Solihull College & University Centre Equality & DivErsity
Annual Report 2017 This annual report focuses on the work of the College in respect of its equality & diversity activities and responsibilities covering the academic year 2016/17 extending through to the end of the calendar year December 2017.
On 1 February 2018, Solihull College and University Centre completed its merger with Stratford-Upon Avon College. Equality and Diversity information for Stratford-Upon-Avon College, including the latest annual report, can be found at www.stratford.ac.uk/policies/#equalityanddiversity .
Future annual reports will report on the work of the newly merged College.
02 Contents
Executive Summary ...... 04 Celebrations Events & Actions ...... 08 Inclusivity ...... 15 Disability ...... 15 Equality & Diversity Committees ...... 16 Governance ...... 16 The Student Voice Executive Committee ...... 17 The College Student Profile ...... 22 Student Success ...... 32 Allocation of Learner Support Fund ...... 43 The College Staff Profile ...... 46 Student Feedback ...... 55 Appendices ...... 57 - The Equality Group Membership ...... 57 - Equality Policy ...... 59 - Equality Objectives 2017/18 ...... 66
Solihull College & University Centre Equality & Diversity Annual Report 2017 03 Execu tive summary
Solihull College & University Centre (SCUC) Our values embraces the changes brought by The Equality • Inspiring and supporting students to succeed Act 2010. • Striving for excellence exceeding expectations • Respecting each other SCUC has a set of five core values which underpin • Recognising our responsibility everything that we do. Equality and Diversity is • Caring, sharing and working together. embedded within the five values.
Recognising our responsibility To be accountable To promote To be role models fundamental British Values To stretch and challenge To the environment Self reflective To challenge poor behaviour Understanding our customers To be professional in our approach Encouraging enterprise Challenging discrimination To have high expectations Celebrating diversity To be inspirational Integrity & honesty The ‘extra mile’ Fairness
Striving for Inspiring excellence, and supporting Respecting exceeding students to each other expectations succeed Listening Sharing ideas Sharing success Sense of humour Sharing concerns Sharing information Being polite, saying “hello” Collaboration and partnership Acknowledging contribution Sharing goals and aspirations Accepting & valuing differences Showing learners we care Working with teams Continuous improvement Sharing interests Sharing good practice Shared values Sharing learning Sharing, Teamwork caring and working together
04 Solihull College & University Centre Equality & Diversity Annual Report 2017 Equality Policy statement SCUC will seek not only to eliminate discrimination Solihull College & University Centre has a culture but also to create a working and learning where difference is respected and diversity environment based on positive relations. To this celebrated. We welcome all students, regardless of end, SCUC undertakes to provide training and age, race, ethnicity, religious belief, gender, sexual support for staff, to consult with all staff about orientation or disability. their experience of the working environment and to provide diverse images in any materials that it We expect all members of our college & university produces for learners and staff. The aim is to centre community to recognise and respect this. create a positive inclusive ethos where any issues of stereotyping and discrimination can be SCUC will continue to treat all students and discussed openly, with a shared commitment to employees with respect and dignity, and seek to challenging and preventing discrimination, to provide a positive working and learning respecting diversity and difference and to environment free from discrimination, harassment encouraging good relations between people. or victimisation. SCUC will work towards the elimination of SCUC makes a genuine and realistic commitment discrimination whether overt or covert and will to continually raising awareness of equality and seek to ensure that individuals and communities diversity matters both within and outside of have equal access to learning programmes and curriculum settings to challenge and minimise facilities. discrimination and prejudice in all of its forms. improving equality brings with it SCUC welcomes, as an employer and as a provider benefits to the organisation as it: of education and training, its duty towards those • Helps to create a positive atmosphere where individuals sharing one or more of the protected there is a shared commitment to value characteristics of age, disability, gender re- diversity and respect difference assignment, pregnancy and maternity, race, • mainstreams equality by focusing on the religion or belief, sex and sexual orientation and, different needs of employees and students where relevant, marriage and civil partnership. (learners) • strengthens our work with our partners and stakeholders solihull College & university Centre • improves quality by meeting the needs of all has due regard to its duties to: our customers, internal and external • Eliminate unlawful discrimination, harassment and victimisation and other conduct This report sets out Solihull College & University prohibited by the Equality Act 2010. Centre’s approach to equality and diversity, its • Advance equality of opportunity between compliance with the duties outlined in the Equality people who share a protected characteristic Act 2010 and, specifically how we seek to and those who do not. eliminate discrimination, advance equality of • Foster good relations between people who opportunity and foster good relations between share a protected characteristic and those people sharing protected characteristics and who do not. those who do not.
SCUC celebrates and values the diversity brought The report includes information relating to the to its workforce by individuals and believes that we SCUC’s workforce, learners and service users. benefit from engaging staff from a variety of backgrounds and abilities thus allowing it to meet the needs of a diverse student population.
Solihull College & University Centre Equality & Diversity Annual Report 2017 05 the College’s self assessment • Staff successfully ensure that learners with of Equality & Diversity high needs, such as learning difficulties and/ The following are extracts from the College or disabilities, integrate well into the life of Self-Assessment Report 2016/17: the College with those following higher-level courses in a mutually supportive environment. Learners and staff display very respectful, Monitoring of progress of learners inclusive and tolerant attitudes in all lessons so that none are disadvantaged or and public areas. under achieve
• The College closely monitors the performance • Learners with additional needs have the of different groups of learners and takes opportunity to fully participate and have effective steps to help underperforming access to the same opportunities as other groups of learners to do better. As a result, students. Effective risk assessments enable few differences exist in achievement between learners to participate in both college particular groups. activities and curriculum trips that are important to the learners’ successful • 16/18 Other Asian learners performed less completion of their qualification. well than their peers in 16/17.Similarly black Adult learners performed less well than their peers. This data will be used to inform Promotion of Equality and Diversity improvement planning for these groups of learners in 17/18. • Managers ensure that staff promote a wide range of equality and diversity themes • 16-18 year olds with learning difficulties/ through, for example, an appropriate focus disabilities achieve much better than the on these themes in lesson observations and national average but slightly less well than scheme-of-work reviews. Similarly, they students without a disability or difficulty. ensure that staff promote British Values well, and this helps learners to become good • The very low number of ‘looked aer’16-18 citizens. (28 learners) had an achievement of 61% on their main vocational programme, which was • Managers have established a clear set of mainly due to a low retention rate of 70%. complementary college values and staff integrate these well into their courses. • Effective arrangements are in place to support the transition from school to FE, • Promotion of British Values is included in staff between educational establishments and also development sessions, and teams are between courses or levels for students with continue to develop resources and schemes additional needs. Students are met by their of work to ensure that learners are well potential support tutor and individual support prepared for life in modern Britain, including plans (ISP) are completed in order to help Solihull and their wider local environment. understand the needs of the student and to Good examples of how learners are communicate important information to the developing their awareness of British Values relevant staff. are evident in observation reports for Public Services and Early Years, where participation of minority groups in the workforce are analysed and discussed.
06 Solihull College & University Centre Equality & Diversity Annual Report 2017 • High levels of engagement in cross college • Teachers and assessors have developed events, such as: ‘Celebration of the Cultures resources and schemes of work to of the College’, ‘Pudsey – Save the children’, strengthen embedding and development of and Down’s Syndrome Day. students’ understanding of British Values. Students have taken part in competitions to • The Director of Student Services and Equality create displays and posters to promote British plays a lead role in the Equality & Diversity Values in the context of their vocational Group and its subcommittee and works programme. closely with curriculum areas to promote E&D and provide support on student • Teachers and assessors have successfully disciplinary issues. delivered the Prevent tutorial to all tutor groups and apprentices. The tutorial content • There is a zero tolerance of bullying, is intensely thought provoking and feedback harassment and discrimination. Learners feel from learning walks is that learners have safe, and know how to report incidences readily engaged in mature discussion around which are dealt with swily and effectively. the dangers of radicalisation, and understand the referral processes if they are concerned about anything relating to this theme. teaching, learning and assessment • The majority of lessons are well planned to promote equality and diversity integrate Equality and Diversity and British Values themes and learners demonstrate a • In the large majority of lessons, teachers good understanding of key issues. Tutors integrate work on the understanding of oen use naturally occurring opportunities to fundamental British Values, and equality and promote and reinforce learners’ knowledge diversity, well into their activities. As a result, and understanding of key Equality and learners demonstrate in their work a good Diversity themes. understanding of relevant issues relating to social diversity, gender, age and ethnicity. • Some teachers fail to exploit opportunities in Learners work well together and demonstrate lessons or plan lessons that extend learning high levels of respect for each other and their and increase awareness. teachers when discussing subjects such as poverty, homelessness and homophobia. • Themes of equality and diversity, and British These activities effectively promote their Values related to specific workplace examples wider understanding of life in modern Britain. are well explored by the majority of assessors with apprentice learners. • The tutorial programme provides consistency across all programmes, and gives learners access to high quality delivery of key equality and diversity themes. Learning walks evidence this greater consistency, particularly in the use of common resources.
Solihull College & University Centre Equality & Diversity Annual Report 2017 07 Celebrations, Events & actions
Solihull College & University Centre has a strong culture of celebration and promotion of inclusion. Each year, a number of events take place where staff and students come together to celebrate diversity and raise awareness of different cultures/religions.
Faith Festivals, Cultural events and awareness days Through the year students are invited to participate in a variety of Faith Festivals, Cultural Student Volunteers supporting Jean 4 Genes Day and events and awareness days. Breast Cancer Macmillan Coffee Morning Awareness Month, LGBT Month, Jeans for Genes Day and Macmillan Coffee Morning are a few of the events or exhibitions held each year to get students and staff involved to celebrate and raise awareness.
Time to Talk Mental Health Awareness Day campaign
08 Solihull College & University Centre Equality & Diversity Annual Report 2017 Competition entrants for Breast Cancer Awareness Month
Solihull College & University Centre Equality & Diversity Annual Report 2017 09 CasE stuDy ZaHraH’s FasHiON FOOtstEPs
Wednesday, 7 June, 2017
Solihull College & University Centre student Zahrah Mehmood is proving a brilliant ambassador for the College and for her course.
Zahrah, 18, a Level 2 Diploma Retail Fashion student has been making waves aer completing a successful work experience placement at the Asian Wedding Show at Manor Grove in Handsworth back in April.
Zahrah’s placement was a varied one. Assisting in all things media she photographed at the event, was On her course so far Zahrah has learnt about asked to conduct interviews with exhibitors and customer service, health and safety, visual assisted with social media. She was able to use the merchandising, buying merchandise and law. skillset learned on her yearlong course to apply Students also have the opportunity for hands on, herself and impress. The event also offered her a practical experience in the fashion retail world and well-rounded view of all aspects of an exhibition. have helped out at the NEC Clothes Show, observing first hand event running and assisting in a multitude Impressing Roshni Gohil, Operations Director for the of tasks. Asian Wedding Magazine, Zahrah was subsequently asked if she’d like an internship with the magazine. The future looks bright for Zahrah, coming to the Tasked with submitting a piece of work, her first end of her course shortly, with the possibility of article on Celebrity Fashion at the Cannes Film more published work ahead, she is looking towards Festival has just been published. a career in marketing. Utilising her growing skillset she’s hoping to follow her dream career path. Well With an avid interest in marketing, Zahrah has high done Zahrah! praise for her course, ‘The course teaching is amazing, it’s not like other colleges where you can To read Zahrah’s article, please visit the asian be le too much to your own devices. You are Wedding Magazine Website supported on a one to one level and really given individual attention and the practical experience feels fresh and helpful. ’
10 Solihull College & University Centre Equality & Diversity Annual Report 2017 sexual Orientation
LGBT History month is celebrated in February and exhibitions and activities are led by students who are members of the LGBT group. This year the LGBT student group organised a rainbow t-shirt tie die activity to have fun and help raise awareness.
