EQUALITY IMPACT ASSESSMENT TRAINING

1. EQUALITY IMPACT ASSESSMENT TRAINING

2. The Equality Agenda The equalities agenda in the NHS covers: • Race • Disability • Gender • Age • Sexual Orientation • Religion or Belief • Human Rights

3. The Equality Agenda • NHS Manchester has a number of different performance measures and legislative requirements that it has to comply with in order to effectively implement the Equality, Diversity and Human Rights agenda.

4. Performance Measures • Single Equality Scheme (SES) • Healthcare Commission Standards • Effective Use of Resources

5. Legislation • Three main pieces of legislation: - Race Relations (Amendment) Act 2000 - Disability Discrimination Act 2005 - Equality Act 2006 (Gender) • All of these pieces of legislation have both General and Specific Duties.

6. General Duty - Due Regard • Race • Eliminate unlawful racial discrimination; • Promote equality of opportunity; and • Promote good relations between all racial groups. • Disability • Promote equality of opportunity between disabled people and other people; • Eliminate discrimination that is unlawful under the Disability Discrimination Act; • Eliminate harassment of disabled people that is related to their disability; • Promote positive attitudes towards disabled people; • Encourage participation by disabled persons in public life; and • Take steps to account of disabled person disabilities, even where this requires more favourable treatment. • Gender • Eliminate unlawful sexual discrimination and harassment; • Eliminated discrimination and harassment against transsexual people; and • Promote equality of opportunity between men and women.

7. Specific Duty • Within each of the General Duties are specific duties and although the principles are similar, there are differences by: • Race – this requires us to consult • Disability – this requires us to involve • Gender – this requires it set out gender objectives • By fulfilling the Specific Duties, we are confident we are meeting the General Duties!

8. The Specific Duty • Produce and publish a Race, Disability and Gender Equality Scheme, to implement certain aspects of the scheme and to report on it. • Conduct ‘Impact Assessments’ on all existing and proposed Policies and Strategies and Services and Functions within NHS Manchester.

9. Why did Impact Assessment come into place? • The Macpherson Report (1999) said that the Police Force was ‘institutionally racist’ - the way that it dealt with the Stephen Lawrence case through its policies, procedures, operations and culture of the organisation.

10. Institutional Racism “the collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture, or ethnic origin. It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtless and racist stereotyping which disadvantage minority ethnic people”. Stephen Lawrence Inquiry (Macpherson Report 1999)

11. What is an Impact Assessment? • An impact assessment is a way of systematically and thoroughly assessing and consulting on the effects that a current or proposed policy or strategy or service or function is likely to have on different groups of people. • NHS Manchester’s process ensures that the organisation is accountable for its actions in relation to the Equalities agenda. • This process also ensures that monitoring of the effects is also carried as part of the Impact Assessment work.

12. Impact Assessment • There are two levels of Impact Assessment: • Initial Screening • Full Impact Assessment

13. Initial EIA Screening • Initial EIA Screening involves assessing the Policy or Strategy or Service or Function for adverse impact – low/high. • If LOW impact is identified and this can be rectified by small actions to take – there is no need to go into a full EIA.

14. Full EIA • Full EIA’s are carried out, following an initial EIA screening is identified as HIGH impact – adverse/negative impact.

15. What is meant by a Positive Impact • Positive Impact • An impact that would have a positive impact on one or more groups of people, or improve equal opportunities and or relationships. This positive impact may be differential, where the positive impact on one particular group of individuals is likely to be greater than another. • Example: • A targeted training programme for black and minority ethnic women would have a positive impact on black and minority ethnic women, compared with its impact on white women and men. It would not, however, necessarily have an adverse impact on white women or men.

16. What is meant by Negative Impact? • Negative or adverse impact • An impact that could disadvantage individuals of specific groups or communities. This disadvantage may be differential, where the negative impact on one particular groups of individuals is likely to be greater than another. • Example: • A community consultation event held in a building with no Induction Loop facility would have a negative or adverse impact on some attendees with a hearing impairment.

17. What’s next….. • Ongoing engagement, involvement and consultation with stakeholders. • Ongoing monitoring to ensure that adverse impacts do not arise within a Policy/Strategy or Service/Function. • Publication of the assessments. • Official assessment review - annually.

18. Thank you for listening - Any questions? Access & Inclusion Team 0161 958 4169 or e-mail: Claudette.webster@manchester.nhs.uk