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ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 Equality Outcomes 2017 - 2021 1
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 EQUALITY OUTCOMES 2017 -2021 The Royal Conservatoire of Scotland’s Equality Outcomes 2017 – 2021 build on the tremendous amount of progress made and learning we have achieved since the implementation of our original Equality Outcomes in 2013, which were subsequently refreshed in 2015. Our Equality Outcomes demonstrate our optimism and commitment to continue to ensure that arts education is accessible to all, for the benefit of all. This document provides the following information: 1. Overview of RCS Equality Outcomes 2017 – 2021, together with success measures, strategic links, and how they link to the general equality duty of the Equality Act 2010 2. Action plan for Equality Outcomes 2017 – 2021 3. Review of achievements against Equality Outcomes 2013 - 2017 For more detail about any of the information contained within this document please visit our website or contact our Equality & Diversity Officer, Roz Caplan at r.caplan@rcs.ac.uk 2
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 OVERVIEW OF EQUALITY OUTCOMES 2017- 2021 Equality Outcome Evidence Strategic Protected Lead Success Measure Link Characteristic(s) 1. Our learning, teaching and Disabled Student Survey Strategic Age, Disability, Board of Increase in diversity of RCS administration environment is International Student Survey Plan 2015- Gender, Race, Governors community supportive in relation to all Student Leaver Survey 2020 Pregnancy & CSMT Improved approval rating in surveys students and staff. Library User Survey Maternity, E&D Forum Increase engagement in E&D AV Support Survey SFC Religion & Belief, HR, AAS initiatives Staff Survey Outcome Sexual Orientation, SU Decrease in E&D related complaints Programme Reviews Agreement Trans Status All Staff E&D embedded throughout *A C Complaints Reporting All Students curriculum 2. An increased diversity of students Enrolment and matriculation Strategic Race Stud. Recruitment Increased number of BAME and staff involved in learning and data for students. Plan 2015- Gender Teams, LL&WA students and staff teaching at the Conservatoire. Appointment data for staff 2020 Disability Fair Access Increased no of female students in Equality & Diversity Annual SFC Trans Status Committee traditionally male subjects/ vice Monitoring Report Outcome Age Recruitment versa Agreement Group Increased number of Trans staff Gender Marketing, HR and students due to positive and *B Action Plan supportive environment 3. All of our policies, systems and Student Attitude Surveys Strategic Age, Disability, AAS Equality Impact Assessments processes for students and staff Staff Survey Plan 2015- Gender, Race, HR completed for all policies and are inclusive, accessible and Equality & Diversity Annual 2020 Pregnancy & Policy Owners processes transparent, demonstrating the Monitoring Report Maternity, E&DF Decrease in number of related SFC benefit of reflecting on previous Annual Dialogue Discussions Religion & Belief, E&DO complaints Outcome performance and feedback to the Focus Groups with Staff and Sexual Orientation, Increase in diversity of RCS Agreement enhancement of our practice. Students on annual basis Trans Status community *A B C EO1 Improved approval rating in surveys 3
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 4. A comprehensive set of student Equality & Diversity Annual Strategic Age, Disability, Human Resources Improved equality and diversity and staff equality and diversity Monitoring Report Plan 2015- Gender, Race, Academic Admin statistics. data that gives us a more detailed 2020 Religion & Belief, & Support (AAS) Enhanced reporting to E&D Forum. picture of our Conservatoire HESA statistics Sexual Orientation, Statistical Analyst community and enables us to SFC Trans Status Information undertake more informed analysis Outcome Services of under-representation. *A Agreement E&DO *The General Equality Duty A: Eliminate unlawful discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act 2010. B: Advance equality of opportunity between people who share a relevant protected characteristic and those who do not. C: Foster good relations between people who share a protected characteristic and those who do not. 4
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 Equality Commitment Current position Action required Who Deadline Outcome Ref: EO1: Our learning, teaching and administration environment is supportive in relation to all students and staff 1.1 We will develop our institutional knowledge and We are a piloting a Training to be evaluated, with HR1 January awareness relating to ethnic diversity and full day induction a view to including in our 2018 engaging communities. session for new staff mandatory programme for all focussing on ethnic new staff. Alternative diversity and provision to be considered for equality. This will be existing staff during Learning run by Radiant & & Teaching Week in Brighter. September 2017. We will also review the AAS2 potential for delivery to incoming students. 1.2 We will develop the capability and confidence of Staff do challenge We are in discussions with HR June our staff to effectively promote positive attitudes but can find it Radiant & Brighter to jointly 2021 within students from an early age and to difficult to find the produce a training package to challenge inappropriate language and behaviour right approach which deal with inappropriate in a positive way within the learning environment. does not lead to language and behaviour by all disengagement age groups within the learning environment. 1.3 We will improve the level of staff and student All members of staff Appropriate disability HR Sept. knowledge and awareness relating to disability were invited to awareness training to be 2018 and mental health issues attend disability identified for staff and awareness training 1 Human Resources 2 Academic & Admin Support 5
