Contents
Foreword
Page Number
2
1.
Introduction
3
2.
Context - summary information on the Hull
College Group
3-4
3.
Context - local demographic profiles
4-5
4.
Management of Equality and Diversity within
the Group
5.
People first
6-13
6.
Student and staff data
13-23
7.
Other data: complaints and disciplinaries
23-24
8.
Moving forwards
9.
Appendices
5
24
25-29
1
Foreword
A message from the Principal and Chief Executive of Hull College Group.
Hull College Group is one of the largest highest quality Further Education Providers
in the country, and we therefore have enormous potential to act as catalysts for
positive change in people’s lives.
Our mission is:
‘To inspire and enable outstanding, life-changing education and training leading to
social and economic fulfilment.’
In practice our mission is underpinned by our core values:
Excellence, Respect, Innovation and Celebration.
These values are fundamental to the way we work with our student and staff
community, all are encouraged and supported to have high aspirations, and to enjoy
the stimulating journey to meet their goals. Indeed, our strategic objectives for
2011/12 include:
-
To promote and embed a shared culture of values and performance
management, maximising trust, ambition and expertise.
-
To embed enterprise, innovation, sustainability and diversity in all aspects of
College life in a safe and secure environment.
This is an exciting challenge, given the size of our college community and the wide
range of people represented.
The following report aims to show how we are rising to this challenge through our
approach to equality and diversity. My thanks and recognition go to all staff and
students for embracing and promoting equality and diversity in every aspect of our
College life.
Dr Elaine McMahon CBE
Chief Executive and Principal
2
Hull College Group
Equality and Diversity Report - January 2012
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 by 31 January 2012.
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.
There are nine ‘protected characteristics’ as defined in the Equality Act 2010.
These are:
o
o
o
o
o
o
o
o
o
2.
Age
Disability
Race
Sex
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 – summary information on the Hull College Group
The Hull College Group is one of the largest and highest quality general further
education colleges in the country. It operates from three main geographical
locations: Hull, Harrogate and Goole. There are five main locations in Hull: Queen's
Gardens campus; 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; the Learning Zone situated in the K C Stadium which is run in
partnership with Hull City Council offering sports programmes; and the Waterside
Business Park based in Hessle and supporting Employer Engagement commercial
business. Harrogate College is centred at Hornbeam Park in the town of Harrogate
and there is a campus in Goole.
The College primarily serves the areas of Hull and East Riding from its Hull and
Goole centres and Harrogate, North Yorkshire and North Leeds from Harrogate
3
College. The College also recruits nationally and internationally for its commercial
and higher education provision, indeed there are very few areas of the county that
the College doesn’t have students from.
Community education courses are offered in over thirty venues across Hull and the
East Riding with a smaller number offered around the Harrogate centre. The
Waterside Business Park employer responsive arm offers bespoke training
programmes to industry. Harrogate College also operate a number of programmes
that service business within the area.
The Hull College Group offers courses in all 15 sector subject areas leading to
qualifications from pre-entry level to Higher Education. In 2010/11, the Group
enrolled around 28,000 students (Learner Responsive, Employer Responsive, fullcost, contracted work and Higher Education students). Of these, around 7,900 were
aged 16-18. Around 8,700 adult students were enrolled on full-time and part-time
courses, mostly at entry and level 1 with a further 1,900 on Higher Education
programmes. Apprenticeship programmes were provided for around 3,700
apprentices and a further 5,900 or so on Train to Gain. Student numbers for the
complete academic year of 2011/12 are not yet available.
The College works with all 14 secondary schools in Hull, 17 in the East Riding and 17
in Harrogate and surrounding area (mainstream and special schools). The College
provides vocational programmes for around 1,300 14-16 year olds.
Partnerships
The Group works closely with a range of franchise partners, who deliver learning
programmes from Entry Level to Level 2, the partners are currently delivering
programmes to 53 part-time students aged 19+ and 89 part-time students aged 1618 (as at 29th Nov 2011).
The Group also has strong links with partners who deliver programmes to a number
of employers. Currently we have 697 Train to Gain (NVQs) students on programme
(the majority of this provision at Level 2 with some Level 3) and who are taught and
assessed mainly in the workplace. We are also delivering a range of apprenticeships
and advanced apprenticeships in the workplace covering a wide variety of subjects.
The split between the age ranges is: 1142 16-18 students, 509 19-24's and 210 25+
(as at 29th Nov 2011).
3.
Context – local demographic profiles
Hull has an estimated population of 263,900 (Office of National Statistics (ONS) mid
–year estimate 2010). The ethnic population of Hull is largely white and British. Latest
estimates (2009) are that black or minority ethnic (BME) people now make up 10.9%
of the population. The city has a large number of asylum seekers as well as an
increasing number of migrant workers in particular from Eastern Europe. 14% of
students at Hull/Goole College, as at December 2011, are from backgrounds other
than White British.
In the immediate catchment area of Hull College, Kingston upon Hull, there are areas
of significant deprivation. In 2011 the number of pupils gaining five A* to C passes at
GCSE in Hull (including Maths and English) was 45.8%; significantly lower than the
national average of 58.3%. Almost a third of all adults have literacy and numeracy
4
support needs. The unemployment rate for Yorkshire and the Humber is 8.7%. In
Hull it is 13.6%, one of the highest in the UK (March 2011) and well above the
national rate of 7.6% (Mar 2011).
The population of the Harrogate district is estimated at 158,700 (ONS mid –year
estimate 2010). A variety of data indicates that since the expansion of the European
Union in 2004 there has been an influx of migrant workers from Eastern Europe and
that the District’s minority ethnic population is becoming increasingly diverse. North
Yorkshire County Council’s Local Information System, STREAM, reports an
estimated 90.55% of the Harrogate District’s population in 2007 were in the White
British ethnic group, which means 9.45% were from minority ethnic groups. 14% of
students, as at December 2011, are from backgrounds other than White British.
