Equality Impact Assessment (EqIA)

Guidance is available on Compass. Completion of an EqIA should be proportional and relevant to the anticipated impact of the project on equalities. The form can be tailored to your project and should be completed before decisions are made. Key EqIAs should be reviewed by the Business Manager or Service Head, signed off by your department’s Equality Action Group (EAG) and sent to the Equality and Diversity team to publish on HertsDirect. For support and advice please contact equalities@.gov.uk.

STEP 1: Responsibility and involvement

Title of proposal/ Land acquisition Head of Service or Pauline Davis project/strategy/ for the Croxley Business Manager procurement/policy Green Free School Names of those Adrian Bentley Lead officer Rachael Greenlees involved in Pauline Davis contact details: Tel: 01992 556722 completing the EqIA: Karen Crowhurst Date completed: 24 June 2015 Review date:

STEP 2: Objectives of proposal and scope of assessment – what do you want to achieve?

Proposal objectives: The Local Authority has a legal duty to secure sufficient  what you want to achieve school places to meet the needs of existing and new  intended outcomes communities. Hertfordshire County Council (HCC), in its purpose and need role as commissioner of school places and with its statutory duty to ensure sufficient school places across its area, is working to ensure that there are enough school places to meet demand from across the area.

St Clement Danes School has been awarded funding for the opening of a 6 f.e. secondary school on the condition that HCC fund the necessary site acquisition. Stakeholders: - Department for Education (DfE)/Education Funding Who will be affected: Agency (EFA) the public, partners, staff, - service users, local Member etc - Local Pre-Schools, Nursery, Primary, Secondary and Special schools; - Three Rivers District Council - Residents in the local and surrounding areas - Local Town and Parish Councils - Parents/carers/pupils and the local community - Schools in the education planning area - MPs, County Councillors, District Councillors, Parish and Town Councils and the Local Authority Chief Executive; - Church Diocese representatives; - National Health Service (NHS) representatives; - Local resident and parent groups with a specific interest in the proposal

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STEP 3: Available data and monitoring information

Relevant equality information What the data tell us about equalities For example: Community profiles / service user demographics, data and monitoring information (local and national), similar or previous EqIAs, complaints, audits or inspections, local knowledge and consultations.

The current pupil forecasts in the The percentage of minority ethnic pupils is and secondary higher than the county average for all of the school planning areas demonstrate a secondary schools listed in the tables above deficit of school places from 2017/18 except for St Clement Danes School, where reaching a peak of 12 f.e.in 2020/22. it is lower. At three of the schools, Westfield The latest secondary forecast can be , Watford Grammar School for found at: Boys and Watford Grammar School for http://www.hertsdirect.org/services/edle Girls, the percentage of minority ethnic arn/aboutstatesch/planning/ pupils is considerably higher than the county average.

The Free School currently does not The percentage of pupils with English as an yet have any actual pupil or additional language is higher than the admissions data. This information county average for all of the schools listed will become available when the Free in the tables above except for three of the School Trust initiates the next stage schools, St Michael’s Catholic High School, of its consultation. This information St Clement Danes School and The Watford will be available in due course. UTC, where it is lower. At two of the However, given that the new school schools, and Watford will meet the needs of the existing Grammar School for Girls, the percentage community it can be reasonably of pupils with English as an additional assumed that existing school language is considerably higher than the census data for local secondary county average. schools is a good representation of the profile of secondary-age children The percentage of pupils with SEN in the local area. provision is lower than the county average for all of the schools listed in the tables above except for five of the schools, Westfield Academy, Francis Combe Academy, St Joan of Arc Catholic School, The Reach Free School and The Watford UTC, where it is higher.

The percentage of pupils eligible for Free School Meals is lower than the county average for all of the schools listed in the tables above except for four of the schools, Westfield Academy, Francis Combe Academy, The Reach Free School and The Watford UTC, where it is higher.

