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Equality for Learners – FE & HE Monitoring Data May 2019

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Contents Evaluative Summary ............................................................................................................................... 3

Introduction ............................................................................................................................................... 4

Student Participation ............................................................................................................................... 5

Equality and Diversity Curriculum Area Activities during 18-19 ................................. 5

Health Social Care ................................................................................................. 5

Early Years ............................................................................................................ 5

Public Services ...................................................................................................... 7

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Technology ................................................................................................................ 7

Business, Management and Professional ................................................................. 8

Sixth Form Centre ................................................................................................... 11

Tourism Digital and Creative Industries ................................................................... 13

Education and Support Learning ............................................................................. 14

Personal Support Services Activity and Planned Development ........................... 15

English Language Centre – ESOL ....................................................................... 15

Library Services Service .......................................................................................... 16

Personal Learning Coach (PLC) Service ................................................................. 18

Advice Support Careers (ASC) ............................................................................... 19

Marketing Activity & Planned Development ............................................................. 25

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Evaluative Summary There is continued emphasis on effective planning and promotion of Equality, Diversity and Inclusion (EDI) which is cognisant of, and ensures, legislative compliance. Monitored through Senior Management meetings and driven via the Single Equality Scheme (SES) which is reviewed annually; the resulting analyses is used to identify emerging cross-College trends and themes and prioritises opportunities to further enhance the student experience. The College maintains its commitment to ensuring that it embeds EDI within all of its practices; every opportunity is taken to advance equality, diversity and inclusion and to mitigate all forms of discrimination. Staff and students are encouraged to celebrate diversity and difference; the College continually seeks to educate staff, students and the wider community in order to foster good relations and recognise the benefits of a diverse community. The College has Leader in Diversity status and continues to demonstrate to College learners, partners, prospective and current employees of its EDI commitment. There is continued emphasis on monitoring and analysing student performance to ensure closure of achievement gaps; EDI remains an essential aspect of the College performance management framework and teaching observation schemes. Rigorous self-assessment ensures that retention, achievement and success rates are analysed by protected characteristics. Staff continue to be highly effective in ensuring that all learners benefit from high quality provision. Where performance issues arise, for example in retention and attendance, underlying reasons are explored and non-achievement established. The total number of learners enrolled to all courses both in FE and HE in 2018– 2019 was 5316. As the largest provider of vocational higher education in County Durham the College offers courses and programmes of study across a wide range of vocational areas. The tables included in this report indicate the trends in student numbers within NCD FE & HE provisions over academic years 16-17, 17-18 and 18-19 and analysed against Enrolment, Retention, Achievement and Success taking into consideration protected characteristics. .

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Introduction New College Durham is a place where learning and working exists in an environment that advances equality of opportunity, celebrates diversity and allows everyone to achieve their fullest potential. The College is opposed to any form of discrimination and we will ensure that our practices are legal, accessible and fair to learners, staff, stakeholders and service users and employees whilst ensuring that every learner is fully supported and enabled to achieve to the best of their ability. The College derives its learners from a wide range of backgrounds; its educational provision, services and partnerships provide opportunities for people with an equally wide range of abilities and aspirations. The College continues to demonstrate its commitment by developing and raising awareness of Equality, Diversity and Inclusion across all aspects of the organisation and works towards staff and students demonstrating confidence in, and commitment to. EDI. EDI is very effectively monitored and supported across the College; it continues to monitor, measure and evaluate the impact of equality, diversity and inclusion policies, provision and action plans. The College’s established system to ensure this effective monitoring of data for all learners commences at enrolment and includes details of age, gender, disability, learning difficulty and ethnicity. We are proud of the social and cultural diversity of our community and see it as a strength that inspires innovation and creativity. We are committed to our College being a place where learning and working exists in an environment that advances equality of opportunity, celebrates diversity and allows everyone to achieve their fullest potential. To fulfil our commitment we will

• embed equality and diversity within all our practices

• advance equality and diversity and tackle all forms of discrimination

• celebrate diversity and difference

• seek to educate staff, students and the community to both foster good relations and recognise the benefits of a diverse community.

Through the Single Equality, Diversity and Inclusion Scheme we meet our legal duties under the Equality Act 2010 to promote equality by;

• driving the agenda at the highest level

• developing and raising awareness across the organisation

• sharing good practice

• working with learners, staff and external partners to address barriers faced by particular groups to allow full participation

• monitoring, measuring and evaluating the impact of Equality and Diversity policies, and practice.

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Student Participation During this academic year a range of opportunities are available for students to increase their knowledge, skills and engagement with equality, diversity and inclusion activities. Successful activities from last year have been repeated as well a diverse range of projects and schemes undertaken by different schools/departments. Popular annual events include

• National Careers Week • Holocaust Memorial Day • International Day Against Homophobia and Transphobia

The College Equality Competition was a great success again this year with the theme being is “Equality in the 21st Century”. The range of entry categories include Staff, Entry Level, L1, L2 and L3+ and Apprentices.

Equality and Diversity Curriculum Area Activities during 18-19

Health Social Care Level 2 Health and Social Care students worked together to produce a display which incorporated the protected characteristics. Which highlighted their learning from their core unit ‘Equality and Diversity’. This was then used to open discussion around the topic and form part of their summative assessment. Early Years Teaching and assessment methods and materials used in Early Years actively promote equality and support diversity. Learners’ knowledge and understanding of equality and diversity is effectively reinforced through both their tutorial and academic study programmes again being strongly embedded within the coursework and within placement. Learners gain an understanding of the importance of equality, diversity and inclusive practice. Learners, as part of their programme, attend practical placements 2 days a week; where they have to be aware of the settings equal opportunity policy, inclusion policy and rights of the child. Through planning of activities for their reflective tasks learners have to be aware of and plan for children’s individual needs. Programme literature, recruitment activities, and programme delivery strategies contain explicit reference to the approach taken to promote equality of opportunity and eliminating discrimination. Raising awareness of such issues and active promotion of diversity will help to ensure that all learners can achieve their potential. There is a wide range of resources within the classroom to facilitate differentiated learning; these include persona dolls and sensory development resources.

Level 1 students were asked to visit Newton Hall Church to help support Trinity and Bluecoat Primary schools with their Easter activities. Students helped the children with their Easter Gardens and Easter activities. The students helped with serving snacks and supported children as they experienced the Easter Journey through acting out Palm Sunday.

