Annual Equality, Diversity and Inclusion (EDI) Report 2024-2025

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Author	Naomi Harrop
Version Date	July 2025
Approved By	Board of Governors
Academic Year	2024–2025
Publication	Internal and External

Contents

1. Introduction 2. Our Whole Group Approach to Equality, Diversity and Inclusion (EDI) 3. Statement from the Board of Governors 4. Learning: Review of Progress Against EDI Objectives 5. Student Demographics 6. Staff: Impact and Progress 7. Community and Partnerships 8. Looking Ahead (2025–2026) 9. Pay Gap: Gender 10. Conclusion

1. Introduction

1.1. About Trafford and Stockport College Group (TSCG)

Trafford and Stockport College Group (TSCG) stands as a leading provider of inclusive education and skills development across Greater Manchester. In the academic year 2024–2025, TSCG delivered high-quality learning opportunities to over 6,000 young people, more than 6,000 adults, 1,500 apprentices, and 400 university centre students, supported by a dedicated team of over 900 colleagues. Our curriculum spans academic, vocational, technical, higher education, adult education, apprenticeships, and commercial programmes, ensuring a broad offer that meets the needs of diverse learners and the regional economy.

1.2. Context

TSCG’s mission is to unlock the potential of students, colleagues, local businesses, and communities, creating a place where individuals are empowered and lives are transformed. Our partnerships are extensive and impactful, including collaborations with local authorities, employers, community organisations, and national bodies. Notable partnerships in 2024–2025 included digital skills initiatives with Kao Data, employer engagement through the Airport Skills Hub, and community anchor projects supporting care leavers and jobseekers. We serve communities across Trafford and Stockport, engaging with over 100 businesses, supporting thousands of residents into work, and hosting events that foster inclusion and opportunity. Our role as a community anchor institution is reflected in our commitment to equity, diversity, and inclusion. We actively support learners from a wide range of backgrounds, including those from deprived areas, ethnic minority groups, and individuals with additional needs. Our strategic priorities are aligned with the Greater Manchester Strategy and government ambitions, focusing on curriculum innovation, exceptional student experience, financial sustainability, and environmental and social responsibility. A significant contextual factor for both boroughs is the level of deprivation experienced by students. In the 2024–2025 academic year, approximately 70% of TSCG students resided in deprived postcode areas—a figure that is notably higher than the national average and has continued to rise year on year. This highlights the critical role that TSCG plays in supporting social mobility and widening participation, ensuring that learners from all backgrounds have access to high-quality education and opportunities for progression. Our mission is to unlock potential and transform lives by providing inclusive, high-quality education and skills development for all. TSCG aims to create opportunities for success, regardless of background, and to support students, staff, and local employers through ambition, collaboration, and respect.

2. Our Whole Group Approach to Equality, Diversity and Inclusion (EDI)

TSCG continues to embed EDI through a whole-organisation approach, aligning strategy, culture, and operational practice.

2.1. Strategic Framework

Our EDI Strategy 2022–2025 is underpinned by four priority areas:

• Culture and values
• Inclusive curriculum and student experience
• Staff and organisational development
• Community and civic responsibility

2.2. Embedding EDI into Culture

During 2024–2025, significant progress has been made in:

• Embedding EDI into the TSCG values campaign, with inclusion as a core theme
• Delivering a Group-wide calendar of cultural events and awareness activities
• Increasing visibility of EDI through internal communications, including targeted campaigns and themed content

Staff engagement has been central to this work, with colleagues actively contributing to:

• Delivery of cultural events
• Development of inclusive practices within curriculum areas
• Promotion of inclusive behaviours across campuses

2.3. Governance and Accountability

EDI governance continues to be robust, with:

• Oversight from the EDI Committee and Board of Governors
• Integration of EDI into strategic decision-making processes
• Regular monitoring through staff surveys, performance reporting, and committee reviews

2.4. Our Values

TSCG’s values of ambition, collaboration, inclusion, resilience and respect shaped how we worked, taught and led across the Group. These values underpin the EDI Strategy 2022–2025 by reinforcing a culture where fairness, inclusion and belonging are integral to decision-making and everyday practice. By living our values, we support our mission to unlock potential and transform lives, ensuring that opportunities for success are accessible to all, regardless of background.

