01. Background
The public sector equality duty, known as the general duty, came into force in April 2011. It applied the nine protected characteristics of the Equality Act 2010, and replaced previous and separate duties to promote race, disability and gender equality. The general duty means that providers must have due regard to the need to:
+ Eliminate unlawful discrimination, harassment and victimisation.
+ Advance equality of opportunity.
+ Foster good relations.
Two specific duties came into force in September 2011:
1. To publish equality information by 31 January 2012 and then annually.
2. To publish equality objectives by 6 April 2012 and then every 4 years.
This document contributes towards the achievement of specific duties under the Equality Act 2010.
02. Introduction
Quite simply, our vision outlines what we are aiming for in the future, in terms of our long term goals:
The Heart of Yorkshire Education Group is committed to achieving equality for all learners, staff and other stakeholders, and aims to ensure that all learners, whatever their background, can benefit from excellent educational opportunities and wider student experience.
This is reflected in the Groups vision, mission, and values:
Our Vision
To be an outstanding, first-choice education group, passionately serving all of our communities.
Our Mission
Our staff positively transform our students’ lives and the communities we serve by putting them at the heart of everything we do.
Our Values
Our mission describes why we are here, our purpose and what we do, which is:
Our values act as the moral compass for our organisation. They encapsulate the way we do things, how we behave and how we make our decisions:
Our people, staff and students are at the heart of all we do. Early on following the merger we involved stakeholders in developing core values all of which contribute to creating our inclusive culture where everyone belongs.
These values are:
• Collaboration
Collaboration Ambition Inclusion Respect
“To be an outstanding, first-choice education group, passionately serving all of our communities.” & Our People at the heart of everything we do
Our mission describes why we are here, our purpose and what we do, which is:
“Our staff positively transform our students’ lives and the communities we serve by putting them at the heart of everything we do.”
Our values act as the moral compass for our organisation. They encapsulate the way we do things, how we behave and how we make our decisions:
Collaboration Ambition Inclusion
“Our staff positively transform our students’ lives and the communities we serve by putting them at the heart of everything we do.”
We take individual and collective accountability to work together to seize opportunities to continuously improve.
• Ambition
We aspire for excellence, continually growing and looking for opportunities to innovate and develop.
Our values act as the moral compass for our organisation. They encapsulate the way we do things, how we behave and how we make our decisions:
• Inclusion
We create a safe and sustainable environment, enabling creativity and individuality, and where all can thrive both now and in the future.
Collaboration Ambition Inclusion Respect
• Respect
We clearly communicate with transparency and integrity and show kindness and passion for the things we do.
& Our People at the heart of everything we do
Castleford College
Selby College
Wakefield College
The Heart of Yorkshire Education Group is a large group of general further education colleges in Castleford, Selby and Wakefield. The Group offers provision across most vocational and academic subjects from entry level to Higher Education.
Castleford College and Wakefield College are in city and town centre locations whilst Selby College is in a more rural location.
Wakefield District (including Castleford)
*Wakefield ranks 54th most deprived district in England (out of 317). 28.8% of residents are qualified to level 4 or above against a national average of 47%. 2.6% of working age population are unemployed against a Great Britain average of 3.7%. 704 asylum seekers are in receipt of Local Authority support, 0.2% of the district’s population.
Selby District
*Selby ranks 246th most deprived district in England (out of 317), although this masks pockets of significant deprivation. 47.4% of residents are qualified at level 4 or above against a national average of 47.3%. 2.4% of working age population are unemployed against a Great Britain average of 3.7%.
*Source Office for National Statistics
Why is equality data important, and how can I use this information?
It is both a requirement and good practice to know the composition of our student body and workforce so that issues of under-representation can be addressed, and needs provided for. The Group uses equality data to understand whether people from all backgrounds are being treated fairly. Even in equality areas where there is no legal requirement to monitor, it is good practice for the Group to know whether its services are accessible and used by all groups, so that issues of under-representation can be addressed.
Monitoring gives equal opportunities credibility and integrity, and it is the foundation for evaluating the extent of diversity. The results of equality monitoring can inform the effective use of resources, improve competitiveness by attracting and retaining staff and enhance service delivery by attracting a diverse range of students.
Equality data can be used to monitor the effects of policies, practices and activities on staff and students from all equality groups and identify where there may be an adverse effect on particular groups. Without equality monitoring, the Group will never know whether its equality policies are working. In turn, this can help to identify positive changes that can be made to improve equality and diversity in every aspect of Group life including student access, satisfaction levels, accommodation and staff recruitment, employment and training.