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The last supper which they set out and took part in the eating of the Passover meal with the children was then followed by the film of the Crucifixion. The students were then asked back to help with Christmas and Easter activities as they has done such an outstanding job. Students in classes have used the persona dolls to explore emotions and the impact of their words and actions on others. This enables them to consider how to support children to develop compassion and empathy for others. The Level 3 Technical Diploma in Childcare and Education students held a fundraising event fat St Aiden’s Church on Friday 16 November 2018 for Children in Need and raised £781.56 Cultural displays are evident within the classrooms; religious artefacts and books are on display in Gr2.39. Learners regularly produce displays within the classroom and within their settings to promote equality and diversity. All programmes within FE and HE have a stand-alone unit which demonstrates the students understanding of equality, diversity and inclusion. Whilst considering relevant current legislation and procedures to address within their working professional practice and to promote an awareness of equality and diversity. A number of staff have been trained as Dementia Friends. This training has supported staff to understand the care and support people with dementia and those supporting them need. The training has been very useful and has helped to enhance the experience of staff and students. In addition a dementia café has been set up which is run by staff and students for the wider community. The Apprenticeship group reflected on their practice in the workplace and how they meet the individual needs of the children. Their feedback created a picture of a diverse provision - the students were aware of the impact of their practice and the benefits of being a positive role model. The task provided challenge for the students and as a group explored how they could, as professionals, challenge anti-discriminatory behaviour. This extended their understanding of their role within the children's learning environment and linked to the real world with the current affairs that are tragically unfolding within the media.

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Public Services All level 3 year 1 learners complete a designated unit on Citizenship & Diversity. The unit provides learners with knowledge, skills, attitudes and values to become thoughtful and informed citizens and public service employees. It develops an awareness of rights and responsibilities as well as respect for different religious, ethnic and national groups within UK society. As part of the unit learners had input from the police in relation to Hate Crime, within these sessions learner’s awareness of different hate crimes and the impact were raised. In November 2018 Public Services students and staff supported the Royal British Legion Poppy Appeal in the foyer of Sainsbury’s supermarket at the Arnison Centre. From 08.00 – 17.30 every day there were public service students from New College Durham selling poppies, engaging with the public and volunteering in their community. The money raised amounted to a whopping £9437.41 for the Royal British Legion. The behaviour and commitment of the students was once again exemplary.

Technology

The Royal Electrical and Mechanical Engineers (REME) visit Motor Vehicle students Corporal Izzie Phial from the REME Department of the British Army visited female and male students from Motor Vehicle level 1, 2 and 3, The students received very insightful talks on life in the British Army and the opportunities that would be available to them. Once the students had been given, a basic insight she then focused on how to become a motor vehicle mechanic in the REME, this included what was required of them, such as personal qualities and the qualifications needed. This was a fantastic opportunity for students to gain an understanding of life as a vehicle mechanic in the British Army, The students were given examples of the variants of vehicles, what areas they could specialise in , qualifications they could gain and career progression. Corporal Izzie Phial from the REME Department of the British Army and some of the Motor Vehicle Students. Students were then given the opportunity to look at the handouts and ask any questions.

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Engineering students from the fabrication and welding department raised over £1145 for the Royal British Legion Poppy Appeal 2018 by producing and selling a range of metal Lone Soldier figures. To commemorate the 100th anniversary of the end of the First World War, the students worked together with technicians and lecturers to create a range of metal sculptures. The students designed the figures to come in three sizes: desktop, free standing and garden. They then cut out the lone soldier silhouettes and welded them on to bases. From 5 to 8 November, the engineering students ran a stall in the College to promote the figures to staff and students. The demand was unprecedented and in the first five hours orders worth over £500 were made. Christopher Dawson, Mechanical Engineering Lecturer said: “The response was overwhelming with staff and students purchasing figures for themselves and also buying them on behalf of friends and relatives. It was a great opportunity for the students to work under pressure to meet the demand.”

As the figures were so popular, the engineering students set up a production line to keep up with demand and to ensure that quality was consistent. Throughout the project the students gained experience of working on a live production line, dealing with supply and demand, working as part of a team and working under pressure to meet deadlines. Jordan Robinson, who is currently studying on the Level 3 Sub-Diploma Engineering Technologies, said: “This has been great, we never stopped making the figures all day and we were making them to order. We were even timed by our lecturer Christopher Dawson, as the time and motion person, to calculate production. I cannot wait to start an apprenticeship.” Jeff Bower, Curriculum Manager of the Technology Department added: “This was a brilliant project and everyone involved worked hard and to a very high standard to support a worthy cause.”

Business, Management and Professional

A combined project bid from the Podiatry and Sport departments has been granted funding of £30,000 to help to plan, develop, deliver and integrate an undergraduate health and wellbeing outreach programme. The funding, allocated by Health Education England, is to promote the acquisition of health and wellbeing skills by medical and healthcare students by ensuring they are directly exposed and involved in supporting, as part of their education programme, outreach activity within their community. The proposed project comes after a successful enhancement project within the School which sought to develop collaboration across the Higher Education community. The new project will run during the 2019-20 academic year and will involve podiatry & sports students working collaboratively to develop a joint health and exercise support group that will deliver high quality healthcare advice and health promotion along with a safe and effective exercise programme. The Durham School of Podiatric Medicine has 2,500 patients with a wide range of medical conditions all of whom will be invited to join the

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group, which is to be held within the sports facilities at New College Durham, along with patients from local GP practices and community groups. In addition to specific podiatric treatment as required the new group will encourage increases in physical activity and promote social interaction that will help to create friendships and combat loneliness within the aging patient population. Sports students have also been heavily involved in the KickOff@3 tournament, which is a national initiative aimed at engaging young people using sport, music and other imaginative ideas to spread awareness of social inclusion. Having impressed the event organiser with their positive attitude in the tournament last year, some of our Further Education learners were asked to officiate this year’s event, which is being aimed at a younger audience this year. Further to this, during the national event last summer (June 2018) all of the learners involved took part in some swab tests to identify if they could potentially become a donor for the Anthony Nolan Trust, which aims to cure blood cancer and other blood disorders. Zac Renwick, pictured below, who is one of the tournament’s officials this year, has been identified as a potential match and is awaiting further information from the trust. This year, the Sports department have also become involved with regional pan-disability football tournaments for the first time, which ties in with the students’ level 3 Coaching Special Populations unit. As part of their course the students have helped to prepare our own Access students for a regional competition, which will take place later this year. As part of our extensive Management provision and strong European ties, New College Durham was selected as the host College for the Businet European Trade Mission, 2019. Other cities who have being selected in previous years include Istanbul, Budapest and Bilbao and this was a fantastic opportunity for us to promote the city, region and the College to over 100 students from 9 European countries. The students involved represented 37 companies from all over Europe which included food, drink, retail, services, manufacturing and engineering products. The students had completed research prior to their visit and each group were assigned a student from the College to support them. Students were recruited from the Management Top Up degree and Foundation Degree as well as the Foundation Degree in Tourism Management, who helped to locate businesses who could potentially purchase these products. Upon arrival in Durham, students participated in a taste my country event, whereby each country brought a traditional food or drink to be sampled by the other students. The students then spent the week visiting potential clients before taking part in a sales pitch and trade fair, where they presented their products in front of the other groups and invited local businesses in to promote their goods. As part of the experience, the students also took part in a breakfast networking event hosted by the College, where they were able to meet business leaders from the wider Durham area. The Trade Mission event was an enormous success with students from different nationalities and cultures all taking part and gaining valuable experience in networking, presenting, marketing and managing their own projects, as well as making new friends from across Europe in the process. On our Counselling Degree programme, the Therapeutic Relationship module encourages students to consider difference and diversity and how these could influence the therapeutic relationship and process. Students have to demonstrate in their assessment comprehensive knowledge and understanding of issues relating to power, equality and diversity in a counselling context. One session, for example, looks at disability and involves students wearing/ using equipment that simulates disability e.g. gloves that imitate effects of arthritis, glasses that give the effects of different types of visual impairment and using a wheel chair. Students visit the college’s café as a group

