INTRODUCTION The merger of Stockton Riverside College and Redcar and Cleveland College was completed on August 1st 2018, securing the future of a dedicated further education college in Redcar and Cleveland. The Education Training Collective (Etc.) formed in October 2019, is the new brand name for the College group, which incorporates Bede Sixth Form College, Neta Training, Redcar and Cleveland College, Stockton Riverside College, Tees Valley Logistics Academy and The Skills Academy. At The Education Training Collective, we believe that equality, diversity and inclusion is at the very centre of our work. Staff and Governors recognise and value all our learners and their individual achievements. Working together the Etc. strives to meet the needs of our individual Colleges and the wider communities we serve. The College Group received an Ofsted monitoring visit in March 2019. Of the five themes identified in the report, the group achieved one ‘Reasonable Progress’ rating and four ‘Significant Progress’ ratings. The monitoring visit recognised the swift actions taken by Governors and Senior Leaders to improve performance. 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
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EQUALITY & DIVERSITY REPORT 2018/19
individual, with unique needs and skills. Our commitment to equality, diversity and inclusion 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 commitment stems from our College values: • High Performing but with Heart • Quietly Confident with Absolute Focus on Success • Building Real Skills for Real Jobs • Proud to Serve our Students and Communities • Aspirational but with Humility This report provides an overview of activity related to equality, diversity and inclusion at the Etc. for the year 2018/19. It also outlines ways in which the full range of services and provision across, where appropriate, the Etc. have engaged with equality, diversity and inclusion. As a newly formed College Group, we are responding to our responsibilities in areas that continue to experience high levels of social inequalities and deprivation, within an increasingly challenging regional and national environment. This report celebrates some of the many ambitious and successful events and activities our learners have been a part of and highlights individual achievements for 2018/19.
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 • Gender reassignment • 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 Etc. has a comprehensive Single Equality Scheme which describes our unified approach and strong commitment to equality, diversity and inclusion across the College community, our legal
obligations and how the College will achieve this. The scheme promotes shared values that include equality, diversity and inclusion, valuing and involving our community, showing care and respect for others and demonstrating honesty and fairness in everything we do.
GENDER PAY GAP REPORTING In accordance with The Equality Act (Specific Duties and Public Authorities) Regulations 2017, the College has a legal duty to report on Gender Pay and to publish such information, both on its own website and on a government website, details of gender pay gaps, based on a ‘snapshot date’ of 31 March 2018, using six different measures: • Mean Gender Pay Gap • Median Gender Pay Gap • Mean Bonus Gap • Median Bonus Gap • Proportion of males and females receiving a bonus payment • Proportion of males and females in each pay quartile
Gender Pay Reporting as at 31/3/18 The College’s mean gender pay gap is £1.68 per hour at 11.44% which is an improving position on the previous year (£ 2.07 per hour at 16.77%). Median gender pay gap is £0.62 per hour at 4.79% which is an improving position on the previous year (£2.35 per hour at 20.10%).
THE Etc. GROUP
3
EQUALITY, DIVERSITY AND INCLUSION: THE ROLE OF GOVERNORS Governors are committed to promoting Equality, Diversity and inclusion within the Etc. Group and more widely within the communities that we serve. Examples of activity in which governors have promoted equality of opportunity for learners and staff include: •
Governors approve the College’s Annual Equality, Diversity and Inclusion report and periodically undertake Equality and Diversity training. In considering the 2017-18 Equality, Diversity and Inclusion report, governors challenged the college to ensure all eligible learners were accessing free school meals and recognised, in particular, the high number of students impacted by financial deprivation.
•
Governors routinely monitor the impact of key policies and programmes on students, including safeguarding, Prevent, Student Support and College tutorial and enrichment arrangements.
•
The Corporation Chair, Mark White OBE DL, has a particular commitment to promoting equality, diversity and inclusion in the community and serves as a trustee of the HALO Project (a national project supporting victims of honour-based violence) as well as being a Patron for the Black History Youth Awards and a 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 Black, Minority and Ethnic Background (BME) 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, diversity and inclusion perspective and 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 full Corporation has challenged Search and Governance Committee on action to ensure wide representation, specifically during recruitment activity for a governor with financial experience and expertise.
•
Outcomes of the gender pay gap analysis were reported to the Finance and Employment Committee in March 2019 and governors were pleased to note an improving position in comparison to 2017-18 and the intention to re-run the data with latest figures and develop an action plan. Governors challenged the Etc. position against other colleges and were reassured that no concerns had been identified.
