; one set station to work from each day and extra support to learn new tasks. As a consequence Dominic is now happy and settled at Amazon. He has been working there since October 2020 and hopes to secure a permanent position in the near future.

Case Studies Arron Clarke - Progression Service Arron was referred to the service in August 2019. After initial discussions with Arron and his Mum (Sonia) we put a support plan together which involved Arron signing up for Universal Credit, creating a CV and signing up to agencies that could offer him work on construction sites. Arron failed to attend his appointments with us initially because his Mum decided that she would be helping Arron and therefore there was no need for any input from the Progression Service. However, at the end of December Arron’s Mum called to say that he was struggling to find work and his mental health was suffering as a result of the fact that he was at home all the time and could not find work. We invited Arron and his Mum into the college in January 2020 and discovered that Arron had not signed up for Universal Credit nor had he been able to find work. We completed the benefit application with him and booked an appointment with the careers service to help him create a CV. We then got him involved with a charity called Third Space where he was renovating properties alongside qualified tradesmen. Arron did this twice a week as well as attending team building sessions. Arron received excellent feedback from and in turn was provided with an excellent reference from them. Each week Arron had a one hour 1:1 session where we job searched, applied for jobs, discussed any work related issues and continued to build his confidence. Arron attended and engaged in a placement we found him in a furniture warehouse but Arron found that this work was not for him and he felt certain that a job in construction was what he wanted for his future. During his time at both Third space and the furniture warehouse Arron had built a great set of skills so we started to contact local construction companies with a view to finding him some more practical work experience. In October 2020 we supported Arron in attending an interview with a local construction company. The interview was successful and Arron started his work experience with the company. Arron enjoyed the work and thrived in the construction environment. The company were very happy with the work that Arron was doing. With this in mind we approached the company and told them about the government’s Kick Start program. This program gives financial assistance towards employing a new trainee. The company applied for the Kick Start grant and was awarded it. Once the paperwork is completed in the next couple of weeks Arron will become a paid employee of P.J. Services. One Arron is on the payroll he will be discharged from The Progression Service. Arron is excited and hopeful about his future in the construction industry.

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I worked with Samantha Jones and Hannah Charles from Bolton College creating a placement for a young man. Both Samantha and Hannah were very helpful, coming in to spend time with myself and their candidate.

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Emma Hughes PJ Services

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Case Studies Aiden Riley - Progression Service Aiden was referred to the service in September 2019. After initial discussions with Aiden, his step mum Theresa and his Dad we began to put a plan in place which involved looking at placements for Aiden out in the community. We managed to secure Aiden a work placements at Barnardo’s charity shop where he supported with the steaming and sorting of items to be sold in the shop, The Kitchen Café where he helped with washing up, chopping and cleaning vegetables, cleaning tables and serving customers and Jupiter’s Barber’s shop where his roles and duties included keeping the shop, the floor and the mirrors clean. We started to be made aware that Aiden was having difficulties in his workplaces. Employers informed us that Aiden would often leave the premises at different times without saying anything, disappear to the toilet for long periods of time playing on his phone and refusing to follow instructions or to complete his tasks. We discussed the situation with everyone involved and agreed that Aiden would sign an employee contract and attend a 1:1 session weekly. We worked with employers to put strategies in place to improve Aiden’s work ethic, such as working hours log sheets, modifying instructions into a simpler visual format, using praise and encouragement to motivate Aiden and talking to Aiden when his behaviour was unacceptable. Things quickly started to improve and we began receiving much better feedback from our employers and then unfortunately Coronavirus hit and all his placements closed as the country went into lockdown. Aiden stayed connected with us during lockdown and attended our weekly Zoom sessions. Once lockdown was lifted and college reopened we focused on getting Aiden back on placements and back into a routine. The first placement we got Aiden engaged with post lockdown was The Salvation Army Distribution Centre. Aiden had a steep learning experience here and although he made a lot of mistakes he learnt a lot and was able to sustain two days a week as a retail volunteer. We then secured Aiden a placement in a Fish and Chip Shop. We started off the hours small and as Aiden grew in confidence these were increased. Aiden settled in very well and quickly became a valued and much needed member of the team. Aiden is now a permanent paid member of staff working four days a week.

Adam Burns Owner of Alison’s Fish and Chip Shop ‘Working with the Progression Service has been a really good experience for all of our staff. We would never have considered having an employee like Aiden, but the experience has been really good and he is a real asset. Aiden is now a valued member of our team.’

Partnerships with Progression Bolton Council Licensing Service ‘Bolton Council are committed to a high standard of safeguarding, and inclusive customer service, in the taxi industry of our borough. Bolton College ESOL department has been an invaluable partner in achieving this, supporting residents from all backgrounds to develop the competencies to become licensed taxi drivers.’

Janet Eckersley Salvation Army 2022 Since starting working with the Progression Service we have had many successful students volunteering with us. I can see how they have grown in confidence and self-esteem and that they are fully committed.

Andy Smith Bolton University ‘Supporting young people with SEN has given my team a whole new dimension to their roles which they have embraced, meaning that it’s been an all-round positive experience. It’s a great collaboration which I hope continues year after year.’

Guy Hampson Thirdspace ‘We all are working together to help inspire, unite and support our young people, and this can only happen if partnerships thrive like the one we have with the progression service, Hannah and Sam. Thankyou for the support you have given to Thirdspace over the years and I hope this can carry on into the future.’

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‘17%

Bolton is an ethnically diverse borough, with approximately 21% of the population being born outside the UK and a large black and minority ethnic (BME) population, with 17% of residents considering themselves to be part of non- white ethnic groups and 83% of the population describing themselves as white British or from another white background. Bolton has sizeable Indian and Pakistani communities. The most recent figures state that these communities accounted for 7.8% and 4.3% respectively.

secondary school children use a language other than English at home.

Bolton is also home to large new and emerging communities, who have settled in Bolton through economic migration or Britain’s refugee and asylum arrangements over a number of years. At the peak of the Covid 19 pandemic the numbers of people granted asylum related protection, resettlement or family reunion visas in the UK saw a dramatic drop. However by March 2021 these numbers were rising again and it likely that resettlement will continue in Bolton.

Source: GOV.UK

Large numbers of EU migrants from EU countries have settled in the borough also. The vast majority have successfully applied for settled or pre-settled status since the UK’s exit from the European Union.

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In 2020/2021 the College recruited a higher proportion of learners from minority ethnic backgrounds (48%) when compared to Bolton as whole (20.25%). The vast majority of these learners are disadvantaged with 62% of them coming from widening participation postcodes. All this contributes to a borough with a high degree of ethnic diversity, and an especially high demand for English for Speakers of Other Languages (ESOL) and English as an Additional Language, which the College continues to prioritise for curriculum offer. In response to local needs, the College offers a substantial ESOL curriculum delivered from our main campus, community hubs, and via partnership with community groups across the borough. Many of these are located in areas of high deprivation.

ESOL for Integration Fund Working in collaboration with Bolton Council, Bolton College secured ESOL for Integration Funding (EFIF) to expand the availability of English classes in the borough during the academic year 2020-2021. This funding was aimed at those residents who were furthest from education, might not normally access classes, had the lowest levels of English and the lowest levels of digital skills. These learners faced additional barriers to learning due to lockdown measures and the loss of face to face classroom teaching during that academic year. Despite the difficulties of lockdown Bolton College delivered ESOL classes to 180 learners via EFIF exclusively online. Technology was adapted successfully to support these disadvantaged learners with both English language and digital skills development. Over 80 of these learners progressed into mainstream College ESOL classes to study towards accredited qualifications for the academic year 2021-2022. Over the whole ESOL cohort, 82% of learners come from widening participation postcodes. 67% of the learners in the department were women during the academic year 2020/2021 indicating the key role ESOL classes play in supporting female migrants to integrate into life in the UK. For higher level ESOL students the department offers excellent opportunities for progression to mainstream courses and there is now a direct progression pathway to HE Foundation courses at the University of Bolton for learners with prior achievement in their home countries.