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 We will develop a community of support for staff and this will be students (e.g. autism in front facing roles to deal confidently with all reintroduced. awareness) types of diversity All audition panel members received equality awareness training 1.4 We will educate staff and students on trans issues We are participating We will work with leaders in E&DO3 July 2018 and provide a positive and supportive space for in the Trans-Edu the field of trans arts to SU4 anyone who identifies as trans or non-binary project. educate both staff and We have SU students, and to ensure that LGBTQIA+ due consideration is given to representatives trans issues from an employment perspective and as both educators and creative artists 1.5 We will achieve Silver Award in the Healthy We have achieved We will continue our work in HR Dec. Working Lives programme, run by NHS Scotland the Bronze award this area by maintaining our 2018 through a number of existing work and developing activities, including further our support for staff information and students in terms of campaigns and health promotion, healthy interactive activities. eating, mental health, wellbeing and stress management. 3 Equality & Diversity Officer 4 Students Union 6
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 We will run 2 Wellbeing Days, initially for staff, during 2017/18. 1.6 We will provide a sample range of Mindfulness We will provide Pending feedback on the HR June activities to promote health and wellbeing taster block sessions taster sessions, we will 2019 for staff and students introduce ongoing provision 1.7 We will become a recognised Dementia Friendly Dementia Friends Key frontline staff will attend E&DO July 2019 organisation Scotland has run a dementia awareness successful workshop workshops for Community There is the potential for CMC5 TBC Music students BMus2 students to be offered dementia awareness workshops as part of their Music in Society 2 module 1.8 We will forge partnerships with local Students We have established Explore opportunities to SU Dec. Unions to provide a broader range of support to a partnership with develop further partnerships 2017 our students with protected characteristics Glasgow Clyde with student societies from College’s LGBT other colleges and HEIs Society 1.9 We will provide students with critical information In discussion with Sexual Health Symposium to SU TBC and advice relating to sexual health Umbrella Lane, Rape be organised and hosted by Crisis Glasgow and RCS SU, bringing together Terence Higgins Trust students from around Scotland 5 Community Music Coordinator 7
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 Equality Commitment Current position Action required Who Deadline Outcome Ref: EO2: An increased diversity of students and staff involved in learning and teaching at the Conservatoire 2.1 We will take action to This is an area that was focused We will develop and SR6 September address the gender on in our original Equality implement a Gender Action HR 2018 imbalance on identified Outcomes and continues to be a Plan in line with SFC programmes. key priority for us. requirements 2.2 We will facilitate the We will actively participate in the We will achieve the Athena HR April 2019 development of a more ECU’s Athena Swan Charter Swan bronze level award CSMT7 equal workplace for staff by working to eliminate gender based occupational segregation. 2.3 We will extend our range of We will source and deliver Modern July 2019 summer school dance training that embraces Chinese Ballet/ provision over the next 2 traditional dance and Indian Lifelong years to encourage more traditional dance. Learning/ engagement from our local Junior BAME communities Con. 2.4 By 2020 we will have In the academic year 2016/17, We aim to increase the Lifelong September increased the proportion of 9.6% of the Transitions student number of BAME to approx. Learning 2020 Transitions students from a body identified as BAME 12% of total Transitions BAME background student body 2.5 By 2020 we will have In the academic year 2016/17, We aim to increase the Lifelong September increased the proportion of 4.3% of the Transitions student number of care experienced to Learning 2020 Transitions students from a body identified as having a care approx. 5% of total Transitions care experienced experience. student body background 6 Student Recruitment 8