3. Statement from the Board of Governors

The Board of Governors is proud to present the 2024–2025 EDI Annual Report, recognising the continued progress made across Trafford and Stockport College Group. This year has demonstrated a strong commitment to embedding inclusion across all areas of the organisation. We have seen:

• Increased diversity within the workforce
• Improved staff disclosure rates
• Greater representation of women in leadership roles
• Strengthened engagement with EDI initiatives across teams

The Board recognises that staff are central to delivering inclusive education, and we are particularly encouraged by the progress made in:

• Creating a culture where colleagues feel confident to be their authentic selves
• Developing inclusive leadership capability
• Embedding EDI into organisational development and decision-making

We remain committed to ensuring that EDI continues to be a strategic priority, supporting both staff and students to succeed.

4. Learning: Review of Progress Against EDI Objectives

4.1. Context and Commentary

Over the past year, TSCG has continued our work to reduce attainment gaps between different student groups. In partnership with stakeholders and industry experts, we remain committed to our ambition that no attainment gap exceeds three percentage points. To support this objective, TSCG has focused on identifying the key barriers to student success—including accessibility, health and financial challenges—and implementing strategies to minimise their impact on learners’ success. Through engagement with an external consultant to support the development of our Further Education Access and Participation Plan, we now have a clear and targeted action plan designed to address gaps in achievement and ensure all learners have an equal opportunity to succeed. Of the 22 student categories TSCG monitor (covering Young People, Adults and Apprenticeship provision), nine categories currently show an attainment gap of three or more percentage points, consistent with the position in 2023/24. Encouragingly, among the programmes that previously exceeded the three-point threshold, progress has been made in reducing the gap in three areas. For those programmes where gaps remain above target, we have set specific improvement targets, implemented focused actions, and established review points—supported by insight from industry experts and stakeholders—to deepen our understanding of the underlying causes and to work collaboratively to remove barriers to success. Achievement levels for learners with EHCPs and those with High Needs continue to be a significant consideration when assessing overall organisational outcomes. Following recent significant rises in the number of EHCP and High Needs learners across TSCG, these areas influence the broader achievement landscape and highlight where targeted support remains important. Despite this, overall progress is moving in a positive direction, reflecting our sustained commitment to ensuring every learner has the opportunity to succeed.

4.2. Celebrating our Success

Achievement Gaps that have Narrowed in 2024–2025:

• Adult Provision Learners with Learning Difficulties and Disabilities – 2 Percentage Points gap, down from 4
• Apprenticeships Deprived Post Code Areas – 2 Percentage Points gap, down from 4
• Apprenticeships Learners with Learning Difficulties and Disabilities – 0 Percentage Points gap, down from 5

In addition to monitoring attainment gaps across protected characteristics, the college also tracks several priority groups, including learners from deprived postcode areas and those in receipt of free college meals. Encouragingly, attainment gaps across these priority groups remain below our target of 3 percentage points. We have also seen an improvement in our overall attainment baseline, with rates now exceeding 86%, bringing these outcomes in line with wider college performance.

4.3. Areas for Attention

Achievement Gaps 2024–2025:

• Provision for Young People – EHCP = 5 Percentage Points
• Provision for Young People – High Needs = 4 Percentage Points
• Provision for Young People – Learning Difficulties and Disabilities = 4 Percentage Points
• Adult Provision – EHCP (small cohort) = 4 Percentage Points
• Adult Provision – Ethnicity = 4 Percentage Points
• Adult Provision – Sex = 4 Percentage Points
• Apprenticeships – Age Band = 5 Percentage Points
• Apprenticeships – Ethnicity = 8 Percentage Points
• Apprenticeships – Sex = 12 Percentage Points

4.4. Initiatives to Improve

• Creation of Access and Participation Plan for FE provision, to ensure clear actions to address gaps.
• A more comprehensive examination of gap data, aimed at generating meaningful context that informs and enhances the root cause analysis process (One Grade Delta).
• Strengthened targeting of support services for individuals with protected characteristics to enable timely, proactive, and earlier interventions.
• Development of community engagement programmes intended to cultivate active citizenship by encouraging students to contribute meaningfully to their local communities.

5. Student Demographics

5.1. Apprentices

5.1.1. Gender

Male apprentices represent 64.9%, while females represent 35.1%.

Apprentices by Gender (Headcount)

Gender	Headcount
Female	376
Male	695

5.1.2. Age

Most apprentices are aged 19+ (72.1%), while 28.1% are 16–18.

Apprentices by Age (Headcount)

Age Group	Headcount
16–18	301
19+	772

5.1.3. Disability

7.38% of apprentices declared a disability.