In the Harrogate area the proportion of young people who remain in education after
the age of 16 is high. Unemployment is low. Within the vicinity there are nine local
authority and four independent schools, each with sixth forms. As a consequence,
competition for students aged 16 to 18 is very strong. In 2011, the number of pupils
gaining five A* to C passes at GCSE (including Maths and English) for the North
Yorkshire LA was 63%; higher than the national average.
4.
Management of Equality and Diversity within the Group
Developing and implementing excellent Equality and Diversity practice is the
responsibility of all staff. However, operational direction, focus and policy
development is managed by the Equality and Diversity Team made up of senior
managers with both student and staff responsibilities from all sites and the Equality
and Diversity Officer.
The Equality and Diversity Team reports to the Equality, Diversity and Safeguarding
Board which meets termly and is chaired by the Group’s Principal and Chief
Executive. The Board receives information on relevant activities across the Group
and makes decisions on recommendations received. Recent business has included
the development of Equality Analysis, the extension of monitoring to include more
protected characteristics (both staff and students) and the use of a job vacancy
website with a wider, more diverse audience.
We have an integrated committee structure through which information is channelled
to the governing body at the Corporation Meeting. This is illustrated in chart form in
Appendix 1.
4.1 Single Equality Scheme
The Group has a Single Equality Scheme which provides a framework for setting our
equality objectives. It takes into account the extended scope of the Equality Act 2010
and covers all protected characteristics. The associated action plan covers key areas
of the Group’s functions and applies to both staff and students. We recognise our
approach to equality and diversity needs to be dynamic, flexible and continually
develop in response to the shifting landscape of Further Education, developments in
equality law and our increasingly diverse communities. The Scheme and action plan
are published on the staff and student intranets and are available on request and in
different formats.
5
4.2 Equality Analysis
An important feature of how the Group shows ‘due regard’ to equality issues is our
use of an equality analysis process. This has developed from our Equality Impact
Assessment procedure and is a more streamlined approach. It is now an integral part
of the approval procedure that when new policies and procedures are being
developed or reviewed, equality analysis is undertaken. This involves looking at the
potential and/or actual effect on different protected groups. The process is highly
focused on outcomes and includes considering ways to maximise positive impact
and eliminate or minimise any adverse impact.
An example of how this has been incorporated in major decision making is the
introduction of the Hull College Group Bursary Fund.
From Sept 2012 all colleges and training providers became responsible for setting
their own assessment criteria for student financial support under the new bursary
schemes (which replace the former Educational Maintenance Allowance). In order to
ensure the Hull College Group scheme was fair and transparent, a detailed analysis
of students' income, expenditure and course costs was carried out on those students
who were in receipt of the EMA and Learner Support Fund to estimate support for
those continuing and trends likely to affect new students. This financial analysis
considered any vulnerable groups of students who could have been disadvantaged
under the new scheme and made provision for those students most vulnerable to
socio economic disadvantage. Whilst funding levels have reduced overall, the current
scheme has been recognised as being fair, supportive, flexible and understandable.
Students have commented positively on the way the scheme has been
communicated and explained. Up to mid January 2012, we have awarded bursaries
to over 1,200 students: 1,204 in the 16-18 age group and 1,068 in the 19+ age group.
5.
People first
Equality and diversity is all about people, how we can level uneven playing fields,
providing people with an opportunity to thrive, succeed and feel respected and
valued whatever their background, culture or characteristics. This section provides
some real life examples of how we are doing this and meeting the aims of the
Equality Duty.
5.1 A City of Sanctuary
The national City of Sanctuary movement aims to create a network of towns and
cities throughout the country which are proud to be places of safety, offering
hospitality to people who have come to the UK seeking sanctuary. A City of
Sanctuary is a place where:
-
The skills and cultures of people seeking sanctuary are valued and included
in local communities to contribute to the life of the city.
-
Community groups, local government, media, business, schools and colleges
have a shared commitment to offering sanctuary, safety and respect so that it
is seen as part of the city’s identity by local people.
-
People seeking sanctuary can easily build relationships, people can come
together to offer mutual support and understanding of the complex global
issues that we are all faced with in the world.
6
The College has long been widely involved in working with international communities
and students from all over the world, many of whom are seeking sanctuary in the UK.
We therefore welcomed the opportunity to support the initiative’s springboard launch
in Hull in March 2011 and to become a crucial partner of the Hull City of Sanctuary
Movement.
5.2 What is Hull to me?
An inspiring example of fostering good relations and strengthening community
cohesion can be seen in a project arising from the Group’s successful bid for a
special commission from the Humber Mouth Literature Festival 2011.
The project involved collecting pieces of writing from students and staff – short
stories, poems, one-line quotes or simply just a few words about people’s experience
of living, working and studying in Hull. For some people Hull is their home town; for
others it is a new place of residence and safety.
Around 90 pieces of writing were selected for inclusion in a booklet ‘What is Hull to
me?’ which also included images produced by Hull School of Art and Design
students and Skills for Life ESOL (English for Speakers of Other Languages)
students. This was published through the College and launched at the end of June
201 and sold at the nominal cost of £1 at the Central Library and within the College.
An exhibition of selected texts and images from the booklet was held for 2 weeks at
the Central Library’s Food For Thought Café.
An important outcome was the active sharing and embedding of the College’s core
values via Respect – encouraging diversity amongst selected texts and promoting
respect of different cultures and viewpoints on a common theme; sharing Innovation
- encouraging partnership working and team work and other participation in the
project; also including multi-media performance with live music and visual at the
opening night event; Celebrating achievement by rewarding those who had made a
significant contribution in text or images by publishing texts, exhibiting images,
pictures and paintings, and awarding prizes.
The project was beneficial for community cohesion and the integration of various
groups who otherwise may not have been brought together to participate in the
experience. The booklet is a useful teaching and learning tool which can be used in
various contexts.
5.3 Single Parents’ Support Network
The College was approached by a number of single parents to see if there is
anything that could be done to create a network of students in a similar situation to
provide support to each other. In response, we surveyed students to ascertain any
particular needs and to see whether there was enough demand for us to be able to
facilitate a peer support group.