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At The Watford UTC there is a significantly higher percentage of male pupils than female pupils.

See appendix A for specific school census data for each secondary school in The Watford and Three Rivers secondary planning areas.

STEP 4: Impact Assessment – Service Users, communities and partners (where relevant)

Protected Potential for differential What reasonable mitigations characteristic impact (positive or negative) can you propose? Age It is not anticipated at this The position will continue to be stage that the proposals will monitored and if any issues in affect people respect of the protected disproportionately because of characteristic are identified then the issue of age. the Action will be amended accordingly. The establishment of the Free School will enable additional school places to be available as close as possible to local demand. In this way, they will improve access to school places and avoid children having to travel longer distances to access education.

Disability It is not anticipated that the The new school will be fully Including Learning proposals will affect people inclusive. The new school Disability disproportionately because of building will be designed so that their disability, but the position it can be accessed by those with will be monitored. The new disabilities. The school operator school buildings will be will be responsible for meeting designed and built to ensure the needs of children in the local compliance with the Equality area, including those with Act and to allow accessibility Special Educational Needs and to all. Disability (SEND).

The establishment of the Free The position will continue to be School will enable additional monitored and if any issues in school places to be available respect of the protected as close as possible to local characteristic are identified then demand. In this way, they will the Action will be amended improve access to school accordingly. places and avoid children

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Protected Potential for differential What reasonable mitigations characteristic impact (positive or negative) can you propose? having to travel longer distances to access education. Race It is not anticipated at this The Free School will be required stage that the proposals will to accept all children regardless affect people of race or ethnicity. disproportionately because of the issue of race. No mitigation is currently required but the position will continue to be monitored and if any issues in respect of the protected characteristic are identified then the Action will be amended accordingly. Gender It is not anticipated at this The position will continue to be reassignment stage that the proposals will monitored and if any issues in affect people respect of the protected disproportionately because of characteristic are identified then the issue of gender the Action will be amended reassignment. accordingly. Pregnancy and It is not anticipated at this The position will continue to be maternity stage that the proposals will monitored and if any issues in affect people respect of the protected disproportionately because of characteristic are identified then the issue of pregnancy and the Action will be amended maternity. accordingly. Religion or belief It is not anticipated at this The position will continue to be stage that the proposals will monitored and if any issues in affect people respect of the protected disproportionately because of characteristic are identified then the issue of religion or belief. the Action will be amended accordingly. Sex It is not anticipated at this The position will continue to be stage that the proposals will monitored and if any issues in affect people respect of the protected disproportionately because of characteristic are identified then the issue of sex. The school is the Action will be amended proposed to be co- accordingly. educational. Sexual orientation It is not anticipated at this The position will continue to be stage that the proposals will monitored and if any issues in affect people respect of the protected disproportionately because of characteristic are identified then the issue of sexual orientation. the Action will be amended accordingly. Marriage & civil It is not anticipated at this The position will continue to be partnership stage that the proposals will monitored and if any issues in affect people respect of the protected

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Protected Potential for differential What reasonable mitigations characteristic impact (positive or negative) can you propose? disproportionately because of characteristic are identified then the issue of issues around the Action will be amended Marriage and Civil accordingly. Partnership. Carers (by It is not anticipated at this The position will continue to be association with stage that the proposals will monitored and if any issues in any of the above) affect carers. respect of the protected characteristic are identified then the Action will be amended accordingly. Opportunity to advance equality of opportunity and/or foster good relations (Please refer to the guidance for more information on the public sector duties)

The school opening and operation will be a matter for the Free School and Education Funding Agency (EFA). Beyond the site acquisition, obligations under the Equality Act would be for them.

The Free School cannot: • discriminate against a pupil, prospective pupil or a member of staff because of their disability, race, sex, gender reassignment, religion or belief, or sexual orientation; • harass or victimise a pupil, prospective pupil or member of staff.

