Coloured page background for working draft only (to distinguish from last year’s
edition)
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Contents
Page Number
Foreword
2
Executive Summary
3-7
Introduction
7-8
Context - summary information on the
Hull College Group
8-9
Context - local demographic profiles
9 - 11
Management of Equality and Diversity
within the Group
11 - 13
People first
13 - 26
Student and staff data
26 - 40
Other data: complaints and disciplinaries
40 – 41
Moving forward
Appendices
42
43 - 47
1
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 independent 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.
‘Excel, Respect, Innovate and Celebrate’
Our values are underpinned by a detailed personal development programme for students
which ensures all of our students explore the themes of citizenship 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.
This annual report provides an important opportunity to reflect on how we are achieving
these 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
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Executive Summary
1. Introduction
This report is published to demonstrate the Group’s 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
range 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. The Group uses a
process of Equality Analysis to assess the impact on equality of 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
Statistical information is provided on the protected characteristics of both staff and students,
where available.
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5.1 Further Education (FE) Long Course Success rates by different groups of
students
By nearly all measures the difference in long course (i.e. over 24 weeks) success for
students has been no greater than three percentage points in recent years.
Differences by gender have remained very small. However the differences by age have
increased to 9% from 2% in 2014/15, this is due to a drop in 16-18 success rates. IAG for
adults has become increasingly effective at the same time that a 16-18 condition of funding
has required all young people to study English and Maths.
The wider differences of those with a disability or learning difficulty (the majority of students
then receiving some form of additional support) can generally be explained by the
exceptional performance on foundation programmes.
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 Business Reviews.
*(School = Group department for curriculum delivery)
6. Age
6.1 Students
Our January 2015 report showed variations in two of the similar age profiles for the different
sites, however over the year this changed and by the end of the year all the age groups
were within 2% of the previous years’ statistics as shown in the more detailed three year
comparison in Appendix 2.
6.2 Staff
For the Group as a whole, the majority of staff fall into the 31 to 60 age bands, the largest
band being 51-60 which represents 29.97% of staff. There are 3 employees under 18
years; and 8.97% are 61+. There are differences between sites, as almost 24% of Hull and
22% of Goole staff are 31-40 compared to just over 13% at Harrogate. Harrogate has an
older age profile, weighted towards the 51-60 age band with just over 41% in this category.
70% of Harrogate staff are aged between 41 and 60, compared to 56% at Hull and 56% at
Goole.
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. 32%, 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.
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7.2 Staff
For the Group as a whole, 5% of staff have disclosed a disability/learning difficulty: 6% at
Hull, 0% at Goole and 4% at Harrogate; (where 20% are showing as ‘unknown’).
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 16% for Hull,
17% for Harrogate and 12% for Goole as at 19 th October 2015. 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
The Group’s staff ethnicity profile is less diverse than that of the students, with percentages
of ‘Not White British’ being 3% at Hull, 2.00% at Goole and 8% at Harrogate.
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 41% of the student population at the end of the 2014/15 academic year. Of those
who responded, 84% at Hull, 84% at Harrogate and 86% at Goole identified as
heterosexual, as did 91% of those with a partner or other provider and 77% of those who
had not specified their location. The next highest percentage of responses fall into the
‘prefer not to say category’ with 14% overall, a slight increase from last year.
Notably, percentages for disclosure of other 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 have 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. 77%.
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 86% of students across the Group by
the end of the 2014/15 academic year. The highest percentage of those who responded
identify as having no religion, i.e. 65% at Hull, 56% at Harrogate and 61% at Goole. The
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next highest group within College was Christian, with 22%, 34% and 35% at Hull, Harrogate
and Goole respectively. 4% of those who responded at Hull are Muslims, which represents
171 individuals. This is a significant number to take into account as we consider their
religious needs such as prayer/quiet room facilities. Only 11 students, less than 1% of
respondents at Harrogate identified as Muslim and none were recorded at Goole.
10.2 Staff
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. 81% across the
Group.
11. Pregnancy and maternity
11.1 Students
The Student Pregnancy, Maternity, Paternity and Adoption Leave Policy will be reviewed in
November 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 2014/15, 39 students are recorded as having 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 Services and their line managers. Details of staff
who 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.
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 any gender bias, with all but
one differential remaining more or less static. The exception being at the top end of Support
Staff on Scale 6, where the differential between female/male has changed from 16/12 to
17/28.- scale 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
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then, up to the end of the 2014/15 academic year, there has only been one complaint
connected to a protected characteristic and that was in the period January 2011 to 31st
August 2011.
In 2014/15, 352 students went through the formal stages of the disciplinary procedure, a
reduction from the previous year. 58% of these were male and 42% female. Of these, 94%
were from White British backgrounds, with 6% from black and ethnic minority backgrounds
a 4% increase from the previous year. The vast majority, 72%, were in the 16-18 age group.
No disciplinaries were related to a protected characteristic.
14.2 Staff
In 2014/15 none of the disciplinaries or grievances were connected to a protected
characteristic. The Disciplinary and Grievances Policy includes a reference to equality
issues and their relevance.
15. Moving Forward
The 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 ensures these
approaches are embedded in teaching, learning and assessment, and across support
areas. This remains an 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 2014/15.
Hull College Group
Equality and Diversity Report - January 2016
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
o
o
o
Age
Disability
Race
Sex
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o
o
o
o
o
2.
Sexual orientation
Gender reassignment
Religion/belief
Pregnancy and maternity
Marriage and Civil Partnership (though the requirement to ‘advance equality of
opportunity’ and ‘foster good relations’ does not apply to this characteristic).
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.
Community education courses are offered in a large number of venues across Hull and the
East Riding with a smaller number offered around the Harrogate centre. The workplace
learning arm offers bespoke training programmes to industry. Each college provides
bespoke solutions to business training needs.
The Hull College Group offers courses in all 15 sector subject areas leading to qualifications
from pre-entry level to higher education. In 2014/15, the Group enrolled around 27,000
students through a range of programme types including Classroom Based Learning,
Apprenticeships, Workplace Learning, full-cost, contracted work and Higher Education. Of
these, around 5,100 were aged 16-18, 6,900 adult students on classroom based learning
and 1,300 on Higher Education programmes.
Workplace Learning (including
Apprenticeship programmes) was provided for around 5,400 students. Some 16% of
students enrolled at the Group are from minority ethnic groups (including Irish), compared
with 10.4% in the local community of Hull, 3.9% in the East Riding and 8.3% in Harrogate
(Source: 2011 Census). In addition to the 14-16 College the Group works with 14
secondary schools in Hull, 17 in the East Riding and 12 in Harrogate and surrounding areas
(mainstream and special schools). The Group provides vocational programmes for around
340 14-16 year olds through curriculum partnership arrangements.