Our Approach to the Promotion of Equality, Diversity and Inclusion

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Quality Assurance Managers and Promotion staff promote EDI is embedded into all quality equality and assurance mechanisms designed to drive improvement of teaching, diversity learning and assessment, such as observations and walkthroughs of passionately and teaching, learning and assessment, exceptionally well. learner surveys, course reviews, departmental and College selfThere is a strong assessment reports (SARs), performance management and development of quality improvement plans (QIPs). learners’ awareness Teachers use the EDI Champion calendar to plan for the embedding of equality and and promotion of EDI into lesson diversity themes. plans and schemes of work. Latest Ofsted Inspection

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The College has an active approach to promoting and celebrating equality, diversity and inclusion. We pride ourselves on being a welcoming and inclusive College with a real commitment to continually raising awareness of equality and diversity matters and minimising discrimination and prejudice. There is a senior strategic lead in place with the objective of ensuring a proactive approach is taken to promoting and monitoring EDI in our College.

Comprehensive systems are in place to regularly monitor the views of learners (questionnaires, focus groups, learning walks, student representatives). The student questionnaires include specific questions on aspects of EDI.

In-year course attendance, retention, achievement, progress and success rates are monitored by protected characteristic. This approach was recognised by Ofsted in its latest inspection: “Managers and staff promote equality and diversity passionately and exceptionally well. Managers identify any particular groups of learners who do not achieve as well as others and put effective actions in place. Consequently, there are no significant differences in achievement between different groups of learners.”

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Teachers make good use of a range of learning resources and materials that celebrate diversity and that reflect their multi-racial society. Learners are respectful of each other and work well together in class. The teaching of fundamental British Values and equalities is integrated successfully into programmes. Tutorials are highly effective in promoting diversity and developing learners’ understanding of tolerance, respect and resilience. Latest Ofsted Inspection

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Curriculum Equality, Diversity and Inclusion are embedded at the heart of our curriculum planning through a variety of activities such as: • Equality, Diversity and Inclusion awareness and promotion are embedded in session plans, schemes of work and tutorials • Equality, Diversity and Inclusion is scheduled as a standard agenda item in all meetings and good practice is recorded and shared at meetings and through self- assessment. The Equality, Diversity and Inclusion Champion Calendar informs lesson planning. • Observation of Teaching, Learning and Assessment (OTLA) shows high achievement across College against the standard:“Learners enjoy an environment that supports and promotes good wellbeing, where they feel cared for, respected and safe”.

• Teaching and learning materials used in lessons and Learning Resource Centres (LRCs) promote EDI and cultural awareness, with LRC staff members acting as champions. Dedicated EDI teaching and learning Moodle resources have been created, aiming to widen the sharing of good practice and the ease of accessing materials. • Themed tutorials are planned against a calendar of diverse events and delivered by the Learning and Development Mentor (LDM) team such as LGBT+ awareness, Black History Month, support for our partner charity FAST Romania, Stereotyping, Self-worth and Self-esteem, Anti-bullying and the College-wide Respect Week. • In March 2019 the College was re-accredited for ‘The Matrix Quality Award’ for its information, advice and guidance (IAG) services. The award recognised that ‘Equality and diversity, confidentiality, impartiality and professional integrity are all robustly addressed in policy documentation and staff confirmed that these matters are frequently introduced into discussions at team meetings and in individual meetings with managers. An appropriate mandatory training and refresher programme underpins key aspects.”

Wellbeing & Enrichement The College recognises that there has been an increase in poor mental wellbeing amongst our student population due to Adverse Childhood Experiences (ACE’s) and the impact of the pandemic. The College has a strong and responsive pastoral team in place to assist staff and students who require additional support with their wellbeing. A Wellbeing Team offer ad hoc and regular appointments for students and staff and students are also supported by Mental Health First Aid Team; the Safeguarding Team and the Counselling Team. Students may also be supported by the Emotional Wellbeing Team in class where their mental health may affect their learning directly. The enrichment offer for students has been redesigned and modelled on the NHS 5 steps to Wellbeing. The Pastoral Team can socially prescribe to and agree activities with students which support their wellbeing. Students are encouraged to take up opportunities to practice mindfulness; connect with others; learn something new; do something for others and be

active. A wide range of activities are available for students to choose from and students are consulted about the types of activities they would like to see available. Sports activities are available each lunchtime; Games Club; Colour and Chill Club; Music Club; Drama Club and Chill Out Club have been established to help students have down time and experience mindfulness. Students have new experiences outside of Bolton – trips to Chester Zoo; theatres, museums; and outdoor pursuits trips in the countryside at the Anderton Centre have all be facilitated.

Student support prevention of gun and knife crime In partnership with Greater Manchester Violence Reduction Unit (VRU) and through funding from the Association of Colleges (AoC), the college has produced an online resource to support the prevention of gun and knife crime. This was shared nationally at the AoC Conference. Due to the success of this project, the Personalised Learning Manager has formed excellent working relationships with key staff at local and national companies (such as local colleges, Greater Manchester VRU, Greater Manchester Police and the AoC) and further project work has been established which in turn will further support and enrich the tutorial curriculum.

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Student Support The College’s Wellbeing for Learning & Life Strategy and our whole college approach to becoming an Ace’s (Adverse Childhood Experiences) Aware organisation, drives the individualised wraparound support packages that students benefit from. Active promotion of anti- discrimination and anti-bullying and harassment ensures that learners know where to report and how to access support if they have any issues or concerns. Consistent and fair behaviour management and the proportionate use of our trauma informed Behaviour for Success Policy, support and challenge learners to behave appropriately and take responsibility for their actions. These approaches create a culture in which all can be heard and valued whilst harassment and bullying of any kind are minimised. The commitment and care for the welfare and success of Care Leavers is exceptional. Through the Student Services Manager, the College monitors the progress and outcomes for Care Leavers. The Student Services Manager regularly attends Bolton Council’s Corporate Parenting Board. This is a multiagency group designed to improve the prospects, raise aspirations and track the progress of Bolton Looked after Children/Care Leavers. At the operational level, the College is involved in a regular EET (Education Employment and Training) Group within the Borough which looks for practical solutions to help hard to place Care Leavers. Each Care Leaver who enrols at College is allocated a Student Mentor to help them with their journey through college life and charts their progress through a termly PEP (Personal Education Plan).

The College has invested in a highly skilled transition team that ensures learners with learning disabilities and/or difficulties, and looked after children have a smooth transition into College. This team provides a wide range of support for learners on all courses across the College provision.

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College staff provide effective pastoral and learning support. They ensure that learners who require additional support make good progress. Learners with high needs quickly develop their skills and confidence to become independent.

The College has an excellent reputation working with these learners and providing innovative and inclusive support packages according to learner need. This is demonstrated by the continued growth in the number of high needs learners choosing to come to Bolton College. In 2020-2021 the Education Funding Agency (EFA) provided funding for 157 high needs learners, in line with the numbers from the Latest Ofsted Inspection previous year. High needs learners achieve and progress as well as or better than their peers and above national average for their category. The College provided high needs support for 160learners in total during 2020-2021. The number of high needs learners expected in 2021-2022 has been increased to 180 to meet local need in Bolton and the surrounding authorities.

