Equality & Diversity
Report 2014/15
Published November 2015
Equality and Diversity Forum
EXECUTIVE SUMMARY
1
Review of Policies and Procedures



2
1.1
1.2
1.3
Managers’ guide on Reward and Recognition / Market Supplement
Shared Parental leave Policy
Revised Maternity, Paternity, Adoption Policies
Embedding Equality in the organisation



3
2.1
2.2
2.3
The Equality and Diversity Forum
Equality Objectives 2014-15
Equality Analysis
Staff







4
3.1
3.2
3.3
3.4
3.5
3.6
3.7
Disability Symbol – Two Ticks
Maternity/Paternity Leavers
Personal Details and Equality Monitoring Form
Access to Work Scheme (ATW)
Equality and Diversity Training
Accessibility
Health and Wellbeing
Students



4.1
4.2
4.3
Support for International Students
Support for Students with Disabilities and Specific Learning Needs
Students’ Union
5
Monitoring and Evaluation
6
Priority areas for the Year Ahead 2015/6
Appendix 1
A
B
C
D.
E.
F.
National Context
ECU’s Athena SWAN Charter
Race Equality Charter
Caste Discrimination
Mental Health Taskforce
New Enterprise Bill to support small businesses
Equalisation of state pension age for women
Appendix 2
RNCM Staff Data – 2011/12 to 2014/15
Appendix 3
RNCM Student Data – 2011/12 to 2014/15
2
Executive Summary
The aim of this report is to provide a summary of key institutional, staff and student related
equality and diversity achievements for the year which include: a progress report of the
published Equality Objectives; a summary of the key findings from the analysis of staff and
student monitoring during academic year 2014-15: a new set of proposed equality objectives for
2015-16.
1. Staff Equality and Diversity is coordinated through the HR department, and reported to
the Equality and Diversity Forum and is available in Appendix 2.
2. Student Equality and Diversity is coordinated through Registry. The College continues to
have an increasingly diverse student population. Appendix 3 has the details
3. Achievements
Equality Objectives 2012-16 and Priority Actions for 2015-16
As required by the Public Sector Equality Duty, the College has published a set of Equality
Objectives on its website. Good progress has been made towards delivering these
institutional objectives and a summary is provided on pages 5 and 11.
4. Challenges
Since 2010 there has been a marked increase in the number of students disclosing a mental
health condition from 14 in 2010 to 37 in 2014-15. This development reflects trends in the
HE sector as a whole. Although more students are arriving at RNCM with a diagnosis in
place, increasing numbers have manifested across the student life cycle. These figures only
represent those students who are receiving treatment for a diagnosable condition and have
informed the College of this.
The major changes to Disability Student Allowances will not be felt until AY 2016-17.
However support will start to be reduced from AY 2015–16. Responsibility for the support
formerly provided by DSAs will devolve to HEIs, providing financial implications for the
RNCM to ensure its compliance with the Equality Act (2010).
3
Contents
1
Review of Policies and Procedures
1.1
Managers’ guide on Reward and Recognition / Market Supplement
This was produced to provide clarity for managers about which approach to use. The HR team
have issued guidance to line managers and will act on any feedback.
1.2
Shared Parental leave Policy
New legislation was introduced at the beginning of April 2015, leading to the development of a
new College policy. New parents will have the opportunity for the mother to opt-out of their
maternity leave and opt-in to the shared parental leave scheme allowing for the potential for
both parents to share any remaining leave (and pay where applicable).
1.3
Revised Maternity, Paternity, Adoption Policies
The policies have been updated to introduce the option of shared parental leave in accordance
with the new legislation. The new Adoption policy recognises adoption leave as a right from day
one of employment, and acknowledges different types of adoption processes (e.g. surrogacy
arrangements).
2.
Embedding Equality in the organisation
2.1
The Equality and Diversity Forum
The Equality and Diversity Forum (EDF), which came into being in autumn 2014 to replace the
Equality & Diversity Committee, provides strategic leadership and governance for the College
by: monitoring across all the protected characteristic areas for students and staff; sharing
identified good practice and success across the College, and proposing new actions and
interventions
The Forum is led by the Deputy Principal and membership is made up of senior managerial staff
from Schools of Study, Professional Services and Student Services. Students are represented
on the Committee by an Executive member of the Students’ Union. The Forum meets at least
twice during the academic year and reports to the Executive Committee.
2.2
Equality Objectives 2014-15
1.
Increase the return of Personal Details forms from academic staff from 56% (2013) to
65% by June 2015
Increase the return of Personal Details forms from support staff from 85% (2013) to 90%
by June 2015
By December 2014 have analysed Box Office data relating to participation by protected
groups and report to EDC
Working with Registry, identify additional available student data regarding protected
groups which can be analysed and the results included in the 2014/15 Annual Equality
report and annually thereafter
Include details of College projects aimed at addressing equality of opportunity in the
annual Equality and Diversity report
Commence analysis of monitoring data relating to the recruitment and appointment of
staff from protected groups and report to EDC annually at the summer term meeting
2.
3.
4.
5.
6.
4
7.
8.
9.
By December 2014, Students' Union and Student Support and Welfare Administrator to
review the publicity relating to support provided for those in protected groups and report
to EDC
Design and introduce an annual programme of equality events and training to ensure
that all staff and students are engaged with the College's commitment to Equality and
Diversity, with a funding bid to be submitted by mid-October 2014
Complete the equality analyses on 30% of College policies by June 2015
A report on the revised Equality Objectives 2014-2015 was presented to the newly formed
Equality and Diversity Forum in October 2015 and responsibility for the achievement of each
objective was allocated.
Achievements against these Equality objectives are noted in several sections of this report and
point to a positive effect on the College’s culture and practices and contribute to eliminating
discrimination, advancing equality and fostering good relations between people from different
groups.