The Group had a close working relationship with Sirius Academy in Hull until February
2015, which the Hull College Group previously sponsored. During the Group’s sponsorship
the percentage of pupils gaining five GCSEs (A*-C, including English and mathematics)
improved from just 29% in 2009 to 60% in 2014. Sirius Academy achieved outstanding in
its last Ofsted inspection of March 2014. Following legislative change the Group has
started its own Direct Entry at 14. The 14-16 College opened in September 2013 offering a
broad and balanced curriculum, based in a secure zone at both Hull and Goole sites. The
official on-roll number for 2014/15 was 113 in year 10 and 95 in year 11. During the Ofsted
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visit of March 2014 the Group received a rating of ‘significant’ for their ability to meet all the
themes reported upon
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. 16% of students at Hull College in the year 2014/15 were
from BME communities.
In the immediate catchment area of Kingston upon Hull, there are many areas of significant
deprivation (5th most deprived. Source: English Indices of Deprivation 2010). In 2015, the
number of pupils gaining five A* to C passes at GCSE in Hull (including English and
mathematics) was 46.5%; this is significantly lower than the national average of 56.1%.
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 2015,
compared to around 60% achieving this by age 16 nationally (source: DfE data). The
proportion of students in Hull who are from areas identified as disadvantaged is 66%.
The unemployment rate for Yorkshire and the Humber is 6.3% (July 2015), a 1% fall for the
same period last year, though significantly above the national rate of 5.4% (Source: Office
for National Statistics). The rate for Hull is around 10.4%. The percentage of those Not in
Education, Employment or Training (NEET) aged 16-24 in the Yorkshire and Humber region
is 15.3%, compared to the average for the UK of 12.7% (June 2015. Source: ONS).
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. Around
70% of the Group’s 16-18 year-old full-time students received the Educational Maintenance
Allowance (EMA) up to it ceasing in 2010/11. The Group was one of the largest providers
of EMAs in the country. During 2014/15, 47% of the Group’s 16-18 year-old full-time
students received the Student Maintenance Allowance (the Hull College Group branded
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student support bursary). The bursary has been designed to support those students in
greatest financial hardship. In addition 1,463 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 falls within the
lowest quartile (indicating high levels of social deprivation) using the latest Socio-economic
Performance Indicator (SePI) Report.
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 3.3 % (Source: NOMIS July
2013 – June 2014). 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%. 14% of
students at Harrogate College in 2014/15 were from a BME background.
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).
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.
Within the vicinity of Harrogate College there are nine secondary schools (five of which
have recently converted to Academy Status) and four independent schools. The majority of
schools have sixth form provision and as a consequence competition for students aged 16
to 18 is strong. In 2015, the number of pupils gaining five A* to C passes at GCSE
(including English and mathematics) for the North Yorkshire Local Authority was 61.2% and
higher than the national average.
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
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).
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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 2014/15 academic 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 Deputy Chief Executive. The Board receives information on
relevant activities across the Group and makes decisions on recommendations received.
Business since January 2015 has included approval of a new Looked After Children/Care
Leavers Private Policy, discussion of reports from the Disabled Students’ Forum, the
introduction of a termly Safeguarding Issues report, 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 applies 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
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.
In line with the Specific Duties requirements of the Equality Act, we published our equality
objectives in April 2012. 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.
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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 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.
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 in the College
Life section of the website 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 use of
equality analysis. This has developed from our Equality Impact Assessment procedure,
taking feedback from staff users and is now a more streamlined approach. It is an integral
part of the approval procedure during the development or review of 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.
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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 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

Frazer was in college on a Level 1 catering course last year and has progressed on
to the L2 catering course; he has schizophrenia and is a mature student. Frazer has
gained in confidence during this last year, has worked hard and has accepted
support to help him through. His increasing confidence, ability and desire to work and
be independent has led to academic support in the classroom being reduced with
staff keeping a watching brief. Frazer has stated to support staff that he would not
have achieved so much without their help.

Jessica Level 3 Business. Jess has a hearing impairment and cerebral palsy. Jess
lacked confidence and had few friends when she started at the college, she would
barely walk around the college without a support worker or member of staff. Over the
period of two years Jess organised a jewellery club raising funds for other charities,
became a student representative for student voice and became very independent.
Jess has obtained full time employment which she is enjoying and taking further
exams, her eventual goal would be to go to university.

Kai enrolled on the BA (Hons) Journalism & Digital Media in 2013. He has a
degenerative condition which has resulted in him being fully dependent on an
electrically powered wheelchair to assist with his mobility. Although he has had
access to full support from the Additional Learner Support team throughout his
studies, Kai is an independent student who will only ask for support from his practical
assistant if needed. Kai’s tutors have also commented on his enthusiasm to try
anything, and his willingness to take on advice from his tutors to improve his work.
To support his development and gain experience in the Journalism industry, Kai uses
his initiative to make contacts and gain respect for his journalism work. He has been
successful in securing work placements at Hull Kingston Rovers, Hull FC, Hull Daily
Mail and BBC Radio Humberside. Kai uses his work experience and networking
skills to act as an advocate for the achievements of others with disabilities.
Alongside his studies, he has also set up a digital and print magazine called
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ParaHEY. ParaHEY covers all disability sports in Hull, Leeds and Lincoln and
includes articles about athletes who have or desire to represent their country at an
international competition such as the Paralympics.

Holly currently studying on Year 2 BA (Hons) Fashion has shown herself to be an
extremely talented and innovative designer as well as committed BA Student. In the
past she has struggled and avoided any academic work due to her challenging
dyslexia but through pure determination, hard work and her flourishing talent she has
progressed onto the 2nd year of the BA (Hons) Fashion Course at a very high level.
Just recently Holly has been shortlisted to the final 10 for The Clothes Show
Young Designer of the Year 2015 Award. Holly has not let her dyslexia stop her from
developing as a designer and we expect to see great things from her in the following
years.
5.1.2 Vocational Gender Exchange Taster Sessions
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 to build with students from brickwork,
carpentry and joinery switching with dance, and hair and beauty students during the last
academic year and participating in half-day 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 and
career choices.
Additionally, all females joining construction/engineering courses have the opportunity to be
part of the Women In Sustainable Technologies (WIST) group, which gives support and
advice to women in these areas.
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
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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
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Increase the recruitment of women to academic STEM roles and female undergraduates to
STEM courses.
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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.
