STOCKTON RIVERSIDE COLLEGE
Annual Report 2016/17
EQUALITY & DIVERSITY
INTRODUCTION At Stockton Riverside College, we believe that equality, diversity and inclusion is at the very centre of our work. The recent Ofsted inspection of the College recognised its commitment to being at the heart of our local community and to providing our learners with the best educational experience possible. This commitment stems from our College values: • It’s All About You • High Performing but with Heart • Quietly Confident with Absolute Focus on Success • Proud to Serve our Students and Communities • Building Real Skills for Real Jobs • Aspirational but with Humility The College remains dedicated to the provision of a safe and supportive environment in which everyone is able to learn and work to the best of their ability, within an atmosphere of respect and understanding, where each person is seen as an individual, with unique needs and skills. Our commitment to equality and diversity is reflected in the priorities that we pursue, be they in relation to curriculum offer, approaches to teaching and learning, the allocation of resources, student support, communications, human resources or partnerships with external bodies. This report provides an overview of activity related to equality and diversity at the College for the year 2016/17. It also outlines ways in which the full range of services and provision across Stockton Riverside College operates within a framework of equality and diversity and how we, as a College, are fulfilling our responsibilities.
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STRATEGIC INTENT: OUR PUBLIC SECTOR DUTIES The Equality Act 2010 outlines our responsibilities to: • Eliminate unlawful discrimination • Advance equality of opportunity • Foster good relations The Equality Act identifies the following as protected characteristics: • Age • Being or becoming a transsexual person • Marriage and Civil Partnership • Pregnancy and Maternity • Disability • Race, including colour, nationality, ethnic or national origin • Religion, belief and lack of religion/belief • Sex • Sexual Orientation The College has a comprehensive Single Equality Scheme which describes our unified approach and strong commitment to equality and diversity across the College community, our legal obligations and how the College will achieve this.
Gender Pay Gap Reporting In accordance with The Equality Act (Specific Duties and Public Authorities) Regulations 2017, the College will be required to publish in April 2018, both on its own website and on a government website, details of gender pay gaps, based on a ‘snapshot date’ of 31st March 2017, using six different measures: • Mean Gender Pay Gap • Median Gender Pay Gap • Mean Bonus Gap • Median Bonus Gap • Bonus Proportions • Quartile Pay Bands The College’s gender profile is 2:1 females to male. For staff at most levels of the organisation i.e. within each salary band, there is no pay gap between males and females. This is because the College, in most cases, has defined salary bands. The College will continue to work to ensure that gender pay gaps remains a high priority.
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SAFEGUARDING AND THE PREVENT STRATEGY The College has a duty to have due regard to the need to prevent people from being drawn into terrorism and extremism. It also has a duty to promote Fundamental British Values, specifically democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. The College, through the Safeguarding Management Group, working with the Equality and Diversity Strategy Group, continues to promote College-wide awareness of Prevent and has embedded the strategy in the College’s Safeguarding and other relevant procedures. The College meets its statutory responsibilities for safeguarding. In November 2017, Ofsted judged that safeguarding was effective. Learners feel safe around the College and at work; they demonstrate safe working practices and know how to keep themselves safe in their everyday lives. They understand the local risks around radicalisation and extremism and know what to do if they feel unsafe. Safeguarding officers and welfare staff maintain effective links with external organisations and professionals where required, such as the local authority and local charities, to support learners. 2016/17 saw the embedding of the Child Protection Online Monitoring System (CPOMS), a new system that enables designated safeguarding officers to keep and maintain very comprehensive records around safeguarding concerns, the interventions they take and the impact of these actions on keeping learners safe. Managers carry out suitable pre-employment checks on all staff. Appropriate and effective training is in place for all governors and staff to help them understand their responsibilities around safeguarding and the prevention of radicalisation and extremism. The lead governor for safeguarding ensures that the board is fully briefed on any safeguarding concerns. The safeguarding of all students is assured though comprehensive and effective processes, an inclusive and vigilant culture and high
