EQUALITY AND DIVERSITY Annual Report 2015 / 2016
Contents
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Introduction........................................................................................................................4 - 5 Data.......................................................................................................................................6 North East Equality Standard......................................................................................7 BIG Award...........................................................................................................................8 Learner Profile...................................................................................................................9 Staff Profile........................................................................................................................10 Age........................................................................................................................................11 Disability..............................................................................................................................12 Gender..................................................................................................................................14 Race.......................................................................................................................................15 - 16 Religion or Belief...............................................................................................................16 Sexual Orientation and Marriage and Civil Partnership....................................17 Deprivation, Child Poverty and Education...............................................................18 Feedback.............................................................................................................................19 More Successes in 2015/16...........................................................................................20 Teaching and Learning...................................................................................................21 Marketing............................................................................................................................22 Staffing and Human Resources...................................................................................23 Equality and Diversity Action Plan Objectives 2015/2016................................24 Equality and Diversity Action Plan Objectives 2016/2017................................25 Ofsted Comments, September 2016.........................................................................26
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Introduction Middlesbrough College aims to be one of the leading organisations for equality and diversity and acknowledges that equality of opportunity and the recognition and promotion of diversity are integral to its success. This report provides an overview of activity related to equality and diversity at Middlesbrough College for the year 2015/2016, to show the progress we have made. The public sector equality duty covers the nine protected characteristics of the Equality Act, 2010: age, disability, sex, gender reassignment, pregnancy and maternity, race, religion or belief, marriage and civil partnership, sexual orientation. Middlesbrough College recognises its legal and moral obligations to: • Eliminate discrimination, harassment and victimisation • Advance equality of opportunity between people who share a protected characteristic and those who do not • Foster good relations between people who share a protected characteristic and those who do not The College considers the impact its policies, decisions and day-to-day activities may have on people who are protected under the Equality Act, 2010 and how it is able to positively contribute to the advancement of equality and promote good relations. The College to promote all other forms Middlesbrough College’s Strategy toaims 2017 and strands of equality and human rights that are relevant.
Driving Ambition, Inspiring Success
Middlesbrough College’s Equality Statement & Policy is linked to the College Strategic Priorities, its Strategic Aim Mission StatementGrowth and Values. based on quality and reputation, which improves educational achievement, employment prospects, economic prosperity and wellbeing for all
Be an outstanding provider of education and training that provides pathways to employment, Further or Higher Education
One Commitment Enhance the region’s economic competitiveness by directly aligning our offer to the skills requirements of employers
One Ambition Vision Statement: To be the leading provider of education and training creating a positive future for everyone in Teesside
One Team
One Network
One Community
Respond to the needs of our students and the wider community
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Work as one highly skilled, professional, and creative team within a supporting, aspirational and entrepreneurial environment
Foster the development of a network of educational and training excellence that raises aspirations and promotes opportunities
The College will maintain an inclusive working and learning environment where students, staff and visitors feel welcome, safe, valued and respected, as well as embracing and nurturing the diversity of skills and talent within its current and potential community. The College will ensure that curriculum content, materials and delivery reflect the College’s commitment to equality and diversity. Middlesbrough College values feedback from learners, staff and visitors and uses this, together with analysis of our locally collected data and an external assessment carried out by Equality North East, to maintain excellence. The College holds Strategic Equality meetings 3 times per year, chaired by the Principal. This group has representation from across the College, the Governing Body and the BME community. The College prepares an Equality Action Plan each year which is monitored at this strategic meeting to demonstrate our commitment and ensure continuous improvement. The College operates a Key Performance Measure Review process which is undertaken 4 times per year for all departments which allows senior managers to monitor and review performance including any equality achievement gaps. This enables in-year monitoring as well as the clarity of department responsibility in identifying any issues and looking at interventions.
College Staff Students
BME %
White %
Male %
Female %
Disability %
5% 10%
88% 90%
41% 58%
59% 42%
2% 15%
Equality and Diversity are promoted across the College through: • • • • • • • • • • • • •
Governance and College Leadership Team Achievement of awards, kitemarks and equality standards Training and continuous professional development of staff Marketing materials Equality champions Equality & Diversity Strategic & Operational Committees Advantage Programme for students Additional learning support for students Student Sabbatical Officer and Student Reps Induction of staff Induction of students Enrichment activities Celebratory and awareness-raising events linked to the College’s Equality & Diversity calendar.
