Community Impact Assessment Form
For a summary of this Community Impact Assessment, click here
Title of Community Impact Assessment (CIA): Proposed changes to Home to School Transport Policy
Directorate: Children’s Services
Date of assessment: 4/1/12 – 8/3/12
Names and roles of people carrying out the community impact assessment. (Please identify Lead Officer):
Lorraine Stephen - Head of Service SEN (Lead Officer)
Rebecca Pendlebury – Transport Officer
Daphne Downing – Principal Officer SEN
Caitlyn Chapman – parent of service user
Lynda Buckley – Travel Training Co-ordinator
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
Being reviewed
Being reviewed as a result of budget constraints
x
1
Describe the area you are impact assessing and, where appropriate, the changes you are proposing?
Salford City Council is proposing changes to the current home to school transport policy. It is doing this because cuts in government
funding mean that the council has to look at all areas of spending, especially where that spending is discretionary. The proposal for
consultation is to make the following changes to the current policy:
 Cease to provide discretionary transport from 1st September 2013
 Adopt a more robust application of the criteria for deciding appropriate travel assistance for SEN pupils from 1st September 2012.
Under the current council policy “Home to School Transport Policy September 2005”, as well as meeting its legal duty, the Council
provides extra, discretionary, support to the following pupil groups:
 Pupils in Y6, Y10 and Y11 who continue to attend the same school following a change of address, but remain within the Salford
boundary and meet the age/distance criteria
 Pupils attending primary schools with a particular church affiliation and distance from home to the nearest available school
meets the distance criteria
 Pupils attending secondary schools with a particular church affiliation and attended a similar primary school and the distance
from home to the nearest available appropriate school falls within the distance criteria above.
 Pupils placed with foster carers
 Pupils attending dual placements and require transport during the school day
The proposal is to cease to provide this discretionary transport from September 1st 2013 to all pupils attending mainstream schools. The
above proposals potentially affect people with protected characteristics of ‘Religion or Belief’ and ‘Age’ for those pupils who would
otherwise be provided for under the non-denominational, discretionary provision (e.g. house move)
As part of the changes to the policy it is proposed that a new application procedure is introduced for the assessment of the
circumstances for each pupil with a statement of Special Educational Needs, in order to decide on the appropriate level of travel
assistance required. Parents/Carers of SEN pupils will be sent an application pack to complete and submit. The application pack will
include information on how to get help with the form. It is proposed the application procedure be implemented in the Summer Term
2012, for travel arrangements to be in place for 1st September 2012.
The above proposals potentially affect people with protected characteristics of ‘Disability’ and ‘Age’.
The costs of delivering home to school transport are rising and the budget for this has been under continual strain as a result. In the
current financial climate, all Local Authorities are being asked to make savings. As a Council we are committed to delivering value for
money and continuing to meet our statutory duties in the most cost-effective way. The proposed policy enables us to target our
resources to our most vulnerable children.
2
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)
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
X
X
X
X
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
Age
x
Religion and/or belief
Disability
x
x
Sexual Identity
Gender (including pregnancy and maternity)
People on a low income (socio-economic inequality)
x
Gender reassignment
Other (please state below) (For example carers, ex
offenders)
carers
x
Race
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
3
Section C – Monitoring information
C1 Do you currently monitor by the
following protected characteristics or
equality areas?
Age
Yes (Y) or
No (N)
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.
Yes
School census data
Disability
Yes
School census data
Race
Yes
School census data
Religion and/or belief
Yes
Recorded on EMS
Yes
Travel assistance application process – recorded by SEN team.
Gender (including pregnancy and
maternity)
Gender Reassignment
Sexual Identity
People on a low income
(socio-economic inequality)
Other (please state) (For example
carers, ex offenders)
4
Section C (continued) – Consultation
C2 Are you intending to carry out consultation on your proposals?
Yes
If “no”, please explain your reason(s) why
If “yes”, please give details of your consultation exercise and results below
Public consultation ran from 9 January 2012 to 24 February 2012
Letters and posters advertising the consultation were sent out to all schools and FE colleges in Salford informing them of the proposals,
consultation and requesting parents be made aware. It was requested that the poster be displayed in a prominent place. Sent 20/12/11.
Letters and posters sent out to a number of public buildings for information requesting prominent display (Irlam Library, Swinton Library,
Pendleton Gateway, Broughton Hub, Walkden Gateway). Sent 20/12/11.
Letters sent out to all parents whose children currently attend schools out of district, independent schools and FE colleges informing
them of the consultation. Sent 21/12/11.
