Equality Impact Assessment Form
Step 1 – Identify the policy
The term policy is interpreted broadly in equality legislation, and refers to anything that describes
what we do and how we expect to do it. It can range from published University policies and
procedures to the everyday customs and practices – sometimes unwritten – that contribute to the
way our policies are implemented and how our services are delivered.
Published statements of policy are a useful starting point for equality impact assessments, as they
establish the overall purpose of particular activities. Please use this form to document your
assessment.
Policy title
Employment of Disabled People
Faculty / Support Service carrying out the
assessment
HR Services
New or previously approved policy?
Previously approved
Date of approval / last review (if known)
July 2006
Name and role of Assessor(s)
Faith Marchal, HR Diversity Consultant
Step 2 – Further information
1. Who is responsible for the policy that is
being assessed?
Director of HR Services
2. Describe the main aims, objectives and
purpose of the policy
To ensure fair and equitable treatment of
disabled people in all stages of the
employment relationship.
3. Are there associated objectives of the
policy? If so, please explain.
Examples include statutory requirements,
sector initiatives, etc.
To assist managers to comply with the
Disability Discrimination Act 1995 and
subsequent regulations
To assist with meeting our commitments as
Double-Tick Positive About Disabled
People symbol users
4. Who is expected to benefit from this
policy?
All staff, and especially disabled applicants
and employees
5. Who was consulted on this policy?
Senior managers, disabled staff
6. How has the policy been explained to
those who would be directly or indirectly
affected by it?
Publication on HR Online, Staff handbooks,
BULLETIN, Equality & Diversity in
Recruitment and Selection training for
managers.
7. What outcome(s) are meant to be
achieved from this policy?
Effective recruitment of disabled people;
retention of disabled staff; retention of staff
who become disabled in employment.
8. What factor(s) could contribute to the
Managers’ understanding and
outcome(s)?
implementation of this policy
9. What factor(s) could detract from the
outcome(s)?
Poor understanding of this policy
Failure to consider making reasonable
adjustments for disabled applicants and
employees.
Step 3 – Assess the impact on different groups of people
10. In the table below, please tick whether the policy affects particular groups of people –
the Equality Target Groups below -- in different ways, compared to other groups. Here
are some examples:
Positive impact: a policy or practice where the impact on a particular group of people is
more positive than for other groups, e.g., accessible website design. It can also include
legally permitted positive action initiatives designed to remedy workforce imbalance, such
as job interview guarantee schemes for disabled people.
Negative impact: a policy or practice where the impact on a particular group of people is
more negative than for other groups (e.g., where the choice of venue for a staff social
occasion precludes members of a particular faith or belief group from participating).
Neutral impact: a policy or practice with neither a positive nor a negative impact on any
group or groups of people, compared to others.
Equality Target
Group
Neutral
impact
Reasons / comments
Men
x
This policy applies to all staff,
regardless of their gender,
ethnicity, disability, sexuality,
religion or age.
Women
x
As above
People from
black and
minority ethnic
communities
x
As above
Disabled people
Positive
impact
x
Negative
impact
The positive impact achieved by
making reasonable adjustments
in recruitment and employment
practice does not result in
negative impact on other target
groups, any of whom can also
include disabled people.
Lesbian, gay, or
bisexual people
x
This policy applies to all staff,
regardless of their gender,
ethnicity, disability, sexuality,
religion or age.
Transgender
people
x
As above
Older people
(50+)
x
As above
Younger people
(17 – 25)
x
As above
Faith or belief
groups
x
As above
Step 4 – Promoting equality
11. Please give a brief description of
how this policy promotes equality.
Through articulating our commitments as a
Positive About Disabled People symbol user,
and our positive public duties.
12. If there is no evidence that the
policy promotes equality, what
changes, if any, could be made to
achieve this?
n/a
13. If there is a negative impact on
any equality target groups, can this
impact be legally and objectively
justified? (If no, then a full Equality
Impact Assessment should be
completed* ).
n/a
Step 5 – Recommendation
14. Is a more detailed Equality Impact
Assessment required?
No 
Signature of Assessor(s): Faith Marchal
Date: 2nd September 2008
Authorised by:
(Dean of Faculty, Director of Support Service)
Approved for publication by:
(Member of the Equality & Diversity Group)
Yes 
* Recommended reading:
Conducting Impact Assessments for Equal Opportunities in Higher Education. September
2007, HEFCE and Equality Challenge Unit.
This publication is available online in .pdf and text format at:
http://www.ecu.ac.uk/publications/
Equality Impact Assessment Flowchart
Identify the policy,
practice or procedure
In its design or implementation,
does it intentionally or unwittingly
discriminate against particular
groups of people, e.g., men,
women, disabled people, people
from different racial groups and
religions, age groups, and sexual
orientations?
How do you know?
Who or what
information did you
consult?
YES
Can you legally
justify the
discrimination on
objective grounds?
NO
UNSURE
Ask those most
affected, and
consult relevant
staff or student
data.
NO
How do you know?
Who or what
information did you
consult?
Good! There is no need
to change this policy at
present, though
remember to keep it
under review.
YES
You will need to change this
policy, practice or procedure.
When doing so, you will need to
ensure that any amendments
made do not result in unjustified
discrimination towards other
groups. You will then need to
repeat the Policy Impact
Assessment process.
You may need to
explain your
justification further. A
more detailed Policy
Impact Assessment
may also be required.
Recommended reading:
Conducting Impact Assessments for Equal Opportunities in Higher Education. September 2007,
HEFCE and Equality Challenge Unit.
This publication is available online in .pdf and text format at:
http://www.ecu.ac.uk/publications/