Equality Information
The Equality Act 2010 (Specific Duties) Regulations 2011 came into force on September 10th 2011. Calderdale College must comply with the public sector Equality Duty requirements and sets out how it will do this through this document.
Aims
The College aims to:
- Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010
- Advance equality of opportunity between people of different groups
- Foster good relations between people from different groups
The above aims are in accordance with those outlined in the general duty of the Act.
Take a look at a film produced by our PGCE students and staff to celebrate equality and diversity:
The Equality Duty covers the following protected characteristics:
- Age
- Disability
- Gender reassignment
- Pregnancy and maternity
- Race (including ethnic or national origins, colour or nationality) Religion or belief (including lack of belief)
- Gender
- Sexual Orientation
In delivering the Equality Duty the College must determine what information it will publish to demonstrate that it is achieving its aims. From January 2012 the college will publish information about learners and staff relating to:
- Recruitment (numbers of learner enrolments, staff recruitment) Learner outcomes ( learner success rates)
- Learner satisfaction
- Workforce data
The College does not currently collect data relating to learners’ sexuality and religion or belief. While there is no requirement under the Equality Act for public bodies to request this information, in order to ensure that full analysis can be undertaken against all protected characteristics this information will be requested through online applications with immediate effect; changes to hard copy applications will be actioned for 2012/13. Processes are in place for Transgender learners and staff to declare their status, however there have been no declarations in 2010/2011 or 2011/2012.
Outcomes and progress against the aims
Learners
Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010.
The College has clear policy and codes of conduct for learners in relation to equality and diversity. Feedback from learners, including complaints, is analysed and reported. In the academic year 2010/11 there were 2 complaints relating to disability; both were resolved successfully. There were no complaints pertaining to the other protected characteristics.
Satisfaction of learners
Calderdale College surveys learners each term to assess their satisfaction with all College functions. This information is disaggregated according to protected characteristics. Key findings indicate that:
- 1248 learners completed the survey, which is proportionate to the number of enrolments.
- 103 more learners responded than in 2010.
- Overall, 94% of learners are satisfied with their teaching and learning experience and the supportthey have received. In comparison to the Entry SPOC Survey 2010, satisfaction levels are slightly up by 1%.
- 95% of learners are satisfied with the Teaching & Learning they have experienced, 91% are satisfied with the support they have received, and 97% are satisfied with their first impressions.
- 14-16 learners at 95% show slightly higher levels of satisfaction than 19+ learners and 16-18 learners both at 94%.
- Female learners with a 96% satisfaction level are 3% happier than males who have 93% satisfaction.
- Learners with Disabilities have a 95% satisfaction level, which is slightly higher than those with No Disability with 94% level of satisfaction.
Advance equality of opportunity between people of different groups.
Additional Learning Support is outstanding with 97% success rate for supported learners. In the OFSTED Numeracy survey of October 2010 lessons observed were good or outstanding and one lesson identified by inspector as being a model of best practice which should be used across the country. Inspectors identified that initial assessment was robust and timely and that the College had de-stigmatised support ensuring all learners identified as requiring support accepted it.
Recruitment of learners in 2011/12
- 51% of learners are male of which 57% are within the 16-18 cohort.
- 27% of college learners are from ethnic minorities. This is above the Calderdale population.
- 22% of 16-18 and 34% of 19+ learners are from ethnic minorities with most significant cohort beingPakistani heritage learners at 13%.
- 21% of learners have a declared disability with 24% of 16-18 and 17% of 19+ making a declaration.19% of Higher Education (HE) learners are from an ethnic minority background.
- 5% of learners on HE provision have a declared disability.
- Male learners account for 39% of HE students.
Success rates in 2010/11 identified the following key outcomes.
- Success rates of Pakistani heritage learners exceeds that of White British by 2% at 83% and hasincreased by 16% since 2009/10.
- Success for learners with a disability is 6% higher, at 86%, than non-disabled and has increased by 5%since 2009/10.