As a result, we are developing an on-line support forum accessible via our virtual
learning environment, providing a crèche facility, staffed by our childcare students,
organising visiting speakers and family learning activities. A launch event will be held
in January 2012 at all sites. This is a very positive cross college project supported by
curriculum and support services, including the Students’ Union.
7
5.4 Where Are All The Girls?
Noticing how the ratio of male to female students in IT was heavily weighted in favour
of males, one of our tutors is working on a project to encourage more females to join
IT courses. This has involved interviewing past female students from all levels who
have positive success stories to tell. These will be collated into a booklet which will
be available alongside course information leaflets.
5.5 Supporting Social Housing
IT students at Goole College used their skills to contribute to the local community by
developing an innovative website designed to help people learn more about social
housing. This was in response to a request from the local Council Tenant
Representative after the costs for professional design proved prohibitive.
5.6 Chaplaincy at Harrogate College
We are keen to provide holistic support for all our students and staff, and the need to
address a spiritual gap was identified at Harrogate College, where there had been no
tradition of chaplaincy. Links with various faith groups have been forged and a team
of chaplaincy volunteers, drawn from local churches, was established last academic
year. Members of the team meet in the college’s café over one lunchtime a week and
are gradually building up relationships with students and staff. They offer the
opportunity to those of any faith and those of none to chat through ‘life’s big
questions’ in a supportive way. They can also signpost any with a different faith to
their own to appropriate spiritual support.
Engagement with students happens in a variety of ways e.g. questionnaires, puzzles
and give-aways. Some of the team have led sessions in group tutorials, helping
students consider issues of morality and ethics.
All three sites, Hull, Harrogate and Goole now have chaplaincy provision.
5.7 Disabled Students’ Forum
The Hull College Group is committed to creating an inclusive environment and
ensuring that all students have an opportunity to provide feedback via the ‘Student
Voice’ and participate in mainstream College life. A separate forum for students who
have a disability has been held three times a year for several years. Following
feedback during academic year 2010/2011 and in response to the students’
preference not to attend meetings, the forum is now run in a different format. Since
January 2011, students at Hull are visited by the College’s Disability Champion in a
class situation and on an individual basis. This provides students with an opportunity
to give their views and raise any issue, which are then published on the College’s
intranet along with any actions taken. Students with disabilities are also encouraged
to contribute articles to the College’s electronic weekly newsletter, the ‘Portal Press’.
5.8 Annual Equality, Diversity and Citizenship Celebration Week and Student
Enrichment
Each spring, we hold an Equality, Diversity and Citizenship Celebration Week across
all sites. 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. The tasting of international foods is always a popular
8
event! The aim is to celebrate and value our rich diversity as a College and as global
citizens.
Our student enrichment programme for 16-18 year olds includes weekly group
tutorial sessions and themed weeks, which are aimed at developing students’
understanding and awareness of life outside college. Tutors often take creative and
innovative approaches to these sessions:
One tutor has been leading group tutorials around working together, accepting each
other and respect. In one session, the tutor used a range of unusual fruit to illustrate
the benefits of not taking things at face value. The students found them surprisingly
tasty but said they would not have bought them if they had just seen them in a shop.
This led to further discussion around cultures and values.
In the Spring term, students choose a citizenship project related to equality &
diversity, sustainability or social enterprise. Students’ projects are judged during
Equality, Diversity and Citizenship Week and prizes are awarded for projects which
have benefited the community. The themed weeks held throughout the year e.g.
Health and Well-being Week and Democracy Week, give students the opportunity to
actively consider the issues these topic raise, many of which relate to equality.
Respect is at the heart of our values - Excellence, Respect, Innovation and
Celebration. In the spring of 2011, we ran a competition in which students across the
whole Group were invited to identify what respect meant to them. They could do this
in writing (50 words max), by creating a picture or by using any other medium to
develop their ideas. Hull, Harrogate and Goole identified their own college winners
and there was an overall winner, a short music video, chosen by the Student Voice
Committee. This was an immensely difficult task as there were so many excellent
entries to choose from. Extracts from the entries have been made into posters and
are now on display at all sites. The winning video has been included as a teaching
resource on the college’s virtual learning environment.
5.9 Community Development Project – Woodfield Ward, Harrogate
During 2011, Harrogate College was a key member of a multi-agency project team
working with the community of the Woodfield Ward in Harrogate. This area was
chosen because of high levels of unemployment (20.5%, mainly male), the lowest
weekly income of any other area in Harrogate, low levels of qualifications (44% have
none) and the second highest reports of anti-social behaviour in the district.
The aim of the project was to empower individuals within the area to manage and
improve their own community. Using funding from a successful bid from the learning
sector, a team of qualified ‘Neighbourhood Patrons’ was set up to deliver community
improvement projects aimed at increasing residents’ take up of skills-based
qualifications, increasing social mobility and raising aspirations. Targeted support
was offered to those new to learning to help them develop plans for social enterprise
projects which would enhance their community.
"The project succeeded due to everyone working as a team. The project brought the
young people, along with members of the local community together and made the
event happen. The young people involved in the project have all learnt valuable new
skills including working as part of a team, negotiating, planning and implementing
their own ideas as well as seeing something they have been involved come together.
This will undoubtedly help them in the future and has, in turn, has taught the young
people the importance of community spirit." Maggie Harvey, Bilton Youth Club
9
5.10 Engaging with Students
Student survey
HCUK conducts an annual ‘Student Perception of College’ survey, which captures
student feedback and allows us to benchmark our organisation with other
participating organisations on a national basis:
The results for 2011/12 are not yet available for inclusion in this report, but our Group
results for 2010/11 were more positive than national FE benchmarks (124 providers)
in response to ten question groupings out of a possible twelve that are comparable.
Quality assurance (Overall opinion), with a rating of 83 points, was six points above
the national average and the Teaching and Learning rating of 79 points was three
points above the national norm. The ratings for seven of these question groupings
were at least five points above the national FE averages. These were: Before you
started college; My induction; Tests/Assessment; Wellbeing; Facilities and services;
Next step and Overall opinion.
