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Contents

Page Number

Foreword 2

Introduction 3

Context - summary information on the Hull College Group

Equality and Diversity Statement

Management of Equality and Diversity across the Group

Outcomes for Learners

4 – 7

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8

8 – 11

Student and staff data

Strategic Objectives 2018/19

Equality, Diversity and Inclusion objectives 2018/19

11-15

15

15-16

Moving forward

Equality and Diversity Achievement Data

17

18-19

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Foreword

A message from the Chief Executive Officer of 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 mission and values are underpinned by a detailed personal development programme that ensures all of our students explore the themes of respect, equality, diversity, and inclusion, and fundamental British values throughout their learning journey.

Hull College Group is of vital importance to the City of Hull and the towns of Harrogate and Goole. Education attainment within the cities and towns is low and significant skills gaps exist which act as a barrier to business growth and inward investment. 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 and employability enables our students to achieve high levels of progression to employment and further study.

In 2017 I was appointed as the new Group Chief Executive Officer to lead the Group’s five year recovery plan. In March 2017, a new management team was engaged (with more to join in January 2019), bringing with it a complete change of leadership style to the Group: a style which empowers rather than stifles innovation. Our management ethos of accountability and ownership now allows staff to be fully supported within their role, with their work monitored through Key Performance Indicators. Setting KPIs will allow management to watch over the quality of service the Group provides and enables us to share the successes of our family members.

Our aim to offer stronger and more effective governance across the Group is already proving beneficial and successful; our management team has tackled issues with financial control and begun setting in place motions to improve the overall student experience at the colleges. Governance has been refreshed and the full corporation board now meet on a monthly basis, challenging and holding senior leaders to account and being the “critical friends’ that are required to drive improvement. The new management ethos now ensures staff feel valued, appreciated and listened to. We have begun to make our communications more open, transparent and honest with regularly scheduled staff briefings across all sites as well as a weekly Chief Executive updates delivered via Vlogs and email. After all, the happiness of our staff is paramount to the success of our recovery plan.

This annual report provides an important opportunity to reflect on how we are achieving our objectives and what further steps are necessary as we consider and continue to engage in the next stages of our equality journey.   

Michelle SwithenbankChief Executive Officer

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Introduction

Hull College Group has a long-established commitment and reputationfor advancing, embedding and promoting equality and diversity for students and members of our wider communities in Hull, Goole and Harrogate. Hull College Group insists upon equality of opportunity for all, regardless of background. Additionally, we recognise the need to develop fair minded, tolerant citizens who value and celebrate diversity, and who understand the importance of British Values to our everyday lives.

Hull College Group is committed to equality and diversity in all our activities and for everyone who learns and works here. 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. We respect, value and celebrate differences in race and ethnic origin, gender, gender reassignment, disability, mental health, sexual orientation, age, religion and belief, additional learning needs, economic and social background. We place a high value on showing fairness, courtesy and mutual respect. We understand and we are committed to best practice in equality and diversity and ensuring we operate within the legal framework of the Equality Act 2010.

The large majority of learners at Hull College Group understand issues relating to Equality and Diversity due to the embedding of British Values within all types of provision. Learners have this aspect reinforced through induction, lessons, and themed activities and events. Apprentices’ knowledge and understanding relating to equality and diversity is reinforced through progress reviews. Delivery staff are confident with the delivery of this concept due to the continuing use of the Hull College Group Plan model of delivery. The Personal Development Programme conducted through the Group’s Pastoral & Attendance Leads (PALs) have successfully promoted key themes across the Group’s diverse student body throughout the academic year that focus on important issues such as equality, diversity & respect, democracy & citizenship, and health & well-being that provide further opportunities for students to learn and understand how to keep themselves safe and healthy.

This report is published to demonstrate the Group’s commitment and 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.

Please note that further and more detailed statistical information is available on request.