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expectations of staff and students. There is well-established and very effective partnership working to quickly progress concerns. This has resulted in social services intervention for the most serious cases. There is well targeted and effective support for those at risk from a range of significant issues, including substance abuse, domestic and honour based violence and homelessness. Student online activity is effectively monitored, for example, through closed course Facebook groups, with administrators attached to all sites. There is a relentless focus on keeping safeguarding high profile, with questions on feeling safe, behaviour, bullying, radicalisation and terrorism asked in all student surveys and focus groups. This has resulted in: • Students consistently agreeing that they feel safe in student surveys and focus grou ps; (98% agreement in 2016/17, representing an increase of 2% points compared with 2015/16); • 94% of students agree that that they are encouraged to understand and develop British values; understand the risks associated with radicalisation and extremism and that they know what to do if they have any concerns; • Staff indicate unanimous agreement that they have both a sound knowledge of safeguarding procedures and are aware of their responsibilities in relation to both safeguarding and Prevent. The outcomes of externally facilitated internal audit support the above conclusions, with judgements that there is good design, application and compliance of/with safeguarding systems and requirements. 1
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ICCA Safeguarding Report Oct 2016
EQUALITY OBJECTIVES 2017/18 In 2017/18 the College will continue to focus on the following objectives: • To narrow any gaps in performance by different groups of students • To continue to narrow any gaps in the College staffing profile to be more reflective of the Community • To focus on issues identified in 2017/18 as representing key challenges to the provision to learners of equality and diversity e.g. poverty and mental health • To ensure that inclusivity, respect and tolerance are at the heart of everything we do • To encouragement widespread participation across the College in events such as the Respect Festival and “Let’s Figure it Out,” that raise awareness of issues which, directly, or indirectly, impact on equality • To carry out our duties under Prevent, including, where appropriate, the use of innovative technologies to monitor online activity, to keep learners safe from extremism and radicalisation • To Promote Fundamental British Values (FBV)
Financial Deprivation Deprivation in Stockton Borough is higher than average and about 22.3% of our children live in poverty, compared to 19.2% nationally, although some wards are significantly higher. (Public Health England Health Profile 2015, June 2015). 8 of the wards in the Borough are in the most deprived 10% in the country. A duty of the College is to administer financial support to those students with the greatest need. The College provides a significant amount of financial support to our 16-18 cohort, which includes support with travel, meals, equipment and uniform, and cash bursaries for the most vulnerable.
Support (16-18)
16-18 Discretionary Learner Support Funds (includes equipment and travel)
Students 1495
£1,200 Bursaries 51 (includes meals, travel, equipment and cash allowance) Free College Meals
219
There has been an increase in students supported by the 16-18 Discretionary Learner Support Funds since 2015/16, which is due to more learners being supported for travel. The College provides free college meals to those who are eligible and meet the guidance criteria. The College has seen a reduction in those who are receiving free meals entitlement (to 219, from 236 learners in 2015/16) and is addressing this issue. Student Finance is currently reviewing the application process and identifying any areas of missed opportunity for students to apply and claim their entitlement. In year, Student Finance are focussing on students who have not applied for free meals and or who have not provided the evidence required to receive the entitlement.
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The College is also working with local feeder schools to gather transition information, which will include identifying learners who were entitled to free school meals, as these individuals may be entitled to the meals allowance while studying at the College. The plan for 2018/19 is to gather this data from 6 schools, which will enable a more focussed approach. Entitlement for the Vulnerable Bursary is increasing year on year, as the Student Services team identify students who meet the criteria of being in / leaving care or receiving an eligible benefit in their own name. The welfare and safeguarding team have strong links with social workers, which allows the teams to request the evidence required, to ensure students access their funding as soon as possible.
Age The College offers provision to both adult learners and young people. Our provision is inclusive and spans the needs of both younger people, adults of an economically active age and those beyond retirement. In 2016/17, 30% of our learners were aged 16-18 and 69% were aged 19+. A number of 14-15 year old learners also attended the College (0.6% of the student population).
Ethnicity The percentage of the Borough’s population from a Black and Minority Ethnic (BME) background was 6.6% in 2011 (the last national census survey). The largest minority ethnic group is Asian or Asian British; this ethnic group accounts for 3.71% of the population, which is double the figure recorded in the 2001 census. The College BME population for 2016/17 was 11.5%, a slight increase on 2015/16.