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Data The data used in this report is gathered from directly-employed staff and students. It is compared to local authority data gathered in the last census, which was 2011, and from data available via Tees Valley Unlimited. Data from Middlesbrough, Darlington, Stockton, Hartlepool and Redcar and Cleveland is used within this report where available and appropriate, to reflect the geographical communities many of our students and staff live: our potential community.
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North East Equality Standard Middlesbrough College was awarded the North East Equality Gold Standard for the second time in August 2015, following re-assessment. The College has chosen to work with Equality North East and to achieve the nationally recognised standard to demonstrate our commitment to embed equality throughout our practice. The Gold Award recognises that the College is a leader in the field in our approach to equality and diversity; the assessment offers opportunities to identify further improvement. Middlesbrough College has been recognised as finalists in the North East Equality Awards as an Educational & Training Organisation and for teams and individuals who have made a difference demonstrating excellent practice since 2012. The College has been shortlisted in the Outstanding Practice category and won the “Educational and Training Organisations with over 50 staff� category at the ceremony on 20th October, 2016.
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Big Award The College has chosen to work with the Bullying Intervention Group who promote excellence in bullying intervention. The BIG Award is given to organisations who demonstrate they take bulling seriously and works towards accepted good practice. Bullying Intervention Focus Groups are held regularly to help review and promote good practice. This helps us to enable all our learners to fulfil their educational potential in an environment in which they feel safe. Middlesbrough College is the first FE college to achieve the criteria for the BIG Award in the Workplace having trained 13 staff to become qualified Mediators. Middlesbrough College is also the first FE college to hold both BIG Award in FE and BIG Award in the Workplace; BIG Award in FE was re-accredited August 2016.
2015/16 Action Plan Objective 2015/16
As part of our Equality Action Plan in 2015/2016, the College committed to raise awareness of cyber bullying among students and how to prevent it. To do this, we developed a workshop for students as part of our Advantage Programme. This was made mandatory for all students and will be incorporated into the induction for full-time 16-18 year old students from September 2016. Additionally, 151 VPAC students completed a Cyber Bullying Awareness qualification.
Middlesbrough College awarded Anti-Bullying Award for the fourth year running 8
Learner Profile 14-16 • • • • • •
32 learners recruited in 2015/2016 46% were male 54% were female 20% declared a disability 57% of learners live in an ‘area of deprivation’ 15% declared they were from an ethnic minority background
16-18 • • • • • •
4659 16-18 learners recruited in 2015/2016 57%were male 43% were female 22.5% declared a disability 50% of learners live in an ‘area of deprivation’ 9% declared they were from an ethnic minority background
19+ • • • • • •
6402 adult learners recruited in 2015/2016 59% were male 41% were female 10% declared a disability 51% of learners live in an ‘area of deprivation’ 10.5% declared they were from an ethnic minority background
HE • • • • • •
751 HE learners recruited in 2015/2016 49% were male 51% were female 9.2% declared a disability 45% of learners live in an ‘area of deprivation’ 9.6% declared they were from an ethnic minority background
The College retains the BUTTLE national standard quality mark, for work done with Looked-After Children, until March 2017. The College hosted the Looked-After Children Networking Conference again in June 2016, to bring together professionals, young people and advocates to become familiar with the environment of Middlesbrough College and showcase the support we offer. 9
Staff Profile • • • • • • • • • • • •
1055 people were directly employed by Middlesbrough College in 2015/2016 41% were male 59% were female 3% were aged under 20 17% were aged 20-29 23% were aged 30-39 22% were aged 40-49 24% were aged 50-59 9% were aged 60+ 5% declared they were from an ethnic minority background 99% declare British nationality 2% declare a disability Staffing Profile - (By Headcount)
Age Profile
70%
30%
60%
25%
Under20
20%
20-29
15%
30-39
50% 40%
Female
30%
Male
20% 10%
5%
0%
0%
2013/14
2014/15
2015/16
40-49
10%
50-59 60+ 2013/14
Ethnicity 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
10
2014/15
2015/16
Nationality 120% 100% Ethnic Minority Not Known White
80%
Bri/sh
60%
Non Bri/sh
40%
Not Known
20% 2013/14
2014/15
2015/16
0%
2013/14
2014/15
2015/16
Age The current population of Tees Valley is estimated to be 667,500; 19% of the population was estimated to be 0-15 years in 2015, with 63% aged 16-64 years and 18% aged 65+. The College offers provision to both adult students and young people: College data for other protected characteristics is compared against the age brackets 14-16, 16-18 and 19+; achievement gaps are identified under the corresponding protected characteristic heading.
