Education Authority

Public Authority Statutory Equality and Good Relations Duties

Annual Progress Report 2015-16

Contact:

Section 75 of the NI Act 1998 and Equality Scheme

Name: Cathy Lavery

Telephone: 02837 512264

Email: cathy.lavery@eani.org.uk

Section 49A of the Disability Discrimination Act 1995 and Disability Action Plan

As above X

Name:

Telephone:

Email:

Documents published relating to our Equality Scheme can be found at:

http://www.eani.org.uk/about-us/equality/

Signature:

Gavin Boyd, Chief Executive.

This report has been prepared using a template circulated by the Equality Commission.

It presents our progress in fulfilling our statutory equality and good relations duties, and implementing Equality Scheme commitments and Disability Action Plans.

This report reflects progress made between April 2015 and March 2016

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PART A – Section 75 of the Northern Ireland Act 1998 and Equality Scheme

Section 1: Equality and good relations outcomes, impacts and good practice

1 In 2015-16, please provide examples of key policy/service delivery developments made by the public authority in this reporting period to better promote equality of opportunity and good relations; and the outcomes and improvements achieved.

Please relate these to the implementation of your statutory equality and good relations duties and Equality Scheme where appropriate.

During 2015-16 the Education Authority (EA) has been actively involved in many activities in support of better promoting equality of opportunity and good relations. Further information can be found at http://www.eani.org.uk/about-us/equality/regional-equality-unit/regional-equality-unit-documents/ 2015-16 was the first year of the EA as a regional organisation: the five Education and Library Boards were dissolved and the new Education Authority created on 1 April 2015. The new Authority has regional responsibility for the delivery of educational services across Northern Ireland. The organisation was in a transition stage in its first year. It is now engaged in a process of transformation, to enable the EA to become a modern, efficient and responsive organisation, which is designed to meet the ever changing needs of all stakeholders. In the transition year (2015-16) many of the S75 activities centred on developing the EA Equality Scheme and interim Disability Action Plan. These included production of easy read and summary versions, which can be accessed at the website address above. The Equality function will sit within the Chief Executive’s Office in order to provide a strategic corporate overview and to ensure equality is integral to all aspects of service delivery and confirm its importance within the organisation. Development of the EA Equality Scheme Consultation on both the Equality Scheme and the Disability Action Plan took place from 12 June 2015 until 28 August 2015. A meeting of the Joint Consultative Forum (JCF) was held on 25 June 2015, to provide Section 75 consultees with an opportunity to discuss the draft documents. The meeting was attended by representatives from 12 organisations, including the Equality Commission, NI Council for Integrated Education, Belong NI, Community Relations Council, Mencap, National Deaf Children’s Society and SAIL, along with Trade Union Representatives. A separate meeting was held with Disability Action on 21 August 2015 to discuss its views, with a particular focus on the draft interim Disability Action Plan. The feedback received did not lead to any significant changes being made to the Scheme or interim Disability Action Plan, however the process has been beneficial and the feedback will be addressed in more detail when developing the Audit of Inequalities, associated Equality Action Plan and in the revision of the

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interim Disability Action Plan. The Equality Scheme was submitted to the Equality Commission for Northern Ireland (ECNI) on 1 October 2015 and approved in March 2016. The year ahead will focus on further training and raising awareness of obligations under the Equality Scheme for relevant stakeholders including Board Members, Senior Managers and staff. A Board Members’ working group is being established to review inequalities in education. This ‘Key Inequalities in Education’ working group will report to the EA Board through the Education Committee and Children and Young People’s Services (CYPS) Committee as appropriate. Operational work continued whilst the Scheme was being developed, resulting in a number of key policy/ service delivery developments designed to better promote equality of opportunity and good relations during 2015-16. These developments include: Newcomer Children and Young People www.education-support.org.uk/teachers/ids The Inclusion and Diversity Service (IDS) of the EA is a regional service for Northern Ireland. It offers advice and support for teachers who are working with newcomer pupils, from pre-school to post-primary levels, to build school-capacity. Newcomer refers to any pupil for whom English is not the home-language. Schools have access to an interpreting service for parent-teacher meetings and to translate letters and policies on the Education Support website. Other services include advice and support for welcoming new arrivals, communication with home, planning for the first few weeks, monitoring progress, curriculum access, overcoming specific language difficulties, exam preparation and promoting intercultural awareness in school. Support for schools is available in a number of ways: 1. A telephone help-desk from Monday to Friday. This pilot scheme began during 2015-16 to answer immediate queries from schools. In June 2015, this was communicated to schools via email along with information about the IDS Advisory Officer support. 2. Emergency support for those schools working with Newcomer pupils for the first time or which require immediate support due to an urgent issue. 3. Ongoing school-based support for schools wishing to access in-depth support and training for teachers. For information see the booklets for each sector on the IDS website: www.education-support.org.uk/ids. 4. On-line courses for teachers: courses have been developed by IDS to support teachers and staff in mainstream classrooms and will be available through Queen's University, School of Education, Open Learning Programme. 5. The IDS website: translated documents for teachers and parents, advice for teachers and information about the support we offer are available on the website. 6. An interpreting service: Interpreting is available to help teachers communicate with Newcomer families. Information about the service is available on the website.

