Derbyshire Urban Studies Centre

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					       Derbyshire County Council - Environmental Studies Service
                  Equalities Impact Assessment 2009

Department: Environmental Services, Planning and Environment
Service Area Responsible: Conservation and Design Section
Chair of the Assessment Group: Georgina Cass, Environmental Studies Service Manager
Service: Environmental Studies Service

1. Prioritisation:

Derbyshire County Council’s Environmental Studies Service is carrying out an Equalities
Impact Assessment as part of the Council’s ongoing planned programme of reviews.

The work of the Environmental Studies Service has been divided into three ‘service areas’
for ease of assessment purposes
      Derbyshire Urban Studies Centre
      Derbyshire Environmental Studies Service Outreach Work (school visits, teacher
       training sessions and centre projects)
      Derbyshire Forest Schools

The work of the Environmental Studies Service has a particular focus in providing a
service for Derbyshire Schools. The services provided are charged for and are advertised,
targeted and delivered to Derbyshire teachers, school staff and school pupils. The
majority of the work is carried out with schools of Primary School age (Key Stage 1 and 2)
due partly to service and staffing capacity and partly to the needs and requirements for
Environmental Education fieldwork support being focused at Primary age (secondary
schools have specialist subject staff more confident at delivering their own fieldwork
requirements). As it is schools who purchase the service all of the work carried out
operates in line with Derbyshire County Council, school’s own and national DCSF
equalities requirements and some of the REGARDS (Religion/Belief, Gender, Age,
Race/Ethnicity, Disability, Sexual orientation) groups are less represented or relevant in a
‘children’s’ setting. Staff all operate within the Derbyshire County Council’s equal
opportunities policy and training needs and awareness of equalities and diversity issues
are identified via the PDR process to ensure we are all up to date with current
requirements and needs both social and legal.

2. The Assessment team:

The Core team
Georgina Cass – Environmental Studies Service Manager
Ingrid Reeves – Education Visits Leader
Jo Barber – Education Visits Leader
Sue Hallam – Administrative Assistant
Richard Bonner – Assistant Countryside Service Manager (critical friend)
Barry Joyce – Conservation and Design Manager.

Secondary ‘arms length’ additions were made to the assessment team as required for
additional information, advice and discussion purposes and have included equalities
experts from within the council, service users, teachers, Forest Schools practitioners,
partner organisations etc.
3. Scoping the assessment and key initial issues

This section brings together the initial scoping exercise carried out by the assessment
team considering the current actions taken by the service to meet the needs, requirements
and expectations of the different ‘REGARDS’ groups (with the addition of consideration of
an additional ‘group’ who have specific needs and requirements in access to the service –
‘social deprivation’). The initial key issues identified by the assessment team have been
included with indications of the action that could be taken.

                          Derbyshire Urban Studies Centre

Derbyshire Urban Studies Centre offers day fieldwork programmes for Key Stage 1 and 2
schools using the classroom and centre in Chesterfield as a base. The fieldwork
programmes cover a variety of subject areas; History, Geography, Design Technology, Art
and Design, Music etc. and are all linked into the National Curriculum Programmes of
Study. The days are delivered by the Education Visits Leaders who are qualified teachers
to class sizes of up to 35 pupils per day.

How does the Derbyshire Urban Studies Centre service currently give consideration
to the needs and expectations of the following groups?

Religion/Belief:
Some of the day programmes use architectural and historical features in a church as a
focus of study (Tudors, Towers, Can Buildings Speak, George Stevenson days). These
are not linked to religion but alternative activities are available if there are children who are
not able, or would prefer not to enter a Christian church. Should schools require
alternative buildings can be provided for study. Two days are offered with links to the
Religious Education curriculum – “Visiting a Church” looking at the key features and
artefacts in a church to understand Christianity and the specialist ‘Christmas’ based Infants
day. The schools are aware of this when they book and should a school request an
alternative religious building to focus on we would try and accommodate although there
are few other major religious buildings in the area.
Things to consider: Perhaps the booking forms need to make specific reference to religion
so the teachers can notify us of any specific needs relating to religion and their pupils or to
ensure this is considered prior to the visit.

Gender:
Teaching at the centre follows general good teaching practice and school policies. We
use a wide variety of teaching and learning styles enabling access for more visual,
auditory and kinaesthetic learners. The pupils work in mixed gender groups. When
studying history reference is made to gender bias in the past e.g. during the Victorian era.
In practical terms there are separate boys and girls toilets for the pupils and staff.

