equality & diversity annual report€¦ · equality & diversity annual report 2017/18. 2/40...
TRANSCRIPT
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Equality & Diversity Annual Report2017/18
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Sunderland College is committed to promoting equality and strive to ensure that all communications and learning materials are available in various languages and formats, including large font.
An enlarged print version of this document is available on request. If you would like this document in an alternative format to meet your needs, please contact:
Marketing, Sales and Corporate Affairs0191 511 6000
If you have any questions or queries regarding any aspect of equality and diversity, please contact:
Vikkie Morton,
Assistant Principal Student and Customer Experience
0191 511 6001
North EastBetter Healthat Work Award
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Birds of a Feather By Alan Lindsay, creative writing student
A crow and a dove sat high in a tree.
Said the crow to the dove: ‘Are you better than me?’
‘I’m black and you’re white.
I’m dark and you’re light.
It’s apparent for all men to see.’
‘You represent goodness, lucidity, love.
When man thinks of peace, he pictures a dove.’
‘I represent wickedness, loathing and fear.
A child will cry out, when a black crow is near.’
‘Why should this be? I’m a bird, just like you
My offspring all love me, rely on me too.’
‘But still, I am hated, loathed and reviled.
While you are respected, adored, idolised.’
‘What have I done, to be hated so?
I’m the same, but dissimilar. Why? I don’t know’
‘We fly the same heavens, we breathe the same air.
So why the diversity?… doesn’t seem fair.’
The dove heard a call and set off, from on high.
The crow followed closely and landed nearby.
‘Let me ask you?’, crow said. As he folded his wings.
‘If my feathers weren’t black, would men call me these things?….
That hurt me, depress me and make me feel down.
I’m part of creation; I’m part of God’s plan.’
The dove hopped across and he opened his wing.
The crow sidled up, and they started to sing.
Two souls, both identical, black bird and white.
Showed the glory of difference….
A beautiful sight.
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Contents
1. Introduction
2. The College’s successes
3. The College’s commitment
4. The College
5. Equality & Diversity Objectives 2018 - 2021
6. Section 1: Eliminate unlawful discrimination
7. Section 2: Advance equality of opportunity between people who share a protected characteristic and those who don’t
8. Section 3: Foster or encourage good relations between people who share a protected characteristic and those who don’t
9. Section 4: Improvement plan
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Introduction
Equality and Diversity is central to the College’s identity as an employer and a provider of education. It is viewed as a significant priority throughout the whole organisation including Governors and the Senior Leadership Team.
This report reflects a refreshed approach to equality and diversity at the College and demonstrates a commitment to public sector duties as described in the Equality Act (2010) to:
• Eliminate unlawful discrimination.
• Advance equality of opportunity between people who share a protected characteristic and those who don’t.
• Foster or encourage good relations between people who share a protected characteristic and those who don’t.
Equality and diversity has never been more important to the College. The benefits of a diverse college community ensures the organisation is unique: The greater the mix of people, the greater the mix of knowledge, skills, perspectives and ideas that can be drawn upon.
Ellen Thinnesen CEO
Vikkie Morton Chair of Equality & Diversity Committee
We recognise that policies alone are not enough to build an inclusive environment where individuals can be themselves and flourish. We believe that our continuing success comes from working with other likeminded organisations; sharing ideas and learning from each other is integral to our approach to developing partnerships.
Whilst this report reflects only a small proportion of the activities and experiences that take place across the College during the academic year, it is a celebration of the College’s performance and commitment to equality and diversity.
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• Staff and students played an active role in Sunderland Pride and city-wide LGBT events
• The College’s NECOP programme successfully engaged 1,050 cold spot and 2,153 non-cold spot students, 408 parents / carers and 79 staff in activities to improve progression to higher education
• An A-Level student’s winning essay on feminism secured her a place at a prestigious British Sociological Association (BSA) event
• A team of 3,000 staff and students participated in a community-based project as part of the College’s social responsibilities
• A City Campus students played an active role in city-wide events to celebrate Chinese New Year
The College’s successes
• The College was chosen to partner with the UK’s largest mental health trust to develop and deliver an innovative new apprenticeship for healthcare support workers, which includes a mental health pathway
• The achievement gap narrowed to three percentage points between 16-18 and adult provision in 2017-18
• 97% of students in receipt of learning support rated their support as effective, with 61% describing it as very effective
3000staffand
students
94% of students said they are treated fairly by the College
8.8%
The gap in positive progressionand destination forthose with declared disabilities / learning difficulties increased
The College was chosen by the FA to kick-off the national
football campaign‘Girls Football Week’
by
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The College’s commitment
Equality and Diversity Committee
The College has a well-established committee to lead its approach to equality and diversity. Key post holders from across the College attend these meetings each term.
