EQUALITY, DIVERSITY & INCLUSION
Calderdale College is committed to advancing Fairness, Respect, Equality, Diversity, Inclusion and Engagement. This ethos is reflected in our College Values. All students and staff benefit from an inclusive college community which appreciates and celebrates our different backgrounds and cultures.
We have a very effective and proactive steering group who ensure that we work towards raising awareness of our diversities, eliminating barriers and narrowing gaps in retention, achievement and development between those who have a protected characteristic and those who have not. It is our statutory duty to meet the three specific Equality Duty requirements:
- 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 duties of the Equality Act 2010/11.
The college has clearly established structures, policies and procedures and monitoring arrangements in place with regard to Equality, Diversity and Inclusion (EDI). An Action Plan is in place and monitored regularly by the EDI Coordinator and the EDI steering Group.
Calderdale College is committed to advancing Fairness, Respect, Equality, Diversity, Inclusion and Engagement. As part of our Action Plan, the college's senior management and governors have worked together to ensure that EDI is embedded in their practices. Shona Lavender was awarded National Centre for Diversity's FE Sector EDI Lead of the Year 2016 for her work with the College in ensuring EDI is full embedded by students and staff.
The EDI Coordinator has worked with the Procurement Team to ensure that all our suppliers and contractors understand what is expected from them with regard to EDI in their workplaces. Every supplier has been required to either have their own EDI policy or use ours. In addition, we have stated in our paperwork that we will not knowingly do business with any company that uses Modern Day Slavery or trafficking in its supply chain.
Take a look at a film produced by our PGCE students and staff to celebrate equality and diversity:
Please take a look at our Festival of Cultures film which was organised by our ESOL students:
The Equality Duty covers the following protected characteristics:
- Gender reassignment
- Pregnancy and maternity
- Race (including ethnic or national origins, colour or nationality)
- Religion or belief (including lack of belief)
- Sexual Orientation
- Marriage and Civil Partnership
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 has published information about learners and staff relating to:
- Recruitment (numbers of learner enrolments, staff recruitment)
- Learner outcomes ( learner success rates)
- Learner satisfaction
- Workforce data
Outcomes and Progress Against the Aims
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.
Satisfaction of Learners
Calderdale College surveys learners in the first term to assess their satisfaction with all College functions. This information is disaggregated according to protected characteristics. Key findings from Entry Survey 2018/19 indicate that:
- 1209 learners completed the survey
- Overall, 89.8% of learners are satisfied with their experience at Calderdale College
- 92.13% of learners are satisfied with the Teaching, Learning and Assessment they have experienced, 90.88% are satisfied with the support they have received, and 91.7% are satisfied with Application and Enrolment
- Satisfaction for 14-16 yr olds is 89.91%, 16-18 yr olds is 88.79% and 19+ learners is 93.89%
- Female learners with a 91.49% satisfaction level are happier than males who have 88.38% satisfaction
- Learners with learning difficulties and disabilities 90.77% have a higher satisfaction than those with none 89.32%
- Pakistani learners have slightly lower satisfaction levels at 89.64% than White British learners at 89.7%
Recruitment of Learners 2018/19
- 55.01% of enrolments are 16-18 year olds with 44.9% Adults
- 48.5% of learners are male with 51.5% female for FE
- 23.7% of learners are male with 76.3% female for HE
- 26.6% of learners have a declared disability or learning difficulty
- 39 learners were identified as being in the category of High Needs Dependency
- Of the main ethnic groups, 58% are White British, 42% are from an ethnic minority background and of those 23.1% are Pakistani Heritage learners
- 359 students are on Higher Education Programmes
- 66 14-16 learners engage with the college through school partnerships and elective home educated
- 407 learners are on our Apprenticeship programme. 37.4% are 16-18, 25.6% are 19-23, 37.0% are 24+
College Achievement Rates 2017/18 in Comparison to National Rates (PTR)
16-18, 87.9% are 6.4 percentage points above PTR of 81.5%
19+, 88.9% are 1.0 percentage points below PTR of 87.9%
