Coloured page background for working draft only (to distinguish from last year’s edition)

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Contents

Page Number

Foreword Executive Summary

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3 - 7

Introduction

7 - 8

Context - summary information on the Hull College Group

8 - 9

Context - local demographic profiles

9 - 11

Management of Equality and Diversity within the Group

11 - 13

People first

13 - 26

Student and staff data

26 - 40

Other data: complaints and disciplinaries

40 – 41

Moving forward

42

Appendices

43 - 47

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Foreword

A message from the Chief Executive of the Hull College Group Alongside our unrelenting commitment to ensuring that our offer meets the needs of the labour market, we also ensure that meeting students’ needs is at the heart of what we do. Our Matrix assessment for the quality of independent advice and guidance in May 2015 recognised the high quality of the student experience across the Group. Foundation Degree Awarding Powers were conferred on the Group in November 2015 and reflect the Group’s quality and maturity in delivering higher education level programmes. This sits alongside the Group’s commitment to wider access and participation in higher education. ‘Excel, Respect, Innovate and Celebrate’ Our values are underpinned by a detailed personal development programme for students which ensures all of our students explore the themes of citizenship and fundamental British values. The Group plays a key role in the local and regional community aligning our curriculum offer to the needs of the Local Enterprise Partnerships we serve. This focus on economic prosperity enables our students to achieve high levels of progression to employment and further study. This annual report provides an important opportunity to reflect on how we are achieving these objectives and what further steps are necessary as we consider and continue to engage in the next stages of our equality journey. Gary Warke, MBE. Chief Executive

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Executive Summary 1. Introduction This report is published to demonstrate the Group’s response to the Equality Act 2010’s Public Sector Equality Duty. The focus is to provide annual equality information to explain how we are fulfilling the three aims of the general equality duty i.e. having due regard to the need to eliminate unlawful discrimination, advance equality of opportunity and foster good relations between different protected characteristics. These aims underpin the nine protected characteristics covered by the Equality Act: age, disability, race, sex, sexual orientation, gender reassignment, religion/belief, pregnancy and maternity, marriage and civil partnership. 2. Context

Hull College Group is a large, complex and multi-sited organisation with campuses in Hull, Harrogate in North Yorkshire and Goole in the East Riding. The Group caters for a wide range of students with varying needs, attainment levels and socio-economic disadvantage and providing a variety of delivery models. Across our large organisation we are proud of our multi-cultural communities in Goole, Harrogate and Hull and we recognise the need to prepare our learners for living and working in a multi-cultural society The city of Hull has an estimated population of 257,589 (Office of National Statistics (ONS) Mid-Year Population Estimates 2013, published June 2014), 10.3% of whom are from the Black and Minority Ethnic (BME) community. Harrogate District has a population of 158,200 (ONS Mid-Year Population Estimates published June 2014) with 8.3% BME (Census 2011). Goole’s population of 19,618 (ONS, Mid-Year population Estimates 2012) includes a BME community of 11.2% (East Riding Data Observatory, based on Census 2011 data) with a high concentration of migrant workers particularly from Eastern Europe. 3. Management of Equality and Diversity within the Group

The Group has a Single Equality Scheme and Action Plan covering all protected characteristics. Operational direction and policy development is managed through the Equality and Diversity Team which reports to the Group Welfare Board. The Group uses a process of Equality Analysis to assess the impact on equality of policies, plans, and procedures. 4. Case studies and examples

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

Statistical information is provided on the protected characteristics of both staff and students, where available.

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5.1 Further Education (FE) Long Course Success rates by different groups of students By nearly all measures the difference in long course (i.e. over 24 weeks) success for students has been no greater than three percentage points in recent years. Differences by gender have remained very small. However the differences by age have increased to 9% from 2% in 2014/15, this is due to a drop in 16-18 success rates. IAG for adults has become increasingly effective at the same time that a 16-18 condition of funding has required all young people to study English and Maths. The wider differences of those with a disability or learning difficulty (the majority of students then receiving some form of additional support) can generally be explained by the exceptional performance on foundation programmes. Each delivery School* is aware of any gaps and has actions in their Quality Improvement Plans to address them. Management information reports give a breakdown of participation and success by a range of different groups. Both participation and success are monitored and challenged through self-assessment and in the termly Business Reviews. *(School = Group department for curriculum delivery) 6. Age

6.1 Students

Our January 2015 report showed variations in two of the similar age profiles for the different sites, however over the year this changed and by the end of the year all the age groups were within 2% of the previous years’ statistics as shown in the more detailed three year comparison in Appendix 2. 6.2 Staff For the Group as a whole, the majority of staff fall into the 31 to 60 age bands, the largest band being 51-60 which represents 29.97% of staff. There are 3 employees under 18 years; and 8.97% are 61+. There are differences between sites, as almost 24% of Hull and 22% of Goole staff are 31-40 compared to just over 13% at Harrogate. Harrogate has an older age profile, weighted towards the 51-60 age band with just over 41% in this category. 70% of Harrogate staff are aged between 41 and 60, compared to 56% at Hull and 56% at Goole. 7. Disability and/or learning difficulty

7.1 Students Across the Group, 19% of students fall into this category. As in previous years, Goole continues to have the highest percentage of students with declared disabilities/learning difficulties, i.e. 32%, which is13% more than Hull and 11% more than Harrogate. The Group has excellent specialist facilities and provides additional support to students identified with additional learning needs via initial diagnostic testing and pre-enrolment interviews and assessment with transition and additional learning support staff.

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7.2 Staff For the Group as a whole, 5% of staff have disclosed a disability/learning difficulty: 6% at Hull, 0% at Goole and 4% at Harrogate; (where 20% are showing as ‘unknown’). 8. Race/ethnicity

8.1 Students The ethnic diversity of the Group’s student population is significantly greater than local demographic profiles. Percentages of students who are ‘Not White British’ are 16% for Hull, 17% for Harrogate and 12% for Goole as at 19th October 2015. These figures compare to 10% Black or Minority Ethnic (BME) for the city of Hull, 8% for the Harrogate District and 11% for Goole (Census 2011). 8.2 Staff The Group’s staff ethnicity profile is less diverse than that of the students, with percentages of ‘Not White British’ being 3% at Hull, 2.00% at Goole and 8% at Harrogate. 9. Sexual Orientation 9.1 Students Data was obtained from optional monitoring forms which were distributed with Learning Agreements during the main enrolment period. For the Group overall, total responses represent 41% of the student population at the end of the 2014/15 academic year. Of those who responded, 84% at Hull, 84% at Harrogate and 86% at Goole identified as heterosexual, as did 91% of those with a partner or other provider and 77% of those who had not specified their location. The next highest percentage of responses fall into the ‘prefer not to say category’ with 14% overall, a slight increase from last year. Notably, percentages for disclosure of other sexual orientations are much lower than would be expected. Stonewall, the gay, lesbian and bisexual charity, believes that government estimates that 5-7% of the population is lesbian, gay or bisexual is a reasonable figure. Steps to support increased disclosure have been identified and actioned. 9.2 Staff Data collated in relation to sexual orientation is not sufficiently complete to produce an accurate staff profile for this characteristic due to the large number of ‘unknowns’ i.e. 77%. Disclosure of this information is voluntary. 10. Religion/Belief 10.1 Students Information was obtained from optional monitoring forms in the same manner as described for sexual orientation and represents responses from 86% of students across the Group by the end of the 2014/15 academic year. The highest percentage of those who responded identify as having no religion, i.e. 65% at Hull, 56% at Harrogate and 61% at Goole. The

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next highest group within College was Christian, with 22%, 34% and 35% at Hull, Harrogate and Goole respectively. 4% of those who responded at Hull are Muslims, which represents 171 individuals. This is a significant number to take into account as we consider their religious needs such as prayer/quiet room facilities. Only 11 students, less than 1% of respondents at Harrogate identified as Muslim and none were recorded at Goole. 10.2 Staff Data collated in relation to religion/ belief is not sufficiently complete to produce an accurate staff profile for this characteristic due to the large number of ‘unknowns’ i.e. 81% across the Group. 11. Pregnancy and maternity 11.1 Students

The Student Pregnancy, Maternity, Paternity and Adoption Leave Policy will be reviewed in November 2016 to further support students to continue or resume studies. Student pregnancy/maternity is recorded as a withdrawal category on our Management Information System. In 2014/15, 39 students are recorded as having withdrawn due to pregnancy/maternity. 11.2 Staff Staff embarking on and returning from maternity leave are given additional advice and support through the Human Resources Services and their line managers. Details of staff who are pregnant or on maternity leave and if/when they return to work, are recorded on the Human Resources system against individual personnel records. However, it is not currently possible to produce a statistical overview via this system. 12. Gender Reassignment

We are not currently collecting data for staff or students on this protected characteristic, following advice from the sector and transgender organisations. We regularly review our approach to this extremely sensitive area and have done so again recently, agreeing to maintain our position. The Group has in place an appropriate policy, wrap-around support services and trained staff for those who are transgender or committing to transitioning. 13. Equal Pay analysis

An analysis of pay grades against gender does not indicate any gender bias, with all but one differential remaining more or less static. The exception being at the top end of Support Staff on Scale 6, where the differential between female/male has changed from 16/12 to 17/28.- scale roles. 14. Complaints, Grievances and Disciplinaries 14.1 Students

Complaints are dealt with using the Group’s published Praise and Complaints Policy. Any relating to the protected characteristics have been recorded since January 2011. Since

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then, up to the end of the 2014/15 academic year, there has only been one complaint connected to a protected characteristic and that was in the period January 2011 to 31st August 2011. In 2014/15, 352 students went through the formal stages of the disciplinary procedure, a reduction from the previous year. 58% of these were male and 42% female. Of these, 94% were from White British backgrounds, with 6% from black and ethnic minority backgrounds a 4% increase from the previous year. The vast majority, 72%, were in the 16-18 age group. No disciplinaries were related to a protected characteristic. 14.2 Staff In 2014/15 none of the disciplinaries or grievances were connected to a protected characteristic. The Disciplinary and Grievances Policy includes a reference to equality issues and their relevance. 15. Moving Forward

The annual report provides excellent examples of good practice and a proactive approach to meeting the public sector equality duty. The report demonstrates how the Group continues to promote positive equality and diversity messages and ensures these approaches are embedded in teaching, learning and assessment, and across support areas. This remains an evolving process. Progress continues to be made in improving data on students’ protected characteristics, particularly in relation to additional protected characteristics not included in our formal Learning Agreement. However, resolving gaps in providing information, particularly for staff, and for the newer protected characteristics remained a key focus in 2014/15. Hull College Group Equality and Diversity Report - January 2016 1. Introduction The purpose of this report is to meet the requirement of the Equality Act 2010 (Specific Duties) regulations for public bodies, including Further Education colleges, to publish relevant information demonstrating their compliance with the Public Sector Equality Duty. The Equality Duty requires public bodies to have due regard to the need to:

• Eliminate unlawful discrimination, harassment and victimisation. • Advance equality of opportunity between those who share a protected characteristic

and those who do not. • Foster good relations between those who share a relevant protected characteristic

and those who do not.