Age:
The age bracket of the pupils who visit the centre is currently almost exclusively Primary
pupils. Team discussions and action planning in the past has considered developing
fieldwork days for Secondary pupils to take in a greater age range. This hasn’t been
pursued in detail as we don’t have the staff or the room capacity to deal with the numbers
of secondary pupils who would need to visit and the demand from secondary schools is
lower as they are more comfortable as specialists delivering their own fieldwork.
Race:
Following discussion with teachers a craft activity making a figure we introduced a wide
range of shades and colours for hair and faces so pupils could choose from a more
diverse range. We don’t keep specific figures of children from ethnic minority backgrounds
visiting the centre as it is very much determined around which schools decide to visit. All
Derbyshire schools have the opportunity to visit should they wish. Our booking forms have
a section where teachers can make us aware of any specific needs e.g. for children who
may have English as an additional or second language. If the schools notify us we would
discuss prior to the pupils visit date whether school wish to have us send them any written
materials for translation, wish to send their own translator on the day, or we can have any
translation done by our in house team.
Things to consider: Perhaps we need to consider investigating the available DCC
translator services so in the chance that we need an individual to attend we can contact
the correct service easily and are aware of what can be offered. By and large schools
tend not to translate for pupils as they are integrating into an English speaking school but if
we are aware of exactly who to contact it would speed the process should we need to use
it.

Disability:
The building is fully accessible for wheelchair users (has a lift and ramps) and all staff are
trained in the use of evac. chairs for safety reasons should someone with mobility issues
require evacuation in an emergency. All of the day programmes are fully accessible for all
with the exception of climbing the church tower which is one element of the Towers day
and one element of the infants ‘Barnaby Bear’ day (should they elect for this activity) which
would not be possible for pupils with limited mobility. Alternatives can be provided. Where
pupils have visited with hearing impairment the lead teachers use the mobile hearing loop
microphones and school staff have attended to sign where necessary. Again the booking
form identifies us of any specific needs and should it be required or requested we can, and
have, provided materials in large print, printed on particular colours for those with dyslexia
and sight impairment and could get materials Brailed if requested.
Things to consider: Sometimes the teachers are so used to dealing with the pupils in their
class they don’t always pre-notify us of any particular needs in regards to disability.
Perhaps we need to consider revisiting the teacher’s planning sheet we send out and
make it a little more specific as well as ensuring the lead teacher asks the adult helpers
about any needs that they have so we can adapt for their needs too.

Sexual Orientation:
This is generally not made reference to or relevant to the programmes we run. Awareness
is there amongst staff and no presumptions are made about the home situation of the
children’s family.

Social Deprivation:
The service keeps costs as low as possible. A price review was carried out in late 2007
which developed a charging structure based on meeting the income requirements of the
service and keeping the price accessible to all. In comparison with other educational
fieldwork providers in the area the service is very reasonable and competitive. The
prohibitive cost for schools accessing visits is often the price of coaches. We suggest that
schools make use of community transport (a more reasonable option) where they can.
Things to consider: Could we offer a discount to schools with a high percentage of free
school meals as an indicator of social deprivation? Can we afford to do this? Could we
consider supported rates during the economic downturn? Or try to access funding to
support visits from certain communities?

Other Groups:
To date we have had very few visits from home educator and non-DCC schools (e.g.
private schools) although some have sought out our information via websites and word of
mouth and have used the centre in the past.
Things to consider: Although our first priority are the DCC schools (as it is these were are
funded to work with) we could consider targeting other educational groups either directly or
by updating the information on the website so groups find information about the service is
more readily available.

Other Equalities Considerations:

Opportunity, Access and Treatment
All schools have opportunity and access to the service. An annual paper mail out to all
Derbyshire Infant, Junior and Primary schools promotes the Derbyshire Urban Studies
Centre Services, this goes to the Head teacher and Education Visits Leader and relevant
subject co-ordinators. This is backed up with a digital mail out to all teachers via the
Derbyshire County Council’s DNFL (Derbyshire Net For Learning, extranet). Information is
available all year round on the DNFL which all teachers, teaching assistants, office staff
and other school staff and governors have access to and information about the service is
targeted around specific search words for teachers to easily access. Information for non-
DCC schools and external bodies and groups is mainly accessed via word of mouth,
regional networking and the DCC website (although this information does need improving
but hasn’t been done yet due to the new internet authoring system but is something we
intend to change as soon as we are able to).

The building is accessible and we have also had open days and open evenings to promote
the services.

Each visiting member of staff is issued with an evaluation form and the feedback is used to
inform adaptation and development of programmes and activities and stored on our
database. We also receive thank you letters from staff and pupils.

We are aware that due to the geographical location of the centre use is focused around
the Chesterfield, Bolsover, North East Derbyshire and northern Derbyshire Dales schools
but the outreach service is designed to support schools who are ‘too far away’ from the
centre to use the service (see information later).

        Derbyshire Environmental Studies Service Outreach Work
        (Cross county visits, Teacher Workshops, Centre Projects)
Derbyshire Environmental Studies Service offers a range of opportunities for schools from
the county. Where schools are unable to visit the centre in Chesterfield or wish to do a
fieldwork study in their own local environment we are able to design and deliver tailor
made programmes which operate from a countryside site, in the local environment or
urban area designed to fulfil the curriculum aims of the teacher. Teacher workshops are,
again, tailor made to school requirements and could involve how to lead environmental
studies work in their local environment, how to use school grounds for curriculum work etc.
Centre projects involve working with a variety of partners and schools to deliver specific
pieces of work – for example training for educational volunteers at the Derwent Valley Mills
World Heritage Site locations, developing materials for a Global Dimension and
environment project with Global Education Derby, delivering Climate Change training to
teachers for the Everybody’s Talking About Climate Change campaign, delivering
workshops as part of a school’s linking community cohesion project etc. All of the
outreach work is done on a request basis and tailor made so consideration can be made of
all the needs of the service users.

