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
Senate Code of Practice on Admissions
Faculty / Support Service carrying out the
assessment
Admissions Office, Corporate Marketing
Services
New or previously approved policy?
Existing – under review
Date of approval / last review (if known)
24th September 2007
Name and role of Assessor(s)
Pat Watson, Head of Admissions
Step 2 – Further information
1. Who is responsible for the policy that is
being assessed?
Head of Admissions / Director of Corporate
Marketing Services
2. Describe the main aims, objectives and
purpose of the policy
Promotes delivery of our University’s
commitment to providing a fair admissions
process which embraces widening participation
and lifelong learning. It ensure that its selection
policies and procedures are fairly and
consistently applied by all staff involved in the
admissions process (para 2.1)
3. Are there associated objectives of the
policy? If so, please explain.
Examples include statutory requirements,
sector initiatives, etc.
To ensure compliance with Section 10 of the
QAA guidelines, Admissions Code of Practice,
all statutory and legislative requirements and
related independent reviews undertaken on
behalf of the government
4. Who is expected to benefit from this
policy?
All enquirers and applicants. Staff involved in
the admissions process
5. Who was consulted on this policy?
Faculties and Service Units via the Admissions
Policy Subcommittee
6. How has the policy been explained to
those who would be directly or indirectly
affected by it?
Within the Senate Code of Practice, through
training and development sessions
7. What outcome(s) are meant to be
achieved from this policy?
Fair and transparent admissions decisions
8. What factor(s) could contribute to the
outcome(s)?
All staff involved with the admissions processes
understanding the current procedure
9. What factor(s) could detract from the
outcome(s)?
Lack of awareness of regulatory issues, non
compliance with QAA requirements, non
implementation
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
Negative
impact
Neutral
impact
Men

Women

People from
black and
minority ethnic
communities

Disabled people

Reasons / comments
Reasonable adjustments
Gay, Lesbian
and Bisexual
People

Transgender
people

Not monitored
Older people
(50+)

Younger people
(17 – 25)

Faith or belief
groups

Equivalent qualifications
APL
Parental involvement for under 18s
CRB checks
Not monitored
Step 4 – Promoting equality
11. Please give a brief description of
how this policy promotes equality.
It ensures admissions processes are implemented
fairly and equitably for all applicants, as detailed in
Section 10 of the QAA’s Code of Practice for the
Assurance of Academic Quality and Standards in
Higher Education (September 2006)
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 – Recommendation
14. Is a full Equality Impact
Assessment required?
No 
Signature of Assessor(s):
Date:
Authorised by:
(Dean of Faculty, Director of Support Service)
Approved for publication by:
(Member of the Equality & Diversity Group)
* Recommended reading:
Yes 
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/
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
full 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/