Ethnic Group
White British Asian / Asian British Other white Pakistani African Mixed Race Other ethnicity No information provided
%
82.0% 2.5% 2.9% 1.9% 3.0% 2.0% 1.1% 4.6%
The College works with the Home Educated Student team to offer vocational education to home educated 14-15 year olds, including traveller children, as there is a small traveller community in Stockton. In 2016/17 there were 11 home educated 14-15 year olds, an increase of 8 compared to 2015/16.
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The gap between achievement rates for white British students and those from ethnic minorities (in favour of the minority group) increased significantly in 2016/17, from 2.7% points in 2015/16, to 7.1% points. Investigating and addressing potential links between underperformance for White British students and the widening gap for students aged 16-18 who live in postcodes associated with disadvantage; and the new gap for those eligible for free school meals, is a focus in 2017/18.
Gender and Performance The gender achievement gap for adults (in favour of males) has narrowed from 5.8% to 3.1% points, in line with some significant improvements in adult programmes that have a higher proportion of female students (e.g. Access to HE). When employability provision (which has much larger numbers of male students and very high achievement rates), is excluded, the gap stands at less than 1% point.
Gender Reassignment The data available to estimate the prevalence of transsexualism and gender dysphoria (a person being emotionally and psychologically aligned to a gender different to that of their biological gender) is limited, due to national research and data quality issues, diagnosis, discrimination and stigma. A prevalence of around 1 per 5,000 people is broadly agreed to be the best available estimate, at present. In 2016/17 the welfare team were made aware of 4 students who declared themselves as transitioning. The team provided individual support as appropriate and required.
Disability In 2016/17, 17.7% of College students declared they had a disability or learning difficulty, an increase of 2% points on 2015/16. Learners who declared a Learning Difficulty or Disability Yes
1,064
17.2%
No
4,823
80.3%
No information
120
2.0%
The College has been successful in closing the gap in achievement rates for those declaring learning difficulties and/or disabilities (LDD). In 2016/17, high quality and timely support, facilitated through improved progress monitoring, has had an excellent impact. Actions have resulted in the closure of the achievement gap through an 8% point increase in achievement for 16-18 LDD learners and a 3.6% point increase in Adult LDD achievement.
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Equality, Diversity and Inclusion: the Role of Governors Governors are committed to promoting Equality and Diversity within the College and more widely within the communities that the College serves. Examples of activity in which governors have promoted equality of opportunity for all students include: • Promoting improved College performance in English and mathematics to help all students gain access to the right opportunities: • Governors have regularly monitored levels of performance in English and mathematics, both at Corporation and committee level, primarily via monitoring of progress against the English and mathematics Improvement Plan. Governors also commissioned an audit to consider value for money and supported the allocation of additional funding, to allow the appointment of progress coaches and advanced practitioners in English and mathematics; • Governors have strongly supported the development of an alternative curriculum provision to support younger learners (14-16) who can benefit from accessing more vocational opportunities: • For many years, the College has enrolled a small number of young people who have been unable to access a traditional 14-16 learning environment, including traveller children and children previously educated at home. In 2015, the College opened the Skills Academy, specifically for students with behavioural, emotional and social difficulties within the Billingham area; governors have monitored the development of this provision. Governors have also supported the establishment of a broader alternative curriculum provision to support those pupils who would achieve better outcomes from access to vocational provision, alongside academic courses. Governors input and challenge in respect of this project was primarily via the Strategic Partnerships Task and Finish Group and the full FE Corporation. • Governors approve the College’s Annual Equality and Diversity report and periodically undertake Equality and Diversity training; • Governors routinely monitor the impact of key policies and programmes on students, including safeguarding, Prevent and College enrichment arrangements; • Governors receive reports on safeguarding and Prevent issues at each Corporation meeting and are able to monitor College action to support the most vulnerable learners. Governors have been particularly keen to ensure the College’s robust safeguarding arrangements are applied across all of the College’s sites, including NETA and the Skills’ Academy. Governors recognised an increasing trend of mental health issues among the College’s young people and commissioned a report providing further details on this. This led to governors seeking assurances that appropriate welfare support was in place across all College sites, particularly for groups most at risk and least likely to seek help, including young men. Governors have also monitored the number of learners refused a place at the College on the basis of a safeguarding risk assessment and have been pleased to note a reducing trend. Governors have monitored wider College action to support equality and diversity, primarily via the College enrichment programme, which has included activity such as the College Equality and Diversity competition, promotion of fundamental British values and sport enrichment activities, including those for learners with additional needs;
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• The Corporation Chair has a particular commitment to promoting equality and diversity in the community and serves as a trustee of the HALO Project (a national project supporting victims of honour-based violence) as well as a Patron for the Black History Youth Awards and Patron of Investing in People and Cultures CIC. His commitment has been recognised through awards, including the Black History Youth Awards Lifetime Achievement Award (2017) and Tees Valley BME Awards Lifetime Achievement Award (2015). The Corporation Chair was named as Champion Ambassador at the 2017 Gazette Community Champion Awards; • The Corporation’s Search and Governance Committee monitors the composition and membership of the Corporation, including from an equality and diversity perspective. • The Search and Governance Committee considers, at each meeting, information on the membership of the Corporation from a gender, disability, age and ethnicity perspective and comparisons with the College and wider local community. The Committee also considers ways of attracting suitable candidates from more diverse backgrounds to serve as governors, for example, in relation to student governorship.