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Altogether, during 2020-2021, the college provided learning support in various forms to about 1300 learners from every funding source. This matched the average number for previous years. This wrap around support ensured that learners were able to achieve their potential during a very difficult year. Learners accessing support achieve as well or slightly better than their peers. The College has volunteer chaplains from the Christian and Muslim communities who visit Deane Campus regularly to offer Friday prayers and fortnightly Christian fellowship in the Quiet Room, as well as providing a listening ear for learners who feel they need to talk about faith or non-faith matters..

Case Studies This learner enrolled in College after having bad experiences in School and lacked confidence in herself and her abilities. She presented as being a vulnerable learner due to her social skills and she suffered from high anxiety. Her lack of understanding has led her to behave inappropriately towards some of her peers and her use of technology. Due to mistakes in her understanding she has in the past alienated others and she felt that she didn’t have any friends in school. She has difficulty in sustaining friendships. Her emotions can escalate quickly and she can act without thinking. The learner has a Special Educational Need arising from a Specific language Impairment. Her word knowledge and ability to reason using her understandings of social and practical situations are an area of weakness. She finds it difficult to be able to pick out relevant information from text and can miss important text or misinterpret information. She has significant difficulties with her auditory working memory. She was assessed for Exam Access Arrangements and it was recommended that she

has 1:1 dyslexia support with a specialist tutor, 25% extra time, a reader for her exams and in class support from an Educational Support Worker. Her dyslexia support included using the Alpha to Omega programme which offers practical help in teaching reading, writing and spelling to adults and children with learning difficulties, including dyslexia. The support helped to accelerate her learning. The learner made significant progress due to her dyslexia and in class support and she gained confidence in herself and her learning. The support she received assisted her to progress from level 1 hairdressing to achieving a level 3 diploma in hair dressing alongside gaining GCSE English and GCSE Maths. She is now gainfully employed. When the English and maths provision went online before the full lockdown, the key support tutors embarked on a timetable of staffed classrooms so that learners who would have been unable to study online for any reason were able to come into college and access their zoom lesson with support from a tutor. The learners then had the option of staying another hour each week to further enhance their studies.

Also, despite the lock down and the difficulty of finding times to assess learners face to face for access arrangements, this process was still completed in a timely manner using any periods of face to face time that was available. SENCO exam file notes were still written for learners with EHCPs and those with access arrangements for exams which enabled us to ensure that when the teacher marked assessments in English and maths were presented, the team was able to provide the individual packages of support usually available in exams to all the learners. This involved 25% of the college candidates. These two measures meant that young people accessing support achieved in line with their peers. Maths supported achievement rate was 81.2% compared with the college rate of 79.6% and for English the rate for supported learners was 84.8% and the college rate was 80.9%.

‘

Learners develop and adopt a positive awareness of equality and diversity and embrace British values, which are promoted well throughout lessons. Latest Ofsted Inspection

’

Annual Equality, Diversity and Inclusion Report 2020-2021 21

Kelly M. Kelly has special educational needs arising from Autistic Spectrum Condition, social and emotional difficulties and mental health needs. Kelly started college on level 1 Performing Arts. She had a grade 5 in English Language but a grade 3 in maths. She is very maths phobic. She was given a mental health mentor as soon as she started college to help her navigate her emotions and settle in to the new environment. It was clear that she would not be able to study her maths in a classroom setting and so she was taught maths by a teacher who was experienced in working with people presenting with these disabilities. She needed a lot of reassurance and it was Christmas of her first year before she was comfortable enough with her teacher to be able to begin the maths syllabus. With the onset of covid 19, the shutdown of college and the effect this had on Kelly’s mental health, it took two academic years and a lot of hard work on her and the teacher’s part to learn how to have lessons online for Kelly to achieve her grade 4 in maths but she did it in her second year at college. She also achieved her level 2 Performing Arts qualification but that too was not without a lot of trauma and a lot of support on a daily basis.

She had an up to date mental health assessment at the end of year two which gave her the medical and personal tools to progress. She is now on level 3 Performing Arts, holding down a part time job and living independently. These are all huge steps forward for Kelly. She is also getting to grip with her emotional difficulties which is allowing her to manage her mental health and supporting her to achieve her level 3 this academic year. Susan B. Susan started her college journey at 16 studying Health & Social Care, GCSE maths & English. Susan came to college and exhibited emotional, social and mental health difficulties which she did not declare at enrolment. Susan found it extremely difficult to control her triggers in classroom settings and would often ‘play up.’ Within the first two weeks of term, Susan began to be supported by the support tutor in her maths & English classes and by the Educational Support Workers. Susan was given an open-door policy to contact a designated support tutor when things became difficult. She was also a regular attendee in our Hub for additional support with her maths. Both teams worked well with Susan to build her confidence but unfortunately she began to self- harm as a coping

strategy. She was immediately referred to the Mental Health Mentors and the college Counsellor who have supported Susan throughout her college journey. Susan progressed and achieved her Level 3 qualification in Health & Social Care and GCSE English providing her with the necessary qualifications needed to secure employment in a local care home. Susan has developed healthy personal relationships and has returned to college to complete her GCSE maths.

Case Studies

Josue Losasa Business Extended Diploma Level 3 Schooled abroad ‘I started on an ESOL course then progressed to business and I’ve received Distinctions in all of my assignments. My tutor Ravinder has been so supportive; after seeing that I always give 100% and help and encourage other students, she nominated me for the Karin Eckersley Prize, which I won. I’ve also been named ‘Student of the Month’ four times! After this I’m progressing to the University of Salford.’

Annual Equality, Diversity and Inclusion Report 2020-2021 23

Community Champions Accelerator Programme Over the period of Covid, Bolton Council has worked hard to engage and develop Community Champions. These volunteer residents successfully leveraged their influence and credibility to amplify helpful messages about measures to combat Covid 19 in diverse communities which were identified as being vulnerable to misinformation. In particular positive messages about vaccine update were disseminated in a non-threatening way via these means. Bolton College has been at the centre of this piece of work, with Community Champions drawn in many cases from learner ranks and all Community Champions supported to develop skills via our Community Champions Accelerator Programme.

‘

Bolton Community College has been extremely supportive and accommodating to our care leaver students. I have particularly noticed the progress of our students who are studying ESOL and how well they seem to have settled. Staff are communicative when issues arise and helpful in reaching a resolution. Moreover, I am especially grateful for the support given by the Mental Health and Wellbeing Mentors and their patience during the roll out of our new online education portal.

‘

Debbie Selby, Bolton Council

The success of this project has been such that Bolton Council have now approached the College to enlist our support on similarly structured public health campaigns targeting messages around alcohol, addiction and mental health and wellbeing.

Mental Health support for learners in the Community During the academic year 2020/2021 additional support for residents with mental health difficulties was introduced into Bolton College’s community hubs. The community mental health and wellbeing mentor provided a drop in service at Deane and Derby, Brownlow Fold and New Bury Community Learning Centres to support residents with mental health difficulties to return to education, and to remain and continue in education successfully. Of thirty residents who the mentor supported, twenty seven continued in education during the academic year 2021-2022, while an additional three started work in the following academic year.

