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Proforma Equality Impact Assessment

By Jeff Perry,2014-10-17 14:27
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Proforma Equality Impact Assessment

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    Equality Impact Assessment Academy Programme DRAFT

Directorate Children’s Services

    Unit Building Schools for the Future

    Function/Strategy that this EIA is addressing Development of Academy in Barrow

    Policies and procedures affected by this EIA (list if All procedures related to the Academy

    relevant)

Aims of service being assessed

    Purpose of the EIA This Equality Impact Assessment will ensure that the Cumbria Academies programme is able

    to meet the requirements on the County Council in relation to its statutory duties under

    equality legislation.

    The EIA will focus on:

    ; Areas of County Council responsibilities prior to and after the setting up of the

    academies.

    ; Relations with Elected Members and community engagement

    ; Links with other County Council services such as Culture

    ; Ensuring that Academies meet the same standards and processes for promoting

    equality as schools that local authority maintained.

    Background and current position 4 Academies have been handed over to the Academies Trust.

    with the Academy development

    To support the development of the programme, the project has a Design Quality Indicator DRAFT Equality Impact Assessment Academies Dec 2009

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    process (DQI) which brings together a cross section stakeholders, including staff and pupils to

    discuss:

    ; What is essential

    ; What is desirable

    ; What would be ideal

    Does the EIA support any of the Yes all NI’s relating to educational attainment. Especially those relating to attainment at Key National Indicator Set? Stages for boys and girls and people from different ethnic groups.

    Does the EIA link to any strategies? All Every Child Matters outcomes

    Who is intended to benefit from All pupils in the affected area as well as their families.

    the EIA? People who live in the area, particularly if the Academy resulted in adverse incidents in the

    local neighbourhood.

    Scope of the EIA: Children’s Services

     The Board who will run the academy. ; One directorate

    ; Cross directorate

    ; Outsourced organisation

Phase 1: Gathering information

    List examples of background information that you think are relevant. This may include official statistics such as Census or Household

    Survey information, or data held by the organisation, such as service uptake, workforce or complaints data. Please include any findings from staff, community or stakeholder consultation that have a bearing on equalities. Information from focus groups and consultation should also be included where you think it is relevant. Type of Findings

    information

     Carlisle West Furness East Total Total % School Black

     and Minority Total pupils 15141 25281 13292 18156 71870 100 Ethnic Total BME pupils 804 542 433 584 2363 3.29 population in Total pupils with EAL 473 135 262 255 1125 1.57

    DRAFT Equality Impact Assessment Academies Dec 2009

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    ;No of languages spoken 29 14 20 21 42 Cumbria

    BME pupils as % of total school population 5.31% 2.14% 3.26% 3.22% 3.29% (Winter 2008) % of BME pupils in Cumbria at locality Carlisle West Furness East level 34.02% 22.94% 18.32% 24.70% % EAL pupils 3.12% 0.53% 1.97% 1.40% 1.57%

     Language Spoken Carlisle West Furness East

    1. Albanian ; ; 2. Arabic ; ; 3. Bengali ; ; ; 4. Chinese (Cantonese) ; ; ; ; 5. Chinese (Mandarin) ;

    6. Creole ; 7. Danish ; 8. Ebira ; ; ; 9. English 10. Esan ; 11. Filipino ; ; 12. French ; ; ; 13. German ; ; ; 14. Greek ; ; ; 15. Gujarati ;

    16. Hindi ; ; ; 17. Hungarian ; 18. Italian ; ; ; 19. Kannada ;

    20. Latvian ; ; 21. Lithuanian ; ;

    22. Malayalam ; ; 23. Malaysian ; 24. Maltese ;

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    25. Nepalese ; ;

    26. Norwegian ;

    27. Pashto ;

    28. Polish ; ; ; ;

    29. Portuguese (Brazil) ; ;

    30. Punjabi ;

    31. Romanian ;

    32. Russian ;

    33. Slovakian ; ; ; ;

    34. Spanish ; ; ; ;

    35. Swahili ; ;

    36. Tagalog ; ; ; ;

    37. Tamil ;

    38. Thai ; ; ;

    39. Turkish ; ;

    40. Urdu ; ;

    41. Vietnamese ;

    42. Welsh ; ;

    This data demonstrates that :

    ; All four localities have a significant BME population

    ; All four localities have a multi-lingual school population

    ; Any work with BME people needs to be able to tackle the specific needs of different BME people who

    may have different experiences of accessing services and belonging to the local area.