LGBT Month, Rainbow T-Shirt Tie Die Activity
Celebration of the Cultures of the College
We are a college community of over 90 nationalities/heritage groups amongst our students and 45 amongst our staff. Students and staff are invited to create an artefact, or an exhibition that raises awareness of a culture of their choice. The end result is a celebratory event that is hosted on each of our two main campuses, and it is one of the main events of the year. The Woodlands Campus main staircase decorated for celebrating the Cultures of the College event.
Cultural trips
Our cultural trips offer students the chance to visit new places, learn new things and see different national heritages. Trips can vary throughout the UK and abroad and have included visits to Buckingham Palace, Westminster Abbey, Oxford University, Rome, New York and Paris.
Student Enrichment Cultural trip to Paris
Solihull College & University Centre Equality & Diversity Annual Report 2017 11 Promoting British values
Student Enrichment provides opportunities for students to engage in the themes of British Values outside of lessons. These include competitions to help raise awareness of British Values, the Student Conference & Student Officer Elections to help demonstrate democracy in action and the Multi- Faith and Culture Society to help facilitate activities and discussions that support mutual respect and tolerance of different faiths and
Students British Values poster designs displayed to help raise awareness of British Values
Student Conference
12 Solihull College & University Centre Equality & Diversity Annual Report 2017 solihull College & university Centre - the Fa Grassroots the Duke of Edinburgh’s The Football Association has awarded Solihull College ‘Football Development Hub’ funding. The award funding is to support The FA in providing high- Solihull College now offers the DofE which is the quality experiences to the 1.6 million people that nationally and internationally recognised Award play 'affiliated football' each week, as well as favoured by employers and universities alike. Over supporting those participants whose changing time DofE builds confidence, dedication and needs mean they want to play in a different way. commitment, attributes we all want to see in our young people in college, life and in the workplace. To utilise this funding Solihull College will be increasing participation in football through a newly introduced men’s 11v11 internal participation football league, indoor football, Futsal, disability football coaching and the women’s football development team. tackling inactivity through sport
Solihull College & University Centre is one of 49 colleges across England awarded funding to support our students to be more active through the Sport England’s ‘Tackling Inactivity in Colleges’ Women’s Development Team attending local futsal programme. Sport England has invested £5 million Tournament through the TIC programme that will reduce the number of physically inactive college students. Our project aims to reduce the barriers for why students don’t engage in sport along-side implementing innovative approaches to engagement with traditional sports sessions such as Football, Basketball and Tennis. This funding will also be used to get students active through non-traditional means and as a wider outcomes support students with improved confidence, Internal Men’s 11v11 football participation team leadership skills and mental wellbeing.
Solihull College & University Centre Equality & Diversity Annual Report 2017 13 CasE stuDy FOrMEr sOliHull COllEGE aCaDEMy PlayEr WiNs PFa yOuNG PlayEr OF tHE yEar
Friday, 5 May, 2017
Jess Carter is fast becoming a well-known name in the footballing world and Solihull College & University Centre’s Football Academy played a vital role.
Not only did Jess become the youngest ever Champions League player at just 16 years of age when she made her debut for Birmingham City Ladies, but she has now been named as the Professional Football Association (PFA) Young Player of the Year.
Jess was part of the Birmingham City Ladies Football Academy at Solihull College & University Centre for two years as she trained hard to progress through the ranks whilst completing her studies. Whilst at the College Jess made her way into the England U19 It’s a massive, massive privilege to collect this award. squad, featuring regularly and even getting her I don’t set any goals. My main focus is just playing name on the score sheet on her debut. for Birmingham because they’re my club and I want to perform for them week in and week out. Anything Aer completing her studies at the College, Jess that comes with that is just a massive privilege.” continued to shine on the football pitch, playing regularly for Birmingham City Ladies as well as Jess was in great company with other award winners England U19’s and has clearly impressed all of those including Kelly Smith, Lucy Bronze, Dele Alli, N’Golo around her as England Women’s Coach, Mark Kante and David Beckham, showing just what her Sampson included her in his squad this April. future has in store for her. Phil Trilloe, Head of School for Sport at the College congratulated Jess, Because of all of Jess’s achievements at just 19 years stating it was a great achievement and is only the old, she made her way on to the shortlist for the PFA start for Jess, the College is very proud. Young Player of the Year. The PFA awards were held in London on 23rd April and Jess was announced as Aer enjoying the celebrations of winning the PFA the winner of her category. award Jess will be focusing on what’s ahead with Birmingham City Ladies playing in the FA Cup Final Jess commented “The fact it has been nominated by against Manchester City Women on 13th May at players that you play against day in and day out Wembley Stadium and will be working hard to makes it a massive honour for me. It could have secure her Senior England debut in the future. gone to any one of the girls that have been nominated, because I think they’re all exceptional.
14 Solihull College & University Centre Equality & Diversity Annual Report 2017 inclusivity
The enrichment sports offer is accommodating of all. We offer fieen weekly sport sessions which are both main-stream and inclusive. Our goal is to provide sessions for under-represented groups which include females, BAME, students a disability, students from low socio economic backgrounds. During 2017 there have been a number of activities specifically design to target female and disabled learners; these include Boccia, Yoga, Cardio Tennis, Futsal, Dance and a multi-sport session all of which have been available to learners on a weekly basis throughout the academic year. Disability
Robust additional support services are in place at the College. Learners access support for additional needs, English and Maths support assessment and support for dyslexia. Rigorous initial assessment ensures that early identification and timely support is put in place. 1014 learners were identified as having a disability or learning difficulty in 2016 -17. Of this figure, 856 were full time learners representing 14% of learners on long courses. The overall success rates for these learners are largely in line with college averages. Each year we hold events to raise awareness of disability. During 2015/16 there has been a focus on mental health and removing the stigma around talking about it. Each year we offer the opportunity to hearing students to learn British Sign Language.
Disabled Go We are delighted to work with Disabled Go to produce a regularly updated audit on the accessibility of SCUC for people with disabilities.
15 • Discussing and agreeing actions to encourage Equality & a broader representation, particularly of female students, in the use of the Link (Blossomfield Diversity campus’s recreational and meeting area) • The group has analysed the data presented to it and made recommendations on the way data Committees is collected to facilitate a broader understanding of E&D themes – eg complaints SCUC has an Equality & Diversity Group, chaired by reporting was enhanced to provide information the Vice Principal HR & Student Services. This was on the protected characteristics of students supported by the Disability Equality Group (which who have made formal complaints, in order to has now been incorporated into the Equality & ascertain if groups may be treated unfairly Diversity Group). • British Values promotion and discussion – Membership reflects the different areas within the choosing winners of the British values poster college. Teaching and support staff and managers competition contribute to and represent their areas on these committees. • Increased promotion of minority groups eg LGBT pride club the through the involvement of The Equality and Diversity Committee receives the Student Voice Executive and its input to the regular (at least annual) reports on student and steering group. workforce data, including: Minutes of the Equality and Diversity Steering • Student E & D profile Group can be found on the College website the • Student application to enrolment by ethnicity Equality & Diversity section. gender and disability • Student success rates by ethnicity, gender and disability • Staff E & D profile • Staff recruitment profile
The steering group meetings provide a positive Governance forum for discussion and debate on the College’s The Corporation, Solihull College & University approach to equality and diversity. For example: Centre’s Governing Body, is responsible for ensuring that the College sets and meets • A number of discussions have taken place with appropriate equality targets. Barbara the Student Voice Executive Committee Hughes, College Governor, is a member of members around expectations on behaviour and regularly attends and contributes to the and use of the multi faith room Equality & Diversity Steering Group meetings. • The meetings have been used to work with the Learning Technologies unit to ensure accessibility of information students with visual impairments and other disabilities
• Discussing the survey and report on ‘Challenging Student Identity’ produced by the Student Voice president in 2016/17
16 Solihull College & University Centre Equality & Diversity Annual Report 2017 introducing the student voice Executive Committee
Josephat "JoJo" Diya Danielle Cleaver student voice President vice President, Equality & Diversity Level 3 Applied Science Extended Diploma Fine Art
the purpose of my role is to lead the student the purpose of my role is to ensure that all voice Executive Committee in helping to make students are equally represented at solihull positive changes for all students. College & university Centre.
The Student Voice is here for every student in order My priorities this year are: to take on their about improving student life, • To talk to students and try to find positive supporting campaigns that affect us and most solutions to the issues they have. importantly representing the views of all students • To improve the food options available at the when and were possible. As President of the Student college for students with specific dietary Voice I hope to help develop communication within requirements. the college to build a strong network in which students feel that they are listened to and supported.
My priorities this year are: • To make all students feel safe and secure when they come to college. • To make sure that everyone is treated equally and people are respected regardless of race, gender, religion, sexuality and status. Solihull College & University Centre Equality & Diversity Annual Report 2017 17 Hina shinwari Cass Johnson Higher Education Officer lGBt Officer BSC Business Systems and Technology Animal Management Level 3
the purpose of my role is to ensure that Higher the purpose of my role is to ensure lGBt Education student’ views and opinions are students’ views and opinions are reflected reflected throughout the whole college. throughout the whole college.
My priorities this year are: People who feel shy about themselves when they • To improve the HE student experience to try should be happy and open about who they are, I and make it more like a university campus want to help them like my friends helped me by atmosphere. By improving the HE area and relating to them, finding out the issues they are providing more activities for HE students. facing and try my best to improve them.
My priorities this year are: • I want to change the toilets to unisex so everyone feels equal. • To improve the college for all LGBTQ+ students.
18 Solihull College & University Centre Equality & Diversity Annual Report 2017 Meenail saeed Jessica Boyd Black & asian Minority Ethnic Officer Disabled students’ Officer Science Level 3 BSC Business Systems and Technology
the purpose of my role is to ensure BaME the purpose of my role is to ensure the views students’ views and opinions are reflected and opinions of students with disabilities are throughout the whole college. reflected throughout the whole college.
My priorities this year are: My priorities this year are: • To help raise awareness of the issues facing • To set up an anonymous feedback form so BAME students. that students can be completely honest and give ideas about things which they would like to improve. • To spread awareness of ‘hidden’ disabilities that people don’t seem to understand and be aware of. • To improve aspects of the college that could be made more accessible for students who have disabilities.
Solihull College & University Centre Equality & Diversity Annual Report 2017 19 Jasmin Carrasco abdul Hamid Women’s Officer Woodlands Officer Level 3 Extended Diploma in applied science Engineering Level 2
the purpose of my role is to ensure Women’s’ the purpose of the role is to ensure Woodlands views and opinions are reflected throughout students are represented and considered on the whole college. all matters concerning the student voice.
My priorities this year are: The priorities this year are: • To host events to empower women. • To improve the facilities at Woodlands and in • Fight for more equal opportunities for women. particular the facilities, entertainment and • Raise awareness of organisations available to activities. support women facing struggles.