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and have refreshments. Following that they feedback their experience of managing the disability and being amongst other members of the college community. This year two of our Counselling Foundation Degree 2nd year students (pictured) also designed their own outcome measuring tool to be used specifically with children with autism. The fact that the students chose this innovative technique without any specific guidance to do so is illustrative of how much focus is given to equality and diversity in their counselling training, both at College and on placement. On the BA (Hons) Social Work degree, students gain knowledge and understanding on the importance that equality and diversity has within social work practice. The teaching takes into account the specific remits that social workers and social work students have to follow in order to register with the regulatory body and to practice as a qualified social worker when working with a range of vulnerable and diverse groups within society. Learning outcomes are designed to enable students to be fully aware of and understand their specific roles when working with diverse groups. Below is a small sample of posters which students completed when looking at various groups within society as part of a formative assessment. Pictured: BA (Hons) Social Work Student posters completed as a formative assessment for their Social Work Theory and Practice module. From Top left and clockwise titles include: Sexual Orientation, Religious beliefs, Pregnancy and Maternity, Sexual Discrimination, Disability.

The legislation on Equality and Diversity, as specified in the Equality Act 2010, to protect people from discrimination is covered in the teaching, learning and assessment on the BA (Hons) Management level 6 course specifically in the option module, Management Law. Students study a wide range of recent case law to understanding the implications of organisations not complying with the Equality Act 2010. Students are assessed on a case study requiring aspects of law to be applied relating to the Equality Act 2010. Students are required to apply the relevant legislation to the case study organisation. They proceed to propose recommendations for the case study organisation’s board for changes to management processes and practices based on the prevention of a repetition of a conflict scenario arising from non-compliance with Equality and Diversity legislation.

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It is also specifically covered on the two housing courses currently taught; Level 3 Certificate in Housing Practice and Level 4 Foundation Degree in Housing and Communities. In these courses students are again directly assessed on their understanding of the legislation with an expectation that they are able to refer to the existing practice in their own housing organisation, industry best practice and to propose recommendations for improvement to practice. In addition, Equality and Diversity is embedded in all of the business and management teaching and is a key feature of the learning particularly as students studying come from wide range of backgrounds, from local students with direct entry from the education system to experience students who have senior positions in the workplace and from local to international students (Germany, Norway, Spain, Lithuania, Belgium and more). Counselling Studies On the BA (Hons) Counselling Studies course, the module Aspects of the Therapeutic Relationship, encourages students to consider difference and diversity and how these could influence the therapeutic relationship and process. Students have to demonstrate in their assessment comprehensive knowledge and understanding of issues relating to power, equality and diversity in a counselling context. One session looks at disability and involves students wearing/using equipment that simulates disability e.g. gloves that imitate effects of arthritis, glasses that give the effects of different types of visual impairment and using a wheel chair. Students visit Starbuck’s as a group and have refreshments. Following that they feedback their experience of managing the disability and being amongst other members of the college community. This academic year, the experience was approached differently, as a member of the group had severe mobility issues. Following a brief private conversation with the module tutor, the student was positive about a group discussion about the proposed session. This provided the group with the opportunity to express their respect for the individual student and their desire not to minimise/trivialise disability. It gave the individual student autonomy. The discussion reflected principles from the Ethical Framework of the British Association of Counselling & Psychotherapists (BACP) of respect and autonomy. All agreed that the proposed session should proceed. It produced detailed discussion and understanding. The individual student found it a very positive and inclusive experience.

Sixth Form Centre

The Sixth Form Centre is an outstanding learning environment that ensure students develop the knowledge, skills and values required to thrive academically and to progress to university or into employment. Targeted, specific, additional support is provided to A-Level students, including individual and small group masterclasses and holiday revision sessions. Students benefit from subject specific workshops, which are additional to timetabled classes, to develop further knowledge and skills. We have excellent links with universities. Our A-Level students attend lectures and workshops in a university setting and visit higher education institutions such as Oxford University, Cambridge University and Durham University, to help prepare them for the next stage in their education journey. Our ESOL students have been involved in a four day charity project. The project came to a close with a fundraising event where students participated in the great British Comic

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Relief. The funding event was a great success rising a huge £320. Students raised money in a number of different ways: there was food from around the world, an Arabic coffee stall, face painting, cornbraiding, a languages team who wrote in different scripts and offered 5 minute language lessons in Italian, Arabic, Russian and Spanish, and there were dance classes and performances from Syrian, Egyptian and Mexican students. The teachers too helped out – the teachers in Durham all dressed as English idioms. Zoe Williams, Programme Leader, commented: “As always I am blown away by the generosity of our ESOL students. Every student donated the materials for the event for free and spent hours of their own time preparing them.”

ESOL mentors were invited to attend the County Durham Volunteer Co-ordinators Forum at Bowburn Community Centre. Charlotte Lintern of the Volunteer Bureau invited the mentors to deliver a presentation to approximately 50 co-ordinators who attended the meeting. The students took part in a networking activity, speed-dating style. The theme for the event was isolation and loneliness and the ESOL mentors were able to share their perspectives on this with the recruiters. They also had the opportunity to introduce themselves and suggest the types of things they could offer personally as volunteers, and spoke to members who helped to place the volunteers in a wide range of roles, such as carers, sports instructors, library helpers and charity shop assistants. Our advanced English language students planned and organised an event to encourage other learners to get involved in UK life. The students, who all volunteer as ESOL mentors, talked about their own experiences, in the hope it would inspire their fellow students to do more outside the classroom. One student, showed an inspirational video they had made about their experience of coming to Durham from Homs in Syria. The film spoke movingly about the challenges of starting anew as an adult when you don’t speak the language and you have to go back to the classroom after many years away from it. Students S and I wanted to inform other students about the City of Sanctuary, an organisation helping new refugees and asylum seekers. As trustees on the board for the fundraising committee, they were able to provide valuable information. Volunteers from Kings Church came along to talk about the support they give to all people in need in Durham,

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Whilst the students were preparing for and hosting their events, three of their teachers have been in Finland on an Erasmus-funded teacher exchange programme travelling to Kokkola on the Bothnian Sea to teach students at the Centria University of Applied Sciences.

Tourism Digital and Creative Industries

Our hair and beauty students visited the residents at St Cuthbert’s Hospice for their monthly pamper day. The day-care guests have been greeting students from New College Durham on the first Monday of every month for three years running. The students offer a range of hairdressing services and beauty treatments, to support the health and wellbeing of the guests. The group are always a hit with the guests as they help to make them feel and look good. Not only do the students get to help the guests but volunteering at the hospice also gives them the opportunity to develop and demonstrate their skills. They are able to build their social and communication skills, as well as their employability skills, while working in a specialised setting.

