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Huddersfield New College !

! Equality and Diversity Annual Summary 2012/13! ! !

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An update on the College’s approach to promoting equality, diversity and inclusion, and complying with Equality Legislation, in the period September 2012 to August 2013

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Contents Description



Introduction and Overview of Progress 2012/13



Equality and Diversity and the Organisational Structure



The Legal Context



The ‘BIG’ Award



OfSTED and the Common Inspection Framework



Equality Impact Assessments (EIAs)






Fundraising / Events / Notable Achievements



Staff Recruitment and Selection Monitoring Data 2012/13



Data Analysis – Employees



Data Analysis - Leavers



Data Analysis – Governors



Data Analysis – Students



Plans for 2013/14


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Introduction and Overview of Progress 2012/13


The 2012/13 academic year has seen the continuation of a wide range of events, activities and initiatives in respect of equality and diversity. At the start of the year the Diversity Group committed to working towards achieving the Bullying Intervention Group Award (BIG Award) and much of the focus throughout the year was on assessing our policies and practices in relation to preventing and addressing the occurrence of bullying. Throughout the year various events have taken place and initiatives implemented, all designed to ensure that as a College we are taking a proactive approach to promoting equality, diversity and inclusion, and raising awareness of wider issues such as those related to mental health and wellbeing, bullying and harassment. Events have included charity fundraising, an event to promote and raise awareness of ‘Movember’ and International Men’s Day, and our first Peace Conference, in partnership with four local secondary schools, as well as ongoing themes delivered through the College’s tutorial programme. In December 2012 we were successfully reassessed for 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 year and we remain committed to ensuring equality of opportunity in this very important aspect of the College’s work. Much time and effort has gone into trying to ensure that equality and diversity policy documents are accessible and in a user friendly format, as we are conscious that while detailed policies and procedures are important in terms of demonstrating compliance with the Equality Act 2010, we also recognise that for people to understand their personal responsibilities presenting information in different and more succinct formats also has value. In this respect we have developed an ‘at a glance’ guide for staff and a guidance booklet for employers and work placement providers with whom we work on a regular basis, as well as utilising the College’s VLE, Moodle, more effectively to promote equality and diversity themes.

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Further detail of the highlights of the year will be provided in this report. The report also aims to provide an update on progress made on our Single Equality Scheme action plan, the completion of Equality Impact Assessments (EIAs), an analysis of relevant staff and student data and information regarding how our equality and diversity vision will continue to evolve, to positive effect. 2.0

Equality and Diversity and the Organisational Structure


The remit of the College’s Diversity Group has been confirmed as being 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 relating to

ensuring the College operates in a fair, equitable and legally compliant manner. The composition of the Diversity Group is reflected in the diagram below.

Figure 1

Zoe Shackleton Associate Assistant Principal

Erika Montgomery Equality and Diversity Coordinator Responsible for: planning, events, awards, displays, inductions

Gerry Gorman Equality and Diversity Coordinator Responsible for: Equality Impact Assessments, awards, training

Jo Caton, Angela Dalgleish, Carol Mitchell, Alex Potts, Wayne Russell, Emily Zubak Diversity Champions


Student representation within the Diversity Group throughout the 2012/13 was more sporadic than in previous years, in spite of many attempts to recruit young people to the group.

Some of the difficulties arose from instability within the Student Union, 4


representatives of which have in the past been nominated to contribute to the Diversity Group; it is anticipated that this instability will be resolved for the 2013/14 academic year and that appropriate members of either the Student Union elected body or the pool of student ambassadors will be regular contributors to the Diversity Group. The success and dynamics of the Diversity Group from a staff perspective have been such that the structure detailed above has been confirmed as permanent. 3.0

The Legal Context


On 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. It is important that all members of the College community are aware of their responsibilities under the Equality Act 2010, including that members of the Governing Body are familiar with the General and Specific public sector equality duties.


What is the Equality Duty?

As 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 table below is intended to provide an overview of the ways in which the College complies with the general and specific equality duties.

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Figure 2 Those subject to the equality duty must, in the exercise of their functions, have due regard to the need to: The Three Aims of the General Equality Duty

How the College Complies

1. Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act (e.g. remove or reduce disadvantages felt by people from different groups).