20 Solihull College & University Centre Equality & Diversity Annual Report 2017 sophie armitage Jaidan Davey sports Officer Digital & Communications Officer Engineering Level 2 Health & Social Care Level 3
the purpose of my role is to work closely with the purpose of my role is to work closely with the student Enrichment team to: the student voice Executive to help raise the profile of the student voice and participation • Ensure that students’ views and opinions on in its activities. sport and physical activities are reflected throughout the whole college. My priorities this year are: • Help organise sport & physical activities for • To improve students awareness of online students. safety. • Promote the positive involvement of sport and • To improve the students experience on the physical activities students in college activities. colleges Learning Technologies platforms.
Solihull College & University Centre Equality & Diversity Annual Report 2017 21 the College 2017/18 ' ' ' ' ' ' ' ' ' ' ' ' ' ' ''!1&@ ' ' ' ' ' ' ' ' ' ' stu' de' n''L%t) ' Pr'ofi' le ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' NB. s'oli'hull College '& unive''!1&rsity @Centr'e merg'ed wit'h strat' ford upon a'von C'ollege 'on 1 Febru' ary ' ' 2018. student d' ata fr' om both C' olleges' has been' m'erged for th'e 2017/18' ac'ademic ye'ar. the ' student' pro'file infor'mati' on' sho''L%wn' b)el' ow is t'here'f'ore b'as'ed on the' new' ly' mer' ged c' o'llege, w' ith' the' except'ion of s'ex'ual or'ient''ation' and reli'gion which' relates to' stude'nts e'nrolled at sol'ihu' ll College ' only (stratford upon avon College had not collected this data from student for the 2017/18 intake). ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' SCUC now has just over 4,700 16-18 students, the majority of whom are full–time learners. Most of 19+ adult le'arners stud' y with us o'n a part-time basis.
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Solihull College & University Centre Equality & Diversity Annual Report 2017 23
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His experience with the course prepared the way for his armed forces career. ‘It was the best 2 years ever, adventure training and PT’ he says of his course, ‘Requirements such as uniform checks and time Later in his career he went to a focus group on how management have resulted in a great career built it was to be a young man in the army and aer on structure. I also held down a job in a local providing feedback he asked if there was a job going shopping centre while managing my studies’. Aer in the department. His proactivity paid off as he later his 2nd year Sohail became torn on which route he received a call offering him a job. He now works for a wanted to take. He considered becoming a 3 star general as his 2nd PA. Sohail is currently paramedic alongside his desire to join the army. He based in Aldershot in Hampshire working on policy passed various fitness tests and then received a documentation, recruitment, training and pass date for the army; at the same time he received development. an invitation to study paramedic science at university! Sohail who is from a Pakistani-Muslim, conservative background fought to ensure his loved ones knew Considering both options he decided to follow the that the bulk of work in the army was humanitarian Army path and hasn’t looked back since. He trained based and not necessarily combat related as oen at an army regiment for 14 weeks of fitness and pre-conceived. Sohail’s future looks bright. He weapon handling before carrying out 15 weeks of hopes to be an instructor at Phase 1 training or he’d HR and was then posted to an infantry battalion in like to potentially work for an embassy overseas, the Salisbury. For the following 2 years he spent time current aim is Washington DC. overseas and in the UK. He volunteered for boxing training, went to Canada carrying out administration If you are interested in a future in uniformed public and infantry duties, then later he worked with the service like Sohail, then visit our course pages for Marines and Canadian forces training together out more information. in Canada. Solihull College & University Centre Equality & Diversity Annual Report 2017 25 ' ' ' "" "" Gen'der "" DThe s"plDit of" m" a"le a"nd "female" "full-tim" e" studen"ts is" almos"t 50:5"0. " Fem"ale" s"tudents" a""U&')6&"ccount""U&')6&" for 6;6%% o;f the " " part-time cohort. D " " " " " " " " " " ""U&')6&"; " "" " " " " " " " " " " " " "" "" " " " " " " "" D " " ":G(N"G.! M L"0 &&!* 'HG"!J *0NG( *J" " " :" G(NG.! ""U&')6&"M O# .*!*'HG!J*0NG(*J; " " " " " " " "" DLDI H$ NIS JMID H$ %# ;)*#, %# ;)*#, JLPK H$ IPS MJS X) *#, X) *#, NNMD H$ EES " " " ' ' Disability ' " 26% of full-time students have declared a disability/learning difficulty or are receiving additional support in respect of a disability (compared to 21% in 2016/17). For part-time students this figure falls to 10%. ' L0&&!*'H G!1*0NG( *J!7'J#I'&'*,!2. /P '&G JK H$ KS U&$ ./>&1 ;)' .&/ $:1&9 .2#2 DNEL H$ JES U&$ *#)1 /./6$2.>>.-4*'B$&1 2. ,)(. *.'B NOEI H$ """ """ LIS 3' 42#/'$"),$)$*#)1/./6 """ 2. >>.-4* 'B$&1$2. ,)(. *.'B O# .*!*'HG!1*0NG(*J!7'J#I'&'*,!2./P'&G""" DIP H$ NS ION H$ DKS U&$ *#)1 /./6$2.>>.-4*'B$&1 2. ,)(. *.'B 3' 42#/'$"),$)$*#)1/./6 IIJI H$ PLS 2. >>.-4* 'B$&1$2. ,)(. *.'B U&$ ./>&1 ;)' .&/ $:1&9 .2#2 " " " " " " 26 Solihull College & University Centre Equality & Diversity Annual Report 2017 " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " "" OtHEr PrOtECtED CHaraCtEristiCs ' Please note the charts below relate only to Solihull College students and do not include Stratford College data. ' ' ' re' ligio' n ' ' ' ' ' ' ' ' 18% of College students prefer not to state their religion of belief. 31% of the College students have no religio'n or be'lief, '30% a're Christian' and 16% are 'Muslim. ' ' ' OI H$ DS @ABCDBE!K&&!1*0NG( *J!5 G&')'/(DQG&'G P DIN H$ JS U&/ # DIK H$ JS 5" 1.,'.)/ R1 #>#1$/&'$'&$,)B DNML H$ DES X4 ,*.; JLDO H$ NDS 3. G" V' "#1 <. /24 Z/ G/&0/ DMMI H$ DPS W4 22".,' R) 6)/ [# 0.," 3" ./'& JEND H$ NKS \) ,')>) 1.)/ !) &.,' '' ' '' ' ]4 )G#1 W) ")F. ''"" " " " " "" """ "" """ """ "" " """ " "" " ""!@^"5F"""!@^"5F"""!@^"5F";; ; " " " " " " " " " " 8 '' "" "" "" "" "" "" "" sexual ! " O" rient"ation " " " " @A"BCDB" E!! 1*0 ! NG(" " *J !!1G """4!R0! #^&!!6.'G(*#" " ! " *' /(" LGB" stude"nts " " " " " " " " " " " account for just over $ $ JD H$ KS " 2% of the student <<# '#1&,#C4 )* population. 19% of " $D$ EMD H$ DOS students prefer not ^# ,(.)/$&1$_)B$ $ $ $ $ $ DJL H$ JS to state their sexual $ $ DDO H$ DS " W. ,#C4)* orientation. $ $ DKP H$ DS " V' "#1 EEOD H$ LLS $ $ R1 #>#1$/&'$'&$,)B$ $ $ $ $ $ " " Z/ G/&0/ """""" Solihull College & University Centre Equality & Diversity Annual Report 2017 27 "" " "" " CasE stuDy EliJaH sHOOts FOr GrEatNEss! Tuesday, 12 September, 2017 A few years ago Elijah Thompson, like a number of 16 year olds found himself at a crossroads. Unsure which direction to take aer not achieving the GCSE results he hoped for Elijah was worried he couldn’t achieve academically. He then began a science based course at Solihull College & University Centre before realising he’d like to shi his focus towards photography. From a young age Elijah had been passionate about taking pictures, prompting him to look towards photography as a career. Spending a summer building a portfolio and capitalising on some fantastic opportunities, he then met with a college tutor to discuss a place on a media course. He was given a chance on the course providing he did The future looks bright for Elijah. He has been maths and English in addition to the level 3 media invited to join international Jazz player, Courtney course he wanted to be enrolled on. Pine, as his photographer at The Jazz and Lime Tour as part of the St Kitts Music Festival in June 2018. For Black History Month 2016, Elijah’s concert Following on from his first public speaking as a photography was exhibited in BMAG (Birmingham panellist he has been invited to speak to children at Museum and Arts Gallery), he set up his own King Solomon Secondary School on photography as website, and he was a participant on an Erasmus part of their enrichment programme. Plus Photography programme in Portugal with other young aspiring photographers from several EU Raising Elijah in a one parent family, his mother countries. Sharon is extremely proud of her son, stating; ‘The College has helped with his confidence 10 fold, he Starting with the media department in September genuinely enjoys studying and is more proactive in 2016 Elijah hasn’t looked back since, progressing in his photography. I’m so proud. This is a true leaps and bounds in character, work ethic and reflection of what investing in young people can confidence. help to achieve’. Elijah’s results reflect his amazing progress. He For his part Elijah is similarly appreciative of his passed his first year level 3 course with merit, mother, ‘Mom always said I could do anything if I passed his functional skills in maths and gained a ‘c’ just put my mind to it. My mum is a massive in his English GCSE. He completed a Princes Trust inspiration to me. She’s always worked hard for ‘Exploring Enterprise’ course that had to be started everything in her life and she’s instilled that work and completed before enrolling back at college, ethic in me.” recently submitting the work for a level 2 qualification. He also had his first public speaking To see some of Elijah’s work, visit his website at experience as a panellist talking about his journey as www.elijahthompson.co.uk a photographer. 28 Solihull College & University Centre Equality & Diversity Annual Report 2017 O'u'''r Hi'g'''her Ed'''u' cati'o''' n '''' '''''' '''''' '''''' '''''' '''''' '''' ' ' ' ' ' '''''s' t'uden' t Profil'e ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ! ! ! ! ! ! L0&& M*'H G!; PN H$ NMS U& /$TR JPP H$ IPS U& /$TR NKE H$ MJS DME H$ EMS $ T. 2#/./6$ $ T. 2#/./6$ R) 1'.-.:)'.&/ $ R) 1'.-.:)'.&/ $ '''' '''''' ' L"! ; NN H$ DIS DOO H$ NIS %# ;)*#, NOM H$ EES %# ;)*#, JKE H$ PES X) *#, X) *#, '''' '''''' L!"! ;! ! &1;)'.&/ U& $./>&1;)'.&/ :1 &9.2# 2 $ I$H$ DS :1 &9.2# 2 D$I $ H$ ES $I$ H$ JS D$KP $H$ DPS $ $ $ $ U& $*#)1/./6$ $ U& $*#)1/./6$ $ $ I$PJ $H$ PDS 2. >>.-4*'B$&1$ $ $ 2. >>.-4*'B$&1$ $ 2. ,)(. *.'B$ $ 2. ,)(. *.'B$ JJ$D $ H$ OJS $ 3' 42#/'$"),$)$ $ $ $ 3' 42#/'$"),$)$ $ $ $ *# )1/./ 6$ $ *# )1/./ 6$ $ 2. >>.-4*'B$&1$ $ 2. >>.-4*'B$&1$ $ 2. ,)(. *.'B$ 2. ,)(. *.'B$ '''''''' '''''''''''' '''' '''' Solihull College & University Centre Equality & Diversity Annual Report 2017 29 " """ " "" " " """" " " """" " " " " " " " " L"! ; IJK H$ LDS JKJ H$ PMS JH$ KS W* )-G$)/2$X./&1.'B$Y'"/.- W* )-G$)/2$X./&1.'B$Y'"/.- V' "#1 V' "#1 R1 #>#1$U&'$'&$3)B R1 #>#1$U&'$'&$3)B T" .'#$W1.'.," T" .'#$W1.'.," '''' 30 Solihull College & University Centre Equality & Diversity Annual Report 2017 "" "" CasE stuDy iNsPiratiONal stuDENt HONOurED WitH MBE Wednesday, 17 January, 2018 Solihull College & University Centre student Charlie Fogarty has overcome tremendous obstacles to be awarded an MBE in the New Years Honours list for services to young people in Solihull. 