Year Age Under 20 20 - 29 30 - 39 40 - 49 50 - 59 60+
2014/2015 40 207 240 245 258 96
2015/2016 4% 19% 22% 23% 24% 9%
34 183 246 236 256 100
3% 17% 23% 22% 24% 9%
The College recognises the benefits that employing and retaining an age-diverse workforce brings and has options available to those who wish to continue working beyond pension age. The College offers apprenticeship placements across several departments to attract more applicants from the under 20 age range.
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Disability 10,125 or 7.2% of Middlesbrough’s population is in receipt of Disability Living Allowance (DLA), a reduction of 2.1% since 2013. When compared with national figures Middlesbrough has 10% more children with a learning disability and/or difficulty and the numbers of children with severe learning disabilities known to Education Services (attending school) is also much higher than both the Regional and National average. When also compared with national figures, Middlesbrough has 8.1% more children with a diagnosis of Autism than the national average. Almost 15% of adults aged 16 to 64 had disabilities that limited their daily activities or work in the North East in the year ending March 2011, the highest region in England.
Student Disability by Age Group: Total Students Disability Declared Percentage
14 - 16
16 - 18
19+
HE
Grand Total
101 20 19.8%
4565 1050 23.0%
6402 627 9.8%
751 69 9.2%
11819 1766 14.9%
1 in 8 adults is a carer – this equates to around 6 million people living in the UK. It is estimated Middlesbrough has a total of 14,500 carers with approximately 257 who care for people with a learning disability and/or Autism.
2015/16 Action Plan Objective 2015/16
Achievement gaps identified from 14/15 data, of 19+ students who declared a disability who study Functional Skills English, have been significantly closed. 110 students were identified in this group, the majority of whom studied within VPAC and Life Skills directors. Small group support was offered and English teachers carried out walkthroughs in lessons to identify whether Dyslexia strategies were being used effectively and where they weren’t, additional training was provided to the teacher. This proved successful and has now been rolled out across directorates. 19+ students studying Functional Skills English, who declare a disability, now have slightly higher achievement than those who do not declare a difficulty or disability.
Dyslexia The College achieved the British Dyslexia Association accreditation during 2015/2016, having met rigorous quality standards, demonstrating that we provide high quality education and practice for individuals with Dyslexia. During 2015/16, ten 10 staff have attended train-the-trainer Dyslexia Awareness training and helped to develop training suitable for all staff. 727 staff have attended Dyslexia Awareness training to date. 12
As well as gaining an understanding of Dyslexia and the ways it can affect people, staff have been able to share, and have easy access to a range of strategies, as well as support from specialist staff in the Additional Learning Support team. Strategies are inclusive, promoting achievement for all learners and reasonable adjustments for colleagues. The College Additional Learning Support team maintains close working practices and delivery methods to provide learners with a holistic approach to learning; this has enabled them to reach more students who require support. Autism Awareness training is available for all staff; 316 have attended Autism Awareness training to date. Two staff and eight learners completed an introductory BSL qualification with MeSign and two staff have begun the progression qualification. Accessibility and braille signage across the College is good and continues to be improved; two students have supported Facilities Management staff by identifying areas where this could be improved. Mental Health First Aid sessions were made available for staff; some extended to staff from other local organisations to improve networking. Beginning during Mental Health Awareness Week, six “Singing to Improve Mental Wellbeing� sessions were also funded; 15 novice singers attended fun lunch-time sessions which got staff away from their desk to try something different. Over the summer, height adjustable tables have been introduced in all of the College’s cafes, at the request of students who use wheelchairs.