     Racial Incident

    findings

    Disability 2001 Census

    population The number of children aged under 18 with a limiting long-term illness or disability living in a private household

    estimates in Cumbria at 4,284

    2000 Family Fund Trust

    A total of 7,684 children aged 0-19 years in Cumbria are estimated to have a severe disability based on national

    prevalence rates.

    Mooney, Owen and Statham 2008

    DRAFT Equality Impact Assessment Academies Dec 2009

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    Estimate the mean percentage of disabled children in English local authorities to be between 3.0% and 5.4%.

    Applying these rates to the population of Cumbria equates to between 3,171 and 5,708 children.

    These figures show that a range of 3,171 to 7,684 children are likely to be disabled in Cumbria.

    Best practice in Kier construction developed a ‘Cool Wall’ which asked children and young people to identify what they thought participation was cool and what was not cool in the proposals they were developing.

     Pupils at Richard Rose Academy developed a video that reflected what they wanted from the project.

Phase 2 Screening for Impacts

    From the evidence you have seen, please indicate where you think the policy impacts on a particular group. Please also indicate

    where you think the policy is having a good impact in promoting equality and diversity.

All equality strands: Any issue that cuts across ethnicity, age, gender, disability, religion/belief, sexuality and rurality.

    Issue Potential Benefits Risks Further action

    required?

    Management of The DQI could act as a board for Agree how the actions of actions arising overseeing Equality issues and making the Equality Impact from the recommendations of their inclusion as Assessment will be Equality Impact part of the Council’s responsibilities in supported through the Assessment developing the Academies. DQI

    Proposals to Decisions to close or merge schools An assessment of any decision will need to EIA to be completed for merge or close do not automatically discriminate, and include a specific Equality Impact Assessment any proposals to close or schools may in some circumstances assist in that includes: merge schools.

    promoting Equality. ; Diversity profile of pupils affected and

    analysis of whether this shows an

    adverse impact.

    ; Engagement with pupils, staff and families

    from different diversity strands.

    ; Access issues and considerations.

    DRAFT Equality Impact Assessment Academies Dec 2009

     6 Ensuring that The DQI process could be an excellent People who have no history of Develop a balanced the DQI mechanism for ensuring that all discrimination or disadvantage may have a participation programme process is diversity strands are included in the greater voice in determining what is that gives meaningful inclusive development of the academy. essential, desirable or ideal in the representation to all

    development of the academy. diversity strands.

    Adopting a Potential to draw on skills of the To meet their Statutory Duties the The Council has Single Equality County Council in developing and Academy will need to develop an Equality developed a Scheme embedding Equality Scheme that will set out how the Academy comprehensive toolkit

    will promote equality relating to: and Guidance to support

    schools to adopt a Single ; Race

    Equality Scheme. ; Disability

     ; Gender

    The Academies could ; Age

    purchase ongoing support ; Sexual Orientation from the County Council ; Religion/belief on implementing Equality ; Community Cohesion Schemes and embedding Equality Impact Equality and The Equality Scheme for the Academy needs Assessments. Community to identify how it will promote equality Cohesion within the curriculum.

    across the The academy would need to consider how it Curriculum will measure the impact of integrating

    equality into the curriculum on promoting

    good relations between pupils from diverse

    backgrounds.

    Equality Impact The Equality Scheme for the academy would Assessments need to demonstrate how the academy will

    assess the impact of its policies on pupils,

    families and the local community according

    to:

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    ; Race

    ; Disability

    ; Gender

    ; Age

    ; Sexual Orientation

    ; Religion/belief

    ; Community Cohesion

    School The academy’s admissions policy would

    admissions need to identify how it would ensure that

    support is in place for pupils and families

    who have diverse access needs relating to:

    ; Language, culture and ethnicity

    ; Disability access

    ; Learning support

    ; Poverty and social exclusion

    Bullying and Academies can fully benefit from Schools are handed over without clear Ensure that the racial incidents systems set up by the County Council policies and practices in place to monitor implementation of the

    to monitor bullying and racial incidents. bullying, including racial incidents, Sentinel Anti-Bullying and

    This will enable them to track levels of homophobic, sexist and disabilist bullying, Racial Incident monitoring

    bullying related to homophobia, sexism without support in place for victims and system is available to the

    and disability. access to specialist support services available Academies.

     from the County Council.

    Children’s Services Corporate

    Director wrote to the Carlisle and

    Barrow academies offering them the

    opportunity to join the County Council

    electronic systems for Racial Incident

    monitoring.