• Ensure that the College is meeting its statutory requirements in relation to equality and diversity
• Champion, promote and disseminate information about activities, which encourage equality and diversity within the College community
• Prepare, develop, and monitor the implementation and progress of the College’s equality and diversity action plans
• Produce the annual equality and diversity report to the Corporation and additional reports to the Senior Leadership Team, as required
• Review existing practices and implement new agreed practices, in relation to equality and diversity
• Ensure staff and students are regularly informed about equality and diversity issues
• Remain up-to-date with current equality issues to make informed decisions
• Make recommendations for future strategies
• Work with internal and external individuals, groups and government bodies to enhance understanding of, and delivery of, best practice within the College and across our community partners
• Discuss and develop appropriate awareness and training requirements
• Identify and maintain appropriate consultation and communication methods
The College aims to respond to the diverse needs of students, staff, partners and stakeholders, and celebrate the diversity of the College community. Equality and diversity is an essential ingredient for overall quality improvement and the College recognises the importance of transforming lives by overcoming educational and economic disadvantage. It is passionate about equality and diversity and exceeds expectations to ensure inclusion and community involvement.
This report reflects a refreshed approach to equality and diversity at the College and demonstrates a commitment to public sector duties as described in the Equality Act (2010) to:
The College aims to:
• Remove or minimise disadvantages experienced by people due to their protected characteristics
• Take measures to fulfil the needs of individuals from protected groups where they are different from the needs of other persons
• Support and encourage individuals with protected characteristics to participate in the life of the College, especially where participation is disproportionately lower
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Sunderland College’s aspiration is ‘Excellence at the heart of everything we do’.
To realise this vision, the College will excel in the pursuit of excellence to enable an increase in student population and growth in performance by uniting the College’s people and culture and strengthening their reputation locally, regionally and nationally. Purposefully bold and challenging, the College aspires to be:
Values
The College aspires to be the best in all that they do and to enable employees and students to reach their full potential. A culture of strong values means strong results for all of our stakeholders. This is why a set of professional values are fundamental to the pursuit for excellence and must underpin all activities.
The professional values and behaviours provide a valuable framework for use by people at every level of the organisation. They help to evaluate decisions and instill confident in the choices that are made.
Authentic: We are who we say we are, we do what we say we will do.
Respectful: We value the opinion of others and the contribution they make.
Innovative: We work hard to create a dynamic, forward-looking culture.
Ambitious: We are determined to achieve our vision and goals.
IMD 2004
Sunderland
South Tyneside
North Tyneside
Gateshead
Newcastle
Hartlepool
22
27
80
26
20
Strategic objectives, values & local community
Sunderland College is one of the largest providers of post-16 education in the North East of England. The College ‘group’ consists of Sunderland College and Hartlepool Sixth Form College. There are three campuses across the City of Sunderland and one at Hartlepool offering a wide range of academic and vocational provision for school leavers and adults.
The College delivers to approximately 13,600 students of which 4,862 are full-time 16-18 year olds, with more than 2,800 work-based students including 1,409 apprentices. 60% of those aged 16-18 are from disadvantaged backgrounds; with 41% accessing financial support. 7% of students with support for SEN and / or disabilities have an EHCP and drawdown high needs funding. Unemployment rates in the city, although falling, are still high: 5.6% compared to the national rate of 4.3% (Nomis).
Sunderland is in the top 15% of most deprived local authority areas. It is ranked 37 out of 326 local authorities, where 1 is the most deprived (rank of average score – overall IMD). Hartlepool is ranked 10th and is within the top 10% of deprived areas. Unemployment at 8.9% is very high compared to the national rate (Nomis). This has tended to leave a legacy of low aspirations, poverty, poor levels of health and low levels of educational achievement.
Sunderland College has developed strong relationships with local partner schools to ensure that young people in Sunderland and Hartlepool have the opportunity to fulfil their potential and are supported by seamless transition processes that are underpinned by timely provision of information, advice and guidance.
The College
IMD 2007 IMD 2010 IMD 2015
35
38
102
52
37
44
52
113
43
40
21
37
32
130
73
53
19
In the top 10 colleges nationally for student achievement
In the top 30 of colleges nationally for financial health
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Strategic goals
Goal 1: Shape and evolve a careers focussed curriculum Our focus is providing curriculum pathways that meet the current and future demands of the region’s labour market.
Goal 2: Create outstanding learning opportunities for our students
An unwavering and relentless focus on developing our students through outstanding teaching, learning, support and assessment.
Goal 3: Unite our culture and empower our people
A culture built on developing high performing people, who are empowered to lead, innovate and take ownership.
Goal 4: Strengthen our financial resilience and invest in our resources
We will build our financial resilience and strengthen our resources to ensure all stakeholders benefit from outstanding learning environments.
Goal 5: Engage locally, regionally and nationally and build our reputation
We will be an engaged and influential sector leader with a strong reputation and winning partnerships.
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Equality objectives (2018 - 2021)
The vision, strategic goals and values are the overarching drivers for the following equality objectives (2018 - 2021).
1. Leadership and Management:
To ensure that equality and diversity (including the Equality Duty) underpins the way the College is led and managed and is fully embedded in policy, performance and quality assurance processes.
To lead the implementation of the Prevent Duty.
2. Performance and Progress:
To address any gaps in pass, retention or achievement, or progress of equality and disadvantaged groups. To ensure the curriculum offer is appropriately differentiated to meet student needs.
To support the skills development, progress and progression of different groups.
3. Promotion and Celebration:
To welcome and celebrate equality, diversity and community cohesion in the College and the wider community - including seeking opportunities for active promotion and marketing.
4. Representation and Participation:
To develop the staff and governor profile of the College to better reflect the student population, and take positive steps to address under-representation of equality groups in all areas of college.