1. The College has a clear mission statement and a set of values that highlight that discrimination, harassment and victimisation will not be tolerated. There are policies and procedures in place to explain the College’s approach in more detail and comprehensive induction programmes for both staff and students emphasise that respect for others is paramount.

2. Advance equality of opportunity between people who share a protected characteristic and those who do not (e.g. meet the needs of people from different groups and encourage involvement in public life or in other activities where participation is low).

2. The College tries to meet the needs of different people by making reasonable adjustments for those with a disability/learning difficulty and providing additional support. A range of promotional and awareness-raising activities that take place throughout the year are designed to encourage groups of individuals who may not be naturally inclined to participate, to join in and have fun. We offer a range of sporting and other enrichment activities and we monitor participation in these to ensure that people from different groups are taking advantage of the opportunities available to them. We analyse achievement data to ensure that we take appropriate action to address any differential performance by students from different groups.

3. Foster good relations between people who share a protected characteristic and those who do not (e.g. address any prejudice and promote understanding between people from different groups).

3. Inductions for new staff and students are designed to raise awareness of people’s differences and the College’s emphasis on respect for others. All members of staff, and in particular teaching staff, are required to challenge any inappropriate language and behaviour that occurs in class and to encourage discussion and debate around equality and diversity matters to facilitate understanding between people from different groups.

Having due regard for advancing equality involves: • Encouraging people from protected groups to • Taking steps to meet the needs of people from participate in public life or in other activities where protected groups where these are different from their participation is disproportionately low. the needs of other people. The Act states that meeting different needs involves taking steps to take • The new duty covers the following eight protected characteristics: age, account of disabled people’s disabilities. It describes fostering good relations as disability, gender reassignment, pregnancy and maternity, race, religion or tackling prejudice and promoting understanding between people from different belief, sex and sexual orientation. Public authorities also need to have due groups. It states that compliance with the duty may involve treating some regard to the need to eliminate unlawful discrimination against someone people more favourably than others. because of their marriage or civil partnership status. This means that the first arm of the duty applies to this characteristic but that the other arms (advancing equality and fostering good relations) do not apply.

Removing or minimising disadvantages suffered by people due to their protected characteristics.

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Purpose of the general equality duty 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. As a College, for example, if we do not consider how a function can affect different groups in different ways, it is unlikely to have the intended effect. This can contribute to greater inequality and poor outcomes. 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. It is for this reason that we have decided to continue to conduct Equality Impact Assessments (EIAs) on our policies, procedures, practices and plans, even though these are not mandatory by law. 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.


Specific Duties Regulation 3 of the Equality Act 2010 (Specific Duties) Regulations 2011 requires Colleges to:

Publish information to demonstrate compliance with the general Equality Duty by no later than 31st January 2012 and at least annually thereafter; and

Prepare and publish equality objective(s) by no later than 6th April 2012 and at least every four years thereafter.

The objective(s) should focus on what the College

believes it should reasonably achieve to further one or more aims of the general Equality Duty and must be specific and measurable.

The information and objective(s) must be published in a way that is accessible to the public and can include publishing the information within another published document. ! 7!


The new specific duties are intended to reduce burdens and bureaucracy on public bodies, moving away from a process-driven approach to a focus on transparency. This will free them up to do what is appropriate in their circumstances, to take responsibility for their own performance, and to be held to account by the public, shifting the approach to focus on performance, not process. The College’s approach to meeting both the general and specific equality duties is set out in the Single Equality Scheme, supported by the Equal Opportunities Policy and other relevant documents such as Equality Impact Assessments, the Equality and Diversity Annual Summary reports and Equality Objectives action plan, which are available for public access from the College’s website. 4.0

The ‘BIG’ Award


As stated in the introduction to this report, throughout the 2012/13 academic year the College was working towards fulfilling the criteria published by the Bullying Intervention Group to achieve the BIG Award. There were eight criteria for which the College had to provide information to demonstrate our practices, those being:

Composition of the Bullying Intervention Focus/Steering Group

Bullying Intervention Policy (do the majority of students know about the policy and is it seen as effective?

