EQUALITY AND DIVERSITY ANNUAL MONITORING REPORT 2012/13
Purpose of the Report
To provide information for all in the form of an with the Equality and Diversity Annual
Monitoring Report for 2012/13, including a review of the Equality Policy.
Background
The Equality Opportunities Policy has been reviewed annually since 1992 and an Annual
Monitoring Report produced since 2001.The contents of this particular report will review
statistics for 2012/13 including the monitoring of staffing.
In line with government legislation to uphold the Equality Act (2010), and the Public Sector
Equality Duty (2011) the college follows the guidance and embeds it within policies’ and
procedures, action plans, staff training, and the curriculum. Equality is also underpinned
by a range of tutorial, enrichment programmes and opportunities along with
student
support which utilises equality focused approaches.
In order to comply with the Equality Act (2010) the college’s Annual Monitoring Report and
its corresponding action plan are updated and published annually on the college web site.
The progress against the action plan is reported to the Curriculum, Quality and Standards
Committee of the Board.
Links to Strategic Targets
This report links to the following objectives.
Objective 5 – To promote, celebrate and respect equality and diversity.
5.1
5.2
5.3
5.4
5.5
Actively challenge institutional discrimination to create a culture of social cohesion
and harmony.
Welcome, support and celebrate the achievements of students and staff from a wide
range of backgrounds, disabilities, religions and cultures.
Increase enrolment and recruitment of staff from under-represented groups.
Promote equality and diversity in our teaching and learning.
Foster relationships between individuals who share protected characteristics and
those who do not.
Appraisal and Key Issues
The Equality Policy ensures compliance with all relevant legislation and requires no textual
changes or additions.
The Single Equality Scheme is in place and reflects the nine protected Characteristics of
the Equality Act (2010). The characteristics include: gender, ethnicity, disability, sexual
orientation, age and religion and belief, gender reassignment, pregnancy and maternity,
civil partnership and marriage.
This College upholds its Public Sector Equality Duty (2011) which replaces the existing
race, disability and gender duties and extends to cover all of the protected characteristics
by:
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Eliminating discrimination, harassment, victimisation and any other prohibited conduct
Advancing equality of opportunity between persons who share a relevant protected
characteristic and persons who do not share it
Fostering good relations between persons who share a relevant protected
characteristic and persons who do not share it
Promoting equality regardless of sex, race, disability, sexual orientation, age, religion,
belief, status, Civil partnership and marriage, Pregnancy and maternity, lifestyle, social
background, country of origin or any other group definition in our society by having a due
regard to “advance equality of opportunity, and fostering good relationships” by:
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Removing or minimising disadvantages
Taking steps to meet the needs of the persons
Tackling prejudice
Promoting understanding
NB Compliance with these duties “may involve treating some persons more favourably
than others” (Public Sector Equality Duty 2011: 149 (6))
The Annual Monitoring report is subject to approval by the College Leadership Group and
the Board of Governors. Links to the three aspects of the Common Inspection Framework,
(Aspect A: Outcomes for Learners, Aspect B: Teaching, Learning and Assessment, Aspect
C: Leadership and Management) are shown in parenthesis. It is then made freely available
for any member of the public or interested party. The Equality and Diversity group reports
to College Leadership Group to monitor progress and instigate initiatives in Equality and
Diversity. The group, have added specific reports on safeguarding to their agenda
reflecting the greater focus on this aspect of Every Citizen Matters and safeguarding
(Aspect C). Reports and development sessions have been given to the Governing Body in
Every Citizen Matters, Safeguarding and Equality and Diversity.
Members of staff continue to attend external networks such as the Equal Opportunities
Group organised by Equality North East (Aspect C).
Teaching staff continue to highlight in their Schemes of Work where Equality and Diversity
issues can be discussed, developed and celebrated. Lesson observation reports upon and
record examples of good (and poor) practice, an overall report is produced which is
discussed at Observers Team Meeting and Equality and Diversity Group with appropriate
actions taken if needed (Aspect B).
The Self-Assessment Reports for each area and department include references to Equality
and Diversity with examples of good practice being cited. Recruitment, retention,
achievement and success data is analysed for trends relating to Equality and Diversity and
this is fed into the Development Plans. Development Plans include measures to redress
any inequalities and issues and teams are required to record progress made towards the
Development Plans throughout the year. This is reviewed by Curriculum Directors and
Senior Management. Equality and Diversity is now embedded within recruitment through
Sector 1, (online recruitment) where Equality and Diversity is monitored and analysed.
Recruitment opportunities are also advertised through Equality North East in order to
attract a wider interest (Aspect A and C).
Extracts from Curriculum Review are shared with Equality and Diversity Group and actioned
if necessary (Aspect C).
Equality and Diversity Continuous Professional Development (CPD) continues to be a key
topic for development amongst teachers. The table 1 identifies the amount of cross college
CPD that has taken place from September 2012 to June 2013. It is mandatory that all new
staff complete the “Disabled Go” online programme as part of their induction, which is
reflected in the high attendance rate. Equality and Diversity Bronze CPD is mandatory for
new teaching and ALS staff either online or as an attended session. The numbers reflect
attended sessions to date.