As defined in the Equality Act 2010 the nine ‘protected characteristics’ are: o Age o Disability o Race o Sex

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o Sexual orientation o Gender reassignment o Religion/belief o Pregnancy and maternity o Marriage and Civil Partnership (though the requirement to ‘advance equality of

opportunity’ and ‘foster good relations’ does not apply to this characteristic). 2. Context

The Hull College Group is one of the largest general further education providers in the country. Hull, Harrogate and Goole colleges make up the Hull College Group (branded as HCUK). HCUK primarily serves the areas of Hull and East Riding from its Hull and Goole colleges and North Yorkshire from our Harrogate college. The Hull College Group also recruits nationally and internationally for its commercial and higher education (HE) provision. Its main locations in Hull are: Queen's Gardens campus, a centre of vocational specialisms, academic centre and HE; Park Street Centre supporting the School of Art and Design; Cannon Street Centre (the centre of excellence for the School of Motor Vehicle and Engineering); Exeter Grove for the community based Construction and Horticultural Centres, and the Learning Zone situated in the KC Stadium offering sports programmes and Public Services. Harrogate College centred at Hornbeam Park in Harrogate and Goole College, based in the centre of Goole thirty miles from Hull, all offer a wide range of academic and vocational courses. Community education courses are offered in a large number of venues across Hull and the East Riding with a smaller number offered around the Harrogate centre. The workplace learning arm offers bespoke training programmes to industry. Each college provides bespoke solutions to business training needs. The Hull College Group offers courses in all 15 sector subject areas leading to qualifications from pre-entry level to higher education. In 2014/15, the Group enrolled around 27,000 students through a range of programme types including Classroom Based Learning, Apprenticeships, Workplace Learning, full-cost, contracted work and Higher Education. Of these, around 5,100 were aged 16-18, 6,900 adult students on classroom based learning and 1,300 on Higher Education programmes. Workplace Learning (including Apprenticeship programmes) was provided for around 5,400 students. Some 16% of students enrolled at the Group are from minority ethnic groups (including Irish), compared with 10.4% in the local community of Hull, 3.9% in the East Riding and 8.3% in Harrogate (Source: 2011 Census). In addition to the 14-16 College the Group works with 14 secondary schools in Hull, 17 in the East Riding and 12 in Harrogate and surrounding areas (mainstream and special schools). The Group provides vocational programmes for around 340 14-16 year olds through curriculum partnership arrangements. The Group had a close working relationship with Sirius Academy in Hull until February 2015, which the Hull College Group previously sponsored. During the Group’s sponsorship the percentage of pupils gaining five GCSEs (A*-C, including English and mathematics) improved from just 29% in 2009 to 60% in 2014. Sirius Academy achieved outstanding in its last Ofsted inspection of March 2014. Following legislative change the Group has started its own Direct Entry at 14. The 14-16 College opened in September 2013 offering a broad and balanced curriculum, based in a secure zone at both Hull and Goole sites. The official on-roll number for 2014/15 was 113 in year 10 and 95 in year 11. During the Ofsted

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visit of March 2014 the Group received a rating of ‘significant’ for their ability to meet all the themes reported upon 3. Local Demographic Profiles The map below shows areas covered by the Yorkshire & Humber Region which encompasses all our sites within the Hull College Group.

Hull has an estimated population of 257,589 (Office of National Statistics (ONS) Mid-Year Population Estimates 2013, published June 2014). Situated on the north bank of the Humber estuary, it is the largest city within the eastern part of the Yorkshire and Humber region. Hull has undergone significant changes in recent years in terms of its ethnic diversity and Hull has the most diverse population in the Humber sub region. The Census 2011 shows that black or minority ethnic (BME) residents now make up 10.3% of the population. Outside the ‘other white’ (4.1%) group no minority ethnic group is significantly numerically dominant. The city has seen an increasing number of migrant workers, in particular from Eastern Europe. 16% of students at Hull College in the year 2014/15 were from BME communities. In the immediate catchment area of Kingston upon Hull, there are many areas of significant deprivation (5th most deprived. Source: English Indices of Deprivation 2010). In 2015, the number of pupils gaining five A* to C passes at GCSE in Hull (including English and mathematics) was 46.5%; this is significantly lower than the national average of 56.1%. Qualifications on entry data show only 24% of all young people joining full-time courses having English and mathematics GCSEs at grade C or above from September 2015, compared to around 60% achieving this by age 16 nationally (source: DfE data). The proportion of students in Hull who are from areas identified as disadvantaged is 66%. The unemployment rate for Yorkshire and the Humber is 6.3% (July 2015), a 1% fall for the same period last year, though significantly above the national rate of 5.4% (Source: Office for National Statistics). The rate for Hull is around 10.4%. The percentage of those Not in Education, Employment or Training (NEET) aged 16-24 in the Yorkshire and Humber region is 15.3%, compared to the average for the UK of 12.7% (June 2015. Source: ONS). The percentage of students receiving financial support is often used as a measure of social deprivation in the same way that the free school meals measure is used in schools. Around 70% of the Group’s 16-18 year-old full-time students received the Educational Maintenance Allowance (EMA) up to it ceasing in 2010/11. The Group was one of the largest providers of EMAs in the country. During 2014/15, 47% of the Group’s 16-18 year-old full-time students received the Student Maintenance Allowance (the Hull College Group branded

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student support bursary). The bursary has been designed to support those students in greatest financial hardship. In addition 1,463 of the Group’s 19+ students received financial support for books, equipment and essential course trips from the Discretionary Learner Support Fund. Overall (all student ages and levels), Hull College Group falls within the lowest quartile (indicating high levels of social deprivation) using the latest Socio-economic Performance Indicator (SePI) Report. The population of the Harrogate district is estimated at 158,200 (ONS Mid-Year Population Estimates published June 2014) with a reverse position to Hull; demonstrating high educational attainment levels and a low unemployment rate of 3.3 % (Source: NOMIS July 2013 – June 2014). The expansion of the European Union in 2004 saw an influx of migrant workers from Eastern Europe and the District’s minority ethnic population is becoming increasingly diverse. Information from the Census 2011 shows the District’s BME population as 8.3% with the highest group within that being ‘white other’ at 4.1%. 14% of students at Harrogate College in 2014/15 were from a BME background. In the Harrogate area the proportion of young people who remain in education after the age of 16 is high and unemployment low. The region is currently experiencing a significant demographic decline in the number of 16 year-olds (around a 13% decline anticipated between 2010 and 2015). However, whilst the socio-economic background of the area is very different to Hull and Goole, many of its students are from similar backgrounds to those found at the other two colleges. (Source: Hull College Group Self-Assessment Report 2014/15). The Harrogate District does not have the same levels of deprivation as Hull and is the least deprived district in North Yorkshire with the majority of the population living outside the most deprived areas. There are, however, small pockets of deprivation e.g. one ward is ranked within the 20% most deprived in England. Within the vicinity of Harrogate College there are nine secondary schools (five of which have recently converted to Academy Status) and four independent schools. The majority of schools have sixth form provision and as a consequence competition for students aged 16 to 18 is strong. In 2015, the number of pupils gaining five A* to C passes at GCSE (including English and mathematics) for the North Yorkshire Local Authority was 61.2% and higher than the national average. Goole is a town with a population of 19,618 (ONS mid-Year Population Estimates, 2012. This is the most recent data available) and a BME community of 11.2% (East Riding Data Observatory, based on Census 2011 data). Goole’s socio-economic profile is skewed towards a low-paid, poorly skilled workforce. Deprivation is particularly concentrated in Goole South. Goole has the highest concentration of migrant workers in the East Riding. Using English as an Additional Language (EAL) data from schools, it can be estimated that between 3,000 and 5,000 migrants are now resident in Goole. The most recent available local intelligence indicates that there are at least 2,000 Polish, 1,000 Latvian and around 800 Brazilian and Portuguese migrants living in Goole. Additionally there is a broad range of other nationalities living in the town including Russian, Lithuanian and Estonian. Contrary to the trend of migrants arriving in the East Riding on a seasonal basis, attracted by a large number of agricultural and horticultural employment opportunities, migrants are particularly settling in Goole on a more permanent basis in extended family units. (Source: East Riding Local Economic Assessment January 2011).

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The most current district data we can access shows that during 2010, births to mothers whose place of origin was outside of the UK has accounted for over one-third of all births registered in Goole. (Source: East Riding Local Economic Assessment January 2011). 15% of students at Goole College were from a BME background in the 2014/15 academic year. 4. Management of Equality and Diversity within the Group The Group is managed and reviewed via an integrated committee structure through which information is raised with the relevant governors’ committee and considered at the Corporation meetings as appropriate. This is illustrated in chart form in Appendix 1. Supporting, developing and implementing excellent equality and diversity practice is the responsibility of all staff. Operational direction and policy development is managed by the Equality and Diversity Team. This small team comprises senior managers, the Group’s Equality and Diversity Officer and staff from all sites who hold both student and staff responsibilities. The Equality and Diversity Team reports to the Group Welfare Board, this meets termly and is chaired by the Group’s Deputy Chief Executive. The Board receives information on relevant activities across the Group and makes decisions on recommendations received. Business since January 2015 has included approval of a new Looked After Children/Care Leavers Private Policy, discussion of reports from the Disabled Students’ Forum, the introduction of a termly Safeguarding Issues report, and discussion and decisions taken on the development of the Single Equality Scheme’s Rolling Action and Improvement Plan, and a termly review of updates of the Equality & Diversity Team’s activities. 4.1 Single Equality Scheme and Equality Objectives The Group has a Single Equality Scheme which takes into account the extended scope of the Equality Act 2010 and covers all protected characteristics. The Scheme’s Rolling Action and Improvement Plan covers key areas of the Group’s functions and applies to both staff and students. We recognise that our approach to equality and diversity has to be dynamic, flexible and continually developed in response to the needs of our increasingly diverse communities, the shifting landscape of Further Education and Higher Education, and progress in equality law. The Scheme and Action Plan are published on our websites, the staff and student intranets and are available in different formats on request. In line with the Specific Duties requirements of the Equality Act, we published our equality objectives in April 2012. These are incorporated into our Single Equality Scheme Rolling Action and Improvement Plan as six key aims which are each broken down into more specific objectives setting out how we plan to achieve each one and specifying delivery within a time period. The six aims are selected by relevance, taking into account statistical data, views of staff and students and stake-holders obtained from focus groups, meeting discussions and other forms of consultation, in addition to recognised good practice. Our current aims are: 1. To further develop how the Group collects and reports on information about the

characteristics of our staff and students. This includes information on: age, gender, disability, race/ethnicity, religion/faith/belief, sexual orientation, pregnancy & maternity, and marriage & civil partnership. This will help us to understand the profile of our college community, identify potential support issues, gaps and set realistic targets.

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2. To continue to ensure that all decision-making, policies, procedures, plans etc are appropriately assessed for the way they may impact on equality groups, through the process of Equality Analysis.

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

valued and included.