How does the Outreach Work service currently give consideration to the needs and
expectations of the following groups?

Religion/Belief:
All pupils and staff have equal access to activities and opportunities regardless of religion
and belief. To date we have not been requested to prepare any specific outreach work
projects with a religious basis although some of the days have incorporated aspects of
spirituality, awe and wonder.

Gender:
As with the work at Derbyshire Urban Studies Centre outreach visits and projects with
pupils follow general good teaching practice and school policies. A wide variety of
teaching and learning styles are used enabling access for more visual, auditory and
kinaesthetic learners. The pupils work in mixed gender groups. When studying history
reference is made to gender bias in the past e.g. during the Victorian era, factory work etc.
We do try to ensure a male member of staff is present for the supervision in public toilets
for purposes of child safety. When working on projects and workshops with teachers as
the majority of staff are from Primary schools this is traditionally a very heavily female
weighted profession. This is a national primary teaching trend and isn’t anything we can
influence, it has no bearing on the activities and opportunities offered.

Age:
The age of the pupils very much depends on who decides to purchase the service.
Certain specific projects have involved Secondary age pupils and teachers of secondary
pupils but again the demand and need for the service is largely in the primary sector.
Things to consider: Improve the communication about the outreach services to the
secondary schools (although we need to be mindful of the capacity of the service and time
we have available) but ensure they can access the service should they wish to.

Race:
Data is not kept on the numbers of pupils from ethnic minority backgrounds using the
service as it is totally determined by the schools that choose to purchase the service. We
would not target specific schools as we try to ensure equality of opportunity for any of the
schools in the county. Booking forms for outreach pupil visits have a section where
teachers can make us aware of any specific needs and these can be discussed at pre-visit
if necessary e.g. for children who may have English as an additional or second language.
If the schools notify us we would discuss prior to the pupils visit date whether school wish
to have us send any written materials for translation, wish to send their own translator on
the day, or we can have any translation done by our in house team.
Things to consider: As per the suggestion for Derbyshire Urban Studies Centre we
perhaps need to consider investigating the available DCC translator services so in the
chance that we need an individual to attend we can contact the correct service easily and
are aware of what can be offered.
Disability:
Mobility, wheelchair users, sight and hearing issues are dealt with for pupil visits via the
booking form notifying us of specific needs and requirements. As these are received in
advance we are able to either tailor make days or adapt routes and activities as necessary
or have specific resources prepared with by the school or in house. All schools are offered
a pre-visit to discuss and plan for any issues that may arise.
Things to consider: We don’t currently use a ‘booking form’ for any teachers workshops
and INSET that we are commissioned to lead. Although we discuss any requirements with
the commissioning lead adult we should perhaps consider having a notification and
booking form so we are aware of any adults who may be attending with disabilities – be
that mobility, health issues, sight or hearing impairment or any other requirements.

Sexual Orientation:
This is not relevant to the outreach work service although we are mindful not to make
assumptions about the adults or family life of the pupils attending sessions.

Social Deprivation:
The charging review carried out in late 2007 (for 08/09 charging) aimed to keep pricing
and charges as low as possible to enable accessibility to services. Schools that may not
be able to travel to the centre in Chesterfield are able to access our outreach work service
and carry out fieldwork in their local environment without the need to use costly transport.
The aim of all staff workshops and training is to enhance skills and confidence in teachers
in outdoor and environmental learning which is a sustainable and cost effective way of
providing opportunity to pupils in socially deprived areas.

Other Groups:
Some work has been carried out on behalf of specific group projects such as adult family
learning groups for ‘Sure Start’ families, families in deprived areas and foster families.
Other partnership projects have focused on enabling pupils to engage and understand
global dimension key concepts (e.g. social justice, diversity, sustainability, human rights
etc.) as part of the Green Flag for Development project with Global Education Derby.

Other Equalities Considerations:

Opportunity, Access and Treatment
The outreach work for pupils is marketed and communicated to all schools through
targeted paper leaflet mail outs once a year, a digital mail out annually on the DNFL
(Derbyshire Net For Learning) specific mail outs about certain projects and opportunities
are available all year round on the DNFL both through searches and navigation and on the
DCC website.
Things to consider: Marketing of the teachers INSET and workshop opportunities could be
better communicated via the website and perhaps a specific leaflet or flyer on this could be
prepared.