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 Please refer to our Fair Access Plan for detailed information relating to our commitment to care experienced students. This will be available online shortly. 2.6 We will develop our We will work in partnership with SR AY partnership work to ensure BEMIS (Scotland) to develop an 2018/19 that we are effectively engagement programme to reach engaging with our diverse grassroots arts communities and schools with high BAME local and national representation. communities We will set up a rolling programme of engagement events with the Young Vic Theatre, London (rUK) We will implement a pilot project SR/WA8/ AY with Glasgow schools to engage BA Acting 2018/19 and develop talent within our local, ethnically diverse communities 2.7 We will continue to seek We will aim to progress this Lifelong Ongoing and foster partnerships with work through our partnership Learning but will arts organisations who work with Focus West and other key report on with groups with protected arts organisations including progress characteristics and Scottish Youth Theatre, April 2018 7 Conservatoire Senior Management Team 8 Widening Access 9
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 individuals/ groups who face National Theatre for Scotland additional barriers and Scottish Ballet. 2.8 We will extend our use of All staff in the Brass Department We will enhance and maximise SoM9 2018 technology to widen access have been trained in video use of our video conferencing to our music programmes conferencing and have engaged in facilities to enable live Junior a range of projects both in the UK streaming of masterclasses and Con. and abroad, including the Cayman workshops to students in less Islands and the Cleveland Institute accessible locations; potentially of Music. this could be extended throughout the School of Music. We will explore the Brass opportunity to establish a brass Dept. programme at a music school in Chennai, India. We will extend the Junior Con We are running online/blended Junior 2018 programmes to the Outer music sessions in the Junior Con. Hebrides in partnership with Conservatoire. the education department (E- Sgoil) as part of its ‘virtual school’ development. Develop online provision as Junior TBC part of our regional arts centre Con. development in Fraserburgh in 9 School of Music 10
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 partnership with Aberdeenshire Council. 2.9 We will extend our Third We currently offer weekly drama We will extend our provision to Lifelong Sept. 2018 Age programming to classes dance and potentially Learning provide more opportunities filmmaking. We will liaise with for people over 55 to the Luminate Festival to engage in the arts promote our provision. 2.10 We will develop an open The choir will explore a wide Lifelong Sept. 2018 access Community Choir, range of musical genres, Learning which will require no including musical theatre and previous experience. world music. 2.11 We will seek additional Additional funding to be Lifelong June 2019 funding to establish more sought from private funders Learning/ bursaries to enable a and donors Junior broader range of Con. participants who face barriers to engaging with the arts to benefit from Lifelong Learning activities 2.12 We will develop and support Students with a PC to deliver SU/ 2018 student led activities to relevant workshops within FAM10 promote widening access, their own communities to promoting “real models” promote RCS in an economic rather than “role models” way, whilst challenging their own privilege 10 Fair Access Manager 11
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 Equality Commitment Current position Action required Who Deadline Outcome Ref: EO3: All of our policies, systems and processes for students and staff are inclusive, accessible and transparent, demonstrating the benefit of reflecting on previous performance and feedback to the enhancement of our practice 3.1 We will review our Equality Impact Research has been Refined process to be E&DO July 2018 Assessment process and ensure that it is fit undertaken into designed and agreed. for purpose approaches to EIA by Training to be designed other HEIs, to enable a and delivered to all refined process to be policy owners. implemented and Review mechanism to relaunched be established and embedded. 3.2 We will ensure that we make events, We have increased from All parts of the RCS to ALL TBC performances and information accessible to 3 to 10 the number of have mainstreamed our d/Deaf students (and audiences where interpreted performances accessibility for d/Deaf applicable) each year. Many students into their departments are now practice automatically making their work accessible. 3.3 We will develop the Inclusive Education Innovative Pathway has Recruit students for Academic September module of our M.Ed. for Arts Pathway 5 for now been approved and 2017/18 intake Innovation 2018 dance professionals, to ensure that learners accredited by General at all levels have the appropriate support. Teaching Council Scotland 3.4 We will improve how we administrate and Prospectus to be made Lifelong September market our Lifelong Learning courses to more accessible in Learning/ 2018 ensure that they are more accessible terms of layout, font Marketing etc. Applications to be accepted in BSL and 12
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 other formats. New pre-HE tracking system to be finalised and implemented. 3.5 Where possible, we will mainstream Explore opportunities Lifelong September individuals with specific learning needs into to incorporate classes, Learning 2018 mainstream Lifelong Learning classes rather via staff training and than accommodate them in separate awareness, additional programmes workshop support etc. 3.6 The Students Union will review its We have begun the Undertake review of SU December committee structure to ensure that it is as process of review of Students’ Union Officer 2017 inclusive and accessible as it possibly can be Students’ Union roles; build equality committee structure and and diversity into new creating clear job profiles Strategic Plan for liberation officers. 13