21 year old Charlie has defied all the odds to even survive aer a devastating accident 6 years ago and has been continually defying them since. Struck by a car crossing the road in March 2012 aged just 15, Charlie suffered a diffuse axonal injury and doctors weren’t sure if he would survive. In a coma for four months before waking, Charlie had to relearn even the most basic of tasks. Rehabilitation followed at the Children’s Trust’s brain injury specialist centre in Surrey. ‘Usually you only get one life,’ Charlie states, ‘but I got two’. He taught himself to speak, walk, dress and eat again and through it all his sense of determination never Charlie will hear between now and July when he will faltered. ‘We don’t like the word ‘no’, ‘can’t’ or ‘don’t’ be called to receive his MBE and who shall be in my family’ Charlie states. There was no room for presenting it. His family, parents Mark and Sara, anything but positivity. ‘Never give up’ Charlie sister Emma and brother Tommy have supported muses ‘anything’s possible’. him every step of his journey. Doctors said Charlie would never be able to complete his education yet An avid football fan before the accident as well as a years later he found himself looking for higher skilled player, Charlie was keen to get back to it. ‘As education institutions. When looking at studying for soon as I came out of my coma, I wanted to get his Sports Science degree the family who hail from back on a football pitch and playing’. He set up the Shirley, Solihull, looked at local institutions and the Solihull Moors FC Open Age Disability team and has College came out on top. since visited over 50 football clubs to deliver motivational speeches to young footballers. He also When he finishes his degree, Charlie hopes to began playing for Northern Ireland’s Cerebral Palsy continue with his football career alongside his international team and is four months from motivational speaking. ‘I want to inspire millions of completing his degree at Solihull College & people to be the best version of themselves they University Centre. can be’. Indeed for his dissertation on ‘Individualism in Football and why it’s important’ Charlie need look ‘I set myself goals’ Charlie says, ‘and once I achieve no further than himself as an inspiration to anyone them, I set myself more’. In his final year of a top up told they ‘can’t’ that they absolutely ‘can’. Applied Sports Science degree, Charlie’s next destination is Buckingham Palace. Finding out about To study a Sports Science course with Solihull the MBE in a letter in November, Charlie and his College visit www.solihull.ac.uk/courses. To learn family had to keep it a secret, ‘I was overwhelmed’ more about Charlie and to follow his journey visit he recollects, ‘my dad even said he might cry’. www.charliefogarty.co.uk. Solihull College & University Centre Equality & Diversity Annual Report 2017 31 student success 2016/17 ' ' ' SCUC monitors closely achievement data in order to identify trends or patterns of underperformance of " " ' " '" " " '" " " " " " " groups of students. Where a particular group’s success rate are lower the College and/or national average " " " " " " " " ""QE&2&")"I)2%/" " " "- " " " " " " " " "" further analysis will be undertaken to establish any reasons for underperformance and to identify if this has " " " " " " " " ""QE&2&")"I)2%/" " - " " " " " " "" "" been the case in previous years. " "" " " " "" " " " "" " "" " " "" " " " " " " " Achievement rates are defined as the numb"er o"f student" s w"ho pass their quali"ficat"ion" as a pe" r"cent" age" of " " " " " " " " " " " " " " " " the number of students starting the c" ourse. " " " " " " " "" " "" " " " " " " " "" " " " ' " " " " " " " " " " " ' ' ' Gender 16-18 ' ' "" "" 15 6/E.66"9566&*&" h) %/5 7)6" =0* &" 16-18 males and females achieve well "" "" #B!HY !W " #B!WY !8 " :; " " " " " ' ' ' ' ' analysis by ' "" "" 15 6/E.66"9566&*&" h) %/5 7)6" Ethnic Group =0* &" "" "" #B!HY !W " #B!WY !8 " :; " " " " " ' ' ' ' ' ' analysis by "" "" 15 6/E.66"9566&*&" h) %/5 7)6" =0* &" ' Ethnic Group "" "" #B!HY !W " #B!WY !8 " :; " " " " " " " " 34 Solihull College & University Centre Equality & Diversity Annual Report 2017 CasE stuDy liaM iMPrEssEs at BirMiNGHaM City Tuesday, 14 February, 2017 Liam Hindley, 19, is currently studying his Level 3 IT BTEC qualification at Solihull College & University Centre. As part of his qualification, with the help of his tutors, Liam is responsible for sourcing relevant work experience where he can use his newly found skills and adapt them to use in a real working environment. As a lifelong Birmingham City fan and season ticket holder, Liam thought his dreams had come true when the club offered him a week long placement at St Andrews. Liam, who has learnt a number of skills whilst studying at College, was asked to work in the ticket office for the first half of his work experience as he Liam, who from the age of 7 has had a fascination learnt how to use the newly installed ticketing with computers, hopes to continue his education soware, Venue Master. Aer never using the and progress on to a higher education course at the soware before Liam had to be taught from scratch College, potentially focusing on soware or games and he was able to pick it up extremely quickly. design. Liam comments “It’s said that everyone who has autism has one thing they are fascinated by and Aamir Javaid, Ticketing Manager at the club said I realised when I was diagnosed with autism that for “Liam has been brilliant. He has learnt a lot whilst me, it is computers. My family always ask me how to being here and he has completed tasks that I never fix things or how to do something on their thought someone on work experience would be computer.” able to do.” Liam has also enjoyed a tour of the stadium, which Aer learning about the soware used Liam was he has boasted about to his peers, and even had the able to spend the latter part of his work experience chance to sit in the director’s chair in the stands. at the club shop as he was responsible for ticketing items and completing regular stock checks. Liam Aer impressing on his weeks work placement at commented “I’ve never had a job before so as well the club, Liam has expressed his interest in working as learning new skills I’ve also learnt how to work for the club in the future. with people. It’s been a really positive and helpful experience and I would love to come back. This work experience opportunity has given me ideas about what I would like to do in the future.” Solihull College & University Centre Equality & Diversity Annual Report 2017 35 " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " ' ' ' ' ' ' learning Difficulties "" "" 15 6/E.66"9566&*&" h) %/5 7)6" /Disabilities 16-18 =0* &" "" "" #B!HY !W " #B!WY !8 " :; ' ' ' " " " " " 36 Solihull College & University Centre Equality & Diversity Annual Report 2017 ' ' " learning "" "" (25 0/ <&2" U.66"d& )2" h) %/5 7)6" Difficulties 16-18 =0& 2) *&" "" "" #B!HY !W " #B!WY !8 " :; =-E /&0& '& 7%"^" [#N 8" ^" [4N >" ^" CeW =' c' [BN 4" ^" h5 %"g75O7 Yh5 %" _&)0& 2;" >@! " [B! " bC= ' #W#R @WB " (25 0/ <&<" =-E /&0& '& 7%"^" [BN [" ^" [BN [" ^" CeW \' c' >@N 8" ^" \%E &2" _&)0& 2;" 444 " !>> " :;e ' W8R 8#B " =-E /&0& '& 7%"^" [#N 8" ^" [BN #" ^" =bW d' c' >>N 4" ^" \%E &2"1 I&-" _&)0& 2;" #! " !!H " f\ ' ##R W>B " =-E /&0& '& 7%"^" >8N #" ^" [8N B" ^" C ' ' ' Solihull College & University Centre Equality & Diversity Annual Report 2017 37 " " " " " " ' ' ' " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " "" " ' ' ' learning "" "" 15 6/E.66"9566&*&" h) %/5 7)6" Difficulties adults =0* &" "" "" #B!HY !W " #B!WY !8 " :; "" "" #B!HY !W " #B!WY !8 " #B!8Y !> " #B!WY !8 " " " " " =;I &2* &2n ;" _&)0& 2;" " #B " !! " 4" [R [WB " Disabilities adults =-E /&0& '& 7%"^" WWN B" ^" @BN @" ^" 88N >" ^" [#N 8" ^" +' 5%/57)6Y" _&)0& 2;" !8 " !" B" !#R !HB " There are achievement gaps for the a& E)0/ 5.2) 6"" =-E /&0&' &7% "^" 8[N [" ^" !BBN B" ^" "" [HN !" ^" categories ‘Medical’, ‘Asperger’s’ V& )2/7 *"" _&)0& 2;" #8 " !@ " !W " ![R >8B " =-E /&0& '& 7%"^" >4N !" ^" [HN #" ^" @4N 4" ^" [8N @" ^" and ‘Mental Health’, but apart from `& BN B" ^" [8N @" ^" no emerging achievement gaps. `& 7%)6"E&)6%E" _&)0& 2;" !@ " !8 " #H " H4R [HB " =-E /&0& '& 7%"^" W#N 8" ^" [!N 4" ^" >BN [" ^" [HN W" ^" `5 :/6/%3" _&)0& 2;" @" [" ![ " #>R [>B " =-E /&0& '& 7%"^" >>N [" ^" [>N W" ^" @HN H" ^" [[N #" ^" `. 6%/I6&"" _&)0& 2;" 8" #" 4" 48R >BB " =-E /&0& '& 7%"^" 88N >" ^" !BBN B" ^" !BBN B" ^" [[N 8" ^" 7Y )" _&)0& 2;" B" !8 " !B " T" =-E /&0& '& 7%"^" "" [!N 4" ^" @BN B" ^" T" h5"N #" ^" [#N 8" ^" [HN #" ^" [>N H" ^" h5%"P7 5O7Y75%" _&)0& 2;" 8H8 " 4>! " H#[ " #B>R !8B " I25 0/ <&<" =-E /&0& '& 7%"^" [WN 8" ^" [#N >" ^" [BN [" ^" [HN 8" ^" \%E &2" _&)0& 2;" !B! " #W " H4 " HHR 8>B " =-E /&0& '& 7%"^" >HN 4" ^" >#N B" ^" [4N >" ^" [WN [" ^" (E 3;/ -) 6" _&)0& 2;" #" >" !4 " !HR @BB " =-E /&0& '& 7%"^" WBN B" ^" >!N H" ^" [HN 8" ^" [>N >" ^" (25 F5.7 38 "Solihull C"olle"ge & University" Centr" e E"qual"ity & Divers" ity Annual" Report 2017 " " " " " " " " " " " " " " " " " ' " " " " " Eligible for free meals 16-18 • Overall learners on free school meals achieve better than their peers. • Achievement is well above the College average for Level 3 and Level 2, but slightly below for Level 1/Entry Level. ' ' ' ' ' " _&)0& 2;" _&)27&2;" O/%E"U2&&" 9566&*&")0& 2)*&"" 1-E 556"`&)6;" " _&0& 6" 4!@ " >!N [^ " >4N H^ " !Y&7%2' '3" """""""""""""""""""""""""""""""""""""' ' ' " _&0& 6"#""""""""""""""""""""""""""""""""""""""W[! " " [@N #^ " [8N H^ " _&0& 6"4""""""""""""""""""""""""""""""""""""""!8[ " " @!N >^ " [@N !^ " D5 %)6" !R B8[ " [HN H^ " [4N [^ " ' " " " " " " " " " " " " " " " " " " " " " " " " " " " " looked" a" e" r l"earn" ers" 16-18 '" ' ' ' ' • "The Coll"ege had" 28" 16-"18 lear"ners w" ho were" in ca"re in" 16/1" 7. " " • "The achievem"en" t ra"te for t"his" small n"umber o"f le"arner"s "is 61"% on" th"eir "main vocational programme, which w" as ma"inly" due t"o a low" reten" tion rate of 70%. " ' ' ' ' d& )2" h. ':&2"5F"_&)27&2;" =-E /&0& '&7%"G)%&" " "#B!WY !8"" " " " " " #! "" " " " " " [!N B^ " " "#B!8Y !"> " " " " " " #[ " " " " " "8!N "4^ " " " " " " " " " " " " " " " ' " ' ' " " " " " " " " " " " " " " " " ' '" " ' " " " " " " " " " " " " " " " " " " " " " " " ' ' ' ' ' ' ' ' ' ' " " " " " " " " " " " " " " " "" " " " " " " " " " " " " " " " " " " " " " " "" " " " " " " " Solihull College & University Centre Equality & Diversity Annual Report 2017 39 CasE stuDy FlyiNG HiGH Wednesday, 27 September, 2017 Two former successful students of Solihull College & University Centre recently returned as guest speakers to the new class of travel and aviation students studying at Birmingham Airport’s Flight School. The students Destinee Rowe and Mohammed Omar, both 18, secured work at Birmingham Airport, and were City and Guilds National Diploma travel level 3 students. Finishing at college last year aer 2 years, they studied cabin and aviation, followed by travel. The pair trained up to March with aviation services company Swissport and now work as handling agents. ‘Customer service definitely has its good points and ‘We love the aviation industry’ Destinee states, ‘it is bad points’ Mohammed states. His ability to speak so different to your usual 9-5 job, we have a vast three languages, Dutch, Arabic and English has been variation in our days. Working shis, we can move consistently helpful when dealing with an array of from airline to airline, and be involved in both check customers. in & departures’. The variety at the airport is the biggest draw to their roles. Destinee initially wanted Both Destinee and Mo enjoy the flexibility and to go straight into cabin crew but aer further variation on offer and are allowed to sign up to work discussion with her tutor Michelle who herself had for different airlines on check in. extensive experience working in an airport, she decided to look at passenger service and gaining a Presenting to the current students, Destinee and more well-rounded experience. The broader outlook Mo discussed working at the airport, what they is one Destinee is happy to have ‘I loved the course. learned from college, and advice on where students Without those tutors, there’s no way we’d be in our could end up in the industry. Working from March to jobs today’. October the pair will soon find out if their employment terms will be extended and both hope ‘Assignments could be tough’ Mohammed adds, to continue with the airport and on to other areas in ‘but nothing compared to work. The course really the future with current hopes on cabin crew next. gave us the groundwork to enter the industry and be prepared for what we need to deal with’. The new class of travel & aviation students spent the day at Birmingham Airport learning about Mo and Destinee have been trained on different working in different areas in the industry. With airline desks, Monarch, Thomas Cook, Wizz Air, Blue advice from industry experts including Mandy Air, and Czech Airlines among them. The main Haque, Head of Operational Service Delivery the responsibilities include bags and visa checks, and students studied in the Flight School a room ensuring passengers are boarded correctly at overlooking the runways. departure gates. 