Bethany Wozencroft, Level 2 Nail Services student, said: “I didn’t really know what to expect on my first visit, but it was so relaxing and the staff were lovely. The guests were so appreciative and loved getting their hand and nail treatments. I am really looking forward to going back next month to see them all again.” Julie Brown, Day Care Manager, commented: “We highly value the service the staff and students from New College Durham provide for our guests. The guests really look forward to their monthly pamper session.” Karina Winter, Beauty Lecturer, said: “St Cuthbert’s Hospice is a wonderful place that offers exemplary care and works hard to ensure guests feel good about themselves throughout their medical treatments. We will continue to support with this for as long as possible.”

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Education and Support Learning

The 2019 Special Olympics World Summer Games is a multi-sport event for athletes with intellectual disabilities in the tradition of the Special Olympics movement. It took place in Abu Dhabi, United Arab Emirates from March 14–21, 2019. Football star Ryan Anstey represented Team GB at the 2019 Special Olympics World Summer Games with the help of a £500 donation from his fellow New College Durham students. Ryan, who is studying catering and hospitality at the College, was delighted when he successfully secured a place on the Team GB football squad. However, as disability athletes receive no funding at all, Ryan had to raise £2,500 to cover the cost of participating in the games. When Ryan’s peers at New College Durham learnt of his cause, they were only too happy to help. The Foundation Studies students run a Breakfast Club and a café in the College selling drinks, snacks and hot food to raise money for charity. They decided they would like to donate the proceeds from these enterprises to help Ryan fulfil his dream. Heather Keel, Lecturer in Education and Supported Learning, said: “Ryan started his college journey on Foundation Studies and is a regular visitor to Café 50, so when the students found out that he had been selected to represent Great Britain they all wanted to help get him there. We are all extremely proud of his achievements.”

The talented right winger another gold Medal to the two gold medals he previously earned at the Special Olympics GB National Games, Sheffield in 2017 and at the Special Olympics GB Anniversary Games, Scotland in 2018.

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Students from vocational access took part in the AoC Sport North East Regional Pan-Disability Tournament in Sunderland ON THE 28 November 2018. The tournament gave the students the opportunity to play and represent the College at a higher standard, alongside Sunderland College, Tyne Met College and East Durham College. Overall, our students came third. The Vocational Access Group A had a visit to the National Glass Centre, Seaham Tommy monument, St Mary’s Anglo Saxon church and Downie’s Fish Restaurant for some lunch to develop their social skills and put into practice maths and budgeting skills. Most of the group split into pairs and went along to purchase Ice cream from Lickety Splits. Some stopped along the way for coffees at the local cafe, while others called to McDonalds and purchased the meal deal. The book shop was a popular place for small items and a sale on the books, magazines and chocolates went down well.

Students (left to right) Connor Bruce, Drew Davidson, Kyle Summers, Josh Daglish, Harry Debrick, Lewis Rustling, Morgan Richardson, Charlee Pybus, Brogan Hardy, Rachel Vaughn (staff) and Jade Foster at the National Glass Centre.

Personal Support Services Activity and Planned Development All staff participate in Equality Diversity and Inclusion (EDI) training and regular updates. The tracking and monitoring of the College’s online EDI training continues to successfully maintain awareness of the importance of this area and individual responsibility. Following initial training, staff undertake refresher training on a 3 year basis. Staff development activities continue to be effectively used to share best practice across curriculum areas. Training materials and activities have had a significant impact in improving the learning experience and ensuring equality in outcomes for learners across different groups. In addition to academic support, learners are given outstanding personal support. Learners are helped and provided with every opportunity to overcome personal barriers, thereby enabling them to progress. Analysis of the 18-19 On Programme Satisfaction Survey indicated that 97% of the 2502 FE learners who responded, felt the College actively promotes Equality and supports Diversity. Furthermore, 96% of learners agree that their programme develops an understanding of British values, with 97% believing that the College actively promotes equality and supports diversity by encouraging learners to respect different cultures, communities and faiths. English Language Centre – ESOL The English Language Centre at New College Durham works with students from all over the world. Courses are taught by very experienced teachers who have themselves lived and worked in many different countries. All of the teachers are subject specialists and we are proud of our highly skilled and experienced staff Following on from The English Language Centre’s successful ‘Taking Part’ event in December 18, English for Speakers of Other Languages (ESOL) mentors were invited

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to attend the County Durham Volunteer Co-ordinators Forum at Bowburn Community Centre. The mentors took part in a networking activity, speed-dating style. The theme for the event was isolation and loneliness and the ESOL mentors were able to share their perspectives on this with the recruiters. They also had the opportunity to introduce themselves and suggest the types of things they could offer personally as volunteers. They spoke to people who place volunteers in a wide range of roles, such as carers, sports instructors, library helpers and charity shop assistants. The English Language Centre gave a presentation. Zoe Williams, Curriculum Manager, introduced the department and gave an explanation of the diverse set of types of people who study English and the very wide range of skills that they can offer. She explained how a culture of volunteering and participation in the College had led to many students offering their support already as learning mentors to lower level students in College, and that there was great potential among the students should anyone be looking to recruit new volunteers. All recruiters were given the contact details for the department and invited to get in touch about potential opportunities for volunteering. Iman Malouhi showed an inspirational video she had made about her experience of coming to Durham from Homs in Syria. The film spoke movingly about the challenges of starting anew as an adult when you don’t speak the language and you have to go back to the classroom after many years away from it. Each student then gave an introduction to the group, explaining who they were, where they had come from and how they felt volunteering could bring them benefit personally.

Library Services Service

Special Events Over the past 2 years the library has supported the mall events arranged by ASC and the Students Union, by setting up displays of related information. The information is displayed as a MS PowerPoint show on a television screen in the library. Some slides are also printed off to be displayed in the HE area of the Neville building. The events supported in this way have included: Autism Awareness Day; Stoptober; World AIDS Day; Holocaust Memorial Day; International Women’s Day (IWD); World Mental Health Day; International Day Against Homophobia and Transphobia (IDAHOT) and other events. This year we supported IWD 2019 with a display that also incorporated an activity and competition. The display highlighted the disparity in the number of blue plaques that celebrate women and men. Only 13% of plaques are dedicated to women and the situation is similar for statues and other forms of celebration. Our display included two newspaper articles on this topic which were intended to stimulate discussion. The display consisted of fifteen posters, each highlighting a successful local woman. For the activity participants were required to find each poster and then scan the QR code on it to find more information which would include the answer to a question about that woman. Complete answer sheets were collected to go into a draw for an Amazon gift card worth £50.00.

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The newspaper articles and question sheets were circulated to staff as email attachments to make it easier for them to discuss the topic with their students and take part in the activity. A set of the posters were displayed in the library, sports building and Neville Building. A brief version of the activity consisting of three posters was also entered into the NCD Equality, Diversity & Inclusion competition for 2018/19 and displayed in the mall.

Example of a poster about Stephanie Houghton with a QR code that can be scanned (below) to reveal further details about her and provide the answer to one of the questions in the activity.