Greater Manchester Higher The college is part of the Greater Manchester Higher collaborative network. This national Government initiative was introduced to raise the aspirations of young people and increase progression to Higher Education, in particular disadvantaged learners. During the academic year all curriculum areas engaged in Higher Education workshops which helped to break down barriers and support learners to make informed decisions regarding their academic futures. The programme identified curriculum areas with the highest number of disadvantaged learners. The target curriculum areas were engineering, early years and public services. These departments engaged in subject specific activities with industry specialists to enrich their learning and confidence. Public services engaged in a digital court case. A criminal lawyer gave the learners real life court cases to critically analyse. The learners were split into defendant and accused teams. This activity inspired their choice of degree or areas of specialism such as criminal law & criminology. Early years visited Manchester Metropolitan University for a taster day to explore relative degrees.

Engineering participated in 1-1 mentoring with industry experts and the exciting opportunity to visit London during an engineering residential trip.

23 community learners who were supported in this way gained paid or voluntary work (Jan 2021)during 20/21, and learner feedback is excellent.

The programme offers disadvantaged learners access to new opportunities and choices to aid their future success and progression. The college has observed an increase in Higher Education progression. In the academic year 2020-21, 123 Youth Provision learners progressed to Higher Education institutions.

‘With each week that passed of the course, I was growing in confidence and felt for the first time I was going to get the job!’ (Student A, 2020). 95% of learners are satisfied with teaching, learning and assessment practices at the community learning centre hubs (2021).

Community Engagement Bolton College works collaboratively with local partners large and small to widen participation and engagement in education. Our community hubs in Farnworth, Halliwell and Deane aid residents to transition back into education, gradually building their confidence, increasing their employability and preparing them for the workplace. Our established network of partners refer residents to Bolton College as the provider of choice for Bolton borough. Our community job coach has been highly successful in supporting learners to successfully gain employment.

‘

Partnership work between Ingeus and Bolton College has led to an authentic team approach to supporting young and adult residents with a variety of considerable barriers to enter the employment better prepared. Loraine Campbell, Ingeus

’

The job coach works closely with learners to update their Curriculum Vitae, conduct mock interviews, enhance employability skills and complete job applications in addition to delivering interview skills courses.

Annual Equality, Diversity and Inclusion Report 2020-2021 25

Digital Inclusion Following an accelerating pace of change and digital disruption caused by the pandemic, Bolton College responded in a number of ways to ensure that our learners and staff were ready for change whilst also targeting the digital divide and ensuring that those who were scared of the digital developments taking place could keep up and access key information/services. Bolton College are part of local and national digital collaborative groups, including the Bolton Borough Digital Strategy Group which brings together chief executives of companies such as the NHS and Bolton Council to discuss digital inclusion within Bolton; GMCA which brings together digital representatives from the exam board Pearson and Digital Manchester, along with other colleges in the GM area to focus on developing the digital curriculum. This collaborative work has helped to build a network of people who have a passion for digital and a growth mind-set in regards to overcoming the digital divide. We also work closely with employers to ensure that the most up to date information in regards to digital development informs our curriculum.

Our digital community courses were a starting point for many. We offered a variety in terms of levels from absolute beginners to Level 1. Essential Digital Skills qualifications were also offered at Entry 3 and Level 1. All courses were free and we had x enrolments to courses throughout the academic year. During a turbulent year where lockdowns were unexpected and both staff and learners had to quickly move to online learning, staff and learners were continually offered digital support. Our LRCs and ILT team offered 1:1 and group help for both staff and learners. As a result teachers felt confident in supporting their learners to access online remote sessions as well as resources on platforms such as Moodle and Microsoft Teams. Teams of staff across college started to integrate new technology, which they had learnt to use in the first lockdown in March 2020, with their groups of learners to help prepare all for the digital developments taking place globally and this also prepared learners for transitioning to online learning when lockdown happened again. Initially attendance overall declined in January by 5.4% and this may have been due to the unpredicted lockdown which

was announced early January which shocked many and some learners did initially struggle to adapt again to online learning. However, by March attendance had increased by 5.2% showing the growing confidence in accessing digital platforms and remote sessions. During lockdown Bolton College delivered ESOL classes via blended to over 1000 residents. 180 of the most hard to reach and digitally marginalised learners developed their English exclusively online via the ESOL for Integration Fund. Over 80 of these learners progressed into mainstream College ESOL classes to study towards accredited qualifications for the academic year 2021-2022, demonstrating the effectiveness of a pro-active digital inclusion ethos. To ensure that staff could deliver online sessions and continually create, publish and share online resources and learners could access these, digital equipment such as laptops, 3G/4G dongles were provided to those who didn’t have this equipment at home. Those learners who received financial support were provided too with the opportunity to loan a laptop/3G/4G dongle. Approx 500 learners and 200 staff were provided with equipment. Working with larger companies on the digital inclusion agenda, Boo Hoo donated 4 iMacs which helped us to update our Mac suite and enabled larger groups of learners to have access to specialist software for their photography/Art course.

Building Confidence for Life and Work We are determined and passionate to ensuring we provide education for the most vulnerable and at risk learners. Through partnership with the local authority we identified a specific profile of learners who suffer from severe Mental Health, many of whom have been sectioned or may have made attempts on their lives. Due to these challenges, educational institutions are reluctant to offer them a place or have the ability to offer them a place through not being able to support their needs. These learners are highly at risk of becoming NEET and their Mental Health suffering even more due to this. As a college we wanted to provide for the needs of these learners and ensure they were improving their lives through education and set about creating a bespoke curriculum to support them. We created ‘Building Confidence through Life and Work’, the intent of this course is to provide a learning environment that supports learners with their mental health, build resilience, build confidence and develop their employability skills so that they can engage with education and make positive progression to make their lives successful for them.

As we worked with the local authority in identifying learners for this course we discovered a pattern that was developing. Nearly half of the learners referred to the course were in the process of transitioning their gender or were transgender. This showed us that 16-18s who were transgender were more at risk of suffering severe mental health. In response to this we reviewed or schemes of work and planned in gender identity as part of our building resilience unit to ensure we are responding to the needs of our venerable learners and building a bespoke curriculum around their needs to ensure they stay in education and are developing themselves as not only learners, but people.

Our approach for developing curriculum that meets the needs the individual needs of our learners and our community is ingrained into everything that we do. We will always strive to ensure our curriculum meets the needs of all. We are wholehearted participants in the Bolton Preparing for Adulthood group which is dedicated to supporting young people with SEND successfully enter the world of work. Partnership work with Bolton PfA has had a deep impact on curriculum planning where innovative courses now offer greater authenticity in developing the employability skills of young people and adults with SEND.

Feedback from guardians, carers and the local authority has been wonderful, we are seeing a truly positive impact on learners’ lives, learners who have not been in education for years or historically would start a course in September but have to withdraw within weeks due to mental health are staying in education and making positive progression with us. They are more confident in themselves, understand their identity more and are making great progress towards their Maths and English. We are incredibly proud of this provision and the service it provides to learners who are extremely at risk.