The impact of the cross college CPD ensures that all staff uphold the 9 protected
characteristics of the Equality Act (2010) and the Public Sector Duty ( 2011)and has a
positive impact on the learning experience evidence found in a range of cross college
surveys. The most relevant being the QDP on programme survey.
The Advanced Teaching Practitioner and Teaching and Learning Advisor team also support
teaching/assessing staff on a one to one basis. This includes the embedding of Equality
and Diversity within individual support sessions.
This year Adult Learning Support (ALS) CPD programme has been launched and to date
partially delivered. This programme will be mandatory for all new ALS staff from September
2013. The impact has been to standardise support and raise awareness of Equality support
issues.
All curriculum teams have Equality and Diversity as a standard agenda item in meetings,
where a wide range of topics are discussed including links to teaching strategies.
Learning walks and peer observations have also had Equality and Diversity themes where
findings have been cascaded via team meetings and training days. Within teaching learning
and assessment it is clear that there is still the need to reinforce the CPD sessions to further
embed Equality and Diversity as an ongoing action.
(Table 1): CPD Attendances 2012-13
Equality and Diversity CPD Attended September 2012 – 2013
Number of employees attended
Course
External (One-off Courses)
1
Equality in Education – Equality North East
Equality North East – Break Barriers to BGBT / Sexual
Orientation
1
TOTAL (External)
2
Internal
Disabled Go – Equality and Diversity and Disability Awareness
(Induction Programme – online)
Equality and Diversity & Sharing Good Practice
T&L Silver Equality and Diversity
T&L Bronze Equality and Diversity
64
24
5
23
TOTAL (Internal)
100
Externally Accredited but delivered in-house
11
TOTAL (NCFE)
TOTAL (All COURSES)
NCFE Level 2 Certificate in Equality and Diversity
11
113
A procedure is in place to ensure that all College Policies have an Impact Assessment
carried out with subsequent actions monitored.
Disability
The college has a dedicated team of learning support staff with a wide range of specialist
skills. The team are used to support students while they study in order for them to meet
and exceed their learning goals. Individual student’s needs are identified during come to
college events, interviews and during induction. This allows students support needs to be
addressed swiftly and accurately.
During 2012-13, 526 learners have received support in order to help them successfully
progress with their programme. The support is wide ranging and is offered to learners who
require it.
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180 learners have received Specialist Teachers Assessment Report (STAR)
72 learners have received Dyslexia Support
10 learners have received specialist Deaf Support
8 learners have personal Care Support
The college has doubled the amount of learners with Autism Spectrum Conditions from 10
to 20 learners. Learners can also access personal counseling support by appointment
which is ongoing and used well.
As part of the College provision each full-time course has a Personal Learning Coach (PLC)
attached to the vocational programme which also embeds Equality and Diversity through
a wide range of sessions throughout the academic year. For example, tackling bullying and
cyber bullying, and stereotyping.
The PLCs have been effective this year by ensuring learners are attending and achieving
this is evidenced via curriculum reviews, learner feedback, and success rates. The PLC’s
have also been successful in supporting vulnerable / minority groups.
The building at Peterlee meets the requirements of the DDA and has easy access to most
areas for wheelchair users. Signage is good and Braille signs have been incorporated in
key areas. Hearing loops are available. A group of disabled users were consulted in the
design of the building.
Foundation learners have a suite of rooms which includes adapted toilet facilities and an
additional room with bed, hoist and wet area for those with extensive disability.
(Equipment to support disabled learners has been purchased as necessary. The College
endeavors to meet any reasonable request for resources, help or adaptations from
learners).
Services to learners continue to be supported well by wide range of support workers who
aid learning and underpin a positive learning experience with a wide range of skills that
meet learners’ needs. For example signing, behavioral support, and learning support.
A wide range of services and provisions have been provided to learners so they can
successfully access and complete our programmes. For example:
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A successful breakfast club has been offered to vulnerable learners and to others that
would benefit from this service.
Transitional Development Unit (TDU) which supports young learners and young
parents.
An enhanced learning support fund used to enrol underrepresented groups including
apprentices.
Joint partnerships including arrangements with NEAS to support Autistic learners.
Multi faith room and Chaplin service.
Updating and analysis of a range of college policies. For example, the Single Equality
Scheme, Strategic, and Equality objectives.
Large font and e books for learners.
Within the 2012/13 Self-Assessment Report, it noted that there was no substantive
difference in the achievement of those learners receiving Additional Learning Support and
those not in receipt of such support.
Good Practice – some examples from across the College are listed below.
The college prides itself in encouraging members of the community to access the college
not only for learning but for wellbeing and community events. For example:
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Schools- college staff deliver projects at 3 stages- 6yrs-8yrs Active Energy 9yrs13yrs Fit Kids 14yrs – 16yrs Teen Gym.
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Community Engagement-Classes are available in the Sports Centre for staff,
learners’ and community users every night of the week for all ages and abilities.
There are some mixed groups as well as specific target groups (Girls Only-DisabilityAge appropriate-Health related-Men Only).