The College will work towards developing new equality outcomes for the period 2016- 2020
and review progress annually through the Equality and Diversity Forum.
2.3
Equality Analysis
During the course of the year, a list of all College policies has been identified and the Executive
Team prioritised a set of policies to be reviewed over the next three years with the inclusion of
an equality analysis for each one.
Additionally the Executive Team agreed that every new policy and procedure will require an
equality analysis before approval is granted. Equality analysis helps to identify and address any
potential inequality or discriminatory practice prior to implementation of a policy or practice.
3.
Staff
3.1
Disability Symbol – Two Ticks
The Human Resources team provides ongoing support to new managers who are enlisted onto
recruitment and selection panels to ensure that managers apply fair and transparent practice in
selecting and appointing new staff. The College continues to implement a Guaranteed Interview
Scheme for people with disabilities meeting the essential criteria for the job. An annual review of
the College’s commitments is carried out by the Human Resources Team every year. Continued
accreditation is obtained following a formal review by Job Centre Plus.
3.2
Maternity/Paternity Leavers
From September 2014 to July 2015, 7 members of staff took Maternity Leave and six members
of staff took Paternity leave.5 members of staff returned from Maternity Leave during this
period.
5
3.3
Personal Details and Equality Monitoring Form
Staff were invited to update their personal details in April 2015. The current HESA data
collection requirements resulted in modifications to the Personal Details form and the data we
collect and record. In the Staff newsletter of May 2015, a request was made to all staff to return
changes only to HR and discard the form if no changes had occurred. As a result, 63% of
academic staff returned their changes as did 82 % of professional services staff. The HR
Department continue to explore different ways to communicate with staff in an attempt to
improve return rates.
3.4
Access to Work Scheme (ATW)
From September 2014 to July 2015 a contribution of £35043.50 was reclaimed from ATW and
was used to implement adjustments; most of this expenditure was for staff time in providing
support for staff.
3.5
Equality and Diversity Training
a) Dignity at Work
A further training session on Dignity at Work training was delivered to a group of 19 made up of
managers and staff in March 2015 and received very positive feedback. This training forms part
of the College’s ongoing aim to enable staff and managers to recognise bullying and
harassment behaviours and eliminate discriminatory practices. It has been recommended by
the Equality and Diversity Forum that Dignity at Work training becomes a standard training item
in the staff development budget.
E learning modules on gender identity and Trans issues have been uploaded onto Moodle for
staff to review and complete.
b) Mental Health Awareness
Ten members of tutorial and professional services staff attended two mental health awareness
courses held last summer in College and facilitated by MIND, the Manchester mental health
charity.
Originally one seminar was planned but the first session was perceived as so useful by the
tutors that a follow up was requested. This course was not restricted to any specific discipline
and the first session gave an invaluable opportunity for cross-School issues to be discussed.
The seminars had been initially requested by School of Vocal Studies’ staff because a number
of their students’ needs gave rise for concern and staff were not sure of how to establish
boundaries and how to deal with students who may need exceptional pastoral care. The second
session discussed the excellent structures available to students, and staff, within the RNCM and
also gave the tutors the information they sought about boundaries, sharing strategies and
methods. Staff confidence in deciding how to proceed in these particular circumstances was
greatly increased as a result of this training.
The EDF will discuss whether this awareness training could be delivered across other Schools
and Departments as part of an ongoing aim to provide support to managers and staff who are
dealing with mental health issues within their teams.
6
c)
Recruitment and Selection
A Manager’s Guide to Recruitment has been drafted and provided to managers as a summary
of the process which is comprehensibly detailed in the full Recruitment and Selection Policy. A
section regarding internal appointments has been included which emphasises that managers
should communicate with a Head of Department first before approaching members of another
team directly when a vacancy arises. The guide will contribute towards ensuring nondiscriminatory approaches are the norm during recruitment and selection exercises.
3.6
Accessibility
RNCM Estates Management continue to implement improvements with regard to the
accessibility of the College building and facilities whenever projects are undertaken.
Over the past year training in the techniques associated with the transfer of patrons from
wheelchairs to evacuation chairs, and also for patrons who become ill within the College’s
auditoria and require transfer to stretcher, has been undertaken by Front of House (FOH)
Management and Staff. Associated training for new starters and refresher training for the FOH
team is planned, this will be provided by FOH Management.
The maintenance of College lifts has been reviewed and a more proactive maintenance regime
has been put on place. Whilst this initially increases financial outlay, it is expected that there will
be an improvement in the reliability of the lifts which will result in a reduction in the number of
reactive call-outs to attend to breakdowns. The overall benefit has been an improvement in the
customer experience for those who rely on the lifts to move about the estate. In conjunction with
this, objective greater controls have been put in place with regard to ensuring that the platform
lifts are only used for the movement of persons with limited mobility.
3.7
Health and Wellbeing
The College was required to change Occupational Health Provider this year and instigated a
review of its provision. The Manchester based company Healthwork Limited has been
contracted to carry out pre- employment screening and health screening on staff referred by the
College after four weeks of sickness absence. Healthwork also provides occupational health
services from offices around the UK so that health screening is available as close as possible to
the home location of the College’s part-time teaching staff.
The College Health and Safety Manager has identified those roles which carry potential risks to
health and safety and new staff entering those roles are required to be screened before they
commence employment. The College has revised its procedure of asking every new appointee
to complete a medical questionnaire. All staff are now asked to declare whether they have any
impairment or disability which would require reasonable adjustments to their role before their
employment begins and Healthwork are asked for advice and guidance in relation to these
reasonable adjustments.
Building on the success of the College’s Health and Wellbeing week in 2014, another event was
arranged for 2015. The week will revolve around one week where there will be stands and
events on the Concourse areas of the College and will include dance sessions, health MOTs,
physiotherapists and a raffle with health themed prizes.
