Community Impact Assessment Form
For a summary of this Community Impact Assessment, click here
Title of Community Impact Assessment (CIA): Salford Online Learning
Directorate: Children's Services
Date of assessment: 3 December 2014
Names and roles of people carrying out the community impact assessment. (Please identify Lead Officer): Patrick Sullivan
Section A – What are you impact assessing?
(Indicate with an “x” which applies):A decision to review or change a service
A strategy
A policy or procedure
A function, service or project
x
Are you impact assessing something that is?:New
Existing
x
Being reviewed
x
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Being reviewed as a result of budget constraints
Describe the area you are impact assessing and, where appropriate, the changes you are proposing?
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Salford Online Learning currently offers a package of support for young people in years 10 and 11 who are not attending mainstream
education for a variety of reasons.
Over the past 2 years Salford Online Learning has developed from a national programme known as Not School where young people
were educated remotely at home. This programme did not effectively meet the needs of the young people or produce the desired
outcomes.
IYSS currently manages and supports this project by bringing together teaching staff and youth workers in a number of different centres
across the city. The project offers a holistic package of education and support for young people whilst they remain on the school roll,
creating joint responsibility for outcomes.
Following recommendations from a recent OFSTED thematic inspection of alternative provision, it was highlighted that although there
were no issues with the delivery of the provision, in order to continue delivering and developing the project we needed to be either
registered as an alternative provider or become part of a currently registered provider.
An investigation has taken place, which outlines below how we would be able to meet the registration requirements of OFSTED.
The majority of the young people are disaffected from education and find it difficult to conform to mainstream environments.
Most SOL referrals are some of the most vulnerable young people in Salford. IYSS operate in youth centres across the city providing
English & Maths qualification from Level 1 functional skills up to GCSE. IYSS provides PHSE qualifications and vocational opportunities
along with youth worker lead accredited activities based around enrichment and engagement. Many of our young people present with
behavioural and social challenges and are far from work/college ready, so as part of our remit, the work involves addressing some of
these issues, so they can achieve their chosen career path and not become NEET.
This is achieved by working closely with youth workers, using monitoring tools such as ‘My Star’ and setting the young people goal and
providing a bespoke package of education for them to achieve as many qualifications as they can. IYSS work closely with Connexions
and other providers to ensure that they are given the skills to go into further education or training.
The project is now in its third academic year and has continually developed from the beginning bringing together the two professional
disciplines of teaching and youth work.
By aligning more closely with the PRU the offer to young people will be increased, there will be the opportunity to increase the number of
formal qualifications offered to young people and there will be tighter quality assurance and tracking processes put in place.
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Section B – Is a Community Impact Assessment required (Screening)?
Consider what you are impact assessing and mark “x” for all the statement(s) below which apply
Service or policy that people use or which apply to people (this could include staff)
x
Discretion is exercised or there is potential for people to experience different outcomes. For example,
planning applications and whether applications are approved or not
Concerns at local, regional or national level of discrimination/inequalities
Major change, such as closure, reduction, removal or transfer
Community, regeneration and planning strategies, organisational or directorate partnership
strategies/plans
Employment policy – where discretion is not exercised
Employment policy – where discretion is exercised. For example, recruitment or disciplinary process
If none of the areas above apply to your proposals, you will not be required to undertake a full CIA. Please summarise below why a full
CIA is not required and send this form to your directorate equality link officer. If you have identified one or more of the above areas, you
should conduct a full CIA and complete this form.
Equality Areas
Indicate with an “x” which equality areas are likely to be affected, positively or negatively, by the proposals
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Age
x
Religion and/or belief
x
Disability
x
Sexual Identity
x
Gender (including pregnancy and maternity)
x
People on a low income (socio-economic inequality)
x
Gender reassignment
Race
Other (please state below) (For example carers, ex
offenders)
x
If any of the equality areas above have been identified as being likely to be affected by the proposals, you will be required to undertake a
CIA. You will need only to consider those areas which you have indicated are likely to be affected by the proposals
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Section C – Monitoring information
C1 Do you currently monitor by the
following protected characteristics or
equality areas?
Yes (Y) or
No (N)
Age
Y
Disability
Y
Gender (including pregnancy and
maternity)
Y
If no, please explain why and / or detail in the action plan at Section E how
you will prioritise the gathering of this equality monitoring data.