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

5. To provide college sites and services that are accessible to all.

6. To ensure equality and diversity are embedded in to the curriculum and student experience of learning, reflecting the Group’s commitment to equality issues, and meeting the needs of our communities.

During 2015 and following feedback from students involved in focus group activity to check their currency and relevance, the six aims were again agreed but broken down into an ‘easy to understand’ version for daily use, making the aims more user-friendly and engaging to the student voice. The revised aims are:- 1. Collect and review anonymised personal information on students and staff to ensure

Hull College Group is inclusive.

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

3. To ensure that our Acceptable Standards promote and reflect respect for all. 4. To promote and support the college community as an inclusive and welcoming

environment for all. 5. To ensure as far as possible that all college sites and services are open to all.

6. Equality and diversity are consistently reflected in the curriculum and student experience

of learning.

The Action and Improvement Plan can be viewed on www.hull-college.ac.uk in the College Life section of the website or by typing ‘equality’ in the search facility. 4.2 Equality Analysis An important feature of how the Group shows ‘due regard’ to equality issues is our use of equality analysis. This has developed from our Equality Impact Assessment procedure, taking feedback from staff users and is now a more streamlined approach. It is an integral part of the approval procedure during the development or review of policies and procedures. This involves looking at the potential and/or actual effect on all nine different protected groups in a structured way using guidance notes. The process remains highly focused on outcomes and includes considerations designed to maximise positive impact and eliminate or minimise any adverse impact. Although not a protected characteristic, we also look at potential socio-economic impact as a substantial proportion of our students experience socio-economic disadvantage.

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We continually review how equality considerations are integrated within business practice; we include equality and diversity matters on the agendas of main meetings to remind meeting Chairs to note any arising issues. Equality analysis should help bring about positive change. Consultation is an important part of our process and requiring policy developers to identify who has been consulted during the development stages helps to ensure that people likely to be affected have been involved. All completed equality analyses are published on the Group’s intranet. 5. People first Equality and diversity is all about people, illustrating how the Group can provide everyone with an equal chance to thrive, succeed and feel respected and valued whatever an individual’s background, culture or characteristics. It is also concerned regarding proactively removing or minimising barriers and disadvantage and this has not changed for the group who maintain this as a key focus for positive progression for Hull College Group as a whole. This section provides some real life examples of how we are doing this and meeting the aims of the Equality Duty. 5.1 Case Studies 5.1.1 Overcoming barriers to learning

• Frazer was in college on a Level 1 catering course last year and has progressed on to the L2 catering course; he has schizophrenia and is a mature student. Frazer has gained in confidence during this last year, has worked hard and has accepted support to help him through. His increasing confidence, ability and desire to work and be independent has led to academic support in the classroom being reduced with staff keeping a watching brief. Frazer has stated to support staff that he would not have achieved so much without their help.

• Jessica Level 3 Business. Jess has a hearing impairment and cerebral palsy. Jess

lacked confidence and had few friends when she started at the college, she would barely walk around the college without a support worker or member of staff. Over the period of two years Jess organised a jewellery club raising funds for other charities, became a student representative for student voice and became very independent. Jess has obtained full time employment which she is enjoying and taking further exams, her eventual goal would be to go to university.

• Kai enrolled on the BA (Hons) Journalism & Digital Media in 2013. He has a degenerative condition which has resulted in him being fully dependent on an electrically powered wheelchair to assist with his mobility. Although he has had access to full support from the Additional Learner Support team throughout his studies, Kai is an independent student who will only ask for support from his practical assistant if needed. Kai’s tutors have also commented on his enthusiasm to try anything, and his willingness to take on advice from his tutors to improve his work. To support his development and gain experience in the Journalism industry, Kai uses his initiative to make contacts and gain respect for his journalism work. He has been successful in securing work placements at Hull Kingston Rovers, Hull FC, Hull Daily Mail and BBC Radio Humberside. Kai uses his work experience and networking skills to act as an advocate for the achievements of others with disabilities. Alongside his studies, he has also set up a digital and print magazine called

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ParaHEY. ParaHEY covers all disability sports in Hull, Leeds and Lincoln and includes articles about athletes who have or desire to represent their country at an international competition such as the Paralympics.

• Holly currently studying on Year 2 BA (Hons) Fashion has shown herself to be an extremely talented and innovative designer as well as committed BA Student. In the past she has struggled and avoided any academic work due to her challenging dyslexia but through pure determination, hard work and her flourishing talent she has progressed onto the 2nd year of the BA (Hons) Fashion Course at a very high level. Just recently Holly has been shortlisted to the final 10 for The Clothes Show Young Designer of the Year 2015 Award. Holly has not let her dyslexia stop her from developing as a designer and we expect to see great things from her in the following years.

5.1.2 Vocational Gender Exchange Taster Sessions The effective use of taster sessions to promote alternative curriculum choices in those vocational areas where male and female gender identity is most strongly recognised were introduced at Hull College in 2013/14 and continue to build with students from brickwork, carpentry and joinery switching with dance, and hair and beauty students during the last academic year and participating in half-day sessions to mix and socialise with different groups of students, learn new skills, and appreciate some of the complex issues of gender identity in learning and the workforce. Furthermore these sessions help to break down any perceived barriers between the different groups of students and highlight the importance of providing impartial information, advice and guidance at an early age that enable students to make informed learning and career choices. Additionally, all females joining construction/engineering courses have the opportunity to be part of the Women In Sustainable Technologies (WIST) group, which gives support and advice to women in these areas. 5.1.3 Women in Science, Technology and Engineering (WISE) Hull College Group is a member of Women in Science, Technology and Engineering (WISE). WISE inspires girls and women to study and build careers using science, technology, engineering and maths (STEM). WISE advises organisations on how to create environments where those women can do their best work and thrive. Their mission is to get 1 million more women in to the UK STEM workforce. Working with organisations like Hull College Group the aim is to boost the talent pool from classroom to boardroom and drive economic growth. The benefits as a WISE member to Hull College Group are:- Raise the Group’s profile as a STEM educator of choice for women and girls

• Opportunities to attend or host knowledge sharing events or other WISE networking events

• Invitations to other high profile events and media opportunities • Participation or lead of a WISE sector

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

• WISE support with benchmarking, target setting, cultural analysis surveys etc • Your news releases submitted for inclusion on the WISE website and in ‘Focus on

Talent’ e-bulletin distributed to over 11.000 subscribers • Assistance with running schools workshops and other schools engagement activities • Advice on early engagement activities to increase the pool of girls interested in

STEM courses (building the pipeline) or support of WISE campaign with this aim Support retention and progression of existing female STEM staff and students.

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

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

5.1.4 Princes Trust at Goole College Goole College students participated in the Princes Trust Community Project, they came fourth out of 300 in the country when they landscaped the gardens of a local residential care home for children. This was an excellent achievement for all the hard work of the student group. The Prince’s Trust Team 5 group spent two weeks at Airmyn Primary School landscaping and tending the gardens. This was a huge project with several separate areas that needed attention. This included the main garden where the group re-established the flower beds with new planting and summer flowers. A xylophone was made especially for the children to use in the pond area where the group tidied up and cut back all of the trees. The team cleared the woodland area and put down paving slabs to make a woodland walkway. Gnomes were then hidden for the children to find. This project transformed a tired looking garden into a magical and visually pleasing area for all of the children who attend this school to enjoy spending time in. 5.1.5 RAGE Project – Games Design

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

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5.1.6 The Aspire Development Programme

A programme initially launched as a pilot in 2012 has proved incredibly popular and productive for both its participants and the group as a whole. The participant gains the opportunity to develop a solid network of key colleagues from across the group at all levels, as well as gaining personal development through their work with both a mentor and a functional manager. We are now in our 4th year with our 5th group of participants which demonstrates the value to colleagues and college alike. The Aspire Programme provides staff with the opportunity to undertake a project which will both develop their professional skills and benefit the organisation. So far, of 21 projects, 11 have been developed further with 6 gaining momentum and being embedded as part of group practice including: - Translation of key student documents such as enrolment and student information: Developed Access arrangements for those with Hearing and/or Visual impairment: Progression Passport & Employability Seal: Transition to Foundation Degrees: Student Ambassadors The latest projects are just as exciting and will further develop our provision in relation to equality and diversity and enhance our ability to support and engage and we look forward to seeing the wider benefits across the group.

• To develop a project to devise, develop and plan delivery of a ‘Healthy Minds – Staff Emotional & Mental Wellbeing’ resource with direct benefit for both staff and student

• Access Arrangements - give students, who may struggle due to a form of difficulty, extra help and support during exams to give them the best opportunity to achieve.

• Using Smart Assessor to ensure positive and timely completions of Apprenticeships • Sports Department Community App - available for students to download which was

specific to them and their study programme they would be ‘more likely’ to engage with it. Supporting access for all and community working via IT.

• Support attendance and tracking of maths & English within a study programme - to provide an overall picture of attainment, achievement and attendance, so areas of concern can be flagged up and positive interventions can take place.

2 others have been submitted and may be amalgamated into 2 of the projects above.

• Empathic Collaboration - A collaboration between, HSAD, HSPA and the Hull College Library and all students of Hull College transcending all barriers, to produce a blended learning experience incorporating aspects of therapeutic uses of the Arts

• Inspire HCUK – to develop systems to support early engagement and orientation for students providing a positive start. Timely information sharing, intervention and review helping to ensure recruitment and retention.

A Link to the Community – Harrogate College The Harrogate College Extended Diploma Art & Design students have been working with Fountains Abbey and the National Trust to design pieces of work for an exhibition. The students were given a live brief by two of the Fountains Abbey staff and then they had to present their ideas to get feedback and responses from them before they could begin to manufacture their pieces. The brief this year was to focus on ‘Frozen in Time’ and allowed the students to respond individually depending on their specialist pathways. The exhibits will be displayed at the Fountains Abbey site for several weeks and the general public will