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IDS officers provide support for all schools who request it, based on individual school audits. This is ongoing throughout the year, with 211 primary and 67 post primary schools requesting such support during 2015-16. More resources were added to the Education Support website between April 2015 and March 2016. These resources included the translation of ‘top tips’ for parents’ booklets, parenting home-safety booklets, translated policy guidelines, interpreting guidelines for 2015-2016 and the ways of seeing intercultural resources for primary and post-primary sectors. Resources for Schools Between April 2015 and June 2015, new resources were developed by IDS staff to support schools. These included a new set of English Benchmarking Kits for primary schools (for Foundation Stage, KS1 and KS2), a Post-16 booklet about curriculum subject choices, booklet 5 guidance about ESOL classes available, a booklet listing details of useful iPad apps and a final version of the KS3 Mathematics Benchmarking Kit. Between August 2015 and March 2016 new resources were developed by IDS staff to support schools. These included a Primary Mathematics Benchmarking Kit and sets of curriculum planners. Two IDS Officers created additional templates for the Primary Toolkit for Diversity. Launch of new IDS resources, May 2015 Another successful launch of IDS resources took place on 19 May 2015 in the Armagh City Hotel which was attended by the Minister for Education, John O’Dowd, who introduced the event. ‘Intercultural Education: The Way Forward’ was held to celebrate the availability of three new resources: the Ways of Seeing II intercultural resource for primary schools; the online courses: Together Towards Inclusion: Pathways to Accredited CPD’ facilitated by Queen’s University Belfast (QUB) and a report summary from the recent QUB research into ‘Pathways to Parental Engagement of Linguistically and Culturally Diverse Communities’. Northern Ireland Asylum-Seeker Forum On 12 November 2015, an IDS Officer met with the consultative Northern Ireland Asylum-Seeker Forum (NIASF) group in Belfast to discuss issues about policy, procedures and the integration of asylum-seekers into Northern Ireland. Working with CCEA The IDS and CCEA delivered two joint training sessions on the 24th and 26th November 2015 to post-primary schools in Belfast and Cookstown about Monitoring Newcomer Language Skills using the Northern Ireland Curriculum Levels of Progression and CEFR. VPRS A Vulnerable Persons Relocation Scheme (VPRS) plan was drawn up for December 2015 listing suitable actions to be taken by the IDS to assist arriving refugee newcomers and families settle and integrate into schools in Northern

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Ireland. This incorporates a range of ongoing support in liaison with key workers within the EA’s Education Welfare Service, Behaviour Support Service and Bryson Intercultural to ensure guidance and resources are made available for schools in Belfast with refugees. A designated Assistant Advisory Officer and IDS Officer have been working with key people in schools, statutory organisations and voluntary agencies across Belfast. Bryson Intercultural is at the forefront of the response to the needs of the newly arrived group of refugees. Pre-School training in Dundonald 106 staff attended two pre-school IDS training events in Dundonald Teachers’ Centre on 8 and 10 February 2016. The ‘Newcomer Children in the Pre School Setting’ training was organised by the IDS and Dr Joanne Atkinson, Head of the Early Years Inclusion Service in the Dundonald Office and Head of ASD. Schools continued to use the Interpreting Service provided by Diversity NI with ease and efficiency, and positive feedback was once again received from schools during 2015-2016. The Interpreting Service is available to create home-to-school links, support home-to-school communication as well as give pastoral advice and academic information to engage parents in school life. A new interpreting provider was secured for 2016-2017 and IDS staff met with Flex Language Services on 23 March 2016 to negotiate provision for schools. Traveller Children and young people www.selb.org/schools/traveller-education-support-service. The Traveller Education Support Service (TESS) provides support to help improve the educational outcomes of Traveller children and young people across Northern Ireland. Key outcomes during 2015-16 include:

Attendance levels have improved by 2% over the past 10 years, which is particularly positive as numbers enrolling have nearly doubled from 658 in 2005 to 1012 in 2015;

New attendance, transition, ‘frequently asked questions’ and home-school communication resources have been disseminated including a user-friendly ‘contact card’ for Traveller parents highlighting the mobile numbers for their school and TESS contacts. The cards were well received by all parents and schools reported high turnout at home-school contact events;

Access to appropriate assessments and referrals has been delivered including support for some Traveller families completing their first year in new grammar and ‘all ability’ schools in Armagh and Newry;

More Traveller parents were engaged in school meetings, support work and home visits including open night for parents enrolling in education for the first time;

More Traveller pupils were engaged in additional training courses both in school and out of school hours through universal and targeted provision (e.g. Coalisland Vocational Programme).

On access to education, TESS staff have been working with Early Years (lead by Toybox), Barnardo’s and Surestart to increase the number of Traveller parents accessing pre-school, primary school and post-primary places (including every educational sector such as maintained, controlled, special schools, and voluntary grammar). This work includes family support and practical assistance with form-

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filling, welfare issues, uniform, transport, SEN support, admissions, enrolment and appeals procedures. Parent/teacher support meetings have been held including home tuition support, homework support, behavioural support and EPS referrals have been processed. Guidance has been provided to schools for Traveller children who have arrived with no formal education for several years, re-enrolment, transitions and removing pupils who have left the jurisdiction. TESS officers also helped Strabane Youth Council to get their first ever Traveller young person on to the Council. With collaborative working and a supportive understanding Youth Worker, the young person is now an active member of Strabane Youth Council. Regarding improving attendance and engagement in education, a local area-based approach to improving attendance and parental engagement has commenced in the Coalisland area within the auspices of the Southern Area Outcomes Group action plan for improving educational outcomes for BME children and young people. This work involves the schools, Traveller Support Groups, health workers, community workers, TESS and EWS staff, as well as the family support organisations who have close personal knowledge of the Traveller families. The partnership approach improved access to agreed personal learning plans for students who need tailored support to help them return to full-time education as well as family learning support and out of school hours learning. TESS Coordinators convened reference group meetings, completed leaflet drops and home visits as well as attending the family learning sessions. The project is to be extended into the 2016 autumn term to ensure progress is maintained. TESS staff have also worked closely with transport officers to ensure provision for children with SEN needs was established quickly and followed up to ensure that it was working effectively. Traveller parents have been supported to attend appointments with Speech & Language Therapy and Community Paediatrics to help progress SEN statements around medical and developmental issues which are pulling down attendance. In terms of data collection, TESS staff have been working closely with the schools and the Education Welfare Service to collect up-to-date information on Traveller attainment (including literacy and numeracy scores), attendance patterns, levels of special educational need and participation in out of school hours learning such as the Extended Schools’ programmes. EA ICT support in the Armagh office has loaded the SIMS module on to all TESS laptops to enable the team to access remotely all the key school data on attendance, with follow-up training to be provided shortly. Individual data capture forms are completed prior to each school’s annual support visit and this gives the regional service a current and accurate picture of special educational needs attainment and attendance patterns. Inter-cultural and diversity awareness training, with a particular focus on Traveller education, was provided to schools requesting half day or full day ‘whole school’ training in Omagh and Enniskillen. TESS Advisers were joined by Traveller trainers from the ‘Safe & Well’ project in Craigavon to help teachers to develop