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 Equality Commitment Current position Action required Who Deadline Outcome Ref: EO4: We have a comprehensive set of student and staff equality and diversity data that gives us a precise picture of our Conservatoire community and enable us to undertake accurate analysis of under-representation 4.1 Develop our staff monitoring data to enable us We currently monitor We will introduce a HR Sept. 2018 to analyse all access to training and most stages of the mechanism to development opportunities employment relationship ensure that all and record most training attendance at activities, but this does training events is not always happen if captured and arranged locally recorded 4.2 Increase our understanding about access to We have staff working We will introduce a HR July 2017 flexible working at all levels within the institution flexibly at all levels but mechanism to to assess whether it is impacting upon the career recognise that there may ensure that all development of any staff (this can include part be requests that are dealt requests and time hours and full time hours worked on a with locally without being agreements for flexible pattern) recorded flexible working are captured and recorded 4.3 Reduce the overall gender pay gap within the We currently have a Identify policies and HR July 2018 Conservatoire gender pay gap of 12.6% practices to redress the balance Ensure female staff are aware of the opportunities available to them 14
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 4.4 Investigate and address the increasing gender The current pay gap for Implement policies HR April 2019 pay gap for part time staff part time staff is 15.2% to address the pay gap 4.5 Investigate and address the pay gap relating to We currently have a race Identify policies and HR July 2018 BAME staff pay gap of 19.6% practices to redress the balance 4.6 Review the allocation of hours to hourly paid We currently have a Ensure that there is HR July 2019 staff to ensure there is no gender bias gender pay gap of 26%, no gender bias in based purely on the allocation of hours number of hours worked by hourly paid staff 4.7 Explore the areas where there is evidence of We have identified Review of applicant HR July 2018 occupational segregation to review what action occupational segregation data in first instance. can be taken to address the situation in the following areas: o Student Welfare Review of o HR recruitment process, o Library including where and o Administration how vacancies are o IT advertised. o Client Services 4.8 Introduce a new system to track all pre-HE Our current systems are We will be Lifelong April 2018 students to enable better monitoring of not adequate and need implementing the Learning/ protected characteristics and socio-economic to be updated “Ensemble” system Junior Con. backgrounds to track all PCs of leaners from Pre-HE into UG study 15
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 Review of progress against Equality Outcomes 2013 -2017 The following pages provide details of: o Our original Equality Outcome commitments o The details of the outputs and actions we pledged to undertake to achieve each individual Equality Outcome o Our achievements in the identified areas o Where things did not go as planned o Which activities are being carried over to our Equality Outcomes for 2017 - 2021 16
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 Equality Commitment What we Achieved 2013 -17 Carry over to 2017- Outcome 2021? Ref: EO1: Ensure institutional ability to evidence progress towards equality 1.1 We are seeking to extend monitoring and meaningful annual We extended our monitoring provision through the Yes – specific reporting on student equality data in relation to the establishment of the role of Statistical Analyst, elements will be following areas by 2016: which sits within our Academic Admin & Support contained within a. Student admissions process (applications/offers Department. This post carries particular EO4 of our Equality made/acceptances) responsibility for ensuring the integrity and quality Outcomes 2017-21 b. Attainment of formal qualifications and classifications of the Conservatoire’s student-related data and has c. Numbers of students in different study modes enabled the conservatoire to broaden the scope of (including part-time or full-time) within protected monitoring and reporting. characteristic categories d. Withdrawals/retention rates Unfortunately, not everything is within our sphere e. Instances of bullying, harassment, complaints and of direct influence, and we have continued to have grievances; disciplinary action taken; academic difficulties obtaining applicant ethnicity data from appeals CUKAS (now known as UCAS Conservatoires), the Conservatoires UK admissions service. For several We are considering how best to capture data to allow years we have lobbied for changes to their practices meaningful future annual reporting on the following: to ensure we get this in future, and have been assured that this will be the case. a. Positions of responsibility held, such as course representatives, students’ union positions Some of the areas of data which we initially b. The extent to which students within protected identified for monitoring, we have over time characteristic categories take up extra-curricular recognised that it would be difficult and invasive to opportunities, such as clubs and societies, mentoring record protected characteristics, so we have schemes decided not to pursue the monitoring of take up of c. Student leaving data – first destinations of extra-curricular opportunities, such as clubs and graduates/qualifiers 17
