The Equality Duty and NITAL
September 2016
The Equality Act 2010 (Specific Duties) Regulations 2011 came into force on 10th September 2011. The
specific duties require publicly funded bodies to state how they are complying with the Equality Duty. This
document describes how Nital complies with the duty.
Equality & diversity strategy
As an inclusive training provider, Nital is fully committed to equality and diversity. It strives to provide an
environment and learning experience that is fully accessible to all, regardless of any protected
characteristics. In order that Nital can successfully deliver its vision, Nital will strive to deliver the following
objectives:
• Promote tolerance and understanding between those with protected characteristics and others
Embed equality and diversity within the curriculum and ethos of Nital, celebrating difference and developing
an understanding of protected characteristics including an awareness of different cultures. Staff receive
specific training to provide them with the skills and knowledge to meet this objective.
• Make reasonable adjustments to support students and staff with protected characteristics
Ensure that Nital’s premises and all work environments are fully accessible. Learners, staff and other
stakeholders should feel safe to identify further adjustments that will remove barriers to learning or work
and reasonable support will be put in place.
• Reduce the achievement gap between those with protected characteristics and others
Ensure that protected characteristics are not a barrier to success and make reasonable adjustments to
facilitate success. All learners should have an equal chance of succeeding. Success data is rigorously
scrutinised for achievement gaps. Where there are achievement gaps equality and diversity impact
measures (EDIMS) will be incorporated within the E&D Action Plan). Actions will be put in place to close
the gap and systematically monitored to measure their effectiveness.
• Recruit staff and students that reflects the local community
Recruit learners and staff in an open and transparent manner, that is free from discrimination and not
disadvantage any persons with protected characteristics.
An E&D action plan is constructed and revised in response to consultation with learners, staff and other
stakeholders. The views of learners are systematically gathered through feedback and surveys.
An Equality and Diversity Board consists of the Chairman, Operations Manager, Training Manager, Finance
Officer, Staff Member, Learner and Employer Representative. The E&D Board will report to the main Board.
Nital’s success in promoting equality and diversity was formally recognised during the December 2012
inspection by Ofsted when Inspectors noted:
NITALs approach to equality and diversity is very good. Equality and diversity training for staff and trustees
has been good, learners’ awareness is raised effectively through intelligent use of posters and display
information and the learner handbook. Equality and diversity is energetically promoted through induction
and further reinforced in learner performance reviews.
Bullying and discrimination are not tolerated. There are no discernible gaps in achievement between
groups of learners. Good use is made of a model equality and diversity policy to support employers who do
not have an independent policy. Incidents and complaints are managed decisively and appropriately
recorded with identifiable resolutions.
The information set out below in relation to students sharing protected characteristics is analysed in detail
each year.
Race & Ethnicity:
The current learner base is predominantly undertaking apprenticeship courses but with main recruitment
areas now Kent (BME 10.9%1), South West (BME 8.2%1), Cambridgeshire (BME 15.5%1) and
Northamptonshire (BME 14.3%1) the current figure of 14.1% is on par with Nital’s delivery area
demographics.
Ethnicity 2014/2015
Ethnicity 2015/2016
14.1%
15.5%
84.5%
White British
BME
85.9%
White British
BME
With the continued focus on to local apprenticeships we will expect to see this % to continue around the
national average of 14%1. Nital will continue to work with new partners to improve participation at all levels.
Success rates for students from BME communities was almost exactly the same as those classed as White
British.
1 Census Data 2011
2 WBL – Apprentices, WPL – Other Workplace or Classroom
3 PICS Data
Looking at Classroom delivery which includes short courses the maximum term being 8 weeks in this case,
the Success rates for students from BME communities decreased in 2015/16 but was still 6.6% above the
rate for those defining themselves as White British. The overall success rate (Classroom)3 for those from
BME communities was 84.5% compared to a rate of 77.9% for those defining themselves as White British.
It appears, therefore, that there is no systematic difference in success between students defining as white
and those from black and minority ethnic communities across programmes delivered. Due to funding
constraints fewer learners will be recruited on to JCP programmes in the coming year.
The detailed analysis of success rates broken down into Apprenticeships and other Workplace/Classroom
learning, shows that the gap has narrowed significantly between White British and that for BME groups
over the last few years however the statistical significance can be affected by the low number of
apprenticeships taken up in BME groups. Therefore, it is difficult to extract any statistically significant
conclusions in relation to success rates for these individual groups.
Ability/Disability
Disability 2014/15
Disability 2015/16
6.10%
14.20%
85.80%
Disability
93.90%
No Disability
Disability
No Disability
In 2015/16 (WBL & Classroom) students with disabilities succeeded at a higher rate compared to those
students who do not declare a disability (82% compared to 79%). The proportion of learners with disabilities
has dropped for 2015/16 as the number of subcontractors that are delivering classroom learning has also
dropped
The statistical significance is again influenced by the low numbers in some groups. This is shown by the
fact that the success rates for students with different types of disability can vary from year to year. In
previous years there have been very low numbers but this does appear to confirm that there is no
systematic educational disadvantage experienced by this group.
Gender
The gender profile of Nital learners saw an increase in the overall % of students being female in the
2014/15 and 15/16 academic years, this was due to the courses offered by various sub-contractors,
predominantly child care where a large % of the workforce are female.
Gender 2014/15
Gender 2015/16
33.10%
35.00%
65.00%
Male
66.90%
Female
Male
Female
This trend has continued into 2014/15 and 2015/16 where the overall % of females participating now stands
at 33.1% with female apprentices at 38.5%.
Striking a 50/50 balance overall will continue to be challenging when the primary areas of delivery are
engineering, manufacture, logistics and more recently rail maintenance, these are male dominated
industries but canvassing of local schools and groups has been undertaken to attempt to raise the profile of
careers in these industries.
There still remains a gap in the success rates between female and male, 2015/16 74.0% and 81.9%
respectively. This is due to various challenges faced within the health and social care industry.
Age
The age profile of apprentices has fluctuated considerably over the past few years from 48% in 2013/14 to
27% in 2014/15 to 39% in 2015/16. This is due to the increase in 24+ Apprenticeship funding being made
available.
Age Profile 2014/15
Age Profile 2015/16
27.20%
39.40%
60.60%
72.80%
16-18
19+
16-18
19+
The figures have been boosted with one partner recruiting mainly 16-18 (77%) in the rail industry.
Timely success rates overall in 2015/16 dropped as previously shown and this is reflected across the
board. 16-18yrs – 80.7%, 19+ – 72.3%. The percentage for timely completions for 16-18 has remained
between 80% and 83% during the last 2 years as the majority of these learners do not work in the
industries that are effected by a high leaver rate.