Equality, Diversity and Inclusion Annual Report 2019/20
(published version, March 2021)
Compliance with the Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017
Equality, Diversity and Inclusion Annual Report 2019-20
Appendix One DN College Equality Objectives Summary
Compliance with The Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017
This report has been compiled by the DN Colleges Group (DNCG) Equality and Diversity Leads.
The Equality Act 2010 replaces previous anti-discrimination legislation with a single act. It aims to simplify the law, remove inconsistencies and make it easier to understand and comply with. It also aims to strengthen the law and to help tackle discrimination and inequality. The majority of The Equality Act came into force on 1 October 2010. The Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017 came into force in March 2017 to ensure all public bodies help to make society fairer by tackling discrimination and providing equality of opportunity for all. The Act requires public bodies to consider all individuals when carrying out their day-to-day work in shaping policy, service delivery and in relation to their own employees. It replaces the three previous public sector equality duties for race, disability and gender and covers the following protected characteristics that are recognised within the Equality Act:
- Gender Reassignment
- Pregnancy and Maternity
- Race (including ethnic or national origins, colour or nationality)
- Religion or belief (including lack of belief)
- Sexual orientation
The duty also applies to marriage and civil partnership, but only in respect of the requirement to have due regard to the need to eliminate discrimination.
The legislation requires public bodies, when carrying out their activities, to have due regard to the need to:
- Eliminate unlawful discrimination, bullying, harassment, victimisation and other conduct prohibited by The Equality Act (2010)
- Advance equality of opportunity between people from different groups
This involves covering the need to:
- Remove or minimise disadvantages experienced by people on account of their protected characteristics
- Meet the needs of people who share the characteristics and people who do not share them
- Encourage people who share the characteristics to participate in DN College life or in other activities within the College community where their participation is low
- Foster good relations among people from different groups
This involves tackling discrimination and promoting understanding across the College community. The Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017 enables public bodies to perform the Equality Duty more effectively. Public bodies are obliged to:
- Publish information to demonstrate compliance with the duty imposed by section149 of The Equality Act at least annually (by 30 March 2021)
- Set equality objectives at least every four years (to be published by 30 March 2021) which are specific and measurable
The information a public authority publishes must include, in particular, information relating to persons who share a relevant protected characteristic who are:
- Its employees
- Other persons affected by its policies and practices.
DN Colleges Group Equality Objectives can be found on page 15 of this report. The College has continued its good practice and set a number of equality objectives after a detailed analysis of the data for staff and students and monitored progress against them as identified in this report. Progress is reported on to the governing body and to College’s Equality and Diversity Committee.
The purpose of this report is to demonstrate the ways in which DN Colleges Group complies with The Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017.
DN Colleges Group (the College) is compliant with The Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017, embraces such legislation positively and strives to promote and integrate Equality, Diversity and Inclusion (EDI) and British Values (BV) effectively into all aspects of its work.To this effect, and in addition to this report, the College will publish its Equality, Diversity and Inclusion Report and in an accessible format on the College’s websites in line with the annual legal deadline of 30 March. The College embraces the above legislation positively and effectively integrates Equality, celebrates Diversity and promotes Inclusion.
The College’s core business is to provide excellent, flexible and relevant education and apprenticeships which are accessible to all. It is committed to creating an environment that demonstrates the shared values of inclusion, equality, fairness and respect. while recognizing and celebrating difference. The College aims to meet the needs of every student and apprentice in line with legislation and best practice.
Respecting the diversity of students and apprentices the College aims to:
- Promote positive attitudes and behaviours towards equality, diversity and inclusion through our culture, curriculum, ethos and shared values
- Provide an environment free of bullying, harassment, victimisation or any other prohibited conduct
- Offer balanced and inclusive curriculum content
- Use non-discriminatory language and images in course and programme descriptions and in all communications with students and apprentices
- Create an inclusive learning and working culture
- Clearly communicate expectations about behaviour of all students and apprentices
- Meet these aims and fulfil our legal obligations
The College expects every colleague, visitor, student and apprentice to take seriously their individual responsibility to promote Equality, Diversity and Inclusion at all times.
