• Abstract and Figures
• Public Full-text

1 Contents

Page Number

Foreword 2

Executive Summary 3 - 8

Introduction 8

Context - summary information on the 8 - 9 Hull College Group

Context - local demographic profiles 9 - 12

Management of Equality and Diversity 12 - 14 within the Group

People first 14 - 28

Student and staff data 28 - 43

Other data: complaints and disciplinaries 43

Moving forward 44

Appendices 45 - 49

2 Foreword

A message from the Chief Executive of the Hull College Group

Alongside our unrelenting commitment to ensuring that our offer meets the needs of the labour market, we also ensure that meeting students’ needs is at the heart of what we do. Our Matrix assessment for the quality of information, advice, and guidance in May 2015 recognised the high quality of the student experience across the Group.

Foundation Degree Awarding Powers were conferred on the Group in November 2015 and reflect the Group’s quality and maturity in delivering higher education level programmes. This sits alongside the Group’s commitment to wider access and participation in higher education.

Also in November 2015, the Group was inspected by Ofsted and rated as good in its overall effectiveness. The report noted that the ‘promotion of equality and diversity is particularly good and at the heart of the college. Managers successfully increase the large majority of students’ awareness of both equality and diversity through events and promotions through the year’. These comments are a timely reminder to us all of our continued commitment and good progress towards our equality objectives.

‘Excel, Respect, Innovate and Celebrate’

Our values are underpinned by a detailed personal development programme that ensures all of our students explore the themes of respect, equality and diversity, and fundamental British values.

The Group plays a key role in the local and regional community aligning our curriculum offer to the needs of the Local Enterprise Partnerships we serve. This focus on economic prosperity enables our students to achieve high levels of progression to employment and further study.

The Group has fully embraced a wonderful opportunity to be part of the exciting Hull City of Culture year in 2017 where there will be daily events taking place across the City for 365 days. The programme of events will bring together arts, culture and heritage, reaching out to new and established audiences. The Group will be involved by showcasing the work of our students produce through the shows, exhibitions, themed activities and other events we organise. Other ways to get involved include a call to find 4,000 Ambassadors to support events which will be an invaluable opportunity for our student body.

This annual report provides an important opportunity to reflect on how we are achieving our objectives and what further steps are necessary as we consider and continue to engage in the next stages of our equality journey.

Gary Warke, MBE. Chief Executive

3 Executive Summary

1. Introduction

This report is published to demonstrate the Group’s commitment and response to the Equality Act 2010’s Public Sector Equality Duty. The focus is to provide annual equality information to explain how we are fulfilling the three aims of the general equality duty i.e. having due regard to the need to eliminate unlawful discrimination, advance equality of opportunity, and foster good relations between different protected characteristics. These aims underpin the nine protected characteristics covered by the Equality Act: age, disability, race, sex, sexual orientation, gender reassignment, religion/belief, pregnancy and maternity, marriage and civil partnership.

2. Context

Hull College Group is a large, complex and multi-sited organisation with campuses in Hull, Harrogate in North Yorkshire and Goole in the East Riding. The Group caters for a wide diversity of students with varying needs, attainment levels, and socio-economic disadvantage and providing a variety of delivery models. Across our large organisation we are proud of our multi-cultural communities in Goole, Harrogate and Hull and we recognise the need to prepare our learners for living and working in a multi-cultural society.

The city of Hull has an estimated population of 257,589 (Office of National Statistics (ONS) Mid-Year Population Estimates 2013, published June 2014), 10.3% of whom are from the Black and Minority Ethnic (BME) community. Harrogate District has a population of 158,200 (ONS Mid-Year Population Estimates published June 2014) with 8.3% BME (Census 2011). Goole’s population of 19,618 (ONS, Mid-Year population Estimates 2012) includes a BME community of 11.2% (East Riding Data Observatory, based on Census 2011 data) with a high concentration of migrant workers particularly from Eastern Europe.

3. Management of Equality and Diversity within the Group

The Group has a Single Equality Scheme and Action Plan covering all protected characteristics. Operational direction and policy development is managed through the Equality and Diversity Team which reports to the Group Welfare Board. Where appropriate, the Group uses a process of Equality Analysis to assess the impact on equality of selected policies, plans, and procedures.

4. Case studies and examples

Section 5, ‘People First’, provides a number of specific examples and case studies that illustrate the picture behind our statistical information to demonstrate the positive impact that our work and activities have on individuals and groups with different protected characteristics. These provide evidence of a Group-wide proactive approach to the three aims of the general equality duty.

5. Facts and figures

This report provides statistical information on the protected characteristics of both staff and students, where available.

4 5.1 Further Education (FE) Classroom Based Learning – Outcomes for Learners

The majority of students in classroom based learning make good progress in relation to their starting points. The overall classroom based learning achievement rate has increased by 1.1% in 2015/16 to 77.6%. The Group recognises the improvements needed particularly with achievement in English and maths and this is being addressed with the discontinuing of Level 2 Functional Skills and the introduction of GCSE provision where appropriate to meet student needs. Apprentices are making very good progress on their frameworks with the achievement rate increasing by 10.1% to 77.2% and timely achievement has improved by 15.3% to 63%. Many apprentices progress from Level 2 intermediate apprenticeships to Level 3 advanced apprenticeships within the Group. 75% of known student outcomes within Traineeship provision is positive, however more work is needed to improve achievement rates with the maths and English elements of direct delivery Traineeship provision. This will be addressed through the introduction of a new approach in 2016/17.

Students work was monitored through quality assurance activity throughout 2015/16. Targets were also monitored by tutors and student coaches. Realistic and aspirational targets were set and monitored through the Personal Development Programme. 85.5% of classroom based learning provision achieved the vocational elements of their programmes of study. 34% of students on study programmes achieved an Employability Skills Passport level, an industry standard recognised by the Confederation of British Industry (CBI).

Students with Special Educational Needs and Disabilities (SEND) are provided with very good support. The model of support delivered by the Group is one which supports the development of independent living skills based on a Group rather than individual model where possible. Students defined with having a learning difficulty or disability perform as well as those without a learning difficulty or disability. The Supported Internship continues to provide SEND students with a positive work experience and provides positive employment opportunities with 5 students gaining employment and other students progressing within education. 216 SEND students have continued in education and progressed on to the next level of their studies. The SEND support promotes independence and preparation for adulthood by regular assessment of need and discreet support. Annual Reviews for students with EHCP’s allows students and parents to discuss and review independence and next steps for preparation for adulthood and how the college can support this.

There are no significant variations in the achievement rates of different groups across the Group. The achievement rate of the majority of students within the Group – those who categorise themselves being White British, has increased slightly by 0.6% from the 2014/15 achievement rate to 77.6%. This is comparable to those students who categorise themselves as BME/non-British. The achievement rate for this group has improved by 3.7% from the 2014/15 rate to 77.7%, a 0.1% variation in ethnicity overall achievement rates. The male student achievement rate has increased by 2% to 77.9% comparable with the female student achievement rate of 77.4% which has increased by 0.2% on the 2014/15 rate.

Each delivery School* is aware of any gaps and has actions in their Quality Improvement Plans to address them. Management information reports provide a breakdown of participation and success by a range of different groups. Both participation and success are monitored and challenged through self-assessment and in the termly Business Reviews. 5 *(School = Group department for curriculum delivery)

6. Age

6.1 Students

This report demonstrates similar variations of 2-3% in three of the age profiles for the Group over a three year period, 14-16, 19-24, and 25+. However the 16-18 age profile has increased by 5% over the previous year as of 1st December 2016. A more detailed three year comparison is available in Appendix 2.

6.2 Staff

For the Group as a whole, the majority of staff fall into the 31 to 60 age bands and shows a slight increase in the trend towards becoming an aging workforce. This is common of the sector regionally. Employment of increased numbers of apprentices when the Levy come into effect from March 2017 will provide the Group with an opportunity to employ a greater number of young people and offer pathways for their retention and promotion within our various organisations.

7. Disability and/or learning difficulty

7.1 Students

Across the Group, 19% of students fall into this category. As in previous years, Goole continues to have the highest percentage of students with declared disabilities/learning difficulties, i.e. 31%, which is13% more than Hull and 11% more than Harrogate. The Group has excellent specialist facilities and provides additional support to students identified with additional learning needs via initial diagnostic testing and pre-enrolment interviews and assessment with transition and additional learning support staff.

7.2 Staff

For the Group as a whole, 5.1% of staff have disclosed a disability/learning difficulty: 5.6 at Hull, 0% at Goole and 3.9% at Harrogate.

8. Race/Ethnicity

8.1 Students

The ethnic diversity of the Group’s student population is significantly greater than local demographic profiles. Percentages of students who are ‘Not White British’ are 19% for Hull, 16% for Harrogate and 15% for Goole as at 1st December 2016. These figures compare to 10% Black or Minority Ethnic (BME) for the city of Hull, 8% for the Harrogate District and 11% for Goole (Census 2011).

8.2 Staff

6 The Group’s staff ethnicity profile is slightly less diverse of the wider region, with 88% declaring themselves as being “White British”.

9. Sexual Orientation

9.1 Students

Data was obtained from optional monitoring forms which were distributed with Learning Agreements during the main enrolment period. For the Group overall, total responses represent 8.3% of the student population at the end of the 2015/16 academic year. This is a significantly lower response rate from the previous academic year. The response rate for Hull was 6%, Harrogate 24%, and Goole 29%. Of those who responded, 87% at Hull, 87% at Harrogate and 81% at Goole identified as heterosexual. The next highest percentage of responses fall into the ‘prefer not to say category’ with 7% overall, a decrease from last year.

Notably, percentages for disclosure of sexual orientations are much lower than would be expected. Stonewall, the gay, lesbian and bisexual charity, believes that government estimates that 5-7% of the population is lesbian, gay or bisexual is a reasonable figure. Steps to support increased disclosure continue to be been identified and actioned.

9.2 Staff

Data collated in relation to sexual orientation is not sufficiently complete to produce an accurate staff profile for this characteristic due to the large number of ‘unknowns’ i.e. 73%. Disclosure of this information is voluntary.

10.Religion/Belief

10.1 Students

Information was obtained from optional monitoring forms in the same manner as described for sexual orientation and represents responses from 7% of students across the Group by the end of the 2015/16 academic year. The highest percentage of those who responded identify as having no religion, i.e. 55% at Hull, 46% at Harrogate and 71% at Goole. The next highest group within the Group was Christian, with 26%, 46% and 17% at Hull, Harrogate and Goole respectively. 4% of those who responded at Hull are Muslims, which represents 46 individuals. This is a significant number to take into account as we consider their religious needs such as halal food, and prayer/quiet room facilities. Only 1 student at Harrogate identified as Muslim and none were recorded at Goole.

10.2 Staff

7 Data collated in relation to religion/ belief is not sufficiently complete to produce an accurate staff profile for this characteristic due to the large number of ‘unknowns’ i.e. 77% across the Group.

11.Pregnancy and maternity

11.1 Students

The Student Pregnancy, Maternity, Paternity and Adoption Leave Policy was reviewed and updated in 2016 to further support students to continue or resume studies.

Student pregnancy/maternity is recorded as a withdrawal category on our Management Information System. In 2015/16, 22 students are recorded as having suspended study or withdrawn due to pregnancy/maternity.

11.2 Staff

Staff embarking on and returning from maternity leave are given additional advice and support through the Human Resources and their line managers. Details of staff that are pregnant or on maternity leave and if/when they return to work, are recorded on the Human Resources system against individual personnel records. However, it is not currently possible to produce a statistical report to provide an overview via this system.

12.Gender Reassignment

We are not currently collecting data for staff or students on this protected characteristic, following advice from the sector and transgender organisations. We regularly review our approach to this extremely sensitive area and have done so again recently, agreeing to maintain our position. The Group has in place an appropriate policy, wrap-around support services and trained staff for those who are transgender or committing to transitioning.