40 Solihull College & University Centre Equality & Diversity Annual Report 2017 ' ' ' ' ' ' " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " ' ' ' ' " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " ' ' ' apprenticeship (all ag' e' s) ' ' ' Gender apprentices "" "" (25 0/ <&2" U.66"d& )2" h) %/5 7)6" =0* &" Male and female achievement has "" "" #B!HY !W " #B!WY !8 " :; ""' ' ' ' ' Solihull College & University Centre Equality & Diversity Annual Report 2017 " " 4" 1 " " " " " " " analysis of Ethnic Groups of apprentices There are some lines with very few apprentices that are below national average. Adults who declined to provide information achieved less well than either group. ' ' ' ' ' ' " " (25 0/ <&2" U.66"d& )2" h) %/5 7)6" =0* &" #B!HY !W " #B!WY !8 " :; QE/%&Ya6 )-P" =F 2/ -) 7" _&)0& 2;" B" !" ;'' !R ![B " =-E /&0& '& 7%"^" "" !BBN B" ^" 8BN >" ^" QE/%&Ya6 )-P" 9)2/ ::&)7" _&)0& 2;" ![ " !W " :< ' 4R @#B " =-E /&0& '& 7%"^" #>N [" ^" 8BN B" ^" bbW =' c' 8!N 4" ^" " " " " " " 42 Solihull College & University Centre Equality & Diversity Annual Report 2017 Equality analysis and allocation of learner support Fund 2016-2017 stu)dents) w)ith Dis)a)bility) or le) arn)ing Diffi) culty The L)earn)er Suppo)rt )Fund has) a strong) profile in terms of supporting students with a disability or learning d% ifficult%y. Over %the p%ast %th%ree ye% ars th% e% fund % ha%s consist%ently su%ppo%rt%ed a hig%he%r perce%ntage of% stud% en%ts % % wi% th a% disa% bili%ty or learni% ng difficu%lt%ies to %that of the% o%verall co%lleg%e %profile. % % % % % % % % % % %% ) ) ) ) ) ) ) ) ) !" " #$%&' #$%( #$%(' #$%) #$%)' #$%* !"# $)"% &'() ") *+ ),&-.")% &,)#) "$ "/ 0/%() ,-) 11*# &)2/&3)) ') ./ ,'4/ 5/&6 789 88: ;79 <8: ;79 =7: >*5 5"(") !#*+ /5" <79 ?8: <<9 @A: <79 8<: % B'# /'& /%*% )C#*D )>% *5 5"(%") !#% *+%/5" % % % % % % 5 697 =85 ?=7 @'# /'& /*% )A#*2 );*< <"(") !#*+ /<" B=5 667 9C5 =?7 9=5 9B7 ) ) ) % % % % % Solihull College & University Centre Equality & Diversity Annual Report 2017 43 4 4 S o ) l i h Ethnicit) y u l l C % % % % % % % % % % % % % % % % % % % % % % % % % % o l l The da%ta sho%ws that% there% is littl%e v% ariati%on in the s%tud% ent%s receiving% funding a%nd the co%llege% pro%file. 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"#$ %%& "'$ #%& ()$ #%& #%$ *%& #%$ +%& %$ )%& "+$ ,,& #)$ %+& (,$ +'& % - ##$ %%& #.$ #%& )$ #%& "/$ .%& "/$ ,%& (%$ )%& #)$ *+& "+$ /,& ,$ +'& % ) ) % % % % % % % % % % CasE stuDy sOliHull COllEGE & uNivErsity CENtrE PrEParEs FOr NatiONal WOMEN iN ENGiNEEriNG Day. Wednesday, 21 June, 2017 This year Solihull College & University Centre is celebrating national Women in Engineering day on Friday 23rd June. The day focuses attention on the range of careers in engineering and technical roles for women, and celebrates the achievements of women engineers. This year the College will be partnering engineering companies with schools in Solihull so that a network of female engineers can share their enthusiasm for engineering and work on developing a stronger school/employer relationship for the WISE West Alongside the school events, Rosa Wells, Director of Midlands Hub. Employment and Skills at Solihull College & University Centre and cofounder of WISE will be The WISE (Women into science and engineering) presenting at The Institute of Engineering and hub which the College helped launch enables and Technology (IET) Conference in Birmingham at energises people in business, industry and Austin Court. education to increase the participation, contribution and success of women in science, The ‘9% is not Enough’ event centring on the fact technology, engineering and mathematics (STEM). that female representatives in engineering in the UK stands at only 9% will host workshops and Confirmed partnerships this year include Couch presentations aimed at showing employers how to Perry Wilkes LLP with Langley School and St recruit in engineering and how to work better with Augustine’s Catholic School, PM Group with schools to inspire a new generation. Rosa will be Fordbridge Primary School, UTC Aerospace and presenting alongside fellow industry representatives Parker Hannifin with St Peters School, Interserve Amanda Murphy, Senior Future Talent Acquisition with Lyndon School, and Jaguar Land Rover with Consultant at Jaguar Land Rover and Eva Fryc Arden School. Employer Support Manager from Tomorrow’s Engineers. The three will be carrying out a workshop The College has been working closely with Hannah titled ‘Inspiring a Generation: How to work with Colson at Solihull Metropolitan Council to develop Schools to interest more 5 – 19 year old girls with a school links and the event will also be supported by career in Engineering’ for 35 employers. The STEM Learning in Lyndon School. Employers looking workshop will be on recruiting in Engineering. to work with schools will be visiting the institutions to attend assemblies and classes. Each employer is Rosa states, ‘There are currently big cultural issues bringing an apprentice or engineer in to discuss the in the UK surrounding the perception of what industry with students. The aim is to introduce engineering is and especially engineering engineering to girls in schools and to advise and apprenticeships. We are engaging with the WISE in educate teachers too. Those companies visiting the form of a regional hub, working with the schools on Friday are Interserve, Couch Perry Wilkes, network of outreach organisations locally to inform, Parker Hannifin, JLR and PM Group. action and follow successful journeys of women in engineering’. Solihull College & University Centre Equality & Diversity Annual Report 2017 45 the College staf fing Profile Ethnicity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olihull Co'llege & University Centre Equality & Diversity Annual Report 2017 ' ' % % % % % Ethnicity The College continues to seek to establish a staffing profile that closer reflects its student population. The table below shows the ethnic profile of college staff with comparative data back to 2011. The College had achieved its previous target of 15% of staff being from BAME groups. The College has a new target of 17% staff from BAME groups. The increase of BAME staff has been seen across all salaried staff groups. The greatest increase has been in lecturing staff where there has been a 2.04% increase. Gender This tab l e below shows the gender profile of College staff. T Year Gender College Mgmt Lecturing Support PT teach Hourly % paid support 2016 Female 67.17 60.53 64.71 68.26 68.97 68.31 2015 Female 67.97 65.79 64.94 68.65 70.50 68.99 2014 Female 67.20 59.60 65.00 70.30 66.10 68.00 2013 Female 66.60 56.10 66.79 69.37 63.91 67.20 2012 Female 67.33 59.52 66.94 76.9 61.48 70.62 2011 Female 65.58 57.50 63.57 70.09 63.33 No record 2016 Male 32.83 39.47 35.29 31.74 31.03 31.69 2015 Male 32.03 34.21 35.06 31.35 29.50 31.01 2014 Male 32.80 40.50 35.00 29.70 33.90 32.00 2013 Male 33.40 43.90 33.21 30.63 36.09 32.98 2012 Male 32.67 40.48 33.06 23.1 38.52 29.38 2011 Male 34.42 42.50 36.43 29.91 36.67 No record The overall profile for the College has not changed significantly. The most significant variation from the previous year is seen in hourly paid support staff where there is an increase of 2.66% of female staff. The profile of management staff is the group which varies most significantly from the College profile with 5.6% less female staff in this group. This is however, less of a difference than the previous year Solihull College & University Centre Equality & Diversity Annual Report 2017 47 CasE stuDy COllEGE MaNaGEr PrEsENts as Part OF iNtErNatiONal WOMEN’s Day Thursday, 6 April, 2017 Rosa Wells, Programme Manager for Engineering at Solihull College & University Centre, was recently invited to present at Global Specialist in Electrical and Digital Building Infrastructures, LeGrand. The event’s focus was to look at starting a new group which would assess the diversity within their engineering workforce as part of International Women’s Day, which was celebrated on 8th March. Lecturer Rosa is passionate about cementing a place for women in the engineering sector and has previously played an instrumental part in the set-up of the West Midlands Hub for WISE (Women in Science & Engineering), an ongoing campaign for gender balance in science, technology and engineering. The WISE regional hubs are being set up around the country to give women and men in STEM a local network to get involved with. The local hubs will give people the opportunity to meet easily to discuss issues, share success strategies and also inspire girls at local schools about the great career opportunities available for women in science and engineering. This will help forge strong links between schools, universities and STEM industries The event also saw former student of the College, in the local area. Sharon Warmington address the LeGrand employees via a 12 hour webinar. Sharon, who Currently teaching on a number of engineering studied a secretarial course in the 1980’s at the subjects including aerospace engineering, Rosa College and is now an inspirational entrepreneur, inspires the next generation of engineers, both male speaker, executive coach and author has a passion and female, at Solihull College & University Centre. for gender equality and spoke to the employees about her experiences. Due to her experience and positive influence in the sector, Rosa was asked to deliver a workshop to LeGrand hopes to use all of the information identify the barriers to engineering for women and provided to them by Rosa, Sharon and others to what can be done in business to support more discuss strategies for attracting more women into female applicants at LeGrand’s event. their engineering roles. 48 Solihull College & University Centre Equality & Diversity Annual Report 2017 age profile The table below shows the age profile of College staff. /( ",!# -. 01" (!" !!# '$" !!# '!" !!# &$" !!# &!" !!# %$" !!# C9 <2*<'! %!" !!# ! " $" !!# '%D (! # $ !" !!# " % (%D $! & ' ( " ) $%D E! * ++, -, E%F . /0 /- ,1 ,0 , , 2 % 3 % There is a rel,a4 tively balanced College age profile. There is a significant percentage of Management staff in 25 6 % % % 70 % % % % %%*+$7$%13% % % the% 31% -4%0 age gr-ou% p which is% healthy. %The l%ecturing%%*+$7$%1 profile sh3o%ws% a relatively% even spread of staff across the three c%ent%ral cohorts. Ho%urly p%aid% sup%port sta% ff are% showi%ng the %gre% atest per%%centage of staff in the 51-60 % % 85 % % % % % % % % % %% 9 9 * * %age grou%p. 6% % % % % % % % % % % * % % 2 % % % % % % % % % % % : % % ; % % % % % % % % % % > %<; % % % % % % % % % * , 5 / 6 4 % % % +%? % = % % % % % <9% % % % / 7@ < DisabiliA5ty 9 9 '' * '' 62 ' B ' The table b6e low shows the disability profile of College staff. /0 % % % @ % % % % % % %%% % % %< % % % % % % %%% ;* 2 /+ The percentage of staff 2,-. ,3 &'..,4"$1'# 0%(,',403'5010&* declaring a disability has risen to 6.96%. The I" !! H" !! G" !! percentage over each E" !! $" !! type of staff varies with (" !! '" !! notable increases in ! &" !! &!%G " %" !! # $ !" !! Hourly paid support. " &!%E % & ' ( &!