It is our intention to include activities or competitions in more displays during the next academic year to generate interest in the topics that are being highlighted in the displays. Dyslexic students and support for research skills Recently an inforrmal meeting was arranged with Veronique Peacock (HE Disability Adviser) and Mike Dann (Learning Resources Manager) to discuss problems that some dyslexic had when searching for information. Veronique explained how students with dyslexia found it hard to deal with the large amount of information they were often confronted with when searching resources like Discovery. Following on from this meeting Veronique arranged for Mike to provide one-to-one support with a student and Veronique sat in. The aim was to show them some tools and techniques they could use when searching resources like Discovery, to return less information, but information that is relevant to the topic they are working on. This proved to be helpful to the student and enabled them to move forward with their research and assignments. Since then Veronique has provided details of other students who would like a library induction and/or support to use Discovery effectively. Readability – the Library Reading Scheme This year we launched our in-house reading scheme, Readability. The scheme aims to encourage students to read as a way to relax and have a break from college work and other issues that might be causing them stress or anxiety. Reading is also a great way to learn, to improving your knowledge, vocabulary and academic achievement.

As ony a few groups joined and participated in the scheme, but we will collect feedback and comments from the staff and students from these groups to find out how we can improve the scheme for next year. In order to support the scheme a number of new books have been purchased, including general fiction, graphic novels and easy read titles. This has improved our collection of fiction books considerably. Individual titles are promoted through our “Book of the Week” which is posted on our Schoology page and with a poster near our fiction books. This highlights a title and provides a brief outline of the story.

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The new stock together with Readability has resulted in greater use of this material and we will continue to improve this section in ther future. Students will benefit from this either as participants in the Readability scheme or as independent readers. Our small collection of picture books are not display in book boxes in a prominent position near the library entrance. These are available for any student or member of staff to borrow. Previously these were kept on shelves near the journals: they were not easy to find and few people other than library were aware that we had books like this. Work Placement During the autumn term the library was asked to provide a short work placement for an NCD student. The placement is intended to achieve two things; to give the student confidence to undertake a placement outside College and to provide some useful experience to add to their CV. The student came in one morning a week and worked on a project to design posters which highlighted examples of positive feedback that the library has received. Arrangements for another placement are currently being discussed. For this the placement student would be required to research and find information and images that could be used in one or more displays in the library during the 2019 – 20 academic year.

Personal Learning Coach (PLC) Service

The PLC team are dedicated to ensuring equality across the service is offered to all students studying on FE or HE courses. In initial meetings with students the PLC Agreement is discussed a the following is emphasised.“We offer equality of opportunity for all students and aim to provide a safe, respectful and supportive service.” Also included is the line, “we won’t judge…”. The PLCs provide personalised support and guidance to learners in College. Through reflective questioning and target setting students are encouraged to make positive progress and achieve to their full potential. PLCs cover all curriculum areas across the College both in FE & HE and support is available to learners studying at any level. The team provide one-to-one support on a range of issues including the following:

• Study skills

• Time management

• Organisation

• Transitional support

• Managing College pressures

• Motivation

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Throughout 2017-18 academic year the PLC team supported 73 Choices Plus students enrolled across the curriculum and the average retention of these students was 92% with their destinations identified as a postive 88% progression. Where students were undecided they were provided with IAG appropriate to their needs by an IAG Practitioner in ASC. This year we are working with 105 Choices+ students who are currently achieving 95% retention.

Advice Support Careers (ASC)

September 2018 saw the relaunch of the Student Progression Services including promotion of the refurbished ASC department which was funded through the North East Collaborative Outreach Project (NECOP). The relaunch included a competition that promoted the various support services within Student Progression (ASC, Library and PLC Services) Students actually visited the different areas (ASC, Library and CLZ) to find the answers to the competition questions which provided the opportunity for staff to promote their particular service there were a total of 662 entries competing for the prize of £20 Love to Shop voucher and a Library mug per day. A daily winner was drawn from correct entry forms at the end of each day.

Winners of the Student Progression Relaunch competition (L-R) : Bethany Walter – L2 Early Years Education and Care , Nicolai Frampton – Btec L3 Dip Computing and Alisha Cook – L2 Travel & Tourism The Safeguarding Portal is currently under review and several discussions have taken place and suggestions considered and agreed. It has been decided to relocate the Wellbeing Section to the main intranet page so that information, advice and support is more visible for staff, students to locate and access. The remaining sections of the safeguarding portal have been allocated to individual staff members to then monitor,

Intended Destination – 2017-18 %

FE 68

HE 0

Apprenticeship 15

Employment 5

Unknown/ undecided 12

Positive Progression: 88%

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update and review content to ensure it is appropriate for the diverse range of staff and students we have at College. Throughout the academic year key messages are promoted to students and staff by the counselling service, including how to access the personal counselling and mental health support services. Key themes are identified e.g. World Mental Health Day, New Year – New Start, A Healthy Lifestyle Event , Stress Less – advice on dealing with exam stress. Promotional activities take place in the College Mall and key messages are circulated to curriculum staff and also displayed on plasmas screens throughout the College. The implementation of the Gatsby benchmarks have placed additional pressure on the ASC service to increase the amount of learners who attend personal guidance interviews. Career Guidance: Guidance for Further Education Colleges and Sixth Form Colleges (October 2018) highlights that every learner should have the opportunity for guidance interviews with a qualified careers adviser whenever significant study or career choices are being made. Government’s expectation is that every learner should have had at least one such interview by the age of 18 (in addition to one by the age of 16). In December 2018, ASC introduced the ‘EHCP Guidance Process’ to ensure every student with an EHC Plan are offered the opportunity for a careers guidance interview prior to their annual review. The Gatsby Benchmark Toolkit (CEC, 2018) advises that every college is expected to ensure that every 16 to 18-year-old and 19 to 25-year-olds with an EHC Plan are provided with independent careers guidance. IAGP’s have been allocated a caseload of students with an EHCP and since January 2019, 21 EHCP career guidance appointments have been undertaken. When delivering one-to-one personal guidance interviews, IAGP’s consider individual needs to ensure that clients can access the service. Recently, a Spanish ESOL student attended a careers appointment for advice on how to look for employment after the ESOL course. To support the student to access a one-to-one personal guidance interview the IAGP organised the student’s friend to attend the appointment to support the client to overcome any language barriers. When delivering CEIAG sessions IAGP’s identify and address individual learning needs, which tutors confirm before a group session. Recently, a L1 Travel and Tourism tutor sent the learner profile for the group prior to a group session, the IAGP allocated to deliver the session ensured large print copies of PowerPoint and resources were printed for a partially sighted student. Mental Health We are a Mindful Employer and have passed our annual Charter Review process. The charter is an initiative from the network, Mindful Employer, and is a voluntary agreement for employers, who share a commitment to work with a positive approach towards an increasing awareness of mental health in the workplace. Further information can be found http://www.mindfulemployer.net/ The Mental Health Steering Group continues to meet regularly and have an action plan that will be used to drive forward mental health support for staff and students. They group have also been working on a College Mental Health Charter which is currently being reviewed. Students accessing Mental Health support via the College Counsellor on a regular basis agree a mental health support plan which include issues and strategies that staff need to be aware of in order to effectively support the student. These support plans circulated to relevant staff working with the student and are regularly reviewed at each counselling visit and every term to ensure relevancy and updating. The Association of Colleges in 2017 conducted a review with 105 FE Colleges in England (32% of Colleges in the Country) and found that 85% of Colleges reported an