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be invited to vote for their favourite piece. The winner will be awarded a prize by Fountain Abbey. This project is part of a long standing partnership with Fountains Abbey to help advertise the site. It gives the students a valuable insight into the world of work and how to produce work for a client instead of following their own preferences. It helps improve their communication and presentation skills and also helps the Fountains Abbey to attract more visitors. 5.2 Equality, Diversity, Citizenship and Employability Each spring, we hold an Equality, Diversity and Citizenship Celebration Week across all sites. The aim is to celebrate and value our rich diversity as a group of Colleges and as global citizens. We invite staff and students to participate in a range of stimulating activities, whether it be a thought provoking talk, visit, or a fun event where people can mix and enjoy each other’s company. During the spring term, students who are on substantial programmes of study choose a particular theme for citizenship projects related to equality and diversity, sustainability or social enterprise. The projects are judged during Equality, Diversity and Citizenship Week and certificates of achievement are awarded for projects which have benefited the community. In 2015, the annual celebration event was attended by prize winners from Hull, Harrogate and Goole campuses. Representatives from Doorstep, Frederick Holmes Special School and Downright Special all attended the event and received cheques for funds raised by students, presented to them by the students themselves. Local Councillor Steven Brady also attended the event to award certificates of achievement and praise all the students that participated in projects to improve local community. The standard of projects was extremely high and showed students’ genuine commitment to make a difference. Examples associated with equality and diversity included fund raising for charities such as Downright Special, Frederick Holmes, Doorstep, TOFS, Sunshine House, Teenage Cancer Trust and St Martin’s House Children’s Hospice. Students raised in excess of £5000 for charities both locally and nationally. Other projects run by students involved students applying their developing technical skills learnt on course to improve the lives of others. For example, brickwork students form Harrogate College built a large planter in the grounds of Henshaw’s Society for the Blind; beauty therapy students from both Hull and Harrogate provided a day of pampering for parent carers and elderly residents in a care home. Other students chose to focus on raising awareness on social issues linked to equality to diversity such as mental health. Students in Hull contributed to raising support for the national “Get Maisie Home” campaign, which has now resulted in more beds being made available in the area for teenagers in mental health crisis. Both Maisie and her mum attended the ceremony. In September 2015, to improve the employability of Hull College Group students, The Employability Skills Passport was launched. This initiative was developed in conjunction with employers and implemented to place greater emphasis on equipping our students to compete when applying for employment opportunities and ensuring they are ‘work ready’ and meeting employer expectations. The Employability Skills Passport covers the seven CBI skills plus professional development. Students on study programmes at Hull College Group attend a one hour PDP/ILPR session each week, where they participate in activities which include:

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• Understanding the World of Work • Progression • Citizenship, Business & Enterprise • Equality & Diversity • Communication • Democracy • Prevent and British Values • Social Enterprise • Personal Development, Health & Well-Being In addition to themes being embedded, the Group held a number of themed weeks throughout the 2014/15 academic year covering topics including equality, diversity & citizenship; health, well-being & respect and progression. 5.3 Community Engagement The Group is actively engaged in a wide variety of community engagement projects at all sites. This includes the continuation of support for the Hull City of Sanctuary movement which aims to offer hospitality to people who have come to the UK seeking sanctuary. We also sponsor Hull’s Freedom Festival which is an annual programme of music and performing arts. The festival is a legacy of Wilberforce 2007, a campaign which celebrated the pioneering work of Hull-born William Wilberforce and the bicentenary of the abolition of slavery.

As an active supporter of Hull’s successful bid to become the City of Culture for 2017, we are excited to be part of this great venture. We are one of the ‘Business Angels’ sponsoring the project and are keen to involve students in activities and promotion wherever possible. The theme of the bid was 'a city coming out of the shadows’ which reminds the local population and the wider world of Hull’s cultural past and future potential. The ambitious cultural programme will highlight the location as a destination city with a strong historic background rich in diverse culture. Events will follow a number of key themes, with the aim that each day of Hull 2017 will make a difference to the life of the city.

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

5.4 Engaging with Students 5.4.1 Student survey – Further Education The Group conducts an annual ‘Student Perception of College’ (SPoC) survey, which captures student feedback on a range of different areas, e.g. pre-course guidance, teaching and learning, assessment, wellbeing, course organisation, facilities & services and overall opinion. This allows us to benchmark our organisation with other participating organisations on a national basis, to make year-on-year comparisons and to look at where we need to make improvements. The Group results for 2014/15 were more positive than national General Further Education/Tertiary sector benchmarks (21 providers) in response to three question groupings that are comparable, two other areas of questioning are rated equally and six are

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rated below benchmark. For example, Quality Assurance (Overall opinion), with a rating of 78 points was 2 points above the national FE average and the Teaching and Learning rating of 78 points was equal to the national norm. The ratings for At My Workplace (-2) and My Work Placement (-5) are both below the national averages, but these are based on fewer than 100 responses. Notably, 97% of respondents agreed that “Teaching on my course is good”, 94% agreed that “Teaching and Learning methods suit me”, 98% agreed that “My teacher knows their subject well” and 93% agreed that their “teacher constantly challenges me to do my best”. As regards overall opinion, 96% of students agreed that, “Overall, I am happy with my course and my college”, one percentage point down on last year. The following individual questionnaire items across the Hull College Group rated with responses 5+ points above the FE average

Question Response Pre Course guidance Helpful information Induction Know the kind of support I can get from tutors Teaching and Learning Expected standards made clear Teaching and Learning Teaching and learning methods suit me

SPoC results, including items relating to Equality & Diversity and Safeguarding, are used to make improvements at entry level programmes and upwards. The survey is timed so that the results may be used to inform course teams’ February SAR 2b self-assessment process and rolling action plans. These in turn inform the School and whole Group Self-Assessment Report and Rolling Action Plan. All student comments are also sent to course teams and school managers. Significant comments warranting concern are highlighted separately for Heads of School and Teaching, Learning and Assessment Managers. The annual report is also used by Customer Service providers and the Director of Student Services to identify outcomes/issues relating to the student experience, including Safeguarding and issues of Equality & Diversity. The Group continues to take measures to increase the health and the safety of students and their property. Security measures have also been enhanced, including increased CCTV coverage with a greater focus on student welfare and safety, and additional access controls in the areas designated for 14-16 provision.

The SPoC survey also collated responses from over 3734 Hull College learners under the five headings related to the Every Child Matters (ECM) agenda. These are: “Be Healthy”, “Stay Safe”, “Enjoy and Achieve”, “Make a Positive Contribution” and “Achieve Economic Well-being”. Hull College Group achieved responses more positive than national benchmarks for three of these five summary headings Enjoy and Achieve (+2), Make a Positive Contribution (+2) and Achieve Economic Well-being (+2). Two of the Group’s summary ratings are below the national benchmarks, these being Be Healthy (-3) and Stay Safe -2). Action plans to address these issues were agreed with relevant Heads of School. Individual student comments collated from the survey include the following:

• I have become more confident with practical and academic work and I am proud to come to this College.

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• Before I came to this College I dreaded school and my attendance was terrible, but I love coming to College and my attendance is the highest it's ever been.

• When I was younger I struggled with maths but C explains everything so well, it

makes the things easier to understand. I wish my maths teacher in high school was like her.

• Since I have been on the course, I have learned how to concentrate more on my

everyday life and go forward in the future. It's all down to my tutor Z.

• I have received a lot of support re my learning difficulty - all the LSA's I have encountered have been excellent (Y and Z are my 'regulars').

• X is a great teacher, (s)he is good at helping with things I don't understand and gives

lots of encouragement. (S)he uses a variety of teaching methods that suits everyone.

• Q is the best tutor I've ever had. Really enjoy my course because Q is just brilliant

and makes the lessons exciting.

• The training provider delivering my apprenticeship (learning skills partnership) is supportive, friendly and professional.

5.4.2 Student Survey – Higher Education Overview of the results of the National Student Survey (NSS) 2015 for Hull College Group (the Group).

The survey is undertaken annually and student participation is organised through a third party (Ipsos MORI), who communicate the survey to students on behalf of the whole HE sector. All students completing their degree with us in 2015 (Foundation Degree or Honours Degree) are entitled to participate in the survey. Board members will note that the participation rate for the Group in 2015 increased to 78%, which is 12% above the FE College sector average and 1% above the HE sector average. The responses to the summary questions for the Group in 2015 follow the same profile of other institutions and are above average in all but one area, which is on the FEC sector average. Compared with 2014 the responses have increased in five of the six summary categories of the NSS (the highest ever in four of these), however it decreased by two percentage points for ‘Learning resources’. Responses for stand-alone questions also decreased; for ‘Overall Satisfaction’ this was by one percentage point to 78% and for the Students’ Union question this decrease was by four percentage points to 53%. The response profile for the Group for the summary questions has improved overall this year and maintained a situation where it compares well with other Colleges which have secured Foundation Degree Awarding Powers.

5.4.3 Student Engagement We recognise the importance of working collaboratively with our students and giving them the opportunity to have their say on important issues which affect their studies and life at college. We have a robust system of student representatives in place and an active

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Students’ Union which supports all students to have a voice through regular School and site specific ‘Student Voice’ meetings and informal consultations. Actions arising from these meetings are promoted via a ‘you said…we did campaign’ on Moodle, posters and screen savers. Every year the Group’s Students’ Union (SU) embark on an election drive to elect the SU President, Vice President (Harrogate), Vice President (Goole) and up to five elected Executive Officer posts. The Students’ Union Executive works to advance the student voice, empower and engage with its membership to improve the student experience, and work collaboratively with staff at all levels of the organisation to ensure partnerships and achievements. Additionally, the Students’ Union works to represent the student body at all levels of the organisation. Our formal Student Engagement Policy provides a range of mechanisms such as the student representative structure to ensure all sections are represented, including FE, HE, Work-Based Learning, 14-16 College, full-time and part-time students. The operation of the structure is reviewed annually by the Director of Student Services, SU Executive, Student Voice and Student Journey Group, and includes checking that planned meetings are taking place and venues and timings are optimised to facilitate attendance. 5.4.3 Disabled Students’ Forum We are committed to creating an inclusive environment where all students can participate in mainstream college life. In response to the preference of students who have a disability not to attend specific meetings, the Group’s Disability Champion regularly visits all sites, in either a class situation or on an individual basis, dependent on student choice. This provides students with a further opportunity to air their views and engage on relevant issues. Outcomes from discussions with students and other initiatives are published on the Group’s intranet along with any actions taken. Students with disabilities are also encouraged to contribute articles to the Group’s electronic weekly newsletter, the ‘Portal Press’. The Disabled Students’ Forum also has a blog on the virtual learning environment, and in 2014/15 played an active role in supporting the planning and co-ordination of activities and events for our Equality, Diversity & Citizenship themed week. 5.5 Engaging with staff Staff are engaged in the decision making process of the Group through a variety of means. Three different Staff Voice groups, consisting of representatives from all areas of the Group’s organisation, meet termly and provide useful fora for discussing proposed changes within the Group and for collecting feedback on staff morale, suggesting new ideas and discussing issues of concern. Additionally, the Group recognises a variety of trade unions and meets termly at a Joint Consultative Committee and informally on a one to one basis with individual representatives in between. Managers meet together on a monthly basis for updating and discussion and a team brief from the meeting is cascaded verbally by managers to their teams. A single, comprehensive and easily accessible electronic page is currently being developed in which to communicate information to staff about their total reward package with the Group, so that all staff are aware of their entitlements and are able to take full advantage of the various benefits on offer.

