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ROYAL CONSERVATOIRE OF SCOTLAND ~ EQUALITY OUTCOMES 2017-2021
Equality Outcomes 2017 - 2021
1ROYAL 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
2ROYAL 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
3ROYAL 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.
4ROYAL 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
5ROYAL 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
6ROYAL 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
7ROYAL 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
8ROYAL 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
9ROYAL 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
10ROYAL 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
11ROYAL 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
12ROYAL 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.
13ROYAL 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
14ROYAL 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
15ROYAL 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
16ROYAL 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
17ROYAL 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
18ROYAL 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
19ROYAL 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.
20ROYAL 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.
21ROYAL 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.
22ROYAL 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
23ROYAL 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)
24ROYAL 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
25ROYAL 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.
26ROYAL 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
27ROYAL 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
28ROYAL 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.
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