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their skills and knowledge around Traveller culture and to identify how best to support Traveller children and young people both inside and outside school Youth Services Inclusion Scheme Funding 2015-16 The Youth Service launched an Inclusion Scheme with the aim of supporting youth work: specifically targeting communities of interest and those young people who may be at greater risk of social exclusion, marginalisation and isolation through experiencing a combination of barriers to learning. Applications for support under the Inclusion Scheme were invited from registered youth organisations and/or from bona fide voluntary organisations that had experience of direct delivery of youth work programmes with young people. Applicant organisations needed to have a good track record of programme delivery, financial monitoring and submitting returns in accordance with deadlines. In addition to the funding scheme, the ministerial funding allowed for the employment of 14 full-time staff A total of £1,036,333 was allocated across Northern Ireland. An analysis of the data returned has demonstrated a number of key outputs as described below. A total of 4,260 young people participated in grant-aided schemes and programmes delivered through the Inclusion Unit. Of those 2,083 were male and 2,177 were female. The age range included 393 between 4-9 years, 1,077 between 10-13 years, 2,373 between 14-18 years and 222 between 19-25. A total of 107 residential nights were organised, involving a total of 1,305 young people. The funding scheme enabled groups to work in partnership with agencies including Youth Action, the Foyle Rainbow Project, local post-primary schools, Action for Children, The LAC? 16+ Pathway Team, social work teams, the Cedar Foundation Action Deaf Youth, National Autistic Society, Northern Ireland Community of Refugee and Asylum Seekers, Action Ability, Indian Malayan Community, Kids Together West Belfast, SOLAS, Roma Community Centre, Northern Ireland Muslim Family Association, Cara Friend, Autism Northern Ireland, MenCap, Northern Ireland Youth Forum and Kaleidoscope. The ‘proud to be me’ project developed partnership working with the Rainbow Project, Youth Action, Shimna College and Erne College, where the young people were able to see examples of how the Gay Straight Alliance operated in other situations before making a proposal to the senior management teams in their own schools. A range of training opportunities were provided for participants across the schemes with 401 participants completing accredited training such as Leadership in Youth Work, Peer Mentoring, Disability Awareness and Peer Leadership with Community Relations. 1,510 participants completed non accredited programmes including Sensory and Disability Awareness, team building, photography, drama and resource design. The Simply Youth Project delivered non-accredited training to 5 youth groups in the outer west area of Derry city. As a result 52 young people have become ambassadors for inclusive youth provision.

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Staff were provided with resources, session plan ideas and training to ensure that each young person who accessed their centre or programme felt welcomed and involved. Inclusion staff and young people developed a prototype of a software application for young people with an ASD Diagnosis to assist them to access mainstream youth provision.

Further analysis of the Inclusion initiative data for 2015-16 indicated that the following outcomes were achieved:

Young people who participated in accredited training felt better prepared to take on leadership roles within their units and had increased confidence and self-esteem.

The Inclusion Youth Forum in Omagh and Fermanagh surveyed the attitudes of over 200 young people and held focus groups and cluster meetings to explore the extent of prejudice and discrimination experienced by young people from minority ethnic and LGBT communities or those with disabilities. They designed resources and display stands to help illustrate the impact and raise awareness of the effects of stereotyping on young people.

Capacity was built within youth clubs and local communities to accommodate a diverse group of young people who struggled with their sexual orientation.

There was greater understanding of young people from a range of cultural backgrounds

A range of accredited training programmes were completed

A number of employment opportunities were accessed

Young people developed a range of coping mechanisms

Young people had a better understanding of the support services available to them and how to access these

Effective partnerships were formed with a range of agencies

The Youth Service contributed to young people being more aware of Inclusion issues

The Youth Service contributed towards closing the gap between the highest and lowest achievers in formal accreditation

Young people, youth worker volunteers and staff became more aware of the issues affecting immigrants when they arrive in the UK

Young People have increased knowledge and awareness of mental health and disabilities. Barriers between young people with poor mental health and disabilities were better understood, accepted and engaged with peers.

Young people were better equipped to participate in mainstream youth club programmes and with non-disabled peers.

Young people have developed increased life skills.

There is increased self-belief, self-efficiency and self-esteem in young people.

Young people challenged values and beliefs in themselves and others.

The Youth Service has further developed a team of workers with the necessary skills and insights to build capacity and to make advances in the future. This team approach maintains direct links with the Area Planning process and makes a significant contribution to addressing needs

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highlighted in this process.

The focus on inclusion facilitated by the ministerial funding opportunity enabled the Youth Service to provide a wide breadth of youth work opportunities to groups that had been identified as being underrepresented within the service.

The opportunity to focus on Inclusive youth work has enabled the Youth Service to develop targeted work to reduce the exclusion of young people who face a range of issues and needs. The work with BME young people has been successful and needs to be sustained and built upon. In conclusion, the Inclusion Scheme has been able to engage with young people on a range of projects that encompass an inclusive theme. These have produced benefits for all involved and in particular contributed to a more inclusive Youth Service. Raising Standards for All: Focus on School Improvement Throughout 2015-16 the EA continued to support the implementation of the Department of Education’s Every School a Good School (ESaGS) policy in relation to school improvement, pupil attainment, formal intervention and school development planning. As part of the transition to the Education Authority, the Curriculum Advisory and Support Service was replaced by an interim regional School Development Service (SDS) in January 2016. The SDS provides post school inspection follow-up advice and support, as appropriate. In accordance with the priorities of the service, schools in the formal intervention process and schools receiving a ‘satisfactory’ grading or a conclusion requiring them ‘to address important areas for improvement’ received intensive support. This included supporting them to develop action plans to address the areas for improvement, as identified by the ETI, and assisting them to deliver progress against their action plans. As a result, 29 schools improved their grades.