•
A key focus for governors throughout 2018-19 was the success of the merger between Stockton Riverside College and Redcar and Cleveland College. Governors ensured that all students received a very high quality offer and no student groups were disadvantaged. This was a focus at both Corporation and committee meetings. Governors were pleased to note positive outcomes from an Ofsted monitoring visit in 2019, which confirmed consistency of provision across the Group.
•
A further key topic for consideration during 2018-19 was provision for high needs learners, particularly at the Redcar and Cleveland College campus. Governors’ focus was on ensuring appropriate support was in place to support their success.
•
Following discussions in previous years, during 2018-19, the FE Corporation continued to monitor and challenge actions to improve English and maths outcomes, in particular, action to improve attendance. This included monitoring progress against the Learner Engagement Strategy. Governors were pleased to note improvements and use of good practice models but challenged colleagues to improve further. Comments made in the Ofsted monitoring visit report regarding English and maths were positive.
Standards Improvement Committee Chair, Mark White OBE DL
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EQUALITY & DIVERSITY REPORT 2018/19
Additional information can be found in Appendix 2.
Mark White OBE DL
Standards Improvement Committee Chair
Russ McCallion Independent Governor, Finance & Employment Committee Chair
Richard Poundford
Phil Cook
Norma Wilburn
Audit and Remuneration
Chief Executive and Group Principal
Stuart Blackett
Subhash Chaudhary MBE
Louise Davies
Independent Governor
Independent Governor
Committee Chair
Independent Governor
Independent Governor Search and Governance Committee Chair
Dot Smith
Rob Mitchell
Gary Wright
Kirk Siderman-Wolter
Independent Governor
Independent Governor
Independent Governor
Independent Governor
Sam Beel
Michael Duffey
Deborah Merrett
Ethan Harper
Staff Governor (Redcar site) Lead for Computer Science & IT & Lecturer
Staff Governor (Teesdale site) Head of Construction & Professional Services (CPS)
Co-opted member of Standards Improvement Committee
Student Governor (Redcar site)
5 THE Etc. GROUP Board Members 01/08/19
THE LOCAL CONTEXT
Stockton Riverside College CafĂŠ Vert The Etc. consists of two general Further Education Colleges, a Sixth Form College, a training provider, a Logistics Academy and a Skills Academy.
of the top 10 most deprived areas in the country. Middlesbrough has the highest proportion of deprivation in the authority followed by Hartlepool, Redcar, Stockton and Darlington.
The Etc. reaches from Billingham in the north of Stockton-on-Tees to Redcar and Cleveland in the South of the Tees Valley. Based on the index of Multiple Deprivation 2019, the Tees Valley is one
Many of the campus facilities have undergone renovations in the past couple of years to improve the student experience.
Redcar and Cleveland College
Bede Sixth Form College
NETA Training Group
The Skills Academy
LEARNER DATA AGE The group offers provision to both adult learners and young people. Our provision is inclusive and meets the needs of both younger people, adults of an economically active age and those beyond retirement. In 2018/19 the group reported that: • 30.9% of learners were aged 16-18 • 68.0% were aged 19+ • 1.1% were 14-15 years old
The Etc. offers vocational education to home educated 14-15 year olds. In 2018/19 there were 34 home educated 14-15 year olds.
ETHNICITY The percentage of the Tees Valley population from an ethnic minority background was 2.8% in 2011 (the last national census survey). At the Etc. the ethnic minority population for 2018/19 was 14.4%, a 1% increase compared to 2017/18.
The ethnic groupings of the Etc. learners were as follows:
ETHNIC GROUP
PERCENTAGE
White British
85.6%
Asian/Asian British
1.5%
Other white
2.2%
Pakistani
2.1%
African
1.9%
Mixed race
2.3%
Other ethnicity
1.1%
No information provided
3.3%
THE Etc. GROUP
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YOUNG CARERS The Safeguarding and Welfare Team provide a service which offers information, advice and guidance and where appropriate, signposts learners who face welfare concerns and challenges. Learners who are young carers access support to balance education and home life, seek advice on services who can provide more support, and generally talk to staff about the challenges of caring.
Free toast for students initiative 2019 SEXUAL ORIENTATION In 2016, 4.1% of the UK population aged 16 and over, identified themselves as lesbian, gay, bisexual, transgender, questioning + (LGBTQ+), as stated in the latest Office for National Statistics (ONS) report. In 2018/19, 3.4% of the learners at the Etc. identified themselves as LGBTQ+, although 40% did not declare their sexual orientation or preferred not to say. The Etc. provide learners with formal and informal activities, often delivered by outside organisations to reduce stigma and to educate against stereotyping of any group. Activities include sexual health and sexual orientation awareness, which allow our learners to gain an understanding of the LGBTQ+ community and to challenge prejudice.