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ContextHull College Group is a general further education college. It operates from three main sites: Hull, Harrogate and Goole. Throughout 2017/18 the Group operated from three key locations in Hull: Queen’s Gardens campus; Cannon Street Centre – the centre of excellence for Motor Vehicle and Engineering; and the Learning Zone situated in the KCom Stadium offering primarily sports programmes. Harrogate College is centred at Hornbeam Park in the town and Goole College is based in the centre of Goole. The Group has its own training arm for workplace learning (HCUK Training) based in the main Queen’s Gardens site.

HCUK Training is the Work Based Learning and Skills division of the Hull College Group responsible for the delivery of Apprenticeships, Traineeships, employability and alternative funding contracts including European Structural and Investment Funds (ESIF) and the Department for Work and Pensions (DWP). HCUK Training offers bespoke training programmes through industry sub-contractors (including delivery of ESF Skills Support for the Workforce) and operates from the site in Queen’s Gardens. Harrogate College and Goole College also operate a number of programmes that support employers within their regions.

During 2017-18, Hull College Group (The Group) faced a significantly challenging time and implemented radical change following recommendations from the FE Commissioner, a financial notice to improve (following an inadequate financial health rating) from the ESFA and an area-based review.The Commissioner and the area-based review proposed a number of recommendations which resulted in the implementation of a ‘Fresh Start’ programme.

The challenges that the newly appointed management team faced were:

A previous lack of transparent leadership and management

Absence of curriculum planning and monitoring

Ineffective marketing and admissions practices, which lead to a decline in market share

Poor financial management, planning and control of finances resulting in an accumulation of deficit

Under-developed use of data

Poor IT infrastructure

Inadequate estate and in need of urgent attention

A lack of importance placed on Human Resources, with high levels of staff sickness and an over use of agency staff

A recovery plan including a five-year financial forecast was established and funding received from the ESFA Transaction Unit to help the Group implement the changes required.

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Fresh Start began in March 2018 concluding in July 2018. Although staff left the Group through voluntary redundancy, this had an impact on remaining staff who felt anxious about the future. As in any period of major change, staff teams adapt to the situation and work through challenges to provide the best support for learners to achieve their learning outcomes. Due to the dedication to learners, staff have remained resilient, have embraced the new ways of working and are positive about the Group going forward. The CEO and her team have made significant headway into improving the transparency of leadership, management and governance, making significant and marked improvement. Communication with students, staff and stakeholders shows significant and strong improvement cultivating strong ‘green shoots’ to improving the positive ‘can do’ culture of the Group.

Hull College Group serves a wide population across the East Riding, the city of Hull, the towns of Goole, Harrogate and county of North Yorkshire. The GCSE attainment at KS4 across the area it serves varies and is reflected in the cohort at each of the different colleges. In 2017/18, there were 1,880 learners aged 16-18 studying GCSE English and Mathematics, indicating the lower than average attainment of these subjects in the area as a whole. The majority of learners reside in the city of Hull which is the tenth most deprived local authority area in England. In 2017/18, Hull schools’ in particular overall performance achieved an average -0.12 Progress 8 score, which is considerably lower than the previous year’s results and below the national average of -0.02. The Government expects schools to achieve a Progress 8 score of -0.5 or higher as standard. In Hull schools in particular, all pupils on average achieved half a grade less than was expected at the end of KS2.

The Group meets the needs of employers and other partners successfully. The Group has aligned most of its core provision successfully to local and regional strategic priorities. In 2016/17 89.8% of vocational provision at Hull and Goole Colleges matched the priorities of the Humber LEP. At Harrogate College 99% of the provision matched the priorities of the York, North Yorkshire and East Riding LEP. This focus on aligning to LEP priorities led, for instance, to the Group taking the strategic decision to provide learning pathways through effective curriculum planning allowing students to study academic or technical qualifications from Entry Level to level 6 in qualifications linked to career opportunities. The Group continues to work with many employers to provide high level education and skills to support their growth and development needs.

