Case study Organisation: Bolton Sixth Form College Type of FE provider: College Focus on: Equality and Diversity (Race)
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Annual Equal Opportunities Review Process Summary of activity
Set-up and implementation
An example of how to use monitoring data to help identify gaps in representation and achievement, along with setting challenging but achievable targets that are communicated to staff and subject to regular review.
The college had an effective Equal Opportunities Policy and practice in place for several years, but following the introduction of new legislation such as the Race Relations (Amendment) Act and the Disability Discrimination Act, the then Principal appointed an Equal Opportunities Manager. One aspect of the role was to conduct an annual review of equality and diversity practice in the college and identify any gaps or strengths to address and learn from.
Background and strategic drive for activity Bolton Sixth Form College was set up in 1998. The town itself is one of the largest in England, with a population of 265,000. Although relatively affluent, Bolton has pockets of significant deprivation, with the BL1 and BL3 postcode areas among the poorest in the country. In 2006/07, over 70 per cent of the college’s students were from these areas. The staff profile reflects the sector average in terms of those from black and minority ethnic (BME) groups (of around nine per cent) but this does not reflect the ethnic profile of the town or the student population. More BME staff are part-time (15 per cent) than fulltime (five per cent). However, the college has seen a large increase in the number of applications from BME candidates since 2005, and even more since winning the Association of College’s Beacon Award for the promotion of race equality in 2006/07.
The manager worked with the college’s Information Systems Manager to identify the required data, which was then collected and presented in a formal report. The student data included attainment, retention, attendance and discipline status, while staff data included staff profile, courses attended, applications, shortlisting and success at interview. The range of data was reviewed across several years and by gender, ethnicity and disability/learning difficulty.
From this review, the college noted that some ethnic groups had different levels of achievement and leaving rates, and that some had more experience of the disciplinary system than others.
Obstacles faced At first, staff were sceptical about exactly why the data was being collected. They were concerned that the request for information would add to their workload. Staff INSET days demonstrated the importance of collecting data in the changing legal context, how the data could inform planning and how reviewing the information could improve college performance. The review set college-wide objectives for equality and diversity that could then be pursued at strategic level. An issue remains with how the data is used at middle management level. The current equal opportunities review is switching to a more user-friendly format for departments to use in their self-assessment reports. One finding of the review – that there are different rates of student achievement by ethnicity – has formed part of staff INSET training. Heads of departments have now been tasked with identifying how this can translate practically for use in the classroom.
Impact and achievements The equality report and review (available from the college’s diversity website www.diversitynetwork.org.uk) is now embedded within the quality framework of the college. Its conclusions have helped inform the publication of the college’s ‘Celebrating Diversity’ booklet (see separate case study) and in the wider incorporation of equality and diversity issues. Thanks to the review, equality and diversity planning is now much more significant in the college. For example, it has strengthened the case for new staff recruitment: the review identified a low retention rate for marginally qualified white students at level 3. A learner mentor programme now supports such students by better responding to student needs. Two Equal Opportunities Officers now work with the Assistant Principal (Teaching and Learning) to review college practice. The report also showed that applications from BME staff were not reflecting the local population. The subsequent increase in the number of job applications from ethnic minorities, and a rise in the number of staff employed from these groups, may be attributed to the college setting ambitious staff recruitment targets in response to the initial report’s findings. The work the college has done to improve its equality and diversity practices has also achieved local and national publicity, providing wider, positive exposure to potential employees, students and the college community.
Links to other equality areas The report also contributes to wider equality training for staff, through regular INSET, and forms part of the induction programme for new staff. The latest report is now in a more user-friendly format.
Links to legal requirements The college has been able to use the data from the review to set, work towards and meet ambitious targets, which also help to meet its obligations under the second strand of the Race Equality Duty – to promote equality of opportunity – as set out in the Race Relations Act 1976 (as amended). By extending this work to cover other equality areas, the college can also work towards meeting the equivalent legal requirements in gender and disability.
Next steps Four local secondary schools and at least one other sixth form college have expressed an interest in finding out more about how the college monitors equality and diversity performance indicators, further extending good practice between the college and its feeder schools and partners. The website www.diversitynetwork.org.uk will also be developed further by the college.
“This is useful as an example of improving equality monitoring in the college: both in terms of the collection and use of data.” “The college has made great progress at developing an integrated approach to race equality, through the commitment of resources and staff. Recommendations from the annual review are taken on board and race equality is mainstreamed through the quality framework of the college.” The Workforce Race Advisory Group
Provider contact Bob Hindle Assistant Principal (Teaching and Learning) Telephone 01204 846215 rhindle@bolton-sfc.ac.uk Find out more about the work of The Workforce Race Advisory Group: www.lluk.org/3151.htm. RW09/09/200910.023
Contact Lifelong Learning UK 5th Floor St Andrew’s House 18-20 St Andrew Street London EC4A 3AY Ref: E&D/FE/07 2009/03
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