NCW Equality and Diversity

The Equality and Diversity Focus group at NCW meets termly. The group is chaired by Mardy Smith and there are representatives from each staff group and two students attend. This group monitor progress towards the published Equality Objectives and also considers any issues arising and plans to meet any training needs. The group also considers the annual Equality and Diversity Monitoring Report and any implications arising. The Monitoring Report is presented to Governors annually.

Monitoring Report 2014/15

The collation and evaluation of data relating to the academic year 2014/15was undertaken in the following respects:

  1. Recruitment
  2. Gender (including full and part time posts)
  3. Ethnicity
  4. Disability
  5. Internal promoted posts
  6. Current staff
  7. Gender
  8. Ethnicity
  9. Disability
  10. Current Governors
  11. Gender
  12. Ethnicity
  13. Disability
  14. Current students
  15. Gender
  16. Ethnicity
  17. Rewards and sanctions given to students
  18. Gender
  19. Ethnicity
  20. Student subject choice
  21. Gender
  22. Examination results
  23. Gender
  24. Ethnicity

Notes:

  • Due to the small numbers involved, the statistical report records both actual numbers and percentages.
  • The data relates to very small numbers and will, therefore, be more meaningful when data is cumulative over a number of years.
  • All of the statistical data is available (in table format) for scrutiny.

Comments:

  • NCW is an Equal Opportunities organisation and this is reflected in our policies and our procedures as well as all adverts for vacancies and all job descriptions/contracts. Data is collated, in relation to gender, disability and ethnicity, for applicants who applied and those who were shortlisted because they met the person specification, together with characteristics of staff appointed.
  • We remain concerned to ensure appropriate representation of black and minority ethnic groups (BME) and of people with a disability. In 2014/15 6% of all staff have a stated disability (compared with 5% the previous year) and 5% of all staff have stated they are of a black or minority ethnic group (the same as the previous year). These figures rely on self-reporting.
  • Of all the staff at NCW, 74% are female, 68% of teaching staff are female and 69% of care staff are female. The figures the previous year, respectively, were 71%, 63% and 75%. For administrative and support staff, the proportion of female staff is 80% (previously 77%). These figures are not dissimilar to other schools generally.
  • Recruitment is monitored in terms of gender, ethnicity and disability and comparison is made with regard to applicants, shortlisting and appointment. There were 23 advertised posts in 2014/15 and 119 applicants (24 male, 16 stated BME background and 7 stated they had a disability). Note: of all applicant, 80 were applying for 11 Administration or Domestic posts. Of all applicants, 76 were shortlisted on the basis of meeting the person specification of which 6 were male (28%), 9 BME background (12%) and 4 (5%) with a stated disability. In terms of the 23 appointments, 5 (21%) were male, 3 (13%) had a BME background and 1 (4%) had a stated disability.
  • Data for the governors is now being gathered and recorded. For 2014/15, 47% of Governors were male, 12% had a stated disability and 0% reported they were from BME background.
  • In terms of students, in 2014/15, 56% of students were male and 16% of students were from a black or minority ethnic group.
  • On Celebration Day, girls received 43% of awards. Students nominated as student of the week throughout the year were 51% female and 49% male. Girls received 32% of achievement points in 2014/15 and 31% of behaviour points. There were 2 fixed term exclusion during this year, both male students, and no permanent exclusions. The Student Support Team continue to monitor carefully rewards and sanctions on an on-going basis and take constructive action as required.
  • In terms of subject choice, students are given impartial advice and support and numbers fluctuate considerably in terms of the option choices of male and female students. The cumulative data demonstrates that subject choice largely reflects the national picture in terms of gender.
  • There are no significant disparities in the exam results, at GCSE and at Advanced level, according to gender, ethnic background or whether the students are print or Braille users. Any disparity is explained by the distortion caused by the circumstances and results of one or two individual students. Exam results from 2014/15 include analysis of outcomes for students who are associated with Pupil Premium payments (that is, those students entitled to free school meals or Looked After Children), as the College became eligible for these payments with effect from 1 April 2014. This applied to 2 students only in 2014/15 and there was no significant difference in the GCSE results.

Positive action

  • We will continue to continuously review our recruitment procedures to ensure all groups of people feel encouraged to apply, if they meet the person specification, and are supported effectively through the recruitment process. All person specifications are scrutinised to ensure issues pertinent to equality and diversity are addressed.
  • With data now recorded on SIMS, Form Tutors and care staff are more able to monitor achievement, awards and behaviour on an on-going basis and will be mindful to watch for any patterns of concerns.
  • Data is now collated in relation to the diversity of members of the Governing Body and they will consider any implications which arise.

Professional development

All staff receive training on aspects of the work of the College in terms of Equality and Diversity regularly. In the year 2014/15, training included:

  • Equality and Diversity Monitoring Report 2013/14
  • Equality Objectives
  • Equality and Diversity audit

Work continues with students, in lessons, in residential accommodation and in events like College Assemblies, to promote an understanding of and adherence to the principles of equal opportunities and the value and benefits of diversity. Any issues of discrimination are addressed promptly and appropriately. All incidents of racist, homophobic or other serious bullying are kept in a separate record, as required by the Department for Education. Recording of incidents is reviewed and monitored by the Senior Leadership Team on a half termly basis.

Mardy Smith

March 2016

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