13. Equal Pay analysis

An analysis of pay grades against gender does not indicate significant change on previous years, however a more robust gender pay reporting procedure is planned for 2017. The increased number of women in support roles up to Scale 6 requires further analysis to ensure the Group’s recruitment processes are not discriminating against women for appointment to the more senior support roles.

14. Complaints, Grievances and Disciplinaries

14.1 Students

Complaints are dealt with using the Group’s published Praise and Complaints Policy. Any relating to the protected characteristics have been recorded since January 2011. Since then, up to the end of the 2015/16 academic year, there have only been four complaints connected to a protected characteristic.

8 In 2015/16 484 students went through the formal stages of the disciplinary procedure, a reduction from the previous year. 59% of these were male and 36% female (with 5% gender not recorded). Of these, 91% were from White British backgrounds, with 4% from black and ethnic minority backgrounds, with 5% not disclosing. The vast majority, 72%, were in the 16-18 age-group, with 13% in the 14-16 cohort, and 15% aged 19+. No disciplinaries were related to a protected characteristic in 2015/16.

14.2 Staff

In 2015/16 none of the disciplinaries or grievances were connected to a protected characteristic.

15. Moving Forward

This 2017 annual report provides excellent examples of good practice and a proactive approach to meeting the public sector equality duty. The report demonstrates how the Group continues to promote positive equality and diversity messages and ensure these approaches are embedded in teaching, learning and assessment, and across support areas. The Group acknowledges this is an on-going and evolving process.

Progress continues to be made in improving data on students’ protected characteristics, particularly in relation to additional protected characteristics not included in our formal Learning Agreement. However, resolving gaps in providing information, particularly for staff, and for the newer protected characteristics remained a key focus in 2016/17.

Hull College Group Equality and Diversity Report - January 2017

1. Introduction

The purpose of this report is to meet the requirement of the Equality Act 2010 (Specific Duties) regulations for public bodies, including Further Education colleges, to publish relevant information demonstrating their compliance with the Public Sector Equality Duty.

The Equality Duty requires public bodies to have due regard to the need to:

 Eliminate unlawful discrimination, harassment and victimisation.  Advance equality of opportunity between those who share a protected characteristic and those who do not.  Foster good relations between those who share a relevant protected characteristic and those who do not.

As defined in the Equality Act 2010 the nine ‘protected characteristics’ are:

o Age o Disability o Race o Sex 9 o Sexual orientation o Gender reassignment o Religion/belief o Pregnancy and maternity o Marriage and Civil Partnership (though the requirement to ‘advance equality of opportunity’ and ‘foster good relations’ does not apply to this characteristic).

2. Context

The Hull College Group is one of the largest general further education providers in the country. Hull, Harrogate and Goole colleges make up the Hull College Group (branded as HCUK). HCUK primarily serves the areas of Hull and East Riding from its Hull and Goole colleges and North Yorkshire from our Harrogate college. The Hull College Group also recruits nationally and internationally for its commercial and higher education (HE) provision.

Its main locations in Hull are: Queen's Gardens campus, a centre of vocational specialisms, academic centre and HE; Park Street Centre supporting the School of Art and Design; Cannon Street Centre (the centre of excellence for the School of Motor Vehicle and Engineering); Exeter Grove for the community based Construction and Horticultural Centres, and the Learning Zone situated in the KC Stadium offering sports programmes and Public Services. Harrogate College centred at Hornbeam Park in Harrogate and Goole College, based in the centre of Goole thirty miles from Hull; all offer a wide range of academic and vocational courses.

The percentage of students receiving financial support is often used as a measure of social deprivation in the same way that the free school meals measure is used in schools. During 2015/16, 49% of the Group’s 16-18 year-old full-time students received the Student Maintenance Allowance (the Hull College Group branded student support bursary). The bursary has been designed to support those students in greatest financial hardship. In addition 1,319 of the Group’s 19+ students received financial support for books, equipment and essential course trips from the Discretionary Learner Support Fund. Overall (all student ages and levels), Hull College Group is located within the 10th most deprived local authority in England and over 50% of the population live in 20% of the most deprived wards. The Group receives a disadvantage uplift for 44.6% of its students. Hull provision uplift is 71.1%. These uplifts are based on post code rankings in the Indices of Multiple Deprivation.

Community education courses are offered in a number of venues across Hull and the East Riding with a smaller number around Harrogate. HCUK Training is the Work Based Learning and Skills division of the Hull College Group responsible for the delivery of Apprenticeships, Traineeships, employability and alternative funding contracts including European Structural and Investment Funds (ESIF) and the Department for Work and Pensions (DWP). HCUK Training offers bespoke training programmes through thirty five industry sub-contractors and operates from the Hooper Building based in Queen’s Gardens. Harrogate College and Goole College also operate a number of programmes that support employers within their regions.

The Hull College Group offers courses in all 15 sector subject areas leading to qualifications from pre-entry level to Higher Education. In 2015/16, the Group enrolled over 18,000 students through a range of programme types including Classroom Based Learning, Apprenticeships, Workplace Learning, full-cost, contracted work and Higher Education. Of 10 these, around 4,500 were aged 16-18, 4,400 adult students on classroom based learning and 1,200 on Higher Education programmes. Workplace Learning (including Apprenticeship programmes) were provided for around 6,800 students. Some 19% of students enrolled at the Group are from minority ethnic groups (including Irish), compared with 10.2% in the local community of Hull, 3.9% in the East Riding and 8.3% in Harrogate (Source: 2015 Hull Data Observatory, 2011 Census). In addition to the 14-16 College, the Group works with 13 secondary schools in Hull, 20 in the East Riding and Goole, and 12 in Harrogate and surrounding areas (mainstream and special schools). The Group provides vocational programmes for around 200 14-16 year olds through curriculum partnership arrangements.

3. Local Demographic Profiles

The map below shows areas covered by the Yorkshire & Humber Region which encompasses all our sites within the Hull College Group.

Hull has an estimated population of 257,589 (Office of National Statistics (ONS) Mid-Year Population Estimates 2013, published June 2014). Situated on the north bank of the Humber estuary, it is the largest city within the eastern part of the Yorkshire and Humber region. Hull has undergone significant changes in recent years in terms of its ethnic diversity and Hull has the most diverse population in the Humber sub region. The Census 2011 shows that black or minority ethnic (BME) residents now make up 10.3% of the population. Outside the ‘other white’ (4.1%) group no minority ethnic group is significantly numerically dominant. The city has seen an increasing number of migrant workers, in particular from Eastern Europe. 19% of students at Hull College in the year 2015/16 were from BME communities, an increase of 3% on the previous year.

The Group primarily serves the areas of Hull and East Riding from its Hull and Goole centres and Harrogate and North Yorkshire from Harrogate. The Group also recruits nationally and internationally through its commercial and Higher Education (HE) provision. In the immediate catchment area of Kingston upon Hull, there are many areas of significant deprivation (3rd most deprived. Source: English Indices of Deprivation 2015). In 2016, the number of pupils gaining five A* to C passes at GCSE in Hull (including English and mathematics) was 49.8%; this is significantly lower than the national average of 58.7%. Qualifications on entry data show only 24% of all young people joining full-time courses having English and mathematics GCSEs at grade C or above from September 2016

11 compared to around 64% achieving this by age 16 nationally (source: DfE data). The proportion of students in Hull who are from areas identified as disadvantaged is 67%.

The unemployment rate for Yorkshire and the Humber is 5.9% (August 2016) and significantly above the national rate of 4.9% (Source: Office for National Statistics). The rate for Hull is around 8.0%. The percentage of those Not in Education, Employment or Training (NEET) aged 16-24 in the Yorkshire and Humber region is 12.9%, compared to the average for the UK of 12.0% (June 2016. Source: ONS). The vast majority of the Groups provision meets the needs of Local Enterprise Partnerships relevant to the campus location. The Group also provides a mix of provision to meet local and regional employer needs. The number of leavers entering employment in Hull has increased by 3% to 23%, while in Harrogate it has increased by 4% to 35%. The Group has strengthened links with large multi-national such as Siemens, developing a curriculum to meet renewable energy growth initiatives and preparing students and apprentices to progress into further education or employment opportunities. HCUK Training has diversified and changed curriculum offer which has supported this division of the Group to secure tenders with major employers such as Arco, HICA and P & O Ferries and a large volume of SMEs to increase opportunities of progression into employment and aiding long-term career progression opportunities for those already in employment.

The population of the Harrogate district is estimated at 158,200 (ONS Mid-Year Population Estimates published June 2014) with a reverse position to Hull; demonstrating high educational attainment levels and a low unemployment rate of 2.8 % (Source: NOMIS July 2015 – June 2016). The expansion of the European Union in 2004 saw an influx of migrant workers from Eastern Europe and the District’s minority ethnic population is becoming increasingly diverse. Information from the Census 2011 shows the District’s BME population as 8.3% with the highest group within that being ‘white other’ at 4.1%. 16% of students at Harrogate College in 2015/16 were from a BME background, an increase of 2% on the previous year

In the Harrogate area the proportion of young people who remain in education after the age of 16 is high and unemployment low. The region is currently experiencing a significant demographic decline in the number of 16 year-olds (around a 13% decline anticipated between 2010 and 2015). However, whilst the socio-economic background of the area is very different to Hull and Goole many of its students are from similar backgrounds to those found at the other two colleges. (Source: Hull College Group Self-Assessment Report 2014/15).

Around Harrogate College there are sixteen secondary schools, of which six are of Academy Status and four of independent status. Fifteen of these schools have sixth form provision and as a consequence competition for students aged 16 to 18 is strong. In 2016, the number of pupils gaining five A* to C passes at GCSE (including English and mathematics) for the North Yorkshire Local Authority was 67.0%.

The Harrogate District does not have the same levels of deprivation as Hull and is the least deprived district in North Yorkshire with the majority of the population living outside the most deprived areas. There are, however, small pockets of deprivation e.g. one ward is ranked within the 20% most deprived in England.

Goole is a town with a population of 19,618 (ONS mid-Year Population Estimates, 2012. This is the most recent data available) and a BME community of 11.2% (East Riding Data Observatory, based on Census 2011 data). Goole’s socio-economic profile is skewed 12 towards a low-paid, poorly skilled workforce. Deprivation is particularly concentrated in Goole South.

Goole has the highest concentration of migrant workers in the East Riding. Using English as an Additional Language (EAL) data from schools, it can be estimated that between 3,000 and 5,000 migrants are now resident in Goole. The most recent available local intelligence indicates that there are at least 2,000 Polish, 1,000 Latvian and around 800 Brazilian and Portuguese migrants living in Goole. Additionally there is a broad range of other nationalities living in the town including Russian, Lithuanian and Estonian. Contrary to the trend of migrants arriving in the East Riding on a seasonal basis, attracted by a large number of agricultural and horticultural employment opportunities, migrants are particularly settling in Goole on a more permanent basis in extended family units. (Source: East Riding Local Economic Assessment January 2011).

The most current district data we can access shows that during 2010, births to mothers whose place of origin was outside of the UK has accounted for over one-third of all births registered in Goole. (Source: East Riding Local Economic Assessment January 2011). 15% of students at Goole College were from a BME background in the 2015/16 academic year, an increase of 3% on the previous year.

4. Management of Equality and Diversity within the Group

The Group is managed and reviewed via an integrated committee structure through which information is raised with the relevant governors’ committee and considered at the Corporation meetings as appropriate. This is illustrated in chart form in Appendix 1.

Supporting, developing and implementing excellent equality and diversity practice is the responsibility of all staff. Operational direction and policy development is managed by the Equality and Diversity Team. This small team comprises senior managers, the Group’s Equality and Diversity Officer and staff from all sites who hold both student and staff responsibilities.

The Equality and Diversity Team reports to the Group Welfare Board, this meets termly and is chaired by the Group’s Director of Quality, Standards and Student Experience. The Board receives information on relevant activities across the Group and makes decisions on recommendations received. Business since January 2016 has included recruiting new members to the team, updating of key policy and guidance documents, discussion of reports from the Disabled Students’ Forum, termly Safeguarding and Student Welfare Issues reports, and discussion and decisions taken on the development of the Single Equality Scheme’s Rolling Action and Improvement Plan, and a termly review of updates of the Equality & Diversity Team’s activities.

