Community Impact Assessment Form
For a summary of this Community Impact Assessment, click here
Title of Community Impact Assessment (CIA): Music and Performing Arts Service Restructure
Directorate: Children’s Services
Date of assessment: 20 March 2012
Names and roles of people carrying out the community impact assessment. (Please identify Lead Officer): Cathy Starbuck Assistant
Director, Children’s Services
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
x
1
Describe the area you are impact assessing and, where appropriate, the changes you are proposing?
It is proposed that the Music and Performing Arts Service (MAPAS) is restructured. This is in response to reduced resources that are available to this
service area. The Department for Education (DFE) has recently published The Importance of Music - A National Plan for Music Education and this
outlined a significant reduction of resources from the DfE over the next three years along with council savings targets for 2012 to 2013 and 2013 to
2014.
The proposal is that Children’s Services would commission Salford Community Leisure (SCL) to deliver this service. A core team and
admin support could TUPE to SCL in this model and then independent tutors would be commissioned by SCL on an hourly rate of pay to
meet the needs of the schools requests. The remainder of the MAPAS staff posts (28 posts FTE) will be deleted from theChildren’s
Services structure.
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
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
Religion and/or belief
Disability
x
Sexual Identity
Gender (including pregnancy and maternity)
People on a low income (socio-economic inequality)
Gender reassignment
Other (please state below) (For example carers, ex
offenders)
Race
3
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?
Age
Yes (Y) or
No (N)
Disability
N
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.
Y
EMS is currently used to gather equality monitoring data. This currently collects SEN
data rather than disability data. This issue is being progressed with corporate ICT ,
Gender Reassignment
Race
Y
Religion and/or belief
Y
Sexual Identity
People on a low income
(socio-economic inequality)
y
Other (please state) (For example carers, ex
offenders)
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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
2.4. Informal consultation
2.4.1 Survey of Primary and Secondary Schools’ views
The major funding source for the Music and Performing Arts Service is from schools and informal consultation in
the form of a questionnaire that has been completed by over 50% of schools has highlighted a number of issues



The majority (81%) of schools rate the service from MAPAS as good or very good. The rest rate the service
as satisfactory.
37% of schools pass some fees onto parents, 6% of schools pass all of the fees onto parents.
On considering an increase in Service Level Agreement fees to bring fees in line with Greater Manchester
(see Appendix 2) 22% of schools stated that their budget for MAPAS was likely to be less next year. 18% of
schools could not identify their budget at this stage. 60% would be likely to have a fixed in 2012/13
compared to 2011/2 so, therefore, any increase in fees would mean either that less provision would be
purchased from MAPAS or the additional fees would be passed to parents. This in turn could lead to a
decrease in take up from schools. Only one school stated that they would divert funds from elsewhere to
offset the increase in the charges.
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Increasing the charges to schools in 2010/11 has demonstrated that this has reduced the income from schools.
If fees are increased again to schools the recent feedback from headteachers indicates that the same will occur
in 2012/13. It is anticipated that any increases would lead to a reduction in provision and in turn opportunities for
our children and young people, as many schools pass these fees partly or wholly onto parents.
2.4.2During Informal consultation MAPAS staff have expressed their wish to maintain the current service as far as
possible and to maintain teachers’ pay and conditions. The staff have suggested how additional funding streams
could be sought. This has included the service attaining charitable status so it could be eligible for bidding for
additional funding streams such as the Lottery and diverting council funding from sponsorship from the BBC
Philharmonic.
The AGMA hub approach, which Salford is now part of alongside other Greater Manchester Local Authorities, will enable the third
sector partners to bid for additional funding e.g. Section 48 grants but this is not a guaranteed funding stream.
4. Formal Consultation
4.1 Formal consultation regarding the proposal for the restructure of the Music and Performing Arts Service began on
Friday 20th January 2012 and ended on 16th March 2012. The original consultation was due to end on 6th March
2012. To give more time for dialogue, in particular with schools and parents, this was extended.
4.2 The consultation was made available to all stakeholders via Salford’s website and all Head teachers and Chairs
of Governors were emailed directly regarding the proposals. Letters were also provided to all parents via the Arts
Centre at Swinton High School and these letters provided details of how to contribute to the consultation.
4.3 Staff meetings for all the Music and Performing Arts Service staff took place on 20 January 2012 and 29 February
2012. Trade Unions have been involved in the consultation process via the monthly Directorate Consultative
Committee meetings.
4.4 A review meeting also took place on 21 February 2012 with the Chief Executive and the Deputy Leader.
4.5 Opportunities for 1:1 consultation meetings were offered to all members of staff. These one to ones were offered
with either Assistant Director (Universal Services) or another senior manager from Children’s Services (Head of
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Schools’ Provider Arm). 27 members of staff took up this offer of a 1:1 consultation.