                            Derbyshire Forest Schools
Derbyshire Forest Schools service aims to support settings, schools and groups in
Derbyshire in developing Forest School Programmes in a sustainable way. Forest schools
is “An inspirational process that offers children, young people and adults regular
opportunities to achieve, and develop confidence and self-esteem through hand-on
learning experiences in a woodland environment” (Forest Education Initiative, 2005). Our
service supports, via a dedicated Forest Schools Leader, mentoring for staff undergoing
the complex Forest Schools Leader training process, taster days and information for staff
and pupils, assistance with site location and permission negotiation with land owners,
support with risk assessment, health and safety in terms of tool use, fire lighting and bush
craft skills and facilitate sharing and best practice via cluster groups and sharing groups.
Again this is a charged for service the Forest Schools Leader post was vacant between
June 2008 and July 2009 so work over the past year has been very limited.

How does the Derbyshire Forest Schools service currently give consideration to the
needs and expectations of the following groups?

Religion/Belief:
Any issues relating to religion and belief would be dealt with via project set up discussions.
Although it has not been encountered certain religious or cultural clothing may pose
certain dangers or safety issues during Forest Schools activities. Although it would not
prevent participants being involved certain considerations or safety control measures
would need to be made for specific activities e.g. tree climbing, fire lighting etc. To a large
extent if not dealt with at project set up stage and permissions with the schools they can
be dynamically risk assessed and dealt with should the need arise. Some Forest Schools
activities include aspects of traditions, beliefs and could incorporate certain rituals but as
the activities are devised by the lead teacher who will know the pupils well these can be
considered in advance and the ‘child centred’ nature of Forest Schools means that pupils
will be able to engage in the activities that they are comfortable with.

Gender:
There is equality of opportunity on all activities. The child centred, child led nature of
Forest Schools means that both boys and girls can tailor make their own learning in order
to succeed, build self esteem and confidence. Forest Schools has proved to be a
particularly good way to engage boys who don’t flourish in a traditional school
environment. It is also an excellent way to develop co-operative skills, team work between
genders, communication, speaking and listening and confidence for both boys and girls
alike.

Age:
Forest Schools can be accessed by any age range with projects taking place across the
county with people aged 3 to upper secondary and family learning based projects. The
age of those using the service is determined by those choosing to access DCC Forest
Schools support options. Settings and schools can also begin their own Forest Schools
programmes without using the DCC service.

Race:
There are no restrictions in regards to race. There is an argument that certain ethnic
minority groups do not access the countryside due to cultural tradition. Involving pupils
and the required adult support workers in Forest Schools not only provides access it may
also encourage families to access other ‘outdoor’ countryside environments and have the
facility and skills to make use of these for the benefits of their own health, learning and
enjoyment.

Disability:
Disability issues are thoroughly considered on a case by case basis at the project set up
stage. Derbyshire Forest Schools has supported programmes with schools who have
blind, autistic and hearing impaired pupils and those with mobility issues (as well
supporting pupils with a wide range of emotional, social, learning and behavioural
difficulties). Several special schools are involved in Forest Schools as are specific groups
from within schools targeting those with learning difficulties and behavioural issues. Forest
Schools has a proven track record nationally and internationally of being accessible to all,
a real inclusive opportunity for all to succeed. The activities undertaken can really help
‘unlock’ pupils skills and social abilities and provide a stimulating, challenging and exciting
environment for pupils of all abilities where they can succeed and build in self confidence.
The main consideration is really pupils with mobility issues, specifically groups who have
wheelchair users – special consideration would be made at the Forest Schools site
selection stage to ensure that wheelchair users can safely and easily access the site and
activities. As different cohorts move through the schools using the same site this would
need to be re-visited periodically to ensure that all group members are able to access
Forest Schools. Certain schools have chosen to specifically target their Forest Schools
work on pupils with emotional, behaviour, self esteem or learning difficulties e.g. Brampton
Primary School and Springwell Community School.

Sexual Orientation:
This is not a relevant group in terms of Forest Schools but as with all activities no
assumptions are made about the adults or family backgrounds of the visiting pupils and
staff.

Social Deprivation:
The initial Derbyshire County Council Forest Schools project focused on developing the
opportunity for schools in socially deprived areas of Shirebrook, Staveley, Bolsover and
Chesterfield.    Some Forest Schools programmes operated by schools and other
organisations in Derbyshire have been part funded due to their location in socially deprived
areas or by working with specific family groups enabling them to access training and other
opportunities e.g. the Willow Tree Family Farm Forest Schools project.

Other Equalities Considerations:

Opportunity, Access and Treatment
Information about the service is made available via the DNFL (Derbyshire Net for
Learning) so all Derbyshire schools have access to the service and practical access can
be ensured through site selection and careful planning. At the project planning stage any
projects that Derbyshire Forest Schools staff are involved in would include pre-visit and
discussion with the school staff about needs and requirements. Other ‘non-DCC’ schools
and settings can access the service via contacts in other departments e.g. CAYA Early
Years Improvement Officers, Forest Schools Cluster Groups and Sharing Groups and
National networks.
Things to consider: During the period when a Forest Schools leader was not in post
communications, opportunities and access has been severely limited, from September
2009 we will need to re-establish awareness of the service and promote to schools again.
Following induction of the Forest Schools Leader the Derbyshire Forest Schools
Handbook, the information on the DNFL and the Derbyshire website will need reviewing
and we will also consider whether if we did a paper mail out to all the schools whether we
could cope with the demand with staff capacity.
In the future the Forest Schools Leader will be working closely with the Countryside
Services team to increase education and access to certain Countryside sites and also with
the Adult and Community Education service on projects with specific family and adult
groups who may include those from the different REGARDS groups.
4. Pulling together research, data and information to analyse.

