Equality impact assessment - early learning and development team

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1. What is the name of the policy or service that is being assessed?

Early Learning and Development Team. As part of the Early Years and Childcare Team, Schools & Learning.

2. What are the aims of the policy or service? Whose needs is it designed to meet?

To improve the quality and effectiveness of learning opportunities for all children in the Foundation Stage, and prior to entering this stage in readiness for enabling them to reach their full potential. In meeting these high aspirations this policy makes sure that priorities and provision should recognise and address individual’s uniqueness and needs from prior to birth to five years in partnership with other professionals, and how these unique needs will be met at each transitional stage recognising and addressing potential inequalities.

3. In what ways might this policy or service affect some groups of people differently? Might some groups find it harder to access the service? Do some groups have particular needs that are not well met by the current policy or service?

Ethnicity - Potential language barriers of both the children and the practitioners affect both practice and understanding. Traveller children and black children are both the subject of specialist EY materials. The number of black children has increased in recent years.

Socio-economic - Families in greater deprivation crisis (food deprivation with children coming to learn hungry /not ready, workless households). Attitudinal barriers across cultural, gender and ethnic backgrounds in learning together.

Gender - Male representation as a practitioner.

Age - Summer born boys, children with English as an additional language, traveller children in equitable service provision – work with children’s centres, EMAS, and community groups etc

Sexual orientation – For example same sex couples and their children represent an increasing diversity in this area.

Religion and belief – There is very little data at national level correlating educational experiences with religious affiliations although greater acknowledgement of the changing ethnicity of the county may result in the need for more knowledge about different cultures, beliefs and religions to promote equality in learning and development approaches and provision.

Disability - With the broadening of the definition of ‘Disability’ under the Equality Act 2010 more children are recognised under this heading. With the wide range of identified disability and the funding implications this can incur at a time of tighter budgets this area will need continuous review according to individual need whether it be child, parent or practitioner, building stronger working links with cross discipline teams. Therefore the considerations of reasonable adjustment will potentially be mobilised more frequently.

4. What evidence do you have for your judgment? Is there evidence of public concern (e.g. complaints)? Staff raised concerns? Is there local or national research to suggest that there could be a problem?

Ethnicity - There is national cause for concern regarding some ethnic groups with evidence through research that some ethnic groups take longer to catch up with their peers; black children are specifically included in this. (Building Futures – Believing in Children). As a county there is a substantial rise in, for example, the Moroccan population in Trowbridge. The military are establishing super garrisons which consist of multinational staff. Other immigrants are now settling within the county e.g. polish. In a transient childcare workforce recruitment of multi nationals can also present additional issues in using English as a second language.

Socio-economic – Research acknowledges that children’s readiness and ability to concentrate and learn is hampered by poor nutrition. More families are either out of work or living in deprivation (job centre statistics, national statistics, local business and commerce statistics). There are more employees in companies that are either on reduced time or being laid off and more families in temporary accommodation. However, current research by Roulstone;Law;Rush;Clegg;Peters finds that there is no association between the child’s background and their language development after taking account of the communication environment, and therefore suggests that of greater significance is the particular aspects of a child’s communication environment associated with language acquisition rather than the broader socio-economic context of the family. Use of ECAT data to monitor the impact of funding for vulnerable two year old funding.

Access to support in a large rural county where transport is challenging. Wiltshire has pockets of relatively high rural deprivation and isolation.

Gender - Poor male representation as practitioners, although a recent promotion has gained more interest, has indicated that focused funding aimed at men is attracting more male practitioners. Wiltshire has realised a further three male practitioners in recent months, and although this number still seems low the pattern is of a gradual increase with more settings offering on the job mentoring. The funding incentive is a powerful attraction for those wanting to retrain from the point of view of the male practitioner and the settings. It is also recognised that the rates of progression between boys and girls can be significant, especially summer born boys. This is reflected locally and nationally. Although there are no identified issues this policy and the provision it drives recognises that gender identity as one of the new ‘protected characteristics’ can play a part and must be considered.

Age - Timing of intake into both school and pre-school can impact on readiness for learning with summer born children given limited time for effective transition in readiness for commencing full time education (new government policy on admissions - parents now have the right to start children full time education in September and this could also create an issue.

Sexual orientation - No identified issues.

Religion and belief - With Wiltshire becoming more multi-cultural there is a greater need to show an understanding of diversity and it’s make up.

Disability on both the children attending early years setting and practitioners - Capital funding has supported provision in making settings more accessible. More training opportunities have also given practitioners greater understanding of specific needs in relation to identified disabilities and/or additional needs. Numbers of practitioners with a disability are increasing in settings that understand the need for DDA compliance but further adaptations for training practitioners in adapting delivery may also be necessary to make sure both practitioner and child are not at a disadvantage.

5. Who have you consulted with as a part of your assessment? What were the results? Have you published the results of that consultation? If so, where?