4.1 Single Equality Scheme and Equality Objectives

The Group has a Single Equality Scheme which takes into account the extended scope of the Equality Act 2010 and covers all protected characteristics. The Scheme’s Rolling Action and Improvement Plan covers key areas of the Group’s functions and apply to both staff and students. We recognise that our approach to equality and diversity has to be dynamic, flexible and continually developed in response to the needs of our increasingly diverse communities, the shifting landscape of Further Education and Higher Education, and continued progress in equality law. The Scheme and Action Plan are published on our websites, the staff and student intranets and are available in different formats on request. 13 In line with the Specific Duties requirements of the Equality Act, we published our equality objectives in April 2012, and again in April 2016. These are incorporated into our Single Equality Scheme Rolling Action and Improvement Plan as six key aims which are each broken down into more specific objectives setting out how we plan to achieve each one and specifying delivery within a time period. The six aims are selected by relevance, taking into account statistical data, views of staff and students and stake-holders obtained from focus groups meeting discussions, and other forms of consultation, in addition to recognised good practice.

Our current aims are:

1. To further develop how the Group collects and reports on information about the characteristics of our staff and students. This includes information on: age, gender, disability, race/ethnicity, religion/faith/belief, sexual orientation, pregnancy & maternity, and marriage & civil partnership. This will help us to understand the profile of our college community, identify potential support issues, gaps and set realistic targets. 2. To continue to ensure that all decision-making, policies, procedures, plans etc are appropriately assessed for the way they may impact on equality groups, through the process of Equality Analysis.

3. To continue to develop a culture of respect across the Group where everyone feels valued and included.

4. To ensure that all staff, students and potential members of the college community can understand and support the Group’s commitment to treating everyone equally and valuing their differences as set out in its Single Equality Scheme and Action Plan.

5. To provide college sites and services that are accessible to all. 6. To ensure equality and diversity are embedded in to the curriculum and student experience of learning, reflecting the Group’s commitment to equality issues, and meeting the needs of our communities. During November 2015 and following feedback from students involved in focus group activity to check their currency and relevance, the six aims were again agreed but broken down into an ‘easy to understand’ version for daily use, making the aims more user-friendly and engaging to the student voice. The revised aims are:-

1. Collect and review anonymised personal information on students and staff to ensure Hull College Group is inclusive.

2. To ensure that the policies, procedures and decision-making processes of Hull College Group are fair by monitoring their impact.

3. To ensure that our Acceptable Standards promote and reflect respect for all.

4. To promote and support the college community as an inclusive and welcoming environment for all.

5. To ensure as far as possible that all college sites and services are open to all. 14 6. Equality and diversity are consistently reflected in the curriculum and student experience of learning. The Action and Improvement Plan can be viewed on www.hull-college.ac.uk or by typing ‘equality’ in the search facility.

4.2 Equality Analysis

An important feature of how the Group shows ‘due regard’ to equality issues is our continued use, where appropriate of equality analysis. This has developed from our Equality Impact Assessment procedure, taking feedback from staff and student users and is now a more streamlined and selective approach. All policy and procedures that have direct impact on the student experience continue to be subject to an Equality Analysis. It therefore remains an integral part of the approval procedure during the development or review of key policies and procedures. This involves looking at the potential and/or actual effect on all nine different protected groups in a structured way using guidance notes. The process remains highly focused on outcomes and includes considerations designed to maximise positive impact and eliminate or minimise any adverse impact. Although not a protected characteristic, we also look at potential socio-economic impact as a substantial proportion of our students experience socio-economic disadvantage. We continually review how equality considerations are integrated within business practice; we include equality and diversity matters on the agendas of main meetings to remind meeting Chairs to note any arising issues.

Equality analysis should help bring about positive change. Consultation is an important part of our process and requiring policy developers to identify who has been consulted during the development stages helps to ensure that people likely to be affected have been involved. All completed equality analyses are published on the Group’s intranet.

5. People first

Equality and diversity is all about people, illustrating how the Group can provide everyone with an equal chance to aspire, thrive, succeed and feel respected and valued whatever an individual’s background, culture or characteristics. It is also concerned regarding proactively removing or minimising barriers and disadvantage and this has not changed for the group who maintain this as a key focus for positive progression for Hull College Group as a whole. This section provides some real life examples of how we are doing this and meeting the aims of the Equality Duty.

5.1 Case Studies

5.1.1 Overcoming barriers to learning

 Kelly came over to Goole College from Goole High School in September 2012 as a Core Foundation student. Kelly had little self-belief that she would achieve anything from being at College and often struggled to remain on task with her work. However, with support both in and out of class Kelly realised she could pursue her aspirations and dreams. Kelly’s support needs often required pastoral support as well as academic support. In May 2014 she found out she was pregnant. Kelly completed her course and then came back in September 2014 and began studying for her

15 Health and Social Care level 2 qualification. She had her baby in February 2015 and she came back shortly after her daughter’s birth and continued studying on her Level 2 course. Kelly had extra support given to assist her in catching up on any missed work, which in turn gave her the opportunity to apply for her Health and Social Care level 3 course on which she is currently studying. Kelly will occasionally request support but seems to have grown in self-confidence and self-belief in her time at Goole College which now gives her the ability to have confidence in her own work. Kelly has also completed all her placement hours, including at the local hospital and a special needs school. Kelly has applied for these placements herself and managed her time, coursework and family life to fit around this. Kelly often tells us how she still cannot believe how much she has achieved in her time here at College and the support she has been given.

 Erin is a profoundly Deaf student who has a passion for photography. Erin started Hull College in 2013/2014 on a Level 2 photography course. Erin progressed onto the Level 3 course and eventually the degree at Hull School of Art & Design (HSAD) in BA (Hons) Photography, successfully graduating with a classification of 2:1. Erin not only had profound deafness to cope with, she also had some personal barriers to learning to overcome. Erin began college a very shy, unconfident person who would only have minimal interaction with people she was familiar with. The hearing impaired team at Hull College worked closely with Erin to overcome these barriers and encourage her to interact with class peers and members of staff she was unfamiliar with. Erin is a very talented photographer and with the praise and feedback she regularly obtained throughout her time at college, this helped build her confidence and esteem, and prove to herself that deaf people can achieve at degree level. Erin also overcame barriers she thought were unachievable and is now a confident young woman who looks forward to the future. Now a graduate, Erin is hoping to work with the Hull City of Culture team and has become the official photographer for Hull and East Riding Centre for the Deaf.

 Joseph is a student who has achieved a lot whilst studying with Hull College Group. Joseph successfully graduated in 2016 from Hull School of Art and Design with a degree in Animation. Joseph worked really hard during the 3 year programme and developed his animation skills, social skills, and academic writing skills. He used the support from the tutors and his mentor to take ownership of his learning and push his personal boundaries. For his client project, Joseph worked with a local organisation, Matthew’s Hub, to design and create an informative animated screensaver about Autism. Since graduating, Joseph has had work experience with C4DI and during his placement he created an office safety animation film.

 Katie started a level 2 Hairdressing course in 2015/16. Katie has significant cognition and learning needs as well as social, emotional, health, communication and interaction needs. In addition to this Katie’s home life has been difficult as she shared a room with a brother and her mother was unwell. Katie has persevered and has continued to improve every term. With support from her tutor and Learning Support Assistant she is now able to communicate confidently with customers and has a part time job at a Hairdressing salon. She has settled well into her class and made friends and has found coping strategies that help her to overcome her areas for learning, in English and Maths. Katie is taking her Level 2 course over two years in recognition of her learning needs and is on course to pass this year which will be a significant achievement for her. Katie’s tutor reports that she is a delight to teach and that she never give up. 16 5.1.2 Vocational Gender Exchange Taster Sessions – Hull College

The effective use of taster sessions to promote alternative curriculum choices in those vocational areas where male and female gender identity is most strongly recognised were introduced at Hull College in 2013/14 and continue annually. Students from brickwork, carpentry and joinery switch curriculum with performing arts, and hair and beauty students during the last academic year and participating in half-day taster sessions to mix and socialise with different groups of students, learn new skills, and appreciate some of the complex issues of gender identity in learning and the workforce.

Furthermore these sessions help to break down any perceived barriers between the different groups of students and highlight the importance of providing impartial information, advice and guidance at an early age that enable students to make informed learning, education, and career choices.

5.1.3 Women in Science, Technology and Engineering (WISE)

Hull College Group is a member of Women in Science, Technology and Engineering (WISE). WISE inspires girls and women to study and build careers using science, technology, engineering and maths (STEM). WISE advises organisations on how to create environments where those women can do their best work and thrive. Their mission is to get 1 million more women in to the UK STEM workforce. Working with organisations like Hull College Group the aim is to boost the talent pool from classroom to boardroom and drive economic growth.

The benefits as a WISE member to Hull College Group are:-

Raise the Group’s profile as a STEM educator of choice for women and girls

 Opportunities to attend or host knowledge sharing events or other WISE networking events  Invitations to other high profile events and media opportunities  Participation or lead of a WISE sector

Increase the recruitment of women to academic STEM roles and female undergraduates to STEM courses.

 WISE support with benchmarking, target setting, cultural analysis surveys etc  Your news releases submitted for inclusion on the WISE website and in ‘Focus on Talent’ e-bulletin distributed to over 11.000 subscribers  Assistance with running schools workshops and other schools engagement activities  Advice on early engagement activities to increase the pool of girls interested in STEM courses (building the pipeline) or support of WISE campaign with this aim

Support retention and progression of existing female STEM staff and students.

 Free membership for all employers  Assistance with setting up and supporting women’s networks and mentoring schemes

17  Assist with finding mentors for senior level STEM employees outside of the company  Opportunity for involvement on the ‘WISE Young Women’s Board’  Help to raise the profile of female STEM employees as role models

5.1.4 Social Enterprise Projects at Goole College

Throughout the 205/16 Citizenship Project events, the Public Services Level 2 students at Goole College completed their project at a local residential care home in Goole. Beauty students also took their Nail Art and Nail Care equipment to a local residential care home.

The Level 2 students cleared, cleaned and renovated a pathway for older users of the care home (Beach Tree House) to gain access to a bench that before the garden became overgrown was used regularly. This was a very rewarding session for both the students and the staff at the care home who did not have the time to complete the work themselves, or afford to pay a gardener to complete the work. Since this has been completed the bench has been used by a range of older users of the care home. Some members of the group since the completion of the project had noticed that the garden was becoming untidy again and without prompt or requests from the College decided to give up an evening to complete again to ensure the pathway and bench remain free from over grown plants and weeds and that the bench remained accessible.

The Level 3 Beauty students completed a Nail Treatment session for older users of the Care home (Home Windsor Court). This was also part of their Citizenship Project. The group took over Nail polishing and files to maintain and tidy up the older ladies and also some of the men's nails. Some also had colours and art added to their nails which was pleasing for both the students delivering and clients receiving this treatment. This was a very well received project and has assisted in building relationships between the college and the Windsor Court staff who have offered work placement and further opportunities for Citizenship Projects in the future.

5.1.5 RAGE Project – Games Design

The RAGE Project is a 4-year EU Horizon 2020 project bringing together 21 institutions across Europe in the development of applied games to develop student employability skills. Hull College Group’s case scenario is to develop student’s team working skills through an applied game which will specifically address common stereotyping issues found in games design, for example gender and disability-related issues that can reinforce and perpetuate stereotypes. This is an exciting project for Hull College Group Faculty of Arts students to be involved with and the game will be piloted with our BA (Hons) Games Design students before testing with a wider cohort and being made accessible to the general public via an assets repository.