Notably, 98% 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% said that “Teaching and Learning
resources are good”. Also, 96% of students agreed that, overall, “I am happy with
my course and my college”.
Responses under the ‘well-being’ category are a good indication of how students feel
they are treated at College.
Well-being
I know who to ask for help with any
problems
Any help I get from College is good
I know how to get support from College
College has a good enrichment
programme
I and my property are safe while at
College
The College staff are friendly and helpful
I have been treated fairly while at
College
Agree
%
Rating for
national
comparisons
96
85
Difference
compared to
national
ratings
+5
97
90
88
83
75
67
+8
+5
+9
88
70
-1
96
96
82
84
+7
+2
Only two areas of the survey, ‘At my workplace’ and ‘My work placement’ were below
national averages by minus three and minus eight points respectively. These areas
of the survey were relevant to fewer than 10% and 20% of respondents respectively.
Responses were collated from over 2000 Hull College 16-19 year-olds 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 all 5 summary headings.
Comments from individual students:
10
‘My tutors as well as other staff at Park Street have not only helped me achieve my
ambitions but have also helped me in my personal life. I have a lot of respect for them…’
‘I am very happy with the College and I am really enjoying it. Everyone is very kind and
helpful…’
‘Love: course, opportunities, people.’
‘All tutors are extremely helpful in helping their students to progress to the best of their
ability.’
‘Course is proving very useful to me and has moved me forwards as a person and a
professional, proving challenging and very worthwhile.’
‘I feel that the course was exactly right for what I needed to be doing at this point in my
learning. The course was exactly how it was explained in my interview and my tutor was
extremely helpful and always communicated with me.’
Student Voice
We recognise the importance of working collaboratively with our students and giving
them the chance to have their say on matters which affect their studies and life at
college. We have a system of student representatives in place and an active
Students’ Union which all help to give students a voice through regular ‘Student
Voice’ meetings and informal consultations.
5.11 Engaging with staff
We are, of course, also interested in how our staff view working for our organisation.
To gauge opinions, we have participated in the Best Companies Best Places to Work
in the Not for Profit Sectors 2012 and Not for Profit Sectors Accreditation 2012
survey. This survey was conducted by Best Companies Limited, an independent and
authoritative research company that specializes in Workplace Engagement. The Not
for Profit Sectors list will be published in the Sunday Times during March 2012. The
annual Best Companies Accreditation is published in January 2012 and in the Best
Companies Guide shortly afterwards, but these are not available at the time of
writing.
Results are based on anonymous answers from a cross-section of staff who were
invited to complete a questionnaire on: leadership, ‘my manager’, personal growth,
well-being (including stress, pressure at work and work/life balance), giving
something back, ‘my company’ and how happy employees are with their pay and
benefits.
Here are some of the actions we took following the 2011 survey:
Staff said…. they would like more communication from our CEO and Principal
We did…. We responded with our CEO and Principal’s monthly blog
Staff said… they would like the opportunity to socialise with colleagues
We did…. We set up the Group Social Committee and have held several events
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Staff said…. they would like us to improve the staff induction process
We did… Review the process and launched our new approach, focusing on the
immediate information colleagues said they needed to begin their career with us.
Quotes from Staff video – July 2011
What staff like about working at college (from all sites):
‘I like working here because the students are from all countries, from all
backgrounds and they bring a lot of variety and a lot of knowledge and skills here …
I like interacting with them and I find it very rewarding.’
‘When you get up in a morning looking forward to work and thinking of how you’re
going to develop your classes to actually make them feel inspired.’
‘The variety of people, people you get to work with, the camaraderie.’
‘It’s got to be because of the people I work with. They’re enthusiastic, they’re
enterprising and they’re inspirational.’
‘People are really, really friendly here.’
‘I enjoy the variety of the work and the staff are extremely friendly and
approachable, and I’ve been really impressed by the way the tutors really seem to
care about the students and put their all into it.’
Click on this link to watch the video:
http://www.youtube.com/watch?v=MNPdtvVyfk0
As well as canvassing individual’s opinions as above, members of the Group’s
Strategic Leadership Team visit all sites at least once a term and offer an open forum
to staff. Staff are encouraged to ask topical questions about the Group’s business
and put forward comments or suggestions. Summaries of answers and outcomes are
published on the Group’s intranet.
There is also a weekly electronic newsletter, ‘The Portal Press’, which keeps staff
informed of news and activities across all sites. Regular ‘Team Briefs’ are delivered
by the College Management Team to update staff on strategic developments within
the Group. Our Principal and Chief Executive produces a monthly video ‘blog’ in
which the challenges within the education and training sector are shared. The
Principal also updates colleagues on relevant discussions at national level, the vision
for the Group and how the Group is taking this forward.
5.12 Staff Social Committee
We think 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, established over a
year ago, which organises events to appeal to variety of interests. In the past year,
we have held family orientated activities such as a ‘fireworks fiesta’, a children’s
Christmas party and a pirate treasure hunt and picnic, as well as trips to the races
and social evenings.
12
5.13 Teaching and Learning
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. a range of
related curriculum areas are grouped together into a ‘school’, managed by a Head of
School) and Service Area (non-teaching function) complete an annual Self
Assessment Report and action plan which evaluates performance against Ofsted
criteria. This includes assessing how well equality and diversity are promoted and
embedded at all levels. 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 agenda.
Business Reviews are held termly and one aspect of these is to evaluate the
performance of students by age, disability, ethnicity and gender by each School, to
see whether there are any performance gaps which need to be narrowed between
the different groups and, if so, planning how these could be addressed.
We strive to embed equality and diversity into teaching and learning so that students
get a fully rounded learning experience, where their individual needs are met. A team
of experienced teaching staff have specific ambassadorial responsibilities, acting as
champions for equality, diversity and safeguarding and meet regularly to share good
practice and promote this in their particular Schools.
5.14 Staff Development
As our staff are key proponents of our Group values and play a crucial role in
advancing equality among our students, staff training in this area is essential. During
the last academic year we introduced online staff development modules on Equality
& Diversity and Safeguarding which all staff are expected to complete. These are
complemented by live training delivered by the Equality and Diversity Team.
