Equality impact assessment (EIA)
form: evidencing paying due regard to protected
characteristics
(Form updated May 2015)
Targeted Mainstream Provision – Caedmon College
|
If you would like this information in another language or format such as Braille, large print or audio, please contact the Communications Unit on 01609 53 2013 or email communications@northyorks.gov.uk.
|
|
Equality Impact Assessments (EIAs) are public documents. EIAs accompanying reports going to County Councillors for decisions are published with the committee papers on our website and are available in hard copy at the relevant meeting. To help people to find completed EIAs we also publish them in the Equality and Diversity section of our website. This will help people to see for themselves how we have paid due regard in order to meet statutory requirements.
|
Name of Directorate and Service Area |
CYPS - Inclusion
|
|
Lead Officer and contact details |
Chris Reynolds, Head of SEND Provision and Resources
|
|
Names and roles of other people involved in carrying out the EIA |
Wendy Butterfield, Lead SEND Development Officer Chris Reynolds, Head of SEND Provision and Resources |
|
How will you pay due regard? e.g. working group, individual officer |
Consultation with stakeholders
|
|
When did the due regard process start? |
May 2022 August 2022 review in Green
|
|
Section 1. Please describe briefly what this EIA is about. (e.g. are you starting a new service, changing how you do something, stopping doing something?)
This EIA considers the implications of the addition of a targeted mainstream provision to Caedmon College, Whitby.
|
|
Section 2. Why is this being proposed? What are the aims? What does the authority hope to achieve by it? (e.g. to save money, meet increased demand, do things in a better way.)
The changes being proposed will create more support for children and young people with Education Health & Care Plans (EHC Plans) in a mainstream school in the Whitby area. This proposal will allow the creation of an additional 8 supported places in a mainstream school for children and young people with Special Educational Needs & Disability (SEND).
|
|
Section 3. What will change? What will be different for customers and/or staff?
Children with SEND will have a greater opportunity to remain in mainstream school in the Whitby area, as they will have to enhanced support and a resource area when required. This will provide more choice for parents/carers as to where their child will receive their education. The staff working in the new targeted provision will have access to higher levels of training to ensure that they have the required knowledge and skills to support the children attending their schools via the Targeted Mainstream Provision.
|
|
Section 4. Involvement and consultation (What involvement and consultation has been done regarding the proposal and what are the results? What consultation will be needed and how will it be done?)
The consultation took place across June and July and gave all stakeholders and residents of North Yorkshire the opportunity to respond in a variety of ways.
|
|
Section 5. What impact will this proposal have on council budgets? Will it be cost neutral, have increased cost or reduce costs?
The proposals will ensure that more children and young people can have their needs met in the Whitby area. This will mean that more children will be able to access mainstream school with additional support for their special educational needs. The proposal provides more choice for parents if they wish their child to remain in mainstream school. In turn this should reduce the pressures on special school placements and mean that they have more capacity and places available for children whose assessed needs identify a specialist placement is required.
|
|
Section 7. How will this proposal affect people who… |
No impact |
Make things better |
Make things worse |
Why will it have this effect? Provide evidence from engagement, consultation and/or service user data or demographic information etc. |
|
Live in a rural area? |
|
ü
|
|
Children and young people with EHCPs will have more opportunity to remain in a more local mainstream school. This will reduce travel time and provide more social opportunities for children. |
|
…have a low income? |
ü
|
|
|
It is anticipated there would be no identifiable impact on SEND pupils due to their family receiving a low income. |
|
…are carers (unpaid family or friend)? |
ü
|
|
|
It is anticipated there would be no identifiable impact on SEND pupils who are carers. |
|
Section 8. Will the proposal affect anyone more because of a combination of protected characteristics? (e.g. older women or young gay men) State what you think the effect may be and why, providing evidence from engagement, consultation and/or service user data or demographic information etc.
The proposals may have an impact on children with a combination of protected characteristics. However, this should be a positive impact as more children with EHCPs can have their needs met locally.
|
|
Section 9. Next steps to address the anticipated impact. Select one of the following options and explain why this has been chosen. (Remember: we have an anticipatory duty to make reasonable adjustments so that disabled people can access services and work for us) |
Tick option chosen |
|
1. No adverse impact - no major change needed to the proposal. There is no potential for discrimination or adverse impact identified. |
ü
|
|
2. Adverse impact - adjust the proposal - The EIA identifies potential problems or missed opportunities. We will change our proposal to reduce or remove these adverse impacts, or we will achieve our aim in another way which will not make things worse for people. |
|
|
3. Adverse impact - continue the proposal - The EIA identifies potential problems or missed opportunities. We cannot change our proposal to reduce or remove these adverse impacts, nor can we achieve our aim in another way which will not make things worse for people. (There must be compelling reasons for continuing with proposals which will have the most adverse impacts. Get advice from Legal Services) |
|
|
4. Actual or potential unlawful discrimination - stop and remove the proposal – The EIA identifies actual or potential unlawful discrimination. It must be stopped.
|
|
|
Explanation of why option has been chosen. (Include any advice given by Legal Services.)
Since the roll out of the targeted mainstream provisions in 2020 there are now seven TMPs open across NY with another 3 due in the Autumn term. These have already shown to have a positive impact on the development of the young people attending. This TMP will provide much needed provision in the Whitby area for secondary age pupils with SEND.
|
|
|
Section 10. If the proposal is to be implemented how will you find out how it is really affecting people? (How will you monitor and review the changes?)
The local authority will be working closely with the school to ensure that the targeted provision is set up effectively and the school will receive high levels of advice and guidance. The targeted provision staff will receive support from the C&I SEND lead within the local authority to ensure that any issues can be shared and resolved and good practice identified.
Termly monitoring visits will take place detailing the progress in development of the provision.
Parent and children and young people will be asked for feedback on an annual basis as part of the annual review process and an annual report produced by the Head Teacher.
|
|
Section 11. Action plan. List any actions you need to take which have been identified in this EIA, including post implementation review to find out how the outcomes have been achieved in practice and what impacts there have actually been on people with protected characteristics. |
||||
|
Action |
Lead |
By when |
Progress |
Monitoring arrangements |
|
Support and guidance to the school |
C&I lead |
October half term |
|
Inclusion Management Team |
|
SLA sign off |
LA |
October |
|
Contract management by LA |
|
Termly monitoring visits |
C&I lead |
Termly from Autumn 2022 |
|
Inclusion Management Team |
|
HT annual report |
HT |
Sept 2023 |
|
Inclusion Management Team |
|
Section 12. Summary
The new targeted provision will provide an increased opportunity for children and young people with EHCPs to remain in mainstream school in the Whitby area.
Caedmon College staff and young people will have access to a wider range of specialised training and professionals to meet need including therapists, specialist staff and practitioners.
|
|
Section 13. Sign off section
This full EIA was completed by:
Name: Wendy Butterfield Job title: Lead SEND Development Officer Directorate: CYPS - Inclusion Signature: W Butterfield
Completion date: 24.5.22 Review date: August 2022
Authorised by relevant Assistant Director (signature): Jane Le Sage
Date: 9.9.22
|