Equality Impact Assessment Form
Step 1 – Identify the policy
The term policy is interpreted broadly in equality legislation, and refers to anything that describes
what we do and how we expect to do it. It can range from published University policies and
procedures to the everyday customs and practices – sometimes unwritten – that contribute to the
way our policies are implemented and how our services are delivered.
Published statements of policy are a useful starting point for equality impact assessments, as they
establish the overall purpose of particular activities. Please use this form to document your
assessment.
Policy title
Immigration, Asylum and Nationality Act
2006 – Notes of Guidance
Faculty / Support Service carrying out the
assessment
HR Services
New or previously approved policy?
Updated. Replace Asylum and Immigration
Act 1996 Notes of Guidance
Date of approval / last review (if known)
January 2007
Name and role of Assessor(s)
Aileen Stirling, HR Manager
Step 2 – Further information
1. Who is responsible for the policy that is
being assessed?
Director of HR
2. Describe the main aims, objectives and
purpose of the policy
To ensure the required document checks
are being carried out to prevent us breaking
the law and employing illegal workers.
3. Are there associated objectives of the
policy? If so, please explain.
Examples include statutory requirements,
sector initiatives, etc.
Ensure we follow the requirements of the
Immigration, Asylum and Nationality Act
2006.
4. Who is expected to benefit from this
policy?
Applicants and managers by having clear
guidance on the process and their
responsibilities.
5. Who was consulted on this policy?
HR Services team.
6. How has the policy been explained to
those who would be directly or indirectly
affected by it?
Publication on HR Online and briefing
sessions for recruiting managers and HR
Staff.
7. What outcome(s) are meant to be
achieved from this policy?
Compliance with the legal requirements by
ensuring that we do not employ illegal
workers and that checks are consistently
carried out for all staff.
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Ensure recruiting managers understand the
requirement to check appropriate
documents.
8. What factor(s) could contribute to the
outcome(s)?
Recruiting managers have a good
understanding of the guidelines to ensure
legal requirements are met.
HR staff have a good understanding of
guidelines to ensure legal requirements are
met.
9. What factor(s) could detract from the
outcome(s)?
Lack of understanding by recruiting
managers or failure to follow guidelines.
Step 3 – Assess the impact on different groups of people
10. In the table below, please tick whether the policy affects particular groups of people –
the Equality Target Groups below -- in different ways, compared to other groups. Here
are some examples:
Positive impact: a policy or practice where the impact on a particular group of people is
more positive than for other groups, e.g., accessible website design. It can also include
legally permitted positive action initiatives designed to remedy workforce imbalance, such
as job interview guarantee schemes for disabled people.
Negative impact: a policy or practice where the impact on a particular group of people is
more negative than for other groups (e.g., where the choice of venue for a staff social
occasion precludes members of a particular faith or belief group from participating).
Neutral impact: a policy or practice with neither a positive nor a negative impact on any
group or groups of people, compared to others.
Equality Target
Group
Positive
impact
Men
Negative
impact
Neutral
impact
Reasons / comments
x
The guidelines will be applied
consistently to all applicants
regardless of equality group. We
are legally required to undertake
the checks in accordance with
the Immigration, Asylum and
Nationality Act 2006.
As the guidelines are in relation
to statutory compliance, we have
to rely on the UK Border Agency
having carried out a full impact
assessment.
Women
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x
As above
People from
black and
minority ethnic
communities
x
As above
Disabled people
x
As above
Lesbian, gay, or
bisexual people
x
As above
Transgender
people
x
As above
Older people
(50+)
x
As above
Younger people
(17 – 25)
x
As above
Faith or belief
groups
x
As above
Step 4 – Promoting equality
11. Please give a brief description of
how this policy promotes equality.
The notes of guidance are intended to assist
managers in ensuring required checks are
carried out equally and fairly for all potential staff
in line with legal requirements.
12. If there is no evidence that the
policy promotes equality, what
changes, if any, could be made to
achieve this?
n/a
13. If there is a negative impact on
any equality target groups, can this
impact be legally and objectively
justified? (If no, then a full Equality
Impact Assessment should be
completed* ).
n/a
Step 5 – Monitoring effectiveness
14. How will you demonstrate that this
policy or procedure, once
implemented, is impacting fairly on
everyone it affects? In answering this
question, please include information
about feedback you will seek and/or
data you will collect and analyse, and
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Analysis of any stats showing any recruitment
delays/decisions due to potential immigration
issues.
Feedback from recruiting managers in relation to
ease of use of guidelines.
how often you will do this.
Step 6 – Recommendation
15. Is a more detailed Equality Impact
Assessment required?
Signature of Assessor(s):
Aileen Stirling
No 
Date: 14 July 2009
Authorised by:
(Dean of Faculty, Director of Support Service)
Approved for publication by:
(Member of the Equality & Diversity Group)
* Recommended reading:
Conducting Impact Assessments for Equal Opportunities in Higher Education. September
2007, HEFCE and Equality Challenge Unit. This publication is available online in .pdf and
text format at: http://www.ecu.ac.uk/publications/
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Equality Impact Assessment Flowchart
Identify the policy,
practice or procedure
In its design or implementation,
does it intentionally or unwittingly
discriminate against particular
groups of people, e.g., men,
women, disabled people, people
from different racial groups and
religions, age groups, and sexual
orientations?
How do you know?
Who or what
information did you
consult?
YES
Can you legally
justify the
discrimination on
objective grounds?
NO
UNSURE
Ask those most
affected, and
consult relevant
staff or student
data.
NO
How do you know?
Who or what
information did you
consult?
Good! There is no need
to change this policy at
present, though
remember to keep it
under review.
YES
You will need to change this
policy, practice or procedure.
When doing so, you will need to
ensure that any amendments
made do not result in unjustified
discrimination towards other
groups. You will then need to
repeat the Policy Impact
Assessment process.
You may need to
explain your
justification further. A
more detailed Policy
Impact Assessment
may also be required.
Recommended reading:
Conducting Impact Assessments for Equal Opportunities in Higher Education. September 2007,
HEFCE and Equality Challenge Unit. This publication is available online in .pdf and text format at:
http://www.ecu.ac.uk/publications/
Version 2: January 2009