4.
Students
4.1
Support for International Students
This year the Students’ Union amalgamated the role of International Representative with the
role of Diversity Officer. The SU will run foreign language classes and English Reading scheme
overseen by Dr Jean Ammar, English Language Learning Support Tutor.
7
A pilot will be launched in late 2015 to test a new application designed for RNCM international
students for Apple iOS and android devices to assist them with aspects of College life and living
in Manchester. The aim is to provide them with an easy to use and up to date information
source. Student feedback will be sought to support improvement and further development.
4.2
Support for Students with Disabilities and Specific Learning Needs
a) Resource
The Learning Support team comprises Jane Gray (Student Wellbeing Advisor: full time) and
Cheryll Duncan (Learning Support Tutor: 12 hours a week, term-time only). There was no
change in staffing resource for the AY 14–15. The Student Wellbeing Advisor acts as a first
point of reference for students, deals with all aspects of administration including booking student
appointments with the Learning Support Tutor, and refers students to external agencies (e.g.
psychiatric services, general practitioners, Educational Guidance Service) as appropriate. The
Learning Support Tutor issues and monitors/reviews Personal Learning Plans (PLPs), provides
screening for specific learning difficulties, provides one-to-one academic support for students
across all programmes of study, and advises teaching colleagues on reasonable adjustments.
b) Profile of students using the Learning Support Service
i.
PLPs
The number of PLPs issued was the same as in the previous academic year:
Academic Year
Total PLPs issued
ii.
2010–11
87
2011–12
100
2012–13
97
2013–14
102
2014–15
102
Categories
The breakdown according to sector-standard disability categories was as follows:
Disability type
Specific learning difficulty
Mental health condition
Longstanding illness or health
condition
Sensory impairment
Autistic spectrum
Physical and/or mobility
impairment
Two or more impairments
iii.
2010–11
56
14
18
2011–12
68
19
9
2012–13
61
28
16
2013–14
54
32
20
2014–15
50
37
18
3
2
1
4
3
3
2
5
4
7
7
5
5
7
5
no
figures
no
figures
15
22
21
Comments
The gradual increase in the number of students disclosing a mental health condition reflects the
situation in the sector as a whole. Although more students are arriving at RNCM with a
diagnosis in place, increasing numbers have manifested across the student life cycle.
Furthermore, it should be noted that figures only represent those students who are receiving
treatment for a diagnosable condition and have informed the College of this.
8
There is a continuing decrease in the number of students with diagnosed specific learning
difficulties; this may be partly due to the requirement for students to fund 50% of the cost of a
full diagnostic assessment (a number of students self-referred for screening, but were deterred
by cost from continuing to full assessment). It continues to be the case that the majority of
students are diagnosed during their time at College, usually as a result of referral from a
member of staff.
During Summer Term 2015, the President of the Students’ Union and the Student Support and
Welfare Advisor reminded students about the support available to students from protected
groups. This has been well received by students.
c) Developments
i.
Change of job title
The 'Student Support and Welfare Administrator' job title has been amended to 'Student
Wellbeing Advisor'. This is in line with the sector trend towards more holistic student services,
as disability, counselling and other support is increasingly being subsumed under the umbrella
of 'Student Wellbeing Services'. It also acknowledges the crucial role played by this post in
providing front-line advice and guidance to students.
ii.
Learning and Language Support Handbook
The Learning and Language Support Handbook is a collaborative initiative between the
Learning and Language Support Tutors and the e-Learning Co-ordinator, and was launched at
the start of 2014-15. The main objective was to help manage student expectation by clarifying
the mechanisms and boundaries of the support available, but students have also welcomed the
Handbook for providing a single point of reference for academic-related matters such as course
work deadlines and referencing style. Following its positive reception, the Handbook will be reissued on an annual basis.
iii.
Student success
Student needs are closely monitored by the Learning Support Tutor, who will keep teaching
staff regularly updated via a PLP. Examples of reasonable adjustments (identified by the
Learning Support Tutor in consultation with students) include weekly coaching sessions,
electronic materials provided for a student to download in advance of classes, support with
setting up technical equipment prior to assessed presentations, and flexible library loans.
iv.
Disabled Students’ Allowances (DSA)
Major changes to DSAs have been announced, and although the most significant impacts will
not be felt until AY 2016–17, support will start to be reduced from AY 2015–16. Responsibility
for the support formerly provided by DSAs will devolve to HEIs, providing an opportunity for
RNCM to review its policies and practices to ensure that it complies with the Equality Act (2010).
There is already a lot of good practice at RNCM, but more can be done to embed inclusive
teaching and learning across all departments. To move this forward, the Learning Support team
convened a steering group of seven colleagues representing teaching and learning, Library, IT
and Registry. The group reports to the Equality and Diversity Forum, which will have DSA
changes as a standing item on its agenda.
9
4.3
Students’ Union
Over the past year the Students’ Union have strived to create an atmosphere in which any
student regardless of their ethnicity, religious belief , sexuality feels free to express their
personality and feel accepted.
The LGBT representative had a team committed to helping students with any difficulties. A
LGBT event was organised during Fresher’s week in order to build a support network and made
sure that all LGBT students got to know each other. The team also had a strong Facebook
presence and shared useful links for students to raise awareness for issues and lend support to
any students who may not have felt comfortable talking in person.
The link with Sir Charles Groves Halls proved a vital way for all RNCM to meet and break down
any barriers they had and to start conversations. All students were invited to a quick introduction
by the SU president swiftly followed by a BBQ and music. Over 300 students attended, both
national and international students mingled in the same place. Many comments were received
saying that the event proved a great way for everybody to meet and get to know each other.
Many students who attended were meeting for the first time, this meant that there was no gap
between the international and UK students meeting.