Achieving Derry - Bright Futures • Neighbourhood Renewal areas and Extended schools clusters supported

in addressing a range of inequalities associated with social deprivation, including gender

• Aim to improve partnership working between schools and both voluntary and statutory bodies/organisations (including health and DSD) working with communities

• Key successes in partnership working around family support and support for parents/carers

Achieving Belfast

• Intensive ‘at the shoulder’ support from the SDS in Belfast for targeted schools working in the most challenging circumstances in Belfast since 2007-2008

• Intervention teachers employed to directly support pupils and groups,

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identified and targeted by the schools

Greater West Belfast Project • DE funded project involving 10 schools, which seeks to raise standards

and tackle underachievement within the west Belfast area • Provides additional support to children living in the areas of highest social

deprivation to increase standards of educational attainment • Focus on Early Years and Key Stage 1 with a particular focus on the

critical Year 3 and 4 groups with an emphasis on building skills to support language development, literacy and numeracy

Focus on Boys Project

Awareness raising sessions for primary and post primary principals/leaders

Programme of seminars: – supporting the motivation of boys ~ Educational

Psychology and Youth Services; – supporting the learning of boys ~ sharing from schools

in Belfast, Londonderry, Draperstown, Larne, Ballyclare & CASS Literacy team;

– supporting the behaviour of boys ~ Behaviour Support Service;

– supporting the attendance of boys ~ Education Welfare Service.

• 5 workshops for Heads of English Departments • Early Years ‘Stand Out Boys’ Pilot Project

Programmes made accessible to all on EA TV. Boys will be Brilliant Project Continuous Professional Development seminars for Primary Literacy Co-coordinators with the aim of working with teachers to help them to:

break through some of the barriers to boys’ achievement;

understand how to use the suggested resources and activities to help improve boys’ learning;

plan an effective whole school improvement strategy to ensure success. Delivering Social Change: Improving Literacy and Numeracy In 2015-16, 151 primary schools and 140 post primary schools participated in the OFMDFM/DE Delivering Social Change programme. 270.6 Full Time Equivalent (FTE) teachers were deployed with 310 teachers gaining employment. 2,273 primary school pupils benefited from the programme with 79.5% achieving Level 4 or above in Numeracy and 76.4% achieving Level 4 or above in Literacy. 57.9% of the pupils supported by the programme displayed improved attendance. Of the 6,318 post primary pupils who participated, 65% achieved a grade C or above in English with 59.6% achieving a C or above in mathematics. 47.8% of the pupils supported by the programme displayed improved attendance. Shared Education The EA managed the implementation of the Delivering Social Change initiative, the Shared Education Signature Project (SESP) which was funded by OFMDFM

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and DE and the Atlantic Philanthropies Foundation in 2015-16. The project aims to grow existing school partnerships and develop collaboration and shared activity further between schools. In 2015-16, the EA managed the application process with 325 schools accepted to be part of the project until June 2018. 16,999 pupils and 1,291 teachers were involved in shared activity between schools. Over 300 principals and teachers have been involved in training sessions delivered by the SESP Development Team. Focus on Children and Young People Work has been ongoing to bring enhanced consistency to the delivery of Children and Young People’s Services which include special education, education welfare, child protection and safeguarding and youth services. Demand for special education services has been increasing and in 2015-16, EA maintained 18,203 Statements of Special Educational Needs which is an increase of 1,631 from 2014-15. In addition, significant developments have occurred within the Youth Service to progress the main actions arising from the Priorities for Youth Policy. Currently there are around 146,439 young people aged 4-25 years attending the Registered Youth Service run by 300 full-time youth workers, 1,452 part-time youth workers and 20,798 adult volunteers who deliver youth services across the breadth of youth organisations, both statutory and voluntary. The Registered Youth Service boasts an overwhelming majority of 43,183 hours dedicated by volunteers in helping deliver youth services. Attendance A new resource for parents, teachers and other professionals who work with children, aimed at improving school attendance, was launched in November 2015 by the Education Welfare Service. ‘Miss School, Miss Out’ is a short video which promotes the importance of attending school and highlights the impact of not engaging in education. ‘The Miss School, Miss Out’ video is an innovative resource that communicates directly with young people. It is easily accessible on smartphone or tablet and the degree of accessibility will be invaluable to schools, parents and other professionals working to improve attendance. The key messages in the video were informed by research by Dr Kathryn Higgins and Dr Tara O’Neill of Queen’s University’s Institute of Childcare Research on the impact of poor school attendance in later life. Miss School Miss Out is available at www.eani.org.uk/schools/miss-school-miss-out/ and compliments the Department of Education’s Parents Guide which was sent to every family in Northern Ireland. A ‘z-booklet’ which reinforces the messages contained in the video has also been produced. Investing in Schools In 2015-16, over £14m was invested in major works programmes in schools. A

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new state-of-the-art £2.6m building for Eglinton Primary School was provided, along with investments of £10m in a new building for Victoria Park Primary School in Belfast and a range of other capital projects including school extensions, mobile replacements, internal remodelling and SEN suites. The investment in School Enhancement Programme Works totalled £11.776m. Significant projects included Saintfield High School and the commencement of works in a number of special schools including Knockevin, Donard, Rathore and Castletower Special Schools. Over £22m was invested in Minor Works programmes in controlled schools, EA administration centres and school meals kitchens. These investments have enabled the Authority to greatly enhance the quality of the schools estate. Providing Safe and Efficient Home to School Transport Over 88,000 pupils were safely transported to and from schools across Northern Ireland in the course of the 2015-16 year via EA transport services. 41 new buses were purchased to enhance the service for pupils. 29 of the new buses will be used to provide transport to mainstream pupils attending both primary and post-primary schools. The remaining 12 new buses will be used to transport pupils with special educational needs. All of the new buses are fitted with a range of safety features including high visibility seat belts, flashing lights to alert other motorists and audible warning devices to ensure pupils wear their seatbelts. In 2014-15, a pilot study in the Dungannon area was carried out which allowed parents to apply for home to school transport assistance online. The roll-out of this online facility to parents at an extended number of schools is currently being considered. Joint Consultative Forum (JCF) The JCF continues to go from strength to strength. During 2015-16 three meetings were held during March 2015, June 2015 and March 2016. These meetings invited speakers from a range of EA Services and also included the Chief Executive of the EA, Gavin Boyd, at two of the meetings, the Department of Education and voluntary partners such as the NI Anti-Bullying Forum in relation to the proposed legislation. The Chief Executive at the March 2015 meeting said that the Forum, which brought together the statutory, community, voluntary and trade union sectors was vital, for continued engagement. In addition, that it was an excellent source of advice and expertise in which members could learn from each other, see different perspectives and share best practice. The Forum has also provided a basis for continued engagement on educational issues with all sectors. More specifically it was used as a mechanism for dialogue and consultation by the NI Anti-Bullying Forum in relation to the proposed legislation addressing bullying in schools. Also the Department of Education on the Special Educational Needs and Disability (SEND) Bill and new SEN Framework. It was also utilised by EA as a forum for consultation on the Authority’s draft Equality Scheme and interim Disability Action Plan.