Apprentices by Disability Status (Headcount)

Disability Status	Headcount
Declared	79
Not Declared	992

5.1.4. Ethnicity

The ethnicity of White British is 85.8%.

Apprentices by Ethnicity (%)

Ethnicity	Percentage
White British	85.8%
Asian	5.3%
Black	1.9%
Mixed	1.1%
Other	4.0%
Not known	0.1%

5.2. Young People

5.2.1. Gender

Young People learners are 57.1% male and 42.9% female.

Young People by Gender (Headcount)

Gender	Headcount
Female	2,368
Male	3,150

5.2.2. Age

The majority (96.1%) are aged 16–18.

Young People by Age (Headcount)

Age Group	Headcount
16–18	5,302
19+	216

5.2.3. Disability

14.15% have declared a disability and 85.85% have not known to have a disability.

Young People by Disability Status (Headcount)

Disability Status	Headcount
Declared	781
Not Declared	4,737

5.2.4. Ethnicity

Over half are White British (56.1%), with high representation from Pakistani (11.5%) and African (7.3%) backgrounds.

Young People by Ethnicity (%)

Ethnicity	Percentage
White British	56.1%
Asian	23.5%
Black	7.2%
Mixed	6.0%
Other	6.7%
Not known	0.5%

5.3. Higher Education

5.3.1. Gender

HE learners comprise 54.9% female and 45.1% male.

Higher Education by Gender (Headcount)

Gender	Headcount
Female	286
Male	235

5.3.2. Age

Most HE learners are 24+ (80.2%), with lower proportions aged 19–23 (17.7%) and 16–18 (2.1%).

Higher Education by Age (Headcount)

Age Group	Headcount
16–18	11
19–23	92
24+	418

5.3.3. Disability

9.60% have declared a disability and 90.4% are not known to have a disability.

Higher Education by Disability Status (Headcount)

Disability Status	Headcount
Declared	50
Not Declared	471

5.3.4. Ethnicity

HE group is diverse: 38% White British and notable groups include African (12.67%) and Bangladeshi (12.67%).

Higher Education by Ethnicity (%)

Ethnicity	Percentage
White British	38.0%
Asian	29.6%
Black	18.4%
Mixed	7.3%
Other	6.2%
Not known	0.5%

5.4. Adults

5.4.1. Gender

Adult learners are 54.6% female and 45.4% male.

Adults by Gender (Headcount)

Gender	Headcount
Female	3,472
Male	2,882

5.4.2. Age

All learners in this group are aged 19+.

Adults by Age (Headcount)

Age Group	Headcount
19+	6,354

5.4.3. Disability

9.5% have declared a disability and 90.5% are not known to be disabled.

Adults by Disability Status (Headcount)

Disability Status	Headcount
Declared	603
Not Declared	5,751

5.4.4. Ethnicity

Over half are White British (55.7%), with significant representation from Asian (18.6%) and Black (10.1%) backgrounds.

Adults by Ethnicity (%)

Ethnicity	Percentage
White British	55.7%
Asian	18.6%
Black	10.1%
Mixed	6.7%
Other	7.8%
Not known	1.1%

5.5. Student Data Analysis

The student profile across TSCG reflects a large, diverse population, with Adults (6,354) and Young People (5,518) representing the largest cohorts, alongside significant Apprenticeship (1,071) and Higher Education (521) provision. This breadth reinforces the importance of a differentiated and inclusive approach to curriculum design, learner support, and progression. Gender representation varies by provision, with males overrepresented in Apprenticeship and Young People cohorts, and females forming a majority within Adult and Higher Education provision. This variation highlights the continued need to address gender participation patterns, particularly in traditionally gender-segregated pathways. The age profile shows expected concentrations: Apprenticeships are largely 19+, Young People provision is predominantly 16–18, and Adult and Higher Education learners are overwhelmingly aged 19+, with a substantial proportion aged 24+. This distribution underscores the importance of flexible delivery models and support mechanisms that reflect learners’ wider life commitments. Disability declaration rates range from approximately 7–14% across provisions, with higher declaration within Adult and Young People cohorts. When combined with the increasing numbers of learners with EHCPs and High Needs, this remains a key contextual factor influencing achievement outcomes and reinforces the importance of targeted, specialist support. Ethnic diversity varies across provision types. While White British learners remain the largest group overall, there is significant representation from Asian, Black, Mixed and Other ethnic backgrounds—particularly within Adult and Young People cohorts. This diversity strengthens the case for culturally responsive teaching practices and inclusive student support. Overall, the data highlights both the scale of TSCG’s impact and the complexity of learner need. The profile reinforces the importance of TSCG’s strategic focus on equity, targeted intervention, and inclusive practice to support achievement, progression, and positive outcomes for all learners.