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increase in mental health issues amongst the student population. “Going to FE College involves several periods of transition, which can require significant adaptation and can cause distress and affect a young person’s mental health and wellbeing.” New College Durham this academic year has seen an increase in students requiring mental health support from the College Counsellor hence 42 students out of a total caseload of 220 require mental health intervention. Many of the other students who access the Counselling service also have mental health issues and access CBT (Cognitive Behavioural Therapy). As a consequence a Mental Health support plan has been introduced for any student who receives on-going regular mental health support throughout the academic year. The plan is shared with any teaching staff/and or PLC who has works with the individual student. In the initial counselling session the Counsellor and student agree as to what to share with others regarding coping strategies, reasonable adjustments required, and who to contact if the student does not attend the appointment. Wrap around support is then ensured for the student. Blue slots have been added to the Counsellor’s calendar to accommodate these people who need this mental health support ensuring they will be seen when needed. The Counsellor is trained to be impartial and congruent but sometimes needs to make reasonable adjustments for students who have additional needs. The Counsellor has a client who has a hearing impairment and adapts the environment to cater to the needs of the student, e. g moving seating to help with voice projection. Currently a waiting list is still on-going for Counselling referrals. All students are contacted initially by the Counsellor, and contacted a second time if they do not reply. Any student who goes onto the waiting list are also given a list of local agencies to contact and it is also suggested they contact their GP if they do not wish to wait for a counselling appointment in College. A spreadsheet with all the names on the waiting list is regularly updated with who has been contacted, how, and how many times and a response noted. The Counsellor is required to work within BACP guidelines around caseload management. As with most Counselling services in educational institutions here at New College DNA’ s (did not attend) are between 17% &19%. Any student who does not attend an appointment despite receiving a text reminder will be contacted by the Counsellor and will be offered a second appointment, if they do not attend the additional appointment they are then removed from the Counsellors’ case load and will need to refer themselves back into the service and be put on the waiting list. The client is notified if they are removed from the waiting list. Mall Events In October 2018 we celebrated World Mental Health Day. Organisations who came along to support included “The Stamp it Out” team who work to challenge the stigma around mental health, If U Care Share Foundation and the Samaritans. The College Counsellor worked with the Performing Arts and Dance students to help them put together ideas which they used to base a performance around mental health issues and two performances were held for students and staff to attend on World Mental Health Day.

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World Mental Health Day - Performing Arts and Dance students

In April the Counsellor will undertake managing stress related tutorials, hand out support leaflets around coping with Exam stress and offer free bottled water to students. In total the College Counsellor has so far this academic year delivered 57 tutorials within the curriculum areas. Some of the counselling tutorials have been up-dated so a tutor can deliver them themselves, whereas due to the sensitive nature of the subject the “Looking after your Mental Health” tutorial is delivered by the Counsellor. This tutorial is designed to raise awareness around personal resilience, and helps the student to take responsibility for looking after their mental as well as physical health. Discussions around suicide and the impact of social media are also included within the tutorial. Counselling Evaluation and Student Voice. At the end of the Counselling process students are asked to complete an evaluation survey. Some students feel the sensitive nature of the Counselling means they do not wish to complete an evaluation. One HE student who has had mental health support quoted “I would not have got this far without your help” and another was quoted “Thank you, you are a credit to the College, especially for more experienced (mature) students like myself who can feel adrift in education.” Making sure students get timely and appropriate support is important at New College, and the Counselling service has a role to play in this, particularly in light of the increasing numbers of students with mental health issues. The Learning Development Co-ordinator (LDC) The LDC and Student Union held their first fundraising event for the 2018-19 academic year in September 2018 and have continued to support the fundraising activity of the Vocational Access students as part of their Café 50 enterprise. Throughout the year the LDC and the Students’ Union President have provided several opportunities within college to enhance learner equality across the College provision. There have been several events in College to encourage learner equality and inclusion and we still have two more events outstanding in the calendar, IDAHOBIT (International Day against Homophobia, Biphobia and Transphobia) and our Norwegian Independence Day celebration with our Norwegian students from Elvebakken. Working with the Training Manager of the College we once again ran our Equality, Diversity and Inclusion competition and our “Celebrating Diversity Event in February, which was again a great success. The event was supported by our Level 1 catering students, who prepared our world food stall and the feedback from the events attendees was very positive, both students and staff enjoyed the food and the atmosphere as did some students who were from a local school who were in attendance at a taster day.

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Funds raised from the event were donated to the Sanctuary Project which several of our ESOL students are supported by, for the Songs of Sanctuary Project which is at Durham Cathedral on the 20th of March 2019.

Level 1 Catering Students prepared our world food stall.

One of the winners of Equality competition, Laura Scholz, a BA Design student, designed a LTGBQ product which the Students’ Union have purchased and will be promoting and giving away to students at the IDAHOBIT event in May. We also supported our Nurture Groups in Foundation Studies to put in to action their enterprise ideas as part of the Students’’ Union our “grow your tenner challenge” The nurture students raised a whopping £1058.11 for charity as part of their enterprise activities and are planning similar activities as part of the College Easter Fair, the monies raised will assist the students to plan a trip as a reward for all of their hard work over the year, which includes their breakfast club and café 50 and a donation to several charities. In January we held our annual Holocaust Memorial Event in College where we highlighted past genocides including the atrocities in Rwanda. The activity was really well attended and sparked discussion. Tutorial Provision The LDC has worked with the 16-18 ESOL tutor to ensure that all students on the 16-18 ESOL programme have had equal access to a range of tutorials that our mainstream cohort have access to. Working with Natasha Emmer we have developed bespoke tutorials for Relationship and sexual education for both male and female groups to ensure that cultural sensitivities are acknowledged and that we work around giving appropriate health advice to assist these young people to develop healthy relationship and health seeking behaviours. The LDC continues to work to develop our PSHE tutorial provision within the College and will be working over the coming months to develop our “Rights, Roles and Responsibilities” tutorial pack with the training manager to ensure that they continue to promote equality for all students and are underpinned by Fundamental British Values and Safeguarding. She has also, where requested delivered bespoke tutorials on LGBT issues throughout the FE curriculum. We are hoping to develop an LGBT Awareness tutorial module to add to the suite of ASC PSHE modules for the coming academic year. The LDC continues to provide support to our international students and supports the work of the International Office. She has worked closely with both the Norwegian Students and the Danish students. She has also assisted the International Office with trips and visits for our international students.

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Learner Development Coordinator One to One Student Support The LDC continues to provide one to one support for students across all provision at the college on a range of issues, and she has continued to provide support to students and staff on a range of LGBT issues. Both supporting individual students with transition and supporting staff with advising on the College’s response and support of that learner. She works very closely with the Gender Identity Service who are part of the Humankind organisation (formerly DISC). She continues to provide pastoral support to the Norwegian cohort of students who live with host families and this will be ongoing. As a result of the Child Sexual Exploitation work the LDC has undertaking this academic year, the LDC has worked with individual students who are deemed at risk of sexual exploitation, on a one to one basis. The main reason that these young people have been identified are due to learning difficulties and/or a care background. The ASC Manager reports the module delivery and one to one work directly to the Local Safeguarding Children’s Board on a quarterly basis. Quiet Room The LDC continues to manage the quiet room on behalf of the College and we have seen a large increase in registered users for the service as we see our student numbers grow to 15 students. The service is used in a very respectful manner by our students and initial teething issues with regards to access have now been resolved and a system is in place for students to access the key when the SU office is not staffed and is working well. Staff Training The LDC has, at the request of the College, has delivered staff training on the theme of Modern Day Slavery and on County Lines. She has attended training on LGBTQ Awareness, Child Sexual Exploitation and visual awareness training. Intended Activity The Quiet Room facility will be once again be review with the users of the service to identify any recommendations for the provision. The LDC will be working with the Accommodation Officer, to ensure that the new host family provision services will continue to meet the needs of a diverse range of students and that this will be reflected in all documentation as well as provision. The events plan will be developed over the coming months for the 2019-20 academic year, we are looking to improve our welcome week offer and refresh our Celebrating Diversity Event. The LDC is hoping to develop several new tutorial strands as part of the College’s PSHE offer to curriculum, which will include LGBTQ awareness and an improved Rights, Roles and Responsibility tutorial module. The LDC, working with the Training Manager will continue to identify areas of need for staff as part of the College’s staff development offer.

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Marketing Activity & Planned Development – From May 2019 through to Oct 2019 the marketing team are working with a specialist education marketing agency to carry out highly targeted digital HE recruitment activity, with much of the focus being on widening participation in HE from non-traditional learners. Working with Future Me, two internal progression events have been undertaken to encourage our current FE students to consider progressing to HE. These events have included a Student Life carousel and an Employability Fair where students can see the various enrichment elements available as part of HE life plus the employment opportunities now and in the future as graduates. The College undertook its first Support Services Open Day in March 2019, designed to showcase our network of support services that promote inclusivity and diversity. We had 30 people attend the day.

Support Services Open Day March 2019

On Fri 14th June, there is an event to promote careers in the Highways sector which we will coincide with celebrating Women into Engineering. Organised by Carnell, it will be in conjunction with the New College Durham engineering team, School Liaison and other highway/civil engineering companies. They will show their technologies, and chat with students about careers and apprenticeships; and year 01 students from local schools will be invited to attend as well our current construction and civil engineering students. We have and will continue to work with schools in the local area that cater for students who require additional support (learning or behavioural) including Croft Community School, The Oaks, Durham Trinity, Villa Real and Windlestone. We are in the process of improving the internal application processes to ensure these students are identified so the right support can be put in place at the earliest opportunity which will aid successful recruitment, retention and achievement of learners. The marketing team have supported Health and Social Care with the promotion of their monthly dementia café, creating leaflets, press releases and sharing on social media. The safeguarding and British Values fold away card for the staff badges is now fully implemented. In our recent photography shoot, marketing ensured students were included from a variety of backgrounds to ensure that we can promote our brand to a range of people considering different ages, international students, different genders including those which represent students studying a route which wouldn’t be viewed as a traditional male or female subject area to break down gender divides and stereotypes. Marketing team have ran successful campaigns to promote the English Language short course which are designed for those living in the UK who are from another country. We have also continued to support the FutureMe project with promotional materials. This project aims to target students who wouldn’t typically progress to Higher Education and who are NEET or at risk of becoming NEET. The FutureMe team in College is

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continuing to work closely with students that have been identified to live in postcode areas that traditionally have low participation in Higher Education. We also engage with students who are NEET or at risk of becoming NEET. The FutureMe team are offering and undertaking advice sessions, workshops and drop-ins surrounding Higher Education and in addition to individual support we are arranging college wide events to educate students on all aspects of Student Life as well as the support that is on offer to them once they start on Higher Education. We always promote equality when engaging with students about careers and courses

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Table 1: Number & % Enrolled, Retention (R) Achievement (A), Success (S) by Ethnicity (2018-19 data available as of 1st May 2019)

Ethnicity Profile 16-17 % % A

%

S

%

17-18 % R

%

A

%

S

%

18-19 % R

%

A

%

S

%

White - English / Welsh / Scottish / Northern Irish / British

6,033 91.93 94.08 98.78 91.63 5,543 91.68 94.55 97.97 92.17 4,808 90 94.30 96.45 31.09

White - Irish 7 0.10 100.00 100.00 100.00 8 0.11 87.50 100.00 87.50 7 0.13 85.71 100.00 42.86

White - Gypsy or Irish Traveller 1 0.01 100.00 100.00 100.00 - - - - - 2 0.01 100 100.00 50

White - Any other White background 242 3.69 98.35 100.00 98.35 228 3.78 97.37 99.10 96.49 179 3.36 98.32 100.00 54.75

Mixed or Multiple Ethnic Group - White and Black Caribbean

8 0.12 100.00 100.00 100.00 8 0.13 100.00 100.00 100.00 10 0.18 100 0.00

Mixed or Multiple Ethnic Group - White and Black African

5 0.07 100.00 100.00 100.00 10 0.16 90.00 100.00 90.00 9 0.16 100 100.00 33.33

Mixed or Multiple Ethnic Group - White and Asian 13 0.19 100.00 100.00 100.00 11 0.16 90.91 100.00 90.91 10 0.18 80 100.00 20

Mixed or Multiple Ethnic Group - Any other Mixed / multiple ethnic background

15 0.22 100.00 100.00 100.00 21 0.34 95.24 100.00 95.24 17 0.31 88.24 100.00 29.41

Asian or Asian British - Indian 9 0.13 100.00 100.00 66.67 9 100.00 88.89 88.89 17 0.31 94.12 100.00 58.82

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Asian or Asian British - Pakistani 11 0.16 100.00 100.00 100.00 6 100.00 100.00 100.00 21 0.39 100.00 100 61.90

Asian or Asian British - Bangladeshi 6

0.09 83.33 100.00 83.33 1 0.01 100.00 100.00 100.00

4

0.07

100.00 100 100

Asian or Asian British - Chinese 30 0.44 96.67 100.00 100.00 26 0.43 100.00 96.15 96.15 25 0.47 100.00 87.50 56

Asian or Asian British - Any other Asian background 47

0.71 93.62 100.00 93.62 47 0.77 100.00 100.00 100.00 53 0.99

98.11 93.94 58.49

Black or Black British - African 39 0.59 97.44 100.00 92.31 22 0.36 95.45 100.00 90.91 27 0.50 100.00 100 37.04

80.17Black or Black British - Caribbean 2 0.03 100.00 100.00 100.00 1 0.01 100.00 100.00 100.00 2 0.03 50.00 100 50

Black or Black British - Any other Black / African / Caribbean background

6 0.09 83.33 100.00 83.33 6 0.09 100.00 100.00 100.00 8 0.15

100.00 100 37.50

Arab 54 0.82 100.00 100.00 100.00 66 1.09 100.00 100.00 100.00 81 1.52 95.06 100 70.37