5.1.6 The Aspire Development Programme

A programme initially launched as a pilot in 2012 has proved incredibly popular and productive for both its participants and the group as a whole. The participant gains the opportunity to develop a solid network of key colleagues from across the group at all levels, as well as gaining personal development through their work with both a mentor and a functional manager. The Aspire Programme provides staff with the opportunity to undertake a project which will both develop their professional skills and benefit the organisation. So far, of 26 projects, 14 have been developed further with 8 gaining momentum and embedded as part of Group practice including: - 18  Translation of key student documents such as enrolment and student information  Developed Access arrangements for those with Hearing and/or Visual impairment  Progression Passport & Employability Seal  Transition to Foundation Degrees  Student Ambassadors  Healthy Minds, Healthy College (Wellbeing and Mindfulness)  SMART Assessor for both Student and Assessor alike:

The programme is now in its 6th year with our 5th group of participants having completed one of the most successful programmes to date, which demonstrates the value the programme has for colleagues and the Group. The next recruitment round begins in the early 2017 and we are looking forward to the exciting and rewarding possibilities this will bring in continually developing our staff.

Early Years students get stuck in with Pateley Show – Harrogate College

For the second year running, Level 3 Early Years students at Harrogate College have been invited to run activities in the Activity Tent, by Sun Flowers Nursery, supporting an ongoing partnership. This annual event is a wonderful opportunity for our students to experience the way in which local organisations can work in partnership with their local communities. Students are involved in supervising children in the children’s activity tent where parents and children could take part in fun and creative activities. The Tent also considered the needs of children and their families by promoting healthy lunch bags offered as an alternative to the very expensive junk food available on the show ground. Also offered were baby changing facilities and a quiet space for mothers to feed their baby and a bottle warming service! Students also took part in promoting the Activity Tent facilities to children and their families throughout the day, as well as promoting Harrogate College and the courses available.

Early Years students go wild with learning - Harrogate College

Harrogate College’s Level 3 Early Years students regularly experience the great outdoors and learn how to use it as an aid to teaching and learning with very young children. Each October, the students are taken on a residential trip to Peak Pursuits in the Peak District, where they have the opportunity to make new friends and to really push themselves into doing activities they may feel quite nervous doing. The trip helps them to make the link between encouraging children in a supportive role rather than missing out on a valuable learning experience. Students take part in abseiling, raft building, a night walk and archery over a two day period. With the expert help of qualified instructors, students achieve huge personal goals gaining self-confidence and feeling proud of their achievements.

5.2 Equality, Diversity, Citizenship and Employability

The Group has placed significant emphasis on a wide range of citizenship activities throughout 2015/16. As a consequence of activities such as Democracy Week students have a good knowledge of how they can contribute to society within the UK, and the importance of British Values. Students across the Group participated in a Social Enterprise

19 Project combining the values of active Citizenship with the skills and innovation of Enterprise. This project was extremely successful with 30 awards being given to students across the Group, at each level, for their contributions to both local and national community action and social enterprise initiatives. Students gain significant knowledge of the world of work and what is expected from employers through School engagement with employers in curriculum development activities, for example, the School of Hair, Beauty and Catering continue to develop relationships with a range of top salons, restaurants and hotels across the area. They engage with the students through taking part in ‘question time events’ and they deliver ‘master classes’ to inform students’ next steps.

The new Employability Skills Passport, launched in September 2015, has a strengthened focus on the development of employability skills. Curriculum mapping across all elements of the Study Programme to the 7 Confederation of British Industry (CBI) skills and each of the 22 sub skills provides all full-time students with the opportunity to develop essential employability skills. Students on study programmes at Hull College Group attend a one hour PDP/ILPR session each week, where they participate in activities which include:

 Understanding the World of Work  Progression  Citizenship, Business & Enterprise  Equality & Diversity  Communication  Democracy  Prevent and British Values  Social Enterprise  Personal Development, Health & Well-Being

The Group is the first provider in the Humber to align student development of employability skills to the nationally recognised 7 CBI skills (above) and is the first provider to gain the Humber Local Enterprise Partnership (LEP) kite mark via the LEPs new framework validation process.

34% of 16-18 year olds achieved a Passport level in 15/16. Of the 35%, 24% achieved Gold which requires excellent attendance and achievement of 17 of the 22 sub skills. 3% achieved the Seal which requires excellent attendance and achievement of all 22 sub skills. It is expected that it will be the few that achieve Gold and the Seal. The new Passport enables a student to build on their skills as they progress with us giving them time to develop each of the 22 sub skills.

5.3 Community Engagement

The Group is actively engaged in a wide variety of community engagement projects at all sites. This includes the continuation of support for the Hull City of Sanctuary movement which aims to offer hospitality to people who have come to the UK seeking sanctuary. We also sponsor Hull’s Freedom Festival which is an annual programme of music and performing arts. The festival is a legacy of Wilberforce 2007, a campaign which celebrated the pioneering work of Hull-born William Wilberforce and the bicentenary of the abolition of slavery.

As an active supporter of Hull’s successful bid to become the City of Culture for 2017, we are excited to be part of this great venture. We are one of the ‘Business Angels’ sponsoring

20 the project and are keen to involve students in activities and promotion wherever possible. The theme of the bid was 'a city coming out of the shadows’ which reminds the local population and the wider world of Hull’s cultural heritage and future potential. The ambitious cultural programme will highlight the location as a destination city with a strong historic background rich in diverse culture. Events will follow a number of key themes, with the aim that each day of Hull 2017 will make a difference to the life of the city.

The programme will include national and international commissions, artists’ residencies, festivals, conferences, broadcasting events and eight major community participation projects.

5.4 Engaging with Students

5.4.1 Student Survey – Further Education

The Group conducts an annual ‘Student Perception of College’ (SPoC) survey, which captures student feedback on a range of different areas, e.g. pre-course guidance, teaching and learning, assessment, wellbeing, course organisation, facilities & services and overall opinion. This allows us to benchmark our organisation with other participating organisations on a national basis, to make year-on-year comparisons and to look at where we need to make improvements.

The FE student survey for 2015/16 was conducted in January 2016 in partnership with QDP Services. As QDP collate responses from over 495,000 students at 109 education and training providers annually, they are able to provide national and local benchmarks for comparison.

A total of 4131 students were targeted for inclusion in the survey. Monitoring of returns by the Quality Office supported an achievement completion rate of 81%,

Breakdown of responses by College:

College Number % of target completing returned survey Hull 2782 82.4 Harrogate 413 77.2 Goole 170 79.8 HC Group total 3365 81.1

The Group results for 2015/16 were varied. Ratings for overall ‘Quality Assurance’ questions place the Group in the 2nd quartile of all SPOC providers; but performance against most relevant external benchmarks sees Group positivity ratings in bottom quartiles for all key question areas

Distance travelled since he 2014/15 SPOC is positive in some key question areas (e.g. ‘My Induction’ and ‘My Workplace’) but negative for others (e.g. Teaching and Learning) and for question areas with largest sample of responses

Negativity is most marked for younger, full-time students, and most apparent in relation to cross-college facilities and services, and in relation to study programme components beyond the main vocational qualification 21 These salient correlations suggest that whilst each detailed concern flagged up by the survey needs consideration for incremental action at each level of the organisation, the central issues to be addressed are:

 Accommodation, equipment and general Cross-College facilities and services

 Negative general perceptions of College/FT Programmes amongst younger students

Equality & Diversity Indicators

 Quality assurance rating relative to the Hull College Group rating is noticeably more negative for males  Younger students are clearly less positive than 19+ students  Students identifying as having a disability are markedly more positive on some issues than those not

SPoC results, including items relating to Equality & Diversity and Safeguarding, are used to make improvements at entry level programmes and upwards. The survey is timed so that the results may be used to inform course teams’ February SAR 2b self-assessment process and rolling action plans. These in turn inform the School and whole Group Self-Assessment Report and Rolling Action Plan. All student comments are also sent to course teams and school managers. Significant comments warranting concern are highlighted separately for Heads of School and Teaching, Learning and Assessment Managers, with action plans identifying improvements within agreed timescales.

Individual student comments collated from the survey include the following:

Good things about your Course and/or College

 The lessons, assignments and range of subjects are relevant to what I would like to achieve  My course at college is a great course I am learning loads about ICT  The good thing about college is meeting new people and also teaching is great  We are treated as adults and not children. We get all the help that we need  We learn a lot of things about the course and we enjoy the practical work.  Love how fast I'm learning things and how hands on it is.  My tutor X is an excellent tutor to work with, she demonstrates really well  I love the units I'm learning and the content. The products we have to use are great and the tutors are passionate. I think it is great that students are allotted printing credit.  Teachers and students are supportive and friendly. Business course is very interesting and useful  Great people from all over the world, friendly teachers and colleagues.

Things that are wrong and need improving about your Course and/or College

 They should let you listen to music while doing your work  Facilities such as slow water fountain.  There’s nothing wrong with my course but what needs improving in the college is the wifi and the systems and the storage space on the computers needs improving. 22  the timetable keeps changing and not everything added on makes sense.  Some student behaviour needs to improve as it is impeding the learning of others

5.4.2 Student Survey – Higher Education

Overview of the results of the National Student Survey (NSS) 2016 for Hull College Group

The survey is undertaken annually and student participation is organised through a third party (Ipsos MORI), who communicate the survey to students on behalf of the whole HE sector. All students in the final stage of their degree with Hull College Group in 2016 (Foundation Degree or Honours Degree) are entitled to participate in the survey. The participation rate for the Group in 2016 decreased slightly to 74%, which is 6% above the Further Education College (FEC) sector average and 2% above the HE sector average. The overall satisfaction responses to the summary questions for the Group in 2016 follow were below the sector average for Teaching on My Course, Learning Resources and Overall Satisfaction. The Group was either matching or above sector average for Organisation and Management, Academic Support, Assessment and Feedback and Personal Development. Compared with 2015 the responses have decreased in four of the six summary categories, with a slight increase in satisfaction in Learning Resources and Organisation and Management, with Overall Satisfaction remaining the same (78% overall satisfaction, 2% below the FEC average). The response for the Students’ Union question decreased by eight percentage points to 45%.

A set of actions has been created through a National Student Survey Action Plan for both the Group and the two Faculties identifying activities for each question on the survey and progress made. The Action Plan is then reviewed as part of the committees which take place through the Higher Education Committee structure.

5.4.3 Student Engagement

We recognise the importance of working collaboratively with our students and giving them the opportunity to have their say on important issues which affect their studies and life at college. We have a robust system of student representatives in place and an active Students’ Union which supports all students to have a voice through regular School and site specific ‘Student Voice’ meetings and informal consultations. Actions arising from these meetings are promoted via a ‘you said…we did campaign’ on Moodle, posters and screen savers.

Every year the Group’s Students’ Union (SU) embarks on an election drive to elect the SU President, Vice President (Harrogate), Vice President (Goole) and up to five elected Executive Officer posts. The Students’ Union Executive works to advance the student voice, empower and engage with its membership to improve the student experience, and work collaboratively with staff at all levels of the organisation to ensure partnerships and achievements. Additionally, the Students’ Union works to represent the student body at all levels of the organisation.

Our formal Student Engagement Policy provides a range of mechanisms such as the student representative structure to ensure all sections are represented, including FE, HE, Work-Based Learning, 14-16 College, full-time and part-time students. The operation of the structure is reviewed annually by the Group Head of Student Services, SU Executive,

23 Student Voice and Curriculum Forum, and includes checking that planned meetings are taking place and venues and timings are optimised to facilitate attendance.

5.4.3 Disabled Students’ Forum

We are committed to creating an inclusive environment where all students can participate in mainstream college life. In response to the preference of students who have a disability not to attend specific meetings, the Group’s Disability Champion regularly visits all sites, in either a class situation or on an individual basis, dependent on student choice. This provides students with a further opportunity to air their views and engage on relevant issues.

Outcomes from discussions with students and other initiatives are published on the Group’s intranet along with any actions taken. Students with disabilities are also encouraged to contribute articles to the Group’s electronic weekly newsletter, the ‘Portal Press’. The Disabled Students’ Forum also has a blog on the virtual learning environment, and in 2015/16 played an active role in supporting the planning and co-ordination of activities and events for The Group’s ‘Key Themes’ activities and events.