16-18 Females 87.7% are 5.6 percentage points above PTR of 82.1%
19+ females 89.3% are 1.8 percentage points above PTR of 87.5%
16-18 Males 88.0% are 7.1 percentage points above PTR of 80.9%
19+ males 88.3% are 0.1 percentage points above PTR of 88.4%
Learning Difficulties and Disabilities
16-18 Non-LLDD 86.9% are 4.8 percentage points above PTR of 82.1%
16-18 LLDD 90.2% are 10.4 percentage points above PTR of 79.8%
19+ Non-LLDD 89.6% are 1.2 percentage points above PTR of 88.4%
19+ LLDD 86.4% are 0.19 percentage points above PTR of 86.3%
16-18 White 86.7% are 5.3 percentage points above PTR of 81.4%
16-18 Pakistani 92.2% are 5.0 percentage points above PTR of 87.2%
19+ White 83.8% are 4.6 percentage points below PTR of 88.4%
19+ Asian 94.0% are 6.8 percentage points above PTR of 87.2%
Foster Good Relations Between People from Different Groups
The promotion of EDI is through a programme of collaborative EDI activities delivered during the year including:
- Student participation:
An established connection with learners, supported by the Learner Involvement Team included a collaboration with the Performing Art Students who performed a play on the theme of LGBT; a display of costumes from different cultures by the Art Students; Festival of Cultures lead by ESOL students involving the community and local Primary schools.
- Armistice Day:
Displays: Rolling slideshow of information and pictures – 2 minutes silence held in Learning Centre for all to show respect for those who have fought and lost their lives in all wars - Commemorative metal poppies created by Motivate motor vehicle students were displayed and sold for British Legion charity - Last Post played by staff members. Employability and Life Skills/English GCSE students display of creative writing. Learning Centre display of related Literature.
- Holocaust Memorial Day:
Video and rolling slideshow on screens; Student Activity in Inspire Centre/Sports Hall – Diverse craft activities, demonstrations, performances and food supported by students and staff. Language Café/Halifax Central Initiative and other community groups attended “Roving student reporters” took photos throughout the day and captured individuals’ comments for feedback.
- LGBT History Month:
Rolling slideshow on all screens with Inspirational role models. Printable quizzes produced were used in tutorials.
- Deaf Awareness:
Signing workshops and awareness activities such as signing, lip-reading and "deaf experience". Information leaflets produced to raise awareness.
- International Womens' Day:
Displays and activities within the curriculum
- Autism Awareness event:
Collaborative event between college and Autism Organisation held in LC.
- Mental Health Awareness Week:
Mental Health issues page created on Moodle which included interactive learning packages that focus on different elements of Mental Health and a selection of videos. Used in tutorials.
- Black History month:
Timeline displays and slideshow on TV screens. Literature displays in the Learning Centre.
- Posters promoting positive image throughout the College
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 and ensure that all policies are assessed for Indirect discrimination.
Information is held for all existing staff and is also collected from all prospective applicants to ensure fair recruiting processes. Data is being developed to provide solid data that can be compared nationally.
Government legislation has introduced a requirement for all organisations with over 250 employees to publish data in relation to gender and pay. From March 2018 this information will be published here and on the central government portal.
To read our Single Equality Policy click here to download our Word Document.
Please click here to see our Gender Pay Gap Report.
Profile of our Workforce (compared to National Data*)
- 4% of staff are managers.
- 63% of staff are female.
- 49% of staff are 45 years old or over (National FE average is 50%). The highest proportion are in the 50 to 54 year old age group at 16% which again mirrors the average for the FE sector.
- The Workforce survey for FE Colleges* shows that the workforce is primarily White British (84%). At Calderdale College 85% of staff have classed themselves as White British with 5.29% Asian-British/Pakistani; 2.27% Asian-British/Indian and 1.33% Black-British/Caribbean.
- The Calderdale community overall is 89.7% White British; 6.8% Asian-British/Pakistani; 0.6% Asian-British/Indian; 0.3% Asian-British/Bangladesh; 0.6% Asian-British other and 0.4% Black British.
- 6% of staff have a declared disability which matches the national figures.
*Further Education Workforce Data for England - Analysis of 2015-16 Staff Individualised Record (SIR) published by Frontier June 2017