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At its June 2015 meeting, the Forum welcomed officers from the National Commission for the Promotion of Equality in Malta, as part of a four day visit to Northern Ireland. The JCF was highlighted by the Equality Commission for NI as an example of good practice in how equality is mainstreamed within a public authority. With the establishment of EA, it appeared timely to conduct a review of JCF to consider areas such as the Terms of Reference, future agendas, Chair/ Joint Chair roles and membership. A small working group of JCF members volunteered to participate and the feedback on an informal basis and through a survey has been extremely positive of the work of the Forum and the benefits it provides.

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2 Please provide examples of outcomes and/or the impact of equality action plans/ measures in 2015-16 (or append the plan with progress/examples identified).

As 2015-16 was the first year of the EA as an organisation with regional responsibility for the delivery of education services across Northern Ireland, the main focus of activity in the first year centred on the development and subsequent approval of the EA Equality Scheme. The organisation was in a transition stage during 2015-16 and as it moves forward into 2016-17 it is necessary to adopt a transformation stage. During 2015-16 the EA appointed five new Directors, which represented the first steps in the creation of regional structures.

In 2016-17 the Board and the Senior Management Team will continue to progress transformational change throughout the EA as new structures, strategies, policies, and processes are established to deliver excellence for all children and young people who use our services.

During this period a programme of work with Board Members; the Senior Management Team; Staff; Schools; and Education and Community Partners will commence to develop the Strategic Plan for the Authority. This will enable the establishment of a clear Vision, Mission and Values for 2017 and beyond. The EA in all its activities will endeavour to support the Programme for Government to improve educational outcomes; reduce educational inequality; improve the quality of education and the skills profile of the population. The year ahead will focus on further training and awareness raising of obligations under the EA Equality Scheme for relevant stakeholders. These in the main are the strategic issues arising out of the Equality Scheme commitment, however at an operational level, work has continued as usual in delivering services to our customers in an attempt to better promote equality of opportunity and good relations and many such good examples have already been highlighted in the response to Q1. In addition, many of the key actions stated within the previous five Education and Library Board Action Plans were of a strategic nature and have continued to be progressed such as Attendance and providing support for Traveller children and young people and Newcomer children and young people. Details of progress can be found in the EA Annual Report 2015-16.

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3 Has the application of the Equality Scheme commitments resulted in any changes to policy, practice, procedures and/or service delivery areas during the 2015-16 reporting period? (tick one box only)

X Yes No (go to Q.4) Not applicable (go to Q.4)

Please provide any details and examples:

Whilst the Authority has been undergoing a period of considerable change in the last year, it is committed to raising the equality agenda and delivery of training and advice when required. S75 is embedded within the organisation and is integral to service delivery. In 2015-16 the EA Equality Scheme was developed, consulted upon and subsequently approved by the Equality Commission. Although many of the equality actions, such as advice, guidance and equality screening continued during the year, a number of outworking’s from the Scheme will continue to be developed in the coming year. Namely, as the Strategic Plan for the authority is developed and regional structures are put in place, a number of the outworkings of the scheme in terms of changes to policy, practice, procedures and service delivery will begin to take effect.

The application of the Authority's Equality Scheme and the equality screening process has ensured that an equality perspective is being introduced to policy development, implementation and decision making across the organisation.

The Annual Report 2015-16 notes the organisation’s commitment to Section 75.

In addition the 2016-17 Business Plan clearly demonstrates the particular cognisance to Section 75 by stating a number of business objectives to be achieved related to equality issues. A number of relevant training and awareness sessions organised and delivered by the Equality Commission have been attended by officers in an attempt to ensure current practice is adhered to and the best advice offered. EA Equality Officers continue to provide ongoing support and expertise to service managers in the discharge of their Section 75 duties and are actively involved in a wide range of screening exercises throughout the year. Through the policy screening process a commitment has been made to undertake Equality Impact Assessments as and when required.

3a With regard to the change(s) made to policies, practices or procedures and/or service delivery areas, what difference was made, or will be made, for individuals, i.e. the impact on those according to Section 75 category?

Please provide any details and examples:

This is the first year of the EA Equality Scheme and many of the proposed changes will be implemented in coming years and in association with the

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Strategic Plan.

In the first year the organisation continued to recognise and comply with its equality obligations. Examples include the ongoing work to support schools, youth people and children in service delivery such as TESS, IDS, and Youth Inclusion etc. Please refer to Q1 answer for more detail.

3b What aspect of the Equality Scheme prompted or led to the change(s)? (tick all that apply)

X As a result of the organisation’s screening of a policy (please give details):

All new and revised policies adopted by the EA during this period have been screened. All such policies have been screened out and no adverse impacts on any of the nine Section 75 groups have been identified.