Club Development- Coaching staff have a club development programme in place
which offers a broad range of opportunities for local community clubs to benefit from
our expertise. The impact has been the development of a Head Start programme for
learners looking to progress on to a College programme
External projects- external projects running from the College using our facilities /
staff and expertise in conjunction with major partners. The impact has been a wide
range of successful projects during 2012- 13 which include:
- FA Football Futures- this is a weeklong volunteering in football programme and
is the largest and most successful in the country.
- Us Girls- is a programme run to support the development of increasing the
amount of girls taking part in sport.
- Growing Sport- this project the college is the only successful college within the
North East of England to be awarded 100k to support the development of
enrichment programmes from September 2013.the aim is to enhance lifestyles,
and encourage learners to take part in regular physical activity.
- GP Referral – this is a partnership with the County Durham and Darlington Health
Authority aimed at supporting the development of sustainable exercise
programmes for people recovering from major/minor illness, cardio rehab, and
obesity programmes.
Disability Sport-The Sport Ability programme is designed for college learners to
participate in up to four sports sessions each week.
Community Development-2012/13 has seen a huge increase in what we offer
to our community, clubs and classes have been created for children as young as
5yrs old up to adults 50+ Classes have been created with a real community focus.
There have also been additional college wide sessions and events which have focused on
the following:
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September- Fresher’s Week which included Chlamydia testing, Moving-On
(supporting homelessness) and Gideon bibles, healthy eating, and Horizons (support
for young carers).
October – in conjunction with the college’s personal learning coaches; Money Week
which included money management and how to identify brand deals. Progress Review
Week, Horizons (support for young carers) and Healthy College day.
November- a Halloween event that was developed with an anti-bullying message,
Healthy College event which included Chlamydia testing, Children in Need Fund
raising, Horizons (support for young carers) and the Poppy appeal.
December- College Carol Service, Horizons (support for young carers).
January- a two day cross college Mental Health themed event which included learners
delivering Sports to prevent stress, Indian Head Massage, Care and Child
Care stress awareness sessions, and externally Developing Initiatives Supporting
Communities (DISC) supported learners with sexual awareness issues, 4 Real (drugs
and alcohol abuse) and the police for advice and support. Horizons (support for young
carers).
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February- Chlamydia testing, ED6 progress review week Horizons (support for young
carers).
March- NHS, C card issuing at college due to the low regional response which was
well received by college learners and improved the regional response rate, Progress
review week, and Horizons (support for young carers).
April-cross College Domestic Abuse Event ran over two days, and included three
external speakers from Darlington Domestic Abuse, Harbour (how to deal with
domestic abuse) and the police (involvement when reporting abuse). A performance
from the level 2 Performing Arts Learners. Student and Governors forum.
May-cross college trip to Alton Towers with 115 learners attending the event.
Fundraising for a learner who is a Young Carer to go to Camp America. Horizons
(support for young carers).
June - Elections for President and Vice president of the Students Union. “Hell’s
Kitchen” fund raising event. Horizons (support for young carers).
The impact of these activities ensures that learners are educated in confronting inequality
and promoting diversity and wellbeing. This may be evidenced by QDP survey results which
demonstrate consistently high levels of satisfaction, feelings of safety and equitable
treatment by staff and students.
I am treated with respect by staff
I am treated with respect by Students
I feel safe and secure
I know who to contact if I’m being bullied
QDP 2011-12
QDP 2012-13
96% Agreed
(Quartile B)
92% Agreed
(Quartile C)
96% Agreed
(Quartile A)
95% Agreed
(Quartile B)
97% Agreed
(Quartile A)
93% Agreed
(Quartile B)
97% Agreed
(Quartile A + B)
96% Agreed
(Quartile B)
During 2012-13 two new college wide events were launched and each ran over two days.
The events were Mental Health Awareness and Domestic Violence. They were particularly
successful because learners were involved in their delivery. Both events provided positive
learner feedback, especially the Domestic Violence event. This was because over 1000
learners attended and the online feedback from 286 respondents stated that they found
the information useful, interesting and real.
The actions for next year would be to continue with the wide range of activities, introduce
Anti- Bullying training for student representatives, restart the Lesbian, Gay, Bisexual,
Transgender (LGBT) group in conjunction with DISC, and highlight key dates and events
in the world calendar such as World Holocaust Day and religious holidays. Another area of
focus would be to develop the college communities’ awareness of cultural and religious
differences in order to promote diversity and understanding, and the negative impact of
stereotyping and harassment.
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Regular access to; Horizon Young Adult Carers Service.
Regular access to; Pass it On, Mental Health Awareness.
This year German learners as an exchange visit spent time working with our students
and participating in work experience.
The College also forges positive relationships with other stakeholders. For example,
the Princes Trust Team works with local schools and communities on various
community projects including Chester Grove Nursery.
Performing Arts entertained travelers who were on return visits from the North East
of England and Holland on the ferry.
College raised money for Children in Need through a variety of cross college
fundraising activities.
Students went to Germany for exchange visit including work experience within
college.
Stop baby ahead workshops.
Regular access to: Sexual health advice – stall is regularly set up to give advice
including Chlamydia testing.