Gender Reassignment
Race
Y
Religion and/or belief
Sexual Identity
Y
People on a low income
(socio-economic inequality)
Y
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Other (please state) (For example
carers, ex offenders)
Y
Young carers, looked after young people will be given consideration during the
course of the programme.
Section C (continued) – Consultation
C2 Are you intending to carry out consultation on your proposals?
Yes /
If “no”, please explain your reason(s) why
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If “yes”, please give details of your consultation exercise and results below
Consultation has been carried out with staff and partners including HR, Legal, Pupil Referral staffing and Head Teachers.
The proposals will increase the offer to young people who are excluded from mainstream education and by adopting and
aligning the policies and procedures to Salford Pupil Referral Unit will meet the requirement of OFSTED.
Section C (continued) – Analysis
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C3 What information has been analysed
to inform the content of this CIA? What
were the findings?
Please include details of, for example,
service or employee monitoring
information, consultation findings, any
national or local research, customer
feedback, inspection reports, and any
other information which will inform your
CIA.
Current offer - Salford Online Learning currently offers a package of support for young
people in years 10 and 11 who are not attending mainstream education for a variety of
reasons.
Over the past 2 years Salford Online Learning has developed from a national programme
known as Not School where young people were educated remotely at home. This programme
did not effectively meet the needs of the young people or produce the desired outcomes.
Following recommendations from a recent OFSTED thematic inspection of alternative
provision, it was highlighted that in order to continue delivering and developing the project we
needed to be registered as an alternative provider.
Legal implications - As SOL is offering educational provision for more than five young
people then legally we must be registered with the DfE. As we do not have the option to
become a free school it has been decided that we will come under the umbrella of Salford
PRU
Please specify whether this was existing
information or was specifically in relation Current staffing structure - In order to develop SOL to its full potential the current staffing
to this equality analysis and CIA process structure will need to be increased by negotiating additional teaching time and support from
the Quality Assurance Officer within the Pupil Referral Unit.
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Section D – Potential impacts and how these will be addressed
Could your proposals have a
Yes (Y)
differential impact relating to age
equality
No (N)
Will people within certain age
ranges not be getting the
outcome they need?
Will people within certain age
ranges be disadvantaged as a
result of your proposals?
If the impact is negative, how will
it be reduced or eliminated?
If you are unable to eliminate,
reduce or mitigate negative
impacts, are your proposals
potentially discriminatory on the
grounds of age?
N
Y
Will the proposals mean that
people within certain age ranges
will experience positive
outcomes?
Highlight any positive impacts
Explain impact(s) and what evidence or data exists to support your analysis?
The current offer to young people will be increased from 12hrs to 25 hours in order
to give young people the opportunity to achieve at least 5 GCSE's and additional
accredited programmes of work e.g. Duke of Edinburgh’s Award, AQA’s
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Y
Within the locality hubs for SOL, young people come together with a range of
issues, some of whom have protected characteristics. As part of the youth work
interventions they are expected to explore anti-discriminatory practice, work
together as a group and increase resilience, confidence and self-esteem.
Using the outcome star a holistic assessment of all young people involved in the
project we will measure “distance travelled” for all individuals.
Are the proposals likely to impact
on community cohesion?
Is there potential to enhance
relationships between people
who share a protected
characteristic and those who do
not?
Identify areas where there is
potential to foster good relations
Section D (continued) – Potential impacts and how these will be addressed
Could your proposals have a
differential impact relating to
disability equality
Will people with a disability not
be getting the outcome they
need?
Will people with a disability be
disadvantaged as a result of
your proposals?
If the impact is negative, how will
it be reduced or eliminated?
If you are unable to eliminate,
reduce or mitigate negative
impacts, are your proposals
potentially discriminatory on the
grounds of disability?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
N
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Will the proposals mean that
people with disabilities will
experience positive outcomes?
Highlight any positive impacts
Y
Referrals for the project come through the In-Year Fair Access Panel, if young
people with disabilities are accepted on the the programme, their outcomes will be
improved as a result of the work.
Are the proposals likely to impact Y
on community cohesion?
Is there potential to enhance
relationships between people
who share a protected
characteristic and those who do
not?
Identify areas where there is
potential to foster good relations
Within the locality hubs for SOL, young people come together with a range of
issues, some of whom have protected characteristics. As part of the youth work
interventions they are expected to explore anti-discriminatory practice, work
together as a group and increase resilience, confidence and self-esteem.
Using the outcome star a holistic assessment of all young people involved in the
project will measure “distance travelled” by all individuals.