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 societies, although mentoring is an area that we will continue to monitor. 1.2 Disclosure rates for some of the protected characteristics Our disclosure rates continue to be disappointing, Yes are disappointing (specifically sexual orientation and religion although no different to other comparable & belief), so we will continue to do everything in our power institutions. We are running a disclosure campaign to instil adequate trust and confidence in staff and students to encourage increased confidence rates prior to which will hopefully lead to fuller disclosure, whilst the end of the life span of this EO, along with an recognising that individuals have the right to not disclose this anonymous diversity survey of all students and information should they so choose. staff. Following this we will be asking everyone to update their personal data directly onto the system, but will need to review carefully when will be an appropriate time to launch this request. 1.3 Enhance statistical reporting of part time hourly paid staff This ties in with above; enhanced disclosure will Yes across all protected characteristics and analyse findings, enable enhanced reporting and analysis of work including breaking down findings into categories of work and groups by protected characteristics. performance disciplines to determine if a specific pattern/ focus exists within aspects of performing arts disciplines 1.4 Further develop monitoring mechanisms at recruitment and Monitoring mechanisms have been created to Ongoing practice, interview stage to identify where prospective applicants with identify where applicants/ shortlisted candidates which need not be protected characteristics find out about vacancies to with PCs hear about vacancies – this is regularly included within determine if there are any patterns or whether monitored but has yet to indicate any significant revised document improvements could be made to our communications pattern or point to any potential areas for improvement. 1.5 Investigate and utilise, where appropriate, new and Ongoing desk research and consultation is Ongoing practice, alternative methods/ sources of advertising for recruitment undertaken with other HEIs, conservatoires and which need not be purposes with specific target audiences based on the other relevant organisations to learn from their included within findings of the statistical analysis. best practice. revised document 18
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 It has been extremely successful for some focused areas, such as the recruitment to our ground- breaking BA Performance in BSL and English, whilst less so in other areas, but continues to be an area of importance. 1.6 We will sustain, and where possible develop, our efforts to Our Transitions 20/40 programme has assisted the Yes enhance the diversity within the student body, increasing development of a high number of young people in the proportion of Scottish BAME applicants and students, recent years: through initiatives such as Transitions 20/40 and others e.g. 2015/16 Cohort: 153 students of whom: through the Widening Access to the Creative Industry o 11 identified as BAME programme, our BA Acting course takes Shakespeare to o 3 identified as having care experience schools on the Southside of Glasgow that have high o 4 declared they were carers proportions of BAME pupils. o 4 declared a disability 2016/17 Cohort: 188 students of whom: o 18 identified as BAME o 8 identified as having care experience o 4 declared they were carers o 11 declared a disability 11 students transitioned onto undergraduate programmes at RCS in 2016/17, and a further 14 transitioned onto undergraduate programmes at other HEIs. This is also a central focus of our Attracting Diversity project with the ECU with a number of initiatives continually developing to support the aims of this objective. A key output in the first year of the project was a series of workshops for BAME artists and 19