Peer Support/Peer Mentoring Scheme

Monitoring, recording and consultation (how do we monitor and record bullying incidents?)

Staff training

Bullying intervention awareness raising

Example of good bullying intervention practice

Young people’s evidence The assessment process involved creating an online portfolio of evidence to demonstrate how we believe we are meeting each criterion.

Along the way we

revised our Anti-Bullying and Harassment Policy and Procedure, created an antibullying course within the College’s VLE (Moodle), hosted an event to mark National 8 !

Anti-Bullying Week and worked with one of our own students to design some bespoke anti-bullying posters. The online portfolio was completed and submitted in late May 2013 and in June 2013 we received the fantastic news that we had achieved the standard and received the award.


OfSTED and the Common Inspection Framework


At the time of the College’s last Inspection, October 2011, Equality and Diversity was a limiting grade. We received a grade of ‘Good’ at this time. While no longer a limiting grade, equality and diversity themes are inherent in the current inspection framework and feature in each of the three key aspect judgements of:

Outcomes for learners

Quality of teaching, learning and assessment

Effectiveness of leadership and management

The criteria for each aspect judgement are detailed below.

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Outcomes for Learners – Criteria In judging outcomes for learners, inspectors must evaluate the extent to which: • • • •

All learners achieve and make progress relative to their starting points and learning goals Achievement gaps are narrowing between different groups of learners Learners develop personal, social and employability skills Learners progress to courses leading to higher-level qualifications and into jobs that meet local and national needs

Quality of teaching, learning and assessment – Criteria In judging the quality of teaching, learning and assessment, inspectors must evaluate the extent to which: • • •

• • • •

Learners benefit from high expectations, engagement, care support and motivation from staff (how the different needs of groups of learners are met) Staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learner’s needs Staff initially assess learners’ starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners (learners’ additional support needs are quickly and accurately identified through effective initial assessment, leading to appropriate support throughout the duration of their programmes) Learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning Teaching and learning develop English, mathematics and functional skills, and support the achievement of learning goals and career aims Appropriate and timely information, advice and guidance supports learning effectively Equality and diversity are promoted through teaching and learning

Effectiveness of leadership and management – Criteria Inspectors must evaluate the extent to which leaders and managers at all levels, including, where relevant, governors: • • • •

• •

Demonstrate and ambitious vision, have high expectations for what all learners can achieve, and attain high standards of quality and performance Improve teaching and learning through rigorous performance management and appropriate professional development Evaluate the quality of the provision through robust self-assessment, taking account of users’ views, and use the findings to promote and develop capacity for sustainable improvement Successfully plan, establish and manage the curriculum and learning programmes to meet the needs and interests of learners, employers and the local and national community Actively promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap Safeguard all learners

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This information is provided in the context of this report to enable the reader to appreciate the educational environment we are working hard to provide and how success will be measured against defined criteria. The points highlighted in blue have particular relevance to equality and diversity and the purpose of this report, and others such as the College’s annual self-assessment report, is to highlight the various ways in which we believe we are meeting the criteria relevant to the Inspection framework. 6.0

Equality Impact Assessments


This year we have made good progress in terms of undertaking EIAs on all policies and procedures; 19 EIAs have been completed and the remaining assessments will be completed by the end of October 2013. Full details of all completed Equality Impact Assessments are available from the Equality and Diversity section of the College website, and this section will be updated regularly as more EIAs are completed and/or updated.




In the 2012/13 academic year equality and diversity training for staff focused on raising awareness of bullying, how to recognise the signs of it occurring and how to prevent and manage the occurrence of bullying. This training was a key aspect of the BIG Award and staff generally found it interesting and thought-provoking. In addition, refresher training on Safeguarding formed part of the College’s programme of development activities for staff.


Fundraising / Events / Notable Achievements


This section details events and achievements throughout the 2012/13 academic year, to highlight the variety of ways in which our commitment to equality, diversity and inclusion is manifested.

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European Day of Languages The College hosted an event in the dining room which involved staff and students being asked to let us know if they spoke a second or further language. We then created an instant display of students’ names and the languages they are able to speak, to promote the linguistic diversity we have within the College. A language quiz supplemented this event and we awarded vouchers to the first three correct entries drawn.