5.5 Engaging with staff

Staff are engaged in the decision making process of the Group through a variety of means. Two different Staff Voice groups, consisting of representatives from all areas of the Group’s organisation, meet termly and provide useful fora for discussing proposed changes within the Group and for collecting feedback on staff morale, suggesting new ideas and discussing issues of concern. Additionally, the Group recognises a variety of trade unions and meets termly at a Joint Consultative Committee and informally on a one to one basis with individual representatives in between. Managers meet together on a monthly basis for updating and discussion and a team brief from the meeting is cascaded verbally by managers to their teams, and backed up in writing.

The Group has an established annual appraisal system and encourages regular team meetings and one to one meetings between individuals and their line manager.

Staff benefits are publicised via a page on the intranet site, so that all staff are aware of their entitlements and are able to take full advantage of the various benefits on offer.

In order to improve the experience and engagement of staff joining the Group for the first time a “welcome booklet” has been developed. The aim of the booklet is specifically to ease the new starter into the organisation by answering any questions they may have before they join, allay any pre-employment nerves and equip the individual in making a positive start.

5.5.1 Strategic Leadership Team (SLT) Engagement

Team Staff Briefings are held on a regular basis across the Group sites. The Chief Executive and other members of SLT provide a brief overview of the Group’s status closing with a Q and A session. There is also a weekly electronic newsletter, ‘The Portal Press’, which keeps staff informed of news and activities across all sites. The Chief Executive also updates colleagues on relevant discussions at national level, the vision for the Group and how the Group is taking this forward. 24 5.5.2 Staff Wellbeing

The Pro-Active Welfare Group continues to meet at least once per term. The Group has signed up to the ‘Charter for Employers who are Positive about Mental Health.’ Being a Charter signatory indicates a willingness to work towards improved practice in supporting employers and developing a healthier workplace. Being a ‘Mindful Employer’ provides businesses and organisations with easier access to information and support for staff who experience stress, anxiety, depression or other mental health conditions. Bespoke training sessions are being developed and these will be offered to support staff to include resilience, keeping well at work and mental health awareness. A new Employee Assistance Programme has also being developed and implemented.

5.5.3 Staff Social Committee

We believe it is important to foster good inter-staff relationships as well as looking after the needs of our students. We support our staff social committee, which is now well established, which organises events to appeal to a variety of interests.

5.6 Teaching, Learning and Assessment

We recognise that embedding equality and diversity into the curriculum, and in to our own thinking is a challenging, rewarding and exciting process. We have many achievements to celebrate so far and need to continue to build on this good practice to ensure consistency in our approach. A significant programme of on-going staff training and development to support embedding equality and diversity in to the curriculum was introduced in March 2015 and continued throughout 2016, supported by the Group Equality & Diversity Team, with sessions delivered across the Group’s campuses.

Additionally, during our summer staff development programme in 2016 all academic staff were invited to attend sessions on embedding equality and diversity in to the curriculum. Further activities to support our approach have included the development of effective on- line resources to support teaching and learning, and exemplars for lesson plans and schemes of work. Good practice has also been shared by the Student Journey Leads for Equality, Diversity and Safeguarding at their twice termly meetings. In September 2016 the Group introduced Student Journey Leads for each school and Faculty to promote and embed British Values in to the curriculum. These colleagues have successfully used their first term to work collaboratively on a range of projects and resources to show how our work with students is effective in embedding British values across our schools and faculties through a range of teaching, learning and assessment methods.

Individual Learning Plans are developed jointly between tutors, student coaches and students and discussed during individual tutorials. The use of ‘Learning Walks’ first introduced in 2011/12 have continued. These Learning Walks are themed to provide an informal snapshot observation of different aspects in the teaching and learning environment. Together with lesson observations many examples of good practice have been identified where equality and diversity has been embedded in teaching and learning and where equality and diversity issues in the classroom have been addressed appropriately. As best practice is identified this is shared within the curriculum area. Teaching, Learning and Assessment managers are also able to promote this across the

25 group. During the Group’s summer staff development programme this good practice was shared and further training offered to develop skills and best practice.

The Group has rigorous quality assurance systems and processes in place to ensure that our teaching and learning are of the highest standard. Each School (i.e. curriculum department) and Service Area (non-teaching function) completes an annual Self- Assessment Report (SAR) or for HE faculties, a Self Evaluation Plan. These include a quality improvement action plan which evaluates performance against key performance criteria. This includes assessing how well equality and diversity are promoted and embedded at all levels. To strengthen this aspect, we have introduced a sub section to the quality improvement action plan which has a specific focus on equality and diversity. Procedures such as lesson observations and the requirement to include in Schemes of Work (i.e. long term planning of teaching programmes) how equality and diversity will be incorporated into teaching and learning, contribute to this important agenda. The Group also supported staff to pick up naturally occurring opportunities in their classrooms to promote Equality and Diversity and embed British Values.

Business Reviews are held termly and one integral aspect is the evaluation of performance of students by age, disability, ethnicity and gender by each School and Faculty, to explore any performance gaps and action plan accordingly. This is supported by a team of experienced teaching staff who have specific ambassadorial responsibilities, acting as champions for equality, diversity and safeguarding. They meet regularly to share good practice and promote this in their particular School or Faculty.

5.6.1 Examples from School SARs for 2014/15 regarding equality include:

 Faculty of Business & Science

The Equality and Diversity agenda is promoted and mapped into the curriculum. Inclusive delivery meets the varying needs of students across the faculty’s offer of courses. The Student Engagement Officer (SEO) supports students as necessary to ensure they reach their full potential.

We are members of the national WISE group (Women in Science & Engineering) which actively promotes females into the construction and engineering sectors. Employers are also engaged in raising awareness in this area by providing work placements, acting as mentors and sponsoring awards and prizes.

We provide case studies and select images for our promotional/marketing materials that promote Equality & Diversity; for example males in health and social care settings and females in engineering and construction.

 School Hair, Beauty and Catering

There is good promotion of equality of opportunity and recognition of diversity. This is evidenced in schemes of work and lesson plans; links to the curriculum are made throughout and recognised in learning walks and lesson observations. Promotion includes ESOL student talks; tutors from the school engage with ESOL students to present information on careers in the three areas of the school. Interested students can then attend taster sessions.

26 ‘Male’ open evenings are delivered to engage with potential students interested in a career in hair or beauty. Our existing male students support this event to discuss their experiences of entering these industries. ‘Gender exchange’ sessions have proved popular and raised awareness of the diversity of the industry as beauty students have swapped sessions with joiners to do wood craft, while joiners learn about manicures.

Catering students have prepared and served foods from around the world on both themed dining evenings and to support an international buffet as part of our Key Themes approach to promoting equality and diversity.

Allergen awareness training has been delivered to staff and students to comply with new legislation and support student’s employability skills. Inclusive delivery meets the varying needs of students across the school, which include visual impairment, disabilities, ADHD, autism spectrum disorders and dyslexia.

British values are linked to employability skills through the promotion of ‘Acceptable Standards’ and the colleges ERIC (Excellence, Respect, and Innovation & Celebration) agenda. The value of integrity and tolerance is promoted through teaching and learning, in the student’s personal development sessions (PDP) with the Student Coach and through promotional displays around the college that focus on raising awareness.

 Health, Care, Applied Science and Foundation Studies

Equality and diversity are promoted well through teaching and learning. This is embedded throughout the school culture and evidenced in schemes of work and lesson plans. Equality and diversity is part of the curriculum for students studying Early Years and Health and Social Care and whole units are devoted to this topic. These are evidenced in their substantial work placement and students bring back live case studies to the classroom environment. The school supports regular events across college and guest speakers visit from a range of external organisations

The Supported Internship programme for SEND students is a flagship programme that has had over 60 students participate. The students, all with EHCPs (Educational Health Care plans) undertake English and maths and a work skills qualification. All students attend an individualised internship supported by job coaches. Outcomes for students include progression onto mainstream vocational programmes, employment or the voluntary sector.

The ESOL/EFL department is a hugely diverse part of the School and College. There are approximately 600 students from different parts of the world including Africa, the Middle and Far East, Central America and Eastern and Western Europe. This ‘melting pot’ of different languages, cultures and identities provides for a diverse student body that is celebrated for its richness and contribution to the ethos of college. The department organises several events over the academic year to promote this diversity of cultures and languages, including team-building “Get Active” sessions, trips out of college to introduce the students to local attractions or further afield (eg. The National Media Museum in Bradford and the Wolds Way) and the Cross-College “International Food Festival”.

Student satisfaction in ESOL and EFL remains very high and students continue to thrive with the opportunities for learning they are given in the college. Equality and Diversity are strongly promoted within the department and tutors ensure that equality of opportunity is given to all students, both in the classroom and in terms of progression. Many of our 27 ESOL Study Programme learner’s progress within the college to vocational courses and some go on to Higher Education, whilst many of our adult learners stay in ESOL to progress to the next levels.

5.7 Staff Development

Staff Development remains critical to the ability of the group to remain an agile contender in the continuum of delivering education within the sector. The staff development opportunities provided throughout the year reflect the strategic objectives and people based approach to this including the mandatory, compliance and validation needs of not only the Group but our employees and those we support as well as departmental, team and individual needs, taking into account the learning styles and requirements as a whole.

Many changes have taken place over the last 4 years, including firstly developing our own in-house electronic review system and now engaging with a company to design and provide an all-encompassing platform for view and observation purposes. This is currently prepping for phase 2 of the roll out and has been positively received to date.

Learning and Development is planned for 2/3 key times during the year coinciding with academic breaks Autumn, Spring & Summer with on-going and rolling programmes including mandatory induction, training and refresher training throughout the year. This year’s conference is based on City of Culture topics – Roots to Routes & Freedom providing an ideal platform for us to share our cultural richness achieved through our incredible diversity, supported by our positive attitude towards equality and diversity.

Staff Development falls into 3 main categories:  Mandatory – new staff induction, corporate and formal as well as a role related induction by the department.  Staff Learning and Development – people and strategy based including compliance and validation. (Staff Development funding remains available and can be applied for by individuals or groups within the organisation)  Annual Staff Performance and Development Review - looking back and looking forward.

The review supports all year round discussion with individuals and teams to ensure that: individuals are supported through open and honest process, area of success and for development are identified and responded to appropriately. Providing an opportunity to highlight areas of excellence and share positive skills working cross group to drive a consistent approach of shared excellence in practice and delivery allowing the opportunity to celebrate in diversity and utilise the strengths this brings.

The Group is working hard to automate as many processes as possible to enable colleagues to focus on the role they play within the group and to develop innovative approaches to achieve positive outcomes across the group.

5.8 Other aspects

Teaching, learning and assessment is our core business as an education provider, and this is supported by a variety of other service functions e.g. finance, student services (including information, advice and guidance, counselling etc), marketing, human resources, admissions, estates management, examinations and procurement. We are conscious that 28 equality runs through all aspects of our business which is why our single equality scheme and quality assurance methodology take these into account.

For example, our marketing department continues to build a bank of images for use in promotional materials to avoid perpetuating stereotypes. This department will also arrange for materials to be produced in different formats on request. Our websites have inbuilt accessibility features which are regularly reviewed. Our in-house graphics designer produces posters and screen savers promoting positive equality and diversity themes and messages which are displayed at all sites. Often these displays represent current national issues and concerns, for example in 2015, raising awareness of mental health which has had a significantly high profile in the national media, in particular with self-harming behaviour and the high rates of suicide among men under aged 45.

Accessibility considerations are an important aspect of estate management and we aim to support and involve disabled people in current and future developments.

Our examinations department liaises with awarding bodies in relation to requests from students with disabilities or learning difficulties for exam concessions e.g. extra time in exams or the provision of a scribe or reader. Such requests are subject to strict criteria being met.

We continue to review ways of using our purchasing power to have a positive impact on equality. Our larger contracts are usually awarded via consortia and require suppliers to complete prequalification questionnaires featuring equality.