Money management talk for students.
Students attend midwife appointments – encourage pregnant students to attend
placement and complete College courses.
Monitoring
College has a number of systems in place for monitoring learner and staff statistics; these
include the Individual Learner plans, the Staff Individual Record, ProMonitor and
ProSolution.
The Learner Experience is monitored by the Vice Principal Curriculum and Performance via
a series of surveys, learner consultation sampling meetings, learning walks and focus group
meetings. The main survey used as a measurement tool to capture learners’ views is the
QDP survey. The college provides three QDP surveys for learners each term, and within it
asks a range of questions relating to Wellbeing and Equality and Diversity (Appendix 1).
The overall findings of each survey are in upper Quartiles ‘A’ and ‘B’, illustrating the
response scores are high compared to the 103 other providers who used similar survey
questions during 2012-13 periods. The results reported in section 4.28 not with standing
there are however some clear general differences between the groups.
The on-programme survey in term two of 2013 produced the lowest scores, and these
were linked to the lack of student respect and fairness. Overall female scores were lower
than learners with a disability and males. Males seemed the most content with issues
connected to Wellbeing and Equality and Diversity across each survey, followed closely by
learners who have a disability.
During term two in 2013 the lower scores were from female respondents (due to
assessment pressures on female dominated programmes). However, their responses had
improved to fall in line with males and learners with a disability by the time the exit survey
was completed. The term two survey also identified low scores connected to bullying with
learners who have a disability. Linked to this is an action within the Equality and Diversity
Action Plan for 2013-14. This is to train student representatives to prevent bullying and
to continue the tutorial awareness and support around the wide range of issues connected
with bullying, harassment and stereotyping.
Complaints and infringements are recorded and those which have an Equality dimension
are forwarded to the Equality and Diversity Group. A separate complaints report is shared
with these Board Reports (agenda item 7.2).
An analysis of complaints by gender, ethnicity and disability has been undertaken and is
available below (table 2). There is no evidence to suggest that any particular group(s) of
students or other users of the college have cause to complain over and above the norm.
(Table 2): Complaints by gender, ethnicity and disability
Ethnic Origin
Gender
Male
Female
Unknown
13
42
0
White
British
Not
known
None
Moderate
Difficulty
8
32
0
5
10
0
4
23
0
2
4
0
Learning Difficulty/ Disability
Visual /
Hearing
Dyslexia
Impairment
1
0
2
0
0
0
Asperger
Not
Known
1
0
0
5
13
0
Learner Achievement 2012/13
(Table 3): 2012/13 Success Rates by Gender and Age
Age
Gender
Starts
Retention
Achievement
Success
%
%
%
19+
F
2095
94
99
93
19+
M
1761
96
98
93
16-18
F
2223
93
93
86
16-18
M
2334
93
94
87
All
All
8413
94
96
90
Male and female achievement 1% difference in each age category-previously male
achievement was 4%less than females. Achievement is 4% higher for adults than 1618 learners. Retention is 2% higher in adults. All learners’ retention and achievement
has been monitored carefully during 2012/13 using a range of intervention strategies
that reflect the learner’s needs and the programme being studied. These include
academic tutorials, 1:1 tutorials with PLC’s, focused learner support referred to other
agencies including counselling. Each term the Curriculum Review and Peer Review
processes focus upon ‘at risk’ learners by different groups. Appendix 2 references
success rates by ethnicity and age and Appendix 3 by Learning Difficulty / Disability and
age.
The number of non-white British students is 1.8% of the total. Although individually
the numbers were too small to be statistically significant, when totalled they gave a
success rate of 83% which is lower than the whole College average for 16-18 year old
learners. 19+learners are 1% higher at 91%.
Adults in all ethnic categories have a higher range of success rates than 16-18 year
old learners from the same ethnic (matched) categories.
There has been a 3 percentage point decline in overall success for learners who have a
disability, however the number of learners declaring a disability has substantially
increased form 3850 from the previous year. The success rate in 2011-12 was 90%,
and in 2012-13 was 87%.
White British adult numbers were 3405 during 2011-12 and 3729 in 12-13 and have a
4% increase in success from the previous year. Both areas showed a significant
increase in numbers form 2011-12.
Examples of equality and diversity related College activities can be found on appendix 4.
(Table 4): 2012/13 ALS and Success Rates
Starts
583
Retained
559
Retention %
96
Achieved
541
Achieved
Success
%
%
97
93
Note the increased success rate of 3% for those given additional support compared to
the overall college average 90%
Recruitment and Selection Diversity Statistics
In line with the Colleges recruitment and selection policy, Managers are not provided with
candidate’s diversity information and are shortlisted based only on the essential and
desirable criteria for the post.
Diversity information is collected on:
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Gender
Marital Status
Disability
Ethnic Origin
Age
Religion or belief
Sexual Orientation
This section of the Annual Monitoring Report discusses the above diversity elements from
both public and internal job applications received between 1 August 2012 and 31 July 2013,
during which time 724 applications were received for 134 adverts. Comparisons to the
previous year will be made where information exists as a new recruitment system has been
purchased and some data only exists for the academic year 2012-13.