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
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EQUALITY & DIVERSITY REPORT 2018/19
is broadly agreed to be the best available estimate, at present. In 2018/19 the Welfare Team at the Etc. were made aware of 1 student who declared themselves as transitioning. The team provided individual support as appropriate.
RELIGION AND BELIEF According to the 2011 census, 67.7% of people in the Tees Valley geographical area identified themselves as Christian and 22.2% stated they had no religion. There is a small but growing non-Christian population which accounts for approximately 3.4% of the college’s population. Other religions include 2.4% Muslim, 0.3% Hindu, 0.3% Sikh, and 0.2% Buddhist. At Etc. in 2018/19 the College’s population identified themselves as follows: 21.9% Christian; 13.2% Agnostic; 5.5% Catholic; 4.7% Muslim; 2.0% Protestant; 0.2% Sikh; 7.0% other religions. A significant percentage, 27.3% of students did not wish to provide this information and 18.2% did not respond. The Etc. offer quiet prayer and contemplation rooms for students of any denomination at both Stockton Riverside College and Redcar & Cleveland College. The Group 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.
AN INCLUSIVE COLLEGE CULTURE The College Group self-assessment report for 2018/19 highlights learners’ understanding of inclusion and respect is well developed across the Group with learners benefitting from the inclusive nature of pastoral provision and has outstanding practice in some areas. For example, in English for speakers of other languages (ESOL), learners consistently demonstrate a high level of mutual respect and listen carefully to each other. This ensures all contributions are valued and creates friendly and supportive learning environments. The Group has highly effective learning and wider welfare support. For example, both looked after children and care leavers had high achievement rates at, respectively, 92.1% (+3% points to their peers); and 90.5% (+1.4% points) with the gap narrowed (from 5.7% points to 1.8% points) for those living in postcodes associated with disadvantage.
The Etc. provide learners with formal and informal activities, often delivered by outside organisations to reduce stigma and to educate against stereotyping of any group
Learners benefit from engagement in a variety of additional activities that support mental and physical well-being; their understanding of others and the development of resilience. For example: In 2018/19 the group launched its Green Initiatives Group (GIG) which is made up of a cross section of college staff. Learners at Stockton Riverside College participated in a plastics awareness seminar and students were encouraged to make a commitment to a small change to reduce their plastics consumption. To aid plastics reduction and encourage healthier lifestyles, students were offered reusable water bottles during the fresher fairs. The College Group have successfully achieved the Bronze Investors in the Environment award and are now aiming to achieve the Silver award and become Carbon Neutral. In 2019/20 the aim is to engage the Student Association at each campus to support the initiatives of the GIG and develop their own. The annual Respect Festival received 100% positive feedback with learners commenting how it made them reflect on how others should be treated with dignity and respect. As part of the
event 321 students took part in a range of activities that included the history of the holocaust and multicultural dancing. Over 400 learners engaged with the open market place event that included 14 partner organisations representing a variety of services in the local area. Excellent links with local services and employers help learners develop team building, communication and problem skills. For example, Prince’s Trust use a wide variety of challenging outdoor activities including a ‘Command Task’ day facilitated by the Army at Catterick Garrison and Aviation learners at Stockton Riverside College who undertook 2 days of training with Virgin Atlantic. At Redcar and Cleveland College, Heath & Social Care, Early Years and Supporting Teaching & Learning in Schools visited an orphanage in Romania aided by the Sir William Turner Fund. The funding enabled learners to travel to Romania to visit orphanages and understand the care system in another country. The learners also fund raised to provide resources to a local Roma community.