The Group Workforce
Demographics
Our aim is for our workforce to be reflective of the student population. We constantly strive to identify and remove barriers to create a sense of belonging for all.
Gender
The gender composition of staff has remained relatively stable, with 66% identifying as Female and 34% as Male reflecting a slight change from 67% Female and 33% Male reported at the end of 2022/2023.
Ethnicity
8.8% of staff have provided their ethnicity identify as being from a minority background with 81% of staff identifying as White British. Notably, ethnicity disclosure rates improved significantly during 2023/2024, increasing from 80.9% to 89.8%. Efforts to further enhance disclosure rates and address the remaining gaps are ongoing.
Disability
Ethnicity Disclosure Disability
Other ethnicity disclosed
Prefer not to disclose
78.9% of staff have made a personal disclosure, with 8.2% reporting that they consider themselves to have a disability. Initiatives to encourage greater disclosure and ensure inclusivity remain a priority.
The data represents our workforce demographics of 31 July 2024.
White British Disability
Prefer not to disclose
Gender Pay Gap
The Group submitted its Gender Pay Gap for the period ending 31 March 2023 in line with the statutory deadline. The reported trends are as follows: Reporting Gap 31 March 2021 31 March 2022 31 March 2023
Median pay Gap
Average Pay Gap
Women’s median hourly pay is 23.2% lower than men’s.
Women’s average hourly pay is 10.8% lower than men’s.
Women’s median hourly pay is 21.3% lower than men’s.
Women’s average hourly pay is 10.3% lower than men’s.
Women’s median hourly pay is 23.2% lower than men’s.
Women’s average hourly pay is 11.6% lower than men’s.
The gender pay gap will significantly improve due to a project undertaken to address pay differentials which will take effect from the start of the 2024/25 academic year.
Age
The average age of staff is 46.9.
+ 58% of staff who joined the Group were aged over 40.
+ Age brackets 31-40 and 41-50 being equally represented at 24.7% each.
+ The average age of new colleagues is 43.7, slightly below the overall average.
Age Group Profile
Learners
by Gender 2023/24
Learners by Ethnicity 2023/24
Learners by Disadvantage 2023/24
06.
Conclusions
+ Student recruitment from minority ethnic groups is strong and reflective of the communities served by our Colleges.
+ Recruitment of disadvantaged students remains consistently high, with 49% of 16-18 and 42% of adults living in areas of deprivation.
+ The gender split of students remains broadly equal for young people, but the recruitment of male adults is lower than female adults, largely due to the range of provision we currently offer to adults.
+ Staff from minority ethnic groups is above representation levels in the Selby district but below that across the Wakefield district. Representation at management and leadership levels is below representation levels.
Pay Gap
Women’s average hourly pay is 10.8% lower than men’s.
Women’s average hourly pay is 10.3% lower than men’s.
Women’s average hourly pay is 11.6% lower than men’s.
Equality Objectives
Objective 1: Students are treated fairly whilst at the Group’s Colleges, irrespective of characteristics and/or background.
During the year 2023/2024, the Group continued to use the five-star rating methodology in student surveys which is favoured by students. The star rating shows that where 4 stars or above is given this is a very positive response and over 4.4 stars is extremely good.
Status: Feedback from Students in 2023/2024
+ Both male and female respondents exhibit high levels of agreement, with 90% of female (1,025 respondents) and 89% of male (1,339 respondents) participants affirming that the College is a welcoming place. This demonstrates a consistent perception of inclusivity across genders.
+ Out of 1,323 male respondents, 90% agree that the College promotes a respectful and tolerant community. Among 1,003 female respondents, 87% share this positive view.
+ Among 935 respondents with SEND, 89% agree that the College promotes a respectful and tolerant environment and 89% of 676 respondents with learning difficulties agree.
+ Ethnicity data indicates a strong consensus across various demographics that the College effectively promotes a community of respect and tolerance. However, there are slight variations among different ethnic groups, with the Arab and Any Other Black/African/Caribbean Background groups showing comparatively lower agreement rates. These insights suggest that while the College is generally successful in fostering a positive environment, there is an opportunity to further engage and support these specific groups to ensure an even more inclusive community.