The Group’s most recent Ofsted Inspection was conducted 2015. The Group received an overall effectiveness judgement of good: grade 2. The QAA inspection conducted in May 2016 outlined that the Group had no recommendations for improvement in relation to Higher Education provision and was commended on its approach to student enhancement. Additionally, in April 2018, the Institutional Approval Panel recommend that Hull College Group should be re-approved as a partner institution of The Open University for 5 years from 1st September 2018. The Group successfully completed its Matrix standards continuous improvement accreditation review in June 2017 and was commended for its continuous development of CEIAG.

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The Group primarily serves the areas of Hull and East Riding from its Hull and Goole centres, and Harrogate and North Yorkshire from the Harrogate centre. The Group also recruits nationally and internationally through its commercial and Higher Education (HE) provision. In the immediate catchment area of Kingston upon Hull, there are many areas of significant deprivation (3rd most deprived. Source: English Indices of Deprivation 2015). Qualifications on entry data show 30% of all 16 year olds joining full-time courses having English and mathematics GCSEs at grade C or above (or Grade 4 or above) from compared to 44% achieving this by age 16 nationally (source: Mides, 2017/18)). The proportion of students in Hull who are from areas identified as disadvantaged is 53%.

The unemployment rate for Yorkshire and the Humber is 4.7% (June 2018) and above the national rate of 4% (Source: Office for National Statistics). The unemployment rate for Hull is around 6.4%. The percentage of those Not in Education, Employment or Training (NEET) aged 16-24 in the Yorkshire and Humber region is 14%, compared to the average for the UK of 11% (June 2018. Source: ONS).

In the Harrogate area the proportion of young people who remain in education after the age of 16 is high and unemployment low. The North Yorkshire region is currently experiencing a significant demographic decline in the number of 16 year-olds (around a 9.5% decline anticipated between 2016 and 2020). 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.

Around Harrogate College there are sixteen secondary schools, of which six are of Academy Status and four of independent status. Fifteen of these schools have sixth form provision and as a consequence competition for students aged 16 to 18 is strong.

The Hull College Group offers courses in all 15 sector subject areas leading to qualifications from pre-entry level to Higher Education. In 2017/18, the Group enrolled 15, 620 students through a range of programme types including Classroom Based Learning, Apprenticeships, Workplace Learning, full-cost, contracted work and Higher Education. Some 21% of students enrolled at the Group are from minority ethnic groups (including Irish), compared with 10.2% in the local community of Hull, 3.9% in the East Riding and 8.3% in Harrogate (Source: 2015 Hull Data Observatory, 2011 Census).

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. During 2017/18, 52% (a 6% increase on the previous year) of the Group’s 16-18 year-old students received the Student Maintenance Allowance (the Hull College Group branded student support bursary). The bursary has been designed to support those students in greatest financial hardship. In addition 1,293 of the Group’s 4007 19+ students (32%) received financial support from the 19+ Bursary for books, equipment and essential course trips from the Discretionary Learner Support Fund. The Group receives a disadvantage uplift for 46% of its

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funded students. Hull provision uplift is 53% for its funded students. These uplifts are based on post code rankings from the Indices of Multiple Deprivation.

Equality and Diversity Statement

The Hull College Group is committed to providing an environment that promotes equality for all and celebrates its diverse community. We value everyone equally and do not treat anyone less favourably on the basis of gender, disability, race/ethnicity, sexual orientation, age, religion/faith/belief, gender reassignment, pregnancy/maternity or marriage or civil partnership status. These are the protected characteristics as defined in the Equality Act 2010. The Group expects all staff, students, visitors and on site contractors/temporary staff to do the same.

We expect and encourage staff and students to work together to overcome all forms of discrimination and harassment. Through our shared Group values every individual is respected as of right and this should always be reflected in our language, behaviours and actions.

The Group is fully committed to the ongoing implementation of its Single Equality Scheme and to complying with all equality legislation, aiming to achieve the following objectives:

That no unfair or unlawful discrimination will be applied in education, training or employment opportunities.