Macmillan Coffee Morning Members of the Diversity Group hosted a coffee morning in the staff room. Staff made or donated cakes/buns and Innovate, 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.


Movember / International Men’s Day While ‘Movember’ focuses on raising awareness of men’s health and in particular testicular cancer, and the aim of the month is to ‘grow a Mo’ (moustache), not everyone wants to or is able to do so. We took a novel approach to promoting men’s health by hosting a lunchtime face-painting event with a wild-west theme (cowboys and Indians), with the aim of having fun through an event which resulted in many members of staff and students sporting painted moustaches while raising approximately £100 for the Movember charity. Alongside this event Kate Birch, the College’s Open Door / Healthy College Manager provided advice to the male members of the College’s staff and student body on how to check for signs of testicular cancer. We celebrated the achievements of male members of staff through a display to mark International Men’s Day (19th November).


Anti-Bullying Week The College held an awareness-raising event at which anti-bullying wristbands were given out for a small donation and the College’s ‘respect’ postcards were distributed. An anti-bullying display reinforced the importance of the theme of respect, which is integral to the College’s mission and values.

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Children in Need £500 was raised for Children in Need, through activities such as car-washing, nail painting and bun/cake sales, which the Children’s Care, Learning and Development department and students were instrumental in arranging.


Positive about Disabled People The College was successfully reassessed for the Positive about Disabled People award (two ticks) in December 2012. This award is given to organisations that successfully commit to guaranteeing an interview to job applicants with a disability who meet the essential criteria for a role.


The Peace Conference On 20th March 2013 Huddersfield New College hosted its first Peace Conference in partnership with SACRE and four local schools: Holmfirth High School; King James’s School; Moor End Academy, and North Huddersfield Trust School. The event was attended by the Mayor of Kirklees, the Reverend Rachel Firth of Lindley Parish Church, Alistair Ross of SACRE and Adam Strickson representing Huddersfield Town of Sanctuary. The aim of the conference was to explore how religion can play a positive role in promoting peace in the world, by encouraging each of us to welcome and embrace difference. The participating schools each prepared and delivered a presentation on the theme of welcoming difference, based on work undertaken in their religious studies classes. These presentations were interspersed with performances from some of the College’s own Dance students, whose thought-provoking pieces depicted different aspects of equality, diversity and suffering, such as mental illness, poverty, domestic violence and animal cruelty. The conference also provided a showcase for budding poets as we ran a ‘welcoming difference’ poetry competition in the build up to the event and the entrants were awarded certificates and prizes for their outstanding efforts. Ami Gilliland of Moor End Academy received the prestigious Principal’s Special Award for her unique interpretation of the ‘welcoming difference’ theme (see below). 13


Welcoming Difference Poem "Welcome" the Martian teacher said to her little Martian class "Today we will be learning all about earth's mass" The little Martians hung up their coats and sat on the floor Then suddenly a new student walked through the door The little Martians whispered and gasped in surprise They hadn't had a new student since last century's sunrise The Martian teacher looked up from the text book And she too gasped and took a good look "Hang up your coat and take off your hat Then when you're done come sit on the mat" The child did what she said and sat down And all the Martians stared at him as if he were a clown He had green skin instead of red And his antenna looked like he'd just crawled out of bed He stared at the Martians and they giggled with their friends His eyes peering out through his face's irregular bends "It's okay if you don't like me" he said "I'll just sit in the corner with my earth hamster Ted" Three Martian girls rushed to see his pet "When I grow up," one told him "I want to be a vet" The boy Martians angrily glared And the girl Martians longingly stared "I'm from Jupiter" he said with a smile on his face "I moved here in my family's magnesium case" The girls leaned closer eager to know his exciting story And the new student grinned and enjoyed all the glory "Sit down!" The Martian teacher angrily said "Or today you will definitely not be fed!"

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Comic Relief We raised ÂŁ2,200 for Red Nose Day, through a variety of activities including fancy dress, a cake and bun sale, leg waxing (ouch!) and the sale of red noses.