2016/17 Action Plan Objective
2016/17
Analysis of LLDD achievement gaps demonstrates that there are no discernible achievement gaps between 16-18 learners declaring and not declaring a difficulty or disability, however 19+ learners declaring a difficulty are not achieving in line with those that do not declare a learning difficulty or disability (5.4%). This is an area of focus in 2016/2017. 13
Gender
Extra-Life project – the College partnered with the local authority and was able to access funding to help with activities to improve the physical and mental health of learners, staff and the local community. Several physical exercise classes were supported to improve attendance of females, who are usually under-represented in these sessions. These included activities suggested by female staff and students, and some female-only sessions.
2016/17 Action Plan Objective College achievement gaps for 16-18 male and female learners have closed significantly in 2015/2016 and are no longer a focus, however 19+ achievement gaps, with females having the lower achievement rate (-7.1%), remain a key area of focus during 2016/2017.
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2016/17
Race In the 2011 Census, 86.1% of the population of Middlesbrough identified themselves as White British, which is lower than other local areas including Stockton-on-Tees which is 93.4%, Redcar and Cleveland which is 97.6% Hartlepool which is 95.27% and Darlington which is 93.23%. Within the growth of local BME communities, there has been a significant increase in the proportion of children for whom English is not their first language. Between 2005 and 2010 the proportion has increased from 11% to 15% amongst primary school age children and from 9% to 14% amongst those of secondary school age. This covers those cases where a child was exposed to a language other than English during their early development and continues to be exposed to this language within the home or in their community. 94.6% of people living in Middlesbrough speak English. The other top languages spoken are 0.7% Panjabi, 0.7% Urdu, 0.6% Arabic, and 0.4% Polish.
Students by Ethnicity: Ethnicity
Number
Percent
Arab Asian or Asian British - Pakistani Asian/Asian British - Any other Asian background Asian/Asian British - Bangladeshi Asian/Asian British - Chinese Asian/Asian British - Indian Asian/Asian British - Pakistani Black/Black British - African Black/Black British - Any other Black background Black/Black British - Caribbean Mixed/Multiple ethnic group - Other Mixed/Multiple ethnic group - White and Asian Mixed/Multiple ethnic group - White and Black African Mixed/Multiple ethnic group - White and Black Caribbean Not known/provided Other White - Any other White background White - British White - Gypsy or Irish Traveller White - Irish Total
61 1 79 17 15 46 338 166 13 10 41 72 30 45 24 42 180 10613 8 18 11819
0.5% 0.0% 0.7% 0.1% 0.1% 0.4% 2.9% 1.4% 0.1% 0.1% 0.3% 0.6% 0.3% 0.4% 0.2% 0.4% 1.5% 89.8% 0.1% 0.2% 100.0%
2015/16
2016/17 Action Plan Objective Achievement gaps of learners in ethnic minority groups identified in 2014/2015 as requiring improvement have improved overall. The majority of ethnic minority learner cohorts have improved achievement rates in 2015/2016, however achievement rates for 19+ Pakistani learners are not improving in line with other ethnic minority groups or in relation to the overall improvement rates for 19+ learners. This remains an area of focus for the College in 2016/2017.
2016/17
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BME % per Local Authority Compared to Middlesbrough College Student and Staff Profile: Local Authority
% of Population BME
% of BME Students
Middlesbrough Darlington Stockton Hartlepool Redcar and Cleveland Tees Valley Weighted to catchment area
11.8% 6.7% 6.6% 4.7% 2.4% 5.2% 8.2%
15.1% 7.7% 6.9% 4.1% 2% 10% 10%
% BME Staff
5%
2015/16 Action Plan Objective 2015/16
2015/16
As part of our Equality Action Plan in 2015/2016, the College committed to actively promote diversity, by exploring the formation of focus groups for staff and students with underrepresented protected characteristics. Two student and three staff focus groups were held for ethnic minority staff. Helpful suggestions were offered and the groups received feedback on what was implemented, to help them have confidence in the process. The groups will continue; Chairs will be sought from group members.