Section D (continued) – Potential impacts and how these will be addressed
Could your proposals have a
differential impact relating to
gender equality (this includes
pregnancy and maternity)
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
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Will men, women or boys and
girls not be getting the outcome
they need?
Will men, women or boys and
girls be disadvantaged as a
result of your proposals?
If the impact is negative, how will
it be reduced or eliminated?
If you are unable to eliminate,
reduce or mitigate negative
impacts, are your proposals
potentially discriminatory on the
grounds of gender?
Will the proposals mean that
men or women, boys or girls will
experience positive outcomes?
Highlight any positive impacts
N
Y
Are the proposals likely to impact Y
on community cohesion?
Is there potential to enhance
relationships between people
who share a protected
characteristic and those who do
not?
Identify areas where there is
potential to foster good relations
Young people will have the opportunity to gain more qualifications, both formal
educational and vocational using a range of delivery methods.
Young people who are a higher risk of becoming NEET will be given the opportunity
to participate in work placements and participate in one-to-one sessions with a
Connexions PA.
Section D (continued) – Potential impacts and how these will be addressed
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Could your proposals have a differential
impact relating to equality for people
planning, undergoing or who have
undergone gender reassignment?
Will people planning, undergoing or who
have undergone gender reassignment
not be getting the outcome they need?
Will people planning, undergoing or who
have undergone gender reassignment
be disadvantaged as a result of your
proposals?
If the impact is negative, how will it be
reduced or eliminated?
If you are unable to eliminate, reduce or
mitigate negative impacts, are your
proposals potentially discriminatory on
the grounds of gender reassignment?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your
analysis?
N
N
Will the proposals mean that people
planning, undergoing or who have
undergone gender reassignment will
experience positive outcomes?
Highlight any positive impacts
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Are the proposals likely to impact on
community cohesion?
Is there potential to enhance
relationships between people who share
a protected characteristic and those who
do not?
Identify areas where there is potential to
foster good relations
N
Section D (continued) – Potential impacts and how these will be addressed
Could your proposals have a
differential impact relating to
race equality
Will certain racial groups not be
getting the outcome they need?
Will certain racial groups be
disadvantaged as a result of
your proposals?
If the impact is negative, how will
it be reduced or eliminated?
If you are unable to eliminate,
reduce or mitigate negative
impacts, are your proposals
potentially discriminatory on the
grounds of race?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
N
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Will the proposals mean that
people within certain racial
groups will experience positive
outcomes?
Highlight any positive impacts
Y
Are the proposals likely to impact
on community cohesion?
Is there potential to enhance
relationships between people
who share a protected
characteristic and those who do
not?
Identify areas where there is
potential to foster good relations
Within the locality hubs for SOL, young people come together with a range of
issues, some of whom have protected characteristics. As part of the youth work
interventions they are expected to explore anti-discriminatory practice, work
together as a group and increase resilience, confidence and self-esteem.
N
Section D (continued) – Potential impacts and how these will be addressed
Could your proposals have a
differential impact relating to
religion or belief equality
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
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Will people of certain religions or
who have particular beliefs not
be getting the outcome they
need?
Will people of certain religions or
who have particular beliefs be
disadvantaged as a result of
your proposals?
If the impact is negative, how will
it be reduced or eliminated?
If you are unable to eliminate,
reduce or mitigate negative
impacts, are your proposals
potentially discriminatory on the
grounds of religion or belief?
N
Will the proposals mean that
people of certain religions or who
have particular beliefs will
experience positive outcomes?
Highlight any positive impacts
N
Are the proposals likely to impact Y
on community cohesion?
Is there potential to enhance
relationships between people
who share a protected
characteristic and those who do
not?
Identify areas where there is
potential to foster good relations
Section D (continued) – Potential impacts and how these will be addressed
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Could your proposals have a
differential impact relating to
sexual identity equality
Yes (Y)
No (N)
Will gay, lesbian and/or bi-sexual
people not be getting the
outcome they need?
Will gay, lesbian and/or bi-sexual
people be disadvantaged as a
result of your proposals?
If the impact is negative, how will
it be reduced or eliminated?
If you are unable to eliminate,
reduce or mitigate negative
impacts, are your proposals
potentially discriminatory on the
grounds of sexual identity?
N
Will the proposals mean that
gay, lesbian and/or bi-sexual
people will experience positive
outcomes?
Highlight any positive impacts
N
Explain impact(s) and what evidence or data exists to support your analysis?