Photographs of College Events, Initiatives and Celebrations

European Day of Languages September 2012

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Down Syndrome Awareness Display

Children in Need November 2012

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Movember / International Men’s Day

Diversity in 2012/13

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National Anti-Bullying Week November 2012

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The Peace Conference March 2013

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Staff Recruitment and Selection Monitoring Data (2012/13) Using recruitment and selection data for the period September 2012 to August 2013 inclusive, the charts below show the characteristics of those applying for and being appointed to a role.

Figure 3

Applicants'$Gender$2012/13$ 4$ 109$ Male$ 170$

Female$ Not$Known$


Applications for employment were received from 170 women (60%) and 109 men (39%); 1% of applicants did not disclose their gender. These statistics represent an almost identical gender split in comparison with the previous year, in which period 57% of applicants were female, 39% were male and 4% did not disclose their gender. The gender of 13 applicants (4%) is unknown. Of the external applicants who were appointed (21 out of 24 appointments) 17 are female (81%) and 4 are male (19%).

Statistically this shows that female applicants had a

greater chance of success at interview stage, in comparison with the total number of applications received from members of each gender, which is a new trend as in previous years male applicants were more likely to be successful at interview stage.

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Figure 4

Applicants' Age 2012/13 1 46

15 12

Not Known


Under 25 25-34


35-44 91

45-54 55-64 65+

Figure 4 above shows that applicants in the 25-34 age range form the largest group of all applicants, which is consistent with the data from 2011/12. Applicants in the range 35-44 and the under 25s are the second and third largest groups. It is encouraging that the College is attracting applications from a wider pool of younger candidates, as the age profile of the workforce is largely represented in the range 45-54 and it is important to have a balance of age and experience.

Figure 5 highlights that of the 21 external applicants appointed, there is a fairly even distribution across all age categories with the exception of the 55-64 age range and those aged 65+.

The College does not have a default retirement age and is committed to promoting age equality thus the data should not be interpreted in a discriminatory way.

Over time it is hoped that the College will have more equal numbers of staff in each of the age categories listed.

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Figure 5 Age Range of Appointed External Applicants 2012/13 Number of Appointed

Percentage of Appointed

External Applicants

External Applicants

Under 25















Age Category

Figure 6

44 7

Applicants' Disability 2012/13 3 11 No Unknown Yes - learning difficulty Yes - mental ill health 254

Yes - physical impairment Yes - rather not say

Of the 283 applications received, 22 (7.7%) disclosed that they have a disability, which is slightly less than the percentage of disabled applicants in 2011/12 (8.5%). Seven did not respond to the question and 254 responded ‘no’. Of the 21 external applicants appointed, two have a disability (one has a physical impairment, and one has a learning difficulty). The College has retained the ‘Positive about Disabled People’ award and remains committed to ensuring that applicants who meet the essential criteria for a role are guaranteed an interview. This has resulted in the successful appointment of two candidates with a disability.

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Figure 7

Applicants' Ethnicity 2012/13 215

250 200 150 100 50
















Applicants’ ethnicity was mixed and covered a wide range of groups. Figure 7 shows the numbers of applicants from different ethnic groups and the largest pool of applicants continues to be those described as White – British (76%), which has increased by 8% from 2011/12.

The ethnicity of those appointed is reflected in Figure 8 below. Figure 8 Ethnicity

Number of Appointed External Applicants

Asian/Asian British – Pakistani White – Any Other


White – British



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Overall, White applicants constitute 82% of the total, which represents a 9% increase on the previous monitoring period. Applications from members of Black and Minority Ethnic groups constitute 9% of the whole, which is a significant decrease from applications received in 2011/12 (-9%). The College intends to renew its focus on attracting and appointing applicants from a wide range of ethnic groups and to represent further the demographics of the Huddersfield population. The 2011 census data for Kirklees shows that the locality comprises 16.5% of people from Black and Ethnic Minority groups.

Figure 9

Applicants' Sexual Orientation 2012/13 2


34 Bisexual Gay man Heterosexual Lesbian 253

Prefer not to say

With regard to sexual orientation, 92.6% of applicants made a disclosure, which is a 2.6% increase on the previous monitoring period.