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 performers who wanted to embark on or return to the arts after a break, which was jointly funded by RCS and delivered by the BOOST project, a Scotland based initiative aimed at boosting Black, Asian and Minority Ethnic representation in Film, Television and Theatre. A wide range of supporting activities continue to be maintained and/ or developed, and this continues to be a priority area for us in the coming period and will be further detailed in our Equality Outcomes 2017 – 2021. 1.7 Whilst the overall gender balance of students is satisfactory, This is another area we have focussed on as part of Conducting is an there are specialist areas that have been identified as having the Attracting Diversity project with the ECU. ongoing area for us a gender imbalance which should be addressed. Specifically, Conducting to focus on with the we intend to address this imbalance in Conducting, Jazz and In Spring 2016, Morley College in London were summer school Composition over the next 2 years. commissioned by us to run a workshop for aspiring programme, and as women conductors. Due to its success we are part of the ECU running a Conducting Summer School in the Attracting Diversity summer of 2017, and our E&D Forum will be project. sponsoring two free places for female students to encourage more women to participate in this area. The intake of students onto our UG Jazz course is It is not intended to only 6 each year and competition is consequently retain a focus on Jazz fierce. In some of the early years of the programme, in the coming years there were no females on the course, but in the last as objectives have two years, we have increased the numbers of been achieved and female students in the Jazz department (one of practice will be these students took starring place on the cover of sustained. 20
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 our 2016/17 prospectus and features in our 2015- 2020 Strategic Plan document. In both 15/16 and 16/17, one third of the intake has been female, in addition to a masters student. Our UG Composition programme has seen a marked increase in female students over recent years. In 2013 only 11% of all BMus Composition students were female, but by 2016 this figure had more than doubled to 25%. At the time of reporting, the proportion of female students the intake for academic year 2017/18 stood at two thirds female, although it is possible that this may level out prior to the commencement of the academic session. We also have a significant number of female PhD composition students. Judith Weir (Master of the Queen’s Music) is scheduled to be a visiting professor at the Conservatoire and is an excellent role model for all students. The Head of Department is hoping to engage in mentoring of school pupils in the coming year, having recognised several barriers he would like to address, including difficulties experienced by females transitioning into composition in tertiary education. 21
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 Equality Commitment What we Achieved 2013 -17 Carry over to 2017 - Outcome 2021? Ref: EO2: Ensure a supportive learning, teaching and administration environment in relation to all individuals 2.1 To work alongside Who Cares? Scotland to host the Buttle We hosted the Legacy Commitment Event and were No UK Legacy Commitment Event in June 2015 cited as an example of good practice for care leavers. The Buttle UK Quality Mark ceased to exist at the beginning of academic year 2015/16. We worked with colleagues from CELCIS, Who Cares? Scotland and other key stakeholders to create the Scottish Care Leavers Covenant: http://www.scottishcareleaverscovenant.org/ 2.2 To trial fortnightly Breathing Bones classes for the next We successfully trialled Breathing Bones classes but No academic year in addition to the existing health and unfortunately could not continue them due to the wellbeing classes, again highly subsidised for staff lack of tutor availability. We continue to run weekly yoga classes which are extremely popular. 2.3 To introduce Mindfulness activities at a variety of levels for A range of Mindfulness activities have been trialled for No staff: Introduction to Mindfulness; Mindfulness for both staff and students, including a range of taster Professionals; and Mindfulness Based Stress Reduction sessions, which included indoor and outdoor mindfulness. Based on feedback, we have supported a graduate through their mindfulness training in exchange for some free training once qualified (which takes 6 months). The training has now been completed and we are rolling out our first blocks of mindfulness classes (some for staff and some for students) in 4 week blocks. If these prove successful and popular, we will continue to offer these throughout the next academic session. 22
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 The Student Union has also established a Silent Space on campus, which has been much in demand for some time. They have also developed a student meditation programme and facilitated vouchers for free access to sessions at the Kadampa meditation centre in Glasgow. 2.4 To introduce Mental Health First Aid training programmes After investigating the programme for MHFA training No on an annual basis at key points throughout the year and its relevance to staff across the Conservatoire, it was agreed that the training was relevant to certain key staff, and some key staff have attended training. For more widely delivered mental health awareness and support training, the RCS is working with NUS Scotland to roll out a programme of training for both staff and students. The item of Mental Health Awareness training is also an agenda item at the Board of Governors Away Day. The Conservatoire has introduced a series of Therapets events, where dogs and their handlers come into the Conservatoire to provide relaxation and stress relief for students who are in the middle of, or preparing for, exams. In 2015 the Conservatoire embarked on an 18 month research study to explore the prevalence of mental health disabilities (MHD) amongst its student body and to understand better the impact it has for 23