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In order to improve the experience and engagement of staff joining the Group for the first time a “welcome booklet” has been developed. The aim of the booklet is specifically to ease the new starter into the organisation by answering any questions they may have before they join, allay any pre-employment nerves and equip the individual in making a positive start. 5.5.1 Strategic Leadership Team (SLT) Engagement Team Staff Briefings are held on a regular basis across the Group sites. The Chief Executive and other members of SLT provide a brief overview of the Group’s status closing with a Q and A session. There is also a weekly electronic newsletter, ‘The Portal Press’, which keeps staff informed of news and activities across all sites. The Chief Executive also updates colleagues on relevant discussions at national level, the vision for the Group and how the Group is taking this forward. 5.5.2 Staff Wellbeing The Pro-Active Welfare Group continues to meet at least once per term. The Group has signed up to the ‘Charter for Employers who are Positive about Mental Health.’ Being a Charter signatory indicates a willingness to work towards improved practice in supporting employers and developing a healthier workplace. Being a ‘Mindful Employer’ provides businesses and organisations with easier access to information and support for staff who experience stress, anxiety, depression or other mental health conditions. Bespoke training sessions are being developed and these will be offered to support staff to include resilience, keeping well at work and mental health awareness. A new Employee Assistance Programme is also being developed. The Proactive Welfare Group contributes to the HCUK Group’s Health, Wellbeing and Respect week and there is a Health and Wellbeing section on the College Portal. 5.5.3 Staff Social Committee We believe it is important to foster good inter-staff relationships as well as looking after the needs of our students. We support our staff social committee, which is now well established, which organises events to appeal to a variety of interests. Activities and events in 2014/15 included a Treasure Hunt and the annual Staff Family Christmas party for families and their children. 5.6 Teaching, Learning and Assessment We recognise that embedding equality and diversity into the curriculum, and in to our own thinking is a challenging, rewarding and exciting process. We have many achievements to celebrate so far and need to continue to build on this good practice to ensure consistency in our approach. A significant programme of on-going staff training and development to support embedding equality and diversity in to the curriculum was introduced in March 2015, supported by the Group Equality & Diversity Team, with sessions delivered across the Group’s campuses. Additionally, during our summer staff development programme in 2015 all academic staff were invited to attend an externally delivered programme of activities, including a session on embedding equality and diversity in to the curriculum. Further activities to support our approach have included the development of effective on-line resources to support teaching and learning, and exemplars for lesson plans and schemes of work. Good practice has also

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been shared by the Student Journey Leads for Equality, Diversity and Safeguarding at their twice termly meetings. Individual Learning Plans are developed jointly between tutors, student coaches and students and discussed at individual tutorials. The use of ‘Learning Walks’ first introduced in 2011/12 have continued. These Learning Walks are themed to provide an informal snapshot observation of different aspects in the teaching and learning environment. Together with lesson observations many examples of good practice have been identified where equality and diversity has been embedded in teaching and learning and where equality and diversity issues in the classroom have been addressed appropriately. During our summer staff development programme this good practice was shared and further training offered to develop skills and best practice. We have rigorous quality assurance systems and processes in place to ensure that our teaching and learning are of the highest standard. Each School (i.e. curriculum department) and Service Area (non-teaching function) completes an annual Self-Assessment Report (SAR) or for HE faculties, a Self Evaluation Plan. These include a quality improvement action plan which evaluates performance against key performance criteria. This includes assessing how well equality and diversity are promoted and embedded at all levels. To strengthen this aspect, we have introduced a sub section to the quality improvement action plan which has a specific focus on equality and diversity. Procedures such as lesson observations and the requirement to include in Schemes of Work (i.e. plans of teaching programmes) how equality and diversity will be incorporated into teaching, contribute to this important agenda. Business Reviews are held termly and one integral aspect is the evaluation of performance of students by age, disability, ethnicity and gender by each School and Faculty, to explore any performance gaps and action plan accordingly. This is supported by a team of experienced teaching staff who have specific ambassadorial responsibilities, acting as champions for equality, diversity and safeguarding. They meet regularly to share good practice and promote this in their particular School or Faculty. 5.6.1 Examples from School SARs for 2014/15 regarding equality include:

• Faculty of Business & Science The Equality and Diversity agenda is promoted and mapped into the curriculum. Inclusive delivery meets the varying needs of students across the faculty’s offer of courses. The Student Engagement Officer (SEO) supports students as necessary to ensure they reach their potential. We are members of the national WISE group (Women in Science & Engineering) which actively promotes females into the construction and engineering sectors. Employers are also engaged in raising awareness in this area by providing work placements, acting as mentors and sponsoring awards and prizes. We provide case studies and select images for our promotional/marketing materials that promote E & D; for example males in health and social care settings and females in engineering and construction.

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• School of Business, Sport, Travel and Public Services Highly effective promotion of Equality & Diversity, Safeguarding, PREVENT and British Values. Staff training has taken place in Equality & Diversity, PREVENT and Safeguarding, which all staff have completed. This is further supported in the promotion of College values: Excellence; Respect; Innovation and Celebration which fosters a culture of equality and diversity, safeguarding vigilance and respect. Equality and diversity and British values are embedded throughout all curriculum areas of the school. All staff are aware of their duties and responsibilities to safeguard, promote students’ welfare and know when and how to intervene to provide appropriate and timely protection, support and intervention. The school is working with students to understand the real life significance of British values. Posters are displayed in all classrooms and corridors promoting the importance of British values. Students attend themed weeks through their enrichment programme that also reinforce British values, equality and diversity. However, gaps have widened in 14/15 between male and female students; females have an overall success rate of 81% whereas, males were 8 percentage points lower at 73%. In 13/14 there was only a 2 percentage point difference between white British students and black, ethnic minority students, this gap widened in 14/15 with white British success rates (75%) 10 percentage points lower than those from black minority ethnic (85%). Students with no difficulties achieved higher (78%) than those students who had a learning difficulty or disability (72%); this gap was widened from 2 percentage points in 13/14 to 6 percentage point difference in 14/15.

• School Hair, Beauty and Catering There is good promotion of equality of opportunity and recognition of diversity. This is evidenced in schemes of work and lesson plans; links to the curriculum are made throughout and recognised in learning walks and lesson observations. Promotion includes ESOL student talks; tutors from the school engage with ESOL students to present information on careers in the three areas of the school. Interested students can then attend taster sessions. ‘Male’ open evenings are delivered to engage with potential students interested in a career in hair or beauty. Our existing male students support this event to discuss their experiences of entering these industries. ‘Gender exchange’ sessions have proved popular and raised awareness of the diversity of the industry as beauty students have swapped sessions with joiners to do wood craft, while joiners learn about manicures. Allergen awareness training has been delivered to staff and students to comply with new legislation and support student’s employability skills. Inclusive delivery meets the varying needs of students across the school, which include visual impairment, disabilities, ADHD, autism spectrum disorders and dyslexia. British values are linked to employability skills through the promotion of ‘Acceptable Standards’ and the colleges ERIC (Excellence, Respect, and Innovation & Celebration) agenda. The value of integrity and tolerance is promoted through teaching and learning, in the student’s personal development sessions (PDP) with the Student Coach and through promotional displays around the college that focus on raising awareness.

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• School of Health, Care, Applied Science & Foundation Studies Equality and diversity are promoted well through teaching and learning. This is embedded throughout the school culture and evidenced in schemes of work and lesson plans. Equality and diversity is part of the curriculum for students studying Early Years and Health and Social Care and whole units are devoted to this topic. These are evidenced in their substantial work placement and students bring back live case studies to the classroom environment. The school supports regular events across college and guest speakers visit from a range of external organisations The Supported Internship programme for SEND students. This flagship programme has had over 60 students participate. The students (all with Educational Health Care plans) undertake English and maths and a work skills qualification. All students attend an individualised internship supported by job coaches. Outcomes for students include progression onto mainstream vocational programmes, employment or the voluntary sector. 5.6.2 Higher Education (HE) Self Evaluation Review Following the Self Evaluation Review process with the Faculties for 2013/14 which incorporates participation and success rates by age, gender, ethnicity, disability and additional learning support, specific areas have been identified. In the Faculty of Arts there is a higher proportion of BME students than against the Group average and support is given and has been planned, particularly in relation to written work as this has previously been identified as a need for this group. Similarly, support for academic writing is planned for those students which have additional support requirements indicated. Monitoring within the Faculty of Business and Science has initiated activities to encourage underrepresented groups to apply for courses. This has proven successful in bringing increased female recruitment to Construction Management and Engineering courses through the College membership of Women in Science and Engineering (WISE) organisation. Plans for monitoring are in place within the faculties and reports of management information in relation to different groups support ongoing analysis of equality and diversity measures and this is monitored through the Business Review process. 5.7 Staff Development Staff Development opportunities reflect the needs of all staff within the group. Staff Learning and Development has undergone a significant programme of development, including the creation of the Group Organisational Learning and Development Directory. This area encompasses a wide range of activities and topics with the three key areas being: • Annual Staff Performance & Development Review (ASPDR) • Staff Learning & Development Funding • Learning & Development (L&D) – Strategic, Professional & Personal The review builds on individual one to one management meetings and provides an additional framework to reflect on performance, encouraging discussion around inclusivity and diversity throughout the year. Last academic year saw the introduction of the electronic

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ASPDR process, enabling managers and colleagues to have a valuable two way discussion and update the document as they work through each objective. This has become more embedded and not only gives managers more ‘real time’ access to colleagues’ documents, but has also helped colleagues utilise the document as a live process. 5.8 Other aspects Teaching, learning and assessment is our core business as an education provider, and this is supported by a variety of other service functions e.g. finance, student services (including information, advice and guidance, counselling etc), marketing, human resources, admissions, estates management, examinations and procurement. We are conscious that equality runs through all aspects of our business which is why our single equality scheme and quality assurance methodology take these into account. For example, our marketing department continues to build a bank of images for use in promotional materials to avoid perpetuating stereotypes. This department will also arrange for materials to be produced in different formats on request. Our websites have inbuilt accessibility features which are regularly reviewed. Our in-house graphics designer produces posters and screen savers promoting positive equality and diversity themes and messages which are displayed at all sites. Often these displays represent current national issues and concerns, for example in 2015, raising awareness of mental health which has had a significantly high profile in the national media, in particular with self-harming behaviour and the high rates of suicide among men under aged 45. Accessibility considerations are an important aspect of estate management and we aim to support and involve disabled people in current and future developments. Our examinations department liaises with awarding bodies in relation to requests from students with disabilities or learning difficulties for exam concessions e.g. extra time in exams or the provision of a scribe or reader. Such requests are subject to strict criteria being met. We continue to review ways of using our purchasing power to have a positive impact on equality. Our larger contracts are usually awarded via consortia and require suppliers to complete prequalification questionnaires featuring equality. 6 Student and Staff Data Statistics are useful tools which demonstrate the make-up of our college community and give us an indication of any potential issues which may require closer investigation. However, statistics can be open to interpretation and can give a sterile impression of an organisation. This section should therefore be read in the light of the preceding information. 6.1 Students We have used top line data in this report to provide an overview in a manageable form. The following tables show the profile of the student population across the whole spectrum of funding and delivery types. It should be noted that figures are as at 1st December 2015 and are likely to change due to in-year recruitment of students. Summary Profiles by site: 2014/2015 as at 1 December 2015 A more detailed profile can be found in Appendix 2.

