Westfields Junior School Equality Impact Assessment
PART 1: INITIAL INFORMATION
Name of individual completing
assessment:
Debbie Jones
Governing Committee / School
Department
Inclusion Manager
Title of Policy / Strategy
Restrictive Physical Intervention
Policy 2012-13
Is this a new or revised document /
service?
Revised
Is this an initial or subsequent Equality
Impact Assessment?
Subsequent
Signature of Assessor:
Debbie Jones
Date of assessment:
27.9.12
PART 2: EQUALITY IMPACT ASSESSMENT
1.
Identify the aims, objectives and outcomes of the document / service
Provide a summary of the aims and objectives:
To provide guidance on the appropriate use of restrictive use of physical
intervention at school.
What are the intended outcomes of the document /service?
To support the outcome of the Every Child Matters agenda (DfES Children's
Act 2004) to stay safe.
For all children to feel safe, comfortable and supported in the school
environment.
For all staff to know the correct procedure for physical intervention and the
positive behavior management approaches to avoid the need for it.
How will you measure the outcomes?
Assess the impact of positive behavior management strategies from Monthly
Behaviour Summary.
Monitor the incidence of restrictive physical interventions.
Level of complaints/enquiries about restrictive physical intervention issues /
Parental questionnaires
Feedback from staff ie Senior Management team
Feedback from pupils ie as part of the debrief following a restrictive physical
intervention.
Who is intended to benefit?
All members of the Westfield's community, including pupils, parents,staff and
governors.
2.
Gather and consider available information and data
It is important to have as much up to date, reliable information as possible
about the different groups the document / service is likely to or does affect.
What processes do we use to consult effectively with
pupils,parents/carers,staff,governors and other stakeholders?
The following were taken into consideration:
DfES Children's Act 2004, United Nations Convention On The Rights of The
Child and Unicef.
Hampshire County Council policy for restrictive Intervention in School
September 2010
2
Equality of Opportunities Policies
Positive Relationships for Learning Policy.
Planning and Recording physical intervention in schools 2010
Use of Reasonable Force- Advice for head teachers, staff and governing
bodies, (2011)
3.
Assess the impact on equality
Please see guidance notes.
Are there any parents /carers, staff, governors or other key stakeholders that
may not get what they want from this policy/ function?

Positive impact means promoting equal opportunities or improving
relations within equality groups

Negative impact means that an equality group(s) could be disadvantaged
or discriminated against
 Neutral impact means that it has no effect currently on equality groups
Please answer ‘yes’ or ‘no’ in the following table:
Equality
Group
Positive Negative
Impact
Impact
Neutral Explain reasons for impact
Impact both for positive & negative
Age
X
This policy demonstrates our
commitment
to
promote
positive behavior and keep all
pupils and staff safe in school.
Disability
X
As above
Faith and
Belief
X
As above
Gender
(includes
X
Transgender)
Race
X
Sexual
Orientation
X
Human
Rights
X
As above
As above
As above
As above
Other
(please
specify)
3
4.
Consider alternatives
If negative impacts have been identified in question 3, action needs to be
taken to remedy them. If no negative impacts have been identified, move to
question 5.
 Summarise below what changes have been made already to remove or
reduce the negative impacts identified in question 3.
 If actions remain and feature in another action plan provide a reference to
this plan here.
 If actions remain and do not feature elsewhere complete a copy of the
Equality Impact Assessment Action Plan template and attach a copy to
this assessment.

Does the school have any statutory obligations,which would be
breached if any of the options were chosen and implemented?
No negative impacts identified.
If any negative impact remains, explain why implementation is justifiable.
N/A
5.
Involve and consult relevant advisors or groups
Have you consulted on the document / service to help assess its impact on
equality groups? YES/NO
If yes, please state which individuals and organisations were involved.
NO
6.
Decide whether to adopt the Document / Service
Do you intend to reject, implement or amend the document / service? Please
state which:
Implement.
4
7.
Ongoing Review on Equality
It is necessary to have arrangements in place to monitor the document /
service in relation to equality on an ongoing basis. Provide details of your
current / planned review process in the sections below.
If review processes are already in place, please summarise what these are:
Equality Impact Assessments and results of these along with analysis
monitoring information, complaints, incidents will ensure effective monitoring
of outcome.
Monthly behaviour summaries are used to identify any group that is
disproportionately represented in being involved in behaviour incidents or
affected by them. These would be discussed and issues addressed.
If none are currently in place, what plans are there to establish a review
process?
8.
Future Equality Impact Assessments
Give an indication when a further Equality Impact Assessment will be
undertaken (maximum interval: every three years). Who, within the School,
will be responsible for doing this?
Annually on review of policy, carried out by Inclusion Manager.
9.
Meeting the legal duty
Does the document / service provide an opportunity to promote equality of
opportunity and promote good relations within and between the equality groups?
Yes
10.
All EIA’s relating to policies and service functions must be authorised by the
Senior manager or Committee Chair and then forwarded to the Administration
Team, after Full Governing Body ratification, and published on The Westfield
Junior School Website.
Signature of Chair / Manager:……………Debbie Jones
NOW COMPLETE PART 3: EIA CONFIRMATION SHEET OVERLEAF
5
PART 3: CONFIRMATION OF EQUALITY IMPACT ASSESSMENT FOR
WESTFIELD JUNIOR SCHOOL DOCUMENTS / POLICIES / STRATEGIES
AND SERVICE REVIEWS.
This section of the Equality Impact Assessment documentation is to be
completed after Parts 1 & 2 have been finished. A copy should be
incorporated into the document .
Main aim of the document / policy / strategy / service (EIA Form Part 2 )
To provide guidance on the appropriate use of restrictive use of physical
intervention at school.
Outcome of the Equality Impact Assessment Process:
It was found that the policy demonstrates a positive effect on all 6 main strands
of diversity and extends to human rights and social cohesion.
What actions have been taken and are planned as a result of the equality
impact assessment. Provide details of action plan (copy attached or
reference provided) with timescales / review dates as applicable:
No specific actions were identified in the E.I.A process.
Policy to be adopted.
Groups / individuals consulted with as part of the impact assessment:
Debbie Jones/ Inclusion Manager
6
To ensure all m
relationships fo
Equality Impact Assessment Action Plan
Objective/ Issue
Action required
Lead Person for
action
7
Target
date
Update on progress
Diversity
Strand