Employee Gender Pay Gap Reporting covering the 12 month period ending 31/3/2017
Phoenix is an employer required by law to carry out Gender Pay Reporting under the Equality Act 2010 (Gender Pay Gap Information) Regulations 2017.
Having assessed the payroll information from the 12-month period ending 31/3/17 it has identified the following differences in the average earnings of men and women across our organisation:
- The average gender pay gap as a mean average is 35.6%.
- The average gender pay gap as a median average is 47.9%
- Bonuses are not payable within the school and therefore the calculations (mean or median average bonus gender pay gap or proportion of male or females receiving bonuses) are not applicable to our organisation
- The proportion of males to females in each quartile (arranged from the lowest hourly rate to the highest hourly rate) are as follows:
- Lower quartile Male 8.9% to Female 91.1%
- Lower middle quartile Male 25% to Female 75%
- Upper middle quartile Male 21.4% to Female 78.6%
- Upper quartile Male 44.6% to Female 55.4%
The positive mean average and median average reveals that typically female employees have lower pay than their male colleagues within our workforce. This is typical of most organisations and certainly within the education sector. It is clear from the analysis that there are a much higher percentage of women in our workforce across all pay quartiles - during this period of time 75% of our overall workforce were female. This is not unexpected due to the attraction of term time working and part time working generally, which although is attractive to male workers it remains a higher priority to women who are still more likely to be the main carer for young families and elderly relatives. Schools offer a high level of part time and, of course, term time contracts. This falls in line with the national picture.
Part time roles within the school such as lunchtime supervisors, cleaners, technicians, administrative roles and learning support assistants are predominately filled by females and also attract lower levels of pay. Although recruitment is based on who has the best skill set for a particular role, the number of male applicants for such posts is low. We have, however, started to see a growth in male LSA applicants (and appointments) which is positive, not only in terms of making the role more attractive to male staff by showing that the team is equally open to both sexes, but also to balance the support on offer to our students, many of whom are in need of a male role model.
It is pleasing to note that the number of women in both the upper middle and upper quartiles do exceed the number of males. The school continues to invest in the continuous professional development of its staff and succession planning internally supports the promotion of our mainly female workforce into higher-level jobs within the organisation. Within our teaching team we are currently supporting a higher number of female workers than male workers in the National Professional Qualification for Senior Leaders, which actively supports the movement of females into the higher earning bracket.
To continue to reduce the gender pay gap the school will review its recruitment processes and improve the marketing of the roles within school to encourage males to apply for those roles sitting within the lower and lower middle quartiles whilst, of course, continuing to offer career development opportunities across the staff as a whole. We will also consult with our recruitment partner, Hays to identify other positive steps to narrow the gap.