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Free membership for all employers
Assistance with setting up and supporting women’s networks and mentoring
schemes
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 Princes Trust at Goole College
Goole College students participated in the Princes Trust Community Project, they
came fourth out of 300 in the country when they landscaped the gardens of a local
residential care home for children. This was an excellent achievement for all the hard work
of the student group.
The Prince’s Trust Team 5 group spent two weeks at Airmyn Primary School landscaping
and tending the gardens. This was a huge project with several separate areas that needed
attention. This included the main garden where the group re-established the flower beds
with new planting and summer flowers. A xylophone was made especially for the children to
use in the pond area where the group tidied up and cut back all of the trees. The team
cleared the woodland area and put down paving slabs to make a woodland
walkway. Gnomes were then hidden for the children to find.
This project transformed a tired looking garden into a magical and visually pleasing area for
all of the children who attend this school to enjoy spending time in.
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.
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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.
We are now in our 4th year with our 5th group of participants which demonstrates the value
to colleagues and college alike. 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 21 projects, 11 have been developed further with 6 gaining
momentum and being embedded as part of group practice including: - 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
The latest projects are just as exciting and will further develop our provision in relation to
equality and diversity and enhance our ability to support and engage and we look forward to
seeing the wider benefits across the group.
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To develop a project to devise, develop and plan delivery of a ‘Healthy Minds – Staff
Emotional & Mental Wellbeing’ resource with direct benefit for both staff and student
Access Arrangements - give students, who may struggle due to a form of difficulty,
extra help and support during exams to give them the best opportunity to achieve.
Using Smart Assessor to ensure positive and timely completions of Apprenticeships
Sports Department Community App - available for students to download which was
specific to them and their study programme they would be ‘more likely’ to engage
with it. Supporting access for all and community working via IT.
Support attendance and tracking of maths & English within a study programme - to
provide an overall picture of attainment, achievement and attendance, so areas of
concern can be flagged up and positive interventions can take place.
2 others have been submitted and may be amalgamated into 2 of the projects above.
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Empathic Collaboration - A collaboration between, HSAD, HSPA and the Hull
College Library and all students of Hull College transcending all barriers, to produce
a blended learning experience incorporating aspects of therapeutic uses of the Arts
Inspire HCUK – to develop systems to support early engagement and orientation for
students providing a positive start. Timely information sharing, intervention and
review helping to ensure recruitment and retention.
A Link to the Community – Harrogate College
The Harrogate College Extended Diploma Art & Design students have been working with
Fountains Abbey and the National Trust to design pieces of work for an exhibition. The
students were given a live brief by two of the Fountains Abbey staff and then they had to
present their ideas to get feedback and responses from them before they could begin to
manufacture their pieces. The brief this year was to focus on ‘Frozen in Time’ and allowed
the students to respond individually depending on their specialist pathways. The exhibits
will be displayed at the Fountains Abbey site for several weeks and the general public will
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be invited to vote for their favourite piece. The winner will be awarded a prize by Fountain
Abbey.
This project is part of a long standing partnership with Fountains Abbey to help advertise
the site. It gives the students a valuable insight into the world of work and how to produce
work for a client instead of following their own preferences. It helps improve their
communication and presentation skills and also helps the Fountains Abbey to attract more
visitors.
5.2 Equality, Diversity, Citizenship and Employability
Each spring, we hold an Equality, Diversity and Citizenship Celebration Week across all
sites. The aim is to celebrate and value our rich diversity as a group of Colleges and as
global citizens. We invite staff and students to participate in a range of stimulating activities,
whether it be a thought provoking talk, visit, or a fun event where people can mix and enjoy
each other’s company.
During the spring term, students who are on substantial programmes of study choose a
particular theme for citizenship projects related to equality and diversity, sustainability or
social enterprise. The projects are judged during Equality, Diversity and Citizenship Week
and certificates of achievement are awarded for projects which have benefited the
community. In 2015, the annual celebration event was attended by prize winners from Hull,
Harrogate and Goole campuses. Representatives from Doorstep, Frederick Holmes
Special School and Downright Special all attended the event and received cheques for
funds raised by students, presented to them by the students themselves. Local Councillor
Steven Brady also attended the event to award certificates of achievement and praise all
the students that participated in projects to improve local community.
The standard of projects was extremely high and showed students’ genuine commitment to
make a difference. Examples associated with equality and diversity included fund raising for
charities such as Downright Special, Frederick Holmes, Doorstep, TOFS, Sunshine House,
Teenage Cancer Trust and St Martin’s House Children’s Hospice. Students raised in
excess of £5000 for charities both locally and nationally. Other projects run by students
involved students applying their developing technical skills learnt on course to improve the
lives of others. For example, brickwork students form Harrogate College built a large planter
in the grounds of Henshaw’s Society for the Blind; beauty therapy students from both Hull
and Harrogate provided a day of pampering for parent carers and elderly residents in a care
home. Other students chose to focus on raising awareness on social issues linked to
equality to diversity such as mental health. Students in Hull contributed to raising support
for the national “Get Maisie Home” campaign, which has now resulted in more beds being
made available in the area for teenagers in mental health crisis. Both Maisie and her mum
attended the ceremony.
In September 2015, to improve the employability of Hull College Group students, The
Employability Skills Passport was launched. This initiative was developed in conjunction
with employers and implemented to place greater emphasis on equipping our students to
compete when applying for employment opportunities and ensuring they are ‘work ready’
and meeting employer expectations.
The Employability Skills Passport covers the seven CBI skills plus professional
development. Students on study programmes at Hull College Group attend a one hour
PDP/ILPR session each week, where they participate in activities which include:
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Understanding the World of Work
Progression
Citizenship, Business & Enterprise
Equality & Diversity
Communication
Democracy
Prevent and British Values
Social Enterprise
Personal Development, Health & Well-Being
In addition to themes being embedded, the Group held a number of themed weeks
throughout the 2014/15 academic year covering topics including equality, diversity &
citizenship; health, well-being & respect and progression.
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
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 past 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 Group results for 2014/15 were more positive than national General Further
Education/Tertiary sector benchmarks (21 providers) in response to three question
groupings that are comparable, two other areas of questioning are rated equally and six are
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rated below benchmark. For example, Quality Assurance (Overall opinion), with a rating of
78 points was 2 points above the national FE average and the Teaching and Learning
rating of 78 points was equal to the national norm. The ratings for At My Workplace (-2)
and My Work Placement (-5) are both below the national averages, but these are based on
fewer than 100 responses.
Notably, 97% of respondents agreed that “Teaching on my course is good”, 94% agreed
that “Teaching and Learning methods suit me”, 98% agreed that “My teacher knows their
subject well” and 93% agreed that their “teacher constantly challenges me to do my best”.