THE Etc. GROUP
9
Funding from the Sir William Turner Trust enabled foundation learners to participate in visits to Eden Camp, Beamish, Preston Park and York to develop their independence skills. Funding also gave hair and beauty learners the opportunity to participate in regional heats in Newcastle and then onto the national finals in Blackpool. At Stockton Riverside College counter-terrorism police talked to Performing Arts learners about the risks of extremism and radicalisation; and the risks of knife crime. Level 3 Health & Social Care learners participated in Barclays Life Skills. Prince’s Trust programmes contain a plethora of enrichment opportunities to raise learners’ understanding of more healthy lifestyles with, for example, internet safety sessions delivered by the police; smoking cessation, and drugs and alcohol awareness delivered by local support services; and completion of first aid qualifications through St Johns ambulance. Employability programmes across the Group start with understanding mind-set with both themes constantly revisited as part of creating positive attitudes and encouraging learners to aim higher including understanding the personal challenges they may face (e.g. drug and alcohol dependency; and low confidence levels). Stockton Riverside College demonstrated high levels of learner engagement at competitions. For example, an Electrical learner coming joint first in the World Skills regional heats in 2018/19; 2 English students at Redcar and Cleveland College
awarded the National Young Writer’s Award of Excellence with their work selected to be published in the 2019 edition; and NETA a national finalist for the ECITB ‘Training Provider of the Year’ award. Study programme English for Speakers of Other Languages (ESOL) learners planned, organised and hosted the annual ESOL awards ceremony and also completed a 4 week first aid course. 15 ESOL male learners under the age of 25 took part in the ‘#Letsdoit’ project that focused on supporting them to develop strategies to cope with mental health related issues Good learner engagement in fundraising with, for example, selling wishes for a ‘Xmas wish tree’ to buy food vouchers for Stockton’s homeless (Stockton Riverside College Construction) and making snowmen and reindeers to sell for Zoe’s Place (Redcar and Cleveland College Construction)
EQUALITY IN THE DELIVERY OF THE CURRICULUM The Group continues to be very inclusive, with a strategic focus on providing wide ranging, high quality and well-planned pathways to further education and training and/or employment; with those with the greatest needs extremely well provided for. For example: • The Skills Academy provides foundation learning programmes to support learners who are not ready to access programmes at larger Group campuses • Prince’s Trust provision targets those who are the hardest to reach aged 16-25 with
y 2019
e money s i a r to l l e s dy to Reindeer rea e’s Place for Zo
Ceremon s d r a w A L ESO
West Side Story Performance 2019 highlighting racial intolerance
the programme extended to the Redcar & East Cleveland area in 2018/19 to enable more learners to benefit from intensive team programmes that challenge them through a series of projects, placements, a people based team challenge and a residential course to rapidly address barriers to participation in education and employment • Working with the unemployed: the Group’s work with the unemployed in respect of reskilling and upskilling is something we are particularly proud of with this high quality provision also extended to Redcar & East Cleveland in 2018/19. The Group works closely with the Department for Work and Pensions; with whom we have an excellent relationship, to meet both employer and learner needs. This includes sector work based academies in care; decommissioning and public sector • Services for vulnerable young people: the Group provides a comprehensive range of educational services for learners with high needs, based on our excellent reputation with the local authority. In recent years we have realigned provision to a service firmly focused on enabling progression and independent living • ESOL: the Stockton campus is well known for its extensive and very high quality ESOL provision, recruiting hundreds of learners each year on flexible roll on roll of programmes with bespoke provision for employers to support their needs Learner behaviour is good across the Group with very high learner satisfaction, for example; in 2018/19, 95% of learners agreed they understood their rights as a student, 96% agreed they were encouraged to understand and develop British values, 95% agreed they were treated fairly and equally by teachers; and 94% agreed both that
NETA at the ECI Training Development Award
teaching & learning was good overall and that the help they received from welfare, careers, and youth workers was useful. Achievement rates for Group provision are high, with, for example, 2018/19 achievement rates for learners aged 16-18 at 89.1%; +6.3% points above the national rate (NR). Achievement rates for adults at 93.1% (+4% points above the NR), and timely achievement for apprentices at 69.6% (+10% points above NR). Ensuring vulnerable learners or those from minority groups achieve at least as well as their peers is a high priority for the Group and the Group provides a wide range of support for students, which includes additional learning support (both in and out of the classroom) and financial, welfare, progression and career support through the Student Services Team with, for example, the success of support reflected in: • Very high achievement rates for learners on ESOL provision • Good outcomes for learners who declare learning disabilities or/or difficulties (LDD) with achievement rates for learners with LLDD on classroom based provision within 1% of those without LDD overall, support well matched to need; and high levels of learner satisfaction with support • High achievement rates for looked after children (+3% points to their peers) Despite these successes, the Group will further increase its focus on raising aspiration and supporting all learners to secure positive destinations, with a particular focus on those on Entry and Level 1 provision in 2019/20, and will review & revise the Group approach to using learner destination information to further drive improvement in all programmes of study.
& Bishop Auckland Prince’s Trust team help to transform housing gr oup garden
money e s i a r o t ee wishes eless r t s a m t s Chri ton’s hom for stock
STOCKTON RIVERSIDE COLLEGE
11
EQUALITY OBJECTIVES 2018/19 Our objectives for 2018/19 were as follows: 1. Increase the number of 16-18 year olds accessing free meals in college through promotion and active contact with learners, parents or carers. 2. Promote positive mental health and wellbeing to learners and staff across all campuses. 3. Increase 16-18 year old achievement rates at Redcar and Cleveland College to be at least in line with the national rate. 4. Investigate the gap in achievement for White British students and take action to narrow the gap. 5. Investigate the gap between under performance and disadvantaged factors (e.g. Associated with postcodes) and take action to address under performance where necessary. 6. 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. 7. To promote Fundamental British Values (FBV).
