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
Comments, Concerns and Compliments
Scheme
Faculty / Support Service carrying out the
assessment
Office of the Secretary and Clerk
New or previously approved policy?
New
Date of approval / last review (if known)
New
Name and role of Assessor(s)
Rumnique Gill, Customer Service
Excellence (CSE) Project Manager
Step 2 – Further information
1. Who is responsible for the policy that is
being assessed?
Steve Bennett, Secretary and Clerk
2. Describe the main aims, objectives and
purpose of the policy
To provide a vehicle for customers and
staff to express their concerns,
compliments and suggestions. To improve
customer satisfaction. To modify services
as a result of the feedback received.
3. Are there associated objectives of the
policy? If so, please explain.
Examples include statutory requirements,
sector initiatives, etc.
The Government wants public services for
all that are efficient, effective, excellent,
equitable and empowering – with the
customer at the heart of public service
provision. With this in mind CSE was
developed to offer public services
(including HE institutions) a practical tool
for driving customer-focused change within
their organisation. CSE contributes to our
corporate objective “9 out of 10 students
would recommend us to a friend” and
compliments the work being undertaken to
raise our NSS scores. The CCC Scheme
is one of a number of initiatives supporting
our CSE drive.
4. Who is expected to benefit from this
policy?
All customers will benefit through improved
service delivery as changes will be made in
response to Comments, Compliments and
Concerns raised.
5. Who was consulted on this policy?
CSE Working Group (all Faculties and
Support Services represented). CMT. The
Student Union.
6. How has the policy been explained to
those who would be directly or indirectly
affected by it?
It has been discussed at various CSE
Working Group meetings over the past 12
months and at CMT level. Specific training
will be given to local coordinators at CSE
Working Group meetings. Relevant
communication channels will also be used:
e.g. Bulletin.
7. What outcome(s) are meant to be
achieved from this policy?
To provide a vehicle for customers and
staff to express their concerns,
compliments and suggestions. To improve
customer satisfaction. To adapt services
as a result of the feedback received.
8. What factor(s) could contribute to the
outcome(s)?
The number of CCC forms received.
9. What factor(s) could detract from the
outcome(s)?
The number of CCC forms received. The
lack of an electronic capturing mechanism this will be addressed in the second part of
the rollout later this year.
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
Reasons / comments
Men

A review will be undertaken after
6 months to assess whether any
groups require specific follow-up.
The creation of a web-based
scheme will increase the
accessibility of the scheme and
this will be rolled out later in the
year. At the moment, the
scheme has a Neutral Impact on
all target groups.
Women

See above
People from
black and
minority ethnic
communities

See above
Disabled people

See above
Lesbian, gay, or
bisexual people

See above
Transgender
people

See above
Older people

See above
(50+)
Younger people
(17 – 25)

See above
Faith or belief
groups

See above
Step 4 – Promoting equality
11. Please give a brief description of
how this policy promotes equality.
The scheme offers the same access to all user
groups. Further analysis of the scheme in 6
months will allow us to address any themes that
require follow-up action.
12. If there is no evidence that the
policy promotes equality, what
changes, if any, could be made to
achieve this?
The scheme offers the same access to all user
groups. Further analysis of the scheme in 6
months will allow us to address any themes that
require follow-up action. We believe that
following the roll-out of the paper-based and
electronic capturing mechanisms that no
negative impact will occur on any equality target
groups.
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 more detailed Equality Impact
Assessment required?
Signature of Assessor(s): Rumnique Gill
No 
Yes 
Date: February 2nd, 2009
Authorised by:
Steve Bennett, Secretary and Clerk (VCG)
(Dean of Faculty, Director of Support Service)
Approved for publication by:
(Member of the Equality & Diversity Group) Faith Marchal (Vice Chair)
* 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/
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/