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Title of service being assessed / Quality Improvement
Directorate / -Select-Adult, Health and Community WellbeingChief ExecutiveCommercial, Property and InfrastructureCommunicationsEnvironment, Sustainability and HighwaysFinanceHuman ResourcesIS, Performance and ProgrammesPolicy, Community Planning and RegenerationSchools, Children and Families
Name and role of officer completing this assessment / Teresa Glynn,SM Service Development, Jenny Coates CM Equality & Diversity
Contact Telephone Number / 01245 216942
Date Assessment Completed / 19/08/08
1. Which equality strands have you included in your data collection/ analysis and consultations?
Race and Culture / Disability
Age / Gender
Sexual orientation / Religion and Belief
2. What are the key findings/ observations resulting from the data/ consultations? Please include all findings that demonstrate inequality…You may wish to record inequality issues for additional groups (for example rural isolation, financially disadvantaged etc) please do this using box g.
a.Race and Culture
EM participation above profile, however R,S%A data shows some inconsistency across Subject Sectors. These require investigation at programme and course levels, as although some ethnic Minority learners achieve very well, in some areas they show retention, achievement and success rates below the genral learner population
Observations of Teaching and Learning demonstrate that there is some inconsistency in addressing equality issues, and promoting diversity within classroom practice
b.Age
Older learners well represented among learner community, however R,A & S data shows…..
Younger learners are less well-represented as other provision more widely available to them, however there are intiiatives in place to meet the 14-19 agenda, and adress NEET issues. Retention ,Achievement and Success data shows that learner Under 19 have significantly lower rates of retention, achievement and success, in line with those receiving the 16-18 full fee remission. Further investigation is required to address this issue.
c.Sexual Orientation
SO specified in general equalities staements. Brochure and website states ACL Essex positively welcomes people from all backgrounds.
Observations of Teaching and Learning demonstrate that there is some inconsistency in addressing equality issues, and promoting diversityclassroom practice
d.Disability
ACL Essex has a proven track record in meeting the needs of disabled learners through a dedicated Learner Support team,widely available assistive resources and materials
data has shown that some learners with disclosed need are not showing rates of retetnion, achievemnt and success comparable to that of the general learner population.Further monitoring of support mechanisms to address this.
Consultation activities will also be addressing this issue.
Observations of Teaching and Learning demonstrate that there is some inconsistency in addressing equality issues, and promoting diversityclassroom practice
e.Gender
ACL Essex has targets each year to raise male participation. Retention ,Achievement and success on gender-biased courses indicates that while males show similar rates to females, female learners do less well than male counterparts in traditionally male-biased programmes. there are also gender difference in the achievement and success rates for those with disclosed need and ethnic minorities. This issue requires further investigation at programme and course level.
Observations of Teaching and Learning demonstrate that there is some inconsistency in addressing equality issues, and promoting diversityclassroom practice.
f.Religion and Belief
Religion and belief specified in general equalities staements. Brochure and website states ACL Essex positively welcomes people from all backgrounds…Observations of Teaching and Learning demonstrate that there is some inconsistency in addressing equality issues, and promoting diversityclassroom practice.
g.Other
ACL Essex has a proven record of supporting learners in receipt of means-tested benefits and on low incomes through an LSC funded Learner Support Fund. 2008/09 has seen the introduction of a similar fund for non-accredited provision suported by ECC funding. In additon DLA , Attendance Allowance and Veterans Supplement have all been accepted as eligible benefits to qualiify for fee remission.
Learners in receipt of Additional Learning Support - a fund specifically for learners with disabilities with higher support needs, demonstarte lower achievement and success rates in some programmes within SSAs 1,6,7,12, 14a, 14c and 15. Again further monitoring of support mechanisms is required.
Learners in receipt of funds from the Learner Support Fund have comparable retention rates to the general learner population, with the exception of females in SSA 13, and males in SSAs 6,12 and 14c. Achievement and success rates are disappointing in some Subjects Sectors however, again showing gender differences.
/ EssexCounty Council Impact Assessment Form Section 2 / ECC40a
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3.We have a duty to promote equal opportunities and promote good relations between community groups as well as eliminate discrimination. Please list below any opportunities to promote equal opportunities or good community relations within your review area.
AH&CW Equality & Diversity Group
Corporate Equality & Diversity Steering Group
AH&CW Inclusion Group
Essex equality & Diversity Network
PNF / EPAG
VCOs / Collaborative working with ECC and Directorate colleagues to exchange ideas / share good practice
Information gathering and delivery, plus collaborative working with Scrutiny groups, representative groups from E&D strands, Voluntary and Community organisations
NLDC
50 Not Out
Fairshare
E2V / Project funding is distributed to groups to meet needs of wide range of disadvantaged groups covered by Equality and Diversity strands in addition to those representing people who are socially and financially disadvantaged
Family Learning
IAG
Learner Support / All core functions of the ACL service promote equality of opportunity and Equality and Diversity. However some functions have a greater role to play in reaching out to disadvantaged or under-represented individuals, groups and communities. These activities relate to potential learners and those already engaged with Adult Community Learning
/ EssexCounty Council Impact Assessment Form Section 2 / ECC40a
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4. Adverse impacts and/or inequalities in policy or service delivery that need to be resolved or mitigated. It is likely that you will have more than one possible solution for each issue
a.Race
Adverse Impact and/or inequality / Possible Solutions
- Government-led introduction of fees for ESOL may have disadvantaged some sections of some ethnic or cultural groups eg. Dependent women.