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Are the proposals likely to impact
on community cohesion?
Is there potential to enhance
relationships between people
who share a protected
characteristic and those who do
not?
Identify areas where there is
potential to foster good relations
N
Section D (continued) – Potential impacts and how these will be addressed
Could your proposals have a
differential impact on socio
economic equality (people on
a low income)?
Will people on a low income not
be getting the outcome they
need?
Will people on a low income be
disadvantaged as a result of
your proposals?
If the impact is negative, how will
it be reduced or eliminated?
If you are unable to eliminate,
reduce or mitigate negative
impacts, are your proposals
potentially discriminatory on the
grounds of socio economic
inequality?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
N
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Y
Young people will have the opportunity to gain more qualifications and work
experience which hopefully lead to them not becoming NEET.
Will the proposals mean that
people on a low income will
experience positive outcomes?
Highlight any positive impacts
Are the proposals likely to impact
on community cohesion?
Is there potential to enhance
relationships between people
who share a protected
characteristic and those who do
not?
Identify areas where there is
potential to foster good relations
Within the locality hubs for SOL, young people come together with a range of issues
from a geographical area, some of whom have protected characteristics. As part of
the youth work interventions they are expected to explore anti-discriminatory
practice, work together as a group and increase resilience, confidence and selfesteem.
Section D (continued) – Potential impacts and how these will be addressed
Could your proposals have a
Yes (Y)
differential impact relating to any
other equality groups, for
example, carers, ex offenders?
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
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Will people within any other
groups not be getting the
outcome they need?
Will people within any other
groups be disadvantaged as a
result of your proposals?
If the impact is negative, how will
it be reduced or eliminated?
If you are unable to eliminate,
reduce or mitigate negative
impacts, are your proposals
potentially discriminatory for
people within any other groups?
Will the proposals mean that
people within any other groups
will experience positive
outcomes?
Highlight any positive impacts
Are the proposals likely to impact
on community cohesion
Is there potential to enhance
relationships between people
who share a protected
characteristic and those who do
not?
identify areas where there is
potential to foster good relations
Section E – Action Plan and review
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Detail in the plan below, actions that you have identified in your CIA, which will eliminate discrimination, advance equality of opportunity
and/or foster good relations.
If you are unable to eliminate or reduce negative impact on any of the equality areas, you should explain why
Impact (positive or
negative) identified
Proposed action
Person(s)
responsible
Where will action be Target date
monitored? (e.g.,
Directorate
Business Plan,
Service Plan,
Equality Action
Plan)
Required outcome
Could making the changes in any of the above areas have a negative effect on other groups? Explain why and what you will do about
this.
Review
Your CIA should be reviewed at least every three years, less if it has a significant impact on people.
Please enter the date your CIA will be reviewed ……………………..You should review progress on your CIA action plan annually.
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Section F – Summary of your CIA
As your CIA will be published on the council’s website and accessible to the general public, a summary of your CIA is required. Please
provide a summary of your CIA in the box below.
Summary of Community Impact Assessment
How did you approach the CIA and what did you find?
All the implication for changes within the project were considered and consulted on with the staff and partners involved. The
monitoring of the young people currently on the programme was analysed considering all those with protected
characteristics.
The conclusion has identified that there are no negative impacts on the young people or staff involved in delivering both the
educational and vocational elements that are proposed.
What are the main areas requiring further attention?
Summary of recommendations for improvement
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Section G – Next Steps
Quality Assurance
When you have completed your CIA, you should send it to your directorate Equality Link Officer who will arrange for it to be quality
assured. Your CIA will be returned to you if further work is required. It is important that your CIA is robust and of good quality as it may
be challenged
“Sign off” within your directorate
Your directorate Equality Link Officer will then arrange for your CIA to be “signed off” within your directorate (see below). Your directorate
Equality Lead Officer or other senior manager within your directorate should “sign off” your CIA (below).
Name
Signature
Date
Senior Manager
Eileen Buchan
4/12/2014
Lead CIA Officer
Sue Woodgate
4/12/2014
Publishing
When your CIA has been signed off within your directorate, your directorate Equality Link Officer will send it to Elaine Barber in the
Equalities and Cohesion Team for publishing on the council’s website.
Monitoring
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Your directorate Equality Link Officer will also send your CIA to your directorate Performance Officer where the actions identified within
your CIA will be entered into Covalent, the council’s performance management monitoring software so that progress can be monitored
as appropriate.
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