This year was unprecedented in terms of the number and size of student lead SU societies
which started at the RNCM. The Students’ Union encouraged any student with a passion about
something to set up a society. Students found themselves socialising with people that they may
have never encountered within their course. The SU has witnessed a direct correlation between
the increase in societies and the integration of the student base. Furthermore The SU executive
team ran city tours for students and trips to the University of Manchester’s Fresher’s Fair. Many
new and existing RNCM students had the opportunity to join societies and learn about
community projects in Manchester.
Another achievement which showcased the SU’s drive to promote equality and diversity was the
success of our Fresher’s Fair, Health Safety and Wellbeing Week and RAG week.
Representations were made by the RNCM counsellors, RNCM SU societies, Police, Fire
department, Christian Union and Samaritans. Each of the events saw the largest attendance
numbers to date and gave the SU the opportunity to raise awareness about causes and
promote a healthy attitude amongst the student base.
In more general terms the SU at grass roots has promoted equality and diversity. Members of
the SU gave a lecture during induction week which was designed to help all students realise
how important it was to make connections with as many people as they could and reaffirmed
this message throughout the year. The SU reaffirmed that it has an open door policy so that any
student talk confidentially about any issues they may have.
5.
Monitoring and Evaluation
It was agreed at a meeting of the Equality and Diversity Forum to set up a Statistics Monitoring
Group to decide what set of data would be looked at and which institutions with which to
benchmark the RNCM. Comparisons with the Greater Manchester Universities and CUK group
will continue and data will continue to be collected on age, disability, gender, race, disciplinary,
grievance, reward and recognition and reported over a three year period.
10
6.
Priority areas for the Year Ahead 2015/6
 Produce Equality Objectives for the period from April 2016 to April 2020
 Work with the Box Office to produce data on participation in events by people in
protected groups so that any requirements for further support will be identified.
 Gather and analyse monitoring data from the recruitment of staff from protected groups
In order to inform future vacancy advertising choices
 Identify a rolling programme of training for staff in relation to awareness of the College’s
policies and practices on equality and diversity
 Monitor the student and staff HESA returns to inform future data capture and analyses
 Work with the Marketing Department to develop designated Equality and Diversity pages
on the Intranet with a range of resources available for staff and students
11
Appendix 1
National Context
A
ECU’s Athena SWAN Charter
The Athena SWAN approach has been managed and was introduced by the Equality Challenge Unit
in 2005 to encourage and recognise commitment to advancing the careers of women in science,
technology, engineering, maths and medicine (STEMM) employment in higher education and
research.
In May 2015 the charter was expanded to recognise work undertaken in arts, humanities, social
sciences, business and law (AHSSBL), and in professional and support roles, and for trans staff
and students. The charter now recognises work undertaken to address gender equality more
broadly, and not just barriers to progression that affect women.
The Charter focuses on themed areas including:
 career development (promotions, appraisals and training)
 flexible working
 contract type
 recruitment and turnover
 workload modelling
 maternity and paternity and cover arrangements for when staff take family-related career
breaks
Institutional submissions will not be expected to include data on Trans staff, but will need to
demonstrate how the unfair treatment often experienced by Trans people is tackled by the
institution. This will include demonstrating:



steps to ensure trans people do not experience unfair treatment when working as a member
of staff
if further initiatives are necessary to ensure Trans people working at the institution are not
experiencing unfair treatment
monitoring and acting on any findings of positive or negative impact of policies on Trans
people.
There is a membership fee for institutions wishing to take part in the charter, plus a submission
fee of £500 for each School/Department when they apply for an award. This is in order to cover
the cost of administering the charter panels and panelists’ expenses.
Small and specialist institutions and departments may find it difficult to meet the requirements of
the Athena SWAN Charter. The ECU will be consulting with these institutions further.
Dependent on the outcome of this consultation, adapted application forms and guidance may be
released in late 2015.
From 1 January 2016 higher education institutions in England and Northern Ireland will need to
subscribe directly to ECU to continue to access their services, resources and advice, and to
take part in their equality charters, including Athena SWAN. The proposed cost for the RNCM
will be £4000 per year.
B
Race Equality Charter
The Racial Equality Charter is managed by the Equality Challenge Unit and aims to inspire a
strategic approach to making cultural and systemic changes that will make a real difference to
minority ethnic staff and students by improving their representation, progression and success
within higher education. The continued existence of racial inequalities in higher education limits
both minority ethnic individuals and the HE sector as a whole in fulfilling its full potential.
12
The Charter covers:
professional and support staff
academic staff
student attainment, diversity of the curriculum and progression of students into academia
In 2012 ECU began work evaluating initiatives which might lead to systemic change to progress
race equality. They identified that there was a pressing need to prioritise race equality, and for a
vehicle to guide action and lead the sector to successful long-term change.
Following consultation with the sector, the ECU developed a framework for the charter, building
on the experience and methodology of ECU’s Athena SWAN Charter. After a second
consultation in early 2014, they developed a revised framework which will be suitable for
different institutions and departments, whatever their size, specialism or local demographics.
Twenty-one higher education institutions took part in the pilot of the Race Equality Charter and
eight English universities were confirmed in August as the first recipients of it.
The charter will be open to all higher education institutions in 2016 and continuous evaluation of
the charter will be carried out after its launch in 2016.
C
Caste Discrimination
A recent employment tribunal case, Tirkey v Chandok (ET/3400174/13), has supported the view
that caste discrimination should fall within the definition of ‘race’ as set out in the Equality Act
2010.
Tirkey was employed by the Chandok family for four years as a domestic servant. She was of
the Adivasi people, which are known as a servant caste among those of the Hindu religion.