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 the students and the staff teaching them. In May 2017, we are hosting a symposium for the sector to come together and share key findings, identify gaps, and inform future theory and practice in supporting transitions for students with MHD for the duration of their studies and beyond. 2.5 To develop the visibility and quality of information on the Our new student and staff portal gives us the No staff intranet regarding the Wellbeing Forum and ‘Hot opportunity to provide an extended range of Topics’ section, including links to other sources of information. information and highlighting resources available to all staff At the end of 2016 we established the new post of and students. Health, Safety and Wellbeing Manager, to ensure that wellbeing issues are embedded across the institution 2.6 To develop the monitoring of statistics relating to disabled This is now a standing item in the annual report of No student applicants – this is an area that will be reported on the Conservatoire Counsellor & Disability Advisor, in future years and trends will be highlighted and, where which is received and responded to by both the appropriate, addressed. Director of the School of Music and the School of Dance, Drama, Production and Film. 2.7 To explore ways to roll out the innovative voice/video Evaluation undertaken and identified as a positive No feedback mechanism, once the pilot has been evaluated. feedback option for some students who benefit from an alternative method, thereby creating a more democratic learning space. This well received research on technology-enhanced feedback was published in the Journal of Perspectives of Applied Academic Practice, Vol 5, No 1 (2017) 24
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 Equality Commitment What we Achieved 2013 -17 Carry over to 2017 - Outcome 2021 Ref: EO3: All policies, systems and processes for staff and students are inclusive, accessible and transparent 3.1 Ensure our ongoing commitment is even more deeply Our Strategic Plan 2015-2020 “Delivering a This is now fully rooted within the Conservatoire and will be more fully Defining Performance” has established Equality & integrated and articulated when the Strategic Plan is published in Diversity as one of its four pillars, upon which does not need to December 2015 everything else is based. be carried over 3.2 Working with the Student Union, the Equality and Diversity These meetings took place with individual Activity will Officer will be meeting with both individual students and students from under-represented groups and continue but need groups of students to explore new and challenging ways to provided the opportunity to identify additional not be included bring diversity into everyday Conservatoire life. The support initiatives for students, such as: a broader within revised sessions will also provide an opportunity to discuss any range of activities for freshers, especially more not document issues of concern in a safe and confidential setting. including alcohol and during the daytime (i.e. afternoon tea events and bus tours) One to one meetings also enabled individuals to discuss specific issues that they did not wish to raise in other forums or via the range of other support mechanisms available. As a result they were able to receive immediate and/ or ongoing support as appropriate to their needs. 3.3 The introduction of action learning sets for managers, to Action Learning Sets are being piloted by the Child No enable Conservatoire policies and practices to be reviewed Protection Contacts Group, using case studies to allow and discussed through the use of case studies, and where members of the group to share practice, concerns, appropriate inform revisions to improve their effectiveness experiences and any impact that the learning may have on our existing policies, procedures, and practice and accessibility. which may result in changes. This provides an opportunity to refresh learning for individuals who 25
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 may not have been involved in cases, whilst offering support for those who have been involved and ensures a reviewing cycle is in place. 3.4 Develop and formalise cross-conservatoire approach to An audit was undertaken of all stages of the No identifying and implementing support requirements for student journey, specifically those with disabilities, staff and students (currently this is undertaken to ensure that individual needs and support departmentally without a holistic overview of the requirements were identified, communicated and individual’s needs) delivered appropriately. Consideration was given to giving monitoring responsibility to one individual but it was decided this was unnecessary. 26