5.15 Other functions
Teaching and learning is our core business as an education provider, but this is
supported by a variety of other functions e.g. Finance, IAG (Information, Advice and
Guidance), Marketing, Human Resources, Admissions, Estates Management,
Examinations, Procurement. We are conscious that we need to ensure equality runs
through all aspects of our business which is why our Single Equality Scheme and
quality assurance methodology take these into account.
6.
Student and Staff Statistics
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.
The Group collates a wide range of statistical data on students and staff. Currently
this covers the protected characteristics: age, gender, disability and ethnicity. Since
the start of the academic year 2011/12, we have been running a pilot to collect
further information from students on religion/belief, sexual orientation and
marriage/civil partnership via optional monitoring forms. We have had limited success
and we have not been able to establish a complete picture for these characteristics
13
across all students. The process requires a separate database and input so ideally
we would like to move to a position to record this information at enrolment, along with
other data. This will require substantial development of the management information
system used by the College.
During the next 12 months we will be giving all staff the opportunity to update their
equality data including the new protected characteristics, but also the opportunity to
review and update any standing equality data the College holds for them. Staff will
have the opportunity to update this information as and when required. This will then
enable us to further develop our reporting to include these characteristics and ensure
we collect and report on the data in line with the Equality and Human Rights
Commission’s recommendations. A revised equality and diversity monitoring form for
job applicants has also been introduced which is kept separate from the application
form and not used in shortlisting decisions.
With regard to pregnancy and maternity, this is not currently centrally recorded for
students but it is planned to record this as a ‘withdrawal/suspending’ studies category
in the next academic year. Individual course teams are made aware of any student
who is in this category and offer additional support to encourage students to continue
with their learning/resumption of study. Details of staff who are pregnant or on
maternity leave and if/when they return to work, are recorded on the Human
Resources system. Human Resources teams provide advice and support to staff
within the established legal framework.
6.1 Students
We have used top line data in this report to provide a good overview in a
manageable form. The following tables show the profile of the student population
across the whole spectrum of funding and delivery types:
Summary Profiles by site: 2011/2012 as at 12 December 2011
A more detailed profile can be found in Appendix 1.
Table 1 – Student age profile
Age profile
U16
Hull/Goole
Harrogate
Group
623
125
748
%
4
5
4
16-18
5544
853
6397
%
35
36
36
19+
9429
1394
10823
%
60
59
60
Total
students
15596
2372
17968
Interestingly the age profiles are very similar for the different sites at this stage of the
academic year. Our July 2011 report showed that Hull/Goole had 5% more 19+
students that Harrogate. This difference may be because the July figures are end of
year, whereas this report’s data is based on figures towards the end of the autumn
term.
14
Table 2 – Student disability/learning difficulty profile as at 12 December 2011
Disability/
Learning
difficulty
Profile
Hull/Goole
Harrogate
Group
Disability/
Learning
difficulty
2447
628
3075
%
16
26
17
No
Disability/
Learning
Difficulty
12934
1682
14616
%
83
71
81
Unknown
%
Total
students
215
62
277
1
3
2
15596
2372
17968
It is notable that Harrogate has 10 % more students with declared disabilities/learning
difficulties than Hull/Goole, an increase of 5% since our July report. Across the
Group, 17% of students fall into this category which compares to national estimates
that 16% (10.1 million) of the UK population are disabled (Office for Disability –
Disability prevalence estimates 2008/9). These national estimates include 5.1 million
people over state pension age.
We are committed to providing the best learning experience we can to 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 the programme of key/functional/basic
skills and the level of programme that would suit the student’s needs best. Students
with additional learning needs achieve at least at the same level as other students
and in many cases higher than those who do not require additional support. Tutors
use a range of teaching methods and differentiation techniques to suit students and
pay particular attention to those requiring specialist support for such as dyslexia.
Support is offered from both a range of specialists around the Hull College Group
and via Learning Mentors whose specified role is to support all students in their
pastoral and learning needs. The College Group has attained the embedded Matrix
standard for initial advice and guidance.
Hull/Goole centres offer places to students who would struggle to access 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 at Hull College (Queens Gardens) who offers mobility and
orientation training to Visually Impaired Students. At Harrogate, specialist provision
for Hearing Impaired students is bought in from Deaf START (Leeds Education). A
Learning Support Assistant, who is very experienced in working with Visually
Impaired students, provides orientation training for new students who are Visually
Impaired.
15
Table 3 – Student ethnicity profile as at 12 December 2011
Ethnicity
White
British
%
Hull/Goole
Harrogate
Group
13366
2028
15394
86
85
86
Not
White
British
2154
328
2482
%
Unknown %
Total
students
14
14
14
76
16
92
15596
2372
17968
0
1
1
The ethnic diversity of the Group’s student population is significantly greater than the
demographic profiles outlined in point 3 i.e. estimated at 10.9% BME for Hull and
9.45% for Harrogate.
Table 4 – Student gender profile as at 12 December 2011
Gender
Male
%
Female
%
Hull/Goole
Harrogate
Group
8499
1201
9700
54
51
54
7089
1169
8258
45
49
46
Total
students
15596
2282
17968
The gender balance for Hull/Goole shows there are 9% more males than females
and 2% more males than females at Harrogate. These percentages show some
evening out of the male to female ratio over the past two academic years when there
were 12-16% more male students at Hull/Goole and 10-14% more female students at
Harrogate. This can be compared to local population estimates for Hull (2010) and
Harrogate (2009) which indicate that the male to female ratio is almost evenly
balanced i.e. 50.6% males: 49.4% females (Hull) and 49% males: 51% females
(Harrogate).
The Group uses a variety of positive equality messages in publications and
promotions to encourage all genders to participate, reviewing gender imbalance and
appropriate actions via internal quality management processes e.g. Business
Reviews and curriculum reports.