That the diverse nature of our College communities will be reflected and celebrated at all levels within the Group.

That the needs and interests of our diverse College communities will be fairly represented within the curriculum offered by the Group.

At induction staff and students are provided with further information about Equality and Diversity and what they can do to make a difference. Following this, all staff are required to undertake mandatory Equality and Diversity, Prevent and Safeguarding training modules.

If staff or students become aware of discriminatory behaviour or actions taking place, they are encouraged to report this by either contacting their course tutor (if appropriate), line manager, or the Group Equality, Diversity & Inclusion Coordinator. Any instances of discriminatory behaviour will be taken very seriously and will be investigated.

Copies of the Group’s equality and associated policies and procedures e.g. Single Equality Scheme, Personal Harassment Code of Practice (staff), bullying and harassment procedure are available on the Group’s intranet (Portal: staff, Moodle/Canvass: students). They are also available in alternative formats upon request from the Marketing Department.

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Management of Equality and Diversity within the GroupThe Group has a Single Equality Scheme and Action Plan covering all protected characteristics. Operational direction and policy development is coordinated through the Group’s Equality, Diversity and Inclusion Coordinator. The Students Union also have an elected Officer who supports the Group’s commitment to Equality, Diversity and Inclusions through promotion, activities and events. Where appropriate, the Group uses a process of Equality Analysis to assess the impact on equality of selected strategies, policies, plans, and procedures.

Outcomes for Learners

The overall headline achievement rate for learners has increased by 1% from 2016/17 to 82%. Overall achievement has increased by 4.4% over time. However, this remains below the national rate and the provider group rate

A greater proportion of learners on study programmes achieve their qualifications than previously. Overall achievement for learners aged 16-18 has increased over time, by 4.4%. Indeed, in 2014/15, the overall 16-18 achievement rate that Ofsted inspectors used to judge outcomes as ‘good’ at the previous inspection in 2015 was 67.6%. Despite the significant improvement to 76.2%, the overall achievement is below leaders’ expectations and national rates

Overall achievement for adults has increased over time by 3.1% but is below the national rate by 1.2%. There has been an increase in the proportion of learners who achieve on entry level courses (+1.2%), level 1 courses (+4.9%) and level 2 courses (+7.2%). These learners comprise around 88% of all post-16 provision. However, a far smaller proportion of learners studying level 3 courses achieve than in similar colleges (-8.5%). In response, leaders are intensifying the Group’s focus on improving teaching on level 3 courses, including ensuring learners are stretched and challenged to improve their higher-level thinking skills

Retention for all ages increased to 92.1% which is in line with that of similar colleges and the provider group rate. The overall achievement rate for apprentices of all ages is considerably above the national rate and the provider group rate. The overall achievement rate for apprenticeships was 75.8%, 8.1% above the national rate of 67.7%. A far greater proportion of apprentices successfully complete their programmes in the planned timescale than nationally and in similar colleges. A total of 3,784 apprentices finished their programmes in 2017/18

The overall achievement rate of apprentices aged 16-18 has increased over time by 2% and is above the national rate and around the provider group rate. In particular, adult apprentices fare well. The proportion who complete their programmes successfully is well above the national rate at 76.7%

There have been improvements over time in the proportion of learners who achieve their qualifications in five sector subject areas (SSA at tier1), including SSA14 by 13.1%, SSA11 by 8.8%, SSA1 by 3.4% and SSA3 by 2.2%. However, overall achievement rates are static in four SSAs and have declined in five. In response to this, a robust progress monitoring process has been developed for implementation in 18/19 which will be led by the Principal/CEO and the senior team

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In some subject areas, a far greater proportion of learners achieve than previously. For example, far more learners enrolled on level 1 construction programmes and courses at Harrogate achieved with a significant increase of 21.8% to 81.8%. However, achievement on most courses at Harrogate College has declined; overall achievement is 10% below the provider group rate

