Equality and DiversitAnnual Summary 2010/11



Huddersfield New CollegeEquality and Diversity Annual Summary 2014/15An update on the College’s approach to promoting equality, diversity and inclusion in the period September 2014 to August 2015ContentsDescriptionPage(s)Introduction and Overview of Progress 2014/1532.0Equality and Diversity and the Organisational Structure43.0The Legal Context5-64.0Leaders in Diversity6-115.0Training126.0Fundraising / Events / Notable Achievements12-237.0Staff Recruitment and Selection Monitoring Data 2014/1523-368.0Data Analysis – Employees36-429.0Data Analysis - Leavers42-4310.0Data Analysis – Governors43-4511.0Data Analysis – Students45-4612.0Plans for 2015/1646-48Introduction and Overview of Progress 2014/151.1Throughout the 2014/15 academic year the Diversity Group and other members of staff arranged a number of events, activities and initiatives to promote and raise awareness of themes related to equality and diversity. At the start of the year we continued to work towards achieving Leaders in Diversity status, which is the highest accreditation awarded by the National Centre for Diversity. The final assessment took place in December 2014 and we were delighted to receive the news on the last day of term that we had achieved the award!Throughout the year the various events and initiatives implemented reinforced the College’s proactive approach to promoting equality, diversity and inclusion, and raising awareness of wider issues such as those related to mental health and wellbeing, and bullying. Events included charity fundraising, an event to celebrate religious diversity, our third Diversity Conference, in partnership with two local secondary schools, and our second Diversity in Music event, in which a local primary school, the College’s choir, and our own Performing Arts students participated.We have retained the ‘Positive about Disabled People’ (two ticks) award, for our commitment to ensuring candidates with a disability who meet the essential criteria for a role are guaranteed an interview. We have held this award for a number of years and we remain committed to ensuring equality of opportunity in this very important aspect of the College’s work.We have continued to review our promotional literature with the aim of making information about equality and diversity accessible and user friendly, and in the autumn term we published an equality and diversity guide for students. We also developed the equality and diversity section of the College’s website and re-launched the Equality and Diversity bulletin that was introduced in the 2013/14 academic year, in the new format that was designed by the Marketing team.Further detail of the highlights of the year will be provided in this report. The report also aims to provide an analysis of relevant staff and student data, and information regarding how our equality and diversity vision will continue to evolve. Equality and Diversity and the Organisational Structure2.1The remit of the College’s Diversity Group has consistently been to lead and manage the promotion of equality and diversity, through a range of events, initiatives and awards. Members of the group also have specific responsibilities to ensure the College operates in a fair, equitable and legally compliant manner.Some longstanding members of the Diversity Group have now moved on to pursue other interests and career opportunities both internally and externally. Therefore, membership of the group has evolved. The current composition of the Diversity Group is reflected in the diagram below.Figure SEQ Figure \* ARABIC 1Student representation within the Diversity Group throughout 2014/15 was more reliable and consistent than in previous years, and the two student Diversity Champions have been a great asset to the group, helping to organise and run a number of events. 3.0The Legal Context3.1On 1st October 2010 the main provisions of the Equality Act 2010 became law. The Equality Act combines many separate pieces of legislation into one single Act, consolidating and extending anti-discrimination law. The aim of the Act was and is to simplify and strengthen the law, and remove inconsistencies. 3.2The General Equality DutyAs a public sector body we have particular responsibilities under the Equality Act 2010. The public sector equality duty consists of a general equality duty, which is set out in section 149 of the Equality Act 2010 itself, and specific duties which are imposed by secondary legislation. The general equality duty came into force on 5 April 2011.The broad purpose of the equality duty is to integrate consideration of equality and good relations into the day-to-day business of public authorities. The general equality duty therefore requires organisations to consider how they could positively contribute to the advancement of equality and good relations. It requires equality considerations to be reflected into the design of policies and the delivery of services, including internal policies, and for these issues to be kept under review. Compliance with the general equality duty is a legal obligation, but is also intrinsic to the College’s mission and values. It is our aim that in providing services to meet the diverse needs of our community we should be able to deliver our core business more efficiently. 