Gender
Table 5 relates to applications received between 1st August 2012 and 31st July 2013
compared to those received between 1st August 2011 and 31st July 2012.
(Table 5): Applications Received
Gender
Male
Female
Not
Specified
Total Applications
2012/ 2013 2011/ 2012
319
228
397
459
Interviewed
2012/ 2013 2011/ 2012
127
86
169
195
1
1
Rejected
2012/ 2013 2011/ 2012
272
151
336
330
0
Appointed
2012/ 2013 2011/ 2012
47
18
61
56
1
As in previous years, there were more female applicants than male. However, where in
2011-12 the proportion dropped to 24% of males applying for positions, in the year 201213 this was 46%.
Marital Status
The new recruitment system also collects information regarding applicants’ marital status.
This information is detailed in table 6 below for 2012-13, however, this data was not
previously collected and therefore no comparisons to previous years can be drawn.
(Table 6): Recruitment by Marital Status
Marital Status
Married
Single
Widowed
Divorced/Separated
Co-habiting
Not Specified
Total Applications
2012/ 2013
237
341
0
44
95
7
Interviewed
2012/ 2013
97
132
0
16
49
3
Rejected
2012/ 2013
201
295
0
37
78
4
Appointed
2012/ 2013
36
46
0
7
17
3
Disability
The following data relates to applications received between 1st August 2012 and 31st July
2013 compared to those received between 1st August 2011 and 31st July 2012.
(Table 7): Applications and Outcomes (Disabled and Non-Disabled)
Disability
Non-disabled
Disabled
Total Applications
2012/
2011/
2013
2012
701
660
23
25
Interviewed
2012/
2011/
2013
2012
288
278
10
2
Rejected
2012/
2011/
2013
2012
594
461
21
18
Appointed
2012/
2011/
2013
2012
107
73
2
1
3% of applicants were disabled; with 2% of this group being successful. Of those not
declaring a disability (97% of applicants), there was a successful application rate of 10%.
The Disability Discrimination Act describes a disability as an ‘adverse long-term affect on
the individual’s ability to carry out normal day-to-day activities’ and it is for the candidate
to decide whether they consider themselves to have a disability.
Ethnic Origin
The following table (8) relates to applications received between 1st August 2012 and 31st
July 2013.
(Table 8): Applications by Ethnic Origin
Ethnic Origin
Total Applications
Interviewed
Rejected
Appointed
White British
White Irish
White Other
Black Caribbean
Black African
Black Other
Chinese
Other
Asian – Indian
Asian – Pakistani
Asian – Bangladeshi
Asian Other
Mixed Caribbean
Mixed African
Mixed Asian
Other Mixed
Not Specified
634
8
41
1
15
2
1
3
6
9
1
5
0
1
0
0
0
279
1
8
0
4
1
0
0
0
4
1
0
0
0
0
0
0
530
8
37
1
15
2
1
3
6
8
1
5
0
1
0
0
0
104
0
4
0
0
0
0
0
0
1
0
0
0
0
0
0
0
Table 9 below gives the comparison to previous years.
(Table 9): Analysis of Variance in Application / Appointments
Year
2012/13
2011/12
2010/11
2009/10
% from White
British, Irish
and Other
94%
97%
97%
98%
% increase/
decrease
% from other
ethnic groups
% increase/
decrease
-3%
6%
3%
3%
2%
+3%
-1%
+1%
% appointed
from ethnic
groups
0.1%
0.1%
0.4%
0.1%
% increase /
decrease
-0.3%
+0.3%
Applications from ethnic groups are encouraged through the College cascading its adverts
to Equality North East and diversity groups both locally and nationally.
Of the estimated 506,400 people living in County Durham, 96.4% are from a white
background. More than half (56.2%) of the County’s total black minority ethnic
population live in the Durham & Chester-Le-Street Health Network area, whilst 12.4% live
in East Durham. Derwentside, Durham Dales and Sedgefield all have a black minority
ethnic population of 11.8%.
Age
The following relates to applications received between 1 st July 2012 and 31st August 2013
compared to those received between 1st July 2011 and 31st August 2012.
(Table 10): Age Range of application and interview outcome
Age Band
16-18
19-29
30-39
40-49
50-59
60 +
Not
Specified
Total Applications
2012/ 2013 2011/2012
22
25
312
235
155
157
129
175
88
84
7
9
3
Interviewed
2012/ 2013 2011/2012
12
12
116
93
61
74
61
69
40
31
4
2
2
2
Rejected
2012/ 2013 2011/2012
12
22
90
147
132
116
110
122
75
67
4
5
0
1
Appointed
2012/ 2013 2011/2012
10
1
39
29
23
14
19
19
13
8
3
3
2
2
0
There is a good range of applications, and appointments from all age groups. Notably the
appointments in the age range 16-18 has increased substantially, this is due to the
appointment of apprentices.
Religion or Belief
The following information (table 11) relates to applicants received between 1 st August 2012
and 31st July 2013 and their religious belief compared to those applications received between
1st August 2011 and 31st July 2012.