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Table 1 – Student age profile as at 1 December 2015 Age profile U16 % 16-18 % 19+ % Total students Hull 223 2 3368 28 8241 70 11832 Harrogate 42 3 522 42 680 55 1244 Goole 72 17 141 33 214 50 427 Group 337 2 4031 30 9135 67 13503

* Totals may not equal 100% due to rounding Our January 2015 report showed broadly similar age profiles for the different sites at this stage of the academic year. The more detailed three year comparison in Appendix 2 shows an 11% increase in the proportion of 16-18s by 1 December 2015 for the Group overall compared to the previous two complete academic years. The percentage of 25+ is down 12% compared to 2014/15 but this may well change during the year due to continuing in year recruitment. Table 2 – Student disability/learning difficulty profile as at 1 December 2015 Disability/ learning difficulty profile

Disability/ learning difficulty

% No disability/

learning difficulty

% Unknown % Total students

Hull 2317 20 9460 81 55 0 11832 Harrogate 277 22 954 77 13 1 1244 Goole 137 32 289 68 1 0 427 Group 2731 20 10703 79 69 1 13503

* Totals may not equal 100% due to rounding As in previous years, Goole continues to have the highest percentage of students with declared disabilities/learning difficulties, i.e. 32%, which is 12% more than Hull and 10% more than Harrogate. Across the Group, 20% of students fall into this category (20% in January 2015) which compares to national estimates that 18% (11.6 million) of the UK population are disabled (Office for Disability Issues – Disability prevalence estimates 2011/12 and ONS mid-2013 population estimates). These national estimates include 5.7 million adults of working age, 5.1 million people in GB over state pension age and 0.8 million children). We are committed to providing excellence in learning for students who have a disability. Students in need of additional support to help them succeed are identified early and helped through a range of highly effective services. The college is accessible to students with physical disabilities with excellent specialist facilities and support for students with sensory impairments. The views of students and other service users are actively sought, valued and used to further improve the service. Students’ previous attainment, information from enrolment, and/or transition information is combined with the effective initial/diagnostic assessment to identify additional learning needs. This also informs staff about the programme of key skills, functional skills, basic skills and the level of programme that would suit the student’s needs best. Students with additional learning needs achieve at least at the same level as other students and in many cases higher than those who do not require additional support.

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Tutors use a range of teaching methods and differentiation techniques to suit students and pay particular attention to those requiring specialist support for such as dyslexia. Support is offered from both a range of specialists around the Hull College Group and via student coaches. The Hull College Group has attained the embedded Matrix standard for initial advice and guidance. Hull and Goole centres offer places to students who may face barriers to accessing other provisions locally. Hull College is one of the few colleges able to offer in-house British Sign Language support due to a well-resourced Hearing Impairment team. A mobility officer is employed by the Group who offers mobility and orientation training to visually impaired students. At Harrogate, specialist provision for hearing impaired students is delivered in partnership with Deaf START (Leeds Education). Table 3 – Student ethnicity profile as at 1 December 2015 Ethnicity White British % Not

white British

% Unknown % Total students

Hull 9563 81 2268 19 1 0 11832 Harrogate 1054 85 190 15 0 0 1244 Goole 368 86 59 14 0 0 427 Group 10985 81 2517 19 1 0 13503

* Totals may not equal 100% due to rounding The ethnic diversity of the Group’s student population is significantly greater than the demographic profiles outlined in point 3 i.e.10.3% BME for Hull, 8.3% for Harrogate and 11.2% for Goole. Appendix 2 shows that the ‘White - any other white background’ group is the largest of the minority groups, representing 8% of the student population at 1 December 2015. This is a gradual increase from previous complete years, where the percentage was 6% in 2013/14 and 7% in 2014/15. This probably reflects current migration patterns from the EU. Table 4 – Student gender profile as at 1 December 2015 Gender Male % Female % Total students Hull 6426 54 5406 46 11832 Harrogate 498 40 746 60 1244 Goole 166 39 261 61 427 Group 7090 53 6413 47 13503

* Totals may not equal 100% due to rounding The gender balance shows there are 8% more males than females in Hull College at this point in the year, compared to 16% at the end of the 2014/15 academic year when the male to female ratio was 58%:42%. There are currently 20% more females than males in Harrogate College (a further widening of the 16% gap in January 2015, and greater than the end of year gap of 18%). There are presently 22% more females at Goole than males; this is more than the end of year ratio of 41%:59% for 2014/15. Gender imbalances at the different sites are likely to reflect the different mix of courses on offer, some of which have distinct gender appeal. The Group uses a variety of positive equality messages in publications and promotions to encourage all genders to participate,

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reviewing gender imbalance and appropriate actions via internal quality management processes e.g. Business Reviews and curriculum reports. Table 5 – Long Course Success rates by different groups of students The Group monitors participation, retention and achievement rates of different groups of students to ensure there are no significant gaps in performance. This is measured at school and group level and monitored at performance reviews to identify any action required. The Group uses national benchmarks and socio-economic data to identify needs and ensure it meets them. Those receiving additional support achieve at a higher rate explained by the exceptional performance at foundation level.

Classroom based

learning participation* % Classroom based learning long

success* % 2013/14 2014/15 2013/14 2014/15 Difference

Age: 16-18 35 42 76 68 (-8) 19+ 65 58 87 83 (-4) +15

Disability or learning difficulty**: Yes 28 33 85 78 (-7) +2 No 72 67 83 76 (-7)

Additional learning support: Yes 14 14 86 79 (-7) +7 No 86 86 80 72 (-8)

Ethnicity: White - British 85 82 85 77 (+3) +3 BME 15 18 73 74 (+1)

Gender: Female 43 48 85 76 (-9) Male 57 52 82 77 (-5) +1 Whole cohort 100 100 84 77 (-7)

* Totals may not equal 100% due to rounding ** or health issue By nearly all measures the difference in long course (i.e. over 24 weeks) success has been no greater than three percentage points in recent years. However, the poor performance of younger students in 2014/15 meant that success of 16-18 students was significantly negatively impacted upon. Differences by ethnicity and gender have remained very small and the differences of those with a disability or learning difficulty (the majority of students then receiving some form of additional support) has dropped from +6 to a difference of +2. Each delivery school is aware of any gaps and has actions in their quality improvement plans to address them. Actions have been put in place to ensure that target grades and report monitoring for the 16-18 cohort is more rigorous. Management information reports give a breakdown of participation and success by a range of different groups. Both participation and success are monitored and challenged through self-assessment and in the termly performance reviews.

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Table 6 – Higher Education success rates by different groups of students Participation* % 2013/14 2014/15 ALS Yes 3 2 No 97 98 Age 16-18 6 9 19+ 94 91 Disability/learning difficulty** Yes 17 18 No 83 82 Ethnicity White – British 81 84 BME 19 16 Gender Male 45 45 Female 55 55 Whole cohort 100

*This includes all the students in HE within the academic year. ** or health problem Students studying HE are within the lowest age group (16-18) in their first year of study only and the profile within the 19+ group ranges widely and is different in the different faculties. The age profile overall is analysed as part of annual monitoring at course and faculty level and evaluated to identify if actions to address differences need to be in place. The difference in declared disability/learning difficulty compared with the ‘no’ group is very small (+1%). This has been consistent over the past two years and reflects the overall support mechanisms available to HE students studying in an FE context. Only a small number of students received ALS in 2013/14 and this has remained constant in 2014/15. Further to gaining Foundation Degree Awarding Powers (FDAP), we now recognise and use QAA recognised practices for reporting HE results. Achievement rates are used rather than success rates. For 2014/15, the achievement results for the faculties overall was 96%. Other Protected Characteristics The Group has a well-established system for collating a wide range of statistical data on students and staff for the protected characteristics: age, gender, disability and ethnicity as shown above. At the start of the academic year 2011/12, we ran a pilot to collect further information from students on religion/belief and sexual orientation via optional monitoring forms. We had limited success and were not able to establish an accurate picture for these characteristics across all students. For 2012/13, we refreshed our approach and achieved much higher returns but were aware that we still had large gaps in our intelligence. Since 2013/14, our data services team has ensured that the optional monitoring forms have been

31

issued alongside the learning agreements which students sign at enrolment. This has significantly improved the number of returns although this dipped by 3% in 2014/15. Currently, we cannot record this additional information on our enrolment forms. We do not link the data we have collected to our main management information system as there are potentially data protection and confidentiality issues relating to the recording of sensitive personal details against individual student records. This system is regularly reviewed to explore improved reporting mechanisms, whilst maintaining appropriate confidentiality. Table 7 – Sexual orientation as at end of 2014/15 academic year Number and % of students who responded*

All sites % Hull % Harrogate % Goole %

Sexual orientation

Heterosexual 5940 82 3346 84 1087 84 114 86

Gay man 46 1 29 1 5 0 0 0 Gay woman 51 1 33 1 6 0 0 0 Bisexual 118 2 74 2 18 1 1 1 Questioning 5 0 2 0 3 0 0 0 Other 32 0 19 0 7 1 2 2 Prefer not to say 1021 14 504 13 165 13 15 11 Total 7213

4007

1291

132

*Totals may not equal 100% due to rounding Data was obtained from optional monitoring forms which were distributed with learning agreements during the main enrolment period. For the Group overall, total responses represent 41% of the student population at the end of the 2014/15 academic year. Of those who responded, 84% at Hull, 84% at Harrogate and 86% at Goole identified as heterosexual, as did 91% of those with a partner or other provider and 77% of those who had not specified their location. The next highest percentage of responses fall into the ‘prefer not to say category’ with 14% overall, a small increase on the previous year. Notably, percentages for disclosure of other sexual orientations are much lower than would be expected. Stonewall, the gay, lesbian and bisexual charity, believes the government estimates that 5-7% of the population is lesbian, gay or bisexual is a reasonable figure. Steps to support increased disclosure have been identified and actioned.

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Table 8 - Religion/belief as at end of 2014/15 academic year

Number and % of students who responded*

All sites Hull Harrogate Goole Partner/ provider

Other/ unknown location

Faith/belief

No Religion 4381 61%

2588 65%

724 56%

80 61%

47 48%

942 56%

Buddhist 31 0%

14 0%

10 1%

2 2%

0 0%

5 0%

Christian 1,853 26%

881 22%

438 34%

46 35%

38 39%

450 27%

Hindu 9 0%

6 0%

0 0%

0 0%

1 1%

2 0%

Jewish 6 0%

2 0%

4 0%

0 0%

0 0%

0 0%

Muslim 249 3%

171 4%

11 1%

0 0%

1 1%

66 4%

Sikh 8 0%

4 0%

3 0%

0 0%

0 0%

1 0%

Other - Specified 12 0%

12 0%

0 0%

0 0%

0 0%

0 0%

Other - Not Specified 66 1%

35 1%

17 1%

0 0%

1 1%

13 1%

Prefer not to say 598 8%

294 7%

84 7%

4 3%

9 9%

207 12%

Total 7213 4007 1291 132 97 1,686 *Totals may not equal 100% due to rounding Information was obtained from optional monitoring forms in the same manner as described for sexual orientation and represents responses from 41% of students across the Group by the end of the 2014/15 academic year. The highest percentage of those who responded identify as having no religion, i.e. 65% at Hull, 56% at Harrogate and 61% at Goole represent increases from the previous year. The next highest group within College was Christian, with 22%, 34% and 35% at Hull, Harrogate and Goole respectively. 4% of those who responded at Hull are Muslims, which represents 171 individuals. This is a significant number to take into account as we consider their religious needs such as prayer/quiet room facilities. Only11 students, less than 1% of respondents at Harrogate identified as Muslim and none were recorded at Goole. This data continues to reflect the increasing secularisation of British society and local demographics. It also indicates that many of our students may lack awareness and understanding of religion/faith/belief and their importance to some communities, which could impact on their work-readiness and ability to engage with those from other communities.

