Contents Page 1. Introduction 2 2. College Context 2 3. Equality Objectives (EO) – EO 3 & 7 3 4. Equality and Diversity in Adult College 5 5. Requirements of Equality Act - EO 2 & 5 6 6. Community Involvement – EO 5, 7 & 2 9 7. Tackling Bullying, Harassment and Discrimination – EO 4 22 8. Support for Disability Learners and those with Learning Difficulties - EO 5 22 9. Learner Satisfaction Rates 28 10. Learner Voice: Cube Diary Room (The Pod) 32 11. Learner Performance Monitoring – EO3 33 12. Equality and Diversity Data 2012/13 - EO 3 & 7 34 13. Curriculum Area Targets for Development 2012/13 36 14. Role of the Equality and Diversity Committee 37 15. Staff Recruitment and Selection 2012/13 – EO 6 39 16. Key Priorities for 2013/14 – EO 1 43 17. Training and Development 44 18. Moving Forward 44 19. Reporting and Publishing 45 1 Introduction Priestley College is committed to equality of opportunity for all who learn and work here. We respect and value the diversity of our staff, learners, visitors, contractors, governors and the community. We strive to create a positive working and learning environment where everyone is encouraged to meet their full potential. This commitment is enshrined in our College Mission Statement. THE COLLEGE MISSION Our mission is to realise potential through inspirational teaching and learning in a wholly supportive and caring environment. We believe that everyone has a right to work or study with an equal chance to succeed and realise their potential, free from discrimination or harassment. Promoting equality is everyone’s responsibility and is embedded throughout our Single Equality Scheme and Action Plan. These principles are supported through procedures and training. In 2012/13 the College, in consultation with staff, governors and stakeholders developed equality objectives in line with national guidelines. Equality Objectives This Annual Equality and Diversity Report details the progress we have made in 2012/13 towards the Single Equality Scheme Action Plan and the Equality Objectives. Priestley College’s Equality Objectives: 1. To update our Key Priorities on an annual basis to enable us to work towards them; 2. To develop a culture that promotes and celebrates equality and diversity; 3. To monitor learner performance (according to a range of protected characteristics identified by the Equality Act 2010 such as disability, gender and ethnicity) in order to identify and address underachievement of any group via targeted, evidence-based strategies; 4. To pro-actively address all forms of discrimination, harassment and victimisation; 5. To establish an environment which encourages and enables groups with diverse backgrounds and/or conflicting practices/values/interests to foster positive relationships; 6. To work towards a staff and governor profile that more closely reflects and complements the local community; 7. To ensure that each individual has the opportunity to reach her/his full potential. College Context The College has continued to work to close any identified achievement gap or areas of under representation. There was little change in the gender profile of the College with a slight increase in male learners, 44% in 2010 to 45% in 2011 to 46% in 2012. Female numbers declined from 56% in 2010 to 55% in 2011 and 54% in 2012. The percentage of Black and Minority (BME) learners showed a small increase from 4.6% in 2010 to 5% in 2011 and has remained static at 5% in 2 2012. The College profile therefore, remains predominantly white with 93% in 2010 and 95% in 2011 and 2012. The College has worked hard to clarify the broader range of ethnicity categories. The number of learners with Learning Difficulties and Disabilities (LDD) increased from 12% in 2010 to 15% in 2011 to 16% in 2012. Data also shows that 28% of learners received the disadvantage uplift whereas this declined in 2011 to 25% and in 2012 to 24% mainly due to the intake of learners, as it is postcode classification for the uplift entitlement. Equality Objectives: 3. To monitor learner performance (according to a range of protected characteristics identified by the Equality Act 2010 such as disability, gender and ethnicity) in order to identify and address underachievement of any group via targeted, evidence-based strategies; 7. To ensure that each individual has the opportunity to reach her/his full potential. Success rates as a College have varied between Curriculum Areas where plans have been formulated to tackle any identified achievement gap. College continues to develop the use of the data collected to inform all aspects of its delivery. Information regarding learners with English as an additional language (EAL) and those receiving free school meals and bursaries will be available to staff on the Staff Priestley Quay system so information and monitoring can take place through 2013/14. All Curriculum Areas have