(Table 11): Analysis of application and interview outcome (Religion / Belief)
Religion
or Belief
Christian
Hindu
Muslim
Sikh
Jewish
Judaism
Prefer not
to say
Other
No belief
Total
2012/
2013
374
4
17
0
1
-
2011/2012
385
2
2
1
1
24
Interviewed
2012/
2011/2012
2013
161
148
0
1
5
1
0
0
1
0
12
Rejected
2012/
2011/2012
2013
322
267
4
2
17
1
0
1
1
1
17
Appointed
2012/
2011/2012
2013
52
42
0
0
0
1
0
0
0
0
2
15
22
7
9
11
17
4
1
19
278
250
11
111
110
14
232
175
5
46
28
Sexual Orientation
The new recruitment system also collects information regarding applicants’ sexual
orientation. This information is detailed in table 12 below for 2012-13, however, this data
as not previously collected and therefore no comparisons to previous years can be drawn.
(Table 12): Analysis of application and interview outcome (Sexual Orientation)
Sexual Orientation
Bisexual
Gay
Heterosexual
Prefer Not To Say
Not Specified
Total Applications
2012/ 2013
5
14
646
27
14
Interviewed
2012/ 2013
2
6
266
14
3
Rejected
2012/ 2013
4
10
552
21
13
Appointed
2012/ 2013
1
4
94
6
1
Staff Employment
The total number of staff employed by the College at 31 st July 2013 was 454, this is a
decrease from the previous year when there were 492 staff employed at 31 st July. Please
note that the figures within this report include hourly paid staff and apprentices, unlike the
HR Management Information Report provided to the Board twice per year.
Gender
306 females and 148 males were employed which is a ratio of 2.07:1 (female to male). The
gender mix has remained the static with regard to previous years. The gender split for
County Durham is 49% male and 51% female; however, it is not uncommon for colleges to
see their
gender split be bias towards females because of the roles undertaken. Within
the Further Education Sector, the gender split is again pronounced with a female staff
population of 64% (full-time) compared to 36% male (full-time).
Ethnicity
At 31st July 2013, there were three members of staff (0.6%) within non-white ethnic groups,
in the previous year this figure was 0.8%. There was one leaver who was on an hourly paid
contract.
Disability
Currently there are three members of staff who declare themselves to have a disability which
represents 0.6% of the total staff. This has remained stable to previous years.
Age
The age profile of staff in 2012/13 is:
Age Group
16-18
19-29
30-39
40-49
50-59
60+
Total number of staff
5
91
97
119
102
40
Percentage
1.1%
20.04%
21.37%
26.21%
22.47%
8.81%
College Leadership Group Analysis
At 31 July 2013, there were 4 members of the College Leadership Group, 2 males and 2
females. None have a disability and all are White British. The age profile was:
Age Group
40-49
50-59
Total number of staff
3
1
Percentage
75%
25%
Gender Pay Gap
The Gender Pay Gap at 31st July 2013 was as follows:
Average Hourly Rate
Male
Female
Senior Managers (Senior
Post holders)
Managers (Directors &
Managers)
Teachers
LSA/Support Workers
Admin
% Pay Gap
Positive toward Male or Female
£37.50
£46.81
19.8
Female
£20.65
£22.09
6.5
Female
£15.11
£7.91
£8.47
£14.43
£8.52
£9.53
4.5
7.1
11.1
Male
Female
Female
The Gender Pay Gap is calculated by working out the average hourly pay (excluding overtime)
for all men and women in at the College and then calculating the difference.
Financial/Value for Money; Legal; Risk; Human Resource; Safeguarding; Equality and
Diversity; Health and Safety Implications
There is no change to the financial, human resources, legal or risk implications as a result of this
report.