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Pregnancy and Maternity Recording of pregnancy/maternity was introduced as a withdrawal category on our management information system part way through 2012/13 when only four students were recorded as withdrawing against this reason. This low figure may have been due to recording issues e.g. staff may have been using up stocks of the old withdrawal form. The system is now recording this data more accurately. In 2013/14, 24 students are recorded as having withdrawn due to pregnancy/maternity. The figures for 2014/5 were 39 students withdrawn in this category. All students, as explained in the Group’s Student Pregnancy, Maternity, Paternity and Adoption Leave Policy, are entitled to return to their studies after their period of leave without penalty. Gender Reassignment We do not currently include a category on gender identity on our monitoring forms, following advice from the sector and transgender organisations. We recognise that this is an extremely sensitive area and people who have completed or are in transition may not wish to disclose for fear of discrimination, victimisation and being ‘outed’. We shall continue to review our approach as advice develops and attitudes within society become more accepting. We regularly use the opportunity to raise transgender issues during our equality and diversity activities. The Group has a transgender policy in place and trained staff to support those who are transgender or committing to transitioning. 6.2 Staff Staff can update their personal details at any time using the icon entitled My Info on all PC desktops. This enables us to further develop our reporting to include the newer protected characteristics and ensure we collect and report on the data in line with the Equality and Human Rights Commission’s recommendations. An equality and diversity screen saver is also active with straplines reminding staff to maintain awareness. The equality and diversity monitoring form for jobs is kept separate from the application form and not used in shortlisting decisions. The recording process for equality data is now an automatic collection process through the use of on-line applications which relies upon voluntary input from applicants. Previous collection relied on the use of a paper based system. One aspect which may be considered as a barrier to the collation of statistics that fully represent diversity of staff is that it is not an enforceable aspect – it is voluntary for current employees to provide this information. An audit of all staff records was carried out during 2014/15. This has provided a better view of staff equality data.

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Table 9 – Staff age profile as at 1 December 2015 Age profile Hull Goole Harrogate Group Nos % Nos % Nos % Nos % U18 2 0.20 0 0.00 1 0.50 3 0.24 18-30 116 11.75 7 14.00 9 4.48 132 10.66 31-40 236 23.91 11 22.00 27 13.43 274 22.13 41-50 278 28.17 12 24.00 57 28.36 347 28.03 51-60 272 27.56 16 32.00 83 41.29 371 29.97 61+ 83 8.41 4 8.00 24 11.94 111 8.97 Total staff 987 50 201 1238

For the Group as a whole, the majority of staff fall into the 31 to 60 age bands, the largest band being 51-60 which represents 29.97% of staff. There are 3 employees under 18 years; and 8.97% are 61+. There are differences between sites, as almost 24% of Hull and 22% of Goole staff are 31-40 compared to just over 13% at Harrogate. Harrogate has an older age profile, weighted towards the 51-60 age band with just over 41% in this category. 69.65% of Harrogate staff are aged between 41 and 60, compared to 55.73% at Hull and 56% at Goole. Table 10 – Staff disability profile as at 1 December 2015 Disability/ learning difficulty profile

Disability/ learning difficulty

% No disability

/learning difficulty

% Unknown % Total staff

Hull 56 5.67 807 81.76 124 12.56 987 Goole 0 0.00 42 84.00 8 16.00 50 Harrogate 9 4.48 150 74.63 42 20.90 201 Group 65 5.25 999 80.69 174 14.05 1238

For the Group as a whole, 5.25% of staff have disclosed a disability/learning difficulty, with 5.67% at Hull, 0% at Goole and 4.48% at Harrogate; (where 20.09% are ‘unknown’). Table 11 – Staff ethnicity profile as at 1 December 2015

Ethnicity White British % Not white

British % Unknown % Total staff

Hull 900 91.19 29 2.94 58 5.88 987 Goole 45 90.00 1 2.00 4 8.00 50 Harrogate 161 80.10 16 7.96 24 11.94 201 Group 1106 89.34 46 3.72 86 6.95 1238

The Group’s staff ethnicity profile is less diverse than that of the students, with percentages of ‘Not white British’ being 2.94% at Hull, 2.00% at Goole and 7.96% at Harrogate.

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Table 12 – Staff gender profile as at 1 December 2015 Gender Male % Female % Total staff

Hull 394 39.92 593 60.08 987 Goole 10 20.00 40 80.00 50 Harrogate 59 29.35 142 70.65 201 Group 463 37.40 776 62.60 1238

Notably 25% more females than males are employed by the Group. This gap is more pronounced at Goole and Harrogate where only 20% and 29.35% respectively of staff are male, compared to 39.92% at Hull. Other Protected Characteristics Pregnancy and Maternity Details of staff who are pregnant or on maternity leave and if/when they return to work, are recorded on the Human Resources system against individual personnel records. However, it is not currently possible to produce a statistical overview via this system. Human resources teams provide advice and support to staff within the established legal framework. Human resources currently record staff activity including long term illness, maternity leave etc. Information and documentation relating to staff management is available via HR policies on the portal. Human resource assistance is available in responding to queries outside those questions dealt with through the FAQ section, using the ‘AskHR’ on-line process. Flexible working for those returning from maternity leave is available and actively promoted. Sexual orientation, religion/belief, marriage and civil partnership Table 13 – Staff: Sexual orientation as at 1 December 2015

Sexual Orientation Hull Goole Harrogate Group

Bisexual 1 0 0 1 Gay 3 0 0 3 Heterosexual 204 5 48 257 Lesbian 1 0 1 2 Prefer not to say 20 1 0 21 Unknown 758 44 152 954

1238

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

Religious Belief Hull Goole Harrogate Group

Any other religion 3 0 0 3 Christian 83 4 28 115 Hindu 1 0 1 2 Jewish 0 0 1 1 Muslim 3 0 0 3 No religion 79 0 12 91 Prefer not to say 19 1 2 22 Unknown 799 45 157 1001

1238

Data collated in relation to sexual orientation and religious belief is not sufficiently complete to produce an accurate staff profile for these characteristics due to the large number of ‘unknowns’ i.e. 77% for sexual orientation and 81% for religion/belief across the Group. We also do not have sufficient data on marriage and civil partnership to provide any analysis. As previously stated, providing information on these categories is voluntary, however we are still communicating with colleagues and encouraging regular updates to ensure all information we hold is accurate and relevant. Gender Reassignment As noted under this category for students, we have not yet introduced recording for this characteristic. Any prospective or current member of staff who has or is undergoing gender reassignment will be sensitively supported through our Transgender Policy. Equal Pay Analysis for the academic year 2014/15 The Group conducts an annual equal pay audit and reports the findings to the Governors’ First Choice Committee. All roles are part of a salary scale with automatic incremental progression up the pay spine. The exception to this are senior post-holders whose pay and conditions are set by the Remuneration Committee and the Corporation. The following tables show breakdowns by grade and gender. Generally, the differentials in pay between genders for most grades are very small and not necessarily in favour of any gender. Academic Staff Data Table 15 - Academic staff data

Band A Staff number Totals Average

Female 119 £3,487,211.00 £29,304.29 Male 90 £2,588,427.00 £28,760.30 Average pay for grade £29,070.04

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Band B Staff number Totals Average

Female 92 £3,207,844.00 £34,867.87 Male 98 £3,450,415.00 £35,208.32 Average pay for grade £35,043.47

For academic staff, there is broad parity for pay within the defined pay bands. In terms of pay progression, there is no connection between gender and speed of progression within either band. Of note however, more Band A staff are female compared to Band B staff. This may indicate the need to look in more detail at the opportunities to progress from Band A to Band B and ensure that there is no gender bias in the approach. Table 16 - Heads of School

Heads of School Staff number Totals Average

Female 11 £502,283.00 £45,662.09 Male 3 £130,898.00 £43,632.67 Average pay for grade £45,227.21

All Heads of School or other senior curriculum management roles are on the same pay scale and can achieve the same maximum salary once the relevant length of service is achieved. The table shows that there was a ratio of 11:3 female heads to male, so although females appear to be less successful in moving from Band A to Band B, they are more successful in achieving the most senior position within the School. Table 17 - Heads of Service Heads of Service

Staff number Totals Average

Female 7 £253,829.00 £36,261.29 Male 8 £315,244.00 £39,405.50 Average pay for grade £37,938.20

The pay difference in favour of males for this group of staff has increased from £1,923.92 in 2014/2015 to £3,144.21 2015/2016. Unlike Heads of School, these staff do not share a common pay scale because, despite the ‘Head of Service’ designation in their job title, responsibilities vary significantly. Each role is individually job evaluated against its peers internally and against external benchmarks. The college is confident that the controls in place to evaluate the roles and to appoint to roles are robust and no gender bias exists.

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Table 18 - Support Staff Junior Support Staff

Scale 1 Staff number Totals Average

Female 78 £1,156,589.00 £14,828.06 Male 15 £216,650.00 £14,443.33 Average pay for grade £14,766.01

Scale 2 Staff number Totals Average

Female 58 £993,767.00 £17,133.91 Male 28 £464,145.00 £16,576.61 Average pay for grade £16,952.47

Scale 3 Staff number Totals Average

Female 105 £1,915,719.00 £18,244.94 Male 52 £937,131.00 £18,021.75 Average pay for grade £18,171.02

Scale 4 Staff number Totals Average

Female 94 £2,009,467.00 £21,377.31 Male 28 £568,582.00 £20,306.50 Average pay for grade £21,131.55

Scale 5 Staff number Totals Average

Female 32 £714,215.00 £22,319.22 Male 15 £337,530.00 £22,502.00 Average pay for grade £22,377.55

Scale 6 Staff number Totals Average

Female 17 £438,595.00 £25,799.71 Male 28 £708,792.00 £25,314.00 Average pay for grade £25,497.49

Seventy per cent of staff across these grades are female, and there is a higher percentage of female staff in all but one of the 6 grades. The pay differential between the genders varies from grade to grade but is too small to be significant and is more likely to reflect progression along the pay scale through length of service than any gender bias.