To encourage participation throughout the College ensuring effective mechanisms are in place for the staff and student voice to be heard, particularly from equalities groups.
5. Teaching, Learning and Assessment:
To ensure equality, diversity and inclusion are embedded in teaching, learning, training, student progress and development and assessment practices and within the curriculum offered by all programme areas.
To develop students understanding of Social, Moral, Spiritual and Cultural (SMSC) aspects of learning and to embrace British Values and College values in their work.
6. Creating a Safe and Inclusive Community:
To develop an inclusive and safe environment based on the equality and Prevent duties, where the needs of students and staff are appropriately identified and supported in order for them to thrive and reach their full potential.
7. Expectations of College Values:
To welcome and celebrate equality, diversity and community cohesion in the College and the wider community - including seeking opportunities for active promotion and marketing.
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Section 1: Eliminate unlawful discriminationThe approach
Treat all students, staff and stakeholders fairly and equitably regardless of a protected characteristic including age, race or ethnicity, disability, gender, gender preference, sexual orientation, religious beliefs, non-belief, membership of professional associations or trade unions, marital status, family responsibility and socio-economic standing.
Raise awareness of equality and diversity within and outside curriculum settings, to challenge and minimise discrimination and prejudice.
Work in partnership with the local communities, Northumbria Police, Cleveland Police and Hate Crime Advocacy to ensure all incidents of hate crime are reported and that support is provided to victims.
The Impact
LGBT+
The College’s LGBT+ group has continued to strengthen, with students joining together across all campuses. The group, which is regularly attended by 15 students, offers peer support and the opportunity to talk in confidence in a safe, supportive environment. The group has also been instrumental in helping the College to make changes and improvements that create a more inclusive environment for the LGBT+ community.
“It’s not just about the here and now and the impact this will have on today’s students. We are doing things that will benefit students in the future.”
Stephen Day, LGBT+ Group
Holocaust Memorial Day, January 2018
Holocaust Memorial Day was promoted, with staff and students taking part in various activities to raise awareness of events past and present, including messages of reflection on yellow ribbons. Over 100 students also took part in a live webinar with a Holocaust survivor.
“I think the talk was useful not in an academic sense, as my studies in History don’t encompass the Holocaust, but in a sense that this is information that has to be passed down and shared so that we don’t forget what happened nearly 80 years ago.”
A-Level student
Number of students attending the LGBT+ group:
15
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By age group
At 63.9%, the majority of students are adults. However, full-time cohort is mainly 16-18.
By gender and age
The gender mix remains balanced with slight variances between age groups. 50.9% of 16-18 students are male whereas in the 19+ cohort, female students have the majority at 53.2%. The overall cohort shows 51.7% female and 48.3% male students.
By ethnicity
Sunderland College successfully attracts students from its local BME communities, which is shown in the table below.
Demographic profile of Sunderland residents
16-18 4,821 36.1%
19+ 8,534 63.9%
Male Male Female Female
16-18 2,457 31.8% 2,364 34.2%
19+ 3,993 61.9% 4,541 65.8%
Total 6,450 48.3% 6,905 51.7%
2016 total population*
278,000
Sunderland % 16-18 19+ Total
White 260,208 93.6% 94.9% 91.7% 92.8%
Asian or Asian British
9,452 3.4% 3.3% 4.6% 4.1%
Black or Black British
1,946 0.7% 0.7% 2.0% 1.5%
Other 6,394 2.3% 1.0% 1.7% 1.4%
Not known 0 0.0% 0.1% 0.1% 0.1%
Demographic profile of students
* Nomis - https://www.nomisweb.co.uk/reports/lmp/la/1946157068/report.aspx?town=sunderland
Student Profile
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By gender
Gender split by age categories
Gender split by category of employment status
Total staff employed during 2017/18:
691
Female 423 61.22%
Male 268 38.78%
Female Female Male Male
No. % No. %
Under 20 10 1.45% 10 1.45%
20-24 12 1.74% 15 2.17%
25-29 27 3.91% 17 2.46%
30-34 20 2.89% 27 3.91%
35-39 56 8.10% 28 4.05%
40-44 49 7.09% 31 4.49%
45-49 71 10.27% 37 5.35%
50-54 70 10.13% 31 4.49%
55-59 72 10.42% 40 5.79%
60-64 20 2.89% 25 3.62%
65 & over 16 2.32% 7 1.01%
Female Male Total
Full-time 28.36% 29.09% 57.45%
Part-time 11.00% 3.33% 14.33%
Job-share 1.16% 0.14% 1.30%
Term-time only (32 wks) 0.14% - 0.14%
Term-time only (34 wks) - 0.29% 0.29%
Term-time only (35 wks) 4.34% 0.87% 5.21%
Term-time only (38 wks) 7.09% 1.16% 8.25%
Term-time only (39 wks) 1.01% 0.29% 1.30%
Term-time only (40 wks) 1.45% 0.29% 1.74%
Term-time only (41 wks) 0.29% - 0.29%
Casual 6.51% 3.18% 9.70%
Staff Profile1 August 2017 - 31 July 2018
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Gender pay gap report summary
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Gender split
38%
62%
733 employees
Gender pay gap
Mean
Median
£2018 - 2017 -
2018 - 2017 -
£14.39 £13.67
£13.41£13.28
£15.65£14.85
£15.10£14.95
8.1%7.9%
11.2%11.2%
£ £
Long service awards and standard support payments made to:
18.3% 8.1%
Mean pay gap (education) *
Sunderland College pay gap
Mean bonus gender pay gap
Median bonus gender pay gap
2018 2018 2018 - 2.9% 2017 - 1.3%
2018 - 5.5% 2017 - 0.5%
7% 14% 18.2% 25%
2017 2017
*Office for National Statistics 2018
Bonus pay National comparison
‘Why gender pay gap?
