HLL-EIA-2014-021

Equality Impact Assessment Template

Compulsory for all proposals

Throughout this document we use the word ‘proposal’ to refer to what we are assessing. In this context, the term includes the different things that we do, including strategies, functions, procedures, practices, policies, initiatives and projects.

Wrexham County Borough Council has developed this template with support from the Equality and Human Rights Commission template and the Welsh Local Government Association.

This template covers all equality assessment needs from initial screening to a full Impact Assessment, by following the 6 steps:

1. Screening the equality needs of the policy

2. Data collection and evidence

3. Involvement and consultation

4. Assessing impact and strengthening the policy

5. Procurement and partnerships

6. Monitoring, evaluating and reviewing

The aim of an equality impact assessment (EIA) is to ensure that equality issues have been consciously considered throughout the decision making processes of the work we do.

The EIA highlights any areas of risk and maximises the benefits of proposals in terms of equality. It therefore helps to ensure we have considered everyone affected by the proposal. It also helps us to meet our requirements under the general equality duties.

There is a requirement under Human Rights legislation for Local Authorities to consider Human Rights in developing proposals. Our approach to EIAs will help us to strengthen our work to promote equality. It will also help to identify and address any potential discriminatory effects before introducing something new or changing way we work and reduce the risk of potential legal challenges.

When carrying out an EIA you should consider both the negative and positive consequences of your proposals. If a project is designed for a specific group, you also need to think about what potential effects it could have on other areas of equality.

Department / Lifelong Learning
Responsible Officer / John Davies
e-mail address /
Full job title / Head of Lifelong Learning
Rationale:
Why is this proposal being considered?
What need is being addressed? / To meet the corporate target for Reshaping Services.
To achieve significant savings.
Aim:
What is the intended outcome of the proposal? / The schools’ library service will be self-financing.
How:
How will the policy be delivered, by whom and by when? / The HLL and Heads of Finance will conduct consultation with schools during the next 12 months, aligned with the corporate budget setting process and in accordance with the existing SLA with Flintshire CC as the Lead Authority for this shared service.
Who:
Who are the people likely to be affected by this proposal?
How have you consulted with the people who are likely to be affected? / Schools, their staff and pupils
Consultation not yet undertaken – will be in accordance with due process via the Schools Forum and HT Strategic Groups.
Measures:
How will you know you have achieved your aims?
What are your measures / indicators of success? / Savings target achieved.
Schools continue to deliver a service to pupils.
Identify any other policy or decision [internal or external] that may affect your proposal e.g Welfare Reforms / WG stance with regard to protection of delegated schools’ budgets

HLL-EIA-2014-021

Screening Tool

As part of our annual Equality Return we have to evidence what we have actively done to support people with Protected Characteristics within our services, and also evidence where we may have a negative impact what we are doing to reduce the impact.

Please place a ‘+’ or ‘-‘symbol in every box to indicate whether your proposalwith have a positive or negative affect any of theprotected characteristics. If there is no impact at all place ‘n/a’. If there is a positive and negative effect indicate both:

Carers / Age
CYP
-18 / Age
Adults
18+ / Disability / Gender / Sex / Pregnancy and Maternity / Race/ Ethnicity / Religion or Belief / Sexual Orientation / Marriage and Civil Partnership / Gender Reassignment
Q1
Would this proposal significantly affect how functions are delivered to any of these groups? / N/A / - / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A
Q2
Would this discriminate any of these groups? / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A
Q3
Would this proposal advance the equality of opportunity for these groups? / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A
Q4
Would this promote good relations between these groups and the wider community? / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A / N/A

Where you have identified a positive impact (+) above, please describe this:

Where you have identified no impact (n/a) above, please describe this:

If you have indicated a possible negative effect on any Protected Characteristic then please complete therelevant sections of the Matrix below. You need to consider:

What is the likely scale of the impact and how this can be reduced?

Who are the people who are likely to be affected by this proposal?

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HLL-EIA-2014-021

Equality Impact Assessment

List what information have you used to identify these issues e.g. consultation, stakeholder involvement, reports, data … / Based on the information you have gathered give a summary of key issues that have been identified. / How will we mitigate these issues to improve the service? / Who is responsible officer for delivering the mitigation? / Which other departments will you work with to achieve this? / By when / Service Plan Reference
Carers
Age CYP -18 / Previous discussions with schools about potential budget reductions / If schools decide to meet the costs of this service there will be no impact. / Via the consultation process with schools and by other changes to the service delivery in order to achieve improved cost effectiveness. / Schools / Finance / April 2015
Age Adult +18
Disability
Gender / Sex
Pregnancy and Maternity
Race/ Ethnicity
Religion or Belief
Sexual Orientation
Marriage and Civil Partnership
Gender Reassignment

Please complete this text box within12 months of implementation of the proposal:

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