Government performance indicators and DFE departments, local performance indicators, team reports and end of EYFSP data including notes of visit, Ofsted reports, community groups, religious groups, cross discipline teams feedback have all informed assessment.

Ethnicity – Parent survey, local business and commerce, Jobcentre plus indicating socio-economic status area specific, profile data, school consultation, ECAT data.

Socio-economic - National trends, local trends, consultation and questionnaires through parent surveys and children’s centres. Profile data, school consultation, number of two year olds receiving two year old funding.

Gender - School and nursery data on numbers of males in education and childcare (Data through Bright Horizons e.g. funding to attract more male practitioners), EYFSP data, ECAT data.

Age - Regular consultation with children, parents and practitioners, schools/PVI’s through parental questionnaires, involvement by children and parents in their own learning and development plans, especially through the children centres. Practitioners have the opportunity to address their training needs through representation on steering groups like the workforce development group.

Sexual orientation - No issues identified.

Religion and belief – Greater partnership work with religious and multi-cultural communities, especially in areas recognised as having a growing number of multi-nationals. This work has commenced and continues through schools, children’s centres and links with the EMAS team.

6. If you have found that the policy or service might have an adverse impact on a particular group of people, can you justify this?

Early Years Foundation Stage Profile (EYFSP) data is analysed so that the make up of the lowest performing 20 percent in the county can be used to support practitioners to target groups that are potentially vulnerable to underachievement. The county’s EYFSP data is compared to both national data and also national vulnerable groups’ data using the first statistical release. Schools are also encouraged to compare their data to national results. The national and county picture is used to plan CPD for practitioners.

EYFSP data is used to target support to schools where there is a trend of only a low percentage of children achieving a ‘good level of development’ by the end of the EYFS or where there is a large gap between the lowest achieving and the rest. Targeted training and support visits are assigned according to need in order to support practitioners to make sure that no children are disadvantaged. Schools are also supported to use their end of EYFSP data to target and meet the needs of children that are in danger of underachievement as they move into the national curriculum. Children’s centres use EYFSP postal code data to gain a picture of the needs within their locality. Support groups are then planned to target areas of learning and development that the data has shown to be low by the end of the EYFS to help all children to reach their full potential.

Schools are advised to make a summative judgment on entry of children’s attainment at the end of the first half term in school so that children who are developmentally below age-related expectations can be identified and tracked and also so that provision can be planned to address their specific needs so that they reach their full potential by the end of the EYFS. Schools are also encouraged to reflect in this way at the half way point in the year.

ECAT data is used to identify children at risk of language delay and to plan an appropriate programme of support to address this.

Socio-economic - Home play and resourcing. Working with libraries and groups/organisations like children’s centres to engage those in deprivation, two year old funding, ECAT training and SEAD training.

Gender - Adults making sure that both male and female practitioners are not labelled into specific areas of learning and have a thorough knowledge and understanding of all areas for all children.

EYFSP data is analysed for gender gaps and programmes of support have been delivered for schools that have significant numbers of underachieving boys e.g. Mark Making Matters, SEAD.

Age - Late entry into school or early entry for summer born, especially boys. Earlier education for parents on the impact early communication can have on their children delivered through children’s centres. Parents now have the right to decide full or part time admission to school for their summer born children. Schools need to make sure that they have a reasonable period of induction and structured day to meet the needs of those younger children in reception classes.

Sexual orientation - No issues identified.

Religion and belief - Assessment also needs to take into account cultural expectations i.e. roles of boys and girls may differ and how this is acknowledged. For example, working with community groups to develop the approach and address the needs. Also absence from school /pre-school due to cultural celebrations throughout the year needs to be taken into account.

Disability - Impact and assessment needs to reflect the additional needs of the children and the possible variations in assessment measures i.e. early intervention team have specific documents for assessing children with additional needs; autism etc.

This area is about the training needs for practitioners in delivery, resourcing environment and impact and assessment.

7. If the impact cannot be justified, what do you intend to do about this? Are there changes that you could introduce which would make the policy or service work better for this group of people? Is further research or consultation required?

Ethnicity - Regular monitoring of the nationality make-up in the county, looking at areas where EAL is higher, and reviewing the Learning and Development support mechanisms to address this, i.e. additional training. Being more proactive than reactive, this includes looking at the advisory service in supporting practice. Greater consultation with community groups in empowering improvement with LA support.

Socio-economic - Greater intensive support in the primary areas of learning and development. Opportunities for families to access this support out in rural localities. Closer work with cross discipline teams in formulating and implementing strategies to provide services to address needs, i.e. services through the children’s centres, possible use of local school transport to alleviate some of the transport problems in the most rural areas, work with parishes/ local communities to address needs. Work with training providers and Jobcentre plus to develop more opportunities for family’s long term outcomes. Be aware of and challenge the opportunities for those families who find themselves just above the benefit range, yet find themselves struggling to afford/ access services.