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Table 19 - Managerial Support Staff Senior Support Staff

Scale SO1 Staff number Totals Average

Female 25 £672,687.00 £26,907.48 Male 28 £749,885.00 £26,781.61 Average pay for grade £26,840.98

Scale SO2 Staff number Totals Average

Female 9 £273,053.00 £30,339.22 Male 7 £212,177.00 £30,311.00 Average pay for grade £30,326.88

At scales SO1 and SO2, the data has stayed the same as it was for 2013/14. Table 20 - Directors

Directors Staff number Totals Average

Female 4 £226,585.00 £56,646.25 Male 6 £345,784.00 £57,630.67 Average pay for grade £57,236.90

The data for directors has stayed the same as it was for 2013/14. On average, females earn slightly less than males in this grouping, with the gap being in favour of male staff. However, as with the Heads of Service category, the College Management Team roles do not comprise a homogenous group. Table 21 - Governors As a corporation, the Hull College Group has a governing body with 20 governor positions, with currently 14 in post as of 1 December 2015: Number Male Female

Independent Governors 10 5 5

Student Governors 1 1 0

Staff Governors 2 2 0

Chief Executive/Principal 1 1 0

Total 14 9 5

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

• 2 Company Directors/business owners • 3 from audit and finance backgrounds • 5 from education or training backgrounds

Student and staff governors are elected by their peers. Support is available to anyone wishing to stand for election. Nominations by staff and students from all backgrounds are welcomed. There is a legal restriction on any elected governor under the age of 18 being able to vote on financial issues, there is no age restriction to nomination or election as a student governor. Equality monitoring data for governors has been introduced. The data that governors have voluntarily submitted and collated below so as not to identify any individual governor, show that: Data for 13 Governors is available: Table 22 Age Number 30 years old and under 2 31-40 years old 3 41-50 years old 3 51-60 years old 3 61+ 2

Where disclosed 12 governors have stated that they identify as coming from a white English, Welsh, Scottish, Northern Irish or British background and 1 governor identifies as coming from an Asian/Asian British background. Through the work of the Governance Committee the Corporation actively considers the skills and diversity of membership of the Corporation through the introduction of an Equality and Diversity dashboard (received biannually). This dashboard assists the Corporation in informing governor recruitment strategies and ensuring that the skills and diversity of the group’s stakeholders are suitably represented. 7 Other data – complaints and disciplinaries The nature of complaints and disciplinaries can be a useful indication of how well we are meeting our equality duty.

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7.1 Complaints and Grievances 7.1.1 Students Numbers of complaints by students are recorded against curriculum and service areas and are dealt with using the Group’s published Praise and Complaints Policy. Any relating to the protected characteristics have been recorded since January 2011. Since then, up to the end of the 2014/15 academic year, there has only been one complaint connected to a protected characteristic and that was in the period January 2011 to 12 April to 31st August 2011. 7.1.2 Staff In 2014/15 none of the disciplinaries or grievances were connected to a protected characteristic. The Disciplinary and Grievances Policy includes a reference to equality issues and their relevance. 7.2 Disciplinaries 7.2.1 Students In 2014/15, 352 students went through the formal stages of the disciplinary procedure, a reduction from the previous year. 58% of these were male and 42% female. Of these, 94% were from white British backgrounds, with 6% from black and ethnic minority backgrounds a 4% increase from the previous year. The vast majority, 72%, were in the 16-18 age group. No disciplinaries were related to a protected characteristic. 7.2.2 Staff In 2014/15 none of the disciplinaries or grievances were connected to a protected characteristic. The Disciplinary and Grievances Policy includes a reference to equality issues and their relevance.

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8. Moving forward Promoting positive equality messages and ensuring these are embedded in teaching and learning is an on-going process. This report demonstrates a wide range of proactive initiatives taking place within the Group to help us fulfil our Public Sector Equality Duty. Our data is generally positive, although there are a few explained gender imbalances in some areas for both staff and students; there are no achievement gaps for students giving particular cause for concern at an overall group level. Course teams and Heads of School, supported by Teaching, Learning and Assessment Managers closely monitor all aspects of performance at course and school level where situations may differ, including equality issues. We continue to make good progress in developing data capture and analysis, especially with regard to the newer protected characteristics for students and maintaining and improving this remains a priority objective. Further ways of encouraging staff disclosure need to be considered and implemented in 2015. This information will enable us to ensure we are meeting the varied needs of both staff and students. If you would like to participate in our equality and diversity work, please contact a member of the Equality and Diversity team on: EqualityandDiversity@hull-college.ac.uk

Appendix 1

43

Hull College Group Committees and Reporting Structure 2015/16

Corporation

Strategic Leadership Team (SLT)

Curriculum Innovation and Delivery Group (CIDG)

Wider Management Team (WMT)

Hull, Harrogate,

Goole & Scarborough Consultative

Groups

Excellence Committee

Remuneration Committee

Audit Committee

Finance and General Purpose Committee

SWOT Group Governance

(Ad Hoc)

Staff Voice

• Young People’s • Adult • Higher Education • Study Programmes • Employability • Commercial • Student Journey

• Innovation • Communications and Engagement • Continuous Improvement • Organisational Development

Strategy

Appendix 1 (continued)

44

Higher Education Management Arrangements

HE Student Experience

HE Planning & Resources

HE

Academic Board

HE Learning and

Teaching

HE Academic Quality & Standards

Research Enterprise &

Scholarly Activity

HE Faculty Board(s)

Excellence Committee

Appendix 2

45

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

13/14 14/15 15/16

Age Profile 14-16 785 (3%) 522 (2%) 336 (2%)

16-18 5614 (21%) 5104 (19%) 4031 (30%) 19-24 6484 (24%) 6569 (25%) 3402 (25%) 25+ 13811 (52%) 14261 (54%) 5733 (42%) Under 14 10 (0%) 36 (0%) 1 (0%) Gender Profile

F 11557 (43%) 11512 (43%) 6413 (47%) M 15147 (57%) 14980 (57%) 7090 (53%) ALS Profile

No 23012 (86%) 22852 (86%) 12875 (95%) Yes 3692 (14%) 3640 (14%) 628 (5%) Ethnicity Profile

any other 273 (1%) 247 (1%) 157 (1%) Asian or Asian British - any other 202 (1%) 2090 (1%) 128 (1%) Asian or Asian British - Banglades 94 (0%) 186 (1%) 119 (1%) Asian or Asian British - Indian 136 (1%) 105 (0%) 56 (0%) Asian or Asian British - Pakistani 204 (1%) 163 (1%) 87 (1%) Black or Black British - African 528 (2%) 524 (2%) 400 (3%) Black or Black British - any other 100 (0%) 99 (0%) 63 (0%) Black or Black British - Caribbean 89 (0%) 75 (0%) 44 (0%) Chinese 82 (0%) 68 (0%) 48 (0%) Mixed - any other Mixed 86 (0%) 79 (0%) 46 (0%) Mixed - White and Asian 133 (0%) 115 (0%) 70 (1%) Mixed - White and Black African 55 (0%) 71 (0%) 41 (0%) Mixed - White and Black Caribbean 109 (0%) 105 (0%) 48 (0%) not known/not provided 3 (0%) 7 (0%) 1 (0%) Other ethnic group - Arab 156 (1%) 165 (1%) 99 (1%) White - any other White background 1712 (6%) 1963 (7%) 1085 (8%) White - British 22699 (85%) 22252 (84%) 10985 (81%) White - Gypsy or Irish Traveller 19 (0%) 30 (0%) 10 (10%) White - Irish 24 (0%) 29 (0%) 16 (0%)

Appendix 2 (continued)

46

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

13/14 14/15 15/16

Ethnicity - BME Profile Total Not White British 4002 (15%) 4233 (16%) 2517 (19%)

Disability/Learning Difficulty Profile Disability/Learning Difficulty 5048 (19%) 5139 (19%) 2731 (20%)

No Disability/Learning Difficulty 21631 (81%) 21347 (81%) 10703 (79%) Unknown 25 (0%) 6 (0%) 69 (1%) Disability Profile

disability affecting mobility 144 (1%) 153 (1%) 10 (0%) emotional/behavioural difficulties 160 (1%) 176 (1%) 67 (0%) hearing impairment 203 (1%) 182 (1%) 32 (0%) mental ill health 371 (1%) 353 (1%) 7 (0%) multiple disabilities 455 (2%) 562 (2%)

no disability 23318 (87%) 23030(87%) 10831 (80%) not known/information not provided 33 (0%) 18 (0%) 39 (0%) not known/not known/information 87 (0%) 100 (0%) 1835 (14%) other 520 (2%) 502 (2%) 179 (1%) other medical condition 1006 (4%) 1029 (4%) 94 (1%) other physical disability 63 (0%) 86 (0%) 112 (1%) profound complex disabilities 7 (0%) 5 (0%) 201 (1%) temporary disability after illness 35 (0%) 30 (0%) 91 (1%) visual impairment 302 (1%) 266 (1%) 5 (0%) Learning Difficulty Profile

dyscalculia 109 (0%) 116 (0%) 21 (0%) dyslexia 1366 (5%) 1426 (5%) 235 (2%) moderate learning difficulty 615 (2%) 603 (2%) 5 (0%) multiple learning difficulties 167 (1%) 161 (1%)

no learning difficulty 24028 (90%) 23866(90%) 10831 (80%) not known/information not provided 139 (1%) 124 (0%) 2200 (16%) other 207 (1%) 130 (0%) 179 (1%) other specific learning difficulty 27 (0%) 21 (0%)

severe learning difficulty 46 (0%) 45 (0%) 32 (0%)

Total Profile Total Students 26704.00 26567.00 13503

*Figures are for complete academic years.

Appendix 3

47

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

Category 2012/13 % 2013/14 % 2014/15 %

Age Nos Nos Nos

Under 18 0 0.00% 1 0.06% 3 0.22%

18-30 212 12.99% 209 13.46% 160 11.49%

31-40 392 24.02% 359 23.12% 320 22.97%

41-50 493 30.21% 470 30.26% 406 29.15%

51-60 413 25.31% 394 25.37% 396 28.43%

61+ 122 7.48% 120 7.73% 108 7.75%

Gender

Male 632 38.73% 581 37.41% 526 37.76%

Female 1000 61.27% 972 62.59% 867 62.24%

Ethnicity

African 4 0.25% 5 0.32% 6 0.43%

Any Other 5 0.31% 6 0.39% 5 0.36%

Asian - Other 1 0.06% 1 0.06% 1 0.07%

Bangladeshi 0 0.00% 0 0.00% 0 0.00%

Black - Other 0 0.00% 0 0.00% 0 0.00%

Caribbean 1 0.06% 1 0.06% 0 0.00%

Chinese 1 0.06% 1 0.06% 1 0.07%

Indian 5 0.31% 6 0.39% 5 0.36%

Mixed - Other 4 0.25% 3 0.19% 3 0.22%

Not Known 29 1.78% 117 7.53% 108 7.75%

Pakistani 3 0.18% 1 0.06% 1 0.07%

Prefer not to say 30 1.84% 2 0.13% 4 0.29%

White - British 1518 93.01% 1385 89.18% 1236 88.73%

White - Irish 2 0.12% 2 0.13% 2 0.14%

White - Other 23 1.41% 21 1.35% 20 1.44%

White - Other European 1 0.06% 0 0.00% 0 0.00%

White & Black African 2 0.12% 0 0.00% 0 0.00%

White & Black Caribbean 1 0.06% 1 0.06% 1 0.07%

Disability/learning difficulty

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

No disability/ learning difficulty 1399 85.72% 1267 81.58% 1123 80.62%

Unknown 159 9.74% 218 14.04% 196 14.07%

Total staff 1632 1553 1393