4.6 The proposals were also presented at the Primary Headteachers’ Forum meeting (15 February 2012) and at the
Secondary Headteachers’ meeting (6 March 2012).
4.7 One Friends of MAPAS meeting (parents group) meeting took place on 22 February 2012. Three parents
meetings were subsequently arranged at the Arts Centre (at Swinton High School) on 7, 8 and 12 March 2012.
These meetings were attending by a total of 20 parents.
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Contributions to the consultation
5.1 The following have been submitted as part of the consultation
 One E petition – This is due to close on the 31st March.
‘We the undersigned petition Salford City Council to prevent cuts to the MAPAS budget’Detail:‘If the cuts to the
music service take place this will have a serious effect on the music education of our children. The qualified
teachers teach in approx 100 schools and educate over 10,000 children. This service ensures that music is
available to all’
On 16th March this e petition has 1053 signatures ‘
 One petition – Submitted on 12th March 2012 has 476 signatures ( the context of the petition was the same as
the e petition above)
 55 responses from parents
 18 responses from staff
 19 responses from Headteachers
 5 responses from teachers (Heads of music, music teachers)
 32 responses from community groups and other stakeholders
5.2 Alternative option proposed by MAPAS staff (Option 4)
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The Music and Performing Arts Service staff provided a joint response (Appendix 2) on 10 February 2012 and put
forward an alternative option (Option 4) which proposed to retain an in-house service. The trade unions also provided
a joint response of the Salford Teachers Panel of Teacher Trade Unions (Appendix 3). The trade unions support
Option 4 proposal.
5.3 This Option 4 was considered in detail and a formal response was submitted to the trade unions and the MAPAS
staff on the 27th and 29th February 2012 respectively (Appendix 4). Option 4 was then costed (Appendix 5). To enable
a balanced budget it is anticipated that Option 4 (the in house model) will require an increase in income generation of
£150 000 from schools £580 000 in 2011/12 to £730 000 in 12/13 (a 26% rise). These increased rates were shared
with schools as part of the consultation alongside the proposed charges via the commissioned model Option 3.
(Appendix 6)
5.4 Alongside the rates of a commissioned service, the hourly rates of pay for staff were shared with staff as part of
the consultation (Appendix 7)
6 Consultation response
6.1 From Head teachers in schools
19 schools (21%) responded to the formal consultation.
79 % of those who responded were in favour of the commissioned service compared to maintaining the in house
MAPAS service. (see appendix 8 for collated responses)
6.2 Schools who were supportive of the commissioned service gave the following reasons
 A commissioned service can be more customer focused and tailored to the schools needs e.g. music tuition
could be commissioned outside of normal lesson time
 The costs to schools and parents remaining as low as possible will make it more affordable to school budgets
and to parents
 Concern that they would be able to buy in less provision if costs increased
 Concern that parents would not pay the additional costs
 Commissioned service via Salford Community Leisure would provide a more holistic offer to schools
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6.3 If there were to be an increase in fees only 21% of schools stated that the additional funding would be found from
elsewhere in their budgets. The remaining schools indicated that they would either decrease provision, pass extra
costs onto parents or buy in cheaper freelance staff.
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.
Please specify whether this was existing
information or was specifically in relation
to this equality analysis and CIA process
Throughout the course of the 8 week consultation
Contributions to the consultation
5.1 The following have been submitted as part of the consultation

One E petition – This is due to close on the 31st March.
‘We the undersigned petition Salford City Council to prevent cuts to the MAPAS budget’Detail:‘If the cuts to
the music service take place this will have a serious effect on the music education of our children. The
qualified teachers teach in approx 100 schools and educate over 10,000 children. This service ensures that
music is available to all’
On 16th March this e petition has 1053 signatures ‘
 One petition – Submitted on 12th March 2012 has 107 signatures ( the context of the petition was the
same as the e petition above)
 55 responses from parents
 18 responses from staff
 19 responses from Headteachers
 5 responses from teachers (Heads of music, music teachers)
 32 responses from community groups and other stakeholders
Section D – Potential impacts and how these will be addressed
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Could your proposals have a
differential impact relating to
age equality
Are your proposals
discriminatory on the grounds of
age?
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?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
N
There will be no change to the offer to school age pupils. The commissioned
service will provide an enhanced offer to a wider age range.
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
Section D (continued) – Potential impacts and how these will be addressed
12
Could your proposals have a
differential impact relating to
disability equality
Are your proposals
discriminatory on the grounds of
disability?
Will people with disabilities not
be getting the outcome they
need?
Will people with disabilities 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?
N
During the consultation, there has been feedback from one parent of a pupil with
Special Educational Needs has expressed concern that if the proposed new
service, which will use commissioned independent tutors, will lead to a higher turn
over of staff then this will be more challenging context for their child than the
stability of an in house service.
The commissioned service will seek to retain a core team of staff so we will seek to
utilise this core team to provide stability for youngsters with Special Educational
Needs who would benefit from this stability of teaching staff.