+ Regarding the College being a welcoming place for all backgrounds:
14-15 age group: 92% agreement (25 respondents)
16-18 age group: 89% agreement (2,179 respondents)
16-19 age group: 89% agreement (2,237 respondents)
19+ age group: 90% agreement (160 respondents)
20+ age group: 91% agreement (102 respondents)
This consistency across age groups suggests that our Colleges’ welcoming atmosphere is experienced broadly, regardless of age.
Objective 2: To identify and address any emerging gaps in achievement across all provision including Study Programmes, Apprenticeships, Adult Provision and HE, for all monitored characteristics.
Reporting Gap
Ethnicity
Gender
Learning Difficulty/Disability
Disadvantage
31 March 2021
Ethnic groups outperformed White British. White British achievement is 80.1% and all Ethnic groups is 86.4% - a variance of +6.3%.
Achievement gap between males and females is +0.7% in favour of males
Students with learning difficulties/ disabilities achieved well with +0.6% higher achievement than learners without learning difficulties/disability.
There exists an achievement gap between students categorised as disadvantaged by -5.2%.
31 March 2022
Average achievement rate of Ethnic groups excluding White British is 84.7%. Average achievement of White British is 83.3%, a variance of +.1.4%.
Achievement gap between males and females is +3.1% higher for females.
Students with learning difficulties/ disabilities achieved less well with -1% lower achievement than learners without learning difficulties/disability.
There exists an achievement gap between students categorised as disadvantaged by -2.7%.
Objective 3: To proactively learn from and respond to all feedback related to EDI matters, including complaints, queries and compliments.
Status: For 2023/2024
We have implemented a structured approach to capturing, analysing and responding to feedback related to Equality, Diversity and Inclusion (EDI).
Key actions include:
+ Establishing a Group wide system for recording complaints, ensuring that feedback is categorised and tracked effectively.
+ Conducting regular reviews of feedback to identify themes and areas for improvement, with a focus on prompt and transparent responses.
+ Governors receive an annual report on Complaints.
In the staff survey, positive responses to the question “Our College lives up to its value of inclusion” increased 5.9 percentage points from 85.7% (22/23) to 91.6% (23/24) and “Equality of opportunity is embedded into the culture of the College” increased from 80% (2022/23) to 90% (2023/24).
08.
Strengths & Areas for Development
Key Strengths
+ Inclusion is a core value embedded in the Group’s ethos.
+ An inclusive environment is upheld by staff and students at all Colleges.
+ A highly inclusive culture supports the success of both staff and students.
+ A richly diverse student population enhances the learning environment.
+ Ethnic students outperform White British students for all age groups.
+ The gender differential has closed this year compared to last, with the reversed position of males marginally outperforming females.
+ Learning difficulties and disabilities do not act as a barrier for the vast majority of our students (16-18).
+ We have outstanding outcomes for learners with learning difficulties or disabilities (LLDD).
+ We have exceptional achievements amongst 16-18 High Needs students in discrete provision.
+ There is effective integration of most High Needs students within the mainstream curriculum.
+ Students of all ages consistently report feeling treated fairly and equitably.
Areas for Development
+ Explore achievement gap for 16-18 students coming from economic disadvantaged backgrounds.
+ Take positive action to improve the ethnic diversity of staff across the management job family.
+ Reduce the Gender Pay Gap.
+ Work with the National Centre for Diversity to create an action plan to achieve Investors in Diversity “Silver” accreditation.
+ Deliver targeted training and development based on recurring issues and/or suggestions from feedback.
Group ED&I Data as of 31 July 2024
Group Equality, Diversity & Inclusion Data as of 31 July 2024
The following data represents individual staff members employed on 31 July 2024 discounting second posts, and learners who studied with the Group during the 2023/2024 academic year
The following data represents individual staff members employed on 31 July 2024 discounting second posts, and learners who studied with the Group during the 2023/24 academic year.
Gender
Workforce as of 31 July 2024
Ethnicity
Students during 2023/2024
Workforce as of 31 July 2024
Students during 2023/2024
Workforce as of 31 July 2024
Students during 2023/2024
The following data is based on posts by job families and includes separate data for those who hold one or more posts with the Group. It is based on staffing data as of 31 July 2024.
The following data is based on posts by job families and includes separate data for those who hold one or more post with the group. It is based on staffing data as of 31 July 2024.
Gender
Ethnicity
The following is the breakdown demographic of learners by age group over the 2023/2024 academic year.
The following is the breakdown demographic of learners by age group over the 2023/2024 academic year.