2015/16 Action Plan Objective As part of our Equality Action Plan in 2015/2016, the College committed to encourage recruitment of staff from a diverse range of minority backgrounds. A range of positive action strategies were used to publicise vacancies to reach a diverse range of applicants, including advertising with Equality North East and in local community centres.
Religion or Belief The 2011 Census found that 63.2% of the local population have a religious affiliation to Christianity (this figure was 76% in the 2001 census), 7% of people viewed themselves as Muslim and 22.3% declared that they had no religion. Other religions listed included Hindu, 0.4% Sikh, 0.3% and Buddhist. Middlesbrough College offers up to four additional days’ leave or approved absences in order to accommodate religious festivals which fall within term-time. Two Multi-Faith prayer rooms are provided; the space is available to those of no faith who may want a quiet place to contemplate or meditate. Over the summer break, washing facilities were made available within a short distance of the Multi-Faith room on the main College site. The College does not collect this data from students. 16
Sexual Orientation and Marriage and Civil Partnership In the 2011 Census, 40.4% of Middlesbrough were married, 10.9% cohabited with a member of the opposite sex, 0.8% lived with a partner of the same sex, 30.5% were single and had never married or were in a registered same sex partnership and 9.2% were separated or divorced. There are 7,441 widowed people living in Middlesbrough. Over 40% of children in Middlesbrough live in single parent families compared with 23% nationally, significantly increasing their chances of being affected by poverty. 1.7% of the national population identified as being gay, lesbian or bi-sexual, compared to 1.6% in the North East. The College does not collect this data from students.
2015/16 Action Plan Objective 2015/16
As part of our Equality Action Plan in 2015/2016, the College committed to actively promote diversity, by exploring the formation of focus groups for staff and students with underrepresented protected characteristics. Staff and students were invited to attend three focus groups during the year for lesbian, gay, bi-sexual and transgender individuals; two student groups were held. Helpful suggestions were offered regarding celebratory events. The groups will continue; Chairs will be sought from group members with advice and guidance provided by local organisations as appropriate and requested by the groups.
Sign a pledge form today in College! Drop it in the Nobystanders box on the Main Reception desk & Student Services
H E A R I T. # N O BYS TA N D E R S S T O P I T. I WILL NEVER BE A BYSTANDER TO BULLYING AND TEASING. IF I HEAR OR SEE IT, I WILL REPORT IT AND IF I CAN, I WILL STOP IT. BY ADDING MY NAME I PROMISE TO STAND UP FOR FAIRNESS, RESPECT AND NEVER BE A BYSTANDER. SIGNED
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Deprivation, Child Poverty and Education Middlesbrough local authority has been identified as having the largest proportions of highly deprived neighbourhoods in England (English Indices of Deprivation, 2015). In 2010, Middlesbrough ranked at number 2 in the index. The indices consider income deprivation, employment deprivation, education, skills and training deprivation, health deprivation and disability, crime, barriers to housing and services, living environment deprivation. A separate index showing the 20 local authorities with the highest proportions of children living in income deprived households ranks Middlesbrough (2nd) - 35.7% and Hartlepool (14th) - 30.7%. In the North East as a whole, life expectancy in the three-year period 2008 to 2010 was among the lowest in the UK at 77.2 years for males and 81.2 years for females compared with 78.2 and 82.3 years respectively for the UK. Despite the high deprivation, residents’ perceptions of the town are generally positive. The national Place Survey 2009 indicated that 74% of residents were satisfied with the local area. The majority of residents (57%) think that Middlesbrough is a good place for further and higher education and more than half (51%) think that opportunities for young people are increasing. The number of children in care in Middlesbrough is twice the national average, it has been revealed. The town has “significantly higher” numbers of looked after children and youngsters who are subjects of child protection plans than its neighbouring local authorities. Within Middlesbrough there are 377 children who are Looked After. That is 118.85 per 10,000 people compared with neighbouring authorities which have an average rate of 81 per 10,000. The national rate is 60 per 10,000. In 2015/2016 the College provided financial support to 2282 students through learner support funds; 30% (1955) of all 16-18 learners accessed financial support. Nationally, 57.1% of all pupils achieve 5+ A*-C GCSEs or equivalent, including English and maths, at the end of Key Stage 4. This rate falls to 36.7% for disadvantaged pupils (those who have been “Looked-After” and those who have been eligible for free school meals); an achievement gap of 20.4% points. More locally, in Middlesbrough, the gap is 11.5%: 46.1% of all, and 34.6% of disadvantaged students, achieved the said qualifications during 2015. Achievement of students at Middlesbrough College, whilst showing significant improvement on secondary school achievement, remains an area for improvement.
