Equality Impact Assessment - Racist Incident and Anti Bullying Strategy

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The Royal Borough of Kingston upon Thames

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

Review of existing function, extended to include homophobic, cyber and family bullying.

What are the aims/purpose of the function?

To ensure that all schools/ Local Authority groups know and understand their legal responsibilities and are compliant with expectations
To support schools in promoting and implementing their own anti-bullying strategies
To support schools in promoting community cohesion and at Local Authority level
To guide support and training for schools to promote effective practice.

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

Core function – whole school, but also identifies certain specific forms of bullying. The data will enable schools and the Local Authority to see any patterns that may be forming and take appropriate action.

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.

Initial consultation with Local Authority leads, primary school and secondary strategy representatives
Further consultation Autumn 2008 to include specific focus groups
Termly data collection for racist incidents – from spring 07 schools encouraged to record and report serious incidents

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?

The recording system from spring 07 enables us to identify different types of bullying
All schools report racist incidents and are encouraged to extend this to serious incidents, which will give the LA more robust data for analysis
Currently, racist incidents appear to be the most common form of bullying, but lack of data for other incidents mean that this may not be a true picture. The school and the Local Authority is now better placed to see the bigger picture with regard to bullying in general. This enables the Local Authority to engage in partnership working with schools and other voluntary and statutory sector to support the victims and ensure perpetrators are educated through the school ethos to understand the negative impact of bullying. This contributes towards the 5 core principles on Every Child Matters especially Staying Safe.
The schools and the Local Authority will be able to use their experience of dealing with racist bullying to work effectively in all other areas of bullying too.
We are however able to respond and act in a preventative way to racist incidents and other types of bullying which are reported.

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

The guidelines have been issued by the Local Authority to better understand the types of bullying within the schools and see the wider picture. At present due to legislation the reporting to Local Authority is more robust on racist bullying. It is therefore higher in numbers. The Local Authority is working with Schools to encourage a voluntary disclosure of all types of bullying to enable it achieve its objective under Every Child Matters. By working together towards reducing the number of bullying incidents we are ensuring that every child achieves their full potential which is paramount.

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.

Aim to work with partnership organisations to minimise incidents of bullying or harassment
Promote further involvement of secondary schools – encouraging them to report serious incidents
Refine data collection systems – primary and secondary breakdown, accuracy of data to eradicate –‘other’ categories
Identify and work with schools, extended services, clusters to promote community cohesion and offer training and support where appropriate
Work with Statutory and Voluntary Sector to educate and reduce all types of bullying.
Work with the Hate Crime Policy group and contribute towards the Safer Kingston Partnership agenda.

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

Data analysed termly
EQIA reviewed July 08 to include full assessment of termly data and any legal or practice changes.

Assessment completed by:

Charis Penfold

Learning and School Effectiveness

28 July 2008

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