Community Impact Assessment Form
For a summary of this Community Impact Assessment, click here
Title of Community Impact Assessment (CIA): Creation of a single unit including the Pupil Health Referral Unit, (PHRU), The
Home Tuition Team and the teenage Pregnancy Service.
Directorate: Children’s Services
Date of assessment:
Names and roles of people carrying out the community impact assessment. (Please identify Lead Officer):
Sue Woodgate, Assistant Director: Targeted * Lead officer
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
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Describe the area you are impact assessing and, where appropriate, the changes you are proposing?
The area which is being risk assessed is the provision which is made for pupils who need off mainstream school site education
because of health issues, pupils requiring Home Tuition and girls who are pregnant. There is a clear rationale for amalgamating
the current PHRU and Home Tuition service to create a more streamlined and joined up delivery unit for vulnerable children,
including those who are physically or mentally ill, school phobic or pregnant. There are currently overlaps in service delivery and
the referral routes into these services are unclear to many service users. The proposal is to create a single service that allows
young people to more easily access provision from main stream settings through agreed referral routes as appropriate. The
rationale for merger had not been questioned during the consultation period although the mechanics of the merger have been the
subject of discussion.
The finalised proposals below take account of these comments.
The Teenage Pregnancy Co-ordinator post and the current CAMHs post would also be included within this provision to ensure
joined-up Service delivery.
It is proposed that the new service would be located on the Canterbury Centre Site and have the same DfE number, management
committee as the current Canterbury Centre.
Consideration has been given to some of the practicalities in operating such a service. The following areas
have been considered:





Pupil Numbers Staffing
Finance
Management Governance
Curriculum Delivery
Referral Routes and accountability
The children included within this strategy are:



Physically ill children
Children who have mental health issues
Children who may experience school phobia
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


School age young women who are either pregnant or have a young child
Children who have been identified as requiring 1:1 support for an interim period
Children accessing the day care provision through CAMHs based at the Gateway Centre
Not included in the scope of this Restructure are the:

Services for young families currently provided by teh Integrated Youth Services

Services for children provided by the KS1/23/4 PRU’s

Services for Children with EAL currently provided by EMTAS
Numbers of pupils and referral rates
Currently the Canterbury Centre has 42 pupils receiving a service, Home Tuition has 23 pupils including girls who are pregnant
who are receiving a service.
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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
X
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
Age
Religion and/or belief
Disability
X
Sexual Identity
Gender (including pregnancy and maternity)
X
People on a low income (socio-economic inequality)
Gender reassignment
Other (please state below) (For example carers, ex
offenders)
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Race
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)
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.
N
The Age range of the pupils is 5-16 this would be collected on entry
Disability
Y
There is no plan to change the client group for whom the service is provided
any concerns would be noted on entry
Gender (including pregnancy and
maternity)
Y
There is no plan to change the client group for whom the service is provided.
Gender Reassignment
N
Race
Y
Religion and/or belief
N
Sexual Identity
N
People on a low income
(socio-economic inequality)
N
Other (please state) (For example
carers, ex offenders)
N
Ethnicity would be collected on entry
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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

Meetings were held with staff groups to introduce the proposals and to discuss concerns during the consultation process.

Meetings were held with Parents at both the Canterbury Centre and the Home Tuition base.

A meeting was held with the Canterbury Centre Management Committee.

All responses to the consultation were received on either the 3 rd or 4th of May so it was not possible to follow up concerns raised
during the consultation period.