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Young Carers The Welfare Team and Safeguarding Officer provide a service which supports and signposts students who face welfare concerns and challenges. Students who are young carers are regular visitors and access support with balancing College life and home life, advice on services to contact for more support, and generally talk to staff about the challenges of caring.
Sexual Orientation In 2016, 2% of the UK population identified themselves as lesbian, gay or bisexual (Office of National Statistics 2016). 2.8% of the College’s 2016/17 population declared they were lesbian, gay or bisexual. The College’s annual Respect Festival is held in Lesbian, Gay, Bisexual or Transgender (LGBT) History month, in February of each year. During the Festival, a range of workshops and information sessions are held, which raises awareness of sexual orientation and discrimination.
Religion and Belief According to the 2011 census, 68.2% of people in Stockton identified themselves as Christian and 22% stated they had no religion. There is a small but growing non-Christian population in Stockton which accounts for approximately 3% of the population; 2.2% Muslim, 0.4% Hindu, 0.3% Sikh, and 0.2% Buddhist, as well as 6.8% Other. The College’s 2016/17 population identified themselves as follows: 27.4% Christian; 5.0% Muslim; 0.2% Sikh; 7.2% Other and 14.4% who stated they had no religion. 17.3% of students did not wish to provide this information. Within the College we have a quiet prayer and contemplation room for students of any denomination. The College welcomes representatives from a range of faiths during the College year. Many events throughout the year focus on diversity and awareness of religions and beliefs. The annual Respect Festival allows students to learn about a range of beliefs and religions. The event also encourages discussion between students of different cultures and beliefs, while inviting multi faith organisations to speak to students in workshops and at the Information Marketplace. The College participates in activity around Black History Month, working closely with Cultures to celebrate local Black Youth achievement. The Black History Awards recognise local young people who have excelled in their community. To support Cultures, the College offers its catering facilities and Performing Arts learners also give performances as part of a series of events. In 2017, the College nominated 2 students in recognition for their hard work and achievements, both in College and in their community. Individual members of staff have also worked with local community groups to mentor young people from the BME community.
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An Inclusive College Culture The College’s self-assessment report for 2016/17 highlights the consistently good embedding of equality with inclusive classrooms, wellunderstood ground rules in the large majority of areas and effective staff planning to raise students’ awareness of diversity e.g. through class discussions, images and case studies, with good practice noted in media (discussion around gender imbalance in roles in media), sport (students encouraged to explore gender, age and minorities through photography work) and aviation and hair (menus / differences in treatments for different hair types from across the world). Students understand and support the College ethos of establishing and maintaining harmonious and respectful learning environments. Comprehensive early guidance to students results in them quickly understanding their rights and responsibilities, managing their own feelings well and forming constructive working relationships with staff and peers. Consistently high student satisfaction with the College approach is evident from learner surveys. For example: • 97% agreed that standards of behaviour had been made clear • 93% agreed they understood their rights • 95% agreed teachers treat them fairly and equally
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Students with particular needs e.g. those with high needs and those with welfare and/ or safeguarding needs, are well supported by cohesive, effective and well-regarded College services, including youth workers. There is well targeted support for the most vulnerable, including bespoke provision at the Skills Academy and in Foundation Skills, supported by highly effective collaborative working with external services, including The Children’s’ Hub, CAMHS, Youth Directions, Probation, MIND, local schools and Community Campus. Timely and effective examination concession arrangements are in place, including readers, scribes and enlarged or coloured papers, where appropriate. The College is proud to hold the Matrix excellence standard for the whole of the organisation. Learner destinations continued to improve in 2016/17. Effective partnership working (for example, with Youth Directions) facilitates well the delivery of highly effective careers advice that supports a high proportion of students to progress into positive destinations. Support for students progressing to HE is comprehensive; impartial and informed IAG (including visits to Universities and discussions with ex-students) effectively supports students in making informed choices. In 2016/17 82.7% (139) of A level students progressed to HE, an additional 128 progressed to HE from other types of provision within the College.