6. Staff: Impact and Progress

6.1. Building an Inclusive Workforce Culture

A key success this year has been the continued development of an inclusive organisational culture, driven by staff engagement and leadership. Key achievements include:

• Delivery of inclusive leadership development programmes, strengthening leaders’ confidence in addressing EDI
• Continued rollout of the cultural alignment programme, with significant staff participation
• Strong engagement with the values campaign, reinforcing behaviours aligned to inclusion and respect

These initiatives have contributed to:

• Greater consistency in inclusive behaviours across teams
• Increased awareness of EDI responsibilities among staff
• A stronger sense of belonging across the workforce

6.2. Staff Representation and Disclosure

TSCG has made notable progress in improving workforce data transparency and representation. Key developments include:

• Increased staff diversity, including growth in representation of underrepresented ethnic groups
• A reduction in “prefer not to say” responses, indicating improved trust and confidence in disclosure
• Increased disability disclosure rates, supporting better understanding of workforce needs
• A 9% increase in female representation in management roles, reflecting progress in gender equity

These improvements demonstrate that targeted work on staff confidence, communication and engagement is having a measurable impact.

6.3. Inclusive Recruitment and Career Development

Significant work has been done to ensure that recruitment and progression opportunities are inclusive:

• Delivery of CPD for recruiting managers to reduce bias and promote fair recruitment practices
• Development of a diverse leadership pipeline, encouraging participation from underrepresented groups
• Review of systems to better track career progression and workforce equality data

These actions are helping to:

• Improve fairness and transparency in recruitment
• Broaden access to leadership opportunities
• Strengthen long-term workforce diversity

6.4. Staff Voice and Engagement

TSCG has strengthened mechanisms for capturing and responding to staff voices:

• Inclusion of EDI measures within staff surveys and feedback mechanisms
• Collaboration with trade unions to support EDI initiatives, particularly around disclosure
• Increased staff involvement in EDI committees, events and working groups

Feedback indicates that:

• Staff are increasingly aware of EDI priorities
• There is growing confidence in the organisation’s commitment to inclusion
• Engagement with EDI initiatives continues to increase

6.5. Creating an Inclusive Working Environment

Progress has also been made in creating environments where staff can be themselves:

• Review and development of family-friendly and flexible working policies
• Focus on wellbeing, dignity, and respect at work
• Implementation of inclusive practices across campuses and services

These actions support the strategic aim of enabling staff to “be their authentic self within the workplace”.

6.6. Recognition and Celebration

EDI work has been recognised and celebrated through:

• Staff awards, including inclusion-focused recognition
• High-profile cultural events and awareness campaigns
• Staff-led initiatives supporting diversity and inclusion

This has helped to:

• Reinforce positive behaviours
• Celebrate diversity across the workforce
• Encourage wider participation in EDI activity

6.7. Areas for Attention

• Continue to campaign to increase employee disclosure

6.8. Initiatives to Improve

• Disability and ethnicity pay gap reporting
• Invest in development of our staff in their EDIB knowledge so no one is left behind in their understanding of EDIB

7. Community and Partnerships

TSCG continues to play a key role as a community anchor institution, with strong partnerships supporting EDI.

7.1. Key Achievements

• Delivery of a comprehensive EDI events calendar, including:
  • Black History Month
  • LGBTQ+ awareness activities
  • MACFest and interfaith events
• Strong engagement with community partners, including:
  • Muslim Arts and Culture Festival
  • Local authorities and community organisations
• Development of social value projects, including:
  • Intergenerational initiatives
  • Digital inclusion and community safety projects
  • Volunteering and civic engagement opportunities

These initiatives have:

• Strengthened community cohesion
• Enhanced student and staff engagement
• Increased the Group’s social impact

7.2. Colleague Demographics

7.2.1. Gender

Compared with 2023–24, the 2024–25 workforce profile shows a slight increase in female staff (+3.7%) and a slight decrease in male staff (−3.8%), resulting in a modest overall headcount rise of +0.9%. Teaching roles accounted for the vast majority of the increase in female staff and the reduction in male headcount was primarily driven by Business Support roles.

Colleague Gender Profile (Headcount)

Gender	Headcount
Female	736
Male	409

Age

Compared with 2023–24, 2024–25 shows a modest overall increase in headcount (+0.9%), driven by a rise in female staff (+3.7%) alongside a small reduction in male staff (−3.8%).