As a result of what was identified through the EQIA and consultation exercise (please give details):

As a result of analysis from monitoring the impact (please give details):

As a result of changes to access to information and services (please specify and give details):

Other (please specify and give details):

Section 2: Progress on Equality Scheme commitments and action plans/measures

Arrangements for assessing compliance (Model Equality Scheme Chapter 2)

4 Were the Section 75 statutory duties integrated within job descriptions during the 2015-16 reporting period? (tick one box only)

Yes, organisation wide

X Yes, some departments/jobs

Integrated into relevant and appropriate job descriptions/ departments

No, this is not an Equality Scheme commitment

No, this is scheduled for later in the Equality Scheme, or has already been

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done

Not applicable

Please provide any details and examples:

5 Were the Section 75 statutory duties integrated within performance plans during

the 2015-16 reporting period? (tick one box only)

X Yes, organisation wide

Yes, some departments/jobs

No, this is not an Equality Scheme commitment

No, this is scheduled for later in the Equality Scheme, or has already been done

Not applicable

Please provide any details and examples:

Development of the 2015-16 Business Plan has included equality commitments. Use of the tools of equality screening, where clearly identified within the Equality Scheme and where necessary and appropriate to conduct an Equality Impact Assessment. In keeping with Equality Commission guidelines, the EA continued to use equality screening at each key stage of implementation. Each equality screening exercise has been signed off by a member of the SMT and regularly reported at SMT meetings. Regular Section 75 Equality update reports were provided for SMT (October 2015, February 2016 and June 2016) and an Equality Update was provided for the Finance and General Purposes Committee on two occasions during the year; October 2015 and March 2016. At an operation level, an example was the TESS Action Plan where several targets for encouraging participation and academic success for Traveller children and young people were included (http://www.selb.org/schools/traveller-education-support-service/documents/). Also the Youth inclusion scheme prioritised underrepresented groups for funding.

In the 2015-16 reporting period were objectives/ targets/ performance measures relating to the Section 75 statutory duties integrated into corporate plans, strategic planning and/or operational business plans? (tick all that apply)

X Yes, through the work to prepare or develop the new corporate plan

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Yes, through organisation wide annual business planning

Yes, in some departments/jobs

No, these are already mainstreamed through the organisation’s ongoing corporate plan

No, the organisation’s planning cycle does not coincide with this 2015-16 report

Not applicable

Please provide any details and examples:

EA Business Plan 2016-17 (draft)

EA Strategic 10 yrs. Plan (under development)

EA Annual Report 2015-16

Equality Update progress reports to SMT and Committee / Board

Equality action plans/measures

7 Within the 2015-16 reporting period, please indicate the number of:

Actions completed:

0 Actions ongoing:

Actions to commence:

Please provide any details and examples (in addition to question 2):

The EA is a large multi-disciplinary organisation. It has a budget of approximately £1.5 billion and is NI’s largest employer with over 33,000 staff. Action measures are often long- term, strategic and involve many partners working towards a common goal. The majority of actions, such as improving attendance or tackling educational underachievement are ongoing. The identified inequalities are strategic in nature and therefore require a longer term vision and plan to implement and embed change. This mainstreaming of Section 75 in itself demonstrates the continued commitment to promoting equality of opportunity and good relations Some actions by their nature remain ongoing.

As this was the first year of the Authority and a large focus for Section 75 was the development, consultation and approval of the Equality Scheme (which was approved in March 2016) development of the Audit of Inequalities and associated Action Plan will be a priority area for the coming year. In addition, many of the key actions stated within the previous five Education and Library Board Action Plans were of a strategic nature and have continued to be progressed such as Attendance and providing support for Traveller children and young people and Newcomer children and young people. Details of progress can

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be found in the EA Annual Report 2015-16.

8 Please give details of changes or amendments made to the equality action plan/measures during the 2015-16 reporting period (points not identified in an appended plan):

9 In reviewing progress on the equality action plan/action measures during the 2015-16 reporting period, the following have been identified: (tick all that apply)

Continuing action(s), to progress the next stage addressing the known inequality

Action(s) to address the known inequality in a different way

Action(s) to address newly identified inequalities/recently prioritised inequalities

Measures to address a prioritised inequality have been completed

Arrangements for consulting (Model Equality Scheme Chapter 3)

10 Following the initial notification of consultations, a targeted approach was taken – and consultation with those for whom the issue was of particular relevance: (tick one box only)

All the time X Sometimes Never

11 Please provide any details and examples of good practice in consultation during the 2015-16 reporting period, on matters relevant (e.g. the development of a policy that has been screened in) to the need to promote equality of opportunity and/or the desirability of promoting good relations:

Throughout the 2015-16 year, there have been various consultation strategies to ensure that relevant consultees, as well as the general public, have the opportunity to respond or to make comment. Examples include consultations to facilitate area planning; various development proposals and the reviewed policy on publishing admissions information. Other consultations include: Review of Residential and Outdoor Education Centres

Three separate surveys of centre users, parents/guardians and accompanying teachers/youth workers/leaders over period 28 September to 16 Nov 2015

Survey of all schools over period 5 Oct to 16 Nov 2015

Survey of general public (on EA website) from 28 Sept to 16 Nov 2015

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Development of the Equality Scheme JCF – June 2015 as a consultation event for Equality Scheme and March 2016 to provide an update on activities to consultees. Teaching Appointments Scheme Consultation on the Review of Transport Eligibility Criteria Scheme for the Suspension and Expulsion of Pupils in Controlled Schools Elective Home Education Draft Policy - Summary of Consultation Feedback Report Review of the JCF- June 2016

A working group was established to review the terms of reference and operations of the JCF. In addition, a survey of the members was carried out in respect of the working group’s findings.

12 In the 2015-16 reporting period, given the consultation methods offered, which consultation methods were most frequently used by consultees: (tick all that apply)

X Face to face meetings

X Focus groups

X Written documents with the opportunity to comment in writing

X Questionnaires

X Information/notification by email with an opportunity to opt in/out of the consultation

Internet discussions

Telephone consultations

X Other (please specify): JCF (see below)

Please provide any details or examples of the uptake of these methods of consultation in relation to the consultees’ membership of particular Section 75 categories:

All section 75 consultees have been invited to participate in all consultations via the above methods, and via meetings of the Joint Consultative Forum.

13 Were any awareness-raising activities for consultees undertaken, on the commitments in the Equality Scheme, during the 2015-16 reporting period? (tick one box only)

X Yes No Not applicable

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Please provide any details and examples:

Publication of Quarterly Screening Outcome reports were placed on the EA

website.

Ongoing support for established forums which represent users.

Public consultations and focus group discussions were held on key service

changes such as outdoor education centres. Consultation documents were

issued, including a Section 75 pro-forma to highlight any equality considerations

that may be pertinent to any future decisions.

The Section 75 Annual Progress Report made available to staff via the intranet and website and was presented to Board Members and SMT.

14 Was the consultation list reviewed during the 2015-16 reporting period? (tick one box only)

X Yes No Not applicable – no commitment to review

The consultation list was constantly under review, however during June each year it is reviewed in depth.

