‘You will not get far if you perceive the duty to be over burdensome or take a mechanistic approach….there will be progress if the duty is seen as a way of fundamentally changing the core values and culture of the organisation…..we need and outcome-oriented approach’ – CRE Chair 2001
Equality Impact Assessment (EIA): Stage 1: Initial Screening Form for New/Revised Policies or Functions
A: Summary Details
Directorate: Children's Services
Section: Pupil Services
Person responsible for the assessment: Hania Franek
Contact details: 2nd Floor Mulberry Place
Name of Policy to be assessed: Scholars Travel (Home to School Travelpass)
Is this a new or revised policy: Revised
Date policy scheduled for Overview and Scrutiny/Cabinet/LAB: April 2007
It is important to consider all available information that could help determine whether the policy could have any potential adverse impact. Please attach examples of available monitoring information, research and consultation reports.
1. Do you have monitoring data available on the number of people (from different target groups) who are using or are potentially impacted upon by your policy? Please specify what monitoring information you have available (your monitoring information should be compared to the current available census data to see whether a proportionate number of people are taking up your service).
In terms of the current policy, there is data on applications for support with the journey to and from school and on the awards made. This provides information on gender, type of school, (e.g. faith school) disability (only manually accessible), exceptional cases and distance from home to school. With respect to the impact of changes to the policy there is some secondary transfer data and data on cross borough movement of pupils that may be useful.
- If monitoring has NOT been undertaken, will it be done in the future or do you have access to relevant monitoring data for this area? If not, specify the arrangement you intend to make; if not please give a reason for your decision.
Monitoring will continue.
- Please list any consultations that you may have had and/or local/national consultations, research or practical guidance that will assist you in completing this EIA
There have been no recent consultations. The proposed changes to the policy are designed to bring it in line with the requirements of the Education and Inspections Act 2006, which imposes new duties on local authorities.
C: Your Policy or Function
- What is the main purpose of the policy or function?
To provide financial assistance for the home to school journey to eligible pupils of compulsory school age.
2Are there any other objectives of the policy or function, if so what are they?
To improve access to schools of parents' choice.
3Do any written procedures exist to enable delivery of this policy or function?
There is a published policy and guidance for officers implementing the policy.
4Are there elements of common practice in the service area or function that are not clearly defined within the written procedures?
5Who are the main stakeholders of the policy?
Parents, pupil and to some extent, schools.
6Is the policy associated with any other Council policy (s)?
Yes, the admission policies to community schools.
7Are there any areas of the service that are governed by discretionary powers? If so, is there clear guidance as to how to exercise these?
There is an element within the policy that allows for assistance to be granted in exceptional circumstances. Some of these are defined in DfES guidance. Records are kept of exceptional cases to support consistency of future decision-making.
8Is the responsibility for the proposed policy or function shared with another department or authority or organisation? If so, what responsibility, and which bodies?
There is a special educational needs component that is exercised by the SEN Team and by a separate Transport Officer in the Children's Service Directorate.
D: The Impact
Assess the potential impact that the policy could have on each of the target groups. The potential impact could be negative, positive or neutral. If you have assessed negative potential impact for any of the target groups you will need to also assess whether that negative potential impact is high, medium or low – see glossary in the attached guidance notes for definitions.
a)Identify the potential impact of the policy on men and women:Gender / Positive / Negative (please specify if High, Medium or Low) / Neutral / Reason
Girls / / More girls than boys tend to transfer to secondary school in other boroughs. There will be more who qualify for a travelpass under the new policy.
Boys / / There is no evidence to suggest that this group will be affected.
b) Identify the potential impact of the policy on different race groups:Race / Positive / Negative (please specify if High, Medium or Low) / Neutral / Reason
Asian (including Bangladeshi, Pakistani, Indian, Chinese, Vietnamese, Other Asian Background – please specify______) / / There are more low-income groups in the Bangladeshi community whose children may consequently benefit from the new policy.
Black (including Caribbean, Somali, Other African, Other black background – please specify______) / / This group is over represented in some secondary church schools and could benefit from the better entitlement provisions in the new policy.
White (including English, Scottish, Welsh, Irish, Other white background – please specify______) / / This group is over represented in the pupil numbers who transfer to out-borough secondary schools and could benefit from if their families are low income or if they are to attend a faith school.
Mixed Dual heritage (White and Black Caribbean, White and Black African, White and Asian, Other mixed background - please specify______) / / There is no evidence to suggest that this group will be affected.
Other (please specify) / / There is no evidence to suggest that this group will be affected.
c) Identify the potential impact of the policy on disabled people:Disability / Positive / Negative (please specify if High, Medium or Low) / Neutral / Reason
Pupils with statements of special educational needs / / The revised policy will not affect these pupils .
Pupils whose parents are disabled / / The new policy will potentially extend the eligibility criteria to some children whose parent is disabled.
d) Identify the potential impact of the policy on different age groups:Age Group (specify, for example younger, older etc) /
Positive/ Negative (please specify if High, Medium or Low) / Neutral / Reason
Pupils of statutory school age / / More pupils will be eligible for help.
e)Identify the potential impact of the policy on lesbian, gay men, bisexual or heterosexual people:Sexual Orientation / Positive / Negative (please specify if High, Medium or Low) / Neutral / Reason
Lesbian / / There is no evidence to suggest that this group will be affected.
Gay Men / / There is no evidence to suggest that this group will be affected.
Bisexual / / There is no evidence to suggest that this group will be affected.
Heterosexual / / There is no evidence to suggest that this group will be affected.
f) Identify the potential impact the policy on different religious/faith groups?Religious/Faith groups (specify) / Positive / Negative (please specify if High, Medium or Low) / Neutral / Reason
Buddhist / / There are no Buddhist faith schools in the area.
Christian / / More secondary aged pupils could become eligible for assistance.
Hindu / / There are no Hindu faith schools in the area.
Jewish / / More secondary aged pupils could become eligible for assistance.
Muslim / / More secondary aged pupils could become eligible for assistance.
Sikh / / There are no Sikh faith schools in the area.
Other (please specify)
g) As a result of completing Question 1 a-f above what is the potential impact of your policy?
High MediumLow NONE OF THESE - NEUTRAL
If you have assessed the potential impact as HIGH you must complete a full potential impact assessment.
2. Could you minimise or remove any negative potential impact that is of medium or low significance? Explain how. N/A
3. If there is no evidence that the policy promotes equal opportunity– could it be adapted so it does? How?
The policy will remove the barrier of the cost of travel to a preferred school for many families on low income.
Please ensure that all actions identified are included in the attached action plan and in your service plan.
Please sign and date this form, keep one copy and send one to Equalities Team.
Signed Hania FranekSigned Helen JennerSigned
Lead OfficerService HeadStrategy and Programmes
Date 21 February 2007DateDate
Action PlanRecommendation / Key activity / Progress milestones / Officer Responsible / Progress
Monitor reasons for the award of assistance: -
-Low income group
-Faith school preference
-Safe travel route
-SEN or disability of child
-Disability of parent / Record reasons for granting assistance for all successful applications / Annual monitoring report in August 2009 / Hania Franek
Monitor reasons for refusal / Record reasons for refusal / Annual monitoring report in August 2009 / Hania Franek
Monitor appeals process / Continue to record reasons for upholding appeals to support consistency of future decision taking. / Annual monitoring report in August 2009 / Hania Franek
Monitor impact on equalities groups but not by sexual orientation / Collect information on revised application form / Annual monitoring report in August 2009 / Hania Franek