Annual Equality, Diversity and Inclusion Report 2020-2021 27

College Estate Bolton College has made considerable investment in all the building stock and sites to improve and ensure access. Access improvements have included ramps and lift compliance features, extending doorways to ensure wheelchair access. Many main doors throughout the College have the facility to open automatically, again for equal access. Signs and surfaces have been altered to ensure support to to people with a visual impairment, including bright and wide tracking lines to assist people in the navigation across wide spaces. Work continues on all buildings as necessary, ensuring reasonable alterations are made. This includes substantial toilet facilities for people with disabilities. Parking for people with disabilities is available on appropriate car parks and continues to be improved. All buildings, and those recently developed, reach the highest standards of compliance for access. The College has utilised the services of AccessAble (previously known as DisabledGo, the UK’s leading provider of disabled access information. They are committed

to providing disabled people with the information required to make informed choices, and to break down the barriers disabled people face accessing education, local services and employment). Every site in which the College operates from (Deane Road Campus, Deane and Derby, New Bury and Brownlow Fold) are reviewed on an annual basis and DisabledGo update their website to reflect building changes that have taken place. The College publicises and raises awareness of a number of national and local campaigns throughout the year by utilising a comprehensive digital signage system which is distributed within the buildings at the Deane Road Campus. Black History Month is an example of awareness raising which took place.

The College catering contractor, Catering Academy, continues to provide a range of food to satisfy the College’s diversity. As a result, the food offer is varied and satisfies all users in which menu choice is continuously refined and needs are met. For example, a separate halal area has been established and the menus altered to reflect this.

The Bolton Family “The innovative ‘Supporting The Bolton Family’ e-magazine…received excellent Family’ feedback from all Team Bolton and wider partners. This not only extended [marketing’s] partnership reach but their reputation as a skilled and creative team.” Jayne Tramontana, Bolton Council Adult Education Manager

“Steve [and the marketing team] have been a constant support for the communications produced by Bolton Clinical Commissioning Group during the pandemic, ensuring our vital health messages reach specific audiences that we alone may not have access to. [They are] a valuable contact and partner for the CCG.” Karen Spibey, Communications and Engagement Lead, Bolton Clinical Commissioning Group Annual Equality, Diversity and Inclusion Report 2020-2021 29

Marketing

Social Media

In the planning and implementation of its marketing and communications activities, the College aims to reflect the profile of the local population and the student body. To do this, it aims to ensure equality and diversity measures in respect of all the protected characteristics are taken into account to promote inclusiveness. The use of positive role models and case studies detailing success stories is also seen as important, particularly when targeting under-represented groups.

The College’s social media platforms are a key tool for connecting with learners, potential learners, stakeholders and members of the public. Posts and videos on all social media platforms – Facebook, LinkedIn, Instagram, Twitter and YouTube – reflect the diverse local population and student body.

As well as using appropriate imagery and non-discriminatory language, marketing materials and course information include a statement outlining the College’s commitment to equality of opportunity and diversity. Such materials are directed at encouraging the widest representation of cultural and social groups on College courses. Our recruitment website and all adverts state that we particularly welcome BME applicants and applicants with disabilities and we continue to promote images of balanced ethnicity around the College and on our website. The College ensures that all publicity, marketing materials and all activity on the College’s social media platforms is reviewed regularly by key stakeholder groups to ensure that they are appropriate and do not discriminate and/or reinforce stereotypes.

Student case studies, used frequently on social media, also reflect diverse backgrounds and champion the diversity of the College.

Young People’s Virtual Open Event The marketing team overcame the restrictions of the Covid pandemic by creating an accessible Virtual Open Event for young people. Watched by over 27,000 people, 40 videos gave prospective students access to the College from the comfort of their homes. Students from a diversity of backgrounds appeared in the videos, reflecting the rich tapestry of learners at the College. A ‘Learner Support’ video was also produced, highlighting extra support available for learners with protected characteristics.

Supporting the Bolton Family Over the pandemic, marketing engaged its partners and Team Bolton to produce ‘Supporting The Bolton Family’, an e-magazine for the people, partners and communities of Bolton. This extended the

reach of vital messages relating to health and mental health services, information about Covid vaccination, activities for wellbeing during lockdown, and publicised the activities of the many organisations offering support in the town.

Procurement The College recognises the requirement to address equality and diversity considerations within the procurement function. Suppliers are asked to provide confirmation of their compliance with legislation, as part of a pre-qualification or tendering exercise. Suppliers are required to disclose and provide details of any finding, in the past three years, of unlawful discrimination in the employment field or breaches of the Equality Act that has have been made against them by the Employment Tribunal, the Employment Appeal Tribunal or any court, or in comparable proceedings in any other jurisdiction.

Pay Equality The College is committed to the principle of equal pay for all our employees and we understand that equal pay between men and women is a legal right under both domestic and European law. It is in the interests of the organisation to ensure that we have fair and just pay systems and to assist with this we publish our gender pay details and have a gender pay action plan in place.

Our Approach to Disability

Disability Confident Employer

We provide communicators, scribes and support staff to assist mobility and to assist with intimate care for learners both on course and for other activities such as enrichment, reviews and university interviews. We can modify resources to include large print, audio, colour contrasted or Braille documentation and embossed diagrams if required by learners, staff and visitors. The College has a Materials Modification Unit that supports staff and learners with a visual impairment to engage with the College IT systems including Moodle.

Bolton College is a committed Disability Confident Employer and has been awarded the ‘disability confident’ symbol demonstrating we are recognised as an employer which made commitments to employ, keep and develop the abilities of disabled staff.

We are committed to assisting all members of staff with issues or concerns regarding their disability in the working environment.

The College demonstrates this in seven key areas. We: • Actively look to attract and recruit disabled people • Provide a fully inclusive and accessible recruitment process • Offer an interview to disabled people who meet the minimum criteria for the job

• Are flexible when assessing people so disabled job applicants have the best opportunity to demonstrate that they can do the job • Proactively offer to make reasonable adjustments as required • Encourage our suppliers and partner firms to be Disability Confident • Ensure employees have appropriate disability equality awareness Whilst English is our principal language, we will endeavour to provide information relating to the documents we produce in other formats and languages.

As an approved Disability Confident Employer, we are committed to employing and supporting disabled people. We interview all applicants with a disability as defined by the Equality Act 2010, who meet the minimum criteria for a job vacancy. Our recruitment website and all adverts state that we particularly welcome disabled applicants and prominently display the Disability Confident Employer logo. We work with Access to Work, Occupational Health and other specialist organisations to ensure the best support for staff is available. Interpreters are available for D/deaf staff in staff meetings. Counselling support has been provided to staff who required it and there is an Employee Scheme in place that provides a range of benefits for staff. We encourage all members of staff to develop and progress in their role and monitor this through annual staff performance development plans and recruitment activity.

Annual Equality, Diversity and Inclusion Report 2020-2021 31

Our students are drawn from a wide area and our inclusive environment creates a multi-cultural and diverse student population, reflecting the local area that we serve. A significant percentage of people in our communities experience disadvantage and deprivation due to social and economic hardship and the College has responded to these challenges by adapting the recruitment, marketing and curriculum offer to meet the needs of the borough. During 19/20 62.4% of learners came from a widening participation background and 47.9% from a BME group (of those that declared it). The College believes passionately that disadvantage is a context not an excuse, and plays an important role in raising aspirations and supporting social mobility and economic growth.

‘

Senior managers and college staff have developed an inclusive learning environment where mutual respect and tolerance are emphasised. Most learners have a good understanding of diversity in modern Britain.