38%Part-time or term time only (excluding teaching staff)
82% 18%
Employment quartile bandsLower QuartileLower Middle QuartileUpper Middle QuartileUpper Quartile
118
110
92
89
47
56
73
76
165
166
165
165
71.5%
66.3%
55.8%
53.9%
28.5%
33.7%
44.2%
46.1%
Grand total
Actions • Review internal recruitment process for candidate progression • Workforce analysis to include terms and conditions across the organisation• Review exit rates by grades and gender of staff across the reporting year• Encourage more female staff to apply into male dominated academic subjects• Unconscious bias training for all staff involved in recruitment
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By ethnicity
The College’s staff cohort is reflective of local demographics.
87.7% of Sunderland College staff identify as white (decrease from the previous year of 92.5%), this is not dissimilar to the 93.6% of Sunderland residents identify as white. Other ethnic groups make up 2.17% of our workforce. There is an increase in the number of employees who prefer not to say at 10.13%.
The gender split of those who identify as white is detailed below;
• 88% of female staff declared as white• 86.9% of male staff declared as white
By sexual orientation
Positive mental wellbeing
In December 2017, the College achieved its Continuing Excellence Better Health at Work Award (BHAWA). The award recognised the College’s approach to health and wellbeing in the workplace and the important work of the College’s Wellbeing Action Group.
To achieve the accreditation, the College had to promote at least five different health and wellbeing campaigns, across a spectrum of issues, ranging from menopause awareness through to a fit and healthy living day. For the academic year 2019/20 the College has committed to a 12-month focus on positive mental health. To date academic resilience training has been delivered and The Time to Change Pledge was officially signed in February 2019.
Bisexual 1 0.14%
Gay/lesbian 10 1.45%
Heterosexual 357 51.66%
Prefer not to say 22 3.18%
Not known 301 43.56%
North EastBetter Healthat Work Award
By disability
Disability Confident Employer (Level 2)
Sunderland College is a committed equal opportunities employer and holds the Disability Confident Employer accreditation.
The Disability Confident scheme aims to help employers successfully employ and retain disabled people and those with health conditions. It was developed by employers and disabled people’s representatives to make it rigorous but easily accessible.
The five commitments that the College adheres to are:
1. Ensure the recruitment process is inclusive and accessible.
2. Communicate and promote vacancies.
3. Offer an interview to disabled people.
4. Anticipate and provide reasonable adjustments as required.
5. Support any existing employee who acquires a disability or long term health condition enabling them to remain in work.
The Disability Confident logo is prominent on all job adverts.
Yes 27 3.91%
No 447 64.69%
Unknown 217 31.40%
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Equality and diversity training
A range of equality and diversity training has been delivered in College and approved training requests for staff to attend external courses, as featured below:
• Equality and Diversity Training*
• Disabled Go Online Training*
• Stress Risk Assessments
• Academic Resilience
• Mental Health First Aid
* denotes mandatory training
Governors
The governors of the College play a significant role in creating and maintaining an inclusive organisation where everyone can work, learn and reach their full potential. The majority of governors are local residents and all have a passion to see Sunderland College fulfil its commitment to its community and hold various positions in business, education and community cohesion.
The BME governor profile has remained the same at 7.7%, which is similar to that of the student body and comparable to the local area BME profile of 5%. There was a gender profile gap of 30%, with 65% male compared to 35% female. Actions to address this are a focus of the Governance Committee. Governors are keen to listen to the voice of students and use it to make improvements that support inclusion and drive equality forward. To this end, there are two elected student governors on the Board. One of the student governors, and an additional HE student representative, sit on the Curriculum and Quality Committee and governors meet twice a year with representatives from the Student Councils.
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Section 2: Advance equality of opportunity between people who share a protected characteristic and those who don’tThe approach
• Ensure policies, services and practices reflect the College’s commitment to equality
• Celebrate diversity and enable everyone to achieve
• Foster inclusivity and removal of barriers
• Develop self-confident students who realise they have the potential to be successful and achieve their goals.
The impact
Future Me
The College is a core partner in the North East Collaborative Outreach Programme, Future Me, which supports young people from ‘cold spots’ where progression to Higher Education is especially low. A variety of events, activities and other interventions have taken place throughout the year to help broaden horizons and support transition to HE, for examples a dedicated STEAM day focussing on positive role models and activities students would not normally have access to. The project has supported the College’s 14% increase in students placed at Russell Group universities.
“I found the STEAM day really inspiring and motivational. I’m now excited about my future and the things I can achieve.”
Digital student
Football Hub, November 2017
The College has a sport apprentice who works within the community and through College projects and activity to engage under-represented groups with clear participation targets for females, those with disabilities and BAME, which have been met.