%$ " ) * ++, -, . /0 /- ,1 )*+ ", -.,$-%&#'$& ,0 2 % % 3 ,4 25 % % 6 % % % % % % % % % % % % %70 % % % % % % % % % % % - % % % % % % % % % % % % % % % % % % % % % % % % 85 % % 9 % % 9 * 62 ' : ' ;< 2, /4 > = % % % % * 7 % % % % 5 0 % 6 - +? % <9 / 7@ < A5 9 9 * 62 Solihull College & University Centre Equality & Diversity Annual Report 2017 49 sexual Orientation ' % !& 99"/ G" &/# 2'95$@' !) \&5#$12' (" ##)*)' A* N1' E) B1&/ $-* ' 1' >K '1)5B%$-*' 0& 99"/1 ' % @1 3$ R2 "-%' =9 G&? % =9 ==? % =9 EG? % =9 ==? % &9 &)? % &9 G&? % S" M% =9 JD? % =9 ==? % =9 J)? % =9 ==? % &9 &)? % F9 )F? % Q$0$7' 3$ R2 "-% D>9 FF? % D>9 ==? % DD9 II? % D>9 ==? % DF9 =F? % D>9 ==? % T$35 1"/% =9 &)? % =9 ==? % =9 ==? % =9 FD? % =9 ==? % =9 ==? % !7 $($7%/'0%0'% 3" ML K'0%4/ ':/% ))9 JG? % )>9 ==? % )=9 DE? % )E9 GF? % )E9 D)? % )=9 &G? % ' % % % % % % % % % % % % % % % The proportion of staff who have indicated they would either prefer not to say has reduced to 22.96%, this is % % % % % % % % % % % %%% as 'a result of new staff starting. 8 % ' ' % %% % % % % % % % % % % % % % % % % % % % % % % % %%% religion or Belief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he7 majori%ty %of st%aff ar%e Christian% , this is re%fle%cted acro%%%ss all types of staff. No religion is the next category % % % % % % % % % % % % % % followed by Muslim. 8 % '% % ' % % % % % % % % %%*+$%#7"6+3% % % % % % % % % % % % % % % % % % % % % % % % % %%%%% % % % % % % % % % % % recruitment % %%*+$%#7"6+3% % 6" %$#70&8"%&,&-,'11,+-3&3,9"+&,:;,<% % % % /7(,%:= Profiling % % % %%%%% % H!# As part of its commitment to G!# ensure no discrimination takes E!# $!# place in our recruitment L9 9+74/27*0 (!# 8= *62+7A270- practices, the College monitors ! '!# L9 9*702,@ " # $ recruitment at application, short " % &!# & ' ( listing and appointment stage. " %!# The graphs below show the !# J= 72, KL .M N, 1/+, ./ +, O7 A/P7+72? recruitment profile from % September 2016 to August 2017. % % % % % % % % % % 50 Solihull College & University Centre Equality & Diversity Annual Report 2017 % % % % % % % % % 6" $#70&8"%&,&-,37++-#&,+-3&3,9"+&,:;,< /7(,:= I!# H!# G!# E!# L9 9+74/27*0 $!# 8= *62+7A270- (!# ! L9 9*702,@ " # '!# $ " % & &!# ' ( " %!# !# J= 72, KL .M N, 1/+, ./ +, Q, A % % % 6" $#70&8"%&,&-,1"$&7#0%(,+-3&3,9"+&,:;,< /7(,:= G!# E!# $!# (!# L9 9+74/27*0 8= *62+7A270- '!# ! L9 9*702,@ " # $ " &!# % & ' ( " %!# % % % % % !# J= 72, KL .M N, 1/+, ./ +, Q, A % % 6" $#70&8"%&,&-,8'%'("8"%&,+-3&3,9"+&,:;,< /7(,:= %!!# I!# H!# G!# E!# L9 9+74/27*0 $!# 8= *62+7A270- (!# ! L9 9*702,@ " # $ '!# " % & &!# ' ( " %!# !# J= 72, KL .M N, 1/+, ./ +, Q, A % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Overall app%ointm% ent% of %BAME ap% plicants t%o po%sts is% at% 22% of all a%ppoin%tments, management posts had the % % % % % % % % % %%%K'%($;"-$%"66-1. % great%est p% e%rcenta%ge% w%ith 50% % of ap% po% intments be%%%K'%($;"-$%"66-1ing BAME, this is. base% d on a small number of % % % % %%*+$7$%:"3% % % % % % % % % % % %%*+$7$%:"3% % % % % % % appointments. No female applicants were ap% po% inted to% Man% ageme% nt po% sts. Ther%e w%as a% n incr%ea%se of % % % % % % % % % % % % % % % female staff being appointed to lecturing an%%*+$%6$7d suppo.rt post%s c% ompare% d to the p% rofi%le of thos%e wh% o applied.% % %%*+$%6$7. % % % % % % % % % The percentage of lecturing applicants with dis%abili% ties th%at pr%ogres% sed% to app%%%ointment was greater than % % % % % % %%% those that applied. % % ' ' ' ' % % % % % % % % % % Solihull College & University Centre Equality & Diversity Annual Report 2017 51 Gender Pay gap analysis Gender Pay Gap – based on data from 31st March 2017 The College has produced the following information in line with the dra Equality Act 2010 (Gender Pay Gap Information) Regulations 2016 which are due to come into force in April 2017. This required the public sector to publish gender pay gap information by 31st March 2018. The following data is based on the relevant pay period leading up to the snapshot date of 31st March 2017 i.e. March 2017 payroll. The data of hourly rates for employees was compiled. Where an individual member of staff has more than one contract the average of the rates was used. The hourly rate was calculated by taking the monthly salary multiplying this by 7 and dividing it by 30.44 i.e. the number of days within the relevant pay period, as defined in the legislation. The required calculations were then undertaken. the mean gender pay gap The hourly rate pay data was split into males and females. The average hourly rate for each gender was calculated by totalling the hourly rates and then dividing them by the number of staff within that group. This gives two figures: Mean hourly rate of pay of all full-pay relevant male employees (a) Mean hourly rate of pay of all full-pay relevant female employees (B) The final calculation is as follows: (a-B) X 100 = mean gender pay gap a the value for the College is 3.38% which indicates men are paid on average more than women by 3.38%. the median gender pay gap The hourly rate pay data was split into males and females. The lists were sorted in ascending hourly rate order. The hourly rate of the individual at the midpoint of each list was the median hourly rate. The calculation above was then undertaken. Both male and female median points were £18.14 . the value for the College was 0% which indicates there is no gender pay gap. salary quartiles The list of male and female members of staff was then amalgamated. The list was sorted in ascending hourly rate order. The list was then split into 4 equal quartiles (213 staff in each), and the data was then analysed in terms of number of male and female staff in each quartile. This is to determine if there are any bloc kages to w ome n prog ress ing with in the org anisation. The d ata sh owed a sim ila r percentage of women in the lower and upper quartiles indicating there is no blockage to progression. % Sa lary Quartile To tal Ma le Fe male % Male Fe male Low er quar tile 213 61 152 28. 64 71. 36 Low er middl e quar tile 213 81 132 38. 03 61. 97 Up per middle quartile 213 71 142 33. 33 66. 67 Up per quartile 213 70 143 32. 86 67. 14 52 Solihull Colle ge & Unive rsity Centre Equal ity & Dive rsity Annua l Report 2017 The College has published gender pay gap information in its previous Equality & Diversity Annual Reports since 2012. This information is provided below: summary ' C @ "#'11),'+).-#)D'1'#:"9)D&'..) 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olihull College & University Centre Equality & Diversity Annual Report 2017 53 CasE stuDy Dayl iMPrEssEs BirMiNGHaM CHilDrEN’s HOsPital Monday, 16 January, 2017 Solihull College & University Centre student Dayl Cunningham has used his newly found skills and expertise in retail to volunteer for Birmingham’s Children’s Hospital over the festive period. Dayl, who is currently studying towards his Retail qualification at the College jumped at the chance to volunteer with the Hospital as they organised a number of pop-up shops over the Christmas period to sell gis and allow children to visit Santa’s Grotto. Dayl was based in Birmingham’s House of Fraser store throughout his volunteering and made the 40 minute commute from his home many times It was clear to see that Dayl had enjoyed his work throughout each week. experience and he impressed those at Birmingham Children’s Hospital. Regional Fundraising Officer, Dayl commented “I’ve always wanted to work in Ryan Stanley commented “Dayl has been great at retail but have also had experience working with the House of Fraser grotto, his attitude has been young people so I was able to use both qualities fantastic and he has really got stuck in every day he within the work experience.” has volunteered. A number of different staff members have worked with him and every single Oen going out of his way to do what was needed one of them have come back to me and said how for the charity, Dayl worked extra shis and filled in great he has been to work with, we even had a where possible, commenting “I enjoyed it from the couple of customers get in touch and let us know beginning. Volunteering was fun and enjoyable and I how great he has been with the children.” was able to promote a great cause using the skills I have learnt at College, such as conversation Dayl will now be volunteering for Birmingham starters, open and closed questions as well as the Children’s Hospital on a regular basis with upcoming correct way to approach customers. Some people events in 2017. He also hopes to progress with his may think because I have autism I would be qualification at Solihull College & University Centre nervous, but I loved it straight away.” and gain employment in retail upon completion of his qualification. 54 Solihull College & University Centre Equality & Diversity Annual Report 2017 teaching and learning survey – November 2017 s t Students we) re a)sked if the) y would) r)ecommend) the )College to a friend . Results of that survey are shown below by ethnicity and gender. ) u ) ) ) ) ) ) ) )) ! d -> ,3'(<0)A(,"") A( ,"") B& C#(,"") -> ,3'(<0)B&C#(,"") !3> #<) 23 D) E) 23 D) E) 23 D) E) 23 D) E) ! ") # $%&#!! '( )! *+ ! (( +! ,) ! ,- ! '! ., ! .! .* -- ! e /% &#! ', *! *- ! 0, -! +. ! (, ! ,! -1 ! .! .' 11 ! ! ! ! ! ! ! ! ! ! ! n 23 %4! .' ! *( ! -. ! ,, ! -! ,! .! *! *0 ! 256 %78256 %7!936:65; !:;#3!256 %7!4%?@ A3>B7C! .1 ! *. ! -. ! ++ ! 1! 1! .! *! *- ! 256 %78256 %7!936:65; ! 256 %78256 %7!936:65; ! 256 %78256 %7!936:65; !:;#3!9&%?@ !4%?@A 3>B7C! )! -* ! -* ! ,) ! ,! .* ! -! ,! *) ! u l l C 9&%?@8 9&%?@! 936:65; ! l /6H# C8/B&:6I&#!#:;76?! A3>BI!BI! & /6H# C8/B&:6I&#!#:;76?! A3>BI! U -! .( ! .1 ! 0* ! 1! 1! 1! 1! .- ! n 2G36?% 7! i v b e /6H# C8/B&:6I&#!#:;76?! A3>BI! s -+ ! -' ! (* ! +0 ! 0! (! .! .! .1 0! i D% 364 4#%7! t y C K; 6:#!:;#3!K;6:#!4%?@A 3>B7C! -- ! *) ! ** ! ,) ! .! -! 1! 1! ,+ ! a e n K; 6:#! E c q L>:!M7>N78F3>O6 C#C! '! ,1 ! '! ,1 ! 1! 1! 1! 1! 0! u a l J:; #3! .* ! ,- ! .. ! '' ! .! '! 1! 1! -, ! i t k y ! & D i v e r s i t y A n n u a l R e p o r t 2 0 1 7 5 5 CasE stuDy aMaNDEEP laNDs DrEaM rOlE iN CHilDCarE Monday, 26 June, 2017 Amandeep Singh, an adult student at Solihull College & University Centre has secured employment at a local Monkspath Nursery aer impressing on work experience as part of her course. Amandeep, 36 from Monkspath started studying at Solihull College & University Centre with her Level 2 in 2014, she topped up with GCSE’s last year, and completed her Level 3 course this year. By studying the Level 3 CACHE Childcare and Education (Early Years Educator) Diploma, students earn Early Years Educator status. Amandeep’s interest piqued when she attended a College open day and subsequently The course covered a variety of topics, including found her ideal course on the website. safeguarding, illnesses in children and observing. Students have a variety of work based assessments Amandeep has completed her course whilst with 365 hours of work experience in the year. On juggling a busy home life with 2 young boys. The placement with a local nursery, Amandeep was ability to work her schedule around parenting has asked to stay on as supply for 0-5 year old children. been a huge benefit. Aer originally working in a ‘It was great to learn from experienced people in the shop, she was taking her youngest son to nursery working environment of a nursery, I started applying when she began considering a career in childcare. things automatically’. Noting how well her son was treated at the nursery she asked a manager there how she could embark In terms of the new road her career has taken on a route into working with children. The manager Amandeep had this to say, ‘If you want to work with suggested she explored her options at Solihull children, you have to love working with children. I College & University Centre. The idea appealed to did, and I really enjoyed my course as a result. Both Amandeep – ‘I needed to do something for myself of my tutors were really helpful and supportive, they again’ she states. have been amazing’. Aer embarking on her studies she excelled on the Helen Barber, Amandeep’s tutor stated, ‘Amandeep course. ‘The course was brilliant, a mix of ages and is really good at supporting her peers, she is willing all different people created a perfect blend. I also to take time and research, this success it richly found I could apply the teachings I learned to deserved. This is what early years is all about sharing dealing with my own children on a personal level, I experiences and giving our students the freedom to could apply it to my own life and learn how to express themselves which they can then apply to manage and control a situation’. future roles’. 