3.3Amendments to Equality LegislationSince the Equality Act 2010 became law, there have been some amendments to the original Act. Below is an overview of the amendments to the Equality Act.Same Sex MarriageThe legislation to allow same-sex marriage in England and Wales came into force on 13 March 2014. Legislation to allow same-sex marriage in Scotland took effect on 16 December 2014. The Northern Ireland Executive has stated that it does not intend to introduce legislation allowing for same-sex marriage in Northern Ireland. Same-sex marriages from other jurisdictions are treated as civil partnerships.Caste DiscriminationCaste discrimination is not currently expressly prohibited under UK equality legislation, although section 9 of the Equality Act 2010, as amended, requires the Government to introduce secondary legislation to make caste an aspect of race, thereby making caste discrimination a form of race discrimination (section 9 is the part of the Act that defines ‘race’ for the purposes of prohibiting race discrimination). In 2014 the Government indicated that this legislation would be introduced to Parliament during the summer of 2015. Further updates are anticipated.A recent Employment Appeal Tribunal judgment (Tirkey v Chandok – September 2015) established that caste discrimination is capable of being unlawful under current law, provided the circumstances of the case fall within the existing prohibition of race discrimination. The Claimant, Permila Tirkey, was awarded ?184,000 in compensation.Access to Public BuildingsA Bill to amend the Equality Act 2010 to improve step-free access to public buildings for wheelchair users is currently going through Parliament.Leaders in Diversity4.1As stated in the introduction to this report, at the start of the 2014/15 academic year we continued to work towards achieving Leaders in Diversity status (this is the Level Three award and the highest that can be attained; it encompasses Investors in Diversity at Levels One and Two). There are 16 destinations that must be fulfilled in order to attain the standard at Level Two and an additional four destinations that specifically relate to Level Three (Leaders):We set ourselves a target of being ready for the final assessment by December 2014, given that the process was delayed during the 2013/14 academic year for reasons related to funding cuts and necessary reductions in expenditure. The final assessment for Leaders in Diversity took place on 4th December 2014. Prior to this, on 6th November 2014, Erika Montgomery and Zoe Shackleton delivered an equality and diversity training session to a number of the College’s external partners. Attendees included representatives of Brighter Connections, the Stone Group, Huddersfield Coach Hire, Mount Taxis, Taylor Shaw, Reinwood Infant and Nursery School, Salendine Nook High School Academy, Ravenshall School, Honley Infant School and Tolson Grange care home. The College’s Leaders in Diversity Assessor, Jo Barton, attended this session and her evaluation formed part of the Leaders in Diversity assessment.Equality and Diversity Training Event with External PartnersFeedback received from the attendees was excellent, and Erika and Zoe were subsequently asked to deliver a similar session to all Brighter Connections employees, at their offices in Huddersfield.The training sessions with Brighter Connections took place on 17th December 2014. We received the following emails of thanks from Mark Newby, Service Delivery Manager, and Darren Stringer, Director.Zoe and Erika, thank you very much for the 2 sessions you delivered to the staff here at Brighter Connections today.?Listening to the buzz around the office and from my own perspective the sessions proved a great success and really made people think about how we as individuals within our own lives and representatives of Brighter Connections behave.?Let me know if there is anything else that I can assist with after today.?Kind Regards?Mark ???Many thanks.?I have not had a chance to speak to the team yet, but will do tomorrow and solicit feedback. I would echo Marks comments that I am sure it will serve to help everyone reflect on personal conduct.DarrenThis feedback was shared with Jo Barton, and formed part of the final assessment evidence.Much of our preparation for the final assessment focused on our work with external partners, and ensuring that they share our commitment to equality, diversity and inclusion. With this in mind, we developed a Procurement Code of Conduct that now forms part of the initial contracting process with external suppliers/agencies. Those who attended the training session on 6th November 2015 signed the code of conduct on the day, and we wrote to others to ask them to sign and return the new code, which they did.The final assessment that took place on 4th December 2014 consisted of a number of meetings between Jo and representatives of the College, including the Principal and Deputy Principal, the Chair of Governors and Governor with responsibility for equality and diversity, other staff and managers, and the members of the Diversity Group.Jo used the evidence from this day, and from an earlier initial assessment visit, to inform her recommendations on whether the College had met the standard for Leaders in Diversity status.On 19th December 2014 we received the news that we had achieved the Leaders in Diversity award, and Jo Barton and Aneesah Khan from the National Centre for Diversity presented us with our plaque and certificate in February 2015.Presentation of the Leaders in Diversity AwardFrom the final assessment report, there are many noteworthy comments. Below is a selection of comments that Jo included in the report.92392554610“People are quite inclusive, you never feel like you are on your own.” (Student)00“People are quite inclusive, you never feel like you are on your own.” (Student)40005-711835“I have looked at the website, which has been completely redesigned since the College started on the LiD journey.? In my opinion, this is the best example that I have seen of using a website to deliver messages about the inclusive ethos of the College.? HNC should be congratulated on this.” (Jo Barton, Leaders in Diversity assessor)00“I have looked at the website, which has been completely redesigned since the College started on the LiD journey.? In my opinion, this is the best example that I have seen of using a website to deliver messages about the inclusive ethos of the College.? HNC should be congratulated on this.” (Jo Barton, Leaders in Diversity assessor)2871470186055“There is a real energy and buzz, which emanates from the E&D Champions.? Everyone I met from the group has been able to show me examples of the work they have done to raise the profile of EDI in the College.? Feedback informs that this has been a very successful method of moving the College forward.” (Jo Barton, Leaders in Diversity assessor)00“There is a real energy and buzz, which