Equality and Diversity Annual Report - Halesowen College

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Equality

and Diversity Annual Report 20
11/12


Halesowen College is committed to equality of opportunity for the whole College community
and strives to promote equality as an integral part of all its operations. This report summarises
progress for the
academic year 2011/12

and provides information abou
t what the College is
doing to ensure it is accessible, provides

an environment of tolerance an
d inclusion and is a
fair and equal employer.


Under the Equality Act 2010, the Public Sector Equality Duty requires the annual publication of
information which
demonstrates compliance with the Duty.


Promotion and Celebration of Equality and Diversity

During the past year the college has:




Continued to work towards the aims identified in the Strategic Plan and Single Equality
Scheme



Updated the Single Equality

Scheme to fully reflect the college values in the context of the
new legislation



Improved engagement with stakeholders and partners



Identified, published and monitored Equality
Objectives




Consulted learners through student focus groups and as part of
internal area inspections



Provided

further

training for staff on equality and diversity and the requirements of the
Equality Act 2010.



Provided support and guidance to lecturers on embedding equality and diversity into their
teaching.



There are many
examples of excellent approaches to E&D in curriculum areas



Provided very varied support to students and enable them to access learning



Monitored the inclusion of equality and diversity in teaching and learning through the
internal inspection regime and le
sson observation scheme,



Held a Equality and Diversity week in October 201
1


which included

a number of initiatives
set up on Moodle including Black
History

Month, l
inks to video and we
b

links on disability,
race poverty and
a quiz.



Reviewed recruitment an
d selection practices



Continued to monitor the staff profile
in comparison with the student profile.



All companies who tender to provide goods and services to the College are required to
provide their equality and diversity statement and supporting policie
s. The college
promotes ethical procurement.



All contractors receive an induction covering all aspects of work at the college such as
health and safety, college values and conduct and equality and diversity.



Developed the role

of the Equality and Diversity

Consultative Forum This group is chaired
by the Principal and CE and SMT are all members.



Carried out internal inspections of curriculum areas, involving external consultants who
focused on whether equality and diversity was impacting upon learning.



Eng
aged in partnership with DisabledGo who carried out an accessibility study of our
buildings and recommended further actions we could complete
.



Agreed to seek the Leaders in Diversity Standard in order to provide a focus for our
Equality and Diversity work.


The Equality Act 2010


The Equality Act 2010 became law in October 2010 and the General Duty of the Public Sector
Equality Duty was introduced in April 2011.

The timescales for the
Specific

Duty were
amended and guidance
published.
The three aims of t
he general duty are:




Eliminate unlawful discrimination
, harassment and victimisation and other conduct
prohibited by the Act.



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.

Protected characteristics


The
duty includes
eight protected characteristics which are
Age, disability, gender
reassignment, pregnancy and maternity, race, religion or belief, sex
and sexual
orientation
. People with those characteristics are
protected groups
. The duty also covers
marriage and civil partnership
, but only under the a
i
m of eliminating unlawful discrimination.
Marriage and civil partnership will not be a protected char
acteristic for students.


Specific Duty


The Specific Duty regulations were passed by Parliament on 9 September 2011 and
initially
require
d

the publication of information to demonstrate compliance with the duty by January
2012 and the publication of Equal
ity Objectives by 6 April 2012.
This report will be made
annually

in compliance with that requirement.



The college
continues to make

good progress with its work on Equality and Diversity and
compliance with the Duty. The new Act and Duty have provided a
n opportunity to examine
practices and consider how best to develop the way we work. This work will continue as up to
date guidance emerges, and will include




The continued development of the work of the Equality and Diversity Consultative Forum
and the i
mplementation of associated action planning.



The setting up of focus groups and other forms of engagement to consider each protected
characteristic



The reviewing and updating of equality analysis

practices to ensure all protected
characteristics are addres
sed




Monitoring

of the Single Equality Scheme and associated action plan.


Single Equality Scheme


The Single Equality Scheme and associated Equality and Diversity Policy
were reviewed and
amalgamated following consultation with the E&DCF and the Staff
Council
.

A new action plan
is being developed
within

the Leaders in Diversity framework.


Equality Analysis


All
appropriate
policies and procedures continue to be assessed prior to implementation and
existing policies are assessed where there are materi
al changes. The Procedure has recently
been updated to reflect new legislation and the college is making progress in developing
different ways of engaging with stakeholders and the gathering of evidence as part of this
process.


Embedding Equality and Div
ersity in the Curriculum


The College supports the development of teaching and learning through a team of Teacher
Development Managers and Senior and Area Teachers. The
ir

remit includes equality and
diversity. The
operational
review

and lesson observatio
n schemes also contribute to the
monitoring and development of equality and diversity in the curriculum

and in professional
support areas
. Good progress is being
made.