A greater proportion of younger learners achieve their mathematics functional skills qualifications than nationally and in similar colleges. Functional skills achievement over time rose by 13.8% for the 16-18 age group. Adults’ achievement of these qualifications increased over time by 12.2% to just below the national rate. A total of 1,051 learners studied mathematics functional skills qualifications in 2017/18

Almost all priority groups of learners fare well. There are no significant gaps in achievement of different learner groups. All learners who studied on foundation learning courses achieved and thus able to progress to higher levels of learning. Well over four-fifths of the 200 learners in care or with experience of local authority care achieved their qualifications. Over time, the proportion of care leavers who achieved their qualifications rose by 17.2%

There has been an improvement in high-needs learners’ achievement over time by 9.8%

The proportion of learners of BME origin, around 28% of the total, who achieve has increased over time by 5.5%

The proportion of those who receive additional learning support and who achieve has increased over time by 2.2%

There has also been an improvement in the rate of achievement by learners who receive bursary / hardship support; younger learners’ achievement over time rose by 5.2% and 19+ by 7.9%

The proportion of those learners who received free school meals has increased over time by 3.6%

A high proportion of learners leave the College and progress to employment or higher education. (16/17 95% of learners). Almost all adults studying ‘Access to HE’ provision progressed to university with most learners remaining with their employer, some gaining promoted roles

Enrolments on ESOL provision have increased; many different ethnic groups take up such courses and reflect a wide community representation. Learners study discrete programmes and infill into other classes with adults and study programme learners. This approach enables them to make swift progress in their reading, writing, speaking and listening development. The proportion of learners studying ESOL who achieve their qualifications increased by 1.5%, however, more improvement is required as the achievement rate is 10.1% below the GFE achievement rate of 89.9%. A new delivery model and structural changes have been implemented within the main delivery area to address these issues in 2018/19

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There were 141 14-16-year-old pupils directly enrolled with the group in 2017/18 who attended at either the Hull or Goole site. The curriculum has been designed to provide a broad learning opportunity which also meets the statutory requirements for KS4, including core GCSEs in English, Maths and Science. The inclusive curriculum enables pupils to follow an individualised learning programme and study towards additional GCSEs or equivalent in History and ICT as well as a wide range of vocational options providing progression routes to post 16 learning. The pupil premium students accounted for 52.5% of the cohort and the additional funding has contributed to the raising of attainment levels from entry. Most students achieved with pass rates for pupil premium at 93.7%. A range of positive measures in place includes; dedicated individual 1-2-1 action planning, extra-curricular activities, whole school tracking and action focus.

The promotion and implementation of Equality and Diversity goals are successfully built into the Group’s strategic plans and the impact of policies and procedures analysed. Arrangements to ensure all students can participate, in particular for students with learning difficulties or a disability, are very good. The Group ensures it promotes Equality, Diversity, and Inclusion above and beyond its responsibilities under legislation. An annual Single Equality Scheme Rolling Action and Improvement Plan with resultant Quality Improvement Plan takes place and is undertaken by the Group’s Deputy Safeguarding Lead. The Group Welfare Board, which has responsibility for Equality, Diversity and Safeguarding, meets on a regular basis and reviews progress against the plan. The Board reports into the Strategic Leadership Team and ultimately the Corporation.

Equality and diversity is all about people, illustrating how the Group can provide everyone with an equal chance to aspire, thrive, succeed and feel respected and valued whatever an individual’s background, culture or characteristics.

As with students, staff are engaged in the decision making process of the Group through a variety of means. The Staff Consultative Group consists 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. The Senior Leadership Team meets weekly for updating and discussion on key issues and developments and the meeting minutes are cascaded via the CEO’s Canvass page.

The Group has an established annual appraisal system and encourages regular team meetings and one to one meetings between individuals and their line manager. Staff benefits are publicised via a page on the intranet site, so that all staff are aware of their entitlements and are able to take full advantage of the various benefits on offer. 