Conclusion
The college has a holistic system of monitoring equality and diversity – related issues and a robust
system of monitoring actions taken to remove possible sources of inequality relating to student
experience and treatment. The findings of the Annual Monitoring Report confirm that the College was
compliant with all relevant legislation in 2012-13, meeting or exceeding its statutory duties
APPENDIX 1
Equality, Diversity and wellbeing QDP survey questions 2012-13
Overall
college
response
Question
Term 1
I am treated with
respect by
students
I am treated fairly
by staff
I am treated fairly
by students
I feel safe and
secure at college
Term 2
Overall
college
response
Term 3
Learners with
a disability
Learners with
a disability
Learners with
a disability
Term 1
Term 2
Term 3
Male
Male
Male
Female
Female
Female
Term1
Term 2
Term 3
Term 1
Term2
Term 3
96%
On
programme
96%
97%
97%
98%
98%
97%
98%
98%
96%
95%
96%
A
95%
B
93%
A
93%
A
92%
B
95%
A
95%
A
96%
B
95%
B
95
B
94%
=
92%
B
92%
n/a
97%
n/a
95%
n/a
96%
n/a
96%
n/a
94%
n/a
97%
n/a
97%
n/a
96%
n/a
97%
n/a
97%
n/a
93%
n/a
96%
A
96%
C
95%
B
95%
B
95%
C
94%
A
95%
A
97%
B
96%
B
98%
A
95%
C
B
94n/a
93n/a
n/a
97%
n/a
94%
n/a
97%
n/a
96%
n/a
90%
n/a
97%
n/a
97%
n/a
96%
n/a
97%
n/a
97%
92%
97%
A
=
84%
A
A
=
82%
A
A
B
96%
A
A
D
A
-
-
-
-
-
-
91% C
-
-
-
Induction
I am treated with
respect by staff
Overall
college
response
I have not
experienced any
bullying
-
The help I get
from support staff
is good
-
I know who to ask
for help with
problems
-
All students are
treated fairly and
equally
-
Learners from
different
backgrounds work
well together
-
Exit
C
99%
D
100%
-
A
97%
-
A
93%
97%
A
100%
A
93%
C
A
B
94%
A
95%
B
A
97%
89%
A
96%
A
95%
B
A
B
97%
A
88%
A
92%
D
B
95%
-
A
97%
-
-
A
98%
-
94%
A
97%
99%
A
92%
-
-
93%
-
A
B
APPENDIX 2
2012/13 Success Rates by Ethnicity and Age
Age
19+
Ethnicity
Retention
Achievement
Success
%
%
%
20
95
100
95
7
100
100
100
10
90
100
90
Black
Caribbean
3
67
100
67
Black Other
-
-
-
-
Chinese
1
100
100
100
Indian
8
88
100
88
Other Asians
18
94
100
94
Pakistani
11
82
100
82
2
100
100
100
47
91
98
89
3729
95
98
93
Any other
-
-
-
-
Black African
-
-
-
-
Black
Caribbean
-
-
-
-
Other Asian
8
100
88
88
Pakistani
2
100
100
100
Indian
2
100
100
100
Unknown
5
80
100
80
4527
93
94
87
11
91
100
91
Bangladeshi
-
-
-
-
Chinese
-
-
-
-
Black Other
2
0
0
0
Mixed
Any Other
Black African
Bangladeshi
Unknown
White British
16-18
White British
Mixed
Starts
APPENDIX 3
2012/13 Success Rate by Learning Difficulty/Disability and Age
Age
Gender
Starts
Group
19+
16-18
All
Retention
Achievement
Success
%
%
%
Has a
Difficulty/Disability/
Health Problem
525
94
95
88
No
Difficulty/Disability/
Health Problem
3584
94
98
92
No information
provided
87
95
98
93
Has a
Difficulty/Disability/
Health Problem
772
96
92
87
No
Difficulty/Disability/
Health Problem
4319
92
91
84
No information
provided
317
92
93
85
Has a
Difficulty/Disability/
Health Problem
1297
95
93
88
No
Difficulty/Disability/
Health Problem
7903
93
94
88
No information
provided
404
93
94
87
APPENDIX 4
College Help’s Mark Reach his Goal (12th July 2013)
(L-R) Vice Principals Sally Hudson and Graeme Blench alongside College Principal Suzanne Duncan, College Head Chef
Joe Keenan, Mark Swan, Vice Principal Eugene McCrossan and Mark's Mum Andrea
Today East Durham College handed over a cheque to help a young local athlete achieve his dreams of competing in the Dwarf
World Championships.
The Academy at Shotton Hall year 7 pupil Mark Swan has been fundraising over the last few months hoping to raise enough money
to travel to Michigan in the United States to compete for Great Britain at the games.
And with the help of the College, The Academy at Shotton Hall and local business Mark has raised £1,935 to help him and his Mum,
Andrea Swan travel to the games in August.
The College helped Mark’s cause with the highly successful Hell’s Kitchen night which saw the college principal, senior staff and
governors’
cook for paying customers along with raffles around the College and also a charity football match between staff and students.
Proud mum Andrea couldn’t believe how much they had managed to raise and thanked everyone involved with helping them get the
money together to get Mark over to Michigan.
Andrea said: “Mark’s been dreaming of going to Michigan and competing at the games and representing his country and it’s a
fantastic feeling to know that it’s now definitely going to happen.
“I just can’t thank everyone enough, from everyone here at the College and all the local business that have donated money thank
you so, so much for your contributions.”
Hospitality and Catering course leader Sharon Littler came up with the idea to donate the money from Hell’s Kitchen event to Mark’s
fund and is over the moon to see Mark reach his funding goal.
Sharon said: “It’s great to see Mark here today receiving the cheque and I’m really proud that the College’s contribution is giving
Mark this opportunity to travel to the States to compete at the games.
“We have had a fantastic time with all the fundraising efforts over the past few months from a great night in our Scene1 restaurant
for the Hell’s Kitchen event to our charity football match just a couple of weeks ago with the staff and students, everyone around the
College has really helped.”
Laura Reaches Fundraising Goal (21st May 2013)
Ready For Camp: Student Laura Hesslewood receives a cheque from Student Liason Officer Helen Lowther
An East Durham College student has reached her fundraising goal and is now getting set to jet off to America to work at a
Summer Camp.
Laura Hesslewood, 20, from Peterlee, studies on an Outdoor Education course at the College and has been fundraising since
February to reach her goal of £1200.
Laura reached a total of £1000 through donations, bake sales and charity nights.
And this week the College helped Laura reached her goal by donating the final £200 to fund her trip.