Equality and diversity is embedded
by




Inclusion in SoW and planning


audits of SoW

identify good references, resources and
links and these are available to staff to share good practice



Lesson Planning


the internal inspection process identifies and disseminates those
lessons where aspects of equality and diversity are deemed a strength



Support of individual learner needs so that all are included in the curriculum



Challenging of unacceptable behaviour in lessons and ensuring that inappropriate
comments are addressed and dealt with in a timely manner



Taking opportunities in lessons to pro
mote and celebrate equality and diversity


lecturers
are encouraged to adapt lessons to address and facilitate discussions where appropriate
when the opportunities occur



The creation of a Practical Equality and Diversity Moodle site to support teachers.
This
provides information about how to embed equality and diversity into the teaching cycle and
is also a depository for those SoW and lesson plans which exemplify promotion of equality
and diversity



Ensuring that curriculum resources are relevant to the s
tudent needs to facilitate
achievement


Staff Profile


In 201
1
/1
2

Halesowen College employed
465

permanent

staff

and approximately 50 sessional
teaching staff
. The College collects and analyses data on a range of characteristics and this
is reported to th
e Corporation as part of the annual Personnel Review. The information below
is part of that review



Gender


The college workforce is predominantly female with women representing almost three
-
quarters of staff (73%).



2011/12

2010/11

2009/10


Females

Males

Females

Males

Females

Males

Managers

65.21% (30)

34.78%(16)

68.90%

31.10%

69.57%

30.43%

Teaching
Staff

72.55%(195)

27.44%(54)

71.00%

29.00%

67.61%

32.39%

Support Staff

75% (153)

25% (51)

74.00%

26.00%

74.37%

26.13%

All staff

73% (339)

27% (126)









Disability (percentage declared)


5.35% of staff have indicated that they have a disability, which is an increase on last year.


The college is working more closely with disabled staff to ensure that
everything possible is
done to enable them to continue working.



2011/12

2010/11

2009/10

2008/09

All staff

5.35% (25)




Managers

6.52% (
3)

6.67

6.52

2.70

Teaching Staff

7.44% (16)

5.56

7.51

7.00

Support Staff

2.94% (6)

2.53

2.51

2.02

Student
profile

13%

9.09

8.65

8.64



Ethnicity


The ethnic profile of staff shows that 90% of staff described themselves as White British, with
10% identifying s coming from a black or other minority ethnic background.
The proportion of
BME

teaching staff (
15.35%
) is above the figure for Halesowen (9%) and that for Dudley (7%).
It is also
above

that for the FE Sector nationally (
8.42%). The student profile is 21.94%
BME
.




2011/12

2010/11

2009/10

2008/09

Student
Profile

White

Managers

97.82% (45)

95.56

95.60

97.30

78.26%

Teachers

84.65% (182)

89.36

89.20

92.00

Support

95.09% (194)

95.45

93.9

95.00

Asian or Asian
British

Managers

2.17% (1)

4.4

4.34

2.70

11.56%

Teachers

7.9% (17)

5.56

5.10

3.30

Support

2.45% (5)

2.02

3.01

2.50

Black or Black

British

Managers





4.26%

Teachers

4.65% (10)

4.17

4.20

3.30

Support

0.49% (1)

0.51


1.00

Mixed

Managers





4.59%

Teachers

1.86% (4)

0.93

1.40

1.43

Support

0.98% (2)

1.01

1.50

1.00

Other

Managers





0.93%

Teachers





Support

0.51%
(1)

0.5


0.51

Unknown

Managers





0.38%

Teachers

0.93% (2)




Support



1.00

0.51





Religion or Belief


Data was collected for the first time under this protected characteristic and is still continuing.
At this stage we only have data from 240

staff (52%). Over half indicated that they were
Christian (56%) with 60 (25%) indicating that they do not have a particular religion or belief.


Religion or Belief

2011/12

Christian

56% (135)

Hindu

0.8% (2)

Jewish

0.4% (1)

Muslim

1.6% (4)

None

25%
(60)

Other

4.2% (10)

Sikh

1.6% (4)

Prefer not to say

7% (17)

Left Blank

3% (7)


Age


The age pro
file of the College shows that
25
% of the workforce is over 50.



2011/12

2010/11

16
-
18

0.43% (2)

0.65%

19
-
24

5.01% (23)

6.97%

25
-
40

41.61% (191)

40.31%

41
-
50

27.23% (125)

25.93%

51
-
60

20.69% (95)

22.44%

61+

4.79% (22)

3.70%



Gender Pay Gap


As part of our commitment to equality monitoring, an Equal Pay Audit

has been carried out in
relation to teaching staff. No significant findings were made. During 2012/13 a similar
exercise
will be carried out

in
in relation to support staff
. We are not aware of any existing pay
gaps, but will address any issues which arise from the audit.