’

Latest Ofsted Inspection

Learner Numbers by Age Group The College has a high volume of adults learners (66%) compared to young people (34%). The volume of young people has continued to increase. The majority of young learners are full time and the majority of adults are part-time. 19+

66%

16-18

34%

Learner Numbers by Ethnicity The proportion of enrolments of EMG (Ethnic Minority Group) learners continues to be relatively high, at 46% compared to the local population percentage of 21%. A key contributor being a responsive and locally needed ESOL provision. Non BME

54%

BME

46%

Learner Numbers by Gender The college has a higher ratio of female learners (59%) than males (41%). This percentage is higher than that of females in the local population, which is 50.4%. Female

59%

Male

41%

Learner Numbers Learning Difficulty The College provides a comprehensive and high standard of support for learners with a disability and/or learning difficulty, including learners with high needs. This was recognised as good practice in the latest Ofsted Report. Of the learners who declared a learning difficulty, the highest percentage are those requiring dyslexia support (45%). Teachers and support teams work very closely together to ensure the needs of these learners are met and that they are supported effectively. Dyslexia

45%

Moderate learning difficulties

23%

Autism

18%

Other Severe learning difficulty

6% 3%

Other specific difficulties

Multiple learning difficulties

Dyscalculia

Annual Equality, Diversity and Inclusion Report 2020-2021 33

Learner Number by Sexual Orientation The data collection continues to improve with 76% (up 10%) of learners now disclosing their Sexual Orientation. However there is work to be done to encourage others to declare rather than for opting for ‘prefer not to say’.

1.56%

0.64% 0.57%

2.32%

Hetrosexual Prefer not to say

23.14%

Bisexual Other Lesbian

71.77%

Gay Man

Learner Numbers by Religion, Faith and Belief Muslim is now the highest of the declared faiths at 30%, although the previous highest, Christian remains around the same percentage of 27%.

0.06%

0.01% 0.37%

6.50%

0.30%

13.84%

1.37%

1.59%

26.84%

17.35%

0.70% 30.58%

0.48%

Agnosti c

Athei st

Buddhist

Christian

Hindu

Jewish

Muslim

None

Other

Pagan

Prefer not to say

Rasta

Sikh

Overall Outcomes for Learners

This section includes data for young and adult learners funded by the SFA and EFA, including our Community Learning funded learners and Higher Education learners.

‘

Managers identify any particular groups of learners who do not achieve as well as others and put effective actions in place. Consequently, there are no significant differences in achievement between different groups of learners.

’

Latest Ofsted Inspection

Overall Achievement by Age Group Achievement for young people was significantly impacted during the pandemic and as a result the achievement of adults has now overtaken that of young people.

89% 88%

88%

88% 87%

86%

% 2018/19

16-18 19+

2020/21

2019/20

Overall Achievement by Gender The achievement of females remained static although achievement for males fell in 2021/22.

88% 88%

87%

89% 88%

89%

87% 86%

84% 84%

83% 83%

2018/19

2019/20

Female Male

2020/21

Annual Equality, Diversity and Inclusion Report 2020-2021 35

Overall Outcomes for Learners (Continued)

Overall Achievement by LLDD Learners with a declared Learning Difficulty and/or Disability continue to achieve at a very similar rate to their peers who did not declare having a disability. 89%

89%

88% 87%

86.6%

2018/19

2019/20

86.9%

LLDD - Yes LLDD - No

2020/21

Overall Achievement by Supported and Not Supported Learning support continues to be effective with those learners being supported experiencing better success than their peers who did not declare having a disability. 91% 90%

89%

88%

87% 86%

2018/19

2019/20

Yes No

2020/21

Overall Achievement by Ethnic Group BME learners continue to perform better than their White British peers by almost 2%.

90%

90% 90% 88%

88%

86%

85%

2018/19

88%

2019/20

2020/21

Non BME BME

Overall Achievement by Widening Participation There is no significant gap in the achievement of learners from households within widening participation post code areas and their peers. 90% 89% 87%

89%

88%

89%

88% 86%

2018/19

2019/20

Yes No

2020/21

Annual Equality, Diversity and Inclusion Report 2020-2021 37

Case Studies

Naomi-Louize Winner of a Festival of Learning Award Following difficult visits to the barber with her son, NaomiLouize saw a gap in the market to provide barbering services for children with special educational need and other disabilities. Barbering student Naomi-Louize won a Festival of Learning Award for her efforts and said: ‘My first learning experience as a child wasn’t positive, but adult education has improved my outlook on life, my confidence, and my communication skills massively.’

Mohamed Jdidi Variety of British Culture courses ‘I came to the UK for new opportunities and I visited the Deane & Derby Community Learning Centre because I wanted to study, meet new people, practice my English and feel confident speaking it. The staff were so helpful and I’ve now completed several courses; Bolton College has changed my life, giving me hope for the future and job opportunities to use my skills, like translating documents for Manchester University.’

Annual Equality, Diversity and Inclusion Report 2020-2021 39

16-18 Achievement by Gender The achievement gap between males and females for young learners is less than 1%.

90%

Outcomes for Young People

89% 88%

90%

89%

88%

Female

87%

Male

86%

2018/19

2019/20

2020/21

16-18 Achievement by Declared LLDD Achievement rates for young learners with a declared Learning Difficulty and/or Disability has increased declined more than that of their peers in this last year.

90% 89%

89% 88%

90%

88% 87%

2018/19

2019/20

Yes No

86%

2020/21

16-18 Achievement by Supported and Not Supported Learning support continues to be effective with those learners being supported experiencing better success than their peers who did not declare having a disability.

90% 89%

91% 89%

88%

85%

2018/19

2019/20

2020/21

Yes No

16-18 Achievement by Ethnic Group Achievement rates for both BME and non BME have reduced slightly.

93% 92% 89% 88%

88%

86%

Non BME BME

86%

2018/19

2019/20

2020/21

16-18 Achievement by Widening Participation The gap in achievement between those from widening participation areas and their peers has widened slightly to almost 2% during the pandemic.

90% 89%

89%

90%

88%

88% 86%

89%

88%

85%

2018/19

Yes No

86%

2019/20

2020/21

Annual Equality, Diversity and Inclusion Report 2020-2021 41

Case Studies

Hussain Alsarrag ‘I started here on an ESOL course and I’ve since progressed to a Level 3 Business & Professional Services course.’

Nina Gorman Health & Social Care Level 3 ‘I started with a Find Out About course then progressed through the levels and now I’m at the University of Bolton, studying Social Work. My tutor even nominated me for a Festival of Learning award and I’ve been shortlisted.’

Outcomes for Adults

19+ Achievement by Gender Female adults continue to achieve at a slightly higher rate than males although the gap has reduced from 2% to less than 1% over the past few years.

89% 88%

87%

Female

87%

2018/19

2019/20

Male

2020/21

19+ Achievement by Declared LLDD The gap has narrowed from 3% to 1% as the achievement rate as increased faster for adult learners not declaring a learning difficulty and/or disability.

89%

88% 87%

Yes No

87%

2018/19

2019/20

2020/21

19+ Achievement by Ethnic Group Adults from BME groups continue to outperform their peers although the gap has decreased to 3%

90%

89% 87%

86%

Non BME

84%

2018/19

BME 2019/20

2020/21

Annual Equality, Diversity and Inclusion Report 2020-2021 43

Outcomes for Adults (Continued)

19+ Achievement by Widening Participation There is no achievement gap between adult learners from widening participation areas and their peers.

88%

89% 87%

87%

Yes No

86%

2018/19

2019/20

2020/21

19+ Achievement: Faith Performance of learners from faith and non faith groups is similar.

88%

87%

85%

2018/19

Fai th

Non Fai th

2019/20

2020/21

19+ Achievement by by supported and not supported There is no achievement gap between adult learners from widening participation areas and their peers.