Tirkey claimed she was overworked and underpaid, and that she was treated in this manner
because the family believed she was of a lower status to them. Tirkey brought a number of
claims against her employer which included complaints of unfair dismissal, race discrimination,
religion and belief discrimination, unpaid wages and holiday pay, and subsequently wished to
add a caste discrimination complaint to her race discrimination claim. The employer applied to
strike out the caste claim on the basis that the employment tribunal had no jurisdiction to
consider it.
The employment judge at the Tribunal dismissed the employer’s application to have the caste claim
struck out and allowed the race claim, as amended, to proceed. The judge decided that caste was
already a part of the race protected characteristic because ethnic origin could include discrimination
on the grounds of descent or lineage. The employment judge concluded that the definition of race
could and should be construed in such a way as to include caste.
Technically, as a first instance decision, the case is not binding on other tribunals and courts but
it is a clear indication that the law is moving in the direction of the view that caste is covered by
the Equality Act even though this is not currently reflected in the statute.
Employers facing grievances are advised to approach claims of caste discrimination as they
would any other race discrimination claim.
D
Mental Health Taskforce
The previous coalition government began consultations on improving mental health services.
Since then mental health organisations have been urging the government to adopt an action
plan, including a commitment to ensure better funding for mental health in the forthcoming
Comprehensive Spending Review and to develop proposals for national waiting time targets for
mental health.
13
In addition, ministers have been urged to commit to taking forward the recommendations of
March’s Children and Young People Mental Health Taskforce report, which called for a series of
reforms to provision for this group.
In March 2015, NHS England announced a new Mental Health Taskforce which will develop a
five year national strategy for Mental Health, covering all ages. The independent chair of the
Mental Health Taskforce MIND stated, in June, that the response to the consultation exercise
had been astonishing and served to confirm the importance and urgency of the group’s work.
Over 20,000 people took part in their online survey, including people with experience of mental
health problems, their family and friends, mental health and other health and social care
professionals and the general public. The emerging themes of the response focus on four main
areas: prevention, access, integration and attitudes. The challenge for the taskforce now is to
analyse all the information coming in and turn it into a workable plan of action. They are aiming to
produce an ‘emerging findings’ report to use as a basis for further work across the NHS and beyond.
E
New Enterprise Bill to support small businesses
In the Queen's Speech on 27 May 2015, the Government announced its intention to introduce
legislation to further reduce regulation on small businesses.
The Bill will also introduce a cap on redundancy payments to public sector workers. This is in
addition to the new requirement to be introduced for individuals in the public sector to repay exit
payments where they return to work in the public sector within one year.
F.
Equalisation of state pension age for women
The state pension age for women is equalised with the state pension age for men. The
Pensions Act 2011 equalises the state pension age for women by November 2018, with an
expedited increase from April 2016 and the rise to 65 by November 2018.
14
Appendix 2
Equality & Diversity - RNCM Staff Data – 2011/12 to 2014/15
The following charts contain data on staff at the RNCM, CUK institutions and neighbouring
institutions across Manchester.
NB The latest data available from Heidi (HESA Limited) for all institutions is for the year
2013/14 due to the timing of the reporting cycle to HEFCE. Data for Leeds College of Music
and Royal Welsh College of Music and Drama was not available.
Chart 1: RNCM Staff - Age - 2011/12 to 2013/14
200
180
160
140
120
100
80
60
40
20
0
34 & under
35-49
2013/14
50-65
2011/12
66 & over
2012/13
The proportions of staff in each of the age groupings has stayed fairly constant over the last 3
years. An interesting fact, born out by the music profession as a whole, is the number of staff
(musicians/tutors) who continue in employment beyond normal retirement age.
Chart 2: RNCM Staff - Disability - 2011/12 to
2013/14
500
400
300
200
100
0
Known to be disabled
2013/14
No known disability
Unknown
2011/12
2012/13
The proportions of staff in each of these groupings has stayed constant over the last 3 years,
except for ‘Unknown’.
15
Chart 3: RNCM Staff - Ethnicity - 2011/12 to
2013/14
500
400
300
200
100
0
White
Black
2013/14
Asian
Other (including
mixed)
2011/12
Not known
2012/13
The number of ‘White’ and ‘Other’ (including mixed) employees has increased over recent
years. However, the vast majority of staff remain within the ‘White’ group.
Chart 4: RNCM Staff - Gender- 2011/12 to
2013/14
245
240
235
230
225
220
215
210
205
200
Female
2013/14
Male
2011/12
2012/13
The number of both Male and Female employees has increased over the previous 3 years.
However, the number of Male employees is slightly higher than Female employees.
16
Chart 5: RNCM v CUK/MCR Staff - Disability 2013/14
Trinity Laban Conservatoire of Music and Dance
The University of Salford
Royal Northern College of Music
Royal Conservatoire of Scotland
Royal Academy of Music
The University of Manchester
The Manchester Metropolitan University
Guildhall School of Music and Drama
0
2013/14 Known Disability %
20
40
60
80
100
120
2013/14 No Known Disability %
In comparison with both CUK and other local Higher Education Institutions (HEIs), the College
has the second highest proportion of staff with a ‘Known Disability’ (only behind the University of
Salford). The College has the highest proportion of employees with a ‘Known Disability’ across
the CUK group.
17
Chart 6: RNCM v CUK/MCR Staff - Disability Recorded
(Aggregate) 2013/14
99%
97%
95%
93%
91%
Disability Unknown
Disability Other type of disability, impairment…
Disability- Blind or a serious visual impairment
Disability Deaf or serious hearing impairment
Disability A physical impairment or mobility
issues
Disability A mental health condition
Disability
A long standing illness or health condition
DisabilityA social/communication impairment
Disability
General learning disability
Disability A specific learning difficulty
Disability No known disability
Disability Two or more disabilities, impairments
or conditions
RNCM
89%
CUK/MCR Average
Chart 6 re-illustrates the higher proportion of College staff with a ‘Known Disability’ when
compared to the CUK/Local HEI average.