Colleague Age Profile (% of Workforce)

Age Group	Percentage
Under 25	5%
25–34	10%
35–44	18%
45–54	28%
55–64	28%
Over 65	11%

7.2.2. Disability

Compared with 2023–24, the number of staff disclosing a disability increased slightly in 2024–25 (66 to 70), rising from 5.8% to 6.1% of the workforce (+0.3 percentage points).

Colleague Disability Disclosure (Headcount)

Disability Status	Headcount	% of Workforce
Disclosed Disability	70	6.1%

7.2.3. Sexual Orientation

Compared with 2023–24, 2024–25 shows a marked increase in staff recorded as Not Disclosed for sexual orientation (31.8% to 48.9%), with a corresponding reduction in recorded heterosexual and other disclosed categories. The increase in not disclosed is partly attributable to a higher proportion of new starters who have not completed the EDI data disclosure equating to 30%.

Colleague Sexual Orientation (Headcount)

Sexual Orientation	Headcount
Bisexual	10
Gay Man	8
Heterosexual	530
Lesbian	2
Not Disclosed	560
Other	1
Prefer Not to Say	34

7.2.4. Ethnicity

Compared with 2023–24, 2024–25 shows a lower proportion of staff recorded as “Majority” ethnicity (51.2% to 41.2%) and a higher proportion classed as “Not stated” (31.3% to 44.1%), with a small reduction in “Minority” representation (17.5% to 14.7%). The increase in not disclosed is partly attributable to a higher proportion of new starters who have not completed the EDI data disclosure.

Colleague Ethnicity Summary (% of Workforce)

Ethnicity Category	% of Workforce
Majority	41.2%
Minority	14.7%
Not stated	44.1%

8. Looking Ahead (2025–2026)

Building on the progress made in 2024–2025, TSCG will focus on:

8.1. Staff Priorities

• Further improving staff diversity and representation
• Embedding inclusive leadership at all levels
• Increasing staff engagement and participation in EDI activity
• Strengthening data quality and insight for workforce planning

8.2. Organisational Priorities

• Launch of the EDI Strategy 2025–2030
• Continued integration of EDI into all strategic plans
• Enhanced monitoring and evaluation of impact

8.3. Culture and Practice

• Deepening a culture of belonging, respect, and inclusion
• Ensuring EDI is visible, measurable, and embedded across all areas

9. Pay Gap: Gender

At Trafford and Stockport College Group, we are committed to ensuring fairness, transparency and equality in pay for all colleagues. We operate robust and objective pay structures and can confirm that men and women are paid equally for the same or equivalent work. The gender pay gap, however, is a different measure. It reflects the distribution of men and women across different roles and pay levels within the organisation, rather than unequal pay practices. The 2024–2025 reporting year demonstrates continued positive progress, with further reductions in both mean and median gender pay gap measures. This reflects sustained organisational efforts to improve workforce balance, strengthen inclusive recruitment and support career progression across all staff groups.

9.1. Data and Analysis

9.1.1. Gender Pay Gap Headlines

At the snapshot date of 31 March 2025:

• Mean gender pay gap: 7.81% (down from 9.56% in 2023–2024)
• Median gender pay gap: 0.47% (down from 1.77% in 2023–2024)

The reduction in the median pay gap to below 1% represents a significant milestone, indicating that pay at the midpoint of the organisation is now close to parity between men and women. This places TSCG in a strong position compared to the national context, where the median gender pay gap remains significantly higher.

9.1.2. Initiatives to Address Pay Gaps

TSCG remains committed to further reducing the gender pay gap and strengthening gender equality across the organisation.

9.1.3. Key Priorities

Key priorities include:

• Expanding and promoting flexible working for all staff
• Encouraging men to access flexible working opportunities
• Supporting career progression pathways for underrepresented groups
• Continuing to challenge occupational segregation
• Ensuring all recruitment and promotion decisions remain fair, transparent and bias-free
• Maintaining mandatory EDI training for all colleagues

10. Conclusion

The 2024–2025 academic year has seen significant progress in embedding EDI across Trafford and Stockport College Group, particularly from a staff perspective. The organisation has:

• Strengthened its inclusive culture
• Improved workforce diversity and transparency
• Developed leadership capability
• Increased staff engagement in EDI

While challenges remain, particularly in closing attainment gaps and further improving representation, the progress made demonstrates a clear trajectory towards a more inclusive, equitable and high-performing organisation.