Equality and Diversity
Furness College sees you, the student, at its very heart.
We are therefore committed to providing you with a secure environment that gives you all the support and guidance services you will need to make your time at Furness College an enjoyable one.
The college values are:
Equality & Diversity
The college is committed to:
- Greater representation from those groups in society who are traditionally under-represented and disadvantaged
- Eradicating discrimination of any kind
- Celebrating diversity
- Providing equal opportunities for all whatever ethnicity, gender, race, religion or belief, sexual orientation, disability or age
- Providing purpose-built facilities, qualified support staff, specialist equipment and courses that make learning and success inclusive to all
Equality & Diversity Data collection and Monitoring
Monitoring ethnicity, gender, and disability, is now commonplace in educational establishments' delivery. Indeed such monitoring has become the mainstay of modern equality policies, with all the Equality Commissions recommending this in their Codes of Practice as a vital tool for equity in employment and service delivery.
In order to meet Equality & Diversity legislation, Furness College has:
- developed information and monitoring systems which allow progress to be assessed in achieving targets
- measured progress against targets
- produced monitoring reports at specified intervals which are circulated to designated committees, Principalship and governors
Find out more from our report outlining our compliance to the Equality Duty, January 31st 2012.
In compliance with the Equality Duty by 31 January 2012, Furness College’s Equality Objectives are published below:
These objectives encompass the three aims of the Equality Duty. They provide an overview of the progress of Furness College based on equality issues affecting our service users and employees.
Equality Objectives from April 2016
Objective 1: Increase by 5% the achievement rates of adult students with a disability or learning difference
Objective 2: Close the gap by 3% in English and mathematics achievement between male and female 16-18 year old students
Objective 3: Improve apprenticeship achievement rates for adult and female students by 4%
Objective 4: Improve achievement rates for those students from areas of deprivation by 3%
Objective 5: Retain the recruitment of female students on engineering courses at twice the national average (18%) during a period of growth
Objective 6: Increase the satisfaction rating by 3% of staff members who have completed the annual staff survey and who have declared a disability
Objective 7: Increase success of lower GCSE range students at AS Level from 75% to 90% (lower GCSE range students = 120 of 2015 starts)
Objective 8: Improve retention of bottom income quartile students at L3 y12 from 91.4% to 94% and A Level from 96% to 97% (bottom income quartile = 277 of 2015 AS starts, 159 A starts, bottom income quartile = 218 of 2015 A2 starts.)
Objective 9: Improve retention of male students at L3 Y12 from 90.3% to 96% (male students = 384 of 2015 AS starts)
Objective 10: Improve achievement of lower-middle income quartile students at L3 y12 from 82% to 93% (lower middle income quartile students = 214 of 2015 AS starts)