7.4% either did not

respond or indicated that they would prefer not to disclose. This continues to represent a high level of disclosure in terms of Stonewall’s benchmarks, which should be taken as a positive sign that the majority of applicants feel able to make a response. Of those external applicants appointed, 20 are Heterosexual and 1 is a Gay Man. The College has recently re-launched its LGBT group for students and over time it is hoped that staff will feel comfortable contributing to the group and attending meetings.

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Figure 10

Applicants' Religion/Belief 2012/13 140 120 100 80 60 40 20 0

129 88








Applicants’ disclosure of religion or belief was also relatively high, with 89.8% of applicants making a disclosure. reflected in Figure 10 above. religion are included.

The applicant profile by religion/belief is

In the category of ‘Other’ applicants’ with no

Figure 11 below shows the religion/belief of those

appointed. Figure 11 Religion

Appointed External Applicants’ Religion/Belief







Other (including no religion)


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The College’s application form contains a detachable section on which all equal opportunities monitoring data is contained. At no stage in the selection process does anyone other than the Senior Leader – Human Resources & Equality and Diversity see the information on the monitoring forms, and even candidate names and gender of those short-listed are not revealed until interview stage.

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 underrepresented ethnic groups.

However, in comparison with the demography of

Kirklees, the applicant and employee profile indicates that there continues to be under-representation in terms of different ethnic groups and addressing this will be a focus of recruitment and selection activity throughout 2013/14. •

Figure 12 below details the number of applicants obtaining vacancy information from different media sources.

Figure 12

Vacancy Source

Number of Applicants

Huddersfield Examiner (print)


Job Centre


FE Jobs (web)


HNC Website (web)


TES (print and web)


Word of Mouth


Other (web)


Not known/specified


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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 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. The data suggest that current recruitment practices are generally working well but also indicates that attracting applications from under-represented ethnic groups remains a challenge.


Data Analysis – Employees In 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.


Employee Data by Protected Characteristics Figure 13

Employees' Gender - Three Year Comparison 150 150



145 89

140 79

Male Female

50 0 2011



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From Figure 13 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 2010/11 academic year female employees represented 62.2% of the total workforce compared to 37.8% of male employees. At the end of the 2012/13 academic year the workforce comprises 63.9% female employees and 36.1% male employees. The 2011 census data tells us that the Kirklees population comprises 49% males and 51% females. Figure 14

Employees' Age - Three Year Comparison 78

80 70








Under 25











30 14


11 4







0 2011



Figure 14 shows the age profile of the College’s workforce over the past three academic years, 2010/11, 2011/12 and 2012/13.

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 decreased by 57% since the end of the 2010/11 period, which is a continuing trend. While it is encouraging that the College appointed 5 people within this age category during the last academic year, the College’s recruitment and selection campaigns must aim to attract candidates across all age groups.

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Figure 15

Employees' Disability - Three Year Comparison 198


200 172

180 160

Prefer not to say






Yes - Learning Difficulty



Yes - Physical Impairment

60 40 20

Yes - Rather not Say

25 3 6 8 1

8 1 5 0


9 0 5 0

0 2011



In comparison with the 2012 data, the number of employees who selected the ‘prefer not to say’ option has decreased significantly. The number of staff who have disclosed a disability has increased from 13 to 14. It has been mentioned earlier in this report that the College has retained the ‘Positive about Disabled People’ award 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.

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Figure 16

Employees' Ethnicity - Three Year Asian/Asian British - any Comparison other


200 191




Asian/Asian British Indian Asian/Asian British Pakistani Black/Black British Caribbean Prefer not to say White - any other White - British


White - Irish White - Other European

50 Any other 1 4 3 314 6

5 4 2 11

1 4 4 314 7


2 4 5 312 8

0 2011


3 4 0 0 Not known


The population of Kirklees comprises 84% of people in the category of White - British and 16% of people in Black and Minority Ethnic groups. The College’s staff profile shows that 81% are in the White – British category, which indicates that in terms of being representative of the local community, the College actually now has a slightly higher percentage of staff in Black and Minority Ethnic groups (19%) than Kirklees as a borough. The College’s ethnicity profile has not changed significantly over the past three years. We are firmly committed to taking steps as appropriate to increase the ethnic diversity of the College’s staff body, as indicated previously in this report. The ethnicity of those external applicants appointed in 2012/13 is: White – British White – any other Asian/Asian British – Pakistani

19 1 1 30


Figure 17

Employees' Sexual Orientation - Three Year Comparison 250







Gay man Heterosexual


Not known

88 75

50 0







0 2011



The data for the past three academic years shows that a greater number of employees have disclosed their sexual orientation and the number of ‘not known’ has further decreased. While only two employees have disclosed a sexual orientation other than Heterosexual, it is encouraging to begin to see signs that indicate a shift, however small, in employees’ willingness to make a disclosure of this nature.