emanates from the E&D Champions.? Everyone I met from the group has been able to show me examples of the work they have done to raise the profile of EDI in the College.? Feedback informs that this has been a very successful method of moving the College forward.” (Jo Barton, Leaders in Diversity assessor)-734096237839“Students … were extremely positive and talked in glowing terms about the support they had received from their tutors and how it had improved their confidence.” (Jo Barton, Leaders in Diversity assessor)00“Students … were extremely positive and talked in glowing terms about the support they had received from their tutors and how it had improved their confidence.” (Jo Barton, Leaders in Diversity assessor)-631637173847“I went to school for 5 years and the Head did not know my name – the Principal here knows my name and says hello to me – it is friendly and everyone will help.” (Student)00“I went to school for 5 years and the Head did not know my name – the Principal here knows my name and says hello to me – it is friendly and everyone will help.” (Student)401820819409“The documents that I have seen really do showcase how the EDI work is being developed.” (Jo Barton, Leaders in Diversity assessor)00“The documents that I have seen really do showcase how the EDI work is being developed.” (Jo Barton, Leaders in Diversity assessor)-836062283943“Staff said that the College is very supportive towards employees and would support them if they were dealing with difficult personal circumstances.” (Jo Barton, Leaders in Diversity assessor)0“Staff said that the College is very supportive towards employees and would support them if they were dealing with difficult personal circumstances.” (Jo Barton, Leaders in Diversity assessor)left133466“The training session that was delivered to a range of external providers on November 6th was excellent and was very well received.” (Jo Barton, Leaders in Diversity assessor)00“The training session that was delivered to a range of external providers on November 6th was excellent and was very well received.” (Jo Barton, Leaders in Diversity assessor)-342900-400050“It is of note that staff from diverse backgrounds gave very positive feedback about how they had been made to feel welcome and included by their employer.? This is not a College that pays lip service to EDI and from my experience the staff are always keen to make improvements and to listen to suggestions.” (Jo Barton, Leaders in Diversity assessor)0“It is of note that staff from diverse backgrounds gave very positive feedback about how they had been made to feel welcome and included by their employer.? This is not a College that pays lip service to EDI and from my experience the staff are always keen to make improvements and to listen to suggestions.” (Jo Barton, Leaders in Diversity assessor)328411313451“What determines who is successful in achieving Leaders in Diversity is the demonstration of correct behaviours and attitudes as well as the ability to constantly challenge and to continuously improve on EDI practice.? I am delighted to say that HNC has passed this challenge with flying colours!” (Jo Barton, Leaders in Diversity assessor)00“What determines who is successful in achieving Leaders in Diversity is the demonstration of correct behaviours and attitudes as well as the ability to constantly challenge and to continuously improve on EDI practice.? I am delighted to say that HNC has passed this challenge with flying colours!” (Jo Barton, Leaders in Diversity assessor)-399245103604“In terms of leaders undertaking a lead role in EDI, I could not find any evidence to the contrary and interviewees were all very positive about the way leaders behaved.” (Jo Barton, Leaders in Diversity assessor)00“In terms of leaders undertaking a lead role in EDI, I could not find any evidence to the contrary and interviewees were all very positive about the way leaders behaved.” (Jo Barton, Leaders in Diversity assessor)-553792219281“HNC – it is a flagship College for EDI.” (Jo Barton, Leaders in Diversity assessor)00“HNC – it is a flagship College for EDI.” (Jo Barton, Leaders in Diversity assessor) Training 5.1In the 2014/15 academic year equality and diversity training for staff continued to focus on informal learning opportunities. We continued to produce an equality and diversity bulletin on a half-termly basis and these were published to staff via Moodle. We also developed an email notification to all staff, highlighting notable national and international dates. We received feedback from many members of staff who said that these email updates prompted them to incorporate different equality and diversity themes into their lessons. We purchased an Equality and Diversity calendar for each curriculum team as a resource to help them plan how to embed equality and diversity into their schemes of work and lessons.All students were required to complete an Equality and Diversity online training course via Moodle.Training on mental health awareness was delivered as part of the summer programme of CPD for staff; this session was well-attended and the feedback received was excellent. We hope to arrange a repeat of this training session in 2015/16.Training for staff on issues relating to sexuality and gender identity is planned for the autumn term in 2015/16.Within the main dining area our equality and diversity displays are updated on a monthly basis to reflect a range of themes across the year. We now have equality and diversity noticeboards in each building and these contain important information, both written and visual, about how we promote equality and diversity within Huddersfield New College.Posters reflecting ‘traditional British Values’ have been developed and these will be on display throughout the College from September 2015. Fundraising / Events / Notable Achievements6.1 This section details events and achievements throughout the 2014/15 academic year, to highlight the variety of ways in which our commitment to equality, diversity and inclusion is manifested.6.2 Ice Bucket ChallengeBrave members of staff, including members of the Senior Leadership