As regards overall opinion, 96% of students agreed that, “Overall, I am happy with my
course and my college”, one percentage point down on last year.
The following individual questionnaire items across the Hull College Group rated with
responses 5+ points above the FE average
Question
Pre Course guidance
Induction
Teaching and Learning
Teaching and Learning
Response
Helpful information
Know the kind of support I can get from tutors
Expected standards made clear
Teaching and learning methods suit me
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.
The annual report is also used by Customer Service providers and the Director of Student
Services to identify outcomes/issues relating to the student experience, including
Safeguarding and issues of Equality & Diversity.
The Group continues to take measures to increase the health and the safety of students
and their property. Security measures have also been enhanced, including increased
CCTV coverage with a greater focus on student welfare and safety, and additional access
controls in the areas designated for 14-16 provision.
The SPoC survey also collated responses from over 3734 Hull College learners under the
five headings related to the Every Child Matters (ECM) agenda. These are: “Be Healthy”,
“Stay Safe”, “Enjoy and Achieve”, “Make a Positive Contribution” and “Achieve Economic
Well-being”.
Hull College Group achieved responses more positive than national
benchmarks for three of these five summary headings Enjoy and Achieve (+2), Make a
Positive Contribution (+2) and Achieve Economic Well-being (+2). Two of the Group’s
summary ratings are below the national benchmarks, these being Be Healthy (-3) and Stay
Safe -2). Action plans to address these issues were agreed with relevant Heads of School.
Individual student comments collated from the survey include the following:
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I have become more confident with practical and academic work and I am proud to
come to this College.
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Before I came to this College I dreaded school and my attendance was terrible, but I
love coming to College and my attendance is the highest it's ever been.
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When I was younger I struggled with maths but C explains everything so well, it
makes the things easier to understand. I wish my maths teacher in high school was
like her.
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Since I have been on the course, I have learned how to concentrate more on my
everyday life and go forward in the future. It's all down to my tutor Z.
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I have received a lot of support re my learning difficulty - all the LSA's I have
encountered have been excellent (Y and Z are my 'regulars').
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X is a great teacher, (s)he is good at helping with things I don't understand and gives
lots of encouragement. (S)he uses a variety of teaching methods that suits
everyone.
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Q is the best tutor I've ever had. Really enjoy my course because Q is just brilliant
and makes the lessons exciting.
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The training provider delivering my apprenticeship (learning skills partnership) is
supportive, friendly and professional.
5.4.2 Student Survey – Higher Education
Overview of the results of the National Student Survey (NSS) 2015 for Hull College
Group (the 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 completing their degree with us in 2015 (Foundation Degree or
Honours Degree) are entitled to participate in the survey. Board members will note that the
participation rate for the Group in 2015 increased to 78%, which is 12% above the FE
College sector average and 1% above the HE sector average. The responses to the
summary questions for the Group in 2015 follow the same profile of other institutions and
are above average in all but one area, which is on the FEC sector average. Compared with
2014 the responses have increased in five of the six summary categories of the NSS (the
highest ever in four of these), however it decreased by two percentage points for ‘Learning
resources’. Responses for stand-alone questions also decreased; for ‘Overall Satisfaction’
this was by one percentage point to 78% and for the Students’ Union question this
decrease was by four percentage points to 53%.
The response profile for the Group for the summary questions has improved overall this
year and maintained a situation where it compares well with other Colleges which have
secured Foundation Degree Awarding Powers.
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
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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) embark 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 Director of Student Services, SU Executive, Student
Voice and Student Journey Group, 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
2014/15 played an active role in supporting the planning and co-ordination of activities and
events for our Equality, Diversity & Citizenship themed week.
5.5 Engaging with staff
Staff are engaged in the decision making process of the Group through a variety of means.
Three 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.
A single, comprehensive and easily accessible electronic page is currently being developed
in which to communicate information to staff about their total reward package with the
Group, so that all staff are aware of their entitlements and are able to take full advantage of
the various benefits on offer.
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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.
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 is also being developed. The Proactive Welfare Group contributes to the
HCUK Group’s Health, Wellbeing and Respect week and there is a Health and Wellbeing
section on the College Portal.
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. Activities and events
in 2014/15 included a Treasure Hunt and the annual Staff Family Christmas party for
families and their children.
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, supported by the Group Equality & Diversity Team, with sessions delivered across
the Group’s campuses.
Additionally, during our summer staff development programme in 2015 all academic staff
were invited to attend an externally delivered programme of activities, including a session
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
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been shared by the Student Journey Leads for Equality, Diversity and Safeguarding at their
twice termly meetings.
Individual Learning Plans are developed jointly between tutors, student coaches and
students and discussed at 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. During
our summer staff development programme this good practice was shared and further
training offered to develop skills and best practice.
We have 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. plans of teaching
programmes) how equality and diversity will be incorporated into teaching, contribute to this
important agenda.
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:
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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 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 E & D; for example males in health and social care settings and females in
engineering and construction.
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School of Business, Sport, Travel and Public Services
Highly effective promotion of Equality & Diversity, Safeguarding, PREVENT and British
Values. Staff training has taken place in Equality & Diversity, PREVENT and Safeguarding,
which all staff have completed. This is further supported in the promotion of College values:
Excellence; Respect; Innovation and Celebration which fosters a culture of equality and
diversity, safeguarding vigilance and respect. Equality and diversity and British values are
embedded throughout all curriculum areas of the school.
All staff are aware of their duties and responsibilities to safeguard, promote students’
welfare and know when and how to intervene to provide appropriate and timely protection,
support and intervention.
The school is working with students to understand the real life significance of British
values. Posters are displayed in all classrooms and corridors promoting the importance of
British values. Students attend themed weeks through their enrichment programme that
also reinforce British values, equality and diversity.
However, gaps have widened in 14/15 between male and female students; females have
an overall success rate of 81% whereas, males were 8 percentage points lower at 73%. In
13/14 there was only a 2 percentage point difference between white British students and
black, ethnic minority students, this gap widened in 14/15 with white British success rates
(75%) 10 percentage points lower than those from black minority ethnic (85%). Students
with no difficulties achieved higher (78%) than those students who had a learning difficulty
or disability (72%); this gap was widened from 2 percentage points in 13/14 to 6 percentage
point difference in 14/15.
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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.
‘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.
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.
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School of Health, Care, Applied Science & 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. This flagship programme has had
over 60 students participate. The students (all with 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.
5.6.2 Higher Education (HE) Self Evaluation Review
Following the Self Evaluation Review process with the Faculties for 2013/14 which
incorporates participation and success rates by age, gender, ethnicity, disability and
additional learning support, specific areas have been identified.