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Equality in the Delivery of the Curriculum The College continues to be very inclusive, with a strategic focus on those with the most to gain from developing their skills and knowledge e.g.: • The Skills Academy in Billingham is a bespoke resource for students not yet ready for mainstream college and offers a broad curriculum, primarily at Level 1; • Prince’s Trust provision targets those who are the hardest to reach, aged 16-25; • The College’s provision for the unemployed, which aims specifically at improving employability. This provision, along with Princes Trust programmes, has outstanding achievement rates and a strong track record of supporting large numbers of students (1,638 leavers in 2016/17) to develop essential skills for progression to work. The College also has a 3 year trend of outstanding ESOL provision, with 93.4% of these students securing a positive destination; • The provision of services for vulnerable young people with high needs, which is firmly focused on enabling progression and independent living, often via meaningful work experience. Programmes of study are well planned and coherent and are tailored to meet the needs of each individual student.
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The College delivers adult provision that is very successful in meeting learner needs. Those most at risk of disadvantage are re-engaged in learning and supported to achieve. 93.7% of adult students who studied English and mathematics have secured a positive destination. Achievement rates for adults were very high overall, at 92.7% and funding has been well utilised to support the College’s priorities of re-engagement and providing progression routes to further learning and/or employment. Students take part in a range of activities and discussions while studying at the College, to allow them to become more informed citizens. The tutorial and enrichment programme delivers key topics through tutors and the College invites external agencies to speak to students, which adds value to their college experience and develops their knowledge and understanding of equality and diversity. In 2016/17, students had the opportunity to work with local community based agencies, including Public Health and Tees Valley Arts, to produce a short animation, which is being used to raise awareness of body image. The animation has been a great success and students thoroughly enjoyed being involved. Feedback from partners has been extremely positive. The film was chosen to be a part of the Berwick Film and Media Arts Festival’s Young Filmmakers Competition. The majority of staff consistently take naturally occurring opportunities to challenge poor student behaviour and there is stable and high student satisfaction, at the Upper Quartile, at 95%, for students agreeing they are treated fairly and equally by teachers and by other students. The College provides a wide range of support for students, which includes additional learning support, in and out of the classroom, and the Student Services Team, who provide financial, welfare, progression and career support. There has been an increase in participation in enrichment across the College, particularly with reference to equality and diversity, Prevent, English and Mathematics events and Enterprise provision. Fundamental British Values have been celebrated on a continuous basis, involving participation of not only curriculum but also support teams. The Secretariat team have been involved in presenting monthly messages on display screens throughout the College, featuring quotes in support of equality and diversity and FBV.
Learner Performance Overview Learner Outcomes 16-18 Compared with 19+ Learners Adult learners again outperformed 16-18 learners in 2016/17. However, programmes studied by 16-18 year olds and 19+ learners remain very different, with very few adults undertaking A Level and AS programmes, whilst high numbers of adults completed employability focussed QCF units. This means that the gap in performance between the different age groups is influenced in part by the type of provision on which they study.
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Male Compared with Female Learners In 2016/17 a 16-18 Overall Achievement gap, in favour of males, widened to 1.5% points, from 0.4% points in 2015/16, largely influenced by higher performance in some male dominated curriculum areas and under-performance in some areas with a predominantly female cohort. Work in 2017/18 to raise performance in certain curriculum areas associated with females should close this gap. As explained above, the gender achievement gap for adults (in favour of males) stands at less than 1% point, when employability provision is excluded.