- Teaching and Learning observations identify inadequate grades
- Some disparity in Retention, achievement and success by some groups
- NLDC projects
Family learning
- Annual completion of Tutor Self-review
Strategy for raising skills of ACL staff to be developed
- Draft SAR data for 07/08 informs improvements for 08/09
b.Age
Adverse Impact and/or inequality / Possible Solutions
- Government-led removal of fee remissions for some older learners in some areas of provision
- Teaching and Learning observations identify inadequate grades
- Some disparity in Retention, achievement and success by some groups
- Recommendations made following research project
- Annual completion of Tutor Self-review
Strategy for raising skills of ACL staff to be developed
- Draft SAR data for 07/08 informs improvements for 08/09
c.Sexual Orientation
Adverse Impact and/or inequality / Possible Solutions
d.Disability
Adverse Impact and/or inequality / Possible Solutions
- Under developed use of resources in Teaching and Learning
- Year on year increases in learner contribution to cost of courses
- Teaching and Learning observations identify inadequate grades
- Some disparity in Retention, achievement and success by some groups
- Specific training-needs related to implementation of more appropriate use of resources and teaching practice
- DLA included in benefits eligible for remitted fees
- Annual completion of Tutor Self-review
- Strategy for raising skills of ACL staff to be developed
- Draft SAR data for 07/08 informs improvements for 08/09
e.Gender
Adverse Impact and/or inequality / Possible Solutions
- Some inappropriate use of gender-biased language in Teaching and Learning
- Some poor retention and/or achievement in gender-biased programmes
- Teaching and Learning observations identify inadequate grades
- Some disparity in Retention, achievement and success by some groups
- Specific training-needs related to implementation of more appropriate use of language, resources and teaching practice
- OTL action-planning identifies areas for improvement
- Observation Grade Profile identifies low percentage of inadequate observations
- Strategy for raising skills of ACL staff to be developed
Peer Review
f.Religion
Adverse Impact and/or inequality / Possible Solutions
g.Other
Adverse Impact and/or inequality / Possible Solutions
- Year on year increases in learner contribution to cost of courses
- Teaching and Learning observations identify inadequate grades
- Some disparity in Retention, achievement and success by some groups
- Remitted fees
Learner Support Fund
Contribution to PCDL funding for Learner Support Funds
Projects
- Annual completion of Tutor Self-review
- Strategy for raising skills of ACL staff to be developed
- Draft SAR data for 07/08 informs improvements for 08/09
/ EssexCounty Council
Impact Assessment Form Section 2 / ECC40a
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5. You now need to complete the action plan. You need to prioritise the work that needs to be done. If you have found any adverse impact or discrimination that is illegal you must address these immediately and therefore they will be top priority in your action plans. The notes for guidance will help you to prioritise your other actions. If there are areas which you feel need to be looked at in more detail then the resulting action may be an additional EIA focussing on a specific area of concern.
IMPROVEMENT PLAN
Please list the actions that you need to take as a result of this assessment. Directors will need to decide how these actions will be prioritised.
Issue Identified / Issues taken from question 4 / Action Required – agreed solution / Name of service /unit/ individual’swork plan where action will be included. / Officers responsible – Directorate Lead and Action Lead / Details of Cost – inc. Resource & financial / By when1 / Introduction of fees for ESOL disadvantaging members of community without English language skills who may not have access to finance to pay for courses / To support use of NLDC funding to promote learning English to identified disadvantaged groups in order to facilitate access to services and community cohesion / ACL Service Development Team / Directorate lead -
Tbc
Action Lead – Teresa Glynn / No additional cost to ACL Service / 30/10/08
2 / Removal of 50% fee remission to older people / Contribution to PCDL funding for Learner Support Funds - agreed
Recommendations made following research on impact of withdrawal of fee remission – to SMT
DLA / Attendance Allowance eligibility for fee remission confirmed – publicised in prospectus and on website / ACL Service Development Team / Directorate lead -
Tbc
Action Lead – Teresa Glynn / Funds already allocated
No additional cost to ACL Service / 30/10/08
3 / Year on year increases in fees / Contribution to PCDL funding for Learner Support Funds
DLA / Attendance Allowance eligibility for fee remission confirmed – publicised in prospectus and on website / ACL Service Development Team / Directorate lead -
Tbc
Action Lead – Teresa Glynn / No additional cost to ACL Service / 30/10/08
4 / Teaching and Learning observations identify some poor practice / Observations of Teaching and Learning Action Planning and Tutor Self reviews inform ACL Staff Development Plan
Strategy for raising skills of ACL staff to be developed / ACL Quality Improvement and Staff Development Team / Directorate lead -
Tbc
Action Lead – Liz Andrew-Turner / No additional cost to ACL Service / 30/10/08
5 / Under developed use of resources and some use of inappropriate gender-biased language in Teaching and Learning / / Observations of Teaching and Learning Action Planning and Tutor Self reviews inform ACL Staff Development Plan
Strategy for raising skills of ACL staff to be developed / ACL Service Development Team / Directorate lead -
Tbc
Action Lead – Teresa Glynn / Liz Andrew-Turner / No additional cost to ACL Service / 30/10/08
6 / Some disparity in retention, achievement and success by some groups / Self Assessment Report draft data available (to date)identified and informs improvements for 08/09 / ACL Curriculum Managers / Directorate lead -
Tbc
Action Lead – Teresa Glynn/ Liz Andrew-Turner / No additional cost to ACL Service / 30/10/08
Further EIAs Required
Subject / Planned Date / Lead Officer / Action Officer
This action plan needs to be agreed with your Director and Service Manager and actions included in the appropriate service or unity plans.
Signature of Executive Director/ Director…………………………………………………………………………………………………………………………………………………
Signature of Service Manager……………………………………………………………………………………………………………………...
Please submit this form to the equalities team: