Northern School of Contemporary Dance

Equality and Diversity

Celebrating diversity and working to achieve the creative potential in all our students is at the heart of the work of the Conservatoire for Dance and Drama. We are committed to training and supporting the most talented students, regardless of ethnicity, gender identity, disability, age, sexual orientation or religion. Applicants to the Conservatoire schools are chosen solely on the basis of their talent and potential to develop the skills required for their chosen profession.

The Conservatoire aims to meet, and where possible exceed, its legal obligations regarding equality and diversity. To fulfill this aim the Conservatoire Widening Access and Diversity Committee, comprised of staff and representatives from all member schools, meets each term to discuss equity across our institution.

See below for some of our resources and guidelines to promote equality and diversity.

If you would like more information on the support the Conservatoire offers its disabled students, please see our support for disabled students page.

 

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Student Registration Statistics for 2018-19 Academic Year

All students

By ethnicity
BAME 22%

By gender
Female 70%

By disability

Declared disability 27%

UK-domiciled students

By ethnicity
BAME 17%

By gender
Female 63%

By disability
Declared disability 35%

 

The Conservatoire’s Equality Action Plan for 2017 – 2021, which takes into account the requirements of the Equality Act, can be viewed or downloaded via the link below. The Conservatoire is committed to placing a similar emphasis on other areas of equality and diversity to ensure that students from ethnic minorities and other under-represented groups have the opportunity to train at the schools and are given support.

If you would like to view these documents in an alternative format, please contact our Communications and Projects Coordinator, Emma Swift (emma.swift@cdd.ac.uk).

The Conservatoire has developed a Good Practice Guide to Inclusive Teaching for Students and Staff with Complex and Diverse Needs, including examples of reasonable adjustments and alternative assessments.

You can view or download the guidance via the link below:

Good Practice Guide to Inclusive Teaching (August 2020)

As part of the Conservatoire for Dance and Drama Inclusive Cultures Strategy, the Conservatoire is in the process of developing inclusivity protocols addressing a range of subjects including: gender identity, sexual orientation, religion and belief, race and ethnicity, mental health and well-being, and disability.

These policies and protocols will be published here as they are completed. For the meanwhile, please see our existing guidance:

 

For a list of organisations which offer online support, resources and self-help information, visit our Policies – Student Support page.

Office for Students Transparency Information

The information published on these pages shows:

  • The number of applications for admission on to recognised, undergraduate higher education courses that we have received from UK domiciled applicants.
  • The number of offers we have made in relation to those applications.
  • The number of those offers accepted and the number of those who have registered with us.
  • The number of students who attained a particular degree or other academic award, or a particular level of such an award, on completion of their course with us.

It also shows these numbers by reference to:

  • The gender of the individuals to which they relate
  • Their ethnicity
  • Their socio-economic background.

It is important to note that the data presented has not been contextualised. This means, for example, that you will not be able to see from this data how many of those applying to courses met the entry criteria. It is also the case that universities and colleges will often receive many more applications than they have spaces on courses and so offer rates will necessarily be lower than application rates in those circumstances.

Download the Conservatoire for Dance and Drama 2019 Transparency Information (XLSX)

 

Table 1a: Summary of applications, offers, acceptances and registrations for 2018-19 entrants

Number of applications Percentage of applications that received an offer Percentage of applications that  accepted an offer Percentage of applications that led to a registration
Full Time Ethnicity White 2270 10% 8% 8%
BAME 250 20% 19% 17%
EIMD quintile 1 and 2 530 14% 13% 12%
3 to 5 1790 10% 8% 8%
Gender Male 800 13% 12% 11%
Female 1740 10% 8% 8%
Other N N N N
Part Time Ethnicity White N/A N/A N/A N/A
BAME N/A N/A N/A N/A
EIMD quintile 1 and 2 N/A N/A N/A N/A
3 to 5 N/A N/A N/A N/A
Gender Male N/A N/A N/A N/A
Female N/A N/A N/A N/A
Other N/A N/A N/A N/A
Apprenticeships Ethnicity White N/A N/A N/A N/A
BAME N/A N/A N/A N/A
EIMD quintile 1 and 2 N/A N/A N/A N/A
3 to 5 N/A N/A N/A N/A
Gender Female N/A N/A N/A N/A
Male N/A N/A N/A N/A
Other N/A N/A N/A N/A

 

Key
N/A – Not applicable as no applicants to this mode of study
N – 24 or fewer students in this population
DP – Data suppressed for data protection reasons

 

Table 2a: Percentage of first degrees at grade 2:1 or above by characteristic for 2017-18 qualifiers

Percentage
Ethnicity BAME N
White 78%
EIMD quintile 1 and 2 N
3 to 5 80%
Gender Female 75%
Male 80%
Other N

 

Key
N/A – Not applicable as no qualifiers at this mode and level
N – 24 or fewer students in this population
DP – Data suppressed for data protection reasons