6 Student and Staff Data

Statistics are useful tools which demonstrate the make-up of our college community and give us an indication of any potential issues which may require closer investigation. However, statistics can be open to interpretation and can give a sterile impression of an organisation. This section should therefore be read in the light of the preceding information.

6.1 Students

We have used top line data in this report to provide an overview in a manageable form. The following tables show the profile of the student population across the whole spectrum of funding and delivery types. It should be noted that figures are as at 1st December 2016 and are likely to change due to in-year recruitment of students.

Summary Profiles by site: 2015/2016 as at 1 December 2016 A more detailed profile can be found in Appendix 2. Table 1 – Student age profile as at 1 December 2016

Age profile U16 % 16-18 % 19+ % Total students Hull 263 2 3861 24 12896 74 17020 Harrogate 42 3 539 37 857 60 1438 Goole 72 16 143 31 240 53 455 Group 379 2 4543 24 13993 74 18913 * Totals may not equal 100% due to rounding

The more detailed three year comparison in Appendix 2 shows a 19% decrease in the proportion of 16-18s from 2013-14 by 1 December 2016 and an 11% decrease from 2014-

29 15 for the Group overall. The percentage of 19-24 year olds shows a decrease of 24% from 2013/14, and a 25% decrease from 2014/15 for the Group overall. The percentage of 25+ is down 34% from 2013/14, and 36% from 2014/15.

Student disability/learning difficulty profile as at 1 December 2016

Disability/ Disability/ % No % Unknown % Total learning learning disability/ students difficulty difficulty learning profile difficulty Hull 3081 18 13820 81 119 1 17020 Harrogate 316 20 1109 80 15 1 1440 Goole 141 31 314 69 1 0 455 Group 3538 19 15243 81 135 1 18916 * Totals may not equal 100% due to rounding

As in previous years, Goole continues to have the highest percentage of students with declared disabilities/learning difficulties, i.e. 31%, which is 13% more than Hull and 11% more than Harrogate. Across the Group, 19% of students fall into this category (20% in January 2015) which compares to national estimates that 18% (11.6 million) of the UK population are disabled (Office for Disability Issues – Disability prevalence estimates 2011/12 and ONS mid-2013 population estimates). These national estimates include 5.7 million adults of working age, 5.1 million people in GB over state pension age and 0.8 million children).

We are committed to providing excellence in learning for students who have a disability. Students in need of additional support to help them succeed are identified early and helped through a range of highly effective support services. The Group campuses are accessible to students with physical disabilities with excellent specialist facilities and support for students with sensory impairments. The views of students and other service users are actively sought, valued and used to further improve the service.

Students’ previous attainment, information from enrolment, and/or transition information is combined with the effective initial/diagnostic assessment to identify additional learning needs. This also informs staff about the programme of key skills, functional skills, basic skills and the level of programme that would suit the student’s needs best. Students with additional learning needs achieve at least at the same level as other students and in many cases higher than those who do not require additional support.

Tutors use a range of teaching methods and differentiation techniques to suit students and pay particular attention to those requiring specialist support for additional learning needs such as dyslexia. Support is offered from both a range of specialists around the Hull College Group and via student coaches. The Hull College Group has attained the embedded Matrix standard for information, advice and guidance.

Hull and Goole centres offer places to students who may face barriers to accessing other provisions locally. Hull College is one of the few colleges able to offer in-house British Sign Language support due to a well-resourced Hearing Impairment team. A mobility officer is employed by the Group who offers mobility and orientation training to visually impaired students. At Harrogate, specialist provision for hearing impaired students is delivered in partnership with Deaf START (Leeds Education).

30 Student ethnicity profile as at 1 December 2016

Ethnicity White British % Not % Unknown % Total white students British Hull 13794 85 3222 19 0 0 17016 Harrogate 1203 84 237 16 0 0 1440 Goole 387 85 69 15 0 0 456 Group 15384 81 3528 19 0 0 18916 * Totals may not equal 100% due to rounding

The ethnic diversity of the Group’s student population is significantly greater than the demographic profiles outlined in point 3 i.e.10.3% BME for Hull, 8.3% for Harrogate and 11.2% for Goole. Appendix 2 shows that the ‘White - any other white background’ group is the largest of the minority groups, representing 8% of the student population at 1 December 2015. This is a gradual increase from previous complete years, where the percentage was 6% in 2013/14 and 7% in 2014/15. This probably reflects current migration patterns from the EU.

Student gender profile as at 1 December 2016

Gender Male % Female % Total students Hull 9564 56 7456 44 17020 Harrogate 557 39 883 61 1440 Goole 178 39 278 61 456 Group 10229 54 8617 46 18916 * Totals may not equal 100% due to rounding

The gender balance shows there are 8% more males than females across Hull College Group, with 8% more males at Hull College, then a reversal with 22% more females than males at Harrogate College, and 22% more females than males at Goole College.

Gender imbalances at the different sites are likely to reflect the different mix of curriculum on offer, some of which have distinct gender appeal. The Group uses a variety of positive equality messages in publications and promotions to encourage all genders to participate, reviewing gender imbalance and appropriate actions via internal quality management processes e.g. Business Reviews and curriculum reports.

Table 5 – Achievement for all durations by different groups of students

The Group monitors participation, retention and achievement rates of different groups of students to ensure there are no significant gaps in performance. This is measured at school and Group level and monitored at performance reviews to identify any action required. The Group uses national benchmarks and socio-economic data to identify needs and ensure it meets them..

Headline Achievement Classroom Based Learning 3 Year Trend

2013/14 2014/15 2015/16 NR All Ages 84 76.5 77.6 82.3 31 16-18 76.5 67.3 72.1 78.4 19+ 87.9 83.1 82.6 86.4

Headline Achievement Rates (Apprenticeship overall)

2013/14 2014/15 2015/16 NR All Ages 62 64.5 77.8 70.0 16-18 75.2 73 70.2 72.4 19+ 58.9 61.6 79.5 72.8

Headline Achievement Rates (Apprenticeship Timely Success)

2013/14 2014/15 2015/16 NR All Ages 50.9 48.2 63 57.7 16-18 68.4 63.9 56.3 61.7 19+ 46.8 42.5 64.6 60.7

Apprenticeships (Overall) by Level

2013/14 2014/15 2015/16 NR Int Apprenticeship 61.5 63.6 78.2 70.4 Advanced 63.8 68.3 76.4 69.9 Apprenticeship Combined 62 64.5 77.8 70.0

Equality and Diversity Achievement Rates

Disability – yes, no, unknown

2013/14 2014/15 2015/16 NR Yes 86 79.2 76.2 79.9 No 83.5 75.7 77.9 81.8 Unknown 84.9 84.2 n/a n/a

Ethnicity – White British, BME/non-British, unknown

2013/14 2014/15 2015/16 NR White British 85.6 77 77.6 80.6 BME/non-British 74.3 74 77.7 82.4 Unknown - 75 - n/a

Gender - CBL

2013/14 2014/15 2015/16 NR Male 85.4 75.9 77.9 80.7 32 Female 82.1 77.2 77.4 82.0

Bursary/Hardship Funds - all ages

Hardship 2013/14 2014/15 2015/16 NR Yes 78 70 73.5 n/a No 86 79.4 80 n/a

Bursary/Hardship Funds - 16-18 only

Hardship 2013/14 2014/15 2015/16 NR Yes 77.4 67.9 71.2 n/a No 75.9 66.8 72.9 n/a

There are no significant variations in the achievement rates of different groups across the Group. The achievement rate of the majority of students within the Group – those who categorise themselves being White British, has increased slightly by 0.6% from the 2014/15 achievement rate to 77.6%.This is comparable to those students who categorise themselves as BME/non-British. The achievement rate for this group has improved by 3.7% from the 2014/15 rate to 77.7%, a 0.1% variation in ethnicity overall achievement rates. The male student achievement rate has increased by 2% to 77.9% comparable with the female student achievement rate of 77.4% which has increased by 0.2% from the 2014/15 rate.

Retention for students with SEND is very good; for those students receiving individual support retention is 86.5% and the Group’s achievement rate for students with a learning difficulty or disability improved by 5.1% in 2015/16 to 78.1%, an achievement rate 0.1% greater than students not in this category. Students defined with having a learning difficulty or disability perform as well as those without a learning difficulty or disability. The model of support for 2015/16 has been revised encouraging greater ownership for learning for individual students to increase the amount of students progressing with greater independence skills. The Group’s Supported Internship programme continues to provide SEND students with a positive work experience and provides positive employment opportunities with 5 students gaining employment and other students progressing within education in 2015/16.

Each delivery school is aware of any gaps and has actions in their quality improvement plans to address them.. Management information reports give a breakdown of participation and success by a range of different groups. Both participation and success are monitored and challenged through self-assessment and in the termly performance reviews.

Table 6 – Higher Education success rates by different groups of students

Participation* % 2014/15 2015/16 ALS Yes 2 2 No 98 98

33 Age 18-20 9 43 21+ 91 57

Disability/learning difficulty** Yes 18 17 No 82 83

Ethnicity White – British 84 92 BME 16 8

Gender Male 45 49 Female 55 51 Whole cohort 100 *This includes all the students in HE within the academic year. ** or health problem

Students studying HE are within the lowest age group (16-18) in their first year of study only and the profile within the 19+ group ranges widely and is different in the different faculties. The age profile overall is analysed as part of the annual programme course reporting which takes place at course level and evaluated to identify if actions to address differences need to be in place through a Quality Enhancement Plan (QEP).

The difference in declared disability/learning difficulty compared with the ‘no’ group is very small (+1%). This has been consistent over the past two years and reflects the overall support mechanisms available to HE students studying in an FE context. Only a small number of students received ALS in 2013/14 and this has remained constant in 2014/15.

Further to gaining Foundation Degree Awarding Powers (FDAP) in 2015, and also having a successful QAA HE Review in May 2016, we now recognise and use QAA recognised metrics for reporting HE results. Achievement rates are used rather than success rates. For 2015/16, the achievement results for the faculties overall was 96%.

Other Protected Characteristics

The Group has a well-established system for collating a wide range of statistical data on students and staff for the protected characteristics: age, gender, disability and ethnicity as shown above. At the start of the academic year 2011/12, we ran a pilot to collect further information from students on religion/belief and sexual orientation via optional monitoring forms. We had limited success and were not able to establish an accurate picture for these characteristics across all students. For 2012/13, we refreshed our approach and achieved much higher returns but were aware that we still had large gaps in our intelligence. Since 2013/14, our data services team has ensured that the optional monitoring forms have been issued alongside the learning agreements which students sign at enrolment. Whilst these actions have significantly improved the number of returns on going needs to continue to ensure high completion rates.

Currently, we cannot record this additional information on our enrolment forms. We do not link the data we have collected to our main management information system as there are

34 potentially data protection and confidentiality issues relating to the recording of sensitive personal details against individual student records.

This system is regularly reviewed to explore improved reporting mechanisms, whilst maintaining appropriate confidentiality.

Table 7 – Sexual orientation as at end of 2015/16 academic year

Number and % of students who responded*

All sites % Hull % Harrogate % Goole % Sexual orientation Heterosexual 1367 87 961 87 298 87 108 80 Gay man 21 1 16 1 1 0 0 0 Gay woman 16 1 11 1 2 0 1 0 Bisexual 40 3 22 2 4 1 12 9 Questioning 8 0 7 1 1 0 0 0 Other 19 1 17 2 2 1 0 2 Prefer not to say 107 7 67 6 26 8 13 10 Total 1579 1101 344 134 *Totals may not equal 100% due to rounding

Data was obtained from optional monitoring forms which were distributed with learning agreements during the main enrolment period. For the Group overall, total responses represent 8% of the student population at the end of the 2015/16 academic year. Of those who responded, 87% at Hull, 87% at Harrogate and 81% at Goole identified as heterosexual. The next highest percentage of responses fall into the ‘prefer not to say category’ with 7% overall, a decrease on the previous year.