In recognition of our work around gender inclusivity within sport, the College was chosen by the FA to kick-off a national footballing campaign with the goal of getting more females involved in the sport. More than 150 girls, aged between 12 and 16, from schools across Sunderland took part in the #WECANPLAY football tournament at the College.
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Christmas around the World Advent Calendar, December 2017
A group of ESOL students took part in a project to share their experience of Christmas. In the College’s countdown to Christmas, an interactive calendar was shared on our Moodle site with a different country and student featuring behind each door to explain what Christmas is like in that country. As well as ESOL students developing their communication and presentation skills, the project gave students from across all campuses, the opportunity to share experiences and to learn about traditions in different countries and cultures.
Egypt
The Philippines
Italy
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International Women’s Day, March 2018
Focused on the theme #PressforProgress, a range of activities took place, including guest speakers, to celebrate women’s achievements and 100 years since the Representation of the People Act 1918, giving women the right to vote in the UK. Students made their own pledges.
“Understanding more about women’s journey to gain their place in society and how there is still work to do to get equality, inspires me to work hard for success to be a role model like some of the women we have heard from and inspire others.”
Student
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Uncovering Excellence Student Conference, May 2018
The Student Council set the theme and led in the planning of the annual Student Conference, with the focus on ‘Uncovering Excellence’. 117 students attended from across the College for a day of speakers and workshops including Adam Corbally from BBC’s The Apprentice and motivational speaker Tobi Okeowo (with her ‘Mirror Mirror on the Wall: I see Greatness in Me’ session) who used their stories of success, despite barriers and disadvantage, to motivate and inspire others. The workshops also provided an opportunity for students from different curriculum areas to interact and learn from each other.
“The last keynote speaker made me realise I can do something good with my life.”
Sport student
“The talks helped me to realise the potential in myself.”
Professional Cookery student
“I would recommend the event because it gave the opportunity to listen to other people’s advice and reflect on our own lives and believe in yourself.”Student
This is Me
The Foundation Learning students created a “This is Me” sing-a-long film celebrating all of the students and their achievements over the academic year.
100%of students agreed the
event had fully met their expectations and rated all
aspects of the day good or excellent.
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Women in Engineering
This event focused on promoting and encouraging females to consider engineering as a career pathway. School pupils took part in activities, including 3D printing and chocolate welding, and current female engineers shared their experiences. The event supported changing perspectives on engineering.
“It made me realise that I have an opportunity to change the face of engineering and go out and be successful in this field.”
Year 10 school pupil
International Culture Festival, June 2018
Three of our dance students were selected to represent Great Britain at an international cultural festival, held at Limkokwing University, Malyasia. The students performed a contemporary dance piece that represented British culture. During their three-minute performance the students portrayed the themes of contemporary social and cultural issues.
“The opportunity to travel to Malaysia and perform at an international event, against so many different countries, was one I would not have been exposed to at another university. I encountered so many different cultures and made many new friends from different backgrounds. Being selected to perform was a great privilege.”
Naomi Baker, HND Performance (Dance) student
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Narrowing achievement gaps
Age
Age 2015/16 2016/17 2017/18
All ages 83.8 84.6 88.1
16-18 81.4 81.1 86.6
19+ 87.8 88.3 89.6
All ages 68.1 66.5 73.2
16-18 64.4 61.9 69.7
19-23 62.7 67.6 72.8
24+ 73.6 69.1 74.9
College level education & training
Apprenticeships
• The achievement gap has narrowed to 3% points between 16-18 and adult provision in 2017-18.• There is a significant gap in achievement between 16-18 apprentices and 24+ apprentices.
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16-18 Learning Difficulties and Disabilities
19+ Learning Difficulties and Disabilities
• The gap in achievement continues to be narrow (-1.1% point).
Achievement rates for students with a declared learning difficulty and/or disability compared to those who have not.
15/16 16/17 17/18
No Disability/Learning Disability (AR %) 88.1% 88.7% 89.9%
Disability/Learning Disability (AR %) 86.7% 86.2% 88.8%
No Disability/Learning Disability (Leavers) 5,503 7,773 8,145
Disability/Learning Disability (Leavers) 1,420 1,757 1,609
15/16 16/17 17/18
No Disability/Learning Disability (AR %) 82.5% 81.8% 87.3%
Disability/Learning Disability (AR %) 76.7% 78.6% 83.8%
No Disability/Learning Disability (Leavers) 9,294 7,785% 7,991
Disability/Learning Disability (Leavers) 2,232 2,146% 2,133
• The gap in achievement between those with declared disabilities or learning difficulties and those without has improved since 2015/16, and is currently -3.5% points. This is due to slight differences, within tolerance levels, in both retention (-1.5),
Achievement rates for students with a declared learning difficulty and/or disability compared to those who have not.
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Comparative achievement rates for male and female students.
• There is consistently little difference between male and female achievement. Retention is +3.1% points higher for males and this is the main reason for the slight gap of 1.8% points.
16-18 Analysis by sex
19+ Analysis by sex
15/16 16/17 17/18
Female (AR %) 87.1% 87.6% 88.9%
Male (AR %) 89.1% 89.1% 90.7%
Female (Leavers) 4,437 5,198 5,605
Male (Leavers) 2,486 4,332 4,149
• There is little difference in the achievement rates of males and females; the difference is due to slightly better retention of male students (93.2% males compared to 91.4% females).