Derbyshire Urban Studies Centre:
    Use the evaluation form and database data to analyse whether the schools felt their
      needs were met, their overall feelings about the service, target schools who have
      bought groups including pupils from the REGARDS groups and question whether
      they felt we met their needs and expectations.
    We need to update the website so that certain communities and groups can access
      our services better e.g. faith schools, non DCC schools, home educators etc.

Derbyshire Environmental Studies Service Outreach Work:
    Use the database of outreach schools to analyse who currently uses the service
      (bearing in mind the outreach service has limited capacity and has only been
      operating since the service redesign in September 2007). Examine the range of
      schools involved in specific projects and look at whether the differences in demand
      and use are down to the ‘reactive, on demand’ nature of the service or whether we
      need to perhaps target particular opportunities to specific areas, groups or ages.
    Use the evaluation forms from events and outreach visits to find out what people
      think of the service and whether any of the effects are negative or unwanted.

Derbyshire Forest Schools:
    Use any evaluation forms to look at how the service has been received and whether
      needs have been met.
    Consider developing a more detailed database of Forest Schools Projects so we
      can analyse service use and differences in demand in a faster and more efficient
      way than the current spreadsheet/paper based records.

5: Assessing the impacts and effects:

The information outlined above has been drawn together, analysed and discussed by the
assessment team, is available in the following Appendices and is summarised below.

      Appendix 1: Graphs summarising teacher evaluation data from Derbyshire Urban
       Studies Centre visit database.
      Appendix 2: Specific needs of visits to Derbyshire Urban Studies Centre,
       adaptations made and feedback from service users.
      Appendix 3: Outreach work evaluations from fieldwork days.
      Appendix 4: Summary of evaluation forms from ‘Everybody’s Talking About Climate
       Change’ Teacher’s workshops March 2009
      Appendix 5: Summary of evaluations from Maths and Music Outdoors Teacher’s
       Workshops delivered for Derbyshire Wildlife Trust.
      Appendix 6: Summary of Forest Schools Evaluation Forms.

Derbyshire Urban Studies Centre:
Customer feedback is formally collected via evaluation forms issued to each lead member
of staff who uses the centre for a day fieldwork visit. The questions look at the overall
experience of the class, how it met with the teacher’s expectations, the experience of the
visiting adults etc. The evaluation form is optional so we do not get 100 per cent return but
many schools use these forms to make comments, provide feedback and give
suggestions. These are all considered by the centre staff during team meetings and used
to adapt, improve and develop the activities and services offered. During the period
analysed for this report (1.1.08 – 31.12.08) there were 91 visits made and 65 evaluation
forms returned. The analysis in Appendix 1 indicates that communication is working well
with the teachers in terms of helping teachers to know what to expect on their visit with
their class (over 60 of the teacher saying they had a ‘good understanding’) and in assisting
in their preparation for the visit (59 teachers saying they were ‘very well informed’ and no-
one saying they were ‘rather uncertain’). In terms of meeting the expectations of the
services users over 50 of the respondents said that the programmes either ‘exceeded’ or
‘well met’ their expectations. 60 of the respondents said that the fieldwork activities were
‘enjoyable and manageable’ with no negative responses at all. This clearly demonstrates
that the service is meeting the needs of its users. Again the Environmental Visits Leaders
were universally seen as ‘excellent’ or ‘good’.

Appendix 2 represents a snapshot of day programmes where our booking mechanisms
had identified pupils with specific needs or requirements under the ‘REGARDS’ categories
that we have adapted for. This has ranged from catering for food intolerances, mobility
issues and wheelchair users, hearing impaired pupils, religious requirements and visual
impairments. The teacher evaluations of the day were all positive and the centre staff and
teacher comments also identified that pupils from these specific groups were able to
participate fully and were able to be involved on an equal footing.

Consideration and discussion was made on the feasibility of offering a discount for schools
from the ‘social deprivation’ areas but it will not be possible to make any further reductions
in prices and still meet the service income requirements so at present this has had to be
discounted.     However, the service prices are much cheaper than many other
‘environmental studies’ providers operating in the area so do offer good value for money
and accessibility for schools. There would also be issues in ensuring that in providing a
discount for these schools we didn’t perpetuate an inequality in areas of rural deprivation
or discriminate against other geographical areas of the county.