Arrangements for assessing and consulting on the likely impact of policies (Model Equality Scheme Chapter 4)

http://www.eani.org.uk/about-us/equality/regional-equality-unit/regional-equality-unit-documents/

15

Please provide the number of policies screened during the year (as recorded in screening reports):

25

16 Please provide the number of assessments that were consulted upon during 2015-16:

8 Policy consultations conducted with screening assessment presented.

0 Policy consultations conducted with an equality impact assessment (EQIA) presented.

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0 Consultations for an EQIA alone.

17 Please provide details of the main consultations conducted on an assessment (as described above) or other matters relevant to the Section 75 duties:

18 Were any screening decisions (or equivalent initial assessments of relevance) reviewed following concerns raised by consultees? (tick one box only)

Yes X No concerns were raised

No Not applicable

Please provide any details and examples:

Arrangements for publishing the results of assessments (Model Equality Scheme Chapter 4)

19 Following decisions on a policy, were the results of any EQIAs published during the 2015-16 reporting period? (tick one box only)

Yes No X Not applicable

Please provide any details and examples:

Arrangements for monitoring and publishing the results of monitoring (Model Equality Scheme Chapter 4)

20 From the Equality Scheme monitoring arrangements, was there an audit of existing information systems during the 2015-16 reporting period? (tick one box only)

Yes No, already taken place

X No, scheduled to take place at a later date

Not applicable

Please provide any details:

The current Human Resources system is due to be replaced during 2017.

21 In analysing monitoring information gathered, was any action taken to change/review any policies? (tick one box only)

Yes X No Not applicable

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Please provide any details and examples:

The Article 55 Review, due for completion by 1 January 2019 and covering the period 1 January 2016 to 1 January 2018, will help to identify suitable changes to policies and practices

22 Please provide any details or examples of where the monitoring of policies, during the 2015-16 reporting period, has shown changes to differential/adverse impacts previously assessed:

On 1st October 2015, the Education Authority (EA) introduced a change in the way it publicly advertises teaching and non-teaching posts. The new approach moved from recruitment advertising in newspapers to advertising via a range of electronic media, including the EA Corporate website, the DEL jobcentre online1, and other relevant online fora. Recruitment advertising was the greatest area of classified expenditure in the Education Sector. The new approach would result in annual cost savings of circa £420,000 (£220,000 to EA / £200,000 to schools).

A six month monitoring phase was put in place during implementation of the new arrangements in order to facilitate data collation on impacts on potential applicant rates and composition as well as evaluation of the new arrangements. A Report is currently being developed, to comprise a detailed analysis of the data collected on the EA online Advertising Service during the first six months of operation compared against statistical data collected prior to implementation, including evaluation of impacts, and recommendations for moving forward. Information contained in the Report will be used to conduct a full equality screening exercise on the impact of the new arrangements on the nine equality groups2.

23 Please provide any details or examples of monitoring that has contributed to the availability of equality and good relations information/data for service delivery planning or policy development:

Staff monitoring will be used to identify any potential gaps in policy development

Staff Training (Model Equality Scheme Chapter 5)

24 Please report on the activities from the training plan/programme (section 5.4 of the Model Equality Scheme) undertaken during 2015-16, and the extent to which they

1 Posts were also made available in hard copy at local job centre kiosks.

2 A preliminary equality screening of the proposed arrangements concluded that the proposals would

have no differential adverse impact on any of the nine equality groupings.

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met the training objectives in the Equality Scheme.

A programme of awareness raising and training in relation to obligations under the EA Equality Scheme for identified stakeholders including Board Members/ Directors/ Service Managers and staff will be rolled out during 2016-17 (anticipated to begin Oct/ Nov 2016). As the SMT were appointed in the latter half of 2015-16, it is only possible to progress now.

A number of relevant training and awareness sessions organised and delivered by the Equality Commission have been attended by EA officers in an attempt to ensure current practice is adhered to and the best advice offered. EA officers fully participated in the Equality Commission consultation on “Section 75 Screening and Equality Impact Assessment: A Review of Recent Practice”.

EA equality reps continue to provide ongoing support and expertise to service managers in the discharge of Section 75 duties and were closely involved in many screening exercises during the year. Local equality related training attended:

August 2015 OFMDFM Age legislation consultation event

August 2015 Age legislation event ECNI

Oct 2015 ECNI /QUB Research into Inequalities in Education

Nov 2015 Statutory Duty Event ECNI

Nov 2015 The Stronger Together Network – Challenges and Opportunities for Newcomer Children in Primary Education

March 2016 ECNI Equality for Line Managers

IDS officers provide support for all schools who request it, based on individual school audits. This is ongoing throughout the year, with 211 primary and 67 post primary schools requesting such support during 2015-16.

Inter-cultural and diversity awareness training with a particular focus on Traveller education was provided to schools requesting half day or full day ‘whole school’ training in Omagh and Enniskillen. TESS Advisers were joined by Traveller trainers from the ‘Safe & Well’ project in Craigavon to help teachers develop their skills and knowledge around Traveller culture and how best to support Traveller children and young people both inside and outside school.

25 Please provide any examples of relevant training shown to have worked well, in that participants have achieved the necessary skills and knowledge to achieve the stated objectives:

As above

Public Access to Information and Services (Model Equality Scheme Chapter 6)

26 Please list any examples of where monitoring during 2015-16, across all functions, has resulted in action and improvement in relation to access to

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information and services:

The EA website has been developed and updated over this time period, which improved access to information and services. There have been fundamental improvements to the layout and ease of navigation. In addition, Browse Aloud software has been utilised.

Complaints (Model Equality Scheme Chapter 8)

27 How many complaints in relation to the Equality Scheme have been received during 2015-16?

Insert number here: 1

Please provide any details of each complaint raised and outcome:

A single complaint was received during the 2015-16 year with regard to the Equality Scheme. The complaint was made in relation to Home to School Transport. In accordance with the Complaints Procedure, as set out in Chapter 8 of the EA Equality Scheme, an acknowledgement of the complaint was made within 5 working days. An internal investigation of the complaint was carried out and response issued within 20 working days of the date of receiving the letter of complaint. The outcome of the internal investigation confirmed adherence to the policy without any change or deviation in the planning or delivery of the service. The complainant was informed of the finding and made aware of the next stage of the Complaints Procedure should there be dissatisfaction with the Authority’s response to the complaint. This explained that a formal complaint could be submitted in writing to the Equality Commission and a request made for the Commission to investigate. No further action was taken.