Comparative achievement rates for male and female students.
15/16 16/17 17/18
Female (AR %) 83.4% 81.4% 85.5%
Male (AR %) 79.5% 80.8% 87.5%
Female (Leavers) 5,707 4,807 4,965
Male (Leavers) 5,819 5,124 5,159
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16-18 Analysis by ethnicity
19+ Analysis by ethnicity
Apprenticeships
• The achievement gap has been closed in 2017/18.
Comparative achievement rates for students of white British ethnic origin compared with other ethnicities.
• Retention of students that are Other Ethnicity is better than retention of White British students (+4.4), accounting for better achievement rates.
Comparative achievement rates for students of white British ethnic origin compared with other ethnicities.
15/16 16/17 17/18
Other Ethnicity (AR %) 88.4% 91.8% 90.0%
White British (AR %) 87.7% 87.5% 89.6%
Other Ethnicity (Leavers) 1,382 1,682 1,706
White British (Leavers) 5,541 7,848 8,048
15/16 16/17 17/18
Other Ethnicity (AR %) 82.7% 82.5% 89.7%
White British (AR %) 81.3% 81.0% 86.3%
Other Ethnicity (Leavers) 682 650 751
White British (Leavers) 10,844 9,281 9,373
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16-18 High Needs Analysis
19+ High Needs Analysis
Apprenticeships
• Students with high needs have achievement rates that are very significantly better than those that do not have high needs, though numbers are very small.
Achievement rates for students who are indicated to have High Needs compared to students who are not High Needs.
• Students with high needs have achievement rates that are very significantly better than those that do not have high needs, though numbers are very small.
Achievement rates for students who are indicated to have High Needs compared to students who are not High Needs.
15/16 16/17 17/18
Not High Needs (AR %) 87.7% 88.2% 89.5%
High Needs (AR %) 93.9% 90.5% 100.0%
Not High Needs (Leavers) 6,742 9,330 9,602
High Needs (Leavers) 181 200 152
15/16 16/17 17/18
Not High Needs (AR %) 81.4% 81.1% 86.4%
High Needs (AR %) 82.4% 81.8% 96.4%
Not High Needs (Leavers) 11,378 9,794 10,012
High Needs (Leavers) 148 137 112
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16-18 Free Meals Analysis
19+ Free Meals analysis
Apprenticeships
• Students eligible for free meals, though small in number, have consistently better achievement rates. .
Achievement rates for students of who receive support for Free Meals compared to students who do not.
• Students eligible for free meals have lower achievement rates than those not eligible (-3.2% points), due to slightly lower pass rates and retention rates, though the gap has narrowed since 2016-17.
Achievement rates for students of who receive support for Free Meals compared to students who do not.
15/16 16/17 17/18
Not Free Meals (AR %) 87.8% 88.2% 89.6%
Free Meals (AR %) 90.6% 93.3% 97.1%
Not Free Meals (Leavers) 6,870 9,500 9,650
Free Meals (Leavers) 53 30 104
15/16 16/17 17/18
Not Free Meals (AR %) 81.0% 82.1% 87.1%
Free Meals (AR %) 83.7% 76.2% 83.9%
Not Free Meals (Leavers) 9,725 8,203 8,287
Free Meals (Leavers) 1,801 1,728 1,837
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16-18 Additional Learning Support analysis
19+ Additional Learning Support analysis
Apprenticeships
• Students in receipt of learning support have significantly better achievement rates than those not in receipt of learning support.
Shows achievement rates for students of who receive Additional Learning Support compared to students who do not.
• Students receiving learning support have better achievement rates than those who have not received learning support, due to better retention), and the gap in achievement has narrowed (+1.6).
Achievement rates for students of who receive Additional Learning Support compared to students who do not.
15/16 16/17 17/18
No ALS (AR %) 87.6% 88.3% 89.4%
ALS (AR %) 91.0% 87.3% 95.4%
No ALS (Leavers) 6,501 9,042 9,294
ALS (Leavers) 422 488 453
15/16 16/17 17/18
No ALS (AR %) 81.7% 81.4% 86.3%
ALS (AR %) 78.5% 77.8% 87.9%
No ALS (Leavers) 10,357 8,964 8,726
ALS (Leavers) 1,169 967 1,398
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Overall ethnicity summary – achievement rates
Apprenticeships
• Where achievement rates are significantly different to the majority (White British with 17,421 leavers), numbers are very low: Caribbean – 18 leavers, Gypsy/Irish Traveller – 2 leavers, White/Black African – 70 leavers.
15/16 15/16 16/17 16/17 17/18 17/18
Leavers AR % Leavers AR % Leavers AR %
Ethnicity
African 349 88.8 375 91.7 414 89.6
Arab 85 91.8 84 95.2 76 92.1
Bangladeshi 431 83.5 381 84.3 395 90.9
Caribbean 15 73.3 25 100.00 18 55.6
Chinese 53 83.0 69 92.8 67 94.0
Gypsy/Irish Traveller 3 33.3 2 100.00 5 40.0
Indian 127 89.8 136 91.9 125 92.0
Irish 15 86.7 11 90.9 20 85.0
Not Provided 27 66.7 9 55.6 9 66.7
Other 73 90.4 67 88.1 61 83.6
Other Asian 198 83.8 382 94.2 433 93.8
Other Black 14 92.9 16 87.5 23 87.0
Other Mixed 34 94.1 41 78.0 46 89.1
Other White 422 88.4 474 88.4 476 90.5
Pakistani 84 89.3 87 81.6 88 85.2
White British 16,389 83.5 17,131 84.0 17,421 87.8
White/Asian 61 80.3 104 93.3 102 91.2
White/Black African 49 87.8 46 82.6 70 80.0
White/Black Caribbean 24 79.2 23 60.9 29 86.2
18,453 83.8 19,463 84.6 19,878 88.1
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16-18 Positive Destination and Progression 3-year trend (Learner Characteristics)
Percentage of student groups who have progressed internally or achieved a positive destination.