Any other ethnic group 33 0.50 96.97 96.88 93.94 33 0.54 100.00 96.97 96.97 36 0.67 100.00 95.83 63.89

Not known/not provided 1 0.01 100.00 100.00 0 - - - - 0 0 - - -

Total: 6,562 6,046 5,316

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Table 2: Number & % Enrolled, Retention (R) Achievement (A), Success (S) by Gender Profile (2018-19 data available as of 1st May 2019)

Gender Profile 16-17 %

%

A

%

S

%

17-18 % R

%

A

%

S

%

18-19 % R

%

A

%

S

%

Female 3,361 51.19 93.31 98.83 90.39 2,975 49.22 94.05 97.85 91.70 2,781 52 94.75 96.36 35.20

Male 3,202 48.8 95.50 98.91 93.75 3,071 50.77 95.57 98.25 93.36 2,535 48 94.36 97.18 31.32

6,562 6,046 5,316

Table 3: Number & % Enrolled, Retention (R) Achievement (A), Success (S) by Disability (2018-19 data available as of 1st May 2019)

Disability Profile 16-17 %

%

A

%

S

%

17-18 % R

%

A

%

S

%

18-19 % R

%

A

%

S

%

Abled Bodied 5,282 94.02 98.75 91.48 4,849 94.82 97.81 92.29 4,215 79 94.88 96.38 32.19

Disabled 1,254 95.77 99.41 94.34 1,182 94.84 99.19 93.74 1,095 20 93.42 97.88 37.99

Unknown/ Prefer not to say 26 100.00 96.00 92.31 15 93.33 85.71 80.00 6

1 83.33

- -

6,562 6,046 5,316

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Table 4: Number & % Enrolled, Retention (R) Achievement (A), Success (S) by Specific Disability (2018-19 data available as of 1st May 2019)

Specific Disability Profile 16-17 %

%

A

%

S

%

17-18 % R

%

A

%

S

%

18-19 % R

%

A

%

S

%

Visual Impairment 17 - - 28 - - - 17 3.5 - - -

Hearing Impairment 66 - - 41 - - - 35 7.26 - - -

Disability Affecting Mobility 31 - - 50 - - - 34 7.05 - - -

Other Physical Disability 42 - - 49 - - - 29 6.01 - - -

Other Medical Condition 133 - - 189 - - - 144 29.85 - - -

Emotional/Behavioural Difficulties - - - - - - - -

Mental Health Difficulty 89 - - 146 - - - 128 26.55 - - -

Temporary Disability After illness 6 - - 2 - - - 3 0.62 - - -

Profound Complex Disabilities - - - - - - - - - -

Asperger’s syndrome 33 96.97 100 96.97 39 92.31 97.22 89.74 37 7.67 83.78 83.33 89.74

Multiple Disabilities 8 100.00 100 100 7 100 100 100 17 3.52 94.12 100 100

Other 45 97.78 100.00 97.78 34 97.06 100 97.06 32 6.63 96.88 100 97.06

Not Known/Not provided 26 100.00 96.00 92.31 15 93.33 85.71 80 6 1.24 83.33 80

Total Respondents 470 585 482

Total Students Enrolled 6,562 6,046 5,316

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Table 5: Numbers & % Enrolled, Retention (R) Achievement (A), Success (S) by Learning Difficulty (2018-19 data available as of 1st May 2019)

Learning Difficulty Profile 16/17 % % A

%

S

%

17/18 % R

%

A

%

S

%

18-19

% R

%

A

%

S

%

Moderate Learning Difficulty 57 70 64 12.52

Severe Learning Difficulty 6 8 5 0.97

Dyslexia 296 94.93 98.55 91.55 323 94.43 99.01 92.88 270 52.83 92.96 96.47 30.37

Dyscalculia 5 100 100 100 11 100 100 100 11 2.15 81.82 100 36.36

Other Specific Learning Difficulty 31 93.55 100 93.55 32 90.63 100 87.50 15 2.93 100 100

Autism Spectrum Disorder 57 96.49 100 96.49 78 96.15 100 96.15 66 12.01 93.94 100 33.33

Multiple Learning Difficulties 7 100.00 100 100 14 100 100 100 12 2.34 100.00 100 75.00

Other 62 95.16 100 95.16 59 96.61 100 96.61 68 13.30 95.59 100 23.53

Not Known/Not provided 26 100 96 92.31 15 93.33 85.71 80.00 6 1.17 83.33 0.00

Total Respondents 521 595 511

Total Students Enrolled 6,562 6,046 5,316

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Table 6: Numbers & % Enrolled, Retention (R) Achievement (A), Success (S) by Age Profile (2018-19 data available as of 1st May 2019)

Age Profile 16/17 %

%

A

%

S

%

17/18 % R

%

A

%

S

%

18-19 % R % A % S %

Under 16 9 100 100 100

16-18 2,737 92.51 99.56 91.85 2,647 93.58 99.27 92.29 2,668 50.18 94.15 94.59 13.76

19-24 1,212 94.39 98.30 92.78 1,065 93.05 97.16 89.86 835 15.17 91.02 97.15 28.62

25+ 2,604 96.31 98.41 92.99 2,334 97.04 97.12 94.04 1,813 34.10 96.80 97.33 64.37

Total Students Enrolled 6,562 6,046 5,316

Table 7: Numbers & % Enrolled, Retention (R) Achievement (A), Success (S) by Eligibility for Free School Meals (FSM) (2018-19 data available as of 1st May 2019)

Free School Meals Profile 16/17 %

%

A

%

S

%

17/18 % R

%

A

%

S

%

18-19 % R

%

A

%

S

%

Eligible for FSM 2,944 94.33 98.94 92.05 2,424 95.09 98.25 92.90 2,252 42.36 94.63 97.76 38.76

Not eligible for FSM 3,618 94.42 98.81 92.01 3,622 94.64 97.92 92.29 3,064 57.63 94.52 95.74 29.37

Total students enrolled: 6,562 6,046 5,316

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Table 8 Numbers & % Enrolled, Retention (R) Achievement (A), Success (S) by Young Carer Status (2018-19 data available as of 1st May 2019)

Young Carer Profile 16/17 % % A

%

S

%

17/18 % R

%

A

%

S

%

18-19 % R

%

A

%

S

%

Students identified as a Young Carer

175 2.66 88.43 100 77.14 132 2.18 95.09 94.07 84.09 112 2.10 94.63 94.12 14.29

Total Students enrolled : 6,562 6,046 5,316

Table 9: Numbers & % Enrolled, Retention (R) Achievement (A), Success (S) by LAC & CL Status

Looked After Child & Care Leaver Profile

16/17 %

%

A

%

S

%

17/18 % R

%

A

%

S

%

18-19 % R

%

A

%

S

%

LAC 54 90.74 95.92 33 84.85 100.00 25 0.47 96 100 16

Care Leaver 5 80.00 75.00 3 100.00 100.00 3 0.05 100 100 33.33

Total Students enrolled : 6,562 6,046 5,316

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