- Success rates for both age groups is near parity with 16-18 at 82% and 19+ at 81%.
- Male learner success is at 83%, 4% higher than female learners.
- Ethnic minority learner success was 6% above national benchmark for the 16-18 cohort at 87%.Success rates for learners with a disability aged 16-18 was 7.5% above national benchmark at 89%.HE ethnic minority learners’ success rate is at 97% in 10/11 with White British at 92%.
- Success rates for learners with a disability were 83% in 10/11 with 92% for non-disabled.
- Success rates for female learners was 94% in 10/11 with males at 87%.
Foster good relations between people from different groups
The College continues to actively promote equality and diversity through the tutorial system and with embedded delivery in programme areas. Activities culminated in the One Festival which was led by learners with the support of the Learner Involvement team. The overarching theme for the festival was active citizenship. College celebration days have included World Mental Health Day when over 100 staff and learners signed a pledge to support the make a difference campaign. Holocaust Day was marked with a drama performance from learners reflecting their experiences visiting Holocaust sites in Poland as part of learning experience facilitated by staff and Via Media. The College held its first LGBT event in February 2011 with a range of activities involving a local historian and a transgender poet.
In 2011/12 a learner equality and diversity committee has been established to focus on promoting equality and diversity from the learner perspective. A diversity calendar, sponsored by the student union has been developed and activities chosen to promote equality and diversity throughout 2012.
The College fulfils its legislative requirements in regards to policies and equalities schemes All college policies are to be reviewed in the light if the latest amendments to the Equality Act 2010 and in particular the Public Sector Duty contained within the framework of the legislation.
Staff
The Human Resources Team monitors equality and diversity statistics and works with the Equality and Diversity Committee to ensure fair practice in all aspects of employment and will continue to look for methods to improve the diversity of the workforce.
There is no prescribed data, the College has to consider how our activities as an employer affects current staff and applicants who share different protected characteristics and which data is most appropriate to fulfil this requirement and monitor actions and outcomes.
Current data
| Learner Profile 2010/11 | 45% Female, 55% Male |
| Staff Profile 2010/11 | 62% Female, 38% Male |
| Job Applicants 2010//11 | 64% Female, 36% Male |
| Learner Profile 2010/11 | 18.0% Disability/ Learning Difficulties |
| Staff Profile 2010/11 | 2.91% Disability |
| Job Applicants 2010/11 | 4.36% Disability |
The staff profile has remained constant in recent years and the HR Team are analysing more closely the outcomes of jobs applicants to see if any
| Learner Profile 2010/11 |
79% White British and Other White 21% Minority Ethnic |
| Staff Profile 2010/11 |
87% White British and Other White 13% Minority Ethnic |
| Job Applicants 2010//11 |
89% White British and Other White 11% Minority Ethnic |
| Current Staff | 16-25 | 6.35% |
| 26-35 | 21.78% | |
| 36-45 | 27.59% | |
| 46-55 | 26.87% | |
| 56-64 | 15.42% | |
| 65+ | 2.54% | |
| Applicants | 16-25 | 18.75% |
| 26-35 | 29.36% | |
| 36-45 | 25% | |
| 46-55 | 19.13% | |
| 56-64 | 5.68% | |
| 65+ | 0.38% | |
| Unknown | 1.70% |
The age profile is used as part of the College Succession Planning for future workforce needs. Applicants profile is generally younger than the current staff profile.
Staff Development is a key element in the promotion of equality and diversity and enhancing staff understanding of their obligations. Mandatory training is delivered to all staff as part of their induction process with sessions run on a monthly basis for those staff who have not previously attended along with those updating their knowledge. The equality and diversity training sessions have been redesigned following feedback with new sessions scoring satisfaction ratings of no less than 4 on a 5 point scale. Development opportunities have also been provided on Dyslexia, Autistic Spectrum. managing challenging behaviours, Mental Health, deaf awareness and using assistive technologies.