The College understands its duties and responsibilities under the Counter-Terrorism and Security Act (2015), which ‘places a specific duty on specified authorities including Further and Higher Education to have due regard to the need to prevent people from being drawn into terrorism’ and has made substantial progress in this respect which is reported on regularly to governors as part of the Safeguarding Report.
The Deputy Principal is the senior lead for Equality, Diversity and Inclusion, Safeguarding and Prevent and ensures these are central to activity and integrated into all aspects of work across all sites.
Key Priorities and Overview
The College is fully committed to all aspects of Equality, Diversity and Inclusion (EDI) as they relate to and impact on all stakeholders (staff, students, apprentices, employers, visitors and community partners). It recognises that diversity is an essential positive attribute and by placing EDI at the heart of the organisation, embraces and reflects all the many aspects of the diverse workforce and student/apprentice population.
The College aims to support that intention by providing a framework for continuous improvement to ensure that we work together towards achieving equality of opportunity and fairness for all. All stakeholders strive to ensure that the College moves beyond compliance to securing excellence in all areas of its work.
DN Colleges Group integrates EDI within all policies and its strategic objectives and core values. The delivery of a strategic approach through procedures and policies is in line with statutory requirements.
The College monitors the composition and recruitment of its staff and students by protected characteristics. Key performance targets are set which are reported to and monitored by the governing body, Ofsted and other regulatory bodies.
The College has a robust staff development programme for EDI. Staff are appropriately trained to understand and carry out their duties in line with legislative requirements. Training is provided on an ongoing basis and as part of essential training days. Training compliance rates are reported to SLT and governors. The College is committed to ensuring that all forms of prejudice and unfair discrimination are unacceptable and challenged.
The College has clear anti-harassment/anti-bullying/anti-victimisation policies and procedures for both staff and students to ensure that action is taken to combat such behaviour and promote EDI. These policies are reviewed regularly to ensure continued effectiveness in the handling of perceived bullying, harassment and victimisation.
Students and apprentices are made aware of the procedure to report complaints and compliments from Induction onwards. Complaints are handled sensitively and monitored to establish whether they relate to EDI and if so, are then addressed swiftly and effectively.
The College integrates Equality, Diversity and Inclusion within all policies, strategic objectives and core values. The delivery of a whole-organisational strategic approach through policies and procedures complies with statutory requirements. The College performs well in the context of Equality, Diversity and Inclusion (EDI). It provides a safe, inclusive, welcoming and respectful environment where EDI are effectively promoted and tackles discrimination to enable the College to continue to meet the needs of people who share protected characteristics and those who do not, as defined by the Equality Act (2010).
DNCG continues to integrate Equality and Diversity and British Values (BV) across the organisation particularly to FE and HE students, apprentices and trainees thereby creating more channels for capturing and acting on student/apprentice voice and fostering good relations among all groups and promoting equality of opportunity.
Concerted efforts were made during 2019/20 to establish a team of Inclusion and Prevent Coaches, an extension of the former Diversity Champion remit, provide advice and guidance for teaching staff and students regarding Equality and Diversity and British Value issues. As a result, EDI and BV themes are fully integrated well into the curriculum, pastoral support, Student Union and Student Parliament.
The College meets its responsibility to safeguard and promote the welfare of its students by embedding a philosophy of zero tolerance to bullying. Any perceived concerns are dealt with swiftly and effectively and in line with legislation, policy and Ofsted/Office for Students (OfS) requirements.
Focused interventions for apprenticeship provision to address the embedding of Equality and Diversity more deeply into teaching and learning has raised awareness of rights and responsibilities among employers and collaborative partners; work-based scenarios develop critical thinking skills complemented by questions delivered at reviews to consolidate and emphasise the importance of EDI and BV.
The College is required by law to monitor and publish the composition and recruitment of its staff and students based on age, gender, disability and ethnicity. Key performance targets are set in the context of the workforce which are reported to and monitored by the governing body, Ofsted and other regulatory bodies.
The total number of job applicants in Doncaster between 1 August 2019 and 31 July 2020 totalled 1395, 1001 (71.75%) of whom identified as White, 28.25% (394) identified as BAME, 680 (48.74%) identified as
male while 100 (7.16%) disclosed a disability or learning difficulty.