Will the proposals mean that
people with disabilities 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 D (continued) – Potential impacts and how these will be addressed
13
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?
N
There will be no change to the offer to pupils and therefore no change to the offer
in terms of gender.
The new Development officer posts which have arisen as part of the restructure are
initially ring-fenced to the management team to apply for and then will be
advertised to the whole team.
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
Section D (continued) – Potential impacts and how these will be addressed
14
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?
N
There will be no change to the offer to pupils.
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
Section D (continued) – Potential impacts and how these will be addressed
15
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?
N
There will be no change to the offer to pupils.
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
Section D (continued) – Potential impacts and how these will be addressed
16
Could your proposals have a
Yes (Y)
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?
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?
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
N
Will the proposals mean that
people of certain religions or
who have particular beliefs 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 D (continued) – Potential impacts and how these will be addressed
17
Could your proposals have a
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?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
N
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
Section D (continued) – Potential impacts and how these will be addressed
18
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?
N
There will be no change to the rates charged for the service to schools or to
parents.
If we had not moved to a commissioned service then costs would have been higher
to schools and parents so these changes have avoided this.
The commissioning of the service via Salford Community Leisure will support
MAPAS having a larger impact on the wider community rather than just in schools.
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
Section D (continued) – Potential impacts and how these will be addressed
19
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?
N
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
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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
Impact on pupils with
Special Educational
Needs
Impact on pupils from a
families on low income
Proposed action
Person(s)
responsible
If a young person with
a particular Special
Educational Need e.g.
autism requires
staffing which is more
stable then all efforts
will be made to ensure
that a member of staff
with a permanent
contract is involved in
the teaching
Head of
Service
The costs of provision
to schools and parents
are being kept the
same in 2012/13 as
they are in 2011/12.
Schools have been
encouraged to use
pupil premium to
support pupils as
appropriate.
Head of
Service
Assistant
Director
(Universal
Services)
Where will action
Target date
be monitored? (e.g.,
Directorate
Business Plan,
Service Plan,
Equality Action
Plan)
Equality Action
September 12
plan
– August 13
Service Plan
Service Plan
21
September
2012 – August
13
Required outcome
As appropriate,
children and young
people with
particular special
educational needs
who require
stability of staff will
have a consistent
teacher in their
school provision
and at the Arts
Centre provision.
Finance is not a
barrier to uptake of
provision for pupils
on FSM
Provision is
increased.
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 April 2013
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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?
Formal consultation regarding the proposal for the restructure of the Music and Performing Arts Service began on
Friday 20th January 2012 and ended on 16th March 2012. The original consultation was due to end on 6th March
2012. To give more time for dialogue, in particular with schools and parents, this was extended.
The consultation was made available to all stakeholders via Salford’s website and all Head teachers and Chairs of
Governors were emailed directly regarding the proposals. Letters were also provided to all parents via the Arts
Centre at Swinton High School and these letters provided details of how to contribute to the consultation.
Staff meetings for all the Music and Performing Arts Service staff took place on 20 January 2012 and 29 February
2012. Trade Unions have been involved in the consultation process via the monthly Directorate Consultative
Committee meetings.
A review meeting also took place on 21 February 2012 with the Chief Executive and the Deputy Leader.
Opportunities for 1:1 consultation meetings were offered to all members of staff. These one to ones were offered
with either Assistant Director (Universal Services) or another senior manager from Children’s Services (Head of
Schools’ Provider Arm). 27 members of staff took up this offer of a 1:1 consultation.
4.6 The proposals were also presented at the Primary Headteachers’ Forum meeting (15 February 2012) and at
the Secondary Headteachers’ meeting (6 March 2012).
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One Friends of MAPAS meeting (parents group) meeting took place on 22 February 2012. Three parents meetings
were subsequently arranged at the Arts Centre (at Swinton High School) on 7, 8 and 12 March 2012. These
meetings were attending by a total of 20 parents.
.
What are the main areas requiring further attention?
The main area of concern was the reduction in quality being offered by the service. Two thirds of the MAPAS staff are qualified staff
and a number of these are on the top of their pay scale due to many years of experience. There is concern that a number of these staff
will seek alternative employment and will not wish to take up work via the commissioned service. There is also concern of how the
remaining staff team will professionally develop and learn from good practice if they are independent tutors working in isolation.
Summary of recommendations for improvement
 To increase the core team retained by the service from one head of service to a head of service and an additional four
development officers. This will retain the expertise and enable professional development opportunities for less
experienced staff to take place during team teaching ( e.g. wider opportunities provision)
 To maintain costs of provision at their current rates to ensure that schools and parents can continue to budget for this
provision.
Section G – Next Steps
Quality Assurance
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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
Cathy Starbuck
19.3.121
Lead CIA Officer
Jon Stonehouse
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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