Equality Objectives 2011-2012
| Priority |
Who |
Timescale / Status |
|
Review and update policies and practice in line with the Equality Act | ||
|
Review existing policies to ensure all protected characteristics are reflected and that all policies are in line with the Equality Act |
HALS QM |
April 2012 |
|
Governance | ||
|
Updated equality and diversity training for all Governors. Consider the diversity of the Governing Body – does this reflect local community, staff and learner profile? |
HALS Clerk |
March Governors Development day will be E&D themed. |
|
Ensure all College procurement E&D compliant |
Estates Manager |
Update: All tenders and all major procurement partners’ E&D credentials are checked. This procedure will apply to all procurement in future (DM - 11.11). |
|
Ensure all external partners are compliant with the Equality Act and that E&D Training is accessed by said partners |
Ext Funding | |
|
Priority |
Who |
Timescale / Status |
|
Targets for 2011/12 | ||
|
Implementation of Multi-Faith facilities |
HALS |
Complete |
|
Develop external partnerships to social cohesion of local community |
Learner Forum |
First meeting of the learner forum to be held 16.11.11. |
|
Identify and plan Celebration days |
Learners Forum |
First meeting of the learner forum to be held 16.11.11. Activities for 2012 agreed 25th January 2012 |
|
Narrow equality gaps in success and recruitment |
PMs |
Update: QIPs and SARs informing E&D actions and timescales. |
|
Embedding of E&D in curriculum consistently across all programme areas. |
All – led by PMs |
Initial work undertaken with Health and Social Care team |
|
Roll out of online training package to staff and learners |
Staff Development Officer |
Update: Roll out is planned and awaiting clarification on usage i.e. all staff or implement with new starters |
Additional Data
Additional Data 3 Year trend - College Success Rates for Equalities Groups 2008-2011
| ETHNICITY | Minority Ethnic | White British |
| 2008/2009 | 64% (Pakistani 80%) | 73% |
| 2009/2010 | 67% (Pakistani 74%) | 80% |
| 2010/2011 | 83% (Pakistani 84%) | 81% |
| DISABILITY | YES | NO |
| 2008/2009 | 69% | 74% |
| 2009/2010 | 81% | 78% |
| 2010/2011 | 86% | 80% |
| AGE | 16-18 | 19+ |
| 2008/2009 | 71% | 74% |
| 2009/2010 | 79% | 78% |
| 2010/2011 | 82% | 81% |
| GENDER | MALE | FEMALE |
| 2008/2009 | 69% | 77% |
| 2009/2010 | 79% | 77% |
| 2010/2011 | 83% | 79% |
| ELIGIBILITY FOR DISADVANTAGE UPLIFT | YES | NO |
| 2008/2009 | 73% | 76% |
| 2009/2010 | 76% | 81% |
| 2010/2011 | 81% | 82% |
| Age Band | Male | Female | Male | Female | ETHNICITY %MBE | DISABILITY | ||||
| 16-18 | 19+ | 16-18 | 16-18 | 19+ | 19+ | 16-18 | 19+ | 16-18 | 19+ | |
| 2009-2010 | 3759 | 5997 | 53.9% (2026) | 46.1 (1733) | 53.9% (2798) | 53.36% (3199) | 11.33% (426) | 17.55% (1052) | 13.51% (508) | 12.48% (748) |
| 2010-2011 | 5138 | 4442 | 57.34% (2946) | 42.66% (2192) | 46.58% (2069) | 53.42% (2373) | 15.06% (774) | 21.28% (1285) | 25.01% (1285) | 14.46% (642) |
| *2011-2012 | 2436 | 1979 | 56.6% (1378) | 43.4% (1058) | 45% (891) | 55% (1088) | 21.9% (532) | 33.8% (668) | 24.3% (593) | 17% (336) |
*does not include a full year of enrolment data