The total number of starters in Doncaster between 1 August 2019 and 31 July 2020 totalled 116, 106 (91.38 %) of whom identified as White, 10 (8.62%) identified as BAME, 47 (40.51%) identified as male and 13 (11.20%) disclosed a disability or learning difficulty.
The total number of job applicants in North Lindsey between 1 August 2019 and 31 July 2020 totalled 778; 591 (75.96%) of whom identified as White, 24.04% (288) identified as BAME, 288 (37.01%) identified as male while 43 (5.52%) disclosed a disability or learning difficulty.
The total number of starters in North Lindsey between 1 August 2019 and 31 July 2020 totalled 97; 93 of whom (95.88%) identified as White, 4 (4.12%) identified as BAME, 33 (34.02%) identified as male and 3 (3.09%) disclosed a disability or learning difficulty.
The following tables illustrate the staff and student diversity profile 2019/20 in relation to the 2011 census data:
Doncaster College 2019/20 (Table includes 2018/19 figures in brackets)
Student Enrolment Profile
(E&T Inspection Rules)
Black, Asian and
disability/learning difficulty/health problem
(Data Source: Students Proachieve 19/01/21)
(Data Source: Staff: DNCG HR and Payroll System 21/01/21) (Data Source: Doncaster Profile 2011 Census)
The above table shows that the student demographic profile exceeds the local profile in terms of ethnicity and disability.
The culture seems to have become more inclusive in relation to the staff and student ethnicity profile in that the number of staff and students whose ethnicity is unknown, has declined. In the case of the staff
profile, this represents 0.87% indicating that the College’s recruitment and application process is open and transparent.
North Lindsey College 2019/20 (Table includes 2018/19 figures in brackets)
North Lincs Profile
Student Enrolment Profile
(E&T Inspection Rules)
Black, Asian and
(Data Source: Students Proachieve 19.01.21)
(Data Source: Staff: DNCG HR and Payroll System 21/01/21) (Data Source: North Lincs Profile 2011 Census)
The above table shows that the staff and student profiles exceed the demographic profile in terms of disability.
The culture seems to have become more inclusive in relation to the staff and student ethnicity profile in that the number of staff and students whose ethnicity is unknown, has declined. In the case of the staff profile, this represents 0.16% indicating that the College’s recruitment and application process is open and transparent.
In line with legislative requirements the College sets Equality Objectives, in accordance with the legislative requirement to have due regard to advance equality of opportunity, to eliminate unlawful discrimination and foster good relations among people who share a protected characteristic and those who do not and monitors progress against them. The College regularly reviews its Equality Objectives, closing a number when achieved and setting new ones as appropriate. An annual update on progress will be submitted as required by legislation by 30 March as part of the College’s Inclusion report as stated above.
Equality, Diversity and Inclusion Summary: Reflecting the Ofsted Education Inspection Framework (EIF)
The following section of the report aims to provide an overview of how well leaders and managers develop the quality of provision for students, apprentices and trainees of all ages, levels (FE and HE), backgrounds and to show the extent to which public funding is used effectively to support the most disadvantaged cohorts together with those who are least likely to participate in education; work with partners to widen participation and support all students’/apprentices’ progression to improve their life chances with respect to higher level learning and /or employment.
Quality of Education
The College continues to integrate EDI and BV effectively into learning and teaching as evidenced by lesson planning documentation, observations/learning walks and student voice. Teachers and assessors, supported by teaching assistants/learning support assistants, develop students’/apprentices’ understanding of EDI and BV issues well., EDI and BV are promoted online and face to face sessions which students can access either in their own time or as a part of a taught session. EDI and BV resources are developed and regular training on how to use them and feedback on their impact is incorporated as they are updated and reviewed.
Flexible delivery and sequencing of curriculum to meet learner need was recognised and acted on to ensure students and apprentices remain engaged from lockdown in March 2020. Although the challenge is recognised, students/apprentices engaged well with a bespoke and personalised approach.