Gender - Work closer with settings/providers to encourage more male practitioners in to the profession. Continue to work with Government and organisations such as CWDC in promoting good practice/good pay for all. Target training for practitioners that focus on meeting the needs of boys.

Age - No issues identified as statutory requirement followed.

Advisory teachers work with PVI settings that have children completing their reception year to make sure provision is appropriate and challenging.

Sexual orientation - No identified issues.

Religion and belief - Research into cultural expectations for girls and boys and how these expectations impact on outcomes would be useful in meeting religious and cultural aims as well as making sure children can reach their full potential.

Disability - Practitioner training, closer working with all agencies involved with disability, for both children and adults as practitioners.

In Summary

Throughout this policy, its implementation and its measured effectiveness, the following areas have been identified as crucial in both considering how to develop the most effective service and in recognising the diversity of the county and its inhabitants.

• Partnership working – the unequivocal need for.
• Parent/child consultation/voice – understanding and ownership of their learning reinforced through participatory partnership working.
• Practitioner voice – to make sure progressions of a fully inclusive service the practitioners need to have ownership of what they do and how they do it with informed choices.
• Practitioner partnership in developing appropriate planning – e.g. ambitious programmes of ECAT for childminders. The service being mindful of funding resources to gain the most effective and long term outcomes.
• Monitoring and evaluation of impact with review for change where appropriate – ongoing, transparent and fully inclusive.
• Access for rurality – county wide – use of peers/professionals e.g. for pack away provision (village pre-schools).
• Access to funding / cost effectiveness – sourcing wider streams funding and using them innovatively to address need.
• Team CPD cycle reflecting need and new evolving initiatives – no complacency in realising the need for ongoing appropriate CPD for advisers.
• Being proactive rather than reactive – working closely with other families, teams and communities to recognise potential need and have in place resources to address these needs from the outset. Make sure this way of working in implicit and explicit in the work plan and way of working.

8. How will you monitor the take-up or impact of the policy or service in future?

Ethnicity - Through consultation with cross discipline team reviews, profile data, national and local data, regular ongoing parent/child consultation, consultation with health and local and national organisations.

Socio-economic - Through consultation with cross discipline team reviews, profile data, national and local data, ECAT data, vulnerable two year old data, regular ongoing parent/child consultation, consultation with health and local and national organisations. Regular ongoing consultation with schools and settings, training, both planned and evolving.

Gender - Through consultation with cross discipline team reviews, profile data, national and local data, regular ongoing parent/child consultation, consultation with health and local and national organisations. Regular ongoing consultation with schools and settings, training, both planned and evolving.

Age - Through consultation with cross discipline team reviews, profile data, national and local data, regular ongoing parent/child consultation, consultation with health and local and national organisations. Regular ongoing consultation with schools and settings, training, both planned and evolving.

Sexual orientation - Not identified as an issue.

Religion and belief - Through consultation with cross discipline team reviews, profile data, national and local data, regular ongoing parent/child consultation, consultation with health and local and national organisations. Regular ongoing consultation with schools and settings, training, both planned and evolving, ECAT data.

Disability - Through working closely with cross discipline teams comparing and contrasting data, statistics and reports to make sure of an integrated approach. Working with parents to assess need, impact and progression.

Regular monitoring of data, statistics and local intelligence to register impact and progression and to identify further need.

9. What actions do you plan to take as a result of this equality impact assessment? Please state any resource implications:

Ethnicity - Look at the ethnicity make-up of Wiltshire and identify what existing services are available, take up and impact on outcomes. Compare and contrast how successful the current provision is; percentage accessing, recognised need, barriers for accessing support in partnership with local communities and agencies, and develop pathways to address any areas still needing support.

Socio-economic - Review where services, and what services are being delivered. Review percentage accessing opposed to those not and review impact of these services for reach and access. Review access of resources and training and establish pathways to address gaps.

Gender - Continue to market this area to encourage more men to join the profession. Encourage more volunteers through various schemes and organisations i.e. children’s centres, football clubs, youth clubs etc and make sure there are opportunities for them to develop into a professional route i.e. work with training organisation for funding initiatives.

Age - Opportunities for volunteering at a younger age with potential sponsorship and mentoring from local community businesses into training and the profession.

Sexual orientation - Not identified as an issue.

Religion and belief - Closer working with religious communities complimenting their beliefs with sympathetic opportunities for progress.

Disability - Greater opportunities for training in particular disciplines to address need.

Implicit and explicit to service is the need to share, discuss, formulate strategies to address need and implement resources, support and change in partnership with relevant agencies. To recognise ongoing training as crucial in providing the best service and to adhere at all times to requirements and regulations.

10. There is a legal requirement to publish the outcomes of Equality Impact Assessments. Please outline how / where this will happen

Through the Wiltshire Council website and the Schools and Learning Branch Business Plan.

11. Name of person completing form

Early Learning and Development Manager

Last updated: 5 March 2012