Annex c

 

City of York Council

Equalities Impact Assessment

 

 

 

Who is submitting the proposal?

 

Directorate:

 

People

Service Area:

 

Education Support Services

Name of the proposal :

 

Term Dates 2024-2025

Lead officer:

 

Rachelle White

Date assessment completed:

 

4/1/2023

Names of those who contributed to the assessment :

Name                                         

  Job title

Organisation

Area of expertise

Rachelle White

School Admissions Manager

City of York Council

Education

 

 

 

 

 

 

 

 

 

 

 

 

Step 1 – Aims and intended outcomes 

 

 

1.1

What is the purpose of the proposal?

Please explain your proposal in Plain English avoiding acronyms and jargon.

 

To provide a school term date calendar for 2024-2025 school year  to meet the statutory requirements of legislation including the Education Act 2002, (Section 32)

 

1.2

Are there any external considerations? (Legislation/government directive/codes of practice etc.)

 

.  Education Act 2002, (Section 32)

 

1.3

Who are the stakeholders and what are their interests?

 

City of York Council – fulfilling their statutory duty to provide school term dates to comply with Education Act 2002

Multi Academy Trusts – also complying with Education Act 2002

Other Local Authorities – to comply with Education Act 2022 but also to create identical term date calendars where possible with our immediate neighbours and other local LAs

Families (parents & guardians, children & young people) – children and young people having the same school term date calendar where families may have children attending more than one school.

1.4

What results/outcomes do we want to achieve and for whom?  This section should explain what outcomes you want to achieve for service users, staff and/or the wider community. Demonstrate how the proposal links to the Council Plan (2019- 2023) and other corporate strategies and plans.

 

The report requires the approval of the City of York Council Executive Member for the 2024-2025 school year term dates.

 

 

                      

 

 

Step 2 – Gathering the information and feedback 

 

2.1

What sources of data, evidence and consultation feedback do we have to help us understand the impact of the proposal on equality rights and human rights? Please consider a range of sources, including: consultation exercises, surveys, feedback from staff, stakeholders, participants, research reports, the views of equality groups, as well your own experience of working in this area etc.

 Source of data/supporting evidence

Reason for using

Draft term dates annex A

Draft term dates using the guiding principles

Draft term dates annex B

Draft term dates created with NYCC and ERYC providing a more balanced school calendar

 

 

 

 

 

 

Step 3 – Gaps in data and knowledge

                                                        

 

3.1

What are the main gaps in information and understanding of the impact of your proposal?  Please indicate how any gaps will be dealt with.

Gaps in data or knowledge

Action to deal with this

 

 

 

 

 

 

 

Step 4 – Analysing the impacts or effects.

 

4.1

Please consider what the evidence tells you about the likely impact (positive or negative) on people sharing a protected characteristic, i.e. how significant could the impacts be if we did not make any adjustments? Remember the duty is also positive – so please identify where the proposal offers opportunities to promote equality and/or foster good relations.

Equality Groups

and

Human Rights.

Key Findings/Impacts

Positive (+)

Negative (-)

Neutral (0) 

High (H) Medium (M) Low (L)

Age

No impact as the term dates include school age children and also children who may have deferred

0

L

Disability

 

 

No impact as all schools are consulted with

0

L

Gender

 

No impact as all schools are consulted with

0

L

Gender Reassignment

No impact as all schools are consulted with

0

L

Marriage and civil partnership

No impact as all schools are consulted with

0

L

Pregnancy

and maternity

No impact as all schools are consulted with

0

L

Race

No impact as all schools are consulted with

0

L

Religion

and belief

No impact as all schools are consulted with

0

L

Sexual

orientation

No impact as all schools are consulted with

0

L

Other Socio-economic groups including :

Could other socio-economic groups be affected e.g. carers, ex-offenders, low incomes?

 

Carer

No impact

0

L

Low income

groups

No impact

0

L

Veterans, Armed Forces Community

No impact

0

L

Other

 

No impact

0

L

Impact on human rights:

 

 

List any human rights impacted.