2016/17 Action Plan Objective Analysis of learners in receipt of a free school meal in 2015/2016 demonstrates that the achievement gap with learners not in receipt of a free school meal has increased from 3.2% in 2014/2015 to 5.7% in 2015/2016. This is an area of focus in 2016/2017; actions are currently under development and will be documented, progressed and reviewed utilising the College’s 2016/2017 Equality and Diversity Action Plan.
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2016/17
Feedback The College has introduced a Student Experience Co-ordinator to work with the Student Sabbatical Officer to help encourage participation from students in events linked to equality and diversity, securing regular visits from a range of community-based organisations to help with problem-solving, challenge stigma, foster good relations and in some cases, help with fundraising. This demonstrates support of the local community and promotes community cohesion. Cross-college Staff and Student Council meetings are a further opportunity for issues to be raised and solutions found to advance equality and diversity further; the Principal and Student Sabbatical Officer gather views in College walk-arounds.
2016/17 Action Plan Objective
2016/17
The annual staff survey shows that 86% of staff agreed the College provides equal opportunities. This is a slight decline from 2014/2015 (-2) and is -2 below the external benchmark. Strategies and actions to review and examine reasons for the decline and methods to promote equal opportunities across college are planned for the first College Strategic Equality and Diversity Committee in 2016 The annual student survey shows that 90% of students feel their teacher treats them fairly and equally, a slight decline of -2 against 2014 / 2015, however this remains at the external benchmark and 95% feel it is a safe place to learn, again a slight decline against 2014 / 2015 (-2), however this is +1 above the external benchmark.
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More Successes in 2015/2016 Equality and diversity has a high profile in the College with all staff and students encouraged to become involved with awareness-raising and celebratory events listed on the annually-prepared equality & diversity calendar which is publicised on the College portal. This helps to develop understanding between diverse groups whilst promoting equality. Equality and diversity training for all new College staff commences at the first day induction and is a mandatory element annually for all staff; this past year’s mandatory training element has been Dyslexia Awareness. 117 staff have attended training to help them hold and manage “difficult” conversations to challenge attitudes. During 2015/2016, the Prevent Agenda was delivered by the Advantage Programme team to 3441 students in 240 sessions recognising the requirement to raise awareness and stimulate discussion surrounding the agenda. Community (aka British) Values training is also included in the Advantage Programme and learners have produced a video, incorporating local relevant landmarks which help promote values of democracy, rule of law, tolerance and mutual respect, and individual liberty, in and out of the College. There is a video detailing this which can be found at this link http://bit.ly/2m0CLJS
The Advantage Programme is able to adapt to feedback requests and include topical subjects, for example, including a session delivered by the Red Cross to expose myths and explore facts about immigration. College policy and procedure in relation to sub-contractors ensures high standards are maintained by everyone working on College premises or representing us in the wider community. All College cafeterias provide an extensive menu, to cater for a variety of diets, of which catering staff have an excellent understanding. They are especially helpful and patient with those who need help or more time to choose. They linking menus to equality and diversity events. If there isn’t a themed dish to highlight the event, they will decorate cupcakes to sell to help with fundraising. 20
Teaching and Learning Teaching strategies promote equality, raise awareness of diversity and tackle discrimination of any kind. Good practice is shared to help raise standards. Ofsted comments are shared at the end of this report. The College’s on-going commitment and focus of embedding equality & diversity in Teaching and Learning remains a priority and training for all staff to develop resources and practice will be an ongoing theme of continuous professional development. The student survey 2015/2016 reveals that 90% of students feel their teacher treats them fairly and equally, meeting the external benchmark. During 2015/16, 327 ‘drop-in’ lesson observations took place and teachers’ ability to deliver inclusive, diverse and equitable learning activities were assessed under the Middlesbrough College Gold Standard for Teaching and Learning criterion 5.2. 2% (6) Observation Reports recorded this aspect as an ‘Essential’ action; 4% (12) Observation Reports recorded ‘Advisable’ actions. In all cases the judgments were linked to the accessibility of teaching resources and aspects of diversity within the lesson delivery. Following re-observation, all reports improved and were judged ‘All Green’. Middlesbrough College is proud that Chris Drinkel, music teacher, was short-listed in the Equality North East’s annual awards in the “Individuals Who Have Made a Difference” award. Chris was determined to ensure everyone on his course was given the best opportunity to achieve their potential, working with students, their parents and colleagues from the Student Engagement Team and Additional Learning Support Team to ensure students with social anxiety issues, autism, Tourette’s Syndrome, Obsessive Compulsive Disorder, other mental health issues and several “Looked-After” children were given the support they needed. Chris attended training to increase his own knowledge, which he admits was previously limited and is able to reflect positively on what the students have taught him over the past year.