been working to reduce the impact for learners in the removal of EMA – making their curriculum, kits, use of text books and trips more accessible for all. In 2012/13: Art and Design focussed on support and monitoring of 19+ learners (3% of learners) – the impact of this was specifically evident on the Art Foundation course where retention increased by 10%, and across the department by 3%. Their focus in 2012/13 was to continue to develop this and the support for learners with no LDD which fell by 1%. Sport Priestley in 2012/13 focussed on increasing female participation, developing mentors and role models for female Sport learners. The impact of the focus was an improvement in success rates in 2011/12 by 6%, and an increase in the promotion of females into Sport by Kathy Butler, working in the local communities and increasing volunteering opportunities. However, in 2012/13 the success rates for females fell by 12% so a thorough review of provision was necessary. Trips and visits were adapted to ensure that females were comfortable participating. Continued support was offered to learners receiving uplift, funding a Btec course specifically in football. Science and Maths developed more workshops to take place in College to support disadvantaged learners with resources and space to work and revise. The impact of this work has seen an increase in success rates from 78% in 2011/12 to 83% in 2012/13. They continue to work on the under-representation of females in Physics and Engineering by holding a Year 9 event in conjunction with Sir Thomas Boteler Church of England High School targeting female pupils. 3 Professional Studies were working to develop closer links with Study Support to provide more targeted activities for LDD learners, LDD 2011/12 success rate 82% 2012/13 79% and to improve success rates for uplift learners, 2011/12 and 2012/13 static at 81%. The area developed a broader range of active learning activities, specifically targeted at male learners, using role models to raise aspirations across the area, male achievement 2011/12 87%, 2012/13 90% female 90% to 94% particularly for BME learners (success rates improved by 9%). VOC learners showed higher grades in their results across vocational provision. Media and Performing Arts integrated the Diversity Competition more organically and emphasised support for learners receiving uplift - this improved from 2011/12 to 93% but declined in 2012/13 to 88%. The ‘Inspiring Boys Performing Arts’ resulted in improvements to the numbers of males in the area from 241 to 263. This area’s focus is on tackling under- performance by a number of learners and to develop intervention for learners identified as being at risk of under-performing. ICT developed support for learners on Level 2 with EAL learners which successfully developed for their progression to either employment or progression to Level 3 courses at Priestley with them gaining merit or above in their qualifications. Their drive to recruit more female learners has led to a number of initiatives, including linking with partner schools. Their focus will be to continue to develop the recruitment and success rate for females in IT, females 2011/12 20%, 2012/13 17% success rates 2011/12 87%, 2012/13 84% and to focus on LDD learners in IT as there is a higher number studying in the area than the College Average. The success rate for these learners has been 5% below the LLDD group for the past two years. Humanities have focused on developing stretch and challenge activities and questioning techniques and have increased the participation rates for trips and visits by enabling the learners to access financial support. The area has raised aspirations across the area by visits, guest speakers, purchase of text books and the involvement of a number of outside agencies. Their new focus will be to address the achievement gap by offering more support for female learners. Health and Education have developed strategies to try to improve male recruitment and success rates. The area had a reduction in male recruitment from 35 to 24 learners in 2012/13 or 6% of learners. Role models, positive male images and male learner attendance at events such as open evenings etc. This will be a continued effort and the area will particularly focus on improving success rates for LDD learners, which have fallen in 2011/12 from 88% to 76% in 2012/13 and those receiving uplift from 85% 2011/12 to 77% 2012/13. Early monitoring, tracking and intervention strategies are in place to track this. The improved information on Priestley Quay should enable all tutors to respond pro-actively to learners in their groups. English and MFL have focussed on the decrease in success rates for both males and females, from 91% (both) in 2011/12 to 88% (male) in 2012/13 and 88% female, and for learners with LDD which has fallen from 89% in 2011/12 to 81% in 2012/13.