Derbyshire Environmental Studies Service Outreach Work:

Appendix 3 details the evaluation feedback from the teachers who had used the outreach
work service between April 2008 and November 2008. All the teacher’s feedback shows
that their expectations were ‘well met’ or ‘exceeded’. The individual comments from the
teachers are all positive and single out the enjoyment, involvement and manageability of
the activities that the service offers. Again where the school notified of any specific needs
in relation to the ‘REGARDS’ groups that were relevant for the running of the day these
were adapted for.

Appendix 4 is a summary of the evaluation forms from the ‘Everybody’s Teaching About
Climate Change’ Teacher’s workshops in March 2009. In terms of catering for the service
needs of adult groups again the feedback is very positive with 100 per cent of participants
saying the session ‘met’ or ‘exceeded’ expectations and 15 out of 16 respondents saying
the activities suggested and demonstrated were appropriate for their pupils. The teacher’s
attended a generic session which covered activities for pupils from Key Stage 1 to 4 and
special schools so there was a broad range of needs and requirements making the 100
per cent of participants rating the session as ‘excellent’ or ‘good’ as a very positive
response clearly meeting the service requirements and excluding no group or community
of pupils. Appendix 5 summaries comments from series of ‘Maths and Music outdoors’
workshops carried out on behalf of Derbyshire Wildlife Trust. Again the positive comments
indicate that the teacher’s were satisfied with their experience and felt that the training was
applicable to the needs and requirements of their schools and pupils.

Derbyshire Forest Schools:

Although few evaluation forms have been returned the feedback received about the
sessions clearly shows that the service users were provided with enough information
before the sessions. All respondents said that activities were aimed at an appropriate
level for the group and all rated the sessions as ‘good’ or ‘fantastic’. Anecdotal evidence
and observations of schools participating in Forest Schools Programmes has shown
significant improvements in pupils in terms of ‘self esteem’, ‘confidence’, ‘behaviour’ and
‘engagement’ specifically in pupils who have had disabilities (visual impairment, autism,
mobility issues) and in pupils from other specific groups such as ‘social deprivation’ or
gender specific focus areas such as ‘boys with behavioural issues’ who have benefited
from being targeted by intervention based Forest Schools programmes to improve
behaviour, engagement and learning in both Pupil Referral Unit establishments and
mainstream schools.

6: Ways of reducing or removing unwanted effects

The steps we can take to achieve improvements have been integrated into our action plan
outlining the steps we will take and the timescales that we intend to make these
adjustments and changes within. Please see stages 8 and 9 below.

7: Has our assessment identified what people think needs changing?
Due to the timescales of carrying out this Equalities Impact Assessment and the
unfortunate coincidence with the end of the school year 2009 (and hence lack of access to
teachers for the summer period) it is intended to publish the Equalities Impact Assessment
in August 2009 and then follow the consultation and feedback plan outlined below.
     Key partner organisations we have worked for over the last 12 months will be sent a
       copy of the Equalities Impact Assessment and invited to comment and provide
       feedback on if they feel we have addressed the issues that need changing. This
       will be completed by the end of September 2009.
     The schools who have used any Environmental Studies Service over the last twelve
       months will be sent a copy of the Equalities Impact Assessment and invited to
       comment and provide feedback. This will be completed by mid October 2009 to
       provide enough time for teachers to receive and comment on the report and action
       plan.
     Comments, feedback and issues will be considered and analysed by the
       assessment team and any new actions will be integrated into the action plan for
       development. This will be completed by the end of October 2009
     As part of an ongoing commitment to ensuring the continuing development of
       equalities and service user satisfaction the adapted booking forms, evaluation forms
       and feedback received will be continually monitored via team meetings to capture
       improvements, identify any future issues and examine whether the changes have
       made a difference to how service users hear about the service and their
       experiences of using it.
7a: Consultation feedback – September to December 2009:

The Equalities Impact Assessment was sent to fourteen of the Environmental Studies
Service Key Partner Organisations. Feedback was received from three; South Derbyshire
District Council Environmental Education Project (SDDC EEP), Global Education Derby
and Derby City Council. All comments were positive and essentially involved sharing best
practice in terms of booking form layout, experiences from other providers and how they
have tackled some of the REGARDS issues but all suggestions were covered within the
actions we had outlined to take.

“I think the action plan is good and sufficient” - SDDC

“I think that the action plan is a comprehensive set of actions that will ensure that the
Service meets the needs of all Equalities Groups” – Derby City Council

“This is an incredibly difficult area to address without resorting to tokenism. You have
taken a very practical, realistic and meaningful approach. A few simple amendments to
your booking forms, as suggested, would help you identify specific measures you can
take. The smallest details can make all the difference” – Global Education Derby.

The Equalities Impact Assessment was also sent out in a summary form (with a link to the
full document) to all of the schools who have used the Environmental Studies Service
within the last 12 months requesting feedback and comments on the scope and actions
suggested. None of the schools have replied or commented. We continue to monitor our
provision of each of our programmes, events and training with our evaluation forms and
continue to adapt and develop our provision based on this feedback.
8: Action Planning and 9. Target setting and monitoring.