A bespoke scheme of learning runs parallel to the College Diversity Calendar. EDI Champions, from August 2020 (re-branded as Inclusion and Prevent Coaches from 2020/21), are allocated an hour remission each week to support the planning and delivery of EDI, BV, Safeguarding and Prevent themes. The scheme of learning contains two essential sessions per term alongside a wide range of others which the Inclusion and Prevent Coached integration into curriculum as fits their area. The coaches are the first point of contact on any EDI or BV issues in their area from staff and students. Monthly team meetings and individual meetings are provided by the Head of EDI and BV and support curriculum in resource development and/or collaborative classroom work. Coaches log their work and summarise their interventions to the College EDI Committee.
Improved judgements from learning walks and student voice evidence that teachers and assessors are becoming more skilful in addressing EDI and BV themes. Outstanding teaching and learning sessions are celebrated and best practice shared.
The impact of the coaches’ work in integrating EDI and BV is reflected in both the work produced and increased student participation and engagement. It has also resulted in shared best practice among practitioners and stronger personal and professional links.
Some data gathered in learning walks showed that not all students were able to articulate BV and how they relate to their daily lives and student experience. Further bespoke training for staff and students was thus devised and implemented to address this. The Head of EDI and BV works closely with leaders and managers, curriculum teams and individual teachers to increase positive impact.
ESOL provision has been graded as outstanding once more in 2019/20. The provision is inclusive yet academically challenging and aims to meet the needs of the community who do not have English as their first language. ESOL students are active in provision across age ranges, curriculum offer and funding streams. To promote inclusion and independence, students are made aware of translation apps to ease communication and accessibility to information about the student experience on College websites and social media.
The College has a legal duty under the Prevent Duty (2015) and Revised Prevent Duty Guidance (2019) to share best practice and to create opportunities to promote the British Values of:
Rule of law
Mutual respect and tolerance of those with different faiths and beliefs and those without
As an education provider, the College has a moral and legal duty to promote key messages about the behaviour and attitudes expected to ensure our students and apprentices are prepared for life in modern Britain and beyond in their daily lives, employment and higher-level learning.
The promotion and integration of EDI and BV have been complemented by the development of updated bespoke and online and classroom resources which have increased student/apprentices’ knowledge and awareness of risks, how to keep themselves safe and to treat one another with dignity and respect, as well as their critical thinking skills evidenced in all areas of the student experience. For example, Student Governors and Student Representatives are elected, trained and mentored and engage actively in student departmental meetings as well as Student Parliament.
Following on from work the previous year, a mock election took place in College in December 2019. The outcome on each campus reflected the outcome of the General Election the same week when Student Representatives visited the Houses of Parliament. For some this was their first visit to London.
Additional Learning Support, specialist tutors, the Student Union, pastoral coaches, Student Advice and Support Centres, Academic Services and learning resource centres are particularly active in promoting EDI and BV and host a wide range of displays and publicity linked to the College’s Diversity Calendar. Marketing plays a pivotal role in conveying these key messages internally and externally on social media platforms and works closely with EDI leads and curriculum teams to ensure that imagery and wording are inclusive, accessible and representative.
Some of the events celebrated across sites on the Diversity Calendar and mapped to schemes of learning in 2019/20 include:
- In September: International Day of Democracy, Sexual Health Awareness Day
- In October: World Mental Health Day, Black History Month
- In November: Movember, Anti-bullying Week
- In December: Carol services, World Aids Day, Mock Election
- In January: Holocaust Memorial Day
- In February: LGBTQ+ History Month and Random Acts of Kindness Day
- In March: International women’s Day and Autism Awareness Week
- In April: Stress Awareness Month
- In May: Mental Health Awareness Week
- In June: Student Money Month
Students visited the National Holocaust Memorial Centre. The College hosted events to raise awareness of Holocaust Memorial Day which were published on the national Holocaust Memorial Day website. The College was recognised for having done this. Student Union held events on both campuses including the reading out of a letter from a Holocaust prisoner and the streaming of the film “The boy in the striped pyjamas”. In addition, a small group of staff and students visited the Holocaust Memorial Museum near Ollerton.
The Head of EDI and BV and Head of Safeguarding and Prevent meet regularly with campus Faith Representatives who continue to play an important role in College. From 2020/21 the Faith
Representatives will share best practice and work collaboratively with the UCNL interfaith group UNITED: Strength in Diversity set up in October 2019.