Whilst there are no significant gaps in positive progression and destination, positive progression and destination rates those in receipt of free meals have reduced by 2% since 2014/15.
Type Students
16-17 - 17-18 Positive Progression / Destination %
Students
15-16 - 16-17 Positive Progression / Destination %
Students
14-15 - 15-16 Positive Progression / Destination %
All students 3,642 94.7% 3,778 94.4% 3,516 93.8%
Male 1,953 94.5% 1,990 94.2% 1,781 92.9%
Female 1,689 95.0% 1,788 94.7% 1,735 94.8%
Disability / Learn Difficulty
718 94.3% 666 92.9% 451 90.7%
Free Meals 557 92.1% 491 92.3% 489 94.1%
High Needs 39 97.4% 36 100.0% 35 97.1%
Looked After 23 95.7% 26 92.3% 22 86.4%
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19+ Positive Destination and Progression 3-year trend (Learner Characteristics)
Percentage of student groups who have progressed internally or achieved a positive destination.
The gap in positive progression and destination for those with declared disabilities / learning difficulties has improved by +8.4% since 2014/15, however further work is required to narrow the gap to less than 3%.
Type Students
16-17 - 17-18 Positive Progression / Destination %
Students
15-16 - 16-17 Positive Progression / Destination %
Students
14-15 - 15-16 Positive Progression / Destination %
All students 8,040 91.3% 7,089 89.2% 7,142 88.2%
Male 3,648 89.6% 2,968 90.3% 2,882 87.3%
Female 4,392 92.8% 4,121 88.4% 4,260 88.7%
Disability / Learn Difficulty
1,041 81.6% 978 72.8% 918 73.2%
Free Meals 8 100.0% 10 100.0% 11 81.8%
High Needs 37 94.6% 41 100.0% 29 100.0%
Looked After 2 100.0% n/a n/a 0 n/a
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Student Voice
As part of the comprehensive Student Voice Strategy, students provide feedback on equality and diversity through cross-college student focus groups, have equality and diversity as a standing item at Student Council meetings and have representation at key college committees. Through the opportunities outlined, students are involved in the decision-making process and have the opportunity to improve the learning experience for themselves and others.
94%of students said they
are treated fairly by the College.
93%of students with a disclosed learning
difficulty and difference (383) knew who to ask for
help with any problems.
97%of students in receipt
of learning supportrated their support as
effective, with 61%describing it as very
effective.
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Section 3:
Foster or encourage good relations between people who share a protected characteristic and those who don’tOur approach
The College strives to be inclusive in all aspects of the provision that it delivers and recongises the richness that comes from strong, diverse and engaged communities. Working with valued community partners ensures our students have opportunities to influence, not only the College environment, but the communities within which they live and work. We provide opportunities for students to become active citizens and good role models who embrace British Values.
The College supports community organisations and development at an operational level through student projects, and at a strategic level through a range of partnership boards. Strategically, the College has representation on various Boards and Committees, which ensures the College is reflected in the local community. This includes the North East Local Economic Partnership, Children’s Strategic Partnership, Safer Sunderland Partnership Board, Economic Leadership Board, Educational Leadership Board, Sunderland Bid.
Key partnerships with external agencies include:
• Advocacy Centre North
• Answers
• Cleveland Police
• Collaborative Outreach Programme
• CYPS
• Dementia Friends
• FDisruptors
• Friends of the Drop In (FODI)
• Live Life Well
• MESMAC
• North East Refugee Centre
• Northumbria Police
• Sunderland Care and Support
• Sunderland & Washington Mind
• Sunderland BME Network
• Sunderland Carers Centre
• Sunderland Pride
• Sunderland Psychological & Wellbeing Service
• Sunderland School Nursing Team
• Talk Works
• Tyne & Wear Fire Service
• Virtual School for Looked After Children
• Women into Policing
• Young Asian Voices (YAV)
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Impact of our work
Intergenerational Advocacy Project
31 students completed the intergenerational advocate opportunity across six settings including care homes and extra care housing schemes, with the aim of working alongside older people to offer social engagement, support and advocacy. The students introduced a broad range of entertainment and activities to increase social engagements and help those who have cognitive impairments such as dementia, as well as improving the self-efficacy of students. Feedback from each setting was hugely positive, reducing social isolation and improving health and wellbeing. Students gained an important insight into the social engagement element of the industry.
“We are delighted to have the opportunity to work in partnership with Sunderland College and care providers in what is an innovative initiative to improving the health and wellbeing of some of our most vulnerable people in the city.