                Action                      Lead               Partners                Resources         Performance                  Quality
                                        responsibility                                                    Indicators /               Assurance
                                                                                                          Milestones
Booking forms to be adapted – develop Sue Hallam         Support from Georgina Staff time               Completed by                Checked by
a specific needs section e.g. religion,                  Cass and team                                  December 2009               GC (as
mobility,       phobias,       learning,                                                                                            service
behavioural, medical, language and to                                                                                               manager *)
cover for children and accompanying
adults.
    DUSC
    Outreach Work
    Forest Schools
Develop a booking form for teacher Sue Hallam and        To be shared with         Staff time           Completed                   Checked by
workshops and adult based projects Georgina Cass         schools and partner                            December 2009               GC (as
that    clearly   gathers    REGARDS                     organisations       for                                                    service
requirements prior to service delivery.                  comment      prior   to                                                    manager *)
                                                         adoption
Find out the DCC                        Jo Barber        Internal DCC service      Staff time to find   Completed                   Checked     by
translator/Braille/signing services                      teams and                 out. Find out how    October 2009                GC         (as
contact and circulate to the team and                    departments               services are         Details held digitally at   service
                                                                                                        K:\Environment-and-
have on file for ease of access if                                                 charged for.         Transport\Env-Studies-      manager *)
required.                                                                                               Service\CENTRE
                                                                                                        PROJECTS\Equalities
                                                                                                        Impact Assessment 09
Website development – all service Georgina Cass          Support from internal Staff  time    and Completed                         Checked     by
areas to be updated with most recent                     ‘e-content’ team to training required.   23 July 2009                      GC         (as
information and images to be publicly                    facilitate updating.                                                       service
available on the DCC website so                                                                                                     manager *)
external groups and communities not
just DCC teachers can access the
service.
Forest Schools database development. Sarah   Keogh Internal departments             Training     and Completed                GC         (as
To enable ease of analysis to and          Georgina e.g. CAYA and visits            Development       October 2009            service
determine who is accessing service Cass             records for contributing        courses       for (data entry and         manager *) –
and respond to requirements faster.                 information. Partner            database use and analysis ongoing)        data will also
                                                    organisations e.g.              staff.                                    be used to
                                                    Groundwork, South                                                         report      on
                                                    Derbyshire                                                                Forest
                                                    Environmental                                                             Schools
                                                    Education Project,                                                        Performance
                                                    Willow Tree Farm etc.                                                     Indicator
                                                    providing information.                                                    ESLP 48.
Environmental Studies Service staff to All          Internal training and          Staff time, training 4 staff               Training and
remain up to date with Equalities and               development sections,          costs as necessary. completed              development
Diversity issues, legal requirements,               CAYA team, schools,                                 internal              records
training and educational developments.              DCSF,           internal                            Equalities and        checked     by
                                                    equalities staff and                                Diversity course      GC *.
                                                    leadership team.                                    by December
                                                                                                        2009. Final
                                                                                                        member of staff
                                                                                                        on waiting list for
                                                                                                        course in early
                                                                                                        2010.
Review feedback from the consultation Assessment           Internal equalities and Staff time           Completed             Checked and
of the action plan and publish a revised team (All)        diversity staff.                             December 2009         monitored by
Equalities Impact Assessment based                                                                                            GC         (as
on the feedback received.                                                                                                     Service
                                                                                                                              Manager) *.


* Progress and monitoring of the Environmental Studies Equalities Impact Assessment is reported quarterly to the Environmental
Services Management Team via the performance clinics under performance indicator reference ESLP212.
10. Where main actions have been added to the relevant business and service
plans.

On publication of this Equalities Impact Assessment the actions outlined above will be
integrated into the yearly staff plan of work, individual staff targets and work load for the
academic year 2009/10 and be reviewed as part of the team meeting process, one to one
and PDR system. The performance towards these targets will be tracked by Georgina
Cass as Environmental Studies Service Manager and reported to the Conservation and
Design Section Manager and the Equalities Managers at Derbyshire County Council.
Progress and monitoring of the Environmental Studies Equalities Impact Assessment is
also reported quarterly to the Environmental Services Management Team via the
performance clinics under performance indicator reference ESLP212.

11. Publication

This assessment has been signed off for publishing by _______________________

This assessment was published on:

Medium published on: ______________________________________________________

Date published on: ________________________________________________________
Appendix 1: Graphs summarising teacher evaluation data from Derbyshire Urban
Studies Centre visit database.

These tables indicate the answers given to specific questions asked of all teachers on their
evaluation form after their visit.

The data was collected from 1/1/2008 – 31/12/2008.
In this period 91 visits were made by schools. Of these 65 teachers returned their
evaluation form.


  70
  60
  50                                                                                        flyer
  40                                                                                        w ord of m outh
  30                                                                                        previous visit
  20                                                                                        unansw red
  10
   0
                            How did you find out about the centre?