Furthermore it will be obliged to ensure that discrimination against a person does not occur in relation to the following activities: • admission to your school; • the provision of education to pupils; • access to any benefit, facility or service; • exclusion from school; • by subjecting a pupil to any other detriment and it is obliged to ensure that reasonable adjustments are made to the premises to ensure that it is accessible to disabled pupils and staff.

Close liaison will take place between HCC and the Free School in order to identify if there are opportunities to take these duties forward.

The expectation is that the Free School will work with other schools locally to ensure fair access to all.

STEP 5: Gaps identified

Gaps identified The Free School will initiate its own consultation processes as Do you need to collect part of the Free School/DfE process. This EqIA will be updated more data/information or if the consultation generates any further equality information or carry out consultation? (A ‘How to engage’ information relevant to the protected characteristics listed in consultation guide is on step 4, and HCC’s activities in relation to securing the site.

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Compass). How will you make sure your consultation is accessible to those affected?

STEP 6: Other impacts

Consider if your proposal has the potential (positive and negative) to impact on areas such as health and wellbeing, crime and disorder and community relations. There is more information in the guidance.

STEP 7: Conclusion of your analysis

Select one conclusion of your analysis Give details No equality impacts identified  No change required to proposal.

Minimal equality impacts identified  Adverse impacts have been identified, but have been objectively justified (provided you do not unlawfully discriminate).  Ensure decision makers consider the cumulative effect of how a number of decisions impact on equality. Potential equality impacts identified There is potential for equality impacts if X  Take ‘mitigating action’ to remove barriers the Free School does not comply with its or better advance equality. Equality Act duties in particular around  Complete the action plan in the next the need to make reasonable section. adjustments. In addition, through the development of the Free School, further information will arise via the consultation process and this will need to be considered to see if it identifies any issues. Major equality impacts identified  Stop and remove the policy  The adverse effects are not justified, cannot be mitigated or show unlawful discrimination.  Ensure decision makers understand the equality impact.

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STEP 8: Action plan

Issue or opportunity identified relating to: Officer Responsible  Mitigation measures Action proposed  Further research and target  Consultation proposal date  Monitor and review Free School consultation Ensure that the Free School share School process will contain relevant pupil data with HCC and vice versa Planning data regarding those with Team – Protected Characteristics which The EqIA will be reviewed and Autumn 2016 will inform how they seek to updated to reflect any new meet their duties under the data/information that becomes Equality Act 2010. It will also available provide further useful data for the County Council which will inform future decisions in relation to Education provision Any town planning application School will be the subject of statutory The EqIA will be reviewed and Planning public consultation. This may updated to reflect any new Team to identify issues around the data/information that becomes review with Equality Act that will need to be available EFA – Date considered. to be confirmed

This EqIA has been reviewed and signed off by:

Head of Service or Business Manager: Pauline Davis Date: 24 June 2015

Equality Action Group Chair: Date:

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Appendix A

January 2015 School Census Data

Watford Watford County Westfield Grammar Grammar School Average (Y7 Academy School for Schools for to Y14) Boys Girls Number of pupils on roll 958 1313 1297 N/A (Years Y7 to Y14)

% Minority Ethnic Pupils 67.12% 64.89% 68.23% 25.66%

% EAL (English as an 47.49% 28.03% 49.88% 11.62% Additional Language)

% SEN Statement (Old) 0.42% 1.83% 0.08% 1.73%

% SEN Provision* 20.25% 9.22% 4.16% 14.59%

School Action (A) 5.01% 0.00% 1.85% 1.87%

School Action Plus (P) 0.84% 0.00% 0.31% 1.44%

New SEN Support (K) 13.99% 6.78% 1.93% 8.70%

% Education & Health 0.0% 0.61% 0.00% 0.30% Care Plan % FSM (Free School 15.55% 3.27% 2.47% 7.66% Meals) Eligible

% of Male Pupils 52.71% 100.00% 0.00% 50.42%

% of Female Pupils 47.29% 0.00% 100.00% 49.58%

* SEN Provision is the total of SEN Statement, School Action, School Action Plus, New SEN Support and Education & Health Care. This is due to the changes to SEN status recording.