Follow up e-mail sent out to all Salford Head Teachers and PA’s informing them of the consultation and to notify Children’s Services if
they had not received the pack.
Follow up telephone calls to St. Patricks High School (17/1/12) and New Park High School (3/2/12) to ensure parents had been
informed.
Letters sent out to all parents currently registered as receiving 3m assistance from St Patrick’s RC High School outlining how the
proposal could affect them. Sent 2/12/12.
Additional e-mail correspondence sent to Canterbury Centre and Springwood on request with information they could forward to parents
(10th and 15th February 2012).
Unison and HR updated regarding the proposals and request for proposals to be included on the next DCSC agenda (Departmental
Consultative Safety Committee) to be held on 27/2/12.
Dedicated online consultation page set up informing people of the proposals, including details of the current policy, the proposed policy,
changes to the SEN application process and a copy of the proposed SEN transport application form. Page linked to ‘Current
Consultations’ page for easy access.
Feedback forums set up to allow people to submit their views online, via email and via post.
4 public drop in sessions organised and advertised on the posters, letters and online webpage informing people of the
dates/times/locations of the sessions as below:
Tuesday 17th January 2012 (3-5pm)
Thursday 19th January 2012 (4.30-6.30pm)
Monday 23rd January 2012 (4.30-6.30pm)
Wednesday 25th January 2012 (2.30-4.30pm)
Clifton Community Centre, Wynne Ave
Broughton Hub, Rigby Street
Beesley Green Community Centre, Worsley
Irlam Community Centre, Locklands Lane
5
The consultation was originally scheduled to run until February 17 th, but following information from a school concerned parents had not
been given sufficient time to respond, this was extended until February 24th. An overview of the results are shown below.
Section C (continued) – Analysis
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.
From the 2011 school census data there are 29,786 pupils on roll in Salford, of which 1137
pupils have a current statement of SEN (Special Educational Needs). 745 pupils with a
statement of SEN are currently in receipt of transport through the Passenger Transport Unit
(Primary - 67 pupils, Secondary - 82 pupils, Out of district/independent schools - 97 and
Special schools - 499 pupils).
Since September 2010, there have been 627 applications for assistance with transport under
the statutory walking distance criteria, of which 380 were agreed. Of these 380 agreed, 223
were from St Patricks RC High School, of which 180 were not low income. There are
currently 909 pupils on roll at St Patricks RC High School (EMS records).
Throughout the course of the 7 week consultation, 79 responses were received in total. The
method of response broke down as follows: 30 online, 18 E-mails, 21 attendees at the drop in
sessions, 7 telephone calls and 3 letters. The public responses were grouped according to
which proposed changes were being commented on – SEN changes(50), denominational
changes(23), general comments(6).
Please specify whether this was existing
information or was specifically in relation
to this equality analysis and CIA process A letter was sent out to those parents of pupils at St. Patricks RC High School currently
accessing travel assistance under the 3 mile criteria on 2nd February 2012. At the close of
the consultation on 24th February, 23 responses had been received in relation to changes to
the discretionary transport assistance under the denominational criteria. There have been no
responses received to date commenting on the removal of the house move criteria, pupils
attending dual placements or those who reside with foster carers.
A fully comprehensive data report was completed regarding the outcomes and findings of the
public consultation. Attached in appendix A.
6
Section D – Potential impacts and how these will be addressed
Could your proposals have a
Yes (Y)
differential impact relating to age
equality
Are your proposals
discriminatory on the grounds of
age?
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
No
The proposals will have and impact on mainstream pupils from ages 5-16 if they
are currently covered under the discretionary transport provision.
SEN students from ages 5-21, currently accessing contracted transport, will be
affected.
Will people within certain age
ranges not be getting the
outcome they need?
It is anticipated that, through the application process, each SEN student will be
offered a transport solution that is tailored to their needs. There has been a
reliance on door to door transport for SEN children and no consistent mechanism
to move to independent travel if appropriate. Under the proposed policy
independent travel training will be provided to young people with learning
difficulties in secondary school. This will provide a real opportunity to develop
independent travel skills, which has been proven to have a hugely beneficial impact
on young people with additional needs.
In the existing provision of transport there is no mechanism to review or monitor
travel arrangements. This means that it is possible for a child to be given an
appropriate type of transport provision in Year 7 but then maintain that provision
until year 11, regardless of any change in their needs. It is proposed to build an
annual review mechanism into the provision of SEN transport. This will ensure that
appropriate travel arrangements are made that are child/young person centred and
continue to meet their changing needs throughout their education.