Laura will now travel to the camp in Massachusetts on the 7th June where she will work for two months coaching archery, working
on craft projects and a number of outdoor activities with 4-17 year olds.
And the former Easington Academy school pupil admits it has not really sunk in yet that she has reached the total but she can’t
wait to start her summer trip of a lifetime.
Laura said: “I can’t believe I have reached the total for the trip, it’s been a really hard few months raising the money to go and I
want to say a huge thank you to everyone who has helped and donated money.
“It hasn’t really sunk in yet that I have reached the total to go to camp but I’m sure I will get more and more excited as in gets
closer to my leaving date.”
Along with her studies at the College, Laura is also a full time carer for her mother Pauline.
For the last 15 months Laura has been a part of the Horizon project which helps to support people aged 14-25 that are in caring
roles throughout County Durham. The project has supported nearly 300 young people and their families so far.
And Mark Blyth, Capacity Builder at Horizon praised Laura for her hard work caring for her mother and thanked the number of
organisations that have donated money to Laura to help her achieve her target.
Mark said: “Laura has been engaged on the Horizon project for 15 months now and has been supported with her caring role and
needs.
She has cared for her mother who has multiple health needs for over 8 years and hasn’t had a break from this role, she
thoroughly deserves this opportunity at Camp America.
“She has raised over £500 through sponsored events such as cake sales, archery shoot outs, sponsored silence and various
other events.
“Laura has also been successful in gaining donations from organisations such as the Lyons fund, Healthworks Easington, DISC
Durham and finally East Durham College, which have all been a real help in reaching the total she needed for the trip.”
Hairdressing Students Help In Fight Against Cancer (12th April 2013)
Angela Johnson, hairdressing lecturer at the College shaves event organiser Dawn Hopper's hair for charity
East Durham College Hairdressing students have donated their time and talents to help a fantastic cause.
The students went out to Easington Social Welfare Centre to help raise money for the Little Princess Trust which helps young children
that are battling cancer.
Thirty-seven people stepped forward to offer their tresses to the Little Princess Trust as an open session was held in aid of the cause.
It will now turn the hair into wigs for youngsters who have lost their own as they undergo cancer treatment.
During the course of the session, adults and children visited the centre in Easington Colliery as hairdressing students from the College
used their skills to cut off the lengths and then give the volunteers a new look in return for their help.
Girls as young as six were among the crowds, who also took up the offer of blow-dries and beauty treatments, which helped raise
cash for a series of funds. The event was organised by Dawn Hopper, 32, who combined her donation with sponsorship to have her
head shaved, raising more than £330 for the Bradley Lowery’s Fight Against Neuroblastoma Fund, which is supporting a toddler who
has the disease.
Dawn said: “It was absolutely amazing. I couldn’t have asked for a better day and the East Durham College students just never
stopped.
“It was such an unusual thing to do, and I think this was a brilliant idea and people were after more information about what would then
happen to the hair.
“The feedback we had from the public was great and the event ran for the full five hours. We’re definitely going to do this every year.
Dawn’s daughter Grace Brown, seven, friend Jade Saxby, 10, were also among those to donate. A further £27 was raised during the
day for Bradley’s fund through activities and £60 for Macmillan.
College To Host Mental Health Awareness Days (21st January 2013)
Students Matthew Billyard, Ryan Moore and workers from Easington Healthworks, Dominique Dudley and Mick
Kileen
This week East Durham College hosted a two-day event to help raise awareness of mental health issues amongst students.
The EDC Mental Health Awareness Event was organised to help promote the difficulties surrounding mental health issues as
well as showing students how to cope with the problems associated to it.
The two days, the first at the Houghall Campus on Tuesday followed by an event at the Peterlee Campus featured a number
of different exhibition stands from both students and outside partner organisations.
Stalls included students from the College’s beauty department giving out de-stressing
massages, Childcare students promoted information on dealing with post natal
depression, Floristry students showed people how smells can help calm and animal
care students showed people the relaxing effects of petting animals.
Stands from a number of partners include Hartlepool Mind mental health team,
Horizon Young Care and 4real County Durham Drug and Alcohol care.
Nora Gregory, Students Services manager at East Durham College, believes the days
help students understand problems with mental health and also how to cope when the
problems occur.
Nora said: “Illness to someone’s mental health is a serious matter and we believe that these days helped show students the
problems surrounding it.
“We also think that these days helped to show the students how to cope correctly when presented with problems of mental
health and show them what support is available in the local area.”
Members of the Equality & Diversity Group are:
Name
Title
Suzanne Duncan
Principal / CEO
Graeme Blench
Vice Principal – Curriculum & Performance
Helen Jervis
Student Liaison Officer
Simone Collpitts
Director of Teaching Learning and Assessment
Susan Wright
Tutorial Co-ordinator
Gill Draper
Lecturer – Uniformed Service
Steve Carter
Director of Estates Services and Resources
Michelle Cross
Director of Human Resources
John Harding
Governor
Eileen Hassell
College Counsellor
Jane Pringle
Campus Director – Houghall
Mark Moore
Director of Learner Services
Chelsea Anderson
Student Representative