Table 5 – 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 group and curriculum level and reported upon during termly curriculum Business
Reviews to identify any action to be taken. There are no significant gaps in
performance by ethnicity, gender, age disability or those receiving additional support
for long courses (i.e. those over 24 weeks) as shown in the table below:
Participation* %
2009/10
2010/11
ALS:
Yes
No
Not known
Age:
17
82
0
26
74
0
Success %
2009/10
2010/11
81 (+2)
79
--
84 (+4)
80
--
16
16-18
19+
Disability**:
Yes
No
Not known
Ethnicity:
White – British
BME
Not known
Gender
Male
Female
Whole cohort
39
61
50
50
78
82 (+4)
80
83 (+3)
18
79
2
28
71
2
81 (+1)
80
79
81 (=)
81 (=)
81
87
13
0
84
15
0
79
84 (+5)
--
81
86 (+5)
--
45
55
100
46
54
100
78
81 (+3)
80
81
82 (+1)
81
* Totals may not equal 100% due to rounding
** or learning difficulty or health problem
Where wider difference occurs in long course success rates, this shows slightly
better performance by students from black or minority ethnic groups (+4) and by
those receiving additional learning support (+4). Each delivery school is aware of
any gaps and have plans on how to address them. This is monitored and challenged
through self-assessment and in the termly Business reviews.
6.2 Staff
Table 6 – staff age profile as at 1 December 2011
Age
profile
Hull/Goole
No
U18
19-30
31-40
41-50
51-60
61+
Total staff
%
4
208
363
378
335
85
1373
0.29%
15.15%
26.44%
27.53%
24.40%
6.19%
Harrogate
No
%
0
16
46
137
94
27
320
0.00%
5.00%
14.38%
42.81%
29.38%
8.44%
Group
No
%
4
224
409
515
429
112
1693
0.24%
13.23%
24.16%
30.42%
25.34%
6.62%
For the Group as a whole, the majority of staff fall into the 31 to 60 age bands, the
largest band being 41-50 which represents 30% of staff. There are very few
employees under 18 years; and 8+% are 61+.
There are differences between sites, as over 26% of Hull/Goole staff are 31-40
compared to just over 14% at Harrogate. Harrogate has an older age profile,
weighted towards the 41-50 age band with nearly 43% in this category. 72% of
Harrogate staff are aged between 41 and 60, compared to almost 52% at Hull/Goole.
17
Table 7 – Staff disability profile as at 1 December 2011
Disability/
Disability/
Learning
difficulty
Profile
Learning
difficulty
Hull/Goole
Harrogate
Group
59
10
69
No
Disability/
%
4.30%
3.13%
4.08%
Learning
Difficulty
1195
238
1433
%
Unknown
%
87.04%
74.38%
84.64%
119
72
191
8.67%
22.50%
11.28%
Total
Staff
1373
320
1693
This table shows 4% of staff have declared some kind of disability/learning difficulty,
with a slightly higher percentage at Hull/Goole. One of the Group's Key Performance
Indicator for 2011/12 is to maintain staff in post with a declared disability at 4%+. This
target is predominately based on the annual return to the Learning and Skills
Improvement Service as at September 2011 when 4.09% of staff in post had a
declared disability, and includes benchmarking against other colleges within the
sector. Sector percentages for 2010/11 were 3.36%.
There are a significant number of staff (over 11%) who are showing as unknown,
particularly at Harrogate where the figure is 22+%. Further work is to be undertaken
to encourage disclosure.
Table 8 – Staff ethnicity profile as at 1 December 2011
Ethnicity
Hull/Goole
Harrogate
Group
Not
White
British
%
1291
257
1548
94.03%
80.31%
91.44%
White
British
37
23
60
Total
%
Unknown
%
staff
2.69%
7.19%
3.54%
45
40
85
3.28%
12.50%
5.02%
1373
320
1693
The Group’s staff ethnicity profile is less diverse than that for students and local
demographic profiles (see point 3 and Table 3).
There is a high percentage of ‘unknowns’ for Harrogate, which may mask the true
picture. As with disability, we are working towards updating staff information and
improving disclosure rates.
The Group’s Key Performance Indicator for 2011/12 is a target of 7%+ for
applications to vacant posts by individuals who are from black and minority ethnic
backgrounds. To help achieve this, we are planning to advertise vacancies on a
website specifically aimed at applicants from diverse backgrounds.
A more detailed table showing the breakdown of data into ethnic categories for the
whole Group is shown in Appendix 3. The categories with the highest numbers are
‘White British’ (91.44%), ‘White Other’ (1.65%) and ‘Unknown’ (4.96%).
18
Table 9 – Staff gender profile as at 1 December 2011
Gender
Male
%
Female
%
Hull/Goole
Harrogate
Group
555
92
647
40.42%
28.75%
38.22%
818
228
1046
59.58%
71.25%
61.78%
Total
staff
1373
320
1693
Notably almost 24 % more females than males are employed by the Group. This gap
is more pronounced at Harrogate where only 28.75% of staff are male. At Hull/Goole,
the position is the opposite to the student gender profile of 54% male and 45%
female. The male/female ratio of students at Harrogate is 51% male to 49% female.
The Group has set a provisional target of moving the Group’s male to female gender
balance of its staff to 41%:59% for 2011/12.
Equal Pay Analysis for the academic year 2010/11
The Group conducts an annual equal pay audit and reports the findings to the
Governors’ Search, Governance and HR 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
differential s in pay between genders for most grades are very small and not
necessarily in favour of males.
Academic Staff Data
Table 10
Band A
Female
Male
Average pay for grade
Staff
Number Totals
156
£ 4,398,033.54
116
£ 3,263,021.36
Average
£ 28,192.52
£ 28,129.49
£ 28,165.64
Table 11
Band B
Female
Male
Average pay for grade
Staff
Number Totals
109
£ 3,727,241.15
128
£ 4,390,955.93
Average
£ 34,194.87
£ 34,304.34
£ 34,254.00
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, 57.3% of Band A staff are female compared to 42.7% of Band
B staff. This indicates 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.