56 Solihull College & University Centre Equality & Diversity Annual Report 2017 appendices the Equality & Diversity Group - Membership Vice Principal, HR & Student Services (Chairperson) College Lead Governor for Equality & Diversity & Learner Voice Director Student Services & Equality Vice Principal Teaching & Learning Head of Student Services Marketing Manager Information Systems Manager Human Resources Manager Dean of HE & Curriculum Innovation Facilities Manager Student Enrichment Coordinator Director of Quality Head of School Health & Social Care (Service Industries Faculty) Assistant Principal STEM Faculty Assistant Principal Service Industries Faculty Assistant Principal Creative Industries Faculty Members of the Student Voice Executive Committee Disability Equality Group - Membership Director of Student Services & Equality (Chairperson) Additional Needs Manager Disability Officer ALD & REACH Coordinator Deaf Support Coordinator Lead Learning Support Assistant Facilities Manager Marketing Officer Assistant HR Manager Faculty Admin Manager Student Enrichment Coordinator ICT Services Manager The Learning Technologist STEM Faculty Representative Creative & Professional Studies Faculty Representative Business & Health Studies Faculty Representative Student Representative – Student Executive Solihull College & University Centre Equality & Diversity Annual Report 2017 57 Equality Groups and the reporting structure Governing Body Senior Leadership Team Equality & Diversity Group Disability Equality Group 58 Solihull College & University Centre Equality & Diversity Annual Report 2017 Equality Policy Section 1 – Introduction Section 2 – Solihull College & University Centre’s Equality This policy describes how Solihull College & Vision, Values and Principles University Centre (SCUC) will fulfil its statutory duties to promote equality of opportunity and Solihull College & University Centre is very avoid discrimination. It demonstrates how it is strong in the area of equality of opportunity. placing the promotion of equality and SCUC has a culture where difference is diversity at the centre of all aspects of respected and diversity celebrated. SCUC’s work. It is intended to meet the requirements of the Equality Act as they relate SCUC celebrates and values the diversity to Further & Higher Education and the public brought to its workforce by individuals, and sector. believes that SCUC benefits from engaging staff from a variety of backgrounds and The policy will apply to all students and staff abilities thus allowing it to meet the needs of at SCUC and service users and will have an a diverse student population. SCUC will important role in contributing to SCUC’s continue to treat all employees and students success. It will also be of interest to our with respect and dignity, and seek to provide partner organisations and our stakeholders. a positive working and learning environment free from discrimination, harassment or victimisation. Legislative context SCUC will seek not only to eliminate Nine main pi eces of legislation have been discrimination, but also to create a working merged to form the Equality Act 2010: • the Equal Pay Act 1970 and learning environment based on positive • the Sex Discrimination Act 1975 relations. To this end, SCUC undertakes to • the Race Relations Act 1976 provide training and support for staff, to • the Disability Discrimination Act 1995 consult with all staff about their experience of • the Employment Equality (Religion or the working environment, and to provide Belief) Regulations 2003 diverse images in any materials that it • the Employment Equality (Sexual produces for learners and staff. The aim is to Orientation) Regulations 2003 create a positive, inclusive ethos where any • the Employment Equality (Age) Regulations issues of stereotyping and discrimination can 2006 be discussed openly, with a shared • the Equality Act 2006, Part 2 commitment to challenging and preventing • the Equality Act (Sexual Orientation) discrimination, to respecting diversity and Regulations 2007 difference, and to encouraging good relations between people. Solihull College & University Centre Equality & Diversity Annual Report 2017 59 SCUC will work towards the elimination of • mainstreams equality by focusing on the discrimination whether overt or covert, and different needs of employees and students will seek to ensure that individuals and (learners) communities have equal access to learning • strengthens our work with our partners and programmes and facilities. stakeholders • improves quality by meeting the needs of Our mission statement, ‘Solihull College & all our customers, internal and external University Centre will make significant contributions to the local and regional Section 3 – Student and staff economies and beyond, by providing high profile in relation to ethnicity, quality vocational education and training for gender, disability and age individuals, employers and the wider community’ is central to our approach to Current student and staff profiles can be found equality. in the Equality and Diversity Annual Report. Our vision states clearly that SCUC will be Section 4 – The General Duties outstanding in its work to promote equality, diversity and inclusion. Students, parents, The Equality Act harmonises the existing employers and stakeholders will recognise our three duties into one new duty, which covers deep commitment to diversity and inclusion. all protected characteristics Positive attitudes will be evident in all aspects • Age of SCUC’s work. The moral, ethical and the • Disability business case for diversity will be championed • Gender reassignment by the leadership of the College. • Pregnancy and maternity • Race SCUC’s commitment to promoting equality of • Religion or belief opportunity for all will continue to be reflected • Sex in our strategic plan, our strategic objectives • Sexual orientation and key priorities. It should be noted that being married or in a The strong focus on equality of opportunity civil partnership is NOT a protected and our support for learners forms a key part characteristic for the further and higher of our self-assessment reporting, our quality education institution provisions. improvement and our development planning. The single public sector equality duty requires public authorities to give due regard to: Improving equality brings with it benefits • Eliminate discrimination, harassment and to the organisation as it: • Helps to create a positive atmosphere victimisation. where there is a shared commitment to • Advance equality of opportunity. value diversity and respect difference • Foster good relations. 60 Solihull College & University Centre Equality & Diversity Annual Report 2017 Section 5 – The Specific Duties any way or, equally, if they feel particularly supported by HR procedures. • Providers covered by the specific duties must publish information to demonstrate Students are asked twice yearly through compliance with the general public sector surveys to provide feedback on equality and equality duty across all of its functions. our Student Voice Engagement Strategy • Published information must include, in allows students to raise issues through particular: (a) information relating to Student conferences, councils and focus persons who share a relevant protected groups. characteristic who are its employees (providing organisation has at least 150 As part of a yearly staff satisfaction survey, staff) and other persons affected staff are asked to indicate how strongly they by policies and practices (for example feel the college has a commitment to equal students). opportunities. • Information must be published by 31st January 2012, and subsequently at yearly Section 7 – Information Gathering intervals. and Monitoring Arrangements • Providers covered by the specific duties must prepare and publish one or more SCUC monitors the progress of all students 7.1 equality objective it thinks it should and already produces comparative reports on achieve to meet the general duty. how well our 16 – 19 and 19+, BAME, LD&/or • Objectives must be specific and D, male and female students are progressing. measurable. This information is collected annually and is • Objectives must be published not later used to inform review and target setting and than 6th April 2012 and subsequently at action planning at faculty, school, and course least at intervals of not greater than four level. Managers in each faculty work with the years beginning with the date of last relevant Vice Principals to monitor the progress publication. of their action plans. The Common Inspection Framework identifies performance against Section 6 – Consulting our Staff equality and diversity as a key indicator for and Students Leadership and Management. All college self- assessment reports from course SARs to the We have committed to further developing our main college SAR will address this aspect. consultation and review activities as part of our Equality Policy implementation, ensuring Learner surveys form part of our annual annual involvement of staff, students and review cycle as do focus groups with other relevant stakeholders. To ensure that students. Feedback from students on equality our HR policies and practices are fair and is already included as part of this process and extend to all staff, HR have offered the is enhanced by focus groups specifically opportunity to all staff to comment if they feel related to the actions identified through the the procedures discriminate against them in Solihull College & University Centre Equality & Diversity Annual Report 2017 61 annual Equality Objectives. Equal 7.2 Monitoring Our Progress opportunities monitoring of staff is undertaken annually as part of an individual To inform the setting of goals and the staff data check. SCUC gathers information measurement of our progress in achieving on sexual orientation and religion or belief. In them, we will collect and analyse the addition to formal consultation with following information by the protected recognised unions, staff focus groups have characteristics of race, sex, disability, age, the opportunity to comment on equality and sexual orientation and religion or belief. diversity issues. This information is reported Further monitoring of the protected to the Equality & Diversity Group. It form part characteristic of gender reassignment will of our reporting to Governors and is included take place through student survey. in our Equal Opportunities Annual Report. The monitoring process is used to ensure that 7.2.1 For Learners: staff are treated equally in terms of • Applications, success and failure rates promotion, staff development, grading and for admission to courses that relevant policies are well publicised and • Retention rates their use recorded. • Achievement rates • Work placements including success Data collection on students is done by rates, satisfaction levels and job offers Student Information Systems led by the • Disciplinary action Information Systems Manager. Information on • Complaints by learners or their staff is collected by staff services. All data sponsors collected is subject to Data Protection but • Student surveys. used generically and aggregated to support improvements and target setting. Use of 7.2.2 For Employees: specific information is tightly controlled, is • Profiles of employees by grade/salary circulated only on a need to know basis, with scales and type of work the permission of the person and with strict • Recruitment application, short listing guidelines for its storage and retrieval. and appointment Students are encouraged to respond to the • Type of contract (permanent, temporary) gathering of information on protected • Training/Staff development characteristics gathered through the • Promotion application and success enrolment process. rates • Take up of flexible working Progress against Equality Objectives is arrangements reviewed at each meeting of the Equality & • Disciplinary/capability proceedings Diversity Group. • Grievances • Exit surveys. 