PERFORMANCE AGAINST THESE OBJECTIVES WERE: OBJECTIVE 1 - Increase the number of 16-18 year olds accessing free meals in college through promotion and active contact with learners, parents or carers: The college undertook a marketing campaign throughout January 2019 to promote free college meals to all parents to encourage applications to the fund. Additional applications to the fund were very low with a further 4 successful applications. Whilst additional applications were low, the college is confident that its marketing of the learner bursary and free meal offer was well publicised and applications prior to enrolment cover those eligible. 16-18 year old learners eligible for Free College Meals had an achievement rate of 90.4% which
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EQUALITY & DIVERSITY REPORT 2018/19
was an increase of 0.2% compared to 2017/18. 16-18 Learners who were eligible for Free School Meals also performed better than their peers by 1.3% in 2018/19. The number of learners who are identified as being eligible for Free College Meals increased from 132 in 2017/18 to 272 in 2018/19.
OBJECTIVE 2 - Promote positive mental
health and wellbeing to learners and staff across all campuses: In 2018/19 the college enhanced its learner portal and asked specific questions relating to learners mental health. A significant number of learners stated that they has experienced a mental health issue in the last year. This data has allowed the learner Welfare and Safeguarding team to meet with these learners so that strategies and support can be put in place early in the academic year. In 2018/19 there were no significant differences in the achievement rates of groups of learners who declared disabilities. The annual ‘Alright SRC’ event was held at Stockton Riverside College. The event focused on staying well both mentally and physically and promoted, Mindfulness through Rustic Wood designs, Neurodiversity and Resilience, Healthy Habits and Yoga, and “Hug A Pug” drop in session, giving learners the opportunity to relax with pet therapy. 13 external organisations attended, offering services that could support our students’ health and wellbeing. 98% of learners said, that as of a result of the event they had a better understanding of how to manage their mental health. 99% of learners said that they were now confident about making healthy choices to support their mental health, in the future.
hers
Fres g n i y jo n e , w e ndr Bede tutor, A r 2019 Fai
Winner of Employe
e of the year 2019
!
th day l a e h l ta n e m g u Snug a p
Redcar Hair and Beauty A
wards
de
iversi R e th f o t n e m h s i Refurb Refectory 2019
NETA road safety
day 2019
2019
Additional activities that were held to promote positive mental health during the academic year were: • Yoga sessions • Mental Tell Health – Sessions aimed specifically at young males encouraging them to talk about mental health • Motiv8 Personal development programme including self-esteem, mental health, drugs & alcohol and healthy lifestyles. The group works with a number of partner organisations to support and promote health and wellbeing to all learners, these organisations include: • Stockton on Tees and Redcar and Cleveland Local Children Safeguarding Boards • Alliance – Therapeutic Services • Brook - Sexual Health and Relationship Advice • HALO – Honour Based Violence and Forced Marriage • Lifeline - drug abuse, alcohol abuse, drug addiction and related disorders • Barnardo’s – Children’s Charity • Daisy Chain Project – Supporting young people with ASD and their families • CAMHS - Children and Adolescent Mental Health Support • Media Cultured – Educating young people about identity and integration • Blossom Project – Providing targeted support for young people 16-24 who are at risk of making poor life choices
World Mental Health Day 2019
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EQUALITY & DIVERSITY REPORT 2018/19
At Bede Sixth Form College our annual progression fair focused on transitioning from college to University. Sessions included, living on a budget delivered by York St. John University, understanding fees and finance from Leeds Beckett University, thinking about your next steps delivered by the University of Sunderland, as well as practical advice for learners around internet safety. The annual ‘IMPACT’ event for learners studying at NETA gave learners a clear insight into the consequences of alcohol and drug abuse, antisocial behaviour and included an opportunity to talk to prison mentors about their own personal experiences.
OBJECTIVE 3 - Increase 16-18 year old achievement rates at Redcar and Cleveland College to be at least in line with the national rate by July 2019: The strategic priorities agreed to drive high aspirations and growth at Redcar and Cleveland College included a structural review to ensure HODs, PALs, Course Leaders and lecturers were in place to support hitting the predicted achievement rates for 2018/19 in line with national rate. Reports to track and support the progress and status of each individual learners’ progress through the learner management system enabled close monitoring and timely intervention to support retention and learner achievement. Outturn for achievement on the 22/08/2019 for 16-18 year olds 85.0% (national rate (82.8%) 2.2 percentage points above national rate.