93%

92%

90%

Yes

86%

2018/19

87%

2019/20

87%

2020/21

Case Studies Tasleem Ali Beauty Therapy Level 3 ‘I have a hearing impairment, so throughout my time at College I’ve benefited from the help of a support worker; they’re like family, as are the tutors – I never want to leave! Long term, I’d like to train as a teacher at the University of Bolton, then teach beauty classes to hearing and d/Deaf students – I want to be a role model to other d/Deaf learners, showing them that if I can do it, so can they!’

Shahzeen Kala Community Interpreting ‘I started with a Find Out About course then progressed to Level 2 Interpreting, which taught me how to interpret. During the course I found myself supporting others in class and I enjoyed it so now I want to progress into teaching - my tutors are supporting me and advising me on how to do this whilst I gain experience in a school.’

Annual Equality, Diversity and Inclusion Report 2020-2021 45

Outcomes for Apprenticeships

Apprenticeship Achievement by Age Group Adult apprentices continue to outperform young apprentices, although achievement has fallen in both age groups over the period of the pandemic.

71% 70%

74% 72%

71%

16-18

66%

68%

2018/19

19+

62%

66%

2019/20

2020/21

Apprenticeship Achievement by Gender Achievements of 16-18 males were impacted most in the last year, with results for males falling significantly.

69%

68%

71%

69%

77%

72% 77%

57%

68%

69%

2019/20

69%

70% 48%

Female Male

67% 2018/19

74%

72%

2020/21

72%

73%

Apprenticeship Achievement by Ethnic Group There is no significant gap in the achievement rates for BME and non BME learners.

76% 76%

73%

71% 68%

73%

71%

65%

68%

65%

BME

64% Non BME

64% 2018/19

2019/20

2020/21

Apprenticeship Achievement by Widening Participation The gap in achievement between learners from widening participation and their peers has widened slightly in the previous year.

75% 71%

78%

74%

71%

74%

63%

66%

62%

73%

67%

Yes

2018/19

2019/20

2020/21

Apprenticeship Achievement: Faith Achievement rates fell for both faith and non faith learners.

76%

73%

72%

73% Fai th

69% 69% 67%

68% 67%

2018/19

2019/20

% 64%

Non faith

2020/21

Annual Equality, Diversity and Inclusion Report 2020-2021 47

Plastering apprentices Aaron Adamson, Kieran Amadi, Callum Wheeldon, Chris Calderley and Luke Collins all started out as plastering apprentices at Bolton at Home, and after wowing their employer, they’re now in permanent employment. The apprentices recently spent several weeks onsite, working on a vacant property producing outstanding work that was a culmination of all the skills, techniques and knowledge they’ve picked up.

Chris Calderley said, ‘I wanted a change of career, a new trade and a new challenge so the Apprenticeship was just what I was looking for. I’m being paid to learn new skills it’s been absolutely life changing.’

Our Staff Bolton College is an inclusive organisation and at the heart of our Single Equality Scheme is a commitment to achieving excellence through inclusion. Our approach to equality, diversity and inclusion is a broad one, however our key aim is to provide a working and learning environment which is free from discrimination and one which promotes and celebrates difference, and takes actions to narrow gaps in achievement. Our staff are key to achieving this. In support of the College-wide approach to EDI, the Human Resources team are at the cornerstone of this commitment. The team ensures that staff are treated fairly, with dignity and with respect. The HR team ensures that the College’s approach to the recruitment of staff and the promotion of staff supports the College values and that no-one is discriminated against because of their age, disability, gender re-assignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation (protected characteristics).

The HR team do this by being actively involved in all aspects of the recruitment and selection process. The HR team’s involvement is much broader than the recruitment of staff; the team also play a pivotal role in decisions affecting selecting staff who will be in receipt of funding for training/qualifications which would have an impact on potential promotional opportunities. This involvement not only ensures that appropriate procedures are being followed but also, from an EDI perspective, ensures that staff from protected characteristics are not disproportionately or adversely affected. In addition to being part of the process/decision, the HR team also record, report and monitor a range of EDI data in support of this aspect of their work. The College has a vibrant and diverse staff training programme which is designed to ensure that our staff are aware of their responsibilities in relation to the Equality, Diversity and Inclusion agenda. Training varies from legal updates; induction sessions for new staff; mental health awareness; embedding EDI into lessons, as well as a variety of specialist updates for those staff who provide support to learners with disabilities. As at 31st December 2020 , the workforce stands with a head count of 556 employees (444 FTE). The following are key observations linked to this information.

8/19

Average Age The average age of the workforce is 48 years old, this is a slight increase from 47 years old from the previous year. With the abolishment of the normal retirement age staff can now work longer and our workforce data confirms that we have some staff that would have been previously classed as working beyond normal retirement age who have highlyvalued skills.

Gender

70% 51%

49%

Female Male

30%

The current profile with regards to staff gender remains similar to the previous year with a gender split of 70% female and 30% male. Compared to the local population which is 51% female and 49% male.

Female 70% 2019/20

2020/21

Disability Current College data evidences that 5.96% of the workforce have declared themselves as having a disability. This has increased from 5.22% from the previous year. The latest census data for Bolton reports that 20% of the population has a long-term illness or disability. However the criteria for the census return is a broader definition. The College is recognised as a Disability Confident Employer and is subject to an audit on an annual basis to maintain the status.

Annual Equality, Diversity and Inclusion Report 2020-2021 51

Our Staff (Continued)

Race 17%

BME Non-BME 85%

2020/21

The College’s vision is to have a workforce which is representative of the local community. The latest census data for Bolton reports that 17% of the local population are from a BME background. The College’s BME representation is 17.15% which is an increase on the previous year from 16.61%.

Religion, Faith and Belief The latest census data from Bolton reports that 62.7% of the local population class themselves as being of the Christian faith and 11.7% being of a Muslim faith. Compared to our workforce which are 40% Christian and 7.5% Muslim.

Unknown 35.19%

Christian 40.31%

Sexual Orientation The College also records the sexual orientation of its staff, the majority of staff (97.66%) classify themselves as heterosexual or prefer not to say and 2.34% declaring themselves as LGBT.

Wellbeing As part of the Colleges Wellbeing for Learning and 64% Life Strategy, the College has a teamHeterosexual of 30 Mental Health First Aiders who support learners and staff who maybe experiencing an issue in relation to their mental health and wellbeing. The College has ambitions to increase the team over the next 12 months. The College is also committed to becoming a trauma informed College and has worked with an external organisation to train a number of staff to become train the trainers in the field of Adverse Childhood experiences (ACEs) and trauma informed.

The training is mandatory for all staff and is a key part in our journey to becoming a trauma informed College. Covid has had an impact on our staff in many aspects of their personal and professional lives. During the pandemic the College has supported its staff with their wellbeing during this time in a variety of ways including a broad range of mental health and wellbeing training and CPD sessions and the College has also worked with a Psychologist who has held on-line session with staff on resilience and wellbeing. Also there have been sessions offered to staff post lockdown to support them and their wellbeing and support their physical return to the workplace.

Many of our Board members are local residents who have firsthand experience of working and living in Bolton, with a personal understanding of the diverse needs of our communities. Our Board recognises that effective leadership and good decisionmaking is enabled through a diverse membership, a culture of listening to, and acting on, diverse perspectives and, having behaviours that embody respect, openness and constructive challenge.

