Initial Equality Impact Assessment

Transcription

1 Initial Equality Impact Assessment Department Service Area Date Primary Alternative Provision Learning, Skills & Education, CCL October 2012 This Initial EqIA will help you to analyse equality in the context of your policy, practice or function. The assessment is a useful method to document your equalities analysis in a transparent manner, as well as to consider whether there are opportunities to advance equality in relation to your proposal. Even if there are no adverse impacts, it is essential to ensure that we meet our equality duties in The Equality Act 2010 by considering whether we have had Due Regard to: The elimination of discrimination, harassment and victimisation The advancement of equality of opportunity between and for different groups of protected characteristics The fostering of good relations between and for different groups of protected characteristics The Protected characteristics we must consider in terms of the above duties are referred to in the Equality Act 2010 Public Sector Equality Duty and are: Sex Sexual orientation (heterosexuality, homosexuality, etc) Gender reassignment (i.e. transgender individuals), Religion or belief (including no belief) Age (young and old), Pregnancy and Maternity Disability (mental, and physical) Marriage and Civil Partnership Only applies to the first aim of the Race and ethnicity, Public Sector Equality Duty above For more information about analysing equalities and to view the Equality Impact Assessment Toolkit, please visit the County Council Equalities pages:

2 Equality Analysis 1. Who is responsible for equality analysis? All officers and members of Northamptonshire County Council, have some degree of responsibility for ensuring that EqIAs are conducted. You need to identify the people who will lead and be responsible for this EqIA. Title of policy, practice, service or function to be changed or implemented Is this a new or existing policy, practice, service or function? Persons undertaking assessment (please also state name or contact of lead officer) Reorganisation of Alternative Provision for Primary excluded pupils New practice to carry out an existing function Sally Manz 2. Details of policy, practice, service or function What are the aims and objectives of the policy, practice or function? If this EqIA is assessing the impact of a proposed change please describe the aims of the proposed change. Who is intended to benefit from this proposal policy, practice or function? Beneficiaries could including individuals, small community organisations or wider voluntary bodies. Who are the main stakeholders in relation to the proposed policy/service/function? (Partners, Community Groups, Commissioned Services etc) To reorganise provision for Primary Excluded pupils to ensure they receive locality based assessments of their needs followed by high quality provision, leading ultimately to reintegration into a mainstream school close to the child s home or that they secure a placement swiftly in an appropriate special school. Excluded Primary pupils and their parents / carers and pupils with extreme Behavioural, Emotional or Social disabilities in Northamptonshire Local Authority maintained schools because they will travel less distance and be in receipt of higher quality provision which better meets their needs. All LA maintained education providers are part of the consultation process around the changes to the way in which Alternative Provision is managed in Northamptonshire. The 3 (2 teachers and 1 Behaviour Support Assistant) remaining NCC centrally employed teaching staff currently based at the Delapre Annexe

3 Who implements the proposed Policy/Service/Function and is responsible for it? (Lead officer, Head of service, Director etc) Primary excluded pupils and their parents / carers. Many of the excluded pupils have a diagnosis of Autism or specific behavioural, emotional and social disabilities. However, in consultation with their parents, headteachers and the educational psychology services, these pupils have been moved into provision with specialist support for their needs either special schools or mainstream provision for BESD. The impact on these pupils is ats yet unknown but will be reviewed regularly as part of this ongoing project. Anecdotal feedback to date suggests the affected pupils are thriving in their new establishments. Sally Manz, Head of School Standards and Effectiveness, reporting to Rachel Singer, Assistant Director, Learning, Skills & Education, CCL 3. Data, Consultation, Feedback and Analysis A variety of data sources can be used in Equality Impact Assessments, to provide an overview about the effect of proposed measures on groups of protected characteristics. Source e.g. statistics, demographics, indicators, partner data, consultation, surveys, customer complaints and comments Data from the One System and NCC Business Intelligence Performance Information (BIPI) team regarding the characteristics of Primary aged pupils excluded from mainstream education Local Government Shared Services Human Resources informationncc Reasons for using Used to assess if the service provided continues to have a neutral effect on service user groups with protected characteristics. Data provided by BIPI team indicates that there is a neutral impact on any one group be it from service users or excluded pupils. To determine whether any group of NCC staff with protected characteristics is adversely affected by the cessation of the service in its current form. Indications from data are that they are not. Throughout the consultation process, feedback from staff will be used and the appropriate NCC policy will be followed if necessary. There are three remaining centrally employed teaching staff (2 Teachers and 1 Behaviour Support Assistant). The total savings is 122,467 as a result of these 3 posts being made redundant.

4 In response to the information above, please state whether there are concerns or evidence that the policy/ procedure/ function could have a specific impact on people from the following groups? Based on the above information, what impact will this proposal have on the following groups? Can the policy/procedure/function be altered to help mitigate or alleviate a negative impact? Can the policy/procedure/function be altered to help meet our Public Sector Equality Duty to advance equality? Positive Negative Neutral Unsure Yes No Unsure Yes No Unsure Sex x x Gender Reassignment x x Age x x Disability x x Race & Ethnicity x x Sexual Orientation x x Religion or Belief (or No x x Belief) Pregnancy & Maternity x x Human Rights (Please see articles in toolkit) Other Groups (rural isolation etc) x x Are there any gaps in information and understanding of your policy and services? If yes please include how you intend to fill these gaps in the Action Planning section. Gaps in data/ understanding No 4. Action Planning Analysing equalities should be a continuous process. Where a full assessment is not required, but minor changes or amendments to the planned proposal can be made, please use the action plan template below.

5 Planned Actions Responsibility Timeframe Success Measure Review the impact of the proposed staffing structure on different groups of protected characteristics Head of School Standards and Effectiveness Annually or when staff change, if sooner No adverse impact on groups of protected characteristics Do stakeholders agree with your findings and proposed response? (Please explain your answer.) Parents / carers and a sample of Headteachers agree that the proposals will ensure primary excluded pupils receive high quality assessments and high quality provision in mainstream or specialist provision, local to their home. This will ensure young children are no longer travelling across the county from their homes to Northampton, unaccompanied, in taxis. Unknown response from NCC centrally employed staff until the proposals are launched as part of the MTFP consultation proposals 5. Should the policy proceed to a full impact assessment? Is there is evidence of a disproportionate adverse or positive impact on any groups of protected characteristic? Are there concerns that there may be an impact that cannot be easily mitigated or alleviated through minor alterations? Is there an opportunity to significantly alter your proposal to meet the positive duties? If yes to any of the above then you must answer YES unless you can provide strong justification below. Yes No x Explain your reasons for your answer: The reorganization of the provision for Primary excluded pupils will result in pupils receiving higher quality teaching, nearer to their home address. Assessments of need will also take place in locality based specialist centres close to the child s home address. There is no likely adverse impact on groups of protected characteristics. However we will continue to monitor the impact on groups of protected characteristics. 6. Authorisation and Review Completing Officer (Name): Sally Manz

6 Completing Officer (Signature): Authorising Assistant Director (Name): Rachel Singer Authorising Assistant Director (Signature): Date 22nd October 2012 Review Date 8 February 2013 Equality Impact Assessment Matrix From time to time, random sampling of Equality Impact Assessments may occur. They will be scored and assessed for quality assurance in terms of analysing internal and external impact. Internal impact is associated with employees of NCC, and external impact concerns external customers (including community and voluntary groups as well as individuals.) This scoring analyses pre mitigation risk and post mitigation risk. For more details associated with the Equality Impact Assessment Matrix, as well as specific queries about the general Equality Impact Assessment process, please contact [email protected]