62 Solihull College & University Centre Equality & Diversity Annual Report 2017 Section 8 – Division of • Teaching observation reports include Responsibilities criteria on equal opportunities • Internal verification procedures include scrutiny of equality issues Leadership and management 8.1 Governors are responsible for ensuring • Curriculum areas are required to assess that: performance in relation to equality and • The membership of the Corporation take action as appropriate reflects, as far as possible, the diversity • The procedures for the recruitment and of the communities served by SCUC promotion of staff enshrine best • SCUC’s strategic plan includes a practice in equal opportunities commitment to equality of opportunity • Targets are set on the recruitment of • Equalities training features as part of the staff based upon the analysis of strategic plan monitoring information • They are aware of the Corporation’s • SCUC’s publicity materials present statutory responsibilities in relation to appropriate and positive messages equality legislation as an employer and • Learner induction programmes and service provider. tutorial programmes reflect SCUC’s • They receive and monitor information on commitment to promote equality of learners and staff. opportunity • Appropriate training and development 8.2 SCUC’s Principal and Senior Leadership are provided to support the appreciation Team are responsible for taking the lead and understanding of diversity. in creating a positive, inclusive ethos that challenges discriminatory or 8.3 Staff are responsible for ensuring that: inappropriate behaviour on the part of • They are aware of SCUC’s statutory managers, staff or learners. duties in relation to equality legislation • Their schemes of work, lesson content All managers are responsible for and teaching resources demonstrate ensuring that: sensitivity to issues of equality • They are aware of SCUC’s statutory • They challenge inappropriate behaviour duties in relation to equality legislation by learners, work placement providers, • All aspects of SCUC’s policy and outside contractors or other members activity are sensitive to equality issues of staff • Monitoring information is collected and • SCUC and each of its individual staff analysed confront discrimination, whether witting • Targets are set for the recruitment, or unwitting, whenever it occurs. retention and achievement of learners based upon the analysis of monitoring information Solihull College & University Centre Equality & Diversity Annual Report 2017 63 Section 9 – Publicising our policy • SCUC will publish the requirement to and Progress offer appropriate training covering diversity issues to their staff 9.1 To the public (including learners, work • SCUC will promote the requirements of placement providers and staff): students from under-represented • Our commitment to equality will be groups to providers highlighted in our prospectus, our Equal • A summary of the results of monitoring Opportunities Annual Report and will be will be included in the appropriate published on our website: SCUC publication (e.g. newsletter) sent www.solihull.ac.uk. A summary of the to relevant employers. results of our monitoring information will be included in our equal opportunities 9.4 To staff: report, where this does not breach • All staff will receive a full copy of the individual confidentiality. policy • The staff induction programme 9.2 To learners: highlights SCUC’s commitment to • All learners receive summary equality, action to be taken by staff who information on equal opportunities suffer discrimination and the action to during induction. Copies of the policy be taken against any perpetrators of will be available in SCUC’s libraries and such discrimination through the intranet and in different • A summary of the results of our formats monitoring information will be included • The induction programmes for learners in the Equality & Diversity Annual Report highlight SCUC’s commitment to equality of opportunity, the action to be 9.5 To Governors: taken by learners who suffer • All governors will receive a full copy of discrimination and the action to be the policy taken against such perpetrators of • The governors’ induction programme discrimination highlights SCUC’s commitment to • Personal and subject tutors will equality, action to be taken by staff who reinforce this information during suffer discrimination and the action to tutorials, in class or during work-based be taken against any perpetrators of monitoring visits. such discrimination • A summary of the results of our 9.3 To work placement providers: monitoring information will be included • All work placement providers will in reports to the Corporation receive a copy of the policy and will be asked to signify their understanding of, Any published information will have due and agreement to, these responsibilities regard for individual confidentiality. 64 Solihull College & University Centre Equality & Diversity Annual Report 2017 Section 10 – Complaints Section 11 – Review and Consultation 10.1 SCUC seeks to provide a supportive environment for those who make claims 11.1 This policy will be reviewed on a regular of discrimination or harassment on the basis in accordance with legislative grounds of age, disability, sex, sexual developments and the need for good orientation, gender reassignment, race, practice, by the SCUC’s Equality and religion or belief. Diversity Group. 10.2 Acts of discrimination (direct, indirect, 11.2 As part of the review the Equality and by association or by perception), Diversity Group will seek and take into harassment, victimisation or abuse will account the views of stakeholders be treated as a serious disciplinary including staff, learners, work offence. placement providers, the local consultation/negotiating arrangements 10.3 Staff or learners, who feel they are being within SCUC, and appropriate equality discriminated against by other members bodies. of staff or by other learners, should raise the matter under the Grievance/ Section 12 – Putting the scheme Harassment Procedure, which will, if the into practice accusation is upheld, be treated as a serious disciplinary offence. Our Equality Policy is accompanied by SCUC’s Equality Objectives which will be 10.4 If, in the course of their work, members revised annually. of SCUC staff suffer discrimination from members of the public, SCUC will take appropriate action and provide appropriate support. 10.5 Any discriminatory behaviour directed against staff by learners, or by learners against other learners, will be dealt with under the student disciplinary procedure. Solihull College & University Centre Equality & Diversity Annual Report 2017 65 Equality Objectives Objectives 2017/18 These have been produced in conjunction with staff and students. As this annual report demonstrates, the College has a strong commitment to equality and diversity and a strong track record in achieving its annual objectives many of which have been carried forward in to the next year with a view top achieving further successes. We are proud of our achievements to date. However, there is always more we can do. We feel these objectives are specific, measurable, achievable, realistic and timely. They have been designed to add value to existing initiatives and deliver outstanding performance. These objectives are live and will be reviewed regularly. The College invites its key stakeholders: students, staff, parents, governors, employers and community partners, to comment on any aspect of the objectives by emailing [email protected] Objective We will do this by: Following our merger with • Ensuring appropriate membership of the Equality & Diversity Steering Group Stratford-Upon-Avon College, we to include students and staff from all campuses will ensure the newly merged • Reviewing current practices around Stratford events and enrichment college shares across all areas • Capturing and analysing data across the whole College to inform E&D strategy high expectations and strong and focus values in relation to equality & diversity, fundamental British Values and inclusivity. We will produce achievement Using detailed equality analysis of student performance by age, gender, rates that demonstrate the ethnicity and disability to identify and address any areas of underperformance. College’s commitment to equality and inclusivity. We will continue to develop a • Working with curriculum areas to identify opportunities for celebration and comprehensive programme of inclusion in a curriculum context. enrichment events that • Further developing the wide range of cultural events within the College’s celebrate the diversity of the enrichment programme. College population. We will further advance the • Ensuring all staff complete the online Disabled Go development programme Solihull College & University on the Equality Act and the 9 protected characteristics. Centre’s values around equality • Making the Educare online programme available to all staff and diversity through a • Ensuring staff are briefed on the Equality Policy 2012 and the Equality Act programme of learning and • Ensuring SCUC’s induction programme includes briefings and development development. on the Equality Act • By making online training programmes available to students 66 Solihull College & University Centre Equality & Diversity Annual Report 2017 Objective We will do this by: We will develop marketing and • Making use of success stories. curriculum promotion strategies • Sharing case studies of students in non- traditional vocational areas which seek to address vocational • Developing the Equality & Diversity microsite areas of underrepresentation. We will continue to ensure a • Working with individual managers through a programme of development to consistent approach to the identify and evidence good practice evidencing and evaluating of • Ensuring consistency in demonstrating the embedding of Equality & Equality & Diversity practice in Diversity on schemes of work curriculum self-assessment reports. We will seek to ensure that • Our target for July 2018 is for the staff profile to consist of 17% from BAME SCUC’s staffing profile more groups closely reflects the student profile. We will embed the work of the • Members of the Student Voice group will represent students on the Student Voice Executive into the Equality & Diversity Steering Group SCUC’s Equality & Diversity • Election of Officers to the Executive Committee into key E&D roles eg. Strategy moving forward. Equality & Diversity Officer, Women’s Officer etc • The Student Executive to undertake research & analysis of Equality & Diversity within the student group and report to the Equality & Diversity Steering Group. Solihull College & University Centre Equality & Diversity Annual Report 2017 67 Equality & Diversity Annual Report 2017 Published April 2018 T: 0121 678 7000 F: 0121 678 7200 E: [email protected] www.solihull.ac.uk