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?
Those students who currently receive assistance under the 3m walking distance
criteria will still continue to be able to access the transport provided, as this
currently takes the form of public transport. However, those students who do not
qualify under the low income criteria will no longer be able to apply for
reimbursement for costs incurred as a result of using this service and this may
7
impact financially on those families.
As highlighted earlier, the pupils attending St Patricks will be mostly affected by
these proposals, mainly those who reside in the Irlam and Cadishead wards. This
impact could potentially be reduced by families taking advantage of the fact that
Irlam and Cadishead are connected to Eccles by a cycle route.
Other transport alternatives that could be investigated by school and parents is the
possibility of a dedicated school coach/bus bringing in students from
Irlam/Cadishead.
Will the proposals mean that
people within certain age ranges
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
SEN pupils (secondary age) will be considered for appropriate travel training, and
this will positively affect their independence and promote life skills. This training
aids successful transition into adulthood, with young people having improved
access to the services in their own community and beyond.
One of the transport solutions being considered for SEN students is the
introduction of walking buses for appropriate routes. If successful, these initiatives
will enhance relationships between school peers, and between the children and
those adults accompanying them. It also will enhance the visibility of pupils in the
wider community, potentially leading to a greater understanding of special
educational needs.
Areas where good relations could be fostered could be by encouraging parents,
school staff and community members to volunteer to staff the walking buses and
foster good relations with other parents and school staff.
8
Section D (continued) – Potential impacts and how these will be addressed
Could your proposals have a
differential impact relating to
disability equality
Are your proposals
discriminatory on the grounds of
disability?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
No
All parents/carers of pupils with a current statement of Special Educational Needs
who are receipt of Home to School transport assistance will be expected to
complete an application form in order to be considered for this. This is different
than the previous procedure, which involved a question (Transport required?
Yes/No) as part of the statement process, there was then no additional application
procedure that had to be followed.
Transport provision will then be allocated according to the pupil’s individual needs,
using a banding system that will incorporate a range of different transport provision
including pupil walking to school, accessing public transport, parental mileage
reimbursement and contracted transport.
One impact to take into consideration is the completion of additional paperwork for
parents and their ability to complete the forms. In order to address this, information
will be provided along with the application forms of how to access the parent
partnership and surgery sessions arranged at various schools across the city for
parents/carers to attend if they experience any difficulties in completing the forms.
Will people with disabilities not
be getting the outcome they
need?
It is anticipated that all pupils will be getting the outcome that they need. It may be
that parents do not get the outcome they want, as they have become accustomed
to being allocated contracted transport. The impact of this may be that parents will
be asked to assist in the access of allocated transport i.e. accompanying pupil to
allocated ‘pick up points’, or taking children to school themselves by various
methods (walking, car, bus) financially assisted as appropriate. In anticipation of
any complaints, Customer and Support Services are putting in place a uniform
procedure for staff to follow. There will also be a ‘speedy appeal’ process set up in
the initial period of assessments for this year, so that any appeals are dealt with
quickly and appropriately with a view to all transport assistance being agreed and
in place for the start of the school year in Sept 2012.
Will people with disabilities be
disadvantaged as a result of
your proposals?
If there are is any dispute raised by the service users/families regarding the
transport provision allocated, the council will have in place a robust complaints and
appeals procedure which will be clearly outlined in paperwork accompanying their
9
If the impact is negative, how
will it be reduced or eliminated?
decision letter.
Will the proposals mean that
people with disabilities will
experience positive outcomes?
Highlight any positive impacts
Pick up points have already been put in place successfully on some routes already,
and we will be investigating how this can be replicated for other routes.
Promotion of independent travel training
Over 90 pupils who had been accessing home to school transport have been
successfully travel trained over the last 5 years and this has led to an increase in
their independence and ability to traverse the city and travel independently which
has been of a huge benefit to those pupils both when at school, and progressing
into adulthood.
Promotion of Sustainable Modes of Travel
Promotion of alternative options that allow increased family involvement in getting
their own children to school
Are the proposals likely to
impact on community cohesion?
No
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
By streamlining allocation of provision it will ensure that the highest level of
provision will continue to go those pupils who are in the greatest need, and thus
relieve stresses on these families who already have significant additional
circumstances to deal with in their daily lives.
10
Section D (continued) – Potential impacts and how these will be addressed
Could your proposals have a
Yes (Y)
differential impact relating to
gender equality (this includes
pregnancy and maternity)
Are your proposals
discriminatory on the grounds of
gender?