Respect Festival 2019
THE Etc. GROUP
15
OBJECTIVE 4 AND 5 - Investigate the gap
in achievement for White British students and take action to narrow the gap and Investigate the gap between under performance and disadvantaged factors (e.g. Associated with postcodes) and take action to address under performance where necessary: Dyscalculia Screeners, helped to identify any support needs. Learning Support Assistants based in Wood and Motor Vehicle classes providing holistic support to all learners. Support strategies and individual action sheets were provided to tutors to support learners. A strong focus was placed on early intervention to sustain engagement and build self-confidence, positive attitudes and behaviours of learners. Achievement rates for white British 16-18s at Stockton Riverside College rose +5.7% points from 82.8% in 2017/18 to 88.5% in 2018/19; closing the gap to the overall 16-18 rate of 89.1% to within 0.6%.
OBJECTIVE 6 AND 7 - 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 and to promote Fundamental British Values (FBV): 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, Diversity and Inclusion Strategy Group, continues to promote group-wide awareness of Prevent and has embedded the strategy in the group’s Safeguarding and other relevant procedures. Learners online activity is effectively monitored. For example, through closed course Facebook groups, with administrators attached to all sites. The college uses an internet filtering system to monitor the online activity of learners, this has resulted in
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EQUALITY & DIVERSITY REPORT 2018/19
effective interventions on more than one occasion. The focus on safeguarding remains paramount at the College. Each College site has a designated safeguarding officer and welfare support team. The Group has worked with Routes Puppets to deliver engaging sessions using video, discussion and shows to enhance our learners understanding of the issues associated with Prevent and British Values. • Learners consistently agreeing that they feel safe in student surveys and focus groups; 97% agreement in 2018/19 (learner survey 2)* • 96% of learners agree that that they are encouraged to understand and develop British values; (learner survey 2) •
97% of learners understand the risks associated with radicalisation and extremism and that they know what to do if they have any concerns; (learner survey 2)
The safety of learners remains paramount to the group. The group will continue to place Safeguarding, Prevent and British Values as a priority in its equality objectives for 2019/20. * Although we have acieved a high percentage, we are striving for 100% in the coming year.
RAHEEM DISCOVERS HIS PASSION FOR WORKING WITH YOUNG PEOPLE Why I chose PT... Nam e: Raheem Lives: Middlesbrough · Unsure of next step · To gain a recognised Aspiratio n: Youth Work Cours e: Prince’s12Trwuseet k course qualification Middlesbrough
Before the Prince’s Trust I had no idea what I wanted to do, I had no confidence and very little experience when it came to interview skills. It wasn’t until my work placement with Tees Active that I discovered my passion for working with young people.
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EQUALITY & DIVERSITY REPORT 2018/19
· Struggling to find a career path
Next Steps... Raheem has secured a youth work apprenticeship with Linx in Hemlington.
BETH IS VERY EXCITED TO PURSUE HER DREAM CAREER AS A PARAMEDIC
Nam e: Beth Lives: Stockton Aspiratio n: Paramedic Cours e: Level 3 in Health & Social Care
“I absolutely love learning here, there is no reason not to like it. The tutors are very understanding and their background in NHS means they all bring something different to the learning process.”
Why I chose SRC... • •
The college offers great progression I’m always going on various placements which means I get to try out all the practical things
Next Steps...
She hopes to go to university next year to study as a paramedic and specialise in mental health and forensics THE Etc. GROUP
19
OUR GRADUATION CEREMONIES Our graduation ceremonies offer the perfect opportunity to celebrate the achievements of our higher education students at the very heart of our communities. In 2019 Redcar & Cleveland College hosted its second dedicated ceremony at Redcar’s Community Heart, while the Arc in Stockton was host to Stockton Riverside College’s inaugural graduation ceremony. Head of Higher Education Rebecca Wolfe said: “It is a fantastic opportunity for us to celebrate our higher education students and their achievements.
We are very proud to be able to bring these events to Stockton and Redcar. We are a local college focussed on meeting local needs and we are so pleased to be able to deliver graduation events in our boroughs. We feel this raises aspirations and demonstrates to all that you can study higher level qualifications in your local college.” Working in partnership with Teesside University enables us to offer honours degrees, foundation degrees, HNCs/HNDs, and professional courses in a variety of subjects. The partnership builds on our already successful and long standing relationship with Teesside University.
Images: Redcar & Cleveland College Graduation (Top), Stockton Riverside College Graduation (Bottom).
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EQUALITY & DIVERSITY REPORT 2018/19
Redcar College Graduates of 2019 happily pose in front of their campus Stockton College Graduates of 2019 happily pose on Stockton high street
STOCKTON RIVERSIDE COLLEGE
21
EMILY WORKS TOWARDS HER DREAM JOB WITH AN INTERNSHIP AT PD PORTS
Nam e: Emily Lives: Billingham Aspiratio n: Logistics Cours e: Maths, Physics, Art & Design, Music Tech
My journey began at Bede and then moved onto the Tees Valley Logistics Academy, where I was able to get an internship with PD Ports, and gain an insight into working in the industry! Bede is a really tight-knit community and there’s always someone to talk to for support.