In the Faculty of Arts there is a higher proportion of BME students than against the Group
average and support is given and has been planned, particularly in relation to written work
as this has previously been identified as a need for this group. Similarly, support for
academic writing is planned for those students which have additional support requirements
indicated.
Monitoring within the Faculty of Business and Science has initiated activities to encourage
underrepresented groups to apply for courses. This has proven successful in bringing
increased female recruitment to Construction Management and Engineering courses
through the College membership of Women in Science and Engineering (WISE)
organisation.
Plans for monitoring are in place within the faculties and reports of management information
in relation to different groups support ongoing analysis of equality and diversity measures
and this is monitored through the Business Review process.
5.7 Staff Development
Staff Development opportunities reflect the needs of all staff within the group. Staff Learning
and Development has undergone a significant programme of development, including the
creation of the Group Organisational Learning and Development Directory. This area
encompasses a wide range of activities and topics with the three key areas being:
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Annual Staff Performance & Development Review (ASPDR)
Staff Learning & Development Funding
Learning & Development (L&D) – Strategic, Professional & Personal
The review builds on individual one to one management meetings and provides an
additional framework to reflect on performance, encouraging discussion around inclusivity
and diversity throughout the year. Last academic year saw the introduction of the electronic
25
ASPDR process, enabling managers and colleagues to have a valuable two way discussion
and update the document as they work through each objective. This has become more
embedded and not only gives managers more ‘real time’ access to colleagues’ documents,
but has also helped colleagues utilise the document as a live process.
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
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 2015 and
are likely to change due to in-year recruitment of students.
Summary Profiles by site: 2014/2015 as at 1 December 2015
A more detailed profile can be found in Appendix 2.
26
Table 1 – Student age profile as at 1 December 2015
Age profile
Hull
Harrogate
Goole
Group
U16
223
42
72
337
%
2
3
17
2
16-18
3368
522
141
4031
%
28
42
33
30
19+
8241
680
214
9135
%
70
55
50
67
Total students
11832
1244
427
13503
* Totals may not equal 100% due to rounding
Our January 2015 report showed broadly similar age profiles for the different sites at this
stage of the academic year. The more detailed three year comparison in Appendix 2 shows
an 11% increase in the proportion of 16-18s by 1 December 2015 for the Group overall
compared to the previous two complete academic years. The percentage of 25+ is down
12% compared to 2014/15 but this may well change during the year due to continuing in
year recruitment.
Table 2 – Student disability/learning difficulty profile as at 1 December 2015
Disability/
learning
difficulty
profile
Hull
Harrogate
Goole
Group
Disability/
learning
difficulty
%
2317
277
137
2731
20
22
32
20
No
disability/
learning
difficulty
9460
954
289
10703
%
Unknown
%
Total
students
81
77
68
79
55
13
1
69
0
1
0
1
11832
1244
427
13503
* 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. 32%, which is 12% more than Hull and 10%
more than Harrogate. Across the Group, 20% 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 services. The college is 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.
27
Tutors use a range of teaching methods and differentiation techniques to suit students and
pay particular attention to those requiring specialist support for 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 initial
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).
Table 3 – Student ethnicity profile as at 1 December 2015
Ethnicity
White British
%
Hull
Harrogate
Goole
Group
9563
1054
368
10985
81
85
86
81
Not
white
British
2268
190
59
2517
% Unknown
19
15
14
19
1
0
0
1
%
Total
students
0
0
0
0
11832
1244
427
13503
* 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.
Table 4 – Student gender profile as at 1 December 2015
Gender
Hull
Harrogate
Goole
Group
Male
6426
498
166
7090
%
54
40
39
53
Female
5406
746
261
6413
%
46
60
61
47
Total students
11832
1244
427
13503
* Totals may not equal 100% due to rounding
The gender balance shows there are 8% more males than females in Hull College at this
point in the year, compared to 16% at the end of the 2014/15 academic year when the male
to female ratio was 58%:42%. There are currently 20% more females than males in
Harrogate College (a further widening of the 16% gap in January 2015, and greater than
the end of year gap of 18%). There are presently 22% more females at Goole than males;
this is more than the end of year ratio of 41%:59% for 2014/15.
Gender imbalances at the different sites are likely to reflect the different mix of courses 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,
28
reviewing gender imbalance and appropriate actions via internal quality management
processes e.g. Business Reviews and curriculum reports.
Table 5 – Long Course Success rates 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. Those receiving additional support achieve at a higher rate explained by the
exceptional performance at foundation level.
16-18
19+
Yes
No
Yes
No
White - British
BME
Female
Male
Whole cohort
Classroom based
Classroom based learning long
learning participation* %
success* %
2013/14
2014/15
2013/14
2014/15
Difference
Age:
35
42
76
68 (-8)
65
58
87
83 (-4)
+15
Disability or learning difficulty**:
28
33
85
78 (-7)
+2
72
67
83
76 (-7)
Additional learning support:
14
14
86
79 (-7)
+7
86
86
80
72 (-8)
Ethnicity:
85
82
85
77 (+3)
+3
15
18
73
74 (+1)
Gender:
43
48
85
76 (-9)
57
52
82
77 (-5)
+1
100
100
84
77 (-7)
* Totals may not equal 100% due to rounding
** or health issue
By nearly all measures the difference in long course (i.e. over 24 weeks) success has been
no greater than three percentage points in recent years. However, the poor performance of
younger students in 2014/15 meant that success of 16-18 students was significantly
negatively impacted upon. Differences by ethnicity and gender have remained very small
and the differences of those with a disability or learning difficulty (the majority of students
then receiving some form of additional support) has dropped from +6 to a difference of +2.
Each delivery school is aware of any gaps and has actions in their quality improvement
plans to address them. Actions have been put in place to ensure that target grades and
report monitoring for the 16-18 cohort is more rigorous. 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.
29
Table 6 – Higher Education success rates by different groups of students
Participation* %
2013/14
2014/15
ALS
Yes
No
3
97
2
98
Age
16-18
19+
6
94
9
91
Disability/learning difficulty**
Yes
No
17
83
18
82
Ethnicity
White – British
BME
81
19
84
16
Gender
Male
Female
Whole cohort
45
55
100
45
55
*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 annual monitoring at course and faculty level
and evaluated to identify if actions to address differences need to be in place.
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), we now recognise and
use QAA recognised practices for reporting HE results. Achievement rates are used rather
than success rates. For 2014/15, 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
30
issued alongside the learning agreements which students sign at enrolment. This has
significantly improved the number of returns although this dipped by 3% in 2014/15.