19
Heads of School
Table 12
Heads of School
Female
Male
Average pay for grade
Staff
Number Totals
10
£
426,160.00
5
£
209,460.00
Average
£ 42,616.00
£ 41,892.00
£ 42,374.67
Female Heads of School are paid slightly higher than their male counterparts, which is a
reverse of the position in 2009/10. However, all Heads of School are on the same pay range
and can all achieve the same maximum salary once the relevant length of service is
achieved. The table shows that there were twice as many female Heads than 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.
Heads of Service
Table 13
Heads of Service
Female
Male
Average pay for grade
Staff
Number Totals
7
£
226,882.00
11
£
417,505.00
Average
£ 32,411.71
£ 37,955.00
£ 35,799.28
There is a marked pay difference in favour of males for this group of staff. 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 though is confident that the controls in place to evaluate
the roles and to appoint to roles are robust and no gender bias exists.
Support Staff
Junior Support Staff
Table 14
Scale 1
Female
Male
Average pay for grade
Scale 2
Female
Male
Average pay for grade
Scale 3
Female
Staff
Number Totals
104
£ 1,439,055.23
29
£
405,415.40
Staff
Number Totals
70
£ 1,120,188.53
31
£
494,494.18
Staff
Number Totals
109
£ 1,902,745.78
Average
£ 13,837.07
£ 13,979.84
£ 13,868.20
Average
£ 16,002.69
£ 15,951.43
£ 15,986.96
Average
£ 17,456.38
20
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
79
£
1,381,841.00
Staff
Number Totals
44
£
856,656.01
22
£
426,459.67
Staff
Number Totals
53
£ 1,167,987.37
39
£
854,189.02
Staff
Number Totals
12
£
290,466.06
6
£
145,662.00
£
£
17,491.66
17,471.21
Average
£ 19,469.45
£ 19,384.53
£ 19,441.15
Average
£ 22,037.50
£ 21,902.28
£ 21,980.18
Average
£ 24,205.51
£ 24,277.00
£ 24,229.34
Sixty-six per cent of staff across these grades are female, and there is a higher
percentage of female staff in each 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.
Senior Support Staff
Table 15
Scale SO1
Female
Male
Average pay for grade
Scale SO2
Female
Male
Average pay for grade
Staff
Number Totals
15
£
397,543.11
12
£
323,289.00
Staff
Number Totals
5
£
148,534.90
5
£
149,380.00
Average
£ 26,502.87
£ 26,940.75
£ 26,697.49
Average
£ 29,706.98
£ 29,876.00
£ 29,791.49
At scale SO1, the pay gap is marginally in favour of male staff. At SO2, the gender
balance is even and although the difference is again in favour of male staff, the gap
is very narrow.
21
College Management Team (excluding members of the strategic leadership
team and designated senior post-holders)
Table 16
CMT
Female
Male
Average pay for grade
Staff
Number Totals
4
£
224,893.00
4
£
219,234.00
Average
£ 56,223.25
£ 54,808.50
£ 55,515.88
On average, females earn more than males in this grouping, with the gap being in
favour of female staff. However, as with the Heads of Service category, the College
Management Team roles do not comprise a homogenous group. Whilst Directors of
Curriculum and Development have direct comparators within the team, other roles
are specifically and individually salary assessed. As for Heads of Service, the
College is confident that the controls in place to evaluate roles and to appoint to roles
are robust and no gender bias exists.
Governors
As a corporation, the Hull College Group has a governing body with 20 governor
positions, with currently 18 in post as of 1 Dec 2011:
Number
Male
Female
Independent
Governors
13
11
2
Student Governors
2
2
0
Staff Governors
2
1
1
Chief
Executive/Principal
1
0
1
Total
18
14
4
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:
1 with a legal/Higher Education background
3 with a finance background (1 public sector, 2 private sector)
4 Company Directors/CEOs (private sector), including 1 magistrate
1 with a business background and significant voluntary public sector appointments
4 from education backgrounds (HE, FE, sector skills council)
1 from a public sector background (local government)
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
22
under the age of 18 being able to vote on financial issues, but 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 so as not to identify any individual
Governor, show that:
Age range (data for 16 Governors available):
Age
Under 30 years old
31-40 years old
41-50 years old
51-60 years old
61+
Number
1
2
7
2
4
Ethnicity (data for 16 Governors available):
All Governors have stated that they identify as coming from a White English, Welsh,
Scottish, Northern Irish or British background
Data on sexual orientation is gathered and shows that Governors identify with a
range of sexual orientations.
In relation to religious backgrounds, 4 Governors identify as having no religion or
faith, 1 Governor is undecided and 11 identify as coming from a Christian
background.
Three Governors have a stated medical condition or health problem.
Equality data has also been gathered on applications for new Governors and Coopted advisers from July – December 2011 to monitor whether the application
process is accessible to people of all backgrounds. The data show that people from
a range of backgrounds feel able to apply, with a broad age range and mix of
different gender identities and sexual orientation and religious and faith backgrounds.
7.
Other data – complaints and disciplinaries
The nature of complaints and disciplinaries can be a useful indication of how we well
we are meeting our equality duty.
7.1
Complaints
Numbers of complaints 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. Data for 1
January to 31 August 2011 shows that there was only 1 complaint connected to a
protected characteristic and this was upheld. Figures for the first term of 2012/11 are
not yet available.
7.2
7.2.1
Disciplinaries
Students
In 2010/11, 326 students went through the formal stages of the disciplinary
procedure. 92% of those subject to the disciplinary procedure were from white British
23
backgrounds and 65% were male. 74% were in the 16-18 age group. As with
complaints, information recording has been introduced from 2011/12 to include the
reasons why disciplinary action has been taken, in addition to the profile of those
being disciplined. This information was not available in time for inclusion in this
report, but it will be used to identify any equality and diversity issues.
7.2.2
Staff
In 2010/11 there were 18 disciplinaries and 2 grievances. From 1 August to mid
December 2011, there were 9 staff involved in the disciplinary process, none of
which were related to a protected characteristic, and 3 grievance processes, one of
which was related to race. Data recording is being developed to ensure we monitor
for any disciplinary and grievance related to the protected characteristics.
8.