Learner Ethnicity The Achievement rates for all Leavers from ethnic minority groups aged 16-18 was 89.6% in 2016/17, an improvement of 6.7% points compared to 2015/16 and 7.1% points higher than the Achievement rate of White British leavers of 82.5% (which was itself 3.6% points higher than the national rate). The achievement rates for all Leavers from ethnic minority groups aged 19+ was 92.8% in 2016/17, almost identical to the 93% achievement rate for White British Leavers (which, again, was well above the national rate, by 6.2% points). We can conclude from this that performance, for both Minority and White British groups, is high. However, as indicated above, the difference between 16-18 White British and the All Minorities groups is a focus of attention in 2017/18.
Disadvantaged Learners The 2016/17 achievement rate for 16-18 year old learners attracting a postcode uplift was 6.7% points lower than for those from areas with no uplift. This is an area of focus for improvement in 2017/18. Adult learners attracting the uplift showed an increase in achievement of 4% points, achieving at the same level as those who did not. The achievement rate for learners receiving the 16-19 bursary in 2016/17 was 22% points higher than in the previous year and was 5.5% points higher than those learners who did not. 16-18 year old learners eligible for Free School Meals had an achievement rate of 83.9%, which was 2.7% points lower than for those who were not. 19+ Learning Support funding is utilised for a range of support, including in and out of class oneto-one work, as well as additional support sessions from main course tutors. The Achievement rate for Adults in receipt of support in 2016/17 increased by 3.6% points, to stand at almost the same level as those learners not attracting this support. 16-18 High Needs Learners continued to demonstrate high achievement (90%), while adult achievement rose by 6% points, to stand at a very high 96.2%. The achievement rate for Looked after Children increased by 18.3% points between 2015/16 and 2016/17. 16-18 Care Leavers showed a decline in achievement of 9.7% points between 2015/16 and 2016/17. However, work is being undertaken to ensure that methods for gathering data on who represents a care leaver are robust, to ensure that this data is valid.
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Areas of Focus in 2017/18 In 2017/18 the College is focusing on monitoring and improving the achievement of the following 1618 learners: • 16-18 White British learners, to rise in line with that of All Minorities learners • 16-18 year old learners attracting a postcode uplift • 16-18 year old learners eligible for Free School Meals
Promotion of Equality an Diversity across the College Promotion of equality and diversity at the College is overseen by the College Equality and Diversity Strategy group. This promotion takes place through; • • • • • • • • •
The College annual Respect Festival The College Equality and Diversity Competition The pastoral tutorial programme Student Service’s enrichment and tutorial activities, including cross College events Marketing materials Partnerships Individualised support for learners Training and Continuous Professional Development (CPD) Teaching, Learning and Assessment in and out of the classroom and workplace
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Tutorial and Enrichment Activities During 2016/17, the College delivered a number of high profile events which promoted Equality and Diversity including: • The Respect Festival at SRC Teesdale, SRC Bede and the Skills Academy • Wellbeing events which took place termly • Tutorial sessions and workshops, which raised awareness of physical and emotional wellbeing, bullying and e-safety • Informative tutorial sessions on cultural differences and individuality • In partnership with Public Health and Tees Valley Arts, the creation of an animation which tackled issues around body image • Raising the awareness of democracy and registering to vote, with a visit from a local MP, Mr Paul Williams • A Fairtrade Event which raised awareness of trade conditions and sustainable farming • Discussion Cafés, which provided an opportunity for students to discuss key topics, including the meaning of democracy. The cafés provide students with an opportunity to develop their understanding of Fundamental British Values (FBV). The enrichment and tutorial activities delivered by Student Services received an outstanding 98% positive feedback from students. The Respect Festivals delivered workshops and sessions around mental health and wellbeing, diversity, FBV and disability awareness. The main event was delivered by Media Cultured, a local organisation that addresses issues around radicalisation and terrorism, while also promoting Fundamental British Values.
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Equality and Diversity Competition The College have been running an Equality and Diversity competition for a number of years, which allows all staff and students the opportunity to celebrate the importance of respect, equality and diversity and appreciate the meaning of Fundamental British Values (FBV). The entries can be in any format the team or individual prefer, including practical activity, displays or sharing of experiences. The judging of the competition is carried out during the Respect Festival by external organisations, who have supported the event.