Team, participated in the Ice Bucket Challenge, to raise money for Motor Neurone Disease UK.The Ice Bucket Challenge6.3MacMillan Coffee MorningMembers of the Diversity Group hosted a coffee morning in the staff room. Staff made or donated cakes/buns and Taylor Shaw, the College’s onsite catering company, kindly donated tea/coffee. This has become an annual fundraising event at the College are we are committed to continuing to support this worthwhile cause. We raised over ?150 for the charity.6.4No Body is Perfect221743848055200In October 2014 the Open Door team organised a ‘no body is perfect’ awareness raising event, to highlight the dangers to young people of aspiring to achieve a perfect or Barbie-like body.The ‘No Body is Perfect’ Displayright11975006.5World Mental Health DayThe Psychology, Student Engagement and Enrichment and Diversity teams collaborated to host an event to promote World Mental Health Day in October 2014. Students were invited to write comments on post-it notes, which were then displayed on a large picture of a brain, and they had the opportunity to have fun photographs taken in our photo booth. We also gave out heart-shaped stickers to students and staff, on which they could write their own message, to encourage people to be kind to each other.World Mental Health Day October 20146.6National Anti-Bullying WeekThe College held its second ‘tree of kindness’ event to promote National Anti-Bullying week. Through our event we encouraged our students to think about the messages that they might post in public forums and to aim to post only positive messages about themselves and others. We also raised money for Childline through this event. The Tree of Kindness HNC Bespoke Sweet Treatsright0006.7Children in NeedWe raised money for Children in need through activities such as bun/cake sales, a cake raffle, and a special visit from Pudsey Bear! Sonia and Pete meet Pudsey Bear6.8The Diversity RapCharlotte Kennedy, the College’s NC/DC Coordinator, collaborated with our very own rapper, D-Gilla, to produce a ‘Diversity Rap’. The rap evolved from a poem that Charlotte wrote, and became something that we used in the training sessions with external partners.Charlotte and Darius Record their Rap6.9Religious Diversity EventOn 4th December 2014 we held our first event to celebrate diversity in religion and belief. Historically we have raised awareness of different faiths through displays and through other events such as the celebration of European Day of Languages, and Black History Month. The event was held in the foyer to the College and attracted significant interest and participation from our students.Celebrating Diversity in Religion and BeliefStudents and staff were invited to write a kind and/or religious message on our special tags, and these were displayed among the brightly coloured baubles, as shown above and below.Messages for the Display6.10Christmas CelebrationsWe celebrated Christmas early with events that included a ‘wear your Christmas jumper to College’ day, and a Christmas fayre hosted by the Health and Social Care team. We had a special visit from Father Christmas himself! Funds were raised for the Forget Me Not Children’s Hospice.Christmas Jumper DaySpecial Guests at the Health and Social Care Christmas Fayre6.11The Diversity Conference On 25th February Huddersfield New College hosted its third Diversity Conference in partnership with two local schools: Moor End Academy, and Royds Hall School.The event was attended by Til Wright, a College Governor, and Councillor Paul Kane, the Deputy Mayor of Kirklees, who delivered a key note speech on the conference’s theme of Journeys in Equality and Diversity.The aim of the conference was to explore individual and collective journeys in embracing and celebrating equality and diversity. The participating schools each prepared and delivered a presentation on the conference theme. These presentations were interspersed with performances from some of the College’s own Dance students, a musical performance by Ella Caton, one of the College’s Student Diversity Champions, and a presentation from Saliha Khadim, a Huddersfield New College student who spoke about her own journey through school and the challenges she has faced with dyslexia.Participants with Angela Williams, Principal, and Councillor Paul Kane, Deputy Mayor of KirkleesThe conference also provided a showcase for aspiring poets, as we ran a poetry competition in the build up to the event and the entrants were awarded certificates and prizes for their outstanding efforts. Hannah Walker, a Huddersfield New College student, received the prestigious Principal’s Special Award for her interpretation of the competition’s theme (see below). I like blue: he likes pink… I like blue, He likes pink.Don’t diss.Know this:Our minds work in a unique way,Some like it sunny, Some like it grey.Several um and ah, Whilst others are decisive,When trying to be incisive.1 in 5 a disability, Doesn’t mean they aren’tEntitled to equality. Know that we are, Human, people, bodies, and souls, To make up a communityOf family, society, and unity.Know that we are, Different, (The places, from which we came), Yet very much the same.Know that we are, Dark and pale, Male and female, He or she, LGBT. Know to respect. It’s what we expect. For you to accept:I like blue. He likes pink. Hannah WalkerHuddersfield New CollegeStudents from Moor End Academy Receiving their Certificate from Angela Williams, Principal6.12Easter Egg HuntCarol Mitchell, our College Supervisor and Diversity Champion organised the second Easter Egg Hunt for students, and prizes of the chocolate variety were awarded to the winners.The Easter Egg Competition6.13Diversity in Music EventOn 3rd June 2015 we hosted our second Diversity in Music event, to promote World Music Day and to showcase the variety of musical styles from which we might gain pleasure. The event took place in partnership with Moorlands Primary School, who sang a number of songs from the musical Les Miserables and one pupil, Lucy Fairburn, performed a solo piece on the flute. The Huddersfield New College Choir and students also showcased