One of these two

individuals was an external applicant, appointed in the course of the 2012/13 academic year.

The College has continued to actively promote its commitment to sexual

orientation equality through displays and events and the production of postcards. A redesign of the postcards is planned for 2013/14 and the College’s LGBT group was relaunched in September 2013. Local and regional benchmarking data on sexual orientation equality is not available.

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Figure 18

Employees' Religion/Belief - Three Year Comparison 140 Atheist










Christian Hindu




No religion



20 11

1 3 1 12 0 3


1 3 1011 0 3


1 4 6 16 1 3

0 2011


Roman Catholic Sikh


From Figure 18 it can be seen that a significant 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 since the 2010/11 data was published. Overall the data has changed very little in the past three years. Employees’ religion/belief broadly reflects the College’s staff ethnicity profile. As a borough, religion/belief within Kirklees is reflected below: • • • • • • • •

Christian No religion Muslim Not known Sikh Hindu Other Religions Buddhist

67.2% 14% 10.1% 7.3% 0.7% 0.3% 0.2% 0.1%

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Leavers In the course of the 2012/13 academic year 34 employees left the College. This figure is consistent with the figure for 2011/12 and reflects both a high number of fixed-term contracts coming to an end and the College’s attempts to respond to an increasingly demanding external political and economic climate.

The reasons for leaving are summarised in the table below. Figure 19

Reason for Leaving Other reason End of Fixed-term Contract Interests of efficiency (voluntary)

Number of employees 2 10 8

Employee Resignation






The pie charts below show the equality and diversity monitoring categories for those who left the College in the 2012/13 academic year.

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Figure 20 Leavers by Gender 2012/13

Figure 21 Leavers' by Age 2012/13 0


14$ 20$



Under 25 5

25-34 3


35-44 45-54


55-64 65+

Figure 22 Leavers by Disability 2012/13 3

Figure 23 Leavers by Ethnicity 2012/13 1 2 11


1 2

White - any other


Prefer not to say

White - British


Yes - learning difficulty

White - Irish

Yes - rather not say

Figure 24 Leavers by Sexual Orientation 2012/13

White - Other European

Figure 25 Leavers by Religion/Belief 2012/13 2


2 13

14 Not known 29


Atheist Christian No religion


Not known

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Black/Black British Caribbean


Data Analysis – Governors Since the previous equality and diversity annual summary report was published, the College has again been recruiting to the board of Governors to replace outgoing Governors who have either resigned or whose term of office had come to an end. An advertisement was placed in May 2013 and a number of new Governors have subsequently been appointed. There are currently 19 Governors, with vacancies for two student Governors. Composition of the Board of Governors is: 2011/12 Gender




8 female members (47%), 9 male

10 female members (53%), 9 male

members (53%)

members (47%)

Under age of 40 (23.5%)

Under age of 40 (21%)

41 – 50 (23.5%)

41-50 (32%)

51 – 60 (35%)

51-60 (26%)

61 – 70 (6%)

61-70 (10.5%)

Over age of 70 (12%)

Over age of 70 (10.5%)

White British (76%)

Asian British – Indian (12%)

White British (84%)

Not known (12%)

Other (16%)

The Corporation continues to work towards extending diversity amongst its Governors. All recruitment campaigns encourage applicants from our ethnic heritage and communities 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.

In reviewing methods of attracting a diverse range of applicants to positions within the College, attention will be given to trying to enhance diversity, particularly in respect of gender, age and ethnicity within the Governing Body.! 35 !


Data Analysis - Students


A full and thorough analysis of student performance in respect of gender, ethnicity and disability and/or learning difficulty as been undertaken, the results of which have been published in the Deputy Principal’s outcomes report, an extract from which is below.