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Partnership Work The College works in partnership with all of the statutory agencies across Stockton and with a number of third sector agencies. In 2016/17 the College worked in partnership with: • Brook - Sexual Health and Relationship Advice • HALO – forced marriage organisation • HPAC- NHS resource library • Lifeline - drug abuse, alcohol abuse, drug addiction and related disorders • Barnardo’s • School Nurse, NHS • Cultures • Daisy Chain (Autism Charity) • CAMHS - Children and Adolescent Mental Health Support • Media Cultured – educating young people about identity and integration
Staffing and Human Resources The College monitors its workforce by the main protected characteristics and reports the workforce profile to each meeting of both the Finance and Employment Committee and the Equality and Diversity Strategy Group. There are initiatives to recruit staff from under-represented groups. However, the College is aware that despite these measures, the workforce profile does not reflect the profile of the local community. The College is committed to increasing the number of employees from under-represented groups and this will be a continued area of focus for 2017/18. The College fully complies with all legal requirements and good practice guidance to ensure that recruitment materials are free from bias and do not directly or indirectly discriminate against potential applicants. The College had received the Disability Confident Award in recognition of its commitment to current and potential employees with disabilities. As part of this commitment the Prince’s Trust department has recruited a number of ex-service personnel with disabilities, through the Help4Heroes scheme. This has allowed participants to undertake meaningful work as part of their rehabilitation. The College is proud that three former service personnel are currently employed by the College in permanent or fixed term positions, having successfully completed a placement, while another two are currently on placement. It is widely accepted that individuals with a disability are often not prepared to disclose this to an employer or to recognise that their disability restricts them from undertaking a full range of duties. The number of College staff that have declared a disability is relatively low in comparison to the known local community profile. It is perhaps significant that none of the staff from the Help4Heroes Scheme have chosen to declare their disability for the purposes of employment. The staff survey of December 2017 indicated that 99% of staff (318) felt that the College provides a suitable environment for people with disabilities. The College strives to be an employer of choice within Stockton and the wider Tees Valley. The staff survey results from December 2017 indicated that 93% of employees consider the College a good place to work and 96% of staff felt they were treated with respect by their colleagues. During the course of 2017, the College was awarded the Better Health at Work Bronze Standard and is progressing towards the Silver standard. The healthy initiatives developed as a result of participation in the scheme are designed to support staff at work and enhance the College’s reputation as a good and inclusive employer.
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BME%
White%
No Info%
Male%
Female%
Disability%
3.62%
96.38%
0%
35.88%
64.12%
0.95%
6%
94%
0%
51%
49%
6%
College Students
18.5%
79.8%
1.7%
44.0%
56.0%
25.6%
FE Average (learners)
12.5%
87.5%
0%
36.6%
63.4%
3.6%
Staff College Group Staff (including NETA and TVC) Stockton* Students
N.B. Staffing figures correct as at 31st December 2017. *Data published 2014/2015 (latest Available)
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Appendix 1 - Student Data Tables 2 Recruitment overview 2016/17 14-16 recruitment • • •