Christopher Drinkel - Music Technology lecturer
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Marketing Middlesbrough College strives to ensure that all its external communications and marketing campaigns reflect a range of learners, taking into account age, gender, disability and ethnicity. This is in line with the College’s policy of ensuring its curriculum content, materials and delivery reflects its commitments to equality and diversity. Our printed and online literature includes information, photography and video content that feature learners that reflect the area’s multi-cultural background. The College’s course information can be provided in a range of formats for learners with specific requirements. Upon request, information can be issued in large print, braille, audio or another language. We also produce a yearly transitions information book, which highlights the range of additional support available to students. Throughout the year, we actively promote the Careers Guidance and Additional Learning Support teams who can also provide further information to those who need it. Our recruitment process fosters an inclusive approach which ensures the needs of individual students are met. Additional support can be provided during the interview process for those who have a disability or learning difficulty; this may include a signer or an assisted interview. Throughout the year, our School’s Liaison team work in partnership with The Additional Learning Support Department to visit a range of specialist schools throughout Teesside. Specific tours and taster sessions can also be organised to strengthen and support the transitions process into further education for a range of learners. During Deaf Awareness Week, Learning Support Assistant, Leanne Taylor, encouraged staff, students and visitors to learn basic British Sign Language. They helped to create a “Welcome” video which can be seen at this link: http://bit.ly/2m0ACOx
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Staffing & Human Resources Middlesbrough College is committed to the equality of opportunity for all and complies with all legal obligations and best practice when recruiting and employing staff. The College believes that staff is its most valued asset and therefore is actively involved in several initiatives that promote and support its employees, their diversity and their wellbeing. The College holds the Investor in People Gold Award, having been re-accredited in 2015, and has held the Positive about Disabled People (“Two Ticks” symbol) since 1995. The College has participated in the Better Health at Work Award since 2009 and currently holds the Continuing Excellence status. The College acts as a mentor to other employers aspiring to achieve the Better Health at Work Award. The Award promotes healthy lifestyles and carefully considers and supports the health of all employees. Middlesbrough College works with Public Health (Middlesbrough Council) as a lead organisation in the Extra Life project. Extra Life supports the promotion of health and wellbeing within an organisation to improve work environments and boost the health and wellbeing of its people. Middlesbrough College is the first FE College to achieve the Bullying Intervention Group (BIG) In the Workplace. The College also has a cohort of Mental Health First Aiders and Workplace Mediators. Periodic reports on Staffing Profiles are provided to the Corporate Services Committee (termly and annual reports) and College Leadership Team (monthly and termly reports). The reports including staffing population and the diversity profile. The data is regularly benchmarked with information from the Office of National Statistics and with a local group of large employers (Teesside University, Middlesbrough Council and James Cook University Hospital). The BME staff population at the College is 5%, which is slightly below the local population and the student population. Identifying barriers and exploring alternative means of attracting more BME job applicants is regularly reviewed and monitored with the Equality & Diversity Strategic Committee.