Team Staff Briefings are held on a regular basis across the Group sites. The Chief Executive Officer and other members of SLT provide a brief overview of the

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Group’s status closing with a Q and A session. There is also a weekly Vlog from the CEO providing important progress and performance updates.

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.

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 social events and activities to appeal to a variety of interests.

Student and Staff Data

Age

Students A total of 15,620 students were enrolled in 2017/18. 1 % of students fall into the 14-16 age range, with 23% in the 16-18 age range, with 76% in the 19+ age range.

Staff

For the Group as a whole, the majority of staff fall into the 31 to 60 age bands with the largest age band being 51-60 which represents 29% of the workforce. This is consistent with other colleges in the region. The percentages of staff in the different age bands across the Group have all declined to a greater or lesserextent. Employment of increased numbers of apprentices when the Levy came into effect from March 2017 has provided the Group with an opportunity to employ a greater number of young people and offer pathways for their retention and promotion within our various organisations.

Gender

Students

The gender balance shows there are 8% (54% M / 46% F) more males than females across Hull College group. The gender imbalance is likely to reflect the different mix of curriculum on offer, some of which has a distinct gender appeal. The Group uses a variety of positive messages in publications and promotions to encourage all genders to participate, reviewing gender imbalance and appropriate actions via internal quality management processes.

Staff

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There are 38% male, with 62% female employed by the Group. Notably therefore 24% more females than males are employed by the Group. The gender imbalance again is likely to reflect our curriculum offer, and the Group continues to encourage and support all genders to apply for positions of employment.

Disability and/or learning difficulty

Students

Across the Group, 18% of students fall into this category. 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.

Staff

For the Group as a whole, 3.62% of staff have disclosed a disability/learningdifficulty.

Race/Ethnicity

Students

The ethnic diversity of the Group’s student population is 21% of the total student population, with the majority 79% defined as ‘white British’. Other ethnic categories include 3% African, 1% Arab, 1% Indian, 1% Pakistani, 1% Asian, with much smaller numbers of other ethnic categories.

Staff

The Group’s staff ethnicity profile is predominantly ‘white British’ (69%), with 28% ‘not known’ which is a large amount. Messages to group staff quarterly via the intranet remind staff to complete their monitoring profile of protected characteristics. The 2012 Census reported 85.8% were ‘white British’ in Yorkshire and Humberside,

Sexual Orientation

Students

Data was obtained from optional monitoring forms which were distributed with Learning Agreements during the main enrolment period, and by some tutors during Inductions. For the Group overall, total responses represents 13% of the student population at the end of the 2017/18 academic year, and 2% drop on the previous year. Of those who responded, 91% identified as heterosexual. The next highest percentage of responses fall into the ‘prefer not to say category’ at 5%, with 1.% gay men 2%, lesbian women, 0.5% bisexual.

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Notably, percentages for disclosure of 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 continue to be been identified and actioned.

For the 2019/20 academic year the group will be piloting an electronic version of the optional monitoring form via a web-link, where it is anticipated a much higher take up will be observed, thereby yielding much more substantial student information in this important category.

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. 58%. Disclosure of this information is voluntary.

Religion/Belief

Students

Information was obtained from optional monitoring forms in the same manner as described for sexual orientation and represents responses from 14% of students across the Group by the end of the 2016/17 academic year. The highest percentage of those who responded identify as having no religion, i.e. 60% across the Group. The next highest cohort within the Group was Christian, with 23%, with 7% of those who responded being Muslim, 1% Hindu, 1% Jewish, and much smaller numbers of different faiths and beliefs.

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. 72% across the Group.

Pregnancy and maternity

Students

The Student Pregnancy, Maternity, Paternity and Adoption Leave Policy was reviewed and updated in 2016 to further support students to continue or resume studies.