Section 3: Looking Forward

28 Please indicate when the Equality Scheme is due for review:

September 2020

29 Are there areas of the Equality Scheme arrangements (screening/consultation/training) your organisation anticipates will be focused upon in the next reporting period? (please provide details)

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It is anticipated that focus during the reporting period will be on:

Awareness raising and ongoing training and support for officers and Board Members on the new Equality Scheme;

Briefing the Board Members, Directors and Heads of Service on their responsibilities under Equality and Section 75;

Screening of new and revised policies;

Providing advice and support to managers;

Development of the Annual Employment Monitoring Return;

Preparation for undertaking the initial Article 55 Review (to cover 2016-17); and Equality training and awareness for all staff.

30 In relation to the advice and services that the Commission offers, what equality and good relations priorities are anticipated over the next (2016-17) reporting period? (please tick any that apply)

X Employment

Goods, facilities and services

X Legislative changes

X Organisational changes/ new functions

X Nothing specific, more of the same

Other (please state):

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PART B - Section 49A of the Disability Discrimination Act 1995 (as amended) and Disability Action Plans

1. Number of action measures for this reporting period that have been:

6

10

Fully achieved Partially achieved Not achieved

2. Please outline below details on all actions that have been fully achieved in the reporting period.

2 (a) Please highlight what public life measures have been achieved to encourage disabled people to participate in public life at

National, Regional and Local levels:

Level Public Life Action Measures Outputsi Outcomes / Impactii

Nationaliii

Regionaliv Joint Consultative Forum

When conducting targeted consultation events consultees were informed about the role and function of the JCF and encouraged to participate.

This is evidenced by the number of people who actively participate in the forum, more specifically those from organisations who support people with disabilities.

Localv Support for Boards of Governors

EA supports schools in the appointment process for Board of Governors who are actively involved in public life.

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2(b) What training action measures were achieved in this reporting period?

Training Action Measures Outputs Outcome / Impact

1

Increased awareness of the Disability duties and sharing of good practice

EA officers attended a number of training events thought the year including:

August 2015 OFMDFM Age legislation consultation event

August 2015 Age legislation event ECNI

Oct 2015 ECNI /QUB Research into Inequalities in Education

Nov 2015 Statutory Duty Event ECNI

Nov 2015 The Stronger Together Network – Challenges and Opportunities for Newcomer Children in Primary Education

March 2016 ECNI Equality for Line Managers

March 2016 Meeting with RNIB

Raised awareness and sharing examples of good practice

2 EA organised 2 Joint Consultative Forum (JCF) through the year

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2(c) What Positive attitudes action measures in the area of Communications were achieved in this reporting period?

Communications Action

Measures Outputs Outcome / Impact

1 Development of the EA Equality Scheme and interim Disability Action Plan.

Increased awareness and training.

2 Continue to maintain accessibility of the website and ensure that it is Browse Aloud enabled, where possible.

Improve accessibility.

2 (d) What action measures were achieved to ‘encourage others’ to promote the two duties:

Encourage others Action

Measures

Outputs Outcome / Impact

1 In partnership with EA officers, the development of policy, assisted with equality screening exercises.

Development of policies.

This will help to ensure that the promotion of good practice in relation to disability equality is integrated into the development of policies for EA, in particular ensuring that the needs of those with a disability are integrated into the process.

2

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2 (e) Please outline any additional action measures that were fully achieved other than those listed in the tables above:

Action Measures fully implemented

(other than Training and specific public

life measures)

Outputs Outcomes / Impact

1 Development of the EA Equality Scheme and interim Disability Action Plan.

Composition of regional progress reports; equality screening exercises and reports.

Increased awareness of the statutory functions and how disability equality issues are being addressed.

2

3. Please outline what action measures have been partly achieved as follows:

Action Measures partly achieved Milestonesvi / Outputs Outcomes/Impacts Reasons not fully

achieved

1

2

4. Please outline what action measures have not been achieved and the reasons why.

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Action Measures not met Reasons

1

2

5. What monitoring tools have been put in place to evaluate the degree to which actions have been effective / develop new

opportunities for action?

(a) Qualitative

Feedback is received through the JCF on the implementation of Disability Duties.

Comments and complaints.

(b) Quantitative

6. As a result of monitoring progress against actions has your organisation either:

made any revisions to your plan during the reporting period or taken any additional steps to meet the disability duties which were not outlined in your original disability action plan / any

other changes?

Please select

If yes please outline below:

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Revised/Additional Action Measures Performance Indicator Timescale

1

2

3

4

5

7. Do you intend to make any further revisions to your plan in light of your organisation’s annual review of the plan? If so, please

outline proposed changes?

The Authority prepared an interim Disability Action Plan in October 2015 for two main reasons. Firstly, due to the short timescale between the establishment of the Education Authority (1 April 2015) and the statutory deadline (1 October 2015) for the submission of the plan to the Equality Commission. Secondly, as the Authority has only recently established the majority of regional structures and Directorates, progress on this will be made over time. Once regional structures are in place an updated version will be developed, following consultation with interested parties and people with disabilities. i Outputs – defined as act of producing, amount of something produced over a period, processes undertaken to implement the action measure e.g. Undertook 10 training sessions with 100 people at customer service level. ii Outcome / Impact – what specifically and tangibly has changed in making progress towards the duties? What impact can directly be attributed to taking this action?

Indicate the results of undertaking this action e.g. Evaluation indicating a tangible shift in attitudes before and after training. iii National : Situations where people can influence policy at a high impact level e.g. Public Appointments

iv Regional: Situations where people can influence policy decision making at a middle impact level

v Local : Situations where people can influence policy decision making at lower impact level e.g. one off consultations, local fora.

vi Milestones – Please outline what part progress has been made towards the particular measures; even if full output or outcomes/ impact have not been achieved.