Equality Impact Assessment - Family Learning Strategy

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• Equality Impact Assessment - Family Learning Strategy

Is this a new function or a review of an existing function?

This is an updating and review of an existing function

What are the aims/purpose of the function?

Aims are to encourage family members to learn together within the family

Lead both adults and children to pursue further learning

Help parents and carers to be more active in the support of their children’s learning.

 

Through the above support a parenting agenda which engages with families to raise achievement for children and tackle inequality. One of the target groups will be adults who have low skills or who are non traditional learners

Is the function designed to meet specific needs such as the needs of minority ethnic groups, older people, disabled people etc?

This part of KAE provision is particularly directed to those in need of family learning support through our partners in the school clusters, children’s centres, community centres, school inspectors and the purposes of the steering group is to ensure that resources are correctly targeted, particularly with regard to Family Literacy, Language and Numeracy. FLLN is aimed at all families who need support to improve their own skills and to enable them to support their children to learn. The client group varies throughout the borough depending on the schools catchments areas and children’s centres.  FLLN is also  partly aimed at BME learners.

But moreover the full potential of the programme is to widen participation in learning for the those hardest to reach

These groups include:

• Refugees
  
• Some families and children from under achieving white communities
  
• Gypsy and Traveller Communities
  
• People who may have been excluded from main stream education for various reasons  including people with disabilities.

What information has been gathered on this function? (Indicate the type of information gathered e.g. statistics, consultation, other monitoring information)? Attach a summary or refer to where the evidence can be found.

The family learning provision is reviewed in detail in the annual self assessment review. It is also monitored by the Family Learning steering Group which is chaired by the Directorate Head of Cultural Services and Lifelong Learning.   Participation by different groups is monitored as a matter of course and actions taken to ensure provision is fulfilling the equalities agenda based on qualitative and quantitative information.

During 2007/08 KAE delivered Family learning in 16 schools, 5 children’s  centres, five libraries, 1 museum and two community centres within RBK.

As recorded in the Self Assessment Review), learners’ needs and those of their children are very well met. The planning of family Learning is based upon the needs of families in schools, community centres and libraries in areas of deprivation in the Borough. Planning of delivery is focused on encouraging adults to develop their own skills as well as their children’s and to build on adults’ previous achievements which are identified during initial assessment. Monitoring shows that in 30% of all the FLLN and  Wider Family Learning enrolments, the learners had few or no previous qualifications. Widening participation and inclusion is reported in the SAR as effective. 320 learners are from BME groups; this represents 64% of FLLN learners and 34% WFL learners. 19 learners have informed KAE that they have disabilities these include learning disabilities and mental health.

Does your analysis of the information show different outcomes for different groups (higher or lower uptake/failure to access/receive a poorer or inferior service)? If yes, indicate which groups and which aspects of the policy or function contribute to inequality?

Analysis shows that the outcomes for targeted groups are met and they are in line with the aims of the provision. ( However the information here can only be informed by analysis of the total number of learners with this groups FLLN & WFL)

Are these differences justified (e.g. are there legislative or other constraints)? If they are, explain in what way.

The Strategy and the provision of the service is to ensure that  those who have been identified as potential beneficiaries of the service benefit through the individual learning processes that are implemented and encourage family learning.

The constraints are mainly financially in relation to the amount of support that can be made available and  the recruitment of learners.  Another constraint is the recruitment of tutors

What action needs to be taken as a result of this Equality Impact Assessment to address any detrimental impacts or meet previously unidentified need? Include here any reasonable adjustments for access by disabled people. Include dates by which action will be taken. Attach an action plan if necessary.

The monitoring is already in place with review and action taking place as a matter of course. See the Development Plan for the Kingston Adult Education SAR, to be published in December 2008.  The SAR encompasses a thorough review of the provision  in relation to equalities agenda.  The SAR will be available on the RBK website.

When will you evaluate the impact of action taken? Give review dates.

December 2009

Assessment completed by:

Name: Barrie Selwyn

Service: Kingston Adult Education

Date: 14-11- 2008