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EQUALITY & DIVERSITY REPORT 2018/19
Why I chose Bede... · Great staff · Courses at Bede are designed to give students transferrable skills
Next Steps... Originally Emily wanted to go on to University but now has a Civil Engineering Apprenticeship, PD Ports.
JACOB LOVES HIS ELECTRICAL ENGINEERING COURSE AND APPRENTICESHIP AT PD PORTS
Why I chose NETA... Nam e: Jacob • The best bit about Lives: Redcar NETA is the learning because n ia ric ct le E : n o ti a ir Asp it makes me proud g rin ee in • Electrical facilities were ideal Cours e: Electrical Eng
“I enjoyed engineering at school and decided I wanted to pursue an electrical career. I am thoroughly enjoying my time at NETA. My skills are improving and I enjoy the social aspect too.
for my career goals
Next Steps... Jacob hopes to complete his apprenticeship, earn a HNC and then progress on to a degree or HND. THE Etc. GROUP
23
OBJECTIVES FOR 2019/20 The Education Training Collective Group will continue to drive forward to reach its goal of being outstanding. Our objectives for 2019/20 are as follows: 1.
Carry out duties under Prevent - Improve learner understanding of extremism and radicalisation especially in relation to local risk
3.
Launch the ‘Rainbow Flag award’ at each campus to ensure they are inclusively LGBT+
2. 4.
Promote positive mental health and wellbeing to all learners and staff across all Campuses Achieve Better Health at Work - Gold standard
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EQUALITY & DIVERSITY REPORT 2018/19
APPENDIX 1 - STUDENT DATA TABLES Female
Gender
Male
Percentage
Percentage
2016/17
56.1%
43.9%
2017/18 SRC
59.1%
40.9%
2017/18 RCC
32.8%
67.2%
2018/19 Etc. Group
60.4%
39.6%
Year
GENDER/AGE 2016/17
2017/18 SRC
%
%
%
%
Aged 14-15
%
%
%
%
F - Female
46.2%
36.8%
39.4%
46.3%
M - Male
53.8%
63.2%
60.6%
53.7%
F - Female
49.9%
50.2%
39.3%
48.5%
M - Male
50.1%
49.8%
60.7%
51.5%
F - Female
58.9%
63.4%
30.8%
66.0%
M - Male
41.1%
36.6%
69.2%
34.0%
Age
2017/18 RCC
2018/19 Etc.
Aged 16-18
Aged 19+
AGE 2016/17
2017/18 SRC
2017/18 RCC
2018/19 Etc.
%
%
%
%
Aged 14-15
0.6%
1.0%
1.1%
1.1%
Aged 16-18
30.2%
30.5%
22.2%
30.9%
Aded 19+
69.1%
68.5%
76.7%
68.0%
Age
THE Etc. GROUP
25
AGE AND DESTINATION Learner & Destination
2016/17
2017/18 SRC
2017/18 RCC
2018/19 Etc.
%
%
%
%
04 - Part Time Employment
N/A
N/A
N/A
3.7%
10 - Full Time Employment
N/A
N/A
N/A
1.2%
53 - Self Employed
N/A
N/A
N/A
1.2%
54 - Entered Further Education
84.6%
89.5%
6.1%
0.0%
55 - Entered Higher Education
0.0%
0.0%
0.0%
80.5%
75 - FT Education or Training (Not FE)
2.6%
0.0%
0.0%
0.0%
76 - Economically inactive
0.0%
0.0%
0.0%
1.2%
77 - Not in Education Employment or Training
0.0%
0.0%
0.0%
2.4%
95 - Continuing existing programme of learning
5.1%
0.0%
0.0%
0.0%
97 - Other
5.1%
7.0%
0.0%
0.0%
98 - Unknown
2.6%
3.5%
93.9%
9.8%
04 - Part Time Employment
3.1%
2.8%
0.4%
2.9%
10 - Full Time Employment
10.6%
9.3%
10.1%
10.0%
11 - Unemployed
0.0%
0.0%
0.0%
4.1%