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
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 2014/15 academic year
Number and % of students who responded*
All sites
Sexual
orientation
Heterosexual
%
Hull
% Harrogate
%
Goole
%
5940
82
3346
84
1087
84
114
86
46
1
29
1
5
0
0
0
51
1
33
1
6
0
0
0
118
2
74
2
18
1
1
1
5
0
2
0
3
0
0
0
32
0
19
0
7
1
2
2
1021
14
504
13
165
13
15
11
Gay man
Gay woman
Bisexual
Questioning
Other
Prefer not to
say
Total
7213
4007
1291
132
*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 41% of the student population at the end of the 2014/15 academic year. Of those
who responded, 84% at Hull, 84% at Harrogate and 86% at Goole identified as
heterosexual, as did 91% of those with a partner or other provider and 77% of those who
had not specified their location. The next highest percentage of responses fall into the
‘prefer not to say category’ with 14% overall, a small increase 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.
Steps to support increased disclosure have been identified and actioned.
31
Table 8 - Religion/belief as at end of 2014/15 academic year
Number and % of students who responded*
All sites
Hull Harrogate
Goole
Partner/
provider
Other/
unknown
location
80
61%
2
2%
46
35%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
4
3%
132
47
48%
0
0%
38
39%
1
1%
0
0%
1
1%
0
0%
0
0%
1
1%
9
9%
97
942
56%
5
0%
450
27%
2
0%
0
0%
66
4%
1
0%
0
0%
13
1%
207
12%
1,686
Faith/belief
No Religion
Buddhist
Christian
Hindu
Jewish
Muslim
Sikh
Other - Specified
Other - Not Specified
Prefer not to say
Total
4381
61%
31
0%
1,853
26%
9
0%
6
0%
249
3%
8
0%
12
0%
66
1%
598
8%
7213
2588
65%
14
0%
881
22%
6
0%
2
0%
171
4%
4
0%
12
0%
35
1%
294
7%
4007
724
56%
10
1%
438
34%
0
0%
4
0%
11
1%
3
0%
0
0%
17
1%
84
7%
1291
*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 41% of students across the Group by
the end of the 2014/15 academic year. The highest percentage of those who responded
identify as having no religion, i.e. 65% at Hull, 56% at Harrogate and 61% at Goole
represent increases from the previous year. The next highest group within College was
Christian, with 22%, 34% and 35% at Hull, Harrogate and Goole respectively. 4% of those
who responded at Hull are Muslims, which represents 171 individuals. This is a significant
number to take into account as we consider their religious needs such as prayer/quiet room
facilities. Only11 students, less than 1% of respondents 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.
32
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
withdrawn in this category.
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. An equality and diversity screen saver is
also active with straplines reminding staff to maintain awareness. 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.
An audit of all staff records was carried out during 2014/15. This has provided a better view
of staff equality data.
33
Table 9 – Staff age profile as at 1 December 2015
Age profile
U18
18-30
31-40
41-50
51-60
61+
Total staff
Nos
2
116
236
278
272
83
987
Hull
%
0.20
11.75
23.91
28.17
27.56
8.41
Nos
0
7
11
12
16
4
50
Goole
%
0.00
14.00
22.00
24.00
32.00
8.00
Harrogate
Nos
%
1
0.50
9
4.48
27
13.43
57
28.36
83
41.29
24
11.94
201
Group
%
0.24
10.66
22.13
28.03
29.97
8.97
Nos
3
132
274
347
371
111
1238
For the Group as a whole, the majority of staff fall into the 31 to 60 age bands, the largest
band being 51-60 which represents 29.97% of staff. There are 3 employees under 18
years; and 8.97% are 61+.
There are differences between sites, as almost 24% of Hull and 22% of Goole staff are 3140 compared to just over 13% at Harrogate. Harrogate has an older age profile, weighted
towards the 51-60 age band with just over 41% in this category. 69.65% of Harrogate staff
are aged between 41 and 60, compared to 55.73% at Hull and 56% at Goole.
Table 10 – Staff disability profile as at 1 December 2015
Disability/
learning
difficulty
profile
Hull
Goole
Harrogate
Group
Disability/
learning
difficulty
56
0
9
65
%
No disability
/learning
difficulty
%
Unknown
%
Total
staff
5.67
0.00
4.48
5.25
807
42
150
999
81.76
84.00
74.63
80.69
124
8
42
174
12.56
16.00
20.90
14.05
987
50
201
1238
For the Group as a whole, 5.25% of staff have disclosed a disability/learning difficulty, with
5.67% at Hull, 0% at Goole and 4.48% at Harrogate; (where 20.09% are ‘unknown’).
Table 11 – Staff ethnicity profile as at 1 December 2015
Ethnicity
White
British
%
Not white
British
Hull
Goole
Harrogate
Group
900
45
161
1106
91.19
90.00
80.10
89.34
29
1
16
46
% Unknown
2.94
2.00
7.96
3.72
58
4
24
86
% Total staff
5.88
8.00
11.94
6.95
987
50
201
1238
The Group’s staff ethnicity profile is less diverse than that of the students, with percentages
of ‘Not white British’ being 2.94% at Hull, 2.00% at Goole and 7.96% at Harrogate.
34
Table 12 – Staff gender profile as at 1 December 2015
Gender
Hull
Goole
Harrogate
Group
Male
%
Female
%
Total staff
394
10
59
463
39.92
20.00
29.35
37.40
593
40
142
776
60.08
80.00
70.65
62.60
987
50
201
1238
Notably 25% more females than males are employed by the Group. This gap is more
pronounced at Goole and Harrogate where only 20% and 29.35% respectively of staff are
male, compared to 39.92% at Hull.
Other Protected Characteristics
Pregnancy and Maternity
Details of staff who 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. Human
resources teams provide advice and support to staff within the established legal framework.
Human resources currently record staff activity including long term illness, maternity leave
etc.
Information and documentation relating to staff management is available via HR policies on
the portal. Human resource assistance is available in responding to queries outside those
questions dealt with through the FAQ section, using the ‘AskHR’ on-line process. Flexible
working for those returning from maternity leave is available and actively promoted.
Sexual orientation, religion/belief, marriage and civil partnership
Table 13 – Staff: Sexual orientation as at 1 December 2015
Sexual Orientation
Bisexual
Gay
Heterosexual
Lesbian
Prefer not to say
Unknown
Hull
Goole
Harrogate
Group
1
3
204
1
20
758
0
0
5
0
1
44
0
0
48
1
0
152
1
3
257
2
21
954
1238
35
Table 14 – Staff: Religion/faith/belief as at 1 December 2015
Religious Belief
Hull
Goole
Harrogate
Group
Any other religion
Christian
Hindu
Jewish
Muslim
No religion
Prefer not to say
Unknown
3
83
1
0
3
79
19
799
0
4
0
0
0
0
1
45
0
28
1
1
0
12
2
157
3
115
2
1
3
91
22
1001
1238
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. 77% for sexual orientation and 81% for religion/belief across the Group. We
also do not have sufficient data on marriage and civil partnership to provide any analysis.