their talent.Thanks go to Paul Hewitt and Erika Montgomery who organised and managed the event, which was enjoyed by all.Through this event we raised money for a local charity, YAMSEN (Yorkshire Association for Music and Special Educational Needs).The Huddersfield New College ChoirMoorlands Primary School6.14Support from our Media StudentsThroughout the academic year, some of the College’s Media and Film students supported the equality and diversity events by filming and/or photographing them, supported by their teacher, Gary Eastwood, a member of the Diversity Group.The support from our students is invaluable, and the work that our Media and Film students produced enabled us to develop the equality and diversity section of our website, to include footage of the various events. The developments to the website were highly commended in the Leaders in Diversity assessment, and we thank those students who gave up their time to contribute to the important work we do in relation to equality and diversity. Staff Recruitment and Selection Monitoring Data (2014/15)Using recruitment and selection data for the period September 2014 to August 2015 inclusive, the tables below show the characteristics of those applying for and being appointed to a role. 7.1 Applicants’ GenderFigure 2Applicants’ Gender – Three Year ComparisonNumber of Applicants2012/13% Of Total Applications 2012/13Number of Applicants2013/14% Of Total Applications 2013/14Number of Applicants2014/15% Of Total Applications 2014/15Male10939%13039%28245%Female17060%20561%32151%Not Known / Not Stated41%0-214%Totals283100%335100%624100%Applications for employment were received from 321 women (51%) and 282 men (45%). These statistics reflect a slight increase in the percentage of male applicants, which is encouraging in terms of the staff gender balance, and an increase in the number of applicants choosing not to disclose their gender (although in percentage terms, this increase is not considered to be statistically significant). Of the applicants who were appointed (40 in total including casual staff), 22 (55%) are female and 18 (45%) are male. The gender of appointed applicants represents a significant change from previous years, and a more equal distribution of gender as an outcome of the College’s recruitment and selection processes, which is encouraging. In 2013/14, 81% of those appointed were female and 19% were male. Statistically this shows that in 2014/15 the ratio of female to male applicants is consistent with the gender ratio of those appointed, and this is a new development. Figure 3Gender of Appointed Applicants – Two Year ComparisonGender of Appointed External ApplicantsGenderNumber and % of Appointed External Applicants 2013/14Number and % of Appointed External Applicants 2014/15Female48 (81.0%)22 (55.0%)Male11 (19.0%)18 (45.0%)Total59 (100%)40 (100%)The decrease in the number of new appointments (40 in 2014/15 compared to 59 in 2013/14) is attributed to the following factors:No large scale restructuringOngoing attempts to manage the staffing budget and make efficiency savings where possible7.2Applicants’ AgeFigure 4 Applicants’ Age - Three Year ComparisonNumber of Applicants 2012/13% Of Total Applications 2012/13Number of Applicants 2013/14% Of Total Applications 2013/14Number of Applicants 2014/15% Of Total Applications 2014/15Under 254917.3%9528.4%16326.1%25-349132.2%6519.4%16025.6%35-446924.3%6017.8%11117.8%45-544616.3%6218.5%10717.1%55-64155.3%257.5%447.1%65+10.4%30.9%50.8%Not known124.2%257.5%345.4%Totals283100%335100%624100%Figure 4 above shows that in 2014/15 applicants in the Under 25 age category form the largest group of all applicants, which is consistent with the previous year. We have continued to attract a high number of applications from those in the 25-34 age range, which is also consistent with the previous two years. Applicants in the ranges 35-44 and 45-54 are of a similar size, reflecting that the majority of applications received were from those up to the age of 54. Figure 5 highlights that of the 40 applicants appointed, the majority fall into the Under 25 category, which is encouraging in terms of balance within the College’s staff age profile. There is a fairly even distribution across all other age categories with the exception of the 55-64 age range, and those aged 65+. Figure 5 Age of Appointed Applicants – Two Year ComparisonAge Range of Appointed External ApplicantsAge CategoryNumber and % of Appointed External Applicants 2013/14Number and % of Appointed External Applicants 2014/15Under 2518 (30.5%)12 (30.0%)25-3413 (22.0%)8 (20.0%)35-449 (15.3%)7 (17.5%)45-5414 (23.7%)9 (22.5%)55-645 (8.5%)4 (10.0%)Total59 (100%)40 (100%)7.3Applicants’ DisabilityFigure 6 Applicants’ Disability – Three Year ComparisonNumber of Applicants 2012/13% Of Total Applications 2012/13Number of Applicants 2013/14% Of Total Applications 2013/14Number of Applicants 2014/15% Of Total Applications 2014/15No25489.8%30189.8%55288.5%Yes – learning difficulty113.8%30.9%71.1%Yes – mental ill health41.4%00.0%40.6%Yes – physical impairment41.4%82.4%193.0%Yes – rather not say31.1%10.3%40.6%Not known72.5%226.6%386.1%Total283100%335100%624100%Of the 624 applications received, 34 (5.4%) disclosed that they have a disability, which is slightly more than the percentage of disabled applicants in 2013/14 (3.6%), but still less than the percentage of disabled applicants in 2012/13 (7.7%). Of those applicants who were appointed, three have a disability (physical impairment) and three have declined to disclose. The number of successful applicants with a disability in the 2014/15 academic year is consistent with those from 2013/14.Figure 7Disability of Appointed Applicants – Two Year ComparisonDisability of Appointed External ApplicantsDisabilityNumber and % of Appointed Applicants’ 2013/14Number and % of Appointed Applicants’ 2014/15No55 (93.2%)34 (85.0%)Yes – learning difficulty1 (1.7%)0 (0.0%)Yes – mental ill health0 (0.0%)0 (0.0%)Yes – physical impairment2 (3.4%)3 (7.5%)Yes – rather not say1 (1.7%)0 (0.0%)Not known0 (0.0%)3 (7.5%)Total59 (100%)40 (100%)7.4 Applicants’ EthnicityFigure 8 Applicants’ Ethnicity – Three Year ComparisonNumber of Applicants 2012/13% Of Total Applications 2012/13Number of Applicants 2013/14% Of Total Applications 2013/14Number of Applicants 2014/15% Of Total Applications 2014/15Asian/Asian British – any other10.4%30.9%71.1%Asian/Asian British – Bangladeshi00.0%00.0%91.4%Asian/Asian British - Indian31.1%61.8%81.3%Asian/Asian British - Pakistani82.7%195.7%457.2%Black/Black British – African51.8%103.0%91.4%Black/Black British – any other10.4%20.6%20.3%Black/Black British – Caribbean20.7%72.1%162.6%Chinese00.0%10.3%30.5%Mixed – any other20.7%41.2%40.6%Mixed – White and Asian00.0%10.3%10.2%Mixed – White and Black African00.0%00.0%40.6%Mixed – White and Black Caribbean10.4%51.5%111.8%Not known/not provided279.5%339.8%609.6%Any other20.7%10.3%30.5%White – any other93.2%72.1%121.9%White – British21575.9%22266.3%41366.2%White – Irish10.4%20.6%20.3%White – other European62.1%123.5%152.4%Total283100%335100%624100%In 2014/15 applicants’ ethnicity was mixed and covered a wide range of groups. Figure 8 shows the numbers of applicants from different ethnic groups across a three year period. The largest pool of applicants has consistently been those described as White – British, and 21.5% of applicants were from Black and Minority Ethnic groups (which is slightly higher than 2013/14 when 19.4% of applicants were from Black and Minority Ethnic groups).The ethnicity of those appointed is reflected in Figure 9 below.Figure 9Ethnicity of Appointed Applicants – Two Year Comparison Ethnicity of Appointed External ApplicantsEthnicityNumber and % of Appointed Applicants 2013/14Number and % of Appointed Applicants 2014/15Asian/Asian British – Indian1 (1.7%)0 (0.0%)Asian/Asian British – Pakistani1 (1.7%)0 (0.0%)Black/Black British – African1 (1.7%)0 (0.0%)Black/Black British – any other1 (1.7%)0 (0.0%)Black/Black British – Caribbean3 (5.1%)2 (5.0%)Not known/not provided4 (6.8%)0 (0.0%)White – any other1 (1.7%)0 (0.0%)White – British42 (71.1%)37 (92.5%)White – Irish1 (1.7%)0 (0.0%)White – other European4 (6.8%)0 (0.0%)Mixed – White and Black Caribbean0 (0.0%)1 (2.5%)Total59 (100%)40 (100%)The 2011 census data for Kirklees shows that the locality comprises 16.5% of people from Black and Minority Ethnic groups therefore our monitoring data for applicants reflects that at present we are attracting a higher percentage of applicants from minority groups, which is a continuing trend.7.5Applicants’ Sexual OrientationFigure 10 Applicants’ Sexual Orientation – Three Year ComparisonNumber of Applicants 2012/13% Of Total Applications 2012/13Number of Applicants 2013/14% Of Total Applications 2013/14Number of Applicants 2014/15% Of Total Applications 2014/15Bisexual31.1%51.5%61.0%Gay Man41.4%20.6%81.3%Heterosexual25389.4%29186.9%54086.5%Lesbian20.7%20.6%50.8%Prefer not to say217.4%3510.4%6510.4%Total283100%335100%624100%With regard to sexual orientation, 89.6% of applicants made a disclosure, which is the same disclosure rate as in the previous monitoring period. 10.4% either did not respond or indicated that they would prefer not to disclose. The sexual orientation of appointed applicants can be seen in Figure 11 below.Figure 11Sexual Orientation of Appointed Applicants – Two Year ComparisonSexual Orientation of Appointed External ApplicantsSexual OrientationNumber and % of Appointed Applicants’ 2013/14Number and % of Appointed Applicants’ 2014/15Bisexual0 (0.0%)1 (2.5%)Gay Man1 (1.7%)0 (0.0%)Heterosexual53 (89.8%)37 (92.5%)Not known/not provided5 (8.5%)2 (5.0%)Total59 (100%)40 (100%)7.6Applicants’ Religion/BeliefFigure 12 Applicants’ Religion/Belief – Three Year ComparisonNumber of Applicants 2012/13% Of Total Applications 2012/13Number of Applicants 2013/14% Of Total Applications 2013/14Number of Applicants 2014/15% Of Total Applications 2014/15Atheist155.3%236.9%599.5%Buddhism31.1%20.6%20.3%Christianity (including Catholicism)12945.6%12637.6%24839.7%Hinduism00.0%00.0%50.8%Judaism20.7%00.0%20.3%Muslim124.2%216.3%6310.1%Not known/not provided2910.2%4011.9%8613.8%Other (including no religion)8831.1%11835.2%15825.3%Sikhism51.8%51.5%10.2%Total283100%335100%624100%Applicants’ disclosure of religion or belief continued to be high, with 86.2% of applicants making a disclosure. The applicant profile by religion/belief is reflected in Figure 12 above. In the category of ‘Other’, applicants with no religion are included, and we have seen an increase in this category since 2012/13. Figure 13 below shows the religion/belief of those appointed.Figure 13Religion/Belief of Appointed Applicants – Two Year Comparison Religion/Belief of Appointed External ApplicantsReligion / BeliefNumber and % of Appointed Applicants’ 2013/14Number and % of Appointed Applicants’ 2014/15Agnostic0 (0.0%)1 (2.5%)Atheist5 (8.5%)3 (7.5%)Christianity23 (38.9%)18 (45.0%)Muslim1 (1.7%)0 (0.0%)Not known/not provided4 (6.8%)5 (12.5%)Other (including no religion)25 (42.4%)13 (32.5%)Sikhism1 (1.7%)0 (0.0%)Total59 (100%)40 (100%)The College is confident in its approach to recruitment and selection in terms of embracing and valuing the different characteristics of applicants for vacant roles. All advertisements, whether online or in print media, contain an equal opportunities statement to encourage applications in particular from under-represented ethnic groups, and this has been the case for a number of years. In comparison with the demography of Kirklees, the applicant profile indicates that we are continuing to make progress in relation to receiving applications from under-represented ethnic groups.Figure 14 below details the number of applicants obtaining vacancy information from different media sources.Figure 14Advertising Data Vacancy SourceNumber and % of Applicants 2013/14Number and % of Applicants 2014/15Job Centre12 (3.6%)9 (1.4%)FE Jobs (web)42 (12.5%)110 (17.6%)HNC Website (web)106 (31.6%)154 (24.7%)Huddersfield Examiner0 (0.0%)13 (2.1%)TES (print and web)51 (15.2%)100 (16.0%)Word of Mouth24 (7.2%)13 (2.1%)Other (web including social media)83 (24.8%)174 (27.9%)Not known/specified17 (5.1%)51 (8.2%)Total335 (100%)624 (100%)In this table the three main vehicles through which information