Will men or women, boys or girls
not be getting the outcome they
need?
Will men or women, boys or girls
be disadvantaged as a result of
your proposals?
If the impact is negative, how
will it be reduced or eliminated?
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
No
Will the proposals mean that
men or women, boys or girls 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
11
Section D (continued) – Potential impacts and how these will be addressed
Could your proposals have a differential
impact relating to equality for people
planning, undergoing or who have
undergone gender reassignment?
Are your proposals discriminatory 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?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your
analysis?
No
Will the proposals mean that people
planning, undergoing or who have
undergone gender reassignment 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
12
Section D (continued) – Potential impacts and how these will be addressed
Could your proposals have a
differential impact relating to
race equality
Are your proposals
discriminatory on the grounds of
race?
Will people within certain racial
groups not be getting the
outcome they need?
Will people within certain racial
groups be disadvantaged as a
result of your proposals?
If the impact is negative, how
will it be reduced or eliminated?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
No
In the application process for SEN transport provision, consideration will be given
to those families with English as an additional language. Individual profiles will be
assessed to consider if interpreters would be beneficial for the family during the
process. All families will be advised of the availability of the Parent Partnership
service and surgeries are being set up in schools across the city to assist with the
application process.
Will the proposals mean that
people within certain racial
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
13
Section D (continued) – Potential impacts and how these will be addressed
Could your proposals have a
differential impact relating to
religion or belief equality
Are your proposals
discriminatory on the grounds of
religion or belief?
Will people of certain religions or
who have particular beliefs not
be getting the outcome they
need?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
No
Removal of the discretionary 3 mile payments to those parents who choose to send
their children to the nearest school on the grounds of religion/belief will be affected
as they will no longer receive reimbursement of their bus fares. Those families,
who qualify under the low income criteria, will continue to be provided for as is the
council’s statutory duty. There will be some adverse impact on people who are just
above the low income threshold and so will not qualify for free school meals, or the
maximum level of working tax credit. Those who are refused assistance will have
access to the appeal process that is currently in place where extenuating
circumstances are considered on an individual basis. If the family can evidence
that they would be significantly financially affected, then they will have access to
make these representations through the appeal process.
The proposed change will ensure equitable treatment for all pupils irrespective of
religion or cultural belief.
No, but those families who choose a school further away than their nearest school
on the grounds of religion or belief will no longer qualify for transport assistance in
the new policy, unless they qualify under the low income criteria. Those who rely
on the bus fare reimbursement in order to transport their children to school may be
negatively affected financially. There will still be an appeal process in place, as
there is currently, for any applicant to represent their case if they believe they have
exceptional circumstances that need to be considered. This does not affect the
admissions and transfer procedure that is in place, and parents can still make
applications for school places according to their own personal preference.
In anticipation of a high level response from those most likely to be affected, the
council sent out letters to parents of pupils at St Patricks who reside in
Irlam/Cadishead outlining how the proposals were likely to affect them in future.
We received 23 total responses commenting on the denominational criteria during
the public consultation, of these 21 resided in Irlam/Cadishead. 135 letters were
sent to families. Responses received are fully outlined in Appendix A.
14
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?
Students could consider alternative methods of transport to school. Irlam and
Cadishead is particularly well served by a continuous, safe bicycle route that runs
from Cadishead to Eccles. This could be promoted through a school led bicycle
promotion, sponsored by local businesses, to encourage children to uptake
Sustainable Modes of travel.
Promotion of school/parents investigating alternative methods of provision of a
school bus system to assess if this could lead to reduced costs for those affected.
Robust appeal procedure for those people who believe they have been sufficiently
adversely affected by the new policy that they would like to offer additional
extenuating circumstances to be taken into consideration.
Will the proposals mean that
people of certain religions or
who have particular beliefs will
experience positive outcomes?
Highlight any positive impacts
Promotion of Sustainable Modes of Travel
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
Promotion of shared transport alternatives that every parent signs up to, that they
have more control over how run and could lead to more organised modes of travel
from home to school and return.
15
Section D (continued) – Potential impacts and how these will be addressed
Could your proposals have a
Yes (Y)
differential impact relating to
sexual identity equality
Are your proposals
discriminatory on the grounds of
sexual identity?
Will gay, lesbian and/or bisexual people not be getting the
outcome they need?
Will gay, lesbian and/or bisexual people be disadvantaged
as a result of your proposals?
If the impact is negative, how
will it be reduced or eliminated?