As previously stated, providing information on these categories is voluntary, however we
are still communicating with colleagues and encouraging regular updates 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 2014/15
The Group conducts an annual equal pay audit and reports the findings to the Governors’
First Choice Committee. All roles are part of a salary scale with automatic incremental
progression up the pay spine. The exception to this are senior post-holders whose pay and
conditions are set by the Remuneration Committee and the Corporation.
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
Female
Male
Average pay for
grade
Staff
number
119
90
Totals
Average
£3,487,211.00
£2,588,427.00
£29,304.29
£28,760.30
£29,070.04
36
Band B
Female
Male
Average pay for
grade
Staff
number
92
98
Totals
Average
£3,207,844.00
£3,450,415.00
£34,867.87
£35,208.32
£35,043.47
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. Of note however, more Band A staff are female compared to Band B staff. This
may indicate the need to look in more detail at the opportunities to progress from Band A to
Band B and ensure that there is no gender bias in the approach.
Table 16 - Heads of School
Heads of School
Female
Male
Average pay for
grade
Staff
number
11
3
Totals
Average
£502,283.00
£130,898.00
£45,662.09
£43,632.67
£45,227.21
All Heads of School or other senior curriculum management roles are on the same pay
scale and can achieve the same maximum salary once the relevant length of service is
achieved. The table shows that there was a ratio of 11:3 female heads to male, so although
females appear to be less successful in moving from Band A to Band B, they are more
successful in achieving the most senior position within the School.
Table 17 - Heads of Service
Heads of
Service
Female
Male
Average pay for
grade
Staff
number
7
8
Totals
Average
£253,829.00
£315,244.00
£36,261.29
£39,405.50
£37,938.20
The pay difference in favour of males for this group of staff has increased from £1,923.92 in
2014/2015 to £3,144.21 2015/2016. Unlike Heads of School, these staff do not share a
common pay scale because, despite the ‘Head of Service’ designation in their job title,
responsibilities vary significantly. Each role is individually job evaluated against its peers
internally and against external benchmarks. The college is confident that the controls in
place to evaluate the roles and to appoint to roles are robust and no gender bias exists.
37
Table 18 - Support Staff
Junior Support Staff
Scale 1
Female
Male
Average pay for
grade
Scale 2
Female
Male
Average pay for
grade
Scale 3
Female
Male
Average pay for
grade
Scale 4
Female
Male
Average pay for
grade
Scale 5
Female
Male
Average pay for
grade
Scale 6
Female
Male
Average pay for
grade
Staff
number
78
15
Totals
Average
£1,156,589.00
£216,650.00
£14,828.06
£14,443.33
£14,766.01
Staff
number
58
28
Totals
Average
£993,767.00
£464,145.00
£17,133.91
£16,576.61
£16,952.47
Staff
number
105
52
Totals
Average
£1,915,719.00
£937,131.00
£18,244.94
£18,021.75
£18,171.02
Staff
number
94
28
Totals
Average
£2,009,467.00
£568,582.00
£21,377.31
£20,306.50
£21,131.55
Staff
number
32
15
Totals
Average
£714,215.00
£337,530.00
£22,319.22
£22,502.00
£22,377.55
Staff
number
17
28
Totals
Average
£438,595.00
£708,792.00
£25,799.71
£25,314.00
£25,497.49
Seventy per cent of staff across these grades are female, and there is a higher percentage
of female staff in all but one of the 6 grades. The pay differential between the genders
varies from grade to grade but is too small to be significant and is more likely to reflect
progression along the pay scale through length of service than any gender bias.
38
Table 19 - Managerial Support Staff
Senior Support Staff
Scale SO1
Female
Male
Average pay for
grade
Scale SO2
Female
Male
Average pay for
grade
Staff
number
25
28
Totals
Average
£672,687.00
£749,885.00
£26,907.48
£26,781.61
£26,840.98
Staff
number
9
7
Totals
Average
£273,053.00
£212,177.00
£30,339.22
£30,311.00
£30,326.88
At scales SO1 and SO2, the data has stayed the same as it was for 2013/14.
Table 20 - Directors
Directors
Female
Male
Average pay for
grade
Staff
number
4
6
Totals
Average
£226,585.00
£345,784.00
£56,646.25
£57,630.67
£57,236.90
The data for directors has stayed the same as it was for 2013/14. On average, females earn
slightly less than males in this grouping, with the gap being in favour of male staff. However,
as with the Heads of Service category, the College Management Team roles do not
comprise a homogenous group.
Table 21 - Governors
As a corporation, the Hull College Group has a governing body with 20 governor positions,
with currently 14 in post as of 1 December 2015:
Number
Male
Female
Independent Governors
10
5
5
Student Governors
1
1
0
Staff Governors
2
2
0
Chief Executive/Principal
1
1
0
Total
14
9
5
39
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
3 from audit and finance backgrounds
5 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 13 Governors is available:
Table 22
Age
30 years old and under
31-40 years old
41-50 years old
51-60 years old
61+
Number
2
3
3
3
2
Where disclosed 12 governors have stated that they identify as coming from a white
English, Welsh, Scottish, Northern Irish or British background and 1 governor identifies as
coming from an Asian/Asian 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.
40
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 2014/15 academic year, there has only been one complaint connected to a
protected characteristic and that was in the period January 2011 to 12 April to 31st August
2011.
7.1.2 Staff
In 2014/15 none of the disciplinaries 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 2014/15, 352 students went through the formal stages of the disciplinary procedure, a
reduction from the previous year. 58% of these were male and 42% female. Of these, 94%
were from white British backgrounds, with 6% from black and ethnic minority backgrounds a
4% increase from the previous year. The vast majority, 72%, were in the 16-18 age group.
No disciplinaries were related to a protected characteristic.
7.2.2 Staff
In 2014/15 none of the disciplinaries or grievances were connected to a protected
characteristic. The Disciplinary and Grievances Policy includes a reference to equality
issues and their relevance.
41
8.
Moving forward
Promoting positive equality messages and ensuring these are embedded in teaching and
learning 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. Our
data is generally positive, although there are a few explained gender imbalances in some
areas for both staff and students; there are no achievement gaps for students giving
particular cause for concern at an overall group level. Course teams and Heads of School,
supported by Teaching, Learning and Assessment Managers closely monitor all aspects of
performance at course and school level where situations may differ, including equality
issues.