Student pregnancy/maternity was previously recorded as a withdrawal category on our Management Information System. Unfortunately, in 2017/18, details were not recorded of pregnancy and maternity due to the implementation of the Group’s

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new ProSolution software. A new category has now been added to ProSolution and these details will be available for the next report.

Staff

In 2017/18 19 staff are recorded as having taken maternity leave. Staff embarking on and returning from maternity leave are given additional advice and support through the Human Resources and their line managers. Details of staff that are pregnant or on maternity leave and if/when they return to work, are recorded on the Human Resources system against individual personnel records.

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.

Equal Pay analysis

The Group conducts an annual equal pay audit. The vast majority of roles are part of a salary scale with automatic incremental progression up the pay spine. The exceptions to this are senor post holders, whose pay and conditions are set by the Remuneration Committee and the Corporation, and managers, whose pay increases are dependent on performance and affordability. The pay grades for support staff are being gradually phased out in favour of spot salaries.

Generally, the differentials in pay between gender for most grades are very small and not necessarily in favour of any gender.

Complaints, Grievances and Disciplinaries

StudentsComplaints 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 2015/16 academic year, there have only been four complaints connected to a protected characteristic. For the academic year 2017/18 there were 2 complaints connected to protected characteristic

In 2017/18 850 students went through the formal stages of a disciplinary procedure.  65% were male and 35% were female.  Of these 98% were from White British backgrounds, with 1% from black and ethnic minority backgrounds.  The vast majority, 71% were in the 16-18 age group with 28% aged 19+.  0.2% of these disciplinaries were connected to protected characteristics

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Staff

In 2017/18 none of the disciplinaries or grievances were connected to a protected characteristic.  Strategic Objectives 2018/19

The Group’s Strategic Plan is made up of ‘Five Big Priorities’ that are in place until 2022, and mirror our Recovery Plan, and each one has a new set of performance outcomes each year.

Financial recovery and Stability - Pay our own way and get value for money

People and Culture – We are Hull College group and have valued and supported staff

Market Share and Reputation – To have more learners than ever before4 and improve the reputation with learners and employers

Estates and Infrastructure – An inviting and warm environment that is fit for purpose and where things work

Learner Success and Outcomes – Learners leave with more than they came with

Equality, Diversity and Inclusion (EDI) Objectives 2018/19

Hull College Group has a Single Equality Scheme Rolling Action and Improvement Plan which details our objectives

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.

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. As this is no longer a legal requirement this objective will be reviewed in 2019/20.

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.

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

6. To ensure the curriculum remains inclusive and reflects the Group’s commitment to equality and diversity, and meets the needs of our communities.

Additionally, the Group is committed to the following:

The promotion and embedding of Fundamental British Values in teaching, learning and assessment

All training ensures that equality, diversity, and inclusion is embedded Engaging and communicating, both internally and externally, with students,

staff, visitors and the wider community Ensuring an organisational wide commitment to advancing and embedding

Equality, Diversity, and Inclusion and that it is understood by all The principle of equal opportunities is embedded in service delivery,

curriculum, and college life, and that gender equality is promoted All activities are fully accessible to disabled people in line with our public

duty under the 2010 Equality Act Monitoring impact of equal opportunities policies across the provision Ensuring that the policy is informed by current legislation, the current Ofsted

Framework for Inspection, as well as Ofsted’s eight strategic themes for the inspection of Equality and Diversity

Moving ForwardThis January 2019 annual report provides key information demonstrating underpinning good practice and how the Group continues to promote positive equality and diversity messages and ensure these approaches are embedded in teaching, learning and assessment, and across support areas. The Group acknowledges this is an on-going and evolving process.

Progress continues to be slow 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 remains a key focus in 2019/20.

