Record of Completed Equality impact Assessments (EIAs)
February 2010.
RECORD OF OUTCOMES
EIA / Policy
Name
Health, Safety
and Welfare
Policy
Date
Completed
25.02.2010
Lillian
Voellner
Summary of Policy & EIA
Aim: To comply with the legal requirements of
section 2(3) of the Health & Safety at Work Act
1974 and to ensure so far as is reasonably
practicable the health and safety if all staff and
students whilst on College visits.
Policy considered in relation to race, disability,
gender, age, religion and belief, sexual orientation
and socio-economic status.
Policy is based on legislation.
Acceptable Use
and Security
Policy
HE Admissions
Policy
10.08.2009
Simon Evans
Aim: To manage the use of College Network.
Policy considered in relation to race, disability,
gender, age, religion and belief and sexual
orientation.
14.07.2009
Margaret
Kingsford
Aim: to outline the HE admission policy and relevant
procedures.
Policy considered in relation to race, disability,
gender, age, religion and belief, sexual orientation
Keys Actions /
recommendations
Policy must be reviewed annual by the
Health & Safety Manager for
organisational and legislative changes.
Policy applies equally to all groups of
staff and learners therefore no
differential impact on equality groups.
No differential or adverse impacts
identified.
No differential impact on different
groups but there are data. A review
could be undertaken in the future.
This policy concerns the management
of the college network – which will treat
everyone the same regardless of
individual groups.
Data gaps – no data collected at
present – analyse admissions by
groups.
Student feedback not analysed by
Submission of
late work and
referrals for HE
Courses
14.07.2009
Margaret
Kingsford
and socio-economic status.
different level – analyse feedback
following the induction process.
Aim: to outline the procedure for late submission
and referrals.
No analysis undertaken as it is a new
procedure – this will need to be
reviewed.
Policy considered in relation to race, disability,
gender, age, religion and belief, sexual orientation
and socio-economic status.
New procedure – no current evidence or data to
base it on.
Academic
Appeals
07.07.2009
Margaret
Kingsford
Aim: to outline the academic appeals process.
Policy considered in relation to race, disability,
gender, age, religion and belief, sexual orientation
and socio-economic status.
No data available yet – need to check at year end.
HE Strategy
06.07.2009
Margaret
Kingsford
Aim: to outline the HE Strategy for the next three
years.
Policy considered in relation to race, disability,
gender, age, religion and belief, sexual orientation
and socio-economic status.
Evidence used from participation and success rates
by all groups of learners, student feedback from
reviews and focus groups and through applications
and enquires.
Need to collect data and evidence on
the number of appeals by equality
group type to see any potential
differential impacts which are currently
unknown.
Data needed on appeals submitted by
equality groups to ensure no differential
impact.
No evidence of impact – will need to be
review at year end.
Data gaps in relation to religion &
belief, sexual orientation and socioeconomic status.
Collect information on a broader range
of groups and conduct analysis.
Update HE webpage to include
information for students with
disabilities.
Analyse feedback by HE students.
Assessment
30.06.2009
Aim: To outline the College’s policy on assessment.
Once policy is implanted – feedback is
Policy
Margaret
Kingsford
Policy considered in relation to race, disability,
gender, age, religion and belief, sexual orientation
and socio-economic status.
needed from learners.
Analyses data on success by different
group from MIS.
Policy is equally relevant to all groups of learners
and has an impact on the way teaching staff assess
learners.
Needs of learners with disabilities has been
considered by this policy.
Safeguarding
Policy and
Procedure
(including
allegation
management)
14.06.2009
Kris Skelton
Aim: To ensure the College fulfils its legal duty to
take action to safeguard and promote the welfare of
all young people and vulnerable adults receiving
education or training at the College.
Policy considered in relation to race, disability,
gender, age, religion and belief, sexual orientation
and socio-economic status.
Incidents of safeguarding will be
reported and analysed to ensure
effective monitoring.
Continuous monitoring needed – high
impact policy.
Policy is based on the legal framework which
essentially protects young people and vulnerable
adults of all groups regardless of any differences.
Endorsed by RMBC’s Safeguarding Children’s Board.
Room Bookings
Policy
01.06.2009
Dennis
Payne
Aim: To book the correct type of room needed.
Policy considered in relation to race, disability,
gender, age, religion and belief and sexual
orientation.
Concerns about potential participation
rates experienced by disabled users –
no evidence analysis of user groups.
Groups which may experience different
needs but no evidence collection or
analysis of user groups has been
undertaken.
Need to improve evidence collection to
improve the policy – a need to be
proactive.
Assess implication on Prayer rooms,
refreshments, dietary needs – user
survey needed.
Action plan required for future
improvements.
Learning and
Teaching Policy
12.05.2009
Margaret
Kingsford
Aim: To provide an overview of teaching and
learning policy within the organisation for learners,
staff and stakeholders.
Data gaps in relation to socio-economic
status, sexual orientation and religion
or belief.
Policy considered in relation to race, disability,
gender, age, religion and belief, sexual orientation
and socio-economic status.
Need to include data on exclusions and
complaints around T&L in order to
consider the impact of this policy.
Data used in relation to success by ethnicity,
gender, age and disability.
Share policy with the Student council
and CMT for comments and provide
feedback.
Ensure the policy includes a statement
on IAG and support.
Add review date for policy.
Essential Skills
Strategy
12.05.2009
Margaret
Kingsford
Aim: To ensure delivery of essential skills meets
national agenda and that it is delivered consistently
across the College.
Data gaps in relation to socio-economic
status, sexual orientation and religion
or belief.
Policy considered in relation to race, disability,
gender, age, religion and belief, sexual orientation
and socio-economic status.