Moving forwards
We are proud of what we have achieved in terms of equality and diversity, but
recognise that this is no reason for complacency. Our College community is not static
and is refreshed by the intake of new students and staff throughout the year.
Creating and developing a culture where all advance equality and diversity is a
continual process.
Our plans for the future include regular reviews of our Single Equality Scheme and
Action Plan, to ensure these remain relevant and dynamic. We are keen to develop
and streamline our equality monitoring data to further inform our objective setting and
decision-making.
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.
24
Appendix 1
25
Appendix 2
Three Year Hull College Group Profile – all funding types as at 12 December
2011
Category
Age
14-16
16-18
19-24
25+
Under 14
Unknown
Gender
F
M
Unknown
Additional Learning Support
No
Unknown
Yes
Ethnicity
any other
Asian or Asian British - any other Asian background
Asian or Asian British - Bangladeshi
Asian or Asian British - Indian
Asian or Asian British - Pakistani
Black or Black British - African
Black or Black British - any other Black background
Black or Black British - Caribbean
Chinese
Mixed - any other Mixed background
Mixed - White and Asian
Mixed - White and Black African
Mixed - White and Black Caribbean
not known/not provided
Other ethnic group - Arab
White - any other White background
White – Gypsy or Irish Traveller
White - British
White - Irish
Total Not White - British
Disability/Learning Difficulty
Disability/Learning Difficulty
No Disability/Learning Difficulty
Unknown
Disability
disability affecting mobility
emotional/behavioural difficulties
hearing impairment
mental ill health
09/10
%
10/11
%
11/12
%
1491
6918
4932
17437
18
5
1320
22
7819
16
4589
57 13905
0
10
5
28
17
50
0
745
6397
3749
7074
3
4
36
21
39
0
14002
16794
45 12180
55 15463
44
56
8258
9700
10
46
54
0
16191
12107
2498
53 12658
39 12054
8
2931
46 14456
44
1797
11
1715
80
10
10
286
313
64
115
277
391
55
81
98
82
121
74
79
111
1
1
0
0
1
1
0
0
0
0
0
0
0
0
320
267
62
97
122
358
46
93
81
74
93
81
75
88
1
1
0
0
0
1
0
0
0
0
0
0
0
0
1833
6
1696
6
26763
53
3922
4524
25633
639
174
149
249
140
87 24030
60
13
3525
87
0
13
200
189
48
67
79
239
40
61
45
55
59
57
57
92
35
1209
15394
8
34
2482
1
1
0
0
0
1
0
0
0
0
0
0
0
1
0
7
86
0
0
14
15
5038
83 22204
2
401
18
3075
80 14616
1
277
17
81
2
1
0
1
0
161
249
190
144
1
1
1
1
101
109
101
111
1
1
1
1
26
Appendix 2
multiple disabilities
no disability
not known/information not provided
not known/not known/information not provided
other
other medical condition (for example epilepsy,
asthma,
other physical disability
profound complex disabilities
temporary disability after illness (for example postviral)
visual impairment
Learning Difficulty
dyscalculia
dyslexia
moderate learning difficulty
multiple learning difficulties
no learning difficulty
not known/information not provided
other
other specific learning difficulty
severe learning difficulty
Total Students
316
27154
953
45
203
1
246
88 24364
3
701
0
43
1
349
1
176
88
1661
3 14749
0
37
1
221
1
9
82
0
1
1008
3
810
3
492
3
90
8
0
0
60
4
0
0
28
4
0
0
28
0
28
0
14
0
279
1
294
1
164
1
0
22
6
1035
3
465
0
69
86
1649
3 14438
1
164
0
58
0
68
17968
0
6
3
0
9
80
1
0
68
30
1323
600
105
27365
1043
188
48
94
30796
0
35
4
1535
2
906
0
99
89 23855
3
793
1
292
0
40
0
88
27643
27
Appendix 3
Three Year Staff profile by age, gender, ethnicity, disability/learning difficulty to
1 December 2011
Category
Age
2009/10
%
Nos
2010/11
%
Nos
2011/12
%
Nos
Under 18
13
0.65%
7
0.35%
4
0.24%
18-30
323
16.03%
303
14.99%
224
13.23%
31-40
447
22.18%
460
22.76%
409
24.16%
41-50
585
29.03%
584
28.90%
515
30.42%
51-60
502
24.91%
504
24.94%
429
25.34%
61+
145
7.20%
163
8.07%
112
6.62%
Male
811
40.25%
804
39.78%
647
38.22%
Female
1204
59.75%
1217
60.22%
1046
61.78%
African
6
0.30%
5
0.25%
4
0.24%
Any Other
9
0.45%
5
0.25%
5
0.30%
Asian - Other
2
0.10%
3
0.15%
2
0.12%
Bangladeshi
1
0.05%
1
0.05%
1
0.06%
Black - Other
1
0.05%
1
0.05%
1
0.06%
Caribbean
2
0.10%
1
0.05%
1
0.06%
Chinese
1
0.05%
1
0.05%
1
0.06%
Indian
8
0.40%
8
0.40%
7
0.41%
Mixed - Other
6
0.30%
5
0.25%
4
0.24%
Not Known
74
3.67%
94
4.65%
84
4.96%
Pakistani
2
0.10%
2
0.10%
2
0.12%
Prefer not to say
0
0.00%
0
0.00%
1
0.06%
1858
92.21%
1853
91.69%
1548
91.44%
White - Irish
4
0.20%
4
0.20%
1
0.06%
White - Other
38
1.89%
37
1.83%
28
1.65%
Gender
Ethnicity
White - British
28
Appendix 3
White - Other
European
0
0.00%
0
0.00%
1
0.06%
White & Black African
1
0.05%
0
0.00%
1
0.06%
White & Black
Caribbean
2
0.10%
1
0.05%
1
0.06%
Has disability/ learning
difficulty
83
4.12%
79
3.91%
69
4.08%
No disability/ learning
difficulty
1674
83.08%
1728
85.50%
1433
84.64%
Unknown
258
12.80%
214
10.59%
191
11.28%
Total staff
2015
Disability/learning
difficulty
2021
1693
29