College Values
Work Hard
Aim High
Do What’s Right
Respect Others
Take Responsibility
Challenge Yourself
Take Pride
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Equality and Diversity Strategic Action Plan Objectives 2015/ 2016 - summary Six objectives were fully achieved and the remaining two actions were partially achieved and remain in progress: • Close the achievement gap between 19+ students in 7 identified BME groups: White/Black Caribbean, Other Mixed, Caribbean, Irish, Other Black, White/Black African • Close the achievement gap of 19+ students who declare a disability who study Functional Skills English • Raise awareness of the Prevent Agenda and promote Community (British) Values • Actively promote diversity • Analysis of equal pay by age and ethnicity • Recruitment of staff from a diverse range of minority backgrounds • Equality and diversity promoted and developed in teaching and learning • To continue to raise awareness amongst students of cyber bullying and how to prevent it
Equality and Diversity Strategic Action Plan Objectives 2016/2017 • To continue to ensure that equality & diversity are promoted and developed in teaching and learning and in the wider student body • To continue raising awareness of the Prevent Agenda and promote Community (British) Values. • To increase the recruitment of staff from a diverse range of minority backgrounds • Close the achievement gap of 19+ students in 7 BME groups (Chinese, Other Mixed, Pakistani, Any Other, Other Asian, Black African and Black Other) who performed less well than students of White British Ethnicity, with an overall Success Rate of 80.4% compared to a 86.6% for all other groups. • Close the achievement gap of 19+ students who declare a disability who study Functional Skills English. • Capture in-year data to enable earlier identification of achievement gaps and implementation of interventions • Analysis of equal pay by age & ethnicity. 24
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Ofsted Report, September 2016 Highly effective support services keep students who face multiple barriers engaged in education and training.
Managers and staff at all levels of the College develop a highly inclusive culture that welcomes and celebrates the diversity of its students. For example, at a time of reduced funding, the college has maintained a high level of provision for students on English for speakers of other languages courses, to assist in the integration of the large number of asylum seekers settling in the community. Staff support students with high needs very well so that they can participate fully in College life.
The identification and provision of additional and learning support is prompt and involves close collaboration with a range of external partners to provide effective care and support for vulnerable students, for example, children looked after. As a result, they progress as well as other students in the College.
Skilled and committed personal tutors work successfully to support the many students who face challenging barriers to keep them engaged in education and training. The College provides a comprehensive network of services that students can access easily, such as counselling, sexual health advice and support with finances.
Students develop a good understanding of British Values through the practical application of the College’s own set of Community Values. Teachers impress on their students a culture of respect and tolerance through the constant reinforcement of classroom ground rules. An active network of class representatives and high levels of participation in elections to the student council introduce the majority of students to the democratic tradition.
Learners with high needs achieve positive outcomes, with the majority moving successfully into independent living, supported employment or volunteering. 26
Full-time 14- to 16-year-old pupils, the great majority of whom are on free school meals or have special educational needs and disabilities, make expected progress in English and mathematics. All pupils who completed Key Stage 4 progressed onto vocational courses within the College.
Teachers have a good understanding of adult learning and of the specific barriers that adult learners face. A minority of teachers on the access programme are former access students at the college. As a result, they provide effective role models for learners.
Managers use high-needs funding effectively and provide students with personalised and supportive learning programmes that enable them to build on their prior attainment and further develop their independence and employability skills, both at College and within their community.
Apprentices have a good understanding of equality and diversity. Assessors and tutors reinforce equality and diversity effectively in reviews and offthe-job training sessions. For example, apprentices in software installation understand the needs of both internal and external customers when installing new software or when assisting on IT helpdesks.
Staff are dedicated, well trained and knowledgeable about specific, and sometimes complex, learning difficulties and disabilities. Students value the high levels of support they receive and, as a result, develop their confidence and independence, and make good progress. For example, students with speech and language problems benefit from regular access to a speech therapist, and students with autism and Asperger syndrome are able to access a range of vocational courses including engineering, motor vehicle, and health and social care.
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Lin Barry Workforce Development & Equalities Co-ordinator Middlesbrough College Dock Street Middlesbrough TS2 1AD Tel: 01642 333333 Web: www.mbro.ac.uk
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