  70
  60
  50                                                                                        good understanding
  40                                                                                        fairly good understanding
  30                                                                                        generally OK
  20                                                                                        rather uncertain
  10
   0
                  Did you feel confident of w hat to expect before your visit?




  70
  60
  50                                                                                         very w ell inform ed
  40                                                                                         fairly w ell inform ed
  30                                                                                         generally OK
  20                                                                                         rather uncertain
  10
   0
        Did you feel you had been adequately inform ed in order to prepare for the visit?
70
60
50                                                                                 exceeded
40                                                                                 well met
30                                                                                 met
20                                                                                 generally OK
10
0
       How well did the day programme meet with your overall expectation?




70
60
50                                                                          enjoyable and manageable
40                                                                          fairly manageable
30                                                                          generally manageable
20                                                                          a bit difficult
10
 0
               Were the feildwork activities manageable?




70
60
                                                                                    excellent
50
                                                                                    good
40
                                                                                    acceptable
30
                                                                                    not at all
20
                                                                                    unanswered
10
 0
     Was the Environmental Visits Leader friendly, welcoming and helpful?
Appendix 2:    Specific needs of visits to Derbyshire Urban Studies Centre,
adaptations made and feedback from service users.

Date            8-12-08         11-12-08         15-12-08        13-11-08          10-7-07
Name of         Hollingwood     Cutthorpe        New             St Mary’s         Anthony Bek
school          Primary         Primary          Whittington     Catholic          Community
                                                 Primary         Primary           Primary
Programme       Barnaby         Barnaby          Barnaby         THI               Visiting a
                Christmas       Christmas        Christmas                         museum
Specific        Milk            1 Autistic       Hearing         2 children in     1 child with
needs           Intolerance     child, 1 child   impaired        wheel chairs      epilepsy, 1
                                with cerebral    child                             child with
                                palsy – uses                                       Aspergers
                                a pushchair                                        syndrome

Identified on   Yes             Yes              Yes             Yes               Yes
booking
form?
Action taken    Child brought   Lift used,       Portable        Lift used,        DUSC leader
                own             school           hearing loop    route             made aware
                snack           arranged a       worn by         checked to        of children
                                bus pick up      DUSC            ensure no         with needs,
                                from the         leader.         steps.            support given
                                church, to                                         where
                                reduce                                             appropriate
                                walking time.
Teachers        Well met        Well met         Verbally        Met               Exceeded
evaluation,                                      commented
did the day                                      on the lovely
meet their                                       day.
expectations
Teachers        Enjoyable       Enjoyable                        Fairly            Enjoyable
evaluation,     and             and                              manageable        and
was the         manageable      manageable                                         manageable
fieldwork
manageable
Any DUSC        Worked well     Worked well,     No problems     Both children     Both children
staff                           bus on time                      fully involved.   fully involved.
comments
Further         No              No               No              No                No
action
needed
Date            13-11-06          14-11-06         19-6-07
Name of         Highfield Hall    Highfield Hall   Kilburn Junior
school          Primary           Primary          School
Programme       George            George           Rivers
                Stephenson        Stephenson
Specific        Brethren          Brethren         1 child
needs                                              visually and
                                                   hearing
                                                   impaired. 1
                                                   child
                                                   wheelchair
                                                   user and
                                                   hearing
                                                   impaired.
Identified on   No                No               Yes
booking
form?
Action taken    1 child and       1 child and      Route was
                accompanyin       adult helper     changed to
                g parent did      did not enter    avoid steps.
                not enter         Chesterfield     Worksheets
                Chesterfield      Parish           were
                Parish            Church or        enlarged and
                Church or         Holy Trinity     printed on
                Holy Trinity      Church           different
                Church                             coloured
                                                   paper.
                                                   Portable
                                                   hearing loop
                                                   worn.
Teachers        Well met          Well met         Well met
evaluation,
did the day
meet their
expectations
Teachers        Enjoyable         Enjoyable        Fairly
evaluation,     and               and              manageable
was the         manageable        manageable
fieldwork
manageable
Any DUSC        No apparent       No apparent     Child in chair
staff           problems          problems        contributed
comments        with child and    with child and fully
                adult not         adult not
                participating     participating
                in that part of   in this part of
                the day.          the day.

Further         No                No
action
needed
Appendix 3: Outreach work evaluations from fieldwork days.

 School      Programme         Special needs       Expectations        Individual
                                                        met            comments
Duke of    Bridges           One child on          well met
Norfolk.                     warfarin, so may
24.04.08                     bleed excessively
                             if cut
Duke of    Bridges           None                  Exceeded       Really enjoyed the
Norfolk.                                                          whole experience.
25.04.08                                                          The kids loved it and
                                                                  learned a lot - so did
                                                                  I! Thanks.
St.        Habitats/rivers   One child with        Exceeded       The day was well
James's,                     Downs Syndrome                       organised at an
Glossop                      -TA support. One                     appropriate level for
9.6.08                       child with Diabetes                  the children. The trip
                             - kit carried.                       was a success and
                                                                  would enable us to
                                                                  carry out our own
                                                