Notably, percentages for disclosure of other sexual orientations are much lower than would be expected. Stonewall, the gay, lesbian and bisexual charity, believes the government estimates that 5-7% of the population is lesbian, gay or bisexual is a reasonable figure. The 67 students across the Group who identified as gay male, gay female and bisexual make up a total of 4% of the total sample who responded. Steps to support increased disclosure continue to be identified and actioned.

Table 8 - Religion/belief as at end of 2015/16 academic year

Number and % of students who responded*

All sites Hull Harrogate Goole Faith/belief 35 No Religion 815 566 157 90 58% 59% 52% 69% Buddhist 8 4 4 0 0% 0% 0% 0% Christian 388 274 91 23 28% 28% 30% 18% Hindu 6 4 2 0 0% 0% 0% 0% Jewish 3 3 0 0 0% 0% 0% 0% Muslim 47 46 1 0 3% 5% 0% 0% Sikh 12 11 1 0 0% 1% 0% 0% Other - Specified 18 7 7 4 1% 1% 2% 3% Other - Not Specified 10 5 2 3 0% 0% 0% 2% Prefer not to say 85 43 34 13 6% 4% 11% 10% Total 1392 963 299 130 *Totals may not equal 100% due to rounding

Information was obtained from optional monitoring forms in the same manner as described for sexual orientation and represents responses from 7% of students across the Group by the end of the 2015/16 academic year. The highest percentage of those who responded identify as having no religion, i.e. 59% at Hull, 52% at Harrogate and 69% at Goole represent small increases from the previous year. The next highest group within College was Christian, with 28%, 30% and 18% at Hull, Harrogate and Goole respectively. 5% of those who responded at Hull are Muslims, which represents 46 individuals. This is a significant number to take into account as we consider their religious needs such as halal food, and prayer/quiet room facilities. Only 1 student at Harrogate identified as Muslim and none were recorded at Goole.

This data continues to reflect the increasing secularisation of British society and local demographics. It also indicates that many of our students may lack awareness and understanding of religion/faith/belief and their importance to some communities, which could impact on their work-readiness and ability to engage with those from other communities.

Pregnancy and Maternity

Recording of pregnancy/maternity was introduced as a withdrawal category on our management information system part way through 2012/13 when only four students were recorded as withdrawing against this reason. This low figure may have been due to recording issues e.g. staff may have been using up stocks of the old withdrawal form. The system is now recording this data more accurately. In 2013/14, 24 students are recorded as having withdrawn due to pregnancy/maternity. The figures for 2014/5 were 39 students, and in 2015/16, 22 students were withdrawn in this category.

36 All students, as explained in the Group’s Student Pregnancy, Maternity, Paternity and Adoption Leave Policy, are entitled to return to their studies after their period of leave without penalty.

Gender Reassignment

We do not currently include a category on gender identity on our monitoring forms, following advice from the sector and transgender organisations. We recognise that this is an extremely sensitive area and people who have completed or are in transition may not wish to disclose for fear of discrimination, victimisation and being ‘outed’.

We shall continue to review our approach as advice develops and attitudes within society become more accepting. We regularly use the opportunity to raise transgender issues during our equality and diversity activities. The Group has a transgender policy in place and trained staff to support those who are transgender or committing to transitioning.

6.2 Staff

Staff can update their personal details at any time using the icon entitled My Info on all PC desktops. This enables us to further develop our reporting to include the newer protected characteristics and ensure we collect and report on the data in line with the Equality and Human Rights Commission’s recommendations. The equality and diversity monitoring form for jobs is kept separate from the application form and not used in shortlisting decisions.

The recording process for equality data is now an automatic collection process through the use of on-line applications which relies upon voluntary input from applicants. Previous collection relied on the use of a paper based system. One aspect which may be considered as a barrier to the collation of statistics that fully represent diversity of staff is that it is not an enforceable aspect – it is voluntary for current employees to provide this information.

Table 9 – Staff age profile as at 1 December 2016

Age profile Hull Goole Harrogate Group

No. % No. % No. % No. % U18 0 0.00% 0 0.00% 1 0.55% 1 0.09% 18-30 84 9.81% 2 4.88% 7 3.85% 93 8.62% 31-40 212 24.77% 10 24.39% 25 13.74% 247 22.89% 41-50 242 28.27% 9 21.95% 50 27.47% 301 27.90% 51-60 239 27.92% 16 39.02% 73 40.11% 328 30.40% 61+ 79 9.23% 4 9.76% 26 14.29% 109 10.10% Total staff 856 41 182 1079

For the Group as a whole, the majority of staff fall into the 41 to 60 age bands, the largest band being 51-60 which represents 30.4% of staff. This is consistent with other colleges in the region. Although the percentages of staff in the different age bands across the Group remain largely the same as in the previous year, there is a slight decline in the number aged 30 and under. A review of the Group’s recruitment processes is under way, one of the aims of which will be to ensure that the Group markets itself effectively as an employer of choice for younger people and enables these individuals to apply for jobs in a way they 37 would consider to be normal. Harrogate College in particular has an older age profile with only 33 staff aged under 40.

Table 10 – Staff disability profile as at 1 December 2016

College Disability/ % No % Not % Total Learning Disability known Staff Difficulty /Learning Difficulty Hull 48 5.61% 710 82.94% 98 11.45% 856 Goole 0 0.00% 38 92.68% 3 7.32% 41 Harrogate 7 3.85% 136 74.73% 39 21.43% 182 Group 55 5.10% 884 81.93% 140 12.97% 1079

For the Group as a whole, 5.10% of staff have disclosed a disability/learning difficulty, with 5.61% at Hull, 0% at Goole and 3.85% at Harrogate. This is largely unchanged from the previous year.

Table 11 – Staff ethnicity profile as at 1 December 2016

College White % Not White % Unknown % Total British British Staff Hull 777 90.77% 30 3.50% 49 5.72% 856 Goole 38 92.68% 0 0.00% 3 7.32% 41 Harrogate 139 76.37% 17 9.34% 26 14.29% 182 Group 954 88.42% 47 4.36% 78 7.23% 1079

The Group’s staff ethnicity profile is predominantly “White, British”. The 2012 Census reported 85.8% were of this ethnicity in Yorkshire and Humberside, making the Group’s profile slightly less ethnically diverse than the public it serves.

Table 12 – Staff gender profile as at 1 December 2015

College Male % Female % Total Staff Hull 349 40.77% 507 59.23% 856 Goole 6 14.63% 35 85.37% 41 Harrogate 56 30.77% 126 69.23% 182

Group 411 38.09% 668 61.91% 1079

Notably 23% more females than males are employed by the Group. This gap is more pronounced at Goole and Harrogate where only 15% and 31% respectively of staff are male, compared to 41% at Hull.

Other Protected Characteristics

Pregnancy and Maternity

38 Details of staff that are pregnant or on maternity leave and if/when they return to work, are recorded on the Human Resources system against individual personnel records. However, it is not currently possible to produce a statistical overview via this system. The Human Resources team provide advice and support to staff within the established legal framework. Human Resources currently record staff activity including long term illness and maternity leave, etc.

Information and documentation relating to staff management is available via HR policies on the portal and advice and guidance is available through nominated points of contact for each School/ department.

Sexual orientation, religion/belief, marriage and civil partnership

Table 13 – Staff: Sexual orientation as at 1 December 2015

Sexual Hull Goole Harrogate Group Orientation Bisexual 1 0 0 1 Gay 3 0 0 3

Heterosexual 210 8 45 263 Lesbian 0 0 1 1 Prefer Not To 15 1 2 18 Say Unknown 627 32 134 793 1079

Table 14 – Staff: Religion/faith/belief as at 1 December 2015

Religious Belief Hull Goole Harrogate Group

Any Other 3 0 1 4 Religion Christian 84 8 25 117 Hindu 1 0 1 2 Muslim 2 0 0 2 No Religion 96 0 13 109

Prefer Not To Say 15 1 2 18 Unknown 655 32 140 827 1079

Data collated in relation to sexual orientation and religious belief is not sufficiently complete to produce an accurate staff profile for these characteristics due to the large number of ‘unknowns’ i.e. 73% for sexual orientation and 77% for religion/belief across the Group. We also do not have sufficient data on marriage and civil partnership to provide any analysis.

39 As previously stated, providing information on these categories is voluntary, however we communicate regularly with colleagues to ensure all information we hold is accurate and relevant.

Gender Reassignment

As noted under this category for students, we have not yet introduced recording for this characteristic. Any prospective or current member of staff who has or is undergoing gender reassignment will be sensitively supported through our Transgender Policy.

Equal Pay Analysis for the academic year 2014/16

The Group conducts an annual equal pay audit. The vast majority of roles are part of a salary scale with automatic incremental progression up the pay spine. The exceptions to this are senior post-holders, whose pay and conditions are set by the Remuneration Committee and the Corporation and managers, whose pay increases are dependent upon performance and affordability. The pay grades for support staff are being gradually phased out in favour of spot salaries.

The following tables show breakdowns by grade and gender. Generally, the differentials in pay between genders for most grades are very small and not necessarily in favour of any gender.

Academic Staff Data

Table 15 - Academic staff data

Band A Staff Totals Average Number Female 98 £ 2,848,070.00 £ 29,061.94 Male 81 £ 2,356,549.00 £ 29,093.20 Average pay for £ 29,076.08 grade

Band B Staff Totals Average Number Female 81 £ 2,825,605.00 £ 34,884.01 Male 86 £ 3,013,271.00 £ 35,038.03 Average pay for £ 34,963.33 grade

For academic staff, there is broad parity for pay within the defined pay bands. In terms of pay progression, there is no connection between gender and speed of progression within either band.

Table 16 - Heads of School

40 Heads of School Staff Totals Average Number Female 8 £ 390,717.00 £ 48,839.63 Male 2 £ 92,363.00 £ 46,181.50 Average pay for £ 48,308.00 grade

In 2015/16 all Heads of School or other senior curriculum management roles were paid on the same pay scale and were thus able to achieve the same maximum salary once the relevant length of service is achieved. This has been changed from September 2016 so that Heads of larger Schools are paid on a higher salary band, to reflect increased levels of responsibility.

Table 17 - Heads of Service

Heads of Service Staff Totals Average Number Female 6 £ 216,153.00 £ 36,025.50 Male 8 £ 317,338.00 £ 39,667.25 Average pay for £ 38,106.50 grade

The pay difference in favour of males for this group of staff was £3,462 in 2015/16, which is the second consecutive year that this figure has increased. However, on analysis, this is believed to be distorted by the small number of individuals in the category.

Table 18 - Support Staff

Junior Support Staff

Scale 1 Staff Totals Average Number Female 49 £ 698,547.00 £ 14,256.06 Male 13 £ 186,304.00 £ 14,331.08 Average pay for £ 14,271.79 grade

Scale 2 Staff Totals Average Number Female 39 £ 637,133.00 £ 16,336.74 Male 19 £ 312,455.00 £ 16,445.00 Average pay for £ 16,372.21 grade

Scale 3 Staff Totals Average Number Female 95 £ 1,703,470.00 £ 17,931.26 Male 50 £ 895,140.00 £ 17,902.80 Average pay for £ 17,921.45 grade

41 Scale 4 Staff Totals Average Number Female 68 £ 1,350,740.00 £ 19,863.82 Male 28 £ 559,816.00 £ 19,993.43 Average pay for £ 19,901.63 grade

Scale 5 Staff Totals Average Number Female 24 £ 537,265.00 £ 22,386.04 Male 8 £ 178,900.00 £ 22,362.50 Average pay for £ 22,380.16 grade

Scale 6 Staff Totals Average Number Female 12 £ 295,648.00 £ 24,637.33 Male 10 £ 246,134.00 £ 24,613.40 Average pay for £ 24,626.45 grade

There is a significantly higher percentage of female staff in all but the highest of the 6 grades. Further analysis will take place to ascertain whether this means that the Group’s recruitment process favours men at more senior support levels. The pay differential between the genders varies from grade to grade but is insignificant in size.