We continue to make good progress in developing data capture and analysis, especially
with regard to the newer protected characteristics for students and maintaining and
improving this remains a priority objective. Further ways of encouraging staff disclosure
need to be considered and implemented in 2015. This information will enable 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:
EqualityandDiversity@hull-college.ac.uk
42
Appendix 1
Hull College Group Committees and Reporting Structure 2015/16
Corporation
Remuneration
Committee
Audit
Committee
Finance and General
Purpose Committee
SWOT
Group
Excellence
Committee
Governance
(Ad Hoc)
Strategic Leadership Team (SLT)
Curriculum Innovation and Delivery Group
(CIDG)
Hull, Harrogate,
Goole &
Scarborough
Consultative
Groups







Young People’s
Adult
Higher Education
Study Programmes
Employability
Commercial
Student Journey
Staff Voice
Wider Management Team
(WMT)




Innovation
Communications and Engagement
Continuous Improvement
Organisational Development
Strategy
43
Appendix 1 (continued)
Higher Education Management Arrangements
Excellence
Committee
HE
Academic
Board
HE Faculty
Board(s)
Research
Enterprise &
Scholarly
Activity
HE
Academic
Quality &
Standards
HE Learning
and
Teaching
HE Planning
& Resources
HE Student
Experience
44
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
14-16
785 (3%)
522 (2%)
336 (2%)
16-18
5614 (21%)
5104 (19%)
4031 (30%)
19-24
6484 (24%)
6569 (25%)
3402 (25%)
13811 (52%)
14261 (54%)
5733 (42%)
10 (0%)
36 (0%)
1 (0%)
F
11557 (43%)
11512 (43%)
6413 (47%)
M
ALS Profile
15147 (57%)
14980 (57%)
7090 (53%)
No
23012 (86%)
22852 (86%)
12875 (95%)
3692 (14%)
3640 (14%)
628 (5%)
any other
273 (1%)
247 (1%)
157 (1%)
Asian or Asian British - any other
202 (1%)
2090 (1%)
128 (1%)
Asian or Asian British - Banglades
94 (0%)
186 (1%)
119 (1%)
Asian or Asian British - Indian
136 (1%)
105 (0%)
56 (0%)
Asian or Asian British - Pakistani
204 (1%)
163 (1%)
87 (1%)
Black or Black British - African
528 (2%)
524 (2%)
400 (3%)
Black or Black British - any other
100 (0%)
99 (0%)
63 (0%)
Black or Black British - Caribbean
89 (0%)
75 (0%)
44 (0%)
Chinese
82 (0%)
68 (0%)
48 (0%)
Age Profile
25+
Under 14
Gender Profile
Yes
Ethnicity Profile
Mixed - any other Mixed
86 (0%)
79 (0%)
46 (0%)
Mixed - White and Asian
133 (0%)
115 (0%)
70 (1%)
55 (0%)
71 (0%)
41 (0%)
109 (0%)
105 (0%)
48 (0%)
Mixed - White and Black African
Mixed - White and Black Caribbean
not known/not provided
3 (0%)
7 (0%)
1 (0%)
156 (1%)
165 (1%)
99 (1%)
1712 (6%)
1963 (7%)
1085 (8%)
22699 (85%)
22252 (84%)
10985 (81%)
White - Gypsy or Irish Traveller
19 (0%)
30 (0%)
10 (10%)
White - Irish
24 (0%)
29 (0%)
16 (0%)
Other ethnic group - Arab
White - any other White background
White - British
45
Appendix 2 (continued)
Hull College Group Profile - All Funding Types
Data taken from Learner Numbers Reports
13/14
14/15
15/16
4002 (15%)
4233 (16%)
2517 (19%)
5048 (19%)
5139 (19%)
2731 (20%)
21631 (81%)
21347 (81%)
10703 (79%)
25 (0%)
6 (0%)
69 (1%)
disability affecting mobility
144 (1%)
153 (1%)
10 (0%)
emotional/behavioural difficulties
160 (1%)
176 (1%)
67 (0%)
hearing impairment
203 (1%)
182 (1%)
32 (0%)
mental ill health
371 (1%)
353 (1%)
7 (0%)
multiple disabilities
455 (2%)
562 (2%)
Ethnicity - BME Profile
Total Not White British
Disability/Learning Difficulty Profile
Disability/Learning Difficulty
No Disability/Learning Difficulty
Unknown
Disability Profile
no disability
23318 (87%)
23030(87%)
not known/information not provided
33 (0%)
18 (0%)
39 (0%)
not known/not known/information
87 (0%)
100 (0%)
1835 (14%)
520 (2%)
502 (2%)
179 (1%)
other medical condition
1006 (4%)
1029 (4%)
94 (1%)
other physical disability
63 (0%)
86 (0%)
112 (1%)
7 (0%)
5 (0%)
201 (1%)
35 (0%)
30 (0%)
91 (1%)
302 (1%)
266 (1%)
5 (0%)
109 (0%)
116 (0%)
21 (0%)
1366 (5%)
1426 (5%)
235 (2%)
moderate learning difficulty
615 (2%)
603 (2%)
5 (0%)
multiple learning difficulties
167 (1%)
161 (1%)
24028 (90%)
23866(90%)
10831 (80%)
not known/information not provided
139 (1%)
124 (0%)
2200 (16%)
other
179 (1%)
other
profound complex disabilities
temporary disability after illness
visual impairment
10831 (80%)
Learning Difficulty Profile
dyscalculia
dyslexia
no learning difficulty
207 (1%)
130 (0%)
other specific learning difficulty
27 (0%)
21 (0%)
severe learning difficulty
46 (0%)
45 (0%)
32 (0%)
26704.00
26567.00
13503
Total Profile
Total Students
*Figures are for complete academic years.
46
Appendix 3
Three Year Staff profile by age, gender, ethnicity and disability as at
1 December 2015
Category
Age
Under 18
2012/13
%
Nos
2013/14
%
Nos
2014/15
%
Nos
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%
Male
632
38.73%
581
37.41%
526
37.76%
Female
1000
61.27%
972
62.59%
867
62.24%
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%
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%
Has disability/ learning
difficulty
74
4.53%
68
4.38%
74
5.31%
No disability/ learning
difficulty
1399
85.72%
1267
81.58%
1123
80.62%
Unknown
159
9.74%
218
14.04%
196
14.07%
Total staff
1632
Gender
Ethnicity
White - British
Disability/learning
difficulty
1553
1393
47