Both groups celebrate religious and spiritual diversity, aim to build bridges and explore commonalities, create understanding tolerance and compassion, to support the College and wider community and to discuss and interact on diverse topics in a safe environment.
Some of the work carried out in 2019/20 included short talks on topics such as:
- What is the meaning of life?
- What’s love got to do with it?
- Myth-busting session
- Carol services and Christmas fayres on each campus and at Scunthorpe Baptist Church
In recognition of the College’s partnership with local faith leaders Doncaster Principal and the Head of EDI and BV received virtual invitations to the consecration of Bishop of Doncaster at York Minster.
Quiet spaces across campuses are in use for prayer, contemplation and reflection when staff/students/apprentices are on site in a Covid-secure way.
The College works in partnership to develop a range of strategies that actively target a diverse range of students through outreach and curriculum initiatives thereby promoting social inclusion. It has close links with local schools continues to deliver personalised learning programmes to Key Stage 4 students, including students who are elective- home educated. On-site Early Years provision supports access to learning.
Behaviour and Attitudes
To meet the College attendance KPI, high levels of attendance are promoted; from March 2020 these were affected by the pandemic and lockdown measures and family/caring responsibilities. Innovative ways of rewarding attendance were introduced and e-learning guidance was published for staff and students to help them to stay safe. The emotional wellbeing and mental health of all stakeholders were considered and appropriate support systems offered.
To promote educational inclusion during the pandemic, the College created a shared spreadsheet to name and track all identified vulnerable and students considered to be at risk. The spreadsheet exceeded Government guidelines and included students whose Education, Health and Care Plan had ceased, asylum-seekers and elective home educated students. Regular safe and wellbeing checks were made and reported on. All staff were issued with guidance for when contacting students and ‘making every contact count’.
Transition work to support students moving into College took place in 2019/20. Strong links with schools enabled rich information to support students; virtual tours of College took place and/or familiarisation visits were offered while College was quiet before the start of the academic year.
In addition, more than 800 students were allocated digital devices to enable them to access online learning. The College again exceeded Government guidelines by allocating 19+ students a digital device if required.
Pastoral support remains highly effective and creative measures have been implemented to enable work experience and summative assessment to be completed.
Learning opportunities inside and outside the classroom are designed to enable students and apprentices to show BV in their behaviour and attitudes. Links with community partners in 2019/20 remained strong.
To promote educational and social inclusion post-FE, the overarching strategic aim of University Centre Doncaster (UCD) and University Centre North Lindsey (UCNL) is to challenge the social, cultural, dispositional and accessibility barriers that may restrict progression into higher education. Both centres are committed to raising the aspirations and transforming the lives of college leavers and returners to study within North Lincolnshire and South Yorkshire including for those from:
- Low participation neighbourhoods
- Lower socio-economic groups
- Families with no tradition of higher education
- Black, Asian and Minority Ethnic groups and EU migrants
- Individuals with caring responsibilities for children/adult dependents
- Students with disabilities
- Adult returners, including work-based learners
- Vocational pathways such as apprenticeships
Both University Centres adopt an integrated approach towards access, participation and success. The provision has been built on the principles of social justice and providing ‘second chance’ opportunities for many who had not contemplated higher education as possible for them. From the Assessment of Performance UCD and UCNL have identified groups across the student life cycle stages and have set specific targets and our ambitions to realise equal outcomes for all students.
The College’s zero tolerance policy towards bullying, harassment and victimisation is promoted effectively to students, apprentices, interns, trainees, staff, employers and visitors through teaching and learning resources, social media, staff and student handbooks, marketing, The College’s websites, staff and student induction and tutorial. Students/apprentices who were found to be victims or perpetrators of bullying were effectively supported to ensure issues were resolved and behaviours changed.
In January 2020, the College hosted training for staff and students across the College and from local schools, delivered by the national Anti-bullying Alliance. “Push the Button”, an effective College-designed online mechanism to report bullying will be made available on all DNCG websites from 2020/21.
The College is a recognised Hate Crime Reporting Centre.