Performance of Different Groups of Learners 2012/13 The College analyses the performance of different groups of learners, according to: incoming attainment; gender; ethnicity; learning difficulty, and disability. The overall performance differences noted here are further analysed at course level to identify any areas for concern of performance of different groups. These are reported in curriculum Self Assessment Reports and actions to address any issues noted in the Quality Improvement Plans.

Diploma Courses

On Extended Diploma courses females significantly outperform males both in terms of retention and high grade performance.

There are no significant differences in performance in any other category.

Level 2 Programmes

On Level 2 programmes females significantly outperform males in terms of high grade achievement.

There are no significant differences in any other category.

No significant differences in achievement have been noted for any other courses in the College. The information above is intended to be a headline summary of the salient points arising from retention and achievement data for 2012/13. More detailed analysis will form part

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of the self-assessment report and actions to address significant differentials in achievement will be detailed on the College’s Quality Improvement Plan.

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Progress on Action Points Arising from the 2011/12 Student Achievement Data The table below shows the action points identified and progress made on each. Figure 26


Performance Differentials Identified To narrow the achievement gap at AS level in terms of Asian – Pakistani students with an incoming GCSE score of 5.2-5.5 in comparison with their peers.

• • • •

Action to Address the Identified Issues Identify the cohort. Informal Personal Tutors. Personal tutors to monitor progress rigorously at the twice yearly PM points. Initiate and implement support, as appropriate.

Deputy Principal – Curriculum was responsible for reviewing progress of this group of learners.

Progress Made 12 students were initially identified and Personal Tutors were made aware. Progress was monitored and reported back to the Deputy Principal at the review points, and relevant support was put in place. September 2013 The value added ALPS report shows excellent performance for students identified in this category. Two of the students withdrew during the year. The completing students achieved 15 pass grades of 20 entries at AS level with a further 10 certificate, four of which were at Distinction Star level.

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Student Profile The 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 very little since the last period of monitoring. Figure 27

Equality and Diversity Summary Student Cohort 2013/14 (as at October 2013)



50% male 50% female

26% minority ethnic

21% with disclosed learning difficulties or disabilities

32% from postcode areas described as deprived

Student Cohort 2012/13

49% male 51% female

25% minority ethnic

24% with disclosed learning difficulties or disabilities

33.0% from postcode areas described as deprived

Student Cohort Overall 2011/12

49% male 51% female

26% minority ethnic

24% with disclosed learning difficulties or disabilities

33.0% from postcode areas described as deprived




Plans for 2013/14 The College’s equality objectives action plan is currently being updated to reflect progress made on published objectives and to reflect new goals we have identified. This section provides a brief summary of planned initiatives and events related to equality and diversity, for the 2013/14 academic year, which will form the basis of a new action plan.


Notable dates, e.g. religious and cultural celebrations, international days of celebration etc. will be promoted through a monthly Equality and Diversity bulletin, and through displays in College.

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A number of equality and diversity themes will continue to be promoted through the tutorial curriculum.

An equality and diversity diary has been purchased for each curriculum team, as an aid to planning and to encourage the continued embedding of equality and diversity in teaching and learning.

The College will hold its second Diversity Conference (formerly the Peace Conference) on the theme of ‘Challenging Stereotypes’, which will be held on 5th March 2014, with involvement from pupils in partner schools, guest speakers, and dance and musical interludes arranged and performed by the College’s own Performing Arts students.

Members of the Diversity Group will continue to design 'Equality and Diversity at a glance’ guides for with a particular focus on students and applicants for career opportunities, in an attempt to make the concepts more accessible to as wide an audience as possible and to further encourage vacancy applications from all sections of the community.

We will review methods of attracting applicants for job vacancies generally, to increase the percentage of applications, in particular, from under-represented Black and Minority Ethnic groups.

Staff and students will 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 is working towards the Leaders in Diversity award, which is the highest accreditation offered by the National Centre for Diversity.

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The Diversity Group is trialling an Equality and Diversity reward scheme to encourage student participation in associated events, with the incentive of potentially winning an I-Pad Mini.

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Equality and Diversity Report 2013