Table 19 - Managerial Support Staff

Senior Support Staff

Scale SO1 Staff Totals Average Number Female 26 £713,110.00 £27,427.31 Male 30 £826,168.00 £27,538.93 Average pay for £27,487.11 grade

Scale SO2 Staff Totals Average Number Female 8 £241,726.00 £30,215.75 Male 7 £207,800.00 £29,685.71 Average pay for £29,968.40 grade

At scales SO1 and SO2, the data has stayed broadly the same as it was for 2014/15.

Table 20 - Directors

Directors Staff Totals Average Number 42 Female 6 £ 357,419.00 £ 59,569.83 Male 4 £ 224,295.00 £ 56,073.75 Average pay for grade £ 58,171.40

The data for directors has reversed since 2014/15, in that there are now 6 female directors instead of 4, and 4 male directors instead of 6 and that the average pay for the females is higher than that of the males. Given the small numbers involved, this is normal and no obvious irregularity or bias exists.

Table 21 - Corporation

As a corporation, the Hull College Group has a governing body with 20 governor positions, with currently 17 in post as of 1 December 2016:

Number Male Female

Independent Governors 14 9 5

Student Governors 1 1 0

Staff Governors 1 1 0

Chief Executive/Principal 1 1 0

Total 14 9 5

Independent governors are appointed through an open application process. Any member of the public may apply, provided that they are over 18 years old, meet certain legal criteria and have no conflicts of interest which would prevent them from being a governor. Appointments are made on the basis of the skills they can offer and whether these match the current assessment of skills required by the governing body. Support is available to anyone wishing to make an application. The present skills mix of independent governors is:

 2 Company Directors/business owners  6 from audit and finance backgrounds  9 from education or training backgrounds

Student and staff governors are elected by their peers. Support is available to anyone wishing to stand for election. Nominations by staff and students from all backgrounds are welcomed. There is a legal restriction on any elected governor under the age of 18 being able to vote on financial issues, there is no age restriction to nomination or election as a student governor.

Equality monitoring data for governors has been introduced. The data that governors have voluntarily submitted and collated below so as not to identify any individual governor, show that:

Data for 16 Governors is available:

43 Table 22

Age Number 30 years old and under 2 31-40 years old 2 41-50 years old 3 51-60 years old 3 61+ 6

Where disclosed 16 governors have stated that they identify as coming from a white English, Welsh, Scottish, Northern Irish or British background.

Through the work of the Governance Committee the Corporation actively considers the skills and diversity of membership of the Corporation through the introduction of an Equality and Diversity dashboard (received biannually). This dashboard assists the Corporation in informing governor recruitment strategies and ensuring that the skills and diversity of the group’s stakeholders are suitably represented.

7 Other data – complaints and disciplinaries

The nature of complaints and disciplinaries can be a useful indication of how well we are meeting our equality duty.

7.1 Complaints and Grievances

7.1.1 Students Numbers of complaints by students are recorded against curriculum and service areas and are dealt with using the Group’s published Praise and Complaints Policy. Any relating to the protected characteristics have been recorded since January 2011. Since then, up to the end of the 2015/16 academic year, there have only been three complaints connected to a protected characteristic.

7.1.2 Staff

In 2015/16 none of the complaints or grievances were connected to a protected characteristic. The Disciplinary and Grievances Policy includes a reference to equality issues and their relevance.

7.2 Disciplinaries

7.2.1 Students

In 2015/16, 484 students went through the formal stages of the disciplinary procedure, an increase from the previous year. This can be attributed however to increased vigilance and approach by staff, embedding of the Group’s Acceptable Standards, and greater consistency in the use of our student behaviour and disciplinary policy. 59% of these were male and 36% female, with 5% unrecorded. Of these, 91% were from white British backgrounds, with 4% from black and ethnic minority backgrounds a 2% decrease from the previous year, with 5% recorded as ‘prefer not to say’. The vast majority, 72%, were in the 16-18 age group which is the same as 2014/15. No disciplinaries were related to a protected characteristic in 2015/16.

44 7.2.2 Staff

In 2015/16 none of the disciplinaries were connected to a protected characteristic. The Disciplinary and Grievances Policy includes a reference to equality issues and their relevance.

8. Moving forward

Promoting positive equality messages and ensuring these are embedded in teaching, learning, and assessment is an on-going process. This report demonstrates a wide range of proactive initiatives taking place within the Group to help us fulfil our Public Sector Equality Duty. We need to continue to make progress in developing data capture and analysis, for example improving the completion by students of the optional monitoring forms remains a priority objective during 2017. This information enables us to ensure we are meeting the varied needs of both staff and students.

If you would like to participate in our equality and diversity work, please contact a member of the Equality and Diversity team on:

[email protected]

45 Appendix 1

Hull College Group Committees and Reporting Structure 2015/16

Corporation

Remuneration Audit Finance and General SWOT Excellence Governance Committee Committee Purpose Committee Group Committee (Ad Hoc)

Strategic Leadership Team (SLT)

Curriculum Innovation and Delivery Group Wider Management Team Staff Voice Hull, Harrogate, (CIDG) (WMT) & Goole Consultative Groups

 Innovation  Young People’s  Communications and Engagement  Adult  Continuous Improvement  Higher Education  Organisational Development  Study Programmes Strategy  Employability  Commercial  Student Journey

46 Appendix 1 (continued)

Higher Education Management Arrangements

Excellence Committee

HE Academic Board

HE Faculty Research HE HE Learning HE Planning HE Student Board(s) Enterprise & Academic and & Resources Experience Scholarly Quality & Teaching Activity Standards

47 Appendix 2

Three Year Hull College Group Profile

Hull College Group Profile - All Funding Types Data taken from Learner Numbers Reports*

13/14 14/15 15/16 Age Profile 14-16 785 (3%) 522 (2%) 379 (2%) 16-18 5614 (21%) 5104 (19%) 4543 (24%) 19-24 6484 (24%) 6569 (25%) 4916 (26%) 25+ 13811 (52%) 14261 (54%) 9077 (48%) Under 14 10 (0%) 36 (0%) 1 (0%) Gender Profile F 11557 (43%) 11512 (43%) 8617 (46%) M 15147 (57%) 14980 (57%) 10299 (54%) ALS Profile No 23012 (86%) 22852 (86%) 17077 (90%) Yes 3692 (14%) 3640 (14%) 1839 (10%) Ethnicity Profile any other 273 (1%) 247 (1%) 179 (1%) Asian or Asian British - any other 202 (1%) 209 (1%) 208 (1%) Asian or Asian British - Bangladesh 94 (0%) 186 (1%) 198 (1%) Asian or Asian British - Indian 136 (1%) 105 (0%) 75 (0%) Asian or Asian British - Pakistani 204 (1%) 163 (1%) 137 (1%) Black or Black British - African 528 (2%) 524 (2%) 535 (3%) Black or Black British - any other 100 (0%) 99 (0%) 89 (0%) Black or Black British - Caribbean 89 (0%) 75 (0%) 62 (0%) Chinese 82 (0%) 68 (0%) 60 (0%) Mixed - any other Mixed 86 (0%) 79 (0%) 60 (0%) Mixed - White and Asian 133 (0%) 115 (0%) 97 (1%) Mixed - White and Black African 55 (0%) 71 (0%) 56 (0%) Mixed - White and Black Caribbean 109 (0%) 105 (0%) 75 (0%) not known/not provided 3 (0%) 7 (0%) 4 (0%) Other ethnic group - Arab 156 (1%) 165 (1%) 158 (1%) White - any other White background 1712 (6%) 1963 (7%) 1492 (8%) White - British 22699 (85%) 22252 (84%) 15384 (81%) White - Gypsy or Irish Traveller 19 (0%) 30 (0%) 12 (10%) White - Irish 24 (0%) 29 (0%) 35 (0%)

48 Appendix 2 (continued)

Hull College Group Profile - All Funding Types Data taken from Learner Numbers Reports

13/14 14/15 15/16 Ethnicity - BME Profile Total Not White British 4002 (15%) 4233 (16%) 3528 (19%) Disability/Learning Difficulty Profile Disability/Learning Difficulty 5048 (19%) 5139 (19%) 3538 (19%) No Disability/Learning Difficulty 21631 (81%) 21347 (81%) 15243 (81%) Unknown 25 (0%) 6 (0%) 135 (1%) Disability Profile disability affecting mobility //144 (1%) 153 (1%) 10 (0%) emotional/behavioural difficulties 160 (1%) 176 (1%) 96 (1%) hearing impairment 203 (1%) 182 (1%) 31 (0%) mental ill health 371 (1%) 353 (1%) 6 (0%) multiple disabilities 455 (2%) 562 (2%) no disability 23318 (87%) 23030(87%) 15413 (81%) not known/information not provided 33 (0%) 18 (0%) 41 (0%) not known/not known/information 87 (0%) 100 (0%) 2416 (13%) other 520 (2%) 502 (2%) 208 (1%) other medical condition 1006 (4%) 1029 (4%) 138 (1%) other physical disability 63 (0%) 86 (0%) 148 (1%) profound complex disabilities 7 (0%) 5 (0%) 292 (2%) temporary disability after illness 35 (0%) 30 (0%) 112 (1%) visual impairment 302 (1%) 266 (1%) 6 (0%) Learning Difficulty Profile dyscalculia 109 (0%) 116 (0%) 30 (0%) dyslexia 1366 (5%) 1426 (5%) 297 (2%) moderate learning difficulty 615 (2%) 603 (2%) 6 (0%) multiple learning difficulties 167 (1%) 161 (1%) no learning difficulty 24028 (90%) 23866(90%) 15413 (81%) not known/information not provided 139 (1%) 124 (0%) 2931 (15%) other 207 (1%) 130 (0%) 208 (1%) other specific learning difficulty 27 (0%) 21 (0%) severe learning difficulty 46 (0%) 45 (0%) 31 (0%)

Total Profile Total Students 26704.00 26567.00 18916

*Figures are for complete academic years.

49 Appendix 3 Three Year Staff profile by age, gender, ethnicity and disability as at 1 December 2015

Category 2012/13 % 2013/14 % 2014/15 % Age Nos Nos Nos Under 18 0 0.00% 1 0.06% 3 0.22% 18-30 212 12.99% 209 13.46% 160 11.49% 31-40 392 24.02% 359 23.12% 320 22.97% 41-50 493 30.21% 470 30.26% 406 29.15% 51-60 413 25.31% 394 25.37% 396 28.43% 61+ 122 7.48% 120 7.73% 108 7.75% Gender Male 632 38.73% 581 37.41% 526 37.76% Female 1000 61.27% 972 62.59% 867 62.24% Ethnicity African 4 0.25% 5 0.32% 6 0.43% Any Other 5 0.31% 6 0.39% 5 0.36% Asian - Other 1 0.06% 1 0.06% 1 0.07% Bangladeshi 0 0.00% 0 0.00% 0 0.00% Black - Other 0 0.00% 0 0.00% 0 0.00% Caribbean 1 0.06% 1 0.06% 0 0.00% Chinese 1 0.06% 1 0.06% 1 0.07% Indian 5 0.31% 6 0.39% 5 0.36% Mixed - Other 4 0.25% 3 0.19% 3 0.22% Not Known 29 1.78% 117 7.53% 108 7.75% Pakistani 3 0.18% 1 0.06% 1 0.07% Prefer not to say 30 1.84% 2 0.13% 4 0.29% White - British 1518 93.01% 1385 89.18% 1236 88.73% White - Irish 2 0.12% 2 0.13% 2 0.14% White - Other 23 1.41% 21 1.35% 20 1.44% White - Other European 1 0.06% 0 0.00% 0 0.00% White & Black African 2 0.12% 0 0.00% 0 0.00% White & Black Caribbean 1 0.06% 1 0.06% 1 0.07%

Disability/learning

difficulty

Has disability/ learning 74 4.53% 68 4.38% 74 5.31% difficulty

No disability/ learning 1399 85.72% 1267 81.58% 1123 80.62% difficulty Unknown 159 9.74% 218 14.04% 196 14.07%

Total staff 1632 1553 1393

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