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Appendix A

January 2015 School Census Data

St Michael's Francis Parmiter’s County Average (Y7 to School Catholic High Combe School Y14) School Academy

Number of pupils on roll 1362 1113 1126 N/A (Years Y7 to Y14)

% Minority Ethnic Pupils 34.95% 28.12% 31.35% 25.66%

% EAL (English as an 18.28% 9.07% 20.34% 11.62% Additional Language)

% SEN Statement (Old) 1.32% 0.36% 0.98% 1.73%

% SEN Provision* 11.31% 10.87% 20.66% 14.59%

School Action (A) 0.00% 1.08% 0.09% 1.87%

School Action Plus (P) 0.00% 0.00% 0.00% 1.44%

New SEN Support (K) 9.91% 9.34% 19.54% 8.70%

% Education & Health 0.07% 0.09% 0.09% 0.30% Care Plan % FSM (Free School 4.26% 4.67% 13.65% 7.66% Meals) Eligible

% of Male Pupils 50.88% 54.99% 50.27% 50.42%

% of Female Pupils 49.12% 45.01% 47.83% 49.58%

* SEN Provision is the total of SEN Statement, School Action, School Action Plus, New SEN Support and Education & Health Care. This is due to the changes to SEN status recording.

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Appendix A

January 2015 School Census Data

St Joan of Arc Rickmansworth St Clement County Average (Y7 to School Catholic School Danes School Y14) School

Number of pupils on roll 1216 1233 1373 N/A (Years Y7 to Y14)

% Minority Ethnic Pupils 32.16% 31.63% 19.52% 25.66%

% EAL (English as an 15.38% 12.25% 5.24% 11.62% Additional Language)

% SEN Statement (Old) 0.00% 1.14% 0.15% 1.73%

% SEN Provision* 5.84% 16.22% 5.39% 14.59%

School Action (A) 0.58% 9.08% 0.00% 1.87%

School Action Plus (P) 0.00% 3.08% 0.00% 1.44%

New SEN Support (K) 4.93% 2.68% 5.24% 8.70%

% Education & Health 0.33% 0.24% 0.00% 0.30% Care Plan % FSM (Free School 2.55% 3.08% 1.82% 7.66% Meals) Eligible

% of Male Pupils 48.27% 54.66% 47.20% 50.42%

% of Female Pupils 51.73% 45.34% 52.80% 49.58%

* SEN Provision is the total of SEN Statement, School Action, School Action Plus, New SEN Support and Education & Health Care. This is due to the changes to SEN status recording.

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Appendix A

January 2015 School Census Data

The Reach The Watford County Average (Y7 to School Free School UTC Y14)

Number of pupils on roll 141 102 N/A (Years Y7 to Y14)

% Minority Ethnic Pupils 40.43% 47.06% 25.66%

% EAL (English as an 16.31% 9.80% 11.62% Additional Language)

% SEN Statement (Old) 1.42% 0.98% 1.73%

% SEN Provision* 29.08% 22.55% 14.59%

School Action (A) 4.96% 0.00% 1.87%

School Action Plus (P) 1.42% 0.98% 1.44%

New SEN Support (K) 21.28% 18.63% 8.70%

% Education & Health 0.00% 1.96% 0.30% Care Plan % FSM (Free School 14.18% 11.76% 7.66% Meals) Eligible

% of Male Pupils 47.52% 69.61% 50.42%

% of Female Pupils 52.48% 30.39% 49.58%

* SEN Provision is the total of SEN Statement, School Action, School Action Plus, New SEN Support and Education & Health Care. This is due to the changes to SEN status recording.

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