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The College offers a broad and varied curriculum including pre entry through to H.E. A substantial number of vocational qualifications are offered alongside the
more traditional
AS/A2. Apprenticeships are now offered in areas such as Motor Vehicle, Plumbing, Accounts, and Business Administration.
The College works in partnerships with two private providers to extend its Employer Engagement provision.
Epping Forest has a population of 123,900. Half of the population live in a very small and congested area comprising around 5.2% of the District close to the
boundary with London. The rest of the population lives in a mixture of market towns.
In 2008 51.25% of the population were female and 48.75 male. In 2001 Epping Forest’s Grange Hill Ward contained the most BME residents. Grange Hill being made up of
10.5% Asian and British Asian residents, 2.5% Black or Black British, 2.1% Mixed and 1.2% Chinese. Three of Epping Forest’s Wards contain BME populations greater
than the national average of 13%. The ONS 2007 estimates, Epping Forest has the second most BME residents in Essex, (18,300) with Colchester (23,000) being the
highest.
Data shows that Epping Forest has fewer than average numbers of young adults 15-34 and a higher than average 35-64 year olds (2005).
Within the College, Equality and Diversity is given very high profile. It is the responsibility of all to comply with the Single Equality Scheme and adhere to the
College’s Code of Conduct – Respect, Safety, Learning.
The day to day operational management of Equality and Diversity is the responsibility of the Vice Principal, Learning and Teaching. The Equality and Diversity Forum
agree and monitor the College’s Action Plan and set the college’s EDIMs. The Student Union Equalities Officer is a member of the Forum. Two Student Focus Groups are
held annually with the purpose of reporting specifically on Equality and Diversity.
The College’s Enrichment Calendar had a number of ‘months’/themes where there was a particular E&D focus:
Anti-Bullying
Diwali Celebrations
Eid al Adha Celebrations
Hanukkah Celebration
International Womens Day
Holocaust Memorial Day
Bahai New Year
World Aids Day
Students made the following comments regarding the activities they had taken part in:
Anti-Bullying Workshops:
‘Very interesting – it opens your mind to bullying.’
‘Real life stories.’
‘Learnt things I didn’t know before.’
Stop the Traffik
Presentation on exploitation of people working as slave labour in the chocolate manufacturing
process:
‘Presentation really makes me want to get involved…but my next goal is to make Haagan Daz Fairtrade?’
‘I’ve stopped eating bad chocolate.’
‘Was very interesting to learn about Fairtrade products.’
I'm an artist, let me in!
A stunning show devised and performed by Artist with learning disabilities. The performance provided a chance to see and hear talented artists with learning disabilities performing on stage. An hour long performance included theatre, dance, audio drama, BSL signing, visual projections and magic.
DATA
Staff
Gender profile as of 01.08.2010 62.03% female (183) and 37.97% male (112).
Out of the 183 female employees, 62.29% (114) are part time and 37.70% (69) are full time. Of the 37.97% (112) male employees, 34.82% (39) are part time and 65.17%
(73) are full time.
Of the 112 teaching staff at the College, 41,9% (47) are male and 58.1% (65%) are female.
44% of middle managers are female and 56% male.
There is an even gender split at SMT level.
Age Profile
The age profile of the College staff compared to the LLUL SIR results 2009/10 is shown below:
Staff Age Profile % compared to sector (Taken from OLAP reporting LLUK)
Ethnic distribution of Further Education staff by type of staff %
Disability Profile of Staff
Students
Student Age Profile
Student Gender Profile
Success rates show that female learners perform better than their male counterparts by 3%. This is as a result of higher achievement rates 89% compared with 84%.
16-18 female learners achieved 80% success, males 78%. 19+ female learners achieved 88% success and males 83%
Student Disability or Learning Difficulty
Success rates show that learners with a disability or learning difficulty perform better than those who do not by about 7%.
Student Ethnicity
Success rates show that learners under the ‘other ethnic category’ perform 1% better than white learners. BME learner success rates have improved from 77% to 80%
Appendix 1 & 1a – breakdown of additional data by age/gender and ethnicity
Governors by gender / ethnicity and age
The age profile for the Governing Body now shows a broad spread. The Corporation intends to collect Governor data to cover other Equality and Diversity indicators.
PROGRESS AGAINST EDIMS SET FOR 10/11
College EDIMs
Improve achievement for 16 -18 long level 1 learners (College QIP)
Success rates have improved from 76% to 83%
Improve achievement for 16 -18 long level 2 learners (College QIP)
Success rates have improved from 79% to 83%
Improve 19+ success rates (College QIP)
Success rates for 19+ have improved from 78% to 86%
Improve 19+ male success rates (College QIP)
Success rates have improved from72% to 82%
Improve success rates of some BME learners (College QIP)
Success rates have improved from 77% to 80%
Improve success rates of learners with a disability and/or learning disability (College QIP)
Success rates have improved from 76% to 85%
Improve the gender/ethnicity of Governors (College QIP)
The age profile of the governing body has changed substantially, although there has been little change to the gender and ethnicity
Increase the number of external partners in order to improve recruitment of staff in under represented groups
The college now works with Stonewall and has the following links or contacts made:
Mindful Employer, Two Ticks, Able Magazine
TEACHING & LEARNING
Equality and Diversity in learning and teaching is monitored through the observation process. The results of this process inform both individual and whole college
staff development activities. During 10/11 the college focussed upon the embedding of E&D in learning and teaching. This activity was led by Stella Dadzie.
COMPLAINTS / STUDENT FEEDBACK
Complaints for 10/11 are recorded against curriculum and service areas and are dealt with using the college’s complaints policy. The data for 10/11 shows that none
of the complaints were made in respect of the ‘protected characteristics’. The College places high importance on learner feedback and such information is reported
and acted upon (if necessary) by the appropriate manager.
Learners are positive about their experience at the college.
I thoroughly enjoyed the course, and feel it has massively helped me achieve my work goals.
I had an excellent experience at Epping College and would recommend it to any young person.
This will be my second year at Epping Forest College. Enjoying it and looking forward to the second year.
Enjoyed EFC so much coming back to study f/t.
Continuing at EFC. The course is great, really enjoying it. Really trying hard this time to get better grades.
IMPACT ASSESSMENTS
During 10/11 15 policies were impact assessed and none were required to have a full impact.
The process of impact assessment is an ‘ongoing process’ and the college aims to impact assess all policies which have been updated during 11/12.
APPENDIX 1
Success, Retention and Achievement Rates by Age and Ethnicity (long quals)
APPENDIX 1a
Success, Retention and Achievement Rates by Gender and Ethnicity (long quals)
EQUALITY & DIVERSITY OBJECTIVES 2012 – 2014
• Further develop an environment where diversity is celebrated and promoted and discrimination is challenged
• Continue to develop inclusive learning and teaching to meet the needs of individual learners
• Ensure that data regarding enrolment, retention, achievement, progression and success rates are easily accessible, reliable, timely and accurate and can be used to promote improvement in quality of the learner experience
• Take appropriate steps to address any disproportionate representation of various groups particularly at middle and senior management level to better reflect the composition of the population from which our students are drawn
• Continue to offer a broad curriculum which is responsive to the requirements of employers and the community
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