8 written responses were received.
Issues raised:
a) KS 1 & 2 pupils.
Concerns were raised that there was no provision for KS1&2 pupils in the proposal. No change is planned to the age groups of pupils
who are catered for across the PHRU or Home tuition teams. As part of the continuum of provision across the City it is important to
recognise the flexibility available through the provision made at the KS1/2 PRU.
b) Pupils not on the roll of a school. It was commented on that pupils who were referred because they were not on the roll of a
school. It is the role of the In Year Fair Access Panel to ensure that pupils are placed quickly. The panel meets monthly and this
should resolve placement issues.
c) Timescale, Concerns have been expressed about the timescale for the merger. In that aiming for full merger by September 2012
may be too ambitious.
d) The use of Teaching assistants rather than teachers for curriculum delivery.
There is no intention to reduce the quality of the provision by having Teaching assistants delivering all the curriculum rather than
teachers. 2 teaching posts have been returned to the structure but this necessarily means a reduction in TA’s. A pupil teacher ratio of
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6.4 has been achieved by doing this, with a much higher Pupil / Staff ratio.
e) Throughout the responses there is an underpinning belief that the PHRU is a replacement, full time school and therefore has to
offer everything a school offers in terms of curriculum. The PHRU / Home Tuition should not be seen as long term options. Schools
need to be encouraged and supported to ensure that the provision is revolving door and that exit strategies are agreed at the point of
referral.
f) Operational aspects of the centre. The process of recruitment to the new provision would be done in conjunction with the new
Head of Centre. Once this post was appointed to Job descriptions for the tiers below could be finalised with additional detail about
specific roles.
g) Car Allowances: This was an omission from the original proposal, All Teachers, HTLA’s and TA3’s would be entitled to a Casual
User Allowance as it is the expectation that all teachers would be able to deliver both in the centre and in the home location. The
funding for this would come from the £100,00k non-staffing budget.
h) Mental Health Issues. It was noted that young people accessing both the PHRU and the Home Tuition strand have significant
mental health issues and that there needs to be a way of maintaining credibility for that element of the service through the staffing
structure.
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Section C (continued) – Analysis
C3 What information has been analysed
to inform the content of this CIA? What
were the findings?
As a result of comments in the consultations additional research has been undertaken in to
the client groups to ensure that all groups for whom it is intended to provide a service are
covered e.g.
a) KS 1 & 2 pupils.
Please include details of, for example,
Concerns were raised that there was no provision for KS1&2 pupils in the proposal. No
service or employee monitoring
change is planned to the age groups of pupils who are catered for across the PHRU or
information, consultation findings, any
Home tuition teams. Response: As part of the continuum of provision across the City it is
national or local research, customer
important to recognise the flexibility available through the provision made at the KS1/2
feedback, inspection reports, and any
PRU.
other information which will inform your
b) Pupils not on the roll of a school. It was commented on that for some pupils who were
CIA.
referred it was because they were not on the roll of a school. Response: It is the role of
the In Year Fair Access Panel to ensure that pupils are placed quickly. The panel meets
monthly and this should resolve placement issues.
c) Timescale, Concerns have been expressed about the timescale for the merger. In that
Please specify whether this was existing
aiming for full merger by September 2012 may be too ambitious.
information or was specifically in relation
d) The use of Teaching assistants rather than teachers for curriculum delivery.
to this equality analysis and CIA process
Response: There is no intention to reduce the quality of the provision by having Teaching
assistants delivering all the curriculum rather than teachers. 2 teaching posts have been
returned to the structure but this necessarily means a reduction in TA’s. A pupil teacher
ratio of 6.4 has been achieved by doing this, with a much higher Pupil / Staff ratio.
e) Throughout the responses there is an underpinning belief that the PHRU is a
replacement, full time school and therefore has to offer everything a school offers in terms
of curriculum. Response:The PHRU / Home Tuition should not be seen as long term
options. Schools need to be encouraged and supported to ensure that the provision is
revolving door and that exit strategies are agreed at the point of referral.
f) Operational aspects of the centre. The process of recruitment to the new provision
would be done in conjunction with the new Head of Centre. Once this post was appointed
to Job descriptions for the tiers below could be finalised with additional detail about
specific roles.
g) Car Allowances: This was an omission from the original proposal, All Teachers,
HTLA’s and TA3’s would be entitled to a Casual User Allowance as it is the expectation
that all teachers would be able to deliver both in the centre and in the home location. The
funding for this would come from the £100,00k non-staffing budget.
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h) Mental Health Issues. It was noted that young people accessing both the PHRU and
the Home Tuition strand have significant mental health issues and that there needs to be
a way of maintaining credibility for that element of the service through the staffing
structure. Response: an additional TLR has been added with this focus.
j) Teenage Fathers. The query about provision through the service for Pregnant Teenagers
for boys has resulted in the outcome that one pupil educated by the Home Tuition service
became a teenage parent in the last 2 years
Section D – Potential impacts and how these will be addressed
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?
Will the proposals mean that
people within certain age ranges
will experience positive
outcomes?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
N
N
N
The role of the provision will be clearer in the continuum of provision which is being
created within the city to meet the needs of pupils who are struggling to have their
needs met in mainstream schools.
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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
N
There will be no impact on pupils as a result of the changes, schools are
anticipating a positive impact. In that referrals will be streamlined and the process
will be clearer.
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?
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
The service is enhanced for pupils with disability.
N
N
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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
The Canterbury Centre has appropriate access for people with disabilities which
will be an improvement for pupils in terms of the current location of some services.
N
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?
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
N
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If the impact is negative, how
will it be reduced or eliminated?
Will the proposals mean that
men or women, boys or girls 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
This will be improved provision for young people who are pregnant as we will be
able to offer enhanced curriculum opportunities.
The provision for Teenage fathers was raised during the consultation. This was
investigated and only 1 teenage father had been taught by the HT service at the
point of becoming a father. Therefore it was felt that the new provision would have
the capacity to deal with this should the need arise.
N
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
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your
analysis?
N
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be disadvantaged as a result of your
proposals?
If the impact is negative, how will it be
reduced or eliminated?
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
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
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
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result of your proposals?
If the impact is negative, how
will it be reduced or eliminated?
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
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?
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
N
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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?
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
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?
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
N
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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?
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
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
Yes (Y)
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
N
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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?
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
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
No (N)
Explain impact(s) and what evidence or data exists to support your analysis?
N
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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?
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
Proposed action
Person(s)
responsible
Referral pattern may
change
Referrals will be
monitored to ensure the
right people are getting
the service at the right
time
Required curriculum
delivery model will meet
individual need
Head teachers,
INYFA, Teacher
in charge of
provision
Curriculum delivery
requirements may
change
Teacher in
charge of
provision
Where will action
Target date
be monitored? (e.g.,
Directorate
Business Plan,
Service Plan,
Equality Action
Plan)
Directorate Plan
January /
March / July
2012
Required outcome
Directorate Plan
Good GCSE / SATS
outcomes
January /
March / July
2012
Equity in provision
and service
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.
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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?
The CIA was completed during the consultation process and following the feedback from staff, parents and pupils.
What are the main areas requiring further attention?
The new service will need to be compliant with the 2012 act from the start.
Summary of recommendations for improvement;
Staff training on Equalities will be organised.
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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
25.05.12
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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