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
No
Will the proposals mean that
gay, lesbian and/or bi-sexual
people 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
16
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)?
Are your proposals
discriminatory on the grounds of
socio economic inequality?
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?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
No
People who qualify under the low income criteria will continue to be provided for
under the 3m changes to policy.
Low income parents will not be adversely affected under the SEN proposals, as the
council will still continue to fund the cost of the transport provision, it just may be an
alternative method of transport that is offered other than contracted transport. Any
costs incurred as a result of changes to transport would still be the responsibility of
the LA to cover as is their statutory duty (i.e. Petrol costs, bus fares etc)
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
17
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?
Are your proposals
discriminatory in relation to any
other groups?
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?
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
No
Carers – foster carers. Foster carers currently receive a strand of income that is
expected to cover the transport costs for those children placed in their care. It is
expected that foster carers will access this money to fund any costs incurred as a
result of having a child placed in their care. All applications for travel assistance
will continue to be assessed fairly, and those cases where there are exceptional
circumstances outlined will be judged on their merits, as they are currently.
Foster carers will be notified by letter of the changes where they are affected.
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
18
Section E – Action Plan and review
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
Financial impact on those
families who are just
above the low income
threshold.
Access to efficient
appeals process
Straightforward appeals
process
Access to independent
travel training
Assisted walking bus pilot
Inclusion of changes in
2013 admissions
prospectus to make
families aware of them.
Publicising alternative
ways of travel to school.
Speedy appeal process
set up to ensure parents
have a quick response
to appeals submitted
Promote training
throughout secondary
schools for SEN pupils
and extend access to TT
through the recruitment
of additional travel
trainer
Identify pilot school and
pupils to assess
possibility of roll out to
Required outcome
R Pendlebury
Where will action
Target date
be monitored? (e.g.,
Directorate
Business Plan,
Service Plan,
Equality Action
Plan)
Service Plan
Sept 2013
R Pendlebury
Equality action plan
Apr 2012
Changes are clearly
outlined to parents in
prospectus
R Pendlebury
Equality Action Plan
Sept 2012
Parental feedback is
positive regarding
access to appeal
R Pendlebury
Service plan
Sept 2012
R Pendlebury
Service plan
July 2012
Increase in pupils
being successfully
travel trained and
attaining increased
independence for
continuation into
adulthood.
Walking bus is a
viable option to offer
students as a travel
19
Parental feedback is
positive regarding
access to appeal
solution
Feedback from
parents is positive
regarding experience
of application
procedure
Plain English used in
R Pendlebury
Equality Action Plan
April 2012
Low level of parents
application forms and
needing assistance.
explanatory instructions.
Forms are correctly
completed.
Feedback from
parents is positive.
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.
No
Families with English as
an additional language.
other schools
Access to interpreters if
required, parent
partnership and
assistance with
completing forms
Consult Plain English
website to check form
and instructions are
easy to understand
R Pendlebury
Equality Action Plan
April 2012
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 – 3/12/12, and then annually on this date for 3 years. Reviews will then be conducted
every 3 years. 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?
Because of the nature of the proposals, a full public consultation was conducted seeking opinion from service users and interested
parties (mainly schools). From the 2011 school census data there are 29,786 pupils on roll in Salford, of which 1137 pupils have a
current statement of SEN (Special Educational Needs). 745 pupils with a statement of SEN are currently in receipt of transport
through the Passenger Transport Unit.
Since September 2010, there have been 380 agreed applications for assistance with transport under the statutory walking distance
criteria. Of these 380 agreed, 223 were from St Patricks RC High School, of which 180 were not low income. There are currently 909
pupils on roll at St Patricks RC High School (EMS records).
Throughout the course of the 7 week consultation, 79 responses were received in total. 50 respondents submitted opinions regarding
the proposed changes to SEN, 23 submitted opinions regarding the proposed changes to discretionary transport provision under the
statutory walking distance criteria.
What are the main areas requiring further attention?
The main areas requiring attention are:
 SEN transport application process
 Families requiring assistance with the application process, including EAL
 Appeals process put in place
 Initiatives set up to increase independence for SEN children
Summary of recommendations for improvement
 Ensure the application process is outlined thoroughly and explained in plain terms
 Ensure adequate help is given to any parent/carer who may need assistance with the application, including assistance for EAL
families
 Ensure the appeals process is straightforward and timely for parents/carers
 Improved access to independent travel training to secondary school age children
 Assist with the set-up of a pilot walking bus scheme with a nominated school
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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
S Woodgate
3/4/12
Lead CIA Officer
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
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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