Chart 7: RNCM v CUK/MCR Staff - Age (Aggregate) 2013-14
100%
80%
60%
RNCM
40%
CUK/MCR Average
20%
0%
Age 25 Age 26 - Age 31 - Age 36 - Age 41 - Age 46 - Age 51 - Age 56 - Age 61 - Age 66
years & 30 years 35 years 40 years 45 years 50 years 55 years 60 years 65 years years &
under
over
18
Chart 8: RNCM v CUK/MCR Staff - Ethnicity (Aggregate)
2013/14
100%
98%
96%
94%
92%
90%
88%
Ethnicity
Not known
Ethnicity (detailed)…
Ethnicity
Other Asian background
Ethnicity Chinese
Asian or Asian British Bangladeshi
RNCM
Ethnicity Asian or Asian
British - Pakistani
Ethnicity Asian or Asian…
Ethnicity
Other Black background
Ethnicity Black or Black British
- African
Ethnicity Black or Black British
- Caribbean
Ethnicity White
86%
CUK/MCR Average
Chart 8 illustrates the higher proportion of ‘Ethnicity White’ employees at the College when
compared to the CUK/Local HEIs.
Chart 9: RNCM v CUK/MCR - Gender % 2013/14
Trinity Laban Conservatoire of Music and…
The University of Salford
Royal Northern College of Music
Royal Conservatoire of Scotland
Royal Academy of Music
The University of Manchester
The Manchester Metropolitan University
Guildhall School of Music and Drama
0
2013/14 Male %
10
20
30
40
50
60
2013/14 Female %
Chart 9 shows the gender mix of staff across the College and compares it to the CUK/Local
group. None of the HEIs have a 50:50 Gender split. The College does have the closest split to
50:50 at Male 50.5: Female 49.5.
The following charts contain data on students at the RNCM, CUK institutions and neighbouring
institutions across Manchester.
NB The latest data available from Heidi (HESA Limited) for all institutions is for the year
2013/14 due to the timing of the reporting cycle to HEFCE. Data for Leeds College of Music
and Royal Welsh College of Music and Drama was not available.
19
Appendix 3
Equality & Diversity - RNCM Student Data – 2011/12 to 2014/15
The following charts contain data on students at the RNCM, CUK institutions and neighbouring
institutions across Manchester.
NB The latest data available from Heidi (HESA Limited) for all institutions is for the year
2013/14 due to the timing of the reporting cycle to HEFCE. Data for Leeds College of Music
and Royal Welsh College of Music and Drama was not available.
Chart 1: RNCM Students - Disability - 2015
Blind or a serious visual impairment uncorrected by glasses
1
Physical impairment or mobility issues, such as difficulty
using arms or using a wheelchair or crutches
2
Deaf or a serious hearing impairment
4
Multiple disabilities
5
Social/communication impairment such as Aspergers
syndrome/other autistic spectrum disorder
8
Disability not listed above
10
Long standing illness or health condition such as cancer, HIV,
diabetes, chronic heart disease, or epilepsy
11
Mental health condition, such as depression, schizophrenia
or anxiety disorder
29
Specific learning difficulty such as dyslexia, dyspraxia or
AD(H)D
49
No known disability
704
0
100
200
300
400
500
600
700
Chart 1 shows that the vast majority of students attending the College have reported
themselves as having ‘No known disability’. The highest two groups of known disability are
20
800
‘Specific Learning difficulty’ and ‘Mental Health Condition’.
Chart 2: RNCM Students - Ethnicity - 2015
Mixed - White & Black African
Black or Black British - African
Other Black Back- ground
1
Asian or Asian British-Indian
1
Other Ethnic Back- ground
3
Black or Black British - Caribbean
3
Mixed - White & Black Caribbean
5
Other Mixed Back- ground
6
Mixed - White & Asian
11
Other Asian Back- ground
17
Chinese
55
Information Refused
89
White
633
0
100
200
300
400
500
600
700
Chart 2 illustrates that the majority of College students are recorded as ‘White’. The highest
number of reported ethnicity other than ‘White’ is ‘Chinese’.
Chart 3: RNCM Students - Age - 2015
66+
1
56-65
5
46-55
5
36-45
5
26-35
85
25 & under
723
0
100
200
300
400
500
600
700
800
Chart 3 highlights that the vast majority of students at the College are aged ’25 & under’. The
next highest group is ’26-35’. These two groups account for 98% of the student population.
21
Chart 4: RNCM Students - Gender - 2015
10
0
Conducting
SComposition
7
Research
7
27
13
Popular Music
67
23
49
50
SKS
84
SVS
SWBP
91
128
91
61
SStrings
0
20
116
40
60
Male
80
100
120
140
Female
Chart 4 outlines the gender mix of each of the Schools within the College. Four of the
schools/departments have more male than female students, and the other four have more
female than male students. The school with the closest 50:50 split is the School of Keyboard
studies. Popular Music has more than twice the amount of male students than female, and the
converse is true of the School of Strings with almost twice as many female than male students.
Chart 5: RNCM Students - Sexual Orientation - 2015
Other
7
Gay woman
8
Bisexual
14
Gay man
28
Information refused
91
Heterosexual
676
0
100
200
300
400
500
600
700
800
Overall
Chart 5 shows the sexual orientation of the College student body. The highest two groups
reported are ‘Heterosexual’ and ‘Information Refused’, accounting for 93% of the population.
22
Chart 6: RNCM Students - Religion/Belief - 2015
Sikh
Jewish
Hindu
Muslim
5
Any other religion
10
Buddhist
12
Spiritual
13
Information refused
74
Christian
334
No religion
375
0
50
100
150
200
250
300
350
400
Chart 6 shows that almost 46% of the Student population reported themselves as having ‘No
religion’, followed by 41% of the student body regarding themselves as ‘Christian’. These two
groups account for 87% of the student population.