Teachers, assessors, teaching assistants and learning support assistants incorporate EDI and BV into learning and use naturally occurring opportunities to challenge behaviour or perceptions. As we are preparing students and apprentices for customer- facing roles in future careers, all staff, whether teaching or business support, foster good relations, among those who share a protected characteristic and those who do not, as required by The Equality Act 2010.
Leadership and Management
The College has a duty to report to Ofsted and to the Equality and Human Rights Commission as a requirement of The Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017. Where an achievement gap is identified, an Equality Objective is set, actioned and monitored. Quantitative data is closely analysed to address and narrow any achievement gaps, which are regularly reported on. Best practice is celebrated and shared.
Overall achievement shows a three-year improving trend between 2017/18 and 2019/20. The College overall achievement rate for 2019/20 of 89% is 2% above the GFE 2018/19 published national average.
The College has analysed its data to identify three-year trends in achievement rates between 2017/18 and 2019/20, categorised by the protected characteristics of age, gender, race and disability. There were no significant achievement gaps in 2019/20.
An annual EDI report is produced for the governing body, with regular updates provided to the Senior Leadership Team and governors throughout the year. A governor representative has been actively involved in the College Equality and Diversity Committee since 2019/20. The Equality and Diversity Committee meets on a regular basis throughout the academic year and is responsible for monitoring the EDI Quality Improvement Plan (QIP).
Learning walks across provision and campus were carried out as part of Quality Reviews. Further CPD was then offered to curriculum areas to help promote EDI/BV if required. This measure was then monitored as part of the “Deep Dive” to assess the impact to which students could articulate EDI/BV/Safeguarding and Prevent themes.
Apprenticeship Quality Co-ordinators worked across sites and with employers (on their premises when not in lockdown) to quality assure apprenticeship reviews. High-quality bespoke resources have been implemented and have been found effective in promoting the key themes of EDI/BV/Safeguarding and Prevent.
Work intensified to emphasise the importance of EDI and BV throughout 2019/20. Delivery of CPD to curriculum and business support teams was delivered in 2019/20 online and face-to-face on such areas as:
- Neurodiversity and Unconscious Bias
- Anti-bullying (including the policy)
- British Values
- County Lines
- Modern Slavery
- Mental Health Awareness
The objective of this measure was to further promote an inclusive environment and enable staff to make students and apprentices more aware of their rights and responsibilities in relation to EDI and BV. The subsequent positive impact was shown by high levels of engagement and enthusiasm of all delegates who committed to using the resources and conveying key messages in their own work/learning environments.
Delivery was online, face to face or blended (synchronous and asynchronous according to need and national lockdown requirements) and was well received. The training is individualised to meet needs. Colleagues made highly valuable contributions to the sessions and demonstrated serious commitment to the subjects. Furthermore, staff and student EDI/BV sessions are integrated into both Staff Development and Student Parliament work plans.
EDI occurs as an agenda item on team meetings. EDI Champions contribute to team meetings via space on agenda to raise awareness and promote best practice.
The College implemented a Covid-19 Risk Assessment and Statement of Intent. Additional work in the form of an Equality and Human Rights Impact Analysis considered the potential differential impacts of COVID-19 on particular groups of people with regards to equality and human rights and the potential differential impacts of the way that the College responds to COVID 19 – in relation to regulatory issues and its ability to carry out its usual functions, for example through staff, students and apprentices observing social distancing requirements. The work was submitted to and approved by the Senior Leadership Team.
Online and face-to-face learning resources which integrate British Values and challenge Extremism were integrated into the curriculum for all students and apprentices regardless of age or funding stream. The positive impact of these resources and the emerging trends in adapting to a more inclusive culture can be
seen for example in the Induction Survey results from 2019/20 and 2020/21.