53 - Self Employed
0.3%
0.5%
0.4%
0.4%
54 - Entered Further Education
48.4%
48.6%
32.8%
50.3%
55 - Entered Higher Education
16.0%
15.2%
3.9%
14.0%
59 - Found Voluntary Work
0.7%
0.9%
0.0%
1.2%
75 - Full Time Education or Training (Not FE)
8.2%
6.6%
7.9%
9.5%
76 - Economically inactive
0.6%
0.5%
0.6%
0.3%
77 - Not in Education Employment or Training
3.7%
5.2%
95 - Continuing existing programme of learning
4.7%
2.6%
0.0%
0.0%
97 - Other
0.8%
1.6%
0.0%
0.0%
98 - Unknown
3.0%
6.2%
42.8%
7.3%
04 - Part Time Employment
6.0%
6.5%
0.5%
3.4%
10 - Full Time Employment
43.8%
43.1%
14.2%
45.8%
11 - Unemployed
2.7%
7.9%
0.0%
8.0%
53 - Self Employed
1.1%
1.6%
0.2%
0.6%
54 - Entered Further Education
17.6%
15.6%
7.5%
17.4%
55 - Entered Higher Education
11.6%
8.6%
6.5%
9.4%
59 - Found Voluntary Work
0.9%
2.3%
0.0%
1.0%
75 - Full Time Education or Training (Not FE)
2.2%
2.1%
2.5%
2.2%
76 - Economically inactive
0.8%
0.4%
0.1%
0.5%
77 - Not in Education Employment or Training
0.0%
0.0%
0.9%
0.0%
95 - Continuing existing programme of learning
10.0%
2.6%
0.5%
0.0%
97 - Other
0.6%
1.7%
0.0%
0.0%
98 - Unknown
2.7%
7.6%
67.0%
11.7%
Aged 14-15
Aged 16-18
1.0%
0.0%
Aged 19+
26
EQUALITY & DIVERSITY REPORT 2018/19
DISABILITY Learners with Disabilities
2016/17
2017/18 SRC
2017/18 RCC
2018/19 Etc.
%
%
%
%
Has Disability
17.7%
20.0%
13.9%
21.3%
Has No Disability
80.3%
77.7%
56.4%
73.3%
No information
2.0%
2.4%
29.7%
5.4%
2016/17
2017/18 SRC
2017/18 RCC
2018/19 Etc.
%
%
%
%
Has Disability
28.2%
29.8%
15.2%
30.5%
Has No Disability
64.1%
47.4%
15.2%
58.5%
No information
7.7%
22.8%
69.7%
11.0%
Has Disability
25.4%
27.4%
28.5%
29.6%
Has No Disability
72.5%
70.7%
64.8%
67.5%
No information
2.1%
1.9%
6.7%
2.9%
Has Disability
14.3%
16.5%
9.7%
17.4%
Has No Disability
83.8%
81.2%
54.6%
76.2%
No information
1.9%
2.2%
35.7%
6.5%
DISABILITY/AGE Age
Aged 14-15
Aged 16-18
Aged 19+
RELIGION/BELIEF Religion/Belief
Please note data not available for RCC 2017/18 2016/17
2017/18 SRC
2018/19 Etc.
%
%
%
No information
17.7%
13.2%
18.2%
Atheist/Agnostic
14.4%
16.0%
13.2%
Catholic/Roman Catholic
7.3%
7.1%
5.5%
Christian
27.4%
27.5%
21.9%
Hindu
0.1%
0.2%
0.1%
Jewish
0.0%
0.0%
0.0%
Methodist
0.5%
0.4%
0.3%
Muslim
5.0%
4.9%
4.7%
Other
7.2%
7.5%
6.6%
Prefer not to say
17.3%
20.8%
27.3%
Protestant
2.7%
2.3%
2.0%
Sikh
0.2%
0.1%
0.2%
THE Etc. GROUP
27
SEXUAL ORIENTATION Sexual Orientation
Please note data not available for RCC 2017/18 2016/17
2017/18 SRC
2018/19 SRC Group
%
%
%
No information
18.4%
14.7%
9.9%
BI - Bi-Sexual
1.4%
2.2%
2.0%
GL - Gay or Lesbian
1.4%
1.4%
1.4%
H - Heterosexual
68.7%
68.3%
56.5%
P - Prefer not to say
10.0%
13.4%
30.2%
T - Transgender
0.1%
0.0%
0.0%
ETHNICITY Ethnicity
2016/17
2017/18 SRC
2017/18 RCC
%
%
White/White British
82.0%
83.4%
95.7%
85.6%
Pakistani
1.9%
2.2%
0.6%
2.1%
No information
4.6%
3.2%
1.7%
3.3%
All other BME
11.5%
11.2%
2.0%
9.0%
Tel: 01642 865 566 Email: info@stockton.ac.uk
%
2018/19 SRC Group
%
The Etc. Group Stockton Riverside College Harvard Avenue Stockton-on-Tees TS17 6FB