“Involving students in intergenerational work gives the opportunity to bring the outside world into care settings. Connecting students to older people will build valuable bridges between these generations – providing support and companionship to older people and giving fantastic life and work experience for students.”
Councillor Graeme Miller, Sunderland City Council Portfolio Holder for Health.
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Celebrating Diversity, March 2018
Over 400 students attended an event to promote integration and raise awareness of all protected characteristics. The event included representatives from a range of local organisations, to showcase equality and diversity issues, namely Age UK, Washington Mind, Friends of the Drop In (FODI) and Guide Dogs for the Blind. There was Henna painting from Young Asian Voices, food from around the world produced by students at the College’s City Bistro and an award ceremony for an ESOL competition with the theme of beauty.
98% of students who attended agreed that they were now better informed about equality and diversity issues.
“The highlight of the event was seeing students from numerous countries and faiths celebrating achievement at Sunderland College. Age, sexual orientation and disability were not a barrier to exceling in a supportive environment.”
Paul Marshall, Community Engagement Officer, Northumbria Police
Project 100, October 2018
Around 3,000 students and staff across all areas of the College supported Sunderland BID in a three-day clean-up initiative, volunteering to take part in one of 100 different jobs to improve different areas of Sunderland City Centre. This included clearing and repainting market units, litter picking, weeding and painting shutters.
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Celebrating Diversity, March 2018
Over 400 students attended an event to promote integration and raise awareness of all protected characteristics. The event included representatives from a range of local organisations, to showcase equality and diversity issues, namely Age UK, Washington Mind, Friends of the Drop In (FODI) and Guide Dogs for the Blind. There was Henna painting from Young Asian Voices, food from around the world produced by students at the College’s City Bistro and an award ceremony for an ESOL competition with the theme of beauty.
98% of students who attended agreed that they were now better informed about equality and diversity issues.
“The highlight of the event was seeing students from numerous countries and faiths celebrating achievement at Sunderland College. Age, sexual orientation and disability were not a barrier to exceling in a supportive environment.” Paul Marshall, Community Engagement Officer, Northumbria Police
Project 100, October 2018
Around 3,000 students and staff across all areas of the College supported Sunderland BID in a three-day clean-up initiative, volunteering to take part in one of 100 different jobs to improve different areas of Sunderland City Centre. This included clearing and repainting market units, litter picking, weeding and painting shutters.
“It was great to work as part of a team and we were really glad to get involved. It made us think more about what’s around us, and how we need to make sure the city centre looks good enough for everyone to enjoy”Student
“It was great to work as part of a team and we were really glad to get involved. It made us think more about what’s around us, and how we need to make sure the city centre looks good enough for everyone to enjoy”
Student
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Life in Britain Collaborative Project
A group of 15 16-18 students worked with the College’s ESOL students on a project focused on British Values and life in the UK. Questions about British Values and what it means to be British were posed by ESOL students, which the 16-18 students researched and filmed their responses to share . The project enabled both groups to learn more about each other’s cultures and work together.
“The questions posed by the ESOL students made me really think about British Values and some things that I often just take for granted, but makes Britain what it is. It was good to get the opportunity to work so closely with the other students, as we normally wouldn’t get this chance to learn from each other.”
Science student
Makaton Choir
Foundation Learning students were involved in a new enrichment activity, a Makaton Choir. Any student on the programme could participate and it resulted in more students using Makaton in the department to communicate with each other and staff upskilling. It has also enabled students to develop social relationships with those in different tutor groups, demonstrating growth in their personal and social skills. The Makaton Choir were invited to perform in Sunderland Bridges, which was empowering for the students. They were able to perform and receive positive feedback from the general public, which had a positive impact on their confidence and self-esteem and made them feel like part of the wider community.
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Section 4: 2018-19 Priorities
Key areas for 2018-19 and onwards:
1. Implement Our People Plan priorities:
- creative approaches to attract a diverse range of applicants with the skills and experience to succeed
- foster an inviting and inclusive, diverse community for the benefit of all
- develop a reward and recognition programme aligned to our values
2. Implement SEND Framework aligned to new strategic plan
3. Join Stonewall Diversity Champions scheme and participate in UK Workplace Equality Index 2020
4. Achieve Level 3 Disability Confident Leader accreditation
5. Implement year-long health and wellbeing campaign to promote good mental health
2 20 0
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We can do it together by Steven Ewart, Creative Writing student
The polar and panda bear met by the sea.
Which they did every day for their afternoon tea.
Though both very beautiful in their own way.
They had noticed some differences to their dismay.
‘My fur is all white’ said the great polar bear,
‘and my fangs are all sharp and likely to scare’.
‘I stroll on the ice-one step at a time.
But I wish, oh I wish that I’d learned how to climb’.
‘Well I’m mostly all black’ said the cute panda bear,
‘with ittles and bittles of white everywhere’.
‘And I only eat leaves, which keep me so trim
but I wish, oh I wish that I’d learned how to swim’.
So they sat, and they thought, and they scratched their large rears, and they furrowed their brows- an idea appears!
‘When I go for a swim, I could hire a boat,’
said the proud polar bear, ‘which would keep you afloat’.
‘And I’ll make you a ladder, for when I climb trees’.
Said the parched panda bear, while slurping his tea.
The good pals then hugged and they gave high-fives
and they knew they’d be friends for the rest of their lives.