RNCM Only – 3 year trends (2011/12, 2012/13 and 2013/14)
Chart 7: RNCM Students - Gender - 2011/12 to 2013/14
440
430
420
410
400
390
380
370
Female
Male
2013/14
2011/12
2012/13
Chart 7 shows the College student gender mix for the years 2011/12 to 2013/14. The number
of female students has reduced over the years, whereas the number of male students has
increased. 2013/14 shows the biggest difference between numbers of male and female
students.
23
Chart 8: RNCM Students - Ethnicity - 2011/12 to 2013/14
700
600
500
400
300
200
100
0
White
Black
2013/14
Asian
2011/12
Other (including
mixed)
Not known
2012/13
Chart 8 illustrates the simplified ethnic group data for three years. The number of ‘White’
students is the highest proportion, and has increased in number over the 3 years shown. The
number of ‘Asian’ students has increased, whilst the number of ‘Other (including mixed)’
students has decreased.
Chart 9: RNCM Students - Age % 2011/12 to 2013/14
50
45
40
35
30
25
20
15
10
5
0
18 years
19 years
20 years 21-24 years 25-29 years 30-39 years 40-49 years 50-59 years 60 and over
2013/14
2011/12
2012/13
Chart 9 shows the age range of College students over the last three years. There are similar
trends in age over the last three years, however there has been an increase in 2013/14 in ‘18’,
‘19’ and ’21-24 years’ and a slight reduction in ’20 years’. This reduction may be due to the
lower undergraduate intake in 2011/12 (who would be 20 years old in 2013/14) due to lower
recruitment numbers at the College relative to the previous and subsequent years (illustrated by
the lower number of ’18 years’ in 2011/12).
24
Chart 10: RNCM Students - Disability Type % - 2011/12 to 2013/14
9
8
7
6
5
4
3
2
1
0
2013/14 Royal Northern College of Music
2011/12 Royal Northern College of Music
2012/13 Royal Northern College of Music
Chart 10 shows the percentage of disability types of College students over the past three years.
The changes to note are the fluctuations in ‘Mental Health Condition’, ‘A Long-standing illness
or health condition’, ‘Social communication/Autistic spectrum disorder’ and ‘Specific Learning
Difficulty’. Specific support for all students with a disability is provided by College staff by the
provision of a PLP – Personalised Learning Plan. The needs of these must be closely
monitored, particularly in light of the proposed changes to the DSA- Disabled Students
Allowance in 2016/17, and the requirement for extra resource across the College to continue
that support.
25
RNCM v CUK/MCR Institutions (2011/12, 2012/13 and 2013/14)
Chart 11: RNCM v CUK/MCR Students - Disability % - 2011/12
to 2013/14
120
100
80
60
40
20
0
2011/12 No known disability
2011/12 Known Disability
2012/13 No Known Disability
2012/13 Known Disability
2013/14 No known disability
2013/14 Known Disability
Chart 11 shows the comparative data of students who reported having a ‘Known Disability’ or
‘No Known Disability’ across the CUK group and local institutions. The RNCM has had a very
slight decrease in the proportion of students reporting a ‘Known Disability’, but numbers have
remain fairly consistent over the three years. Within CUK institutions, the College is fourth in
terms of proportion of students with a ‘Known Disability’. In comparison to local institutions, the
College has the highest proportion of students reporting themselves with a ‘Known Disability’.
Widening participation/outreach and provision of support for students helps the College to
encourage and retain students within the ‘Known Disability’ group (as well as other protected
characteristics) , but improvements are always sought.
26
The following charts illustrating the age range of students have been separated into each year
of data for clarity.
Chart 12: RNCM v CUK/MCR Students - Age % - 2011/12 (at
31/08/11)
60
50
40
30
20
10
0
%
%
%
18 years
19 years
20 years
%
%
%
%
%
%
21-24 years 25-29 years 30-39 years 40-49 years 50-59 years 60 and over
Guildhall School of Music and Drama
The Manchester Metropolitan University
The University of Manchester
Royal Academy of Music
Royal College of Music
Royal Conservatoire of Scotland
The University of Salford
Trinity Laban Conservatoire of Music and Dance
Royal Northern College of Music
Chart 12 shows the age distribution of students across CUK and local institutions for 2011/12.
The College largely follows the trends shown across all institutions.
Chart 13: RNCM v CUK/MCR Students - Age % - 2012/13 (at
31/08/12)
60
50
40
30
20
10
0
%
%
%
18 years
19 years
20 years
%
%
%
%
%
%
21-24 years 25-29 years 30-39 years 40-49 years 50-59 years 60 and over
Guildhall School of Music and Drama
The Manchester Metropolitan University
The University of Manchester
Royal Academy of Music
Royal College of Music
Royal Conservatoire of Scotland
The University of Salford
Trinity Laban Conservatoire of Music and Dance
Royal Northern College of Music
Chart 13 shows the age distribution of students across CUK and local institutions for 2012/13.
Once again, the College largely follows the trends shown across all institutions.
27
Chart 14: RNCM v CUK/MCR Students - Age % - 2013/14 (at
31/08/2013)
60
50
40
30
20
10
0
%
%
%
18 years
19 years
20 years
%
%
%
%
%
%
21-24 years 25-29 years 30-39 years 40-49 years 50-59 years 60 and over
Guildhall School of Music and Drama
The Manchester Metropolitan University
The University of Manchester
Royal Academy of Music
Royal College of Music
Royal Conservatoire of Scotland
The University of Salford
Trinity Laban Conservatoire of Music and Dance
Royal Northern College of Music
Finally for this set of data, Chart 14 shows the age distribution of students across CUK and local
institutions for 2013/14. Once again, the College largely follows the trends shown across all
institutions. The spike in the ‘21-24 years’ group is across all institutions and across all years,
as is the skew to the left hand side of the chart (younger students).