about career opportunities within the College are being accessed have been accentuated in pink. There is a link between the College’s own website and FE Jobs in that when vacancy details are entered to the FE Jobs site they automatically drop into the job vacancy section of the HNC website. Without the FE Jobs account, exposure to opportunities and traffic to our website would be reduced. The number of applicants responding to vacancies advertised online has continued to increase.The applicant data considered in this section demonstrates that the College is attracting a diverse range of people to advertised career opportunities without recourse to more niche and/or specialist advertising media. While the data suggest that current recruitment practices are generally working well, we are committed to reviewing and improving our recruitment and selection procedures and an in-depth review of these will take place in the 2015/16 academic year.Data Analysis – EmployeesIn this section the staff profile by different protected characteristics will be presented and discussed in relation to the 2011 census where possible. There is no reliable sector benchmarking data for comparison with other colleges, as the SIR (Staff Individualised Record) return is not compulsory and many colleges do not complete the return.8.1Employee Data by Protected CharacteristicsEmployees’ GenderFigure 15From Figure 15 above it can be seen that the College’s gender profile for staff has not changed significantly in the past three years. At the end of the 2012/13 academic year female employees represented 64% of the total workforce compared to 36% of male employees. At the end of the 2014/15 academic year the workforce still comprises 64% female employees and 36% male employees. The 2011 census data tells us that the Kirklees population comprises 49% males and 51% females; therefore, as a College and in relation to gender distribution, our workforce remains weighted towards females.8.2Employees’ AgeFigure 16Figure 16 shows the age profile of the College’s workforce over the past three academic years, 2012/13, 2013/14 and 2014/15. In the three year period the age profile has remained consistent across all of the age categories, with the exception of the under 25 category, which has increased by 6.6% since 2012/13, thereby enhancing the balance of age, experience and skills. 8.3Employees’ DisabilityFigure 17In comparison with the 2012/13 data, the number of employees who selected the ‘prefer not to say’ option has decreased slightly in the subsequent years. The number of employees who have disclosed a disability has remained constant across 2013/14 and 2014/15 at 18. The College has maintained the standards related to the ‘Positive about Disabled People’ award for a number of years, and we are committed to ensuring candidates with a disability receive opportunities to be interviewed for positions with the College, in line with the provisions of the guaranteed interview scheme.8.4Employees’ EthnicityFigure 18The population of Kirklees comprises 83.5% of people in the category of White - British and 16.5% of people in Black and Minority Ethnic groups. The College’s current staff profile shows that 86% are in the White – British category. Excluding the White – British category and those who have not disclosed their ethnicity, 13.6% of the College’s employees are from Black and Minority Ethnic groups, which is slightly below the percentage for Kirklees as a borough, but is consistent with the staff profile across the three-year reference period shown.8.5Employees’ Sexual OrientationFigure 19The data for the past three academic years show that disclosure of sexual orientation is consistently high, although the 2014/15 data reflects an increase in the number of employees’ whose sexuality is ‘not known’. Two employees have disclosed a sexual orientation other than Heterosexual; both of these individuals were an external applicants, appointed in the course of the 2013/14 and 2014/15 academic years. The College has continued to actively promote its commitment to sexual orientation equality through training and awareness-raising, particularly in relation to LGBT History Month. Local and regional benchmarking data on sexual orientation equality is not available.8.6Employees’ Religion/BeliefFigure 20From Figure 20 it can be seen that a proportion of the workforce has not disclosed a religion/belief, but it should be noted that the numbers in this category have continued to decrease significantly over the past three years. Overall the data has changed very little in the past three years, with the exception of the ‘Other/No Religion’ category, which has steadily increased 18.6% of the total workforce (in comparison with 10% in 2012/13). Employees’ religion/belief broadly reflects the College’s staff ethnicity profile. As a borough, religion/belief within Kirklees is reflected below:Christian 67.2%No religion 14%Muslim10.1%Not known7.3%Sikh0.7%Hindu0.3%Other Religions 0.2%Buddhist0.1%In relation to all employee equality monitoring data detailed in section 8, individual employees are able to update their details at any time through the College’s HR self-service system; therefore, any changes year on year highlighted in this section may also be accounted for in terms of employees taking responsibility for managing and updating the information held on them.9.0LeaversIn the course of the 2014/15 academic year 30 employees left the College; this is 3 more than in the previous reporting period. The reasons for leaving were varied and a reflection of both individual circumstances and College imperatives related to making necessary efficiency savings.The reasons for leaving are summarised in the table below, and can be viewed in the context of the information for the previous academic year.Figure 21Reason for LeavingNumber of employees 2013/14Number of employees 2014/15Other reason 24End of Fixed-term Contract 35Interests of efficiency (voluntary)74Employee Resignation 1417Sabbatical 10Total 2730The pie charts below show the equality and diversity monitoring categories for those who left the College