Undertaking an equality analysis

What is Equality Analysis?

Equality Analysis is a way of considering the effect of policies, practices, functions or service change on different groups protected from discrimination by the Equality Act 2010.  Principally, this is to: 

• ensure that decisions do not have any adverse consequences for some groups;
• consider whether such decisions are fully effective for, and can have a positive effect on, protected groups.

 The analysis involves reflecting on equality information, and the results of engagement and consultation with protected groups and others, to understand the effect or the potential effect of an organisation's decision making. For more information on protected groups, please visit our EDI and You page.

Equality Analysis is an exercise designed to improve your work.  Although it is challenging, it should also be seen as rewarding.  Here are a few key points you should remember along the way: 

• The exercise should be carried out at the beginning on the planning stages of a project.  This will allow for maximum benefit. 
• Be methodical and take a common sense approach to it; try to step outside your role and try to resonate with another’s viewpoint. 
• Make time to involve relevant stakeholders in the process.  It is important to gauge their views from the outset.
• A summary of your Equality Analysis should be made public so be prepared for people to check how you conducted it.

There is no set way of conducting an Equality Analysis, however, there are a number of stages which should be considered. You should also refer to the Equality Analysis Flowchart [PDF].

Conducting an Equality Analysis - Key Steps

Stage 1 – Screening – What needs to be analysed

An Equality Analysis should be carried out at the early stages of developing policies, functions, practices and services alongside core school activities such as risk, budget and resource allocation. It should be integrated into policy development, service planning and strategic decision making, not treated as a stand-alone exercise. 

Most projects will need to undergo an Equality Analysis, although it may be decided very early on that there is no relevance to equality. The Equality Analysis - Relevance and Proportionality Priorities [PDF] will help you determine and prioritise which of your policies need to undergo an Equality Analysis. In such cases, the conclusion will still need to be documented to explain why. Please use the Equality Analysis Template [PDF].

Examples of when an Equality Analysis should be started include: 

• A review of an existing policy.
• A new policy (or revision or removal of an existing policy) that affects staff, students or and/ or other service users.
• Creating new methods of service delivery.
• Making key decisions relating to funding allocation, setting budgets and review of services.
• Considering a change in management process or organisational review – the analysis must form part of the business case.
• Any major changes to communications (e.g. the reconstruction of a website) and introducing online services.

Stage 2 – Who needs to conduct the analysis?

The Equality Analysis should be carried out by someone who works very closely with the policy, project, practice or service and, owing to their level of understanding of the area, is able to make changes where identified. 

You are not expected to know every aspect of every individual’s protected characteristic(s), but you must be sensitive to their needs and open and receptive to their messages. 

Whoever 'owns' the policy, practice or service is the person who is accountable for reviewing, agreeing and setting timescales.  The author of the Equality Analysis and the owner do not always have to be the same person. 

Stage 3 – Evidence used for analysis

This is very important, because it will inform any judgment you may form on the impact of your policy, practice, function or service on protected groups.

Examples of information (both external and internal) may include:

• Staff and student survey results.
• Interviews, focus groups, customer feedback.
• Complaints monitoring.
• Census findings, published research.
• Benchmarking information.

Where there are gaps in information, you should identify and document what additional information is required and might be investigated. For more information see: Sources of Evidence for Equality Characteristics [PDF].

Stage 4 - Consulation and Engagement 

Consultation is very important but it must be proportionate and relevant so that a minor policy is not over–consulted on and a significant policy insufficiently consulted on. 

You will need to ask yourself whether you have sufficiently involved and engaged with relevant groups of people on your policy, practice, service etc. and document your findings.

There may be existing evidence that has been collected to support your thinking.  It would be very practical to make use of this.  

Be mindful of the language used when completing your Equality Analysis.  It should be user friendly taking into account the wide range of audiences who could potentially read it. 

Stage 5 - Consider the negative/positive impact 

On the basis of the information you have collated, you will need to assess the likely impact of your proposals on different protected groups, that is, could any of the policy, function, practice or service unlawfully discriminated against such groups?  Has it benefited or disadvantaged different protected groups?

Equally, you should consider whether your proposal promotes equality of opportunity, challenge prejudice and promotes understanding between different groups.  Where this is not evident, you will need to highlight what work should be done to achieve this. 

Stage 6 - Action Planning 

Where there has been a significant difference in or negative impact of your policy, practice or service, you will need to document details of how you intend to remedy this. 

Will you:

• Stop the policy or practice altogether?

• Mitigate or reduce the effect of the policy on the protected group(s) it impacts?

• Justify your actions, even though your practice treats a particular group unfairly?  Is there no alternative?

• Are there any resource implications?  How quickly can the above be addressed? 

Stage 7 - Monitoring and Reviewing 

Once you have completed the analysis, at a later stage you will need to establish whether the policy, function, practice or service had the impact anticipated and that the measures you put in place as part of your action planning have been effective.  Examples of what you may present might include: 

• Examining the data used to monitor the effects of your remedial actions e.g. level of service take up by specific protected groups, levels of satisfaction, year on year trends;
• Evaluating the positive and/or negative impact of changes through further consultation with previously affected groups;
• Documenting new, routinely available information which may show a different equality impact e.g. complaints, pulse survey results.

It is important, therefore, to decide when you intend to review your policy, practice or service when carrying out your analysis to allow for meaningful evaluation.