Learner Monitoring


The College has experienced a year on year growth in student numbers over the last ten
years, increasing from 2466 full
-
time enrolments in 2000
-
2001 to 4,487 in 2011
-
12. The vast
majority of full
-
time students
fall

within the 16
-
18 age group, increasing fr
om 90.25% in 2000
-
01 to 92.67% in 2010
-
11, and falling slightly last year to 91.55%. The majority of part
-
time
students are over 19 years of age, with approximately 14%
, consistently

over this period, aged
between 19


24 and 34% aged between 25
-
50. Retent
ion has remained fairly consistent,
ranging from 86


89% overall. It has an inclusive approach to recruitment, ensuring that the
curriculum offers a wide choice to meet the needs of a diverse range of students with differing
interests and support needs.

There are opportunities to study and train at all levels from Entry
through to Level 4/5. The admissions team encourages applications from all potential learners
and actively promotes and encourages male/female applicants into stereotypically gender
-
spec
ific curriculum areas. The gender profile of the college remains fairly consistent with
female students making up between 52 to 56% of the full
-
time student body overall, but
significantly making up 60 to 72% of the part
-
time student body over the same pe
riod. The
diversity of our student body is displayed in the College’s marketing literature and website


Increasing numbers of full
-
time students declared a disability in 2011
-
12 (13%)
compared to the previous year (9.09%). Only 4% of all part
-
time studen
ts declared a
disability in 2011
-
12, a similar percentage point to previous years.


Race Full
-
time Students


Year

2011
-
12

2010
-
11

2009
-
10

2008
-
09

2000
-
01

Asian (+Chinese)

11.58

9.50

9.76

10.73

21.30

Black (British, Caribbean, African)

4.26

3.49

3.30

3.75

3.09

White (British, Irish, Other)

78.26

80.67

79.57

79.03

70.04

Mixed

4.59

4.81

5.32

4.59

0.93

Other

0.93

1.21

1.63

1.28

1.03

Not Known

0.38

0.32

0.42

0.63

3.61



Race part
-
time students


Year

2011
-
12

2010
-
11

2009
-
10

2008
-
09

2000
-
01

Asian (+Chinese

15.86

9.42

10.53

9.28

5.66

Black (British, Caribbean, African)

2.78

2.50

2.61

2.66

1.51

White (British, Irish, Other)

64.73

59.86

63.44

65.63

82.03

Mixed

2.15

0.96

2.20

1.11

0.18

Other

4.93

7.02

6.95

3.85

1.11

Not Known

5.95

14.18

14.21

17.30

9.53





Retention by ethnicity (FT students)


This table shows the comparative figures for retention year on year. Achievement and
success figures are not yet available for 2010
-
11 but these will be added to this report when
they become available.



2011
-
12

2010
-
11

2009
-
10

2008
-
09

National

White

88.9

86.6

85.9

87.7

87.6

Asian

92.3

88.5

88.4

91.4

91.0

Black

89.7

86.0

82.9

81.8

88.0

Mixed

84.8

81.3

85.3

83.5

85.8

Other

92.7

87.5

85.9

85.2


Not Known

85.7

81.2

76.9

70.0







Priorities for Development
and Key Challenges

2011/12


How we have done


General



Comply with the Public Sector Equality Duty
requirement to publish information and
equality objectives.



Achieved by prescribed dates



Consider the desirability of collecting data
on the protected
characteristics of Sexuality
and Religion or Belief for staff and/or
students



It has been agreed that, from
September 2012 data on Religion or
Belief will be collected from staff and
students.



At this stage we will not collect data on
sexuality as prelimin
ary consultation
did not support this.

Staff



Consider methods of collecting and
checking data



There has been a lot of discussion
around this topic over the last 12
months. We have now put in place an
on line method of data collection and
checking of
staff data.



Extend equality monitoring of staff data to
cover job roles and attendance patterns



This has not yet been achieved



Further develop equality monitoring and
reporting for staff.



This will happen in line with the
updated data collection



Carry o
ut an equal pay audit and implement
the resulting action plan



Completed for teaching staff. Support
staff audit will take place in Autumn
2012

Students



Monitoring learner voice and analysing
responses by protected characteristic



Although we increased
the volume of
feedback from students via
questionnaires and focus groups in
2011
-
12, the activities were not
focussed on protected characteristics.
This is something to be addressed in
2012
-
13.



Introduce Student Equality Advocates to
support protected gro
ups



This is in place from September 2012



Deal with any achievement gaps identified
by achievement and success rates once
these are available.



This is yet to be actioned.





Priorities for Development and Key Challenges

2012/13


General




Comply with the
Public Sector Equality Duty

requirement to publish information and
equality objectives.



Consider the desirability of collecting data on
the protected characteristic

of Sexuality
staff
and/or students



Develop analysis techniques to support data monitoring


Staff




Further develop the collecting and monitoring of data by ensuring a data return is receive d
from all staff.



Extend equality monitoring of
staff
data to cover job roles and attendance patterns



Further develop equality monitoring and reporting for
staff.



Carry out an equal pay audit

for support staff

and implement the resulting action plan


Students




Monitoring learner voice and analysing responses by protected characteristic



Deal with any achievement gaps identified by achievement and success rate
s once these
are available.








Received by the Corporation on 29 October 2012










JJe/MHi/16 October 2012