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 Equality Commitment What we Achieved 2013 -17 Carry over to 2017 Outcome – 2021? Ref: EO4: Staff (FT, PT & PTHP) and students are engaged in the development and implementation of organisational priorities with particular regard to equality and diversity 4.1 We have committed to making the Cultural Café an This is now an established event, which has now No – annual event, as the first event was a tremendously taken place for 3 years. Established successful initiative for promoting diversity across In 2016 the Cultural Café was combined with an institutional various protected characteristics, and particularly African Culture Showcase, which included music, practice between international and home students. song, spoken word and poetry. 4.2 We are incorporating Holocaust Memorial Day (HMD) We have continued to hold an annual HMD No – into our calendar of events, to ensure that the commemorative event and this year featured a Established Conservatoire has both official and student led events holocaust survivor in our concert programme on institutional each year and are reviewing the possibility of including HMD. practice other important events, such as Black History Month We held a range of events for BHM, including a (BHM), within the calendar of events. joint event with the Coalition for Racial Equality and Rights, and were featured in a double page spread in the national BHM event publication. 4.3 We will review the possibility of allocating part of the We now allocate a proportion of the annual No – Equality and Diversity budget that is available for staff budget to events for BHM and have allocated Established and students to bid for events or initiatives that relate funding to bids relating to LGBT History Month, institutional specifically to events on the diversity calendar. Women’s History Month, Deaf Awareness Week practice and IDAHO Day 4.4 Establishing an online archive of the LGBT Human We have an established archive of the LGBT No – Library event from this and subsequent years, to Human Library which we intend to build on with Established provide a source of information, comfort, support and “books” relating to other protected institutional general reference for years to come. characteristics over future years. practice 27
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 Equality Commitment What we Achieved 2013 -17 Carry over to Outcome 2017 – 2021? Ref: EO5: Graduates will be more equipped to engage artistically and professionally within an increasingly diverse performing arts environment 5.1 We are currently developing the opportunity for students to be BSL Foundation is now being offered to students No – We are able to take BSL Level 1 as a choice module with credits towards through choice as a 20 credit choice module. revising this their final degree, to enable them not only to develop a new skill Equality but open up greater future opportunities within Choice through As part of the design of the programme our core Outcome attendance at Choice Modules which will be delivered in both BA Performance students will be delivering BSL and English. The programme will also provide the workshops with schools/communities in their opportunity for students to work collaboratively to prepare second year of study. workshops for delivery in schools across Scotland to raise the profile of visual and deaf performance and engage young people at an early age with this area of work. 5.2 We aim to further develop our Community Placement During the 2015-16 session: No – We are Programmes in Healthcare Settings. Our future plans take A 3 month residency in Forth Valley Royal revising this account of the findings of Staricoff and Clift (2011)11 who Hospital (FVRH) and associated Community Equality acknowledge that “the contribution of music to healthcare is of Hospitals from November 2015 – January Outcome a great importance in creating a humanised environment, 2016, offering sessions in the hospital atrium decreasing levels of stress, anxiety and depression, reducing and clinical areas. drugs consumption, and shortening length of stay in Music in Society student placements held at hospital.” Immediate and longer-term plans include: Forth Valley Royal Hospital (Integrated Care o the development of a music audio archive for use in the and Elderly Care); Beatson Cancer Charity renal unit, to be established in consultation with current Wellbeing Centre; Stobhill Hospital Stroke patients and staff; Rehabilitation Unit; Queen Elizabeth University Hospital – Atrium; Royal Hospital for Children, 11 Staricoff, R., & Clift, S. (2011). Arts and Music in Healthcare: An overview of the medical literature: 2004-2011. London: Chelsea and Westminster Health Charity 28
ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021 o a 2 week summer residency (subject to availability of Glasgow – Atrium. In addition to consolidating funding) to consolidate work established during weekly partnerships from previous placements, this placement sessions; enabled RCS to pilot new work in partnership o the development of a longer-term placement with NHS Greater Glasgow and Clyde. programme commencing in 2015-16, planned in Funding was secured for a 30 day residency in consultation with the FVRH Arts Co-ordinator, staff and late September 2016, which was shared by two patients; recent RCS graduates, providing them with an o development of similar programmes of work with NHS early stage career opportunity to develop their Greater Glasgow and Clyde, to coincide with the opening participatory practice in Forth Valley’s of the new South Glasgow University Hospital. healthcare settings. The RCS Community Music Co-ordinator is representing RCS on the recently established Arts and Health Network, Scotland. As well as developing a forum for Arts and Health practitioners and managers Scotland-wide, the Network is also connecting with the All Party Parliamentary Group (APPG) on Arts, Health and Wellbeing. 29
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