Summary of responses relevant to EDI, BV, Safeguarding and Prevent from the Induction Survey 2019/20
- 86% of respondents said they felt welcome on their first day in College (NL)
- 86% of respondents said they felt welcome on their first day in College (DC)
- 86% of respondents said they felt safe in College (NL)
- 85% of respondents said they felt safe in College (DC)
- 85% of respondents said they felt safe in College (NL)
- 88% of respondents said they understand issues associated with radicalisation (NL)
- 86% of respondents said they understand issues associated with radicalisation (DC)
- 87% of respondents said they were encouraged to understand and develop British Values (NL)
- 86% of respondents said they were encouraged to understand and develop British Values (DC)
Summary of responses relevant to EDI, BV, Safeguarding and Prevent from the Induction Survey 2019/20
- 95% of respondents said they felt welcome on their first day in College (NL)
- 95% of respondents said they felt welcome on their first day in College (DC)
- 94% of respondents said they felt safe in College (NL)
- 94% of respondents said they felt safe in College (DC)
- 89% of respondents said they understand issues associated with radicalisation (NL)
- 88% of respondents said they understand issues associated with radicalisation (DC)
- 92% of respondents said they were encouraged to understand and develop British Values (NL)
- 92% of respondents said they were encouraged to understand and develop British Values (DC)
The distance travelled is positive in all cases suggesting that during the pandemic the quality of learning and teaching remained high and the learning environment, although adapted, continued to be safe, welcoming and inclusive.
The College has clear anti-harassment, anti-victimisation and anti-bullying policies which are reviewed regularly to ensure continued effectiveness in the handling of perceived bullying, harassment and victimisation across The College. The policy and statement for students/apprentices were updated in 2019/20 and approved by the Senior Leadership Team as part of the ratification process.
The Head of EDI/BV and Safeguarding/Prevent are part of a multi-agency Prevent Board, via briefings and CPD sessions staff are made aware of local, regional and national current and emerging threats to help them to recognise people who may be at risk of radicalisation. The College is supported in this via resources and updates provided by the DfE G7 Prevent Regional HE/FE Co-ordinator. Students and apprentices complete online or face-to-face Prevent/BV tutorial sessions to help keep themselves safe and risk aware.
The College uses an e-safety and forensic monitoring reporting system on all student PCs to ensure that usage is effective, appropriate and that students and apprentices of all ages know how to keep themselves safe online and work within legal guidelines.
Aware of its duties under the Equality Act, the College works in close partnership with community organisations to foster good relations among all groups of people. It has positive and well-established relationships with external strategic partner organisations and community groups which inform the development of policy and provision and to provide support for its community.
The College is fully committed to all aspects of EDI and BV as they relate to and impact on its community; EDI and BV are at the heart of the organisation, as reflected by both the diverse workforce and
student/apprentice body. As a key partner in the Lincolnshire/Yorkshire corridor, the College wishes to be recognised through its values and activities as an outstanding employer and the further and higher education provider of choice.
DNCG Equality Objectives Summary
In accordance with The Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017, DNCG sets equality objectives for all aspects of its work in the context of narrowing the achievement gap, promoting Equality, Diversity and Inclusion and tackling discrimination.
These objectives are set to either advance equality of opportunity *(AEO), foster good relations (FGR) or eliminate unlawful discrimination (EUD).
The College sets, monitors, reviews and publishes its equality objectives and reports on them to The Equality and Human Rights Commission, Ofsted, the governing body and other regulatory bodies
Progress against Equality Objectives
To reduce the number of leavers at DNCG whose ethnicity/race is “unknown” by 2021/22 (*AEO, FGR)
- The number of leavers whose race/ethnicity is “unknown” in DNCG decreased significantly from 2018/19 to 2020/21
To increase the number of BAME apprentices at DNCG by 3% by 2021/22 (AEO, FGR)
- The number of BAME apprentices at DNCG has increased substantially between 2019/20 and 2020/21. This equality objective is now closed as the target has been achieved.
To explore and introduce ways of increasing the number of students who disclose gender identity, sexuality and religion and belief by 2020/21 (AEO, FGR)
The culture of the College has now become more inclusive evidenced by the increase in the range of CPD related to EDI; schemes of learning are mapped to the College’s bespoke diversity calendar; each curriculum area has an Inclusion and Prevent Coach; students and apprentices are made aware of their rights and responsibilities and given more frequent opportunities to disclose in a variety of formats eg during in-year surveys which contain EDI questions.
New Equality Objectives from 2020/21
The College has analysed its data and introduced a new objective in the context of emerging issues:
To improve the experience of all students irrespective of protected characteristic or other social, cultural or economic factor, so that their achievement rate continues to increase so that any underachievement attributable to the impact of COVID 19 is minimized (AEO, FGR)