in the 2014/15 academic year.10.0Data Analysis – GovernorsSince the previous equality and diversity annual summary report was published, there have been further changes to the composition of the board of Governors, in terms of those who have either resigned or whose term of office has come to an end and those newly appointed. There are currently 14 Governors and two vacancies, one for a parent Governor and one for an external position of the Board of Governors is:2012/132013/142014/15Gender10 female members (53%), 9 male members (47%)10 female members (71%), 4 male members (29%)9 female members (64%), 5 male members (36%)Age40 and under (21%)41-49 (32%)50-59 (26%)60-69 (10.5%)70 and over (10.5%)40 and under (36%)41-49 (36%)50-59 (21%)60-69 (7%)40 and under (13%)41–49 (29%)50-59 (29%)60-69 (29%)EthnicityWhite British (84%)Other (16%)White British (72%)Black/Black British – Caribbean (7%)Asian/Asian British – Pakistani (7%)Asian / Asian British – Indian (7%)White – any other (7%)White British (78%)Black/Black British – Caribbean (14%)White – any other (8%)The Corporation continues to work towards extending diversity amongst its Governors. All recruitment campaigns encourage applicants from Black and Minority Ethnic groups who continue to be under-represented on the Governing Body.100% of the members of the Governing Body do not consider themselves to be a disabled person.11.0Data Analysis - Students 11.1A full and thorough analysis of student performance in respect of gender, ethnicity and disability and/or learning difficulty has been undertaken, the results of which have been published in the Deputy Principal’s outcomes report. Performance of Different Groups of Learners 2014/15The College analyses the performance of different groups of learners, according to: incoming attainment; gender; ethnicity; learning difficulty, and disability. Any performance differences are further analysed at course level to identify any areas for concern and remedial action. These are reported in curriculum Self-Assessment Reports and actions to address any issues noted in the Quality Improvement Plans.From the 2014/15 student outcomes data there do not appear to be any significant differences in performance between different groups of learners and learners on different types of courses.More detailed analysis of student attainment will be set out in the College’s self-assessment report and any actions required to address and improve student achievement will be detailed on the College’s Quality Improvement Plan.11.2Student ProfileThe table below shows a three year trend in terms of the College’s student profile, for comparison against the community and staff profiles. It is evident that the profile has changed only slightly since the last period of monitoring, predominantly in relation to a slight increase in the percentage of students from Black and Minority Ethnic groups. Figure 27Equality and Diversity SummaryGenderEthnicityLD&DPostcodeStudent Cohort 2015/16 (as at October 2015)47% male53% female32% black or ethnic minority17% with disclosed learning difficulties or disabilities*33% from postcode areas described as deprivedStudent Cohort 2014/1548% male52% female28% black or ethnic minority 18% with disclosed learning difficulties or disabilities32% from postcode areas described as deprivedStudent Cohort 2013/1450% male50% female26% black or ethnic minority21% with disclosed learning difficulties or disabilities32% from postcode areas described as deprived* This figure will be monitored throughout the 2015/16 academic year and may be adjusted.12.0Plans for 2015/16The College’s equality objectives action plan will be updated to reflect progress made on previously published objectives and to reflect new goals. This section provides a brief summary of planned initiatives and events related to equality and diversity, for the 2015/16 academic year, which will form the basis of a new action plan.The Equality and Diversity Manager is managing the College’s approach to equality and diversity, reporting directly to the Principal throughout 2015/16.Notable dates, e.g. religious and cultural celebrations, international days of celebration etc. will continue to be promoted through an Equality and Diversity bulletin, which is likely to be published on a half-termly basis. A number of equality and diversity themes will continue to be promoted through the tutorial curriculum. We are considering options for e-learning, for students and staff.We will continue to review methods of attracting applicants for job vacancies generally, making better use of social media in particular, with a view to increasing as far as possible the percentage of appointments made from under-represented Black and Minority Ethnic groups. This will form part of the wider review of recruitment and selection procedures.Staff and students will continue to be encouraged to contribute to the evolution of the equality and diversity operational plan at every opportunity, as there is natural overlap with different staff members’ roles and it is important to use student feedback positively and proactively to reflect and address issues that are important to students.The College will continue to work on the Leaders in Diversity action plan, to ensure that we are prepared for the reassessment in 2016. The Equality and Diversity Manager will work with new and established members of the Diversity Group on projects and areas of personal interest for them as Diversity Champions.Working with the Director of Safeguarding we will continue to monitor reports of incidents of bullying/harassment, including monitoring of the ‘bullying’ email function. SummaryOur plans for 2015/16, and our overall approach and commitment to equality and diversity are set out in full in the following documents:Self-Assessment Report 2014/15Quality Improvement Plan 2015/16Equality Objectives Action Plan 2015-2018 (currently being updated to reflect the College’s strategic plan)Leaders in Diversity Action PlanEqual Opportunities PolicyEquality and Diversity Annual Summary Report ................
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