54% were male 46% were female 28% declared a disability
16-18 recruitment • • •
50% of students were female 50% were male 25% of students declared a disability
19+ recruitment • • •
59% of students were female 41% were male 14% of learners declared a disability
Gender: Percentage of total enrolments Gender
Female
Male
YYYear
%
%
56.8%
43.2%
49.3%
50.7%
56.1%
543.9%
2014/15 2015/16 2016/17
Gender /Age 2014/15
Age
Learners %
Aged 14-15
2015/16
2016/17
Learners Learners % %
F - Female
36.0%
40.6%
46.2%
M - Male
64.0%
59.4%
53.8%
F - Female
54.0%
51.2%
49.9%
M - Male
47.0%
48.8%
50.1%
F - Female
58.6%
48.5%
58.9%
M - Male
41.4%
51.5%
41.1%
Aged 16-18
Aged 19+
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2
Includes all College learners, excluding Neta full cost provision
Age Age
2014/15
Learners %
2015/16
2016/17
Learners Learners % %
Aged 14-15
0.7%
0.5%
0.6%
Aged 16-18
29.2%
31.4%
30.2%
Aged 19+
70.0%
68.1%
69.1%
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Age and Destination Learner & Destination
2014/15
2015/16
2016/17
Learners %
Learners %
Learners %
Aged 14-15 54 - Entered Further Education
74.0%
43.8%
84.6%
75 - FT Education or Training (Not FE)
2.0%
3.1%
2.6%
95 - Continuing existing programme of learning
22.0%
15.%
5.1%
98 - Unknown
2.0%
0.0%
2.6%
04 - Part Time Employment
1.7%
2.7%
3.15%
10 - Full Time Employment
6.5%
10.6%
10.6%
54 - Entered Further Education
47.8%
46.2%
48.4%
55 - Entered Higher Education
11.8%
14.2%
16.0%
75 - Full Time Education or Training (Not FE)
4.3%
6.1%
8.2%
77 - Not in Education Employment or Training
1.7%
7.5%
3.7%
95 - Continuing existing programme of learning
22.5%
10.9%
4.7%
98 - Unknown
1.2%
0.6%
3.0%
04 - Part Time Employment
3.1%
6.8%
6.0%
10 - Full Time Employment
32.5%
27.5%
43.8%
11 - Unemployed
2.0%
20.7%
2.7%
53 - Self Employed
0.1%
0.5%
1.1%
54 - Entered Further Education
18.5%
21.3%
17.6%
55 - Entered Higher Education
8.3%
9.2%
11.6%
59 - Found Voluntary Work
0.9%
0.8%
0.9%
75 - Full Time Education or Training (Not FE)
2.5%
1.3%
2.2%
76 - Economically inactive
1.9%
n.a.
0.8%
77 - Not in Education Employment or Training
0.0%
0.0%
0.0%
95 - Continuing existing programme of learning
29.8%
11.4%
10.0%
97 - Other
0.2%
0.3%
0.6%
98 - Unknown
1.3%
0.2%
2.7%
Aged 16-18
Aged 19+
Disability Learners with Disabilities
2014/15
2015/16
2016/17
Learners %
Learners %
Learners %
Has Disability
16.7%
15.3%
17.7%
Has No Disability
74.0%
74.1%
80.3%
No information
9.3%
10.5%
2.0%
24
Disability/Age Age/Disability/No Disability
2014/15
2015/16
2016/17
Learners %
Learners %
Learners %
Aged 14-15 Has Disability
42.0%
50.0%
28.2%
Has No Disability
42.0%
31.3%
64.1%
No information
16.0%
18.8%
7.7%
Has Disability
16.8%
19.1%
25.4%
Has No Disability
76.0%
74.3%
72.5%
No information
7.2%
6.6%
2.1%
Has Disability
16.4%
13.3%
14.3%
Has No Disability
73.6%
74.3%
83.8%
No information
10.1%
12.3%
1.9%
Aged 16-18
Aged 19+
Religion/Belief Religion/Belief
2014/15
Learners %
2015/16
2016/17
Learners %
Learners %
Atheist/Agnostic
14.0%
13.5%
14.4%
Catholic/Roman Catholic
8.7%
7.8%
7.3%
Christian
26.4%
26.6%
27.4%
Hindu
0.1%
0.1%
0.1%
Jewish
0.1%
0.0%
0.0%
Methodist
0.7%
0.5%
0.5%
Muslim
4.3%
4.8%
5.0%
Other
6.6%
5.5%
7.2%
Prefer not to say
14.8%
14.9%
17.3%
Protestant
4.4%
3.7%
2.7%
Sikh
0.2%
0.3%
0.2%
No information
19.6%
22.4%
17.7%
25
Sexual Orientation Sexual Orientation
2014/15
2015/16
2016/17
Learners %
Learners %
Learners %
BI - Bi-Sexual
0.9%
1.1%
1.4%
GL - Gay or Lesbian
1.1%
1.1%
1.4%
H - Heterosexual
70.1%
65.6%
68.7%
P - Prefer not to say
7.5%
9.3%
10.0%
T - Transgender
n.a.
n.a.
0.1%
No information
20.3%
23.0%
18.4%
Ethnicity Ethnicity
2014/15
2015/16
2016/17
Learners %
Learners %
Learners %
White/White British
82.8%
82.9%
82.0%
Pakistani
1.9%
1.7%
1.9%
All other BME
9.6%
7.9%
11.5%
No information
5.7%
7.5%
4.6%
26
27
28
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