    DRAFT Equality Impact Assessment Academies Dec 2009

     8 Ethnicity: All ethnic groups recognised under the Race relations Act including Asian, Black, East Asian and white minority ethnic

    groups, including Eastern Europeans and Gypsy/Travellers. Issue Potential benefits Risks Further action

    required?

    Academy The academy proposals not Without targeted engagement there may be Commission Cumbria proposals appear to affect BME people any hidden issues that impact more on BME people Multi-Cultural Service to

    more adversely than White than White British people. consult with EAL pupils,

    British people. BME pupils and families.

    Access to Potential for the Academies to Current policies and practices across schools on Support academies to interpreters develop clear protocols and accessing interpreters and translators is adopt Children’s Services and translators budget setting practices around inconsistent. There is no system for setting a standards and processes

    accessing interpreters, prior to core budget, and some schools are using friends, on using interpreters and

    hand over. families and untrained volunteers. This could translators.

    impact on the welfare of the child and their

    education.

    The academy proposal would need to look at

    how the academy would fund access to

    interpreters and translators for EAL pupils and

    families where appropriate.

    They would need to avoid situation where

    friends and family are used interpret sensitive

    personal information.

    Racial incidents Experience from Carlisle has shown that the Work with academies to

    development of the academy would need to adopt County Council

    ensure that racial incident monitoring and incident monitoring

    handling is to the same standard as in Local processes and join the

    Authority maintained schools. Sentinel database when

    this is operational in 2010 Gypsy and Potential to learn from practice The academy will need to ensure that it is able to Develop links to Cumbria DRAFT Equality Impact Assessment Academies Dec 2009

     9 Traveller pupils in other schools who have pupils work with partner organisations to address Multi-Cultural Service.

    from Traveller backgrounds. negative impacts on Gypsy and Traveller pupils

     including: Use findings of the

    Children’s Services Participation Traveller Participation ; Attendance rates

    Team research into the research to inform ; Attainment compared to other ethnic

    aspirations of young Travellers practice. groups.

    will help schools in developing a

    response to Traveller inclusion.

    EAL pupils Potential for continued use of The Academy will need to show how it will Explore use of SATS

    County Council skills and provide resources to meet the needs of EAL following hand over of

    resource built up be the Special pupils. academies.

    Advisory Teaching Service

Disability: All forms of disability recognised under the Disability Discrimination Act including sensory impairment, mental health,

    learning disabilities, mobility related conditions, conditions such as heart disease, diabetes, asthma.

    Issue Potential Benefits Risks Further action

    required?

    Access New build would meet part M The Academy proposal would need to Ensure that the Design

    regulations for building design demonstrate that the new site is fully accessible Quality Indicator Process

    under the Disability to disabled pupils, staff and visitors. The final captures any DDA related

    Discrimination Act, and would programme would be in breach of the Disability access issues.

    enhance accessibility. Discrimination Act if reasonable adjustments are

    not budgeted.

    Statutory duty The development and Disabled children and adults in the Academy Commission participation to involve engagement stages of the catchment areas will need to be involved in work disability

    disabled people Academy programme offers an community engagement and consultation as part

    opportunity to develop a better of the implementation of the programme and the

    understanding of the needs and findings will need to be fed into the programme

    aspirations of local disabled for the Academy.

    young people and familes.

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    Gender: including men, women and transgender people. Issue Positive Impact Negative impact Further action

     required?

    Educational The academy application process will need to Y

    attainment show how it can address/improve educational

    attainment gaps between boys and girls.

    Domestic The academy application would need to identify Y

    violence and how pupils reporting domestic violence in their safeguarding home would be supported.

    This would also apply to an instances where boys

    or girls appear to be subject to any safeguarding

    risks.

    Curriculum and The curriculum would need to demonstrate how Build into Commissioning gender it will address issues of gender stereotyping and of Targeted Community stereotyping Equality Impact Assessments will need to show Engagement

    these are being mainstreamed through:

    ; Boys and girls aspirations

    ; Participation in sports

    ; Career decisions and advice

    ; Attainment in maths and science and

    English.

    Sexuality: including heterosexual, gay, lesbian and bisexual people Issue Positive Impact Negative impact Further action

     required?

    Homophobic The academy development The academy following handover would need to Build into bullying and project provides an opportunity address issues of bullying and trust and confidence Commissioning of LGB trust and to get a better understanding of issues for young LGB pupils. Targeted Community confidence the needs of young LGB people Engagement

    DRAFT Equality Impact Assessment Academies Dec 2009

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