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Equality and Diversity Data

Disability  2015/16 2016/17 2017/18 GFE NR LeaversYes 75.8 79.6 81.2 82.3 81.9 3242

No 78.3 81.5 82.2 85.1 84.7 8633

Not provided/Unknown 86.2 n/a 75.0 83.0 83.0 4There is a negligible difference between those with a disability and those without.High Needs students  2015/16 2016/17 2017/18 GFE NR LeaversYes, High Needs 65.6 83.6 83.1 n/a n/a 77

No, not high Needs 77.7 81.0 81.9 n/a n/a 11802Those students with High Needs perform very slightly better than those who are not High Needs.

EHCP students  2015/16 2016/17 2017/18 GFE NR LeaversEHCP students 80.6 79.7 74.0 n/a n/a 289

Not EHCP 77.5 81.0 82.1 n/a n/a 11590For the aims that are included in the EHCP achievement rate, a disproportionate amount (more than half) are maths/English which have a lower than average achievement rate, and is therefore skewing the rate lower. The non-maths/English aims have an achievement rate of 82%.

Ethnicity  2015/16 2016/17 2017/18 GFE NR LeaversWhite British 77.5 80.9 81.4 84.0 83.9 8511

BME/non-British 77.5 81.3 83.0 85.0 84.5 3364

Not provided/Unknown - - 75.0 81.4 80.4 4Students who are BME/non-white British perform slightly better than those who are white-British, although the difference is slight.

Gender

  2015/16 2016/17 2017/18 GFE NR Leavers

Male 77.7 82.5 83.2 83.9 83.6 6374

Female 77.3 79.4 80.3 84.9 84.3 5505

Additional Learning Support – 19+ALS Support provided 2015/16 2016/17 2017/18 GFE NR LeaversYes 79.4 82.9 81.6 n/a n/a 619

No 83.2 80.9 86.1 n/a n/a 6471The rate for students receiving ALS is lower than that for those not receiving ALS. In part this relates to a disproportionate amount of the aims (almost two thirds) making up the rate for those receiving ALS being maths/English/ESOL related, and which have a much lower achievement rate than other subjects. The rate for all other subjects except maths/English/ESOL is 89% for students receiving ALS.

Bursary/Hardship Funds - all ages

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Hardship 2015/16 2016/17 2017/18 GFE NR LeaversYes 73.3 79.9 78.4 n/a n/a 4358

No 79.9 81.5 83.9 n/a n/a 7521There is a much lower achievement rate for those receiving student financial support than for those who are not. Although for 16-18 receiving support, there is little difference in the rates, there is a stark difference for adults.

Bursary/Hardship Funds - 16-18 year oldsHardship 2015/16 2016/17 2017/18 GFE NR LeaversYes 71.0 79.5 76.2 n/a n/a 2493

No 72.7 75.6 76.2 n/a n/a 2296

Bursary/Hardship Funds - 19+Hardship 2015/16 2016/17 2017/18 GFE NR LeaversYes 73.3 79.9 81.2 n/a n/a 1865

No 79.9 81.5 87.3 n/a n/a 5225There is a much lower achievement rate for those receiving Student Support than those who are not, although the rate has increased compared to the previous years.

Looked After Children  2015/16 2016/17 2017/18 GFE NR LeaversYes 66.2 85.9 83.4 n/a n/a 199

No 77.6 80.4 81.9 n/a n/a 11620Although the rate for Looked After Children has fallen slightly, it still remains higher than those that are not LAC.

Free School Meals (16-18 only)  2015/16 2016/17 2017/18 GFE NR LeaversYes 70.5 76.3 74.1 n/a n/a 1052

No 78.4 81.4 76.8 n/a n/a 3737A greater proportion of students who are receiving free meals are also undertaking functional skills which is bringing the overall rate down compared to those not receiving free meals, where the proportion of those undertaking functional skills is smaller. High grades – age 16+, funded learners/loans

  2015/16 2016/17 2017/18 High

Grade Leavers

GCSEs 31.9% 26.5% 23.3% 349 1501A levels 6.3%   0.0% 0 1Vocational (L3 Graded Diplomas) 41.0% 41.6% 30.8% 241 782

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