No impact

0

L

 

 

Use the following guidance to inform your responses:

 

Indicate:

-         Where you think that the proposal could have a POSITIVE impact on any of the equality groups like promoting equality and equal opportunities or improving relations within equality groups

-         Where you think that the proposal could have a NEGATIVE impact on any of the equality groups, i.e. it could disadvantage them

-         Where you think that this proposal has a NEUTRAL effect on any of the equality groups listed below i.e. it has no effect currently on equality groups.

 

It is important to remember that a proposal may be highly relevant to one aspect of equality and not relevant to another.

 

 

High impact

(The proposal or process is very equality relevant)

There is significant potential for or evidence of adverse impact

The proposal is institution wide or public facing

The proposal has consequences for or affects significant numbers of people

The proposal has the potential to make a significant contribution to promoting equality and the exercise of human rights.

 

Medium impact

(The proposal or process is somewhat equality relevant)

There is some evidence to suggest potential for or evidence of adverse impact

The proposal is institution wide or across services, but mainly internal

The proposal has consequences for or affects some people

The proposal has the potential to make a contribution to promoting equality and the exercise of human rights

 

Low impact

(The proposal or process might be equality relevant)

There is little evidence to suggest that the proposal could result in adverse impact

The proposal operates in a limited way

The proposal has consequences for or affects few people

The proposal may have the potential to contribute to promoting equality and the exercise of human rights

 

 

 

 

Step 5 - Mitigating adverse impacts and maximising positive impacts

 

5.1

Based on your findings, explain ways you plan to mitigate any unlawful prohibited conduct or unwanted adverse impact. Where positive impacts have been identified, what is been done to optimise opportunities to advance equality or foster good relations?

The Term Dates have a low impact as all schools are consulted with and where possible we wish to mirror the term dates of our immediate LA neighbours.

  

                                                                       

 

 

 

 

 

 

 

Step 6 – Recommendations and conclusions of the assessment

 

 

6.1  

Having considered the potential or actual impacts you should be in a position to make an informed judgement on what should be done. In all cases, document your reasoning that justifies your decision. There are four main options you can take:

-    No major change to the proposal – the EIA demonstrates the proposal is robust.  There is no                     

   potential  for unlawful discrimination or adverse impact and you have taken all opportunities to

   advance equality and foster good relations, subject to continuing monitor and review.

-         Adjust the proposal – the EIA identifies potential problems or missed opportunities. This involves taking steps to remove any barriers, to better advance quality or to foster good relations.

 

-         Continue with the proposal (despite the potential for adverse impact) – you should clearly set out the justifications for doing this and how you believe the decision is compatible with our obligations under the duty

 

-         Stop and remove the proposal – if there are adverse effects that are not justified and cannot be mitigated, you should consider stopping the proposal altogether. If a proposal leads to unlawful discrimination it should be removed or changed.

 

Important: If there are any adverse impacts you cannot mitigate, please provide a compelling reason in the justification column.

Option selected

Conclusions/justification

 

-   No major change to the proposal.

 

 

 

 

 

 

 

 

-    the EIA demonstrates the proposal is robust.  There is no                     

   potential  for unlawful discrimination or adverse impact and you have taken all opportunities to

   advance equality and foster good relations, subject to continuing monitor and review.

 

 

 

 

Step 7 – Summary of agreed actions resulting from the assessment

 

 

7.1

What action, by whom, will be undertaken as a result of the impact assessment.

Impact/issue    

Action to be taken

Person responsible

Timescale

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Step 8 - Monitor, review and improve

 

8. 1

How will the impact of your proposal be monitored and improved upon going forward?   Consider how will you identify the impact of activities on protected characteristics and other marginalised groups going forward? How will any learning and enhancements be capitalised on and embedded?

 

 

We will consider and complete an EIA for each Term Date consultation going forward to take into account the impact of any changes