The Board recognises the value of having a diverse composition with members providing a blend of differing skills, experience, perspectives and characteristics. Our Board and our leadership culture reflects the diversity of our College and the communities that we serve and is committed to setting an inclusive leadership culture that values and celebrates diversity and inclusion for our staff, learners and key stakeholders. ‘Our Board and leadership culture reflects the diversity of our College and communities that we serve. We continue with our commitment, to ensure that the Board demographics are more closely aligned to our College population. This is reflected within our Equality Aims.’

Our Board Annual Equality, Diversity and Inclusion Report 2020-2021 53

Board Member Profile by Gender

Our Board (Continued)

The percentage of our Board members who are female has increased to %, this is not representative of our local population.

Gender Male 10 – 55%

Board Member Profile by Age Band The age range of our Board members has not changed significantly and the percentage of those in the 40-60 age bracket has increased slightly, though we are still underrepresented in this bracket.

Age Under 25 2 – 11%

25-40 1 – 6%

40-60 8 – 44%

60+ 7 – 39%

Board Member Profile by Ethnic Group The percentage of Board members from BME ethnicity groups is not representative of our local population at the moment. BME representation continues to improve and is currently at 27%

Ethnicity BME 27%

Female 8 – 45%

Non-BME 73%

The Rainbow Flag Award* - Supporting and valuing

LGBT+ ‘The Rainbow Flag Award is a national quality assurance framework for primary schools, secondary schools, SEND schools and colleges. The award focuses on positive LGBT+, (lesbian, gay, bisexual, trans, plus other related identities), inclusion and visibility. The Rainbow Flag Award encourages a whole organisation approach to LGBT+ inclusion, as well as developing strategies to effectively challenge and combat LGBTphobic bullying.’ Committing our college to the Rainbow Flag Award is a commitment to improve the lives of all the young people that we work with, as well as the LGBT+ young peoplein our care, those from LGBT+ families and LGBT+ staff members. Throughout the past 12 month we have continued to reflect on our college and thought of ways we can be more LGBTQ+ friendly and become even more of an organisation where learners and staff feel safe to be ‘out’. We have further embedded the celebration of LGBTQ+ people in curriculum, created a weekly LGBTQ+ club and trained staff to better deal with LGBTQ+ in the classroom.

In the last 12 months we have undertaken the following actions: •

Created a weekly LGBTQ+ club that meets to celebrate the LGBTQ+ community and provide support should it be needed

•

Trained staff on how to embed LGBTQ+ into curriculum

•

Trained staff on how to address homophobic or Transphobic lanagauge

•

Reviewed and updated College policies to ensure we have policies and procedures in place that promote an LGBTQ+ environment and address any homophobic or transphobic behaviour

‘

The college has been supportive in helping me to realize that being gay will not and has not hindered my progression to a more senior role at the college. Moreover, I believe all LGBTQ+ members are equally supported. It is nice to feel that protection is there for me and others, should it be needed. Staff member, Bolton College

’

* Working towards the Rainbow Flag Award Annual Equality, Diversity and Inclusion Report 2020-2021 55

Celebrating Equality, Diversity and Inclusion across Bolton College

‘What I enjoyed the most on the Fresher’s Fair is the LGBTQ+ stand. I really enjoyed doing the wordsearch and I got my own sexuality into that wordsearch. I didn’t regret it one bit.’ Learner, Bolton College

At Bolton College we are passionate about equality, diversity and inclusion and strive not only to meet our statutory requirements, but to embed EDI into everything that we do. We pride ourselves on being a welcoming and inclusive college with a real commitment to continually raising awareness of equality and diversity matters and minimising discrimination and prejudice. Here at Bolton College we are incredibly proud of how we celebrate the diversity of our College and run a vast array of events to do just this. These are promoted through our enrichment brochure, awareness posters, electronic screen promotions, news features, positive case studies and diverse cross-College events. The Freshers’ Fair is the first opportunity our students have to sample the wide range of activities and events they can get involved in while studying at the College. This year we held an event on-site at the beginning of the year which was a huge celebration of everything learners can do during the year at the college as well as partner organisations from the local community coming in to show everything that happens in our area. It was a massive success and from that initial event we were promoting EDI from the beginning.

Our cross-college enrichment programme has been constructed and designed so that all learners across the whole of the college can access it and will through the activities available interact with each other, meeting and spending quality time with those from different backgrounds and learn from each other. We use enrichment as an opportunity to further embed EDI, we are running trips to The Peoples’ History Museum, International Slavery Museum and run onsite enrichment which promotes diversity such as the Introduction to Sign Language or the ‘Campaign for Change’. We have a Learner Volunteer Group that is made up of learners of various ages and backgrounds; departments work together on events and projects and this brings learners together and develops their awareness and understanding of cultural and social differences. We are an organisation that values passionately and effectively promoting equality, diversity and inclusion. We celebrate the variety of cultures and backgrounds from which our college family is made up of. We are driving our equality, diversity and inclusion agenda forward with dedication and determination to create a sense of belonging for our staff and learners a like. We believe that if learners, and staff feel like they belong and are in an organisation where who they are is not only respected, but celebrated they will strive to be their best self and become the best version of themselves.

The Equality Diversity and Inclusion Champions Team Throughout the year and across the whole college curriculum we celebrate and promote equality, diversity and inclusion. This is supported by a team of 10 Equality, Diversity and Inclusion Champions who come from different curriculum areas with a passion for our college and its promotion of Equality, Diversity and Inclusion. Champions are recruited from colleagues with an interest and passion for the promotion of EDI. They volunteer to represent protected characteristic sub groups of age, gender, race/ ethnicity, religion & belief, disability, mental health and LGBT+. The EDI Champions aim to be an accessible and visible ‘face of fairness’ who proactively promote inclusion across the College. The group produces an EDI calendar for the College and lead on a range of awareness-

raising promotional campaigns. The EDI Champions also produce an annual calendar of national events. The calendar is shared across College as a planning tool for curriculum and an awarenessraising tool for learners. The calendar highlights national events and showcases College events organised by the EDI Champions. This year we have developed our EDI Champions further and now have two learner EDI Champions, one for Disability and one for LGBTQ+. They are working with the EDI Champion of their protected characteristic to look at ways for promoting awareness and inclusion.

‘What I enjoyed the most was seeing the support of the LGBT, seeing how the college is trying to inform about hate crimes and getting a small free badge.’ Learner, Bolton College

Annual Equality, Diversity and Inclusion Report 2020-2021 57

Events Celebrated Between 2018 and 2021 the following events have been organised by the Equality, Diversity & Inclusion Champions Team, despite the restrictions of lockdown: • Freshers’ Fair • Black History Month • Interfaith Week • International Week of Happiness • World Peace Day • World Mental Health Day • World Religion Day • LGBT+ History Month • International Women’s Day • International Human Rights Day • Mental Health Awareness Week • Deaf Awareness Week • World Autism Awareness Day • World Refugee Day

In the next section we have a couple of recent articles about these events:

Annual Equality, Diversity and Inclusion Report 2020-2021 59

Annual Equality, Diversity and Inclusion Report 2020-2021 61

For more information visit : www.boltoncollege.ac.uk 01204 482 000

/BoltonCollege

@boltoncollege

Annual Equality Diversity and Inclusion Report 2020-2021

Articles inside

The Rainbow Flag Award - Supporting and valuing LGBT

Bolton Family

Bolton College in its Local Context

Our Equality Aims

College Estate

Our Commitment

Introduction

English as a Second or Additional Language

Our Approach to the Promotion of Equality, Diversity and Inclusion

The Impact of Our Actions for Our Board and Staff