Further analysis is needed from data
and evidence that already exists in
regards to participation and bring out
Data used in relation to participation and success by
ethnicity, gender, age and disability.
Evidence from essential skills steering group –
minutes used.
any potential issues that may affect
different groups.
Potential impact on Disabled learners
identified. The essential skills group will
look at this – extend consultation.
Student feedback also used.
Finance policy,
regulations and
procedures
17.04.2009
Aim: to ensure the college’s financial viability.
Policy considered in relation to race, disability,
gender, age, religion and belief.
No differential impact on any groups of
people.
The polices, procedures, regulations apply to all
staff irrespective of age, disability, gender, race or
religion and belief.
School Leavers
14-19
Prospectus
10.03.2009
Donna
Martin
Aim: to inform young people, their parents and
guardians of all opportunities available to them at
Hopwood Hall College.
Future reviews to include testimonials
from learners.
Policy considered in relation to race, disability,
gender, age, religion and belief.
More research for future prospectus on
the content of the learner services
page.
Prospectus incorporates logos on multi-faith,
positive about disabled people, customer service
standards.
Data gaps on Faith – need this
incorporating / cross referenced with
MIS.
Information on Connextions provision is included.
Include information on alternative
formats available.
Involvement from learner services, curriculum
areas, recruitment, connextions and young people.
Specific target audience of 14 – 19 year olds.
Demographic data on gender, ethnicity, faith,
Include Equality & Diversity Statement
/ standards and information about the
prayer room.
disability has been used for this as well as focus
groups to ensure views of local schools and young
people are represented.
HHC School
Leavers
Presentation
10.03.2009
Donna
Martin
Aim: inform a wide range of learners and other
stakeholders of college provisions and services.
Policy considered in relation to race, disability,
gender, age, religion and belief.
Presentation includes information on ‘what college is
like’ which links into E&D – treating everybody as
adults irrespective of race, gender, faith, E&D
differences etc.
Evaluation forms issued and used, MIS data used.
‘the face’ used for consultation with young people.
Retention Policy
13.06.2008
Margaret
Kingsford /
Kris Skelton
Aim: to improve the retention of all learners
Policy considered in relation to race, disability,
gender, age, religion and belief.
Possibility to extend consultation to
wider community stakeholders in the
future eg youth service, agencies that
represent young people.
Evaluation form from consultation for
effective monitoring - qualitative
information.
Evaluation form to include equality
monitoring information.
Incorporates logos on multi-faith,
positive about disabled people,
customer service standards and
investors in people into presentation.
Possibility to extend consultation to
wider community stakeholders in the
future eg youth service, agencies that
represent young people.
Evaluation form from consultation for
effective monitoring - qualitative
information.
Insufficient data – conduct more
specific analysis of available data.
Information used from Connexions – learners
withdrawn and NEETS.
Need to analyse information from MIS
on retention and withdrawals in relation
to age, disability, gender and race –
compare data on a yearly basis.
Complaints data has been looked at in conjunction
with this policy.
Information needed at a college and
curriculum level.
Need to look at retention policy in
relation to the needs of disabled
learners eg insufficient support which
led learners to withdraw.
Review of policy needed.
Lesson
Observation
Procedure
18.09.2008
Claire
McGuire and
Margaret
Kingsford
Aim: To ensure the effectiveness of the learning that
us taking place, and the quality of out learners’
experience, and to highlight both best practice and
development needs.
Policy considered in relation to race, disability,
gender, age, religion and belief.
Procedure outlines how lesson observations will be
carried out. Further guidance are available on the
type of observations that will need to be looked at.
Data gaps
Need to look at procedure in
conjunction with other available
information in relation to lesson
observations to ensure no groups are
disadvantaged / negatively impacted by
the procedures.
List the names of polices that this
procedures runs in conjunction with.
Outcomes of observations will inform further action
which may consider equality groups eg support
provided for learners with disabilities or learning
difficulties.
Enhanced Wider
Review
Procedure
(observation
and analysis of
key aspects of
the curriculum
areas)
05.02.2008
Claire
McGuire
Aim: To measure the standards of teaching and
learning, curriculum management, support for
learners, and the extent to which learners needs
and interests are met.
Policy considered in relation to race, disability,
gender, age, religion and belief.
All groups have been involved in focus groups.
Representatives by age, gender, ethnicity and
separate arrangements were put in place for
learners with disabilities or learning difficulties to
specific needs. All staff involved in lesson
Data gaps in relation to socio-economic
status, sexual orientation and religion
or belief.
observation schedules.
Evidence: outcomes of focus groups and MIS data
by equality groups.
FT Prospectus
10.09.2007
Steven
Drysdale
Aim: to produce information on the wide range of
full-time academic and vocational courses that the
college offers, including work based apprenticeship
and support facilities.
Policy has been considered in relation to race,
disability, age and gender.
Possible negative affects of disabled
learners – need to ensure reasonable
adjustments are carried out.
Age – changes to age related legislation
may have an impact on the practice of
the policy.
Good role modules demonstrated through the
prospectus with different images to reflect the local
community and diversity.
Positive about discrimination logo used. Also
mentions additional support available.
Available in different formats.
Enrolment
Practice
06.09.2007
Steven
Drysdale
Aim: to enrol students at the college against
programme of learning, capturing all their personal
information that is required for the LSC and other
official bodies.
Policy considered in relation to race, disability,
gender, age.
Affects of funding reduction to ESOL.
Need to ensure needs of disabled
learners are captured and met. Carry
out reasonable adjustments
LCS guidance followed.
Completed by:
Nimisha Mistry Equality & Diversity Manager, Hopwood Hall College
Date: 26th February 2010