Chart 15: RNCM v CUK/MCR Students - Ethnicity % - 2011/12
120
100
80
60
40
20
0
White
Black or
Black or Other Black Asian or
Asian or
Asian or
Black British Black British background Asian British Asian British Asian British
- Caribbean - African
- Indian
- Pakistani - Bangladeshi
Chinese
Other Asian
background
Other
(including
mixed)
Guildhall School of Music and Drama
The Manchester Metropolitan University
The University of Manchester
Royal Academy of Music
Royal College of Music
Royal Conservatoire of Scotland
The University of Salford
Trinity Laban Conservatoire of Music and Dance
Royal Northern College of Music
Charts 15 to 17 show the proportions of students recorded in the different ethnic groups across
CUK and local institutions, and is separated for each of the years for clarity.
Chart 14 very clearly illustrates the skew in the data towards ‘White’ students.
28
The RNCM has a spike in the ‘Chinese’ group (as illustrated previously) which is undoubtedly
due to the marketing and auditions within that geographical region.
A further spike in the college data is in the ‘Other (including mixed)’ group. On the whole, the
College follows the trends across the sector data presented.
Chart 16: RNCM v CUK/MCR Students - Ethnicity % - 2012/13
120
100
80
60
40
20
0
%
White
%
%
%
%
Black or Black British Other Black Asian or
Black British - African background
Asian
- Caribbean
British Indian
%
%
%
%
Asian or
Asian or
Chinese Other Asian Other
Asian
Asian
background (including
British British mixed)
Pakistani Bangladeshi
Guildhall School of Music and Drama
The Manchester Metropolitan University
The University of Manchester
Royal Academy of Music
Royal College of Music
Royal Conservatoire of Scotland
The University of Salford
Trinity Laban Conservatoire of Music and Dance
Royal Northern College of Music
Chart 15 shows that the College follows the sector trends, with spikes in ‘Chinese’ and ‘Other
(including mixed)’ groups.
29
%
Chart 17: RNCM v CUK/MCR Students - Ethnicity % - 2013/14
120
100
80
60
40
20
0
%
%
White
Black or
Black
British Caribbean
%
%
%
Black or Other Black Asian or
Black background Asian
British British African
Indian
%
%
%
%
%
Asian or
Asian or
Chinese Other Asian Other
Asian
Asian
background (including
British British mixed)
Pakistani Bangladeshi
Guildhall School of Music and Drama
The Manchester Metropolitan University
The University of Manchester
Royal Academy of Music
Royal College of Music
Royal Conservatoire of Scotland
The University of Salford
Trinity Laban Conservatoire of Music and Dance
Royal Northern College of Music
Finally for this data, Chart 17 shows that the College continues to follow the sector trends, with
spikes in ‘Chinese’ and ‘Other (including mixed)’ groups.
30
RNCM v UK HEI Average
This final group of charts plots the College against the sector average for the protected
characteristics shown, for the three years 2011/12, 2012/13 and 2013/14.
Chart 18: RNCM v UK HEI Students - Disability Type % - 2011/12
to 2013/14
9
8
7
6
5
4
3
2
1
0
2011/12 Royal Northern College of Music
2012/13 Royal Northern College of Music
2013/14 Royal Northern College of Music
2011/12 All UK HEI
2012/13 All UK HEI
2013/14 All UK HEI
Chart 18 shows the percentage of disability type reported by students from the College against
the sector average. Consistently across all years and all disability types, the College is ahead
of the sector average in recruiting students with known disabilities. For the categories ‘Mental
Health Condition’ and ‘Specific Learning Difficulty’ the percentage of students at the College are
almost twice the sector average. It is clear therefore that the support given to these students is
very important for their retention and success, and will undoubtedly be under increased
pressure following the proposed changes to Disabled Students Allowance in 2016/17.
31
Chart 19: RNCM v UK HEI Students - Age % - 2011/12 to 2013/14
50
45
40
35
30
25
20
15
10
5
0
18 years
19 years
20 years
21-24 years 25-29 years 30-39 years 40-49 years 50-59 years 60 and over
2011/12 Royal Northern College of Music
2012/13 Royal Northern College of Music
2013/14 Royal Northern College of Music
2011/12 All UK HEI
2012/13 All UK HEI
2013/14 All UK HEI
Chart 19 compares the breakdown of ages across the student population against the sector
average. The chart is skewed to the left across the sector. The College follows the sector trend
in the ‘18’, ‘19’, ‘20’ and ‘25-29 year’ groups. The College see a sizeable spike in the ‘21-24
years’ group, which would cover the undergraduate programme with students continuing
education straight from HE, and the continuation of these same students into postgraduate
programmes. The College is below the sector average for ’30-39 years’ and above – it is these
areas which the College would do well to increase through widening participation/outreach
work.
32
Chart 20: RNCM v UK HEI Students - Ethnicity % - 2011/12 to
2013/14
100
90
80
70
60
50
40
30
20
10
0
2011/12 Royal Northern College of Music
2012/13 Royal Northern College of Music
2013/14 Royal Northern College of Music
2011/12 All UK HEI
2012/13 All UK HEI
2013/14 All UK HEI
Chart 20 compares the percentage of ethnic groups which make up the student body at the
College and across the sector average. The College largely seems to follow the trends across
the sector, however, the spike in ‘White’ students is approximately 10% higher than the sector
average. The College does follow the sector in the groups ‘Chinese’, ‘Other Asian background’
and ‘Other (including mixed)’. However, across the other ethnic groups the College is behind
other the rest of the sector. Widening participation/outreach work is the area in which the
College should concentrate in improving the above picture. That said, as with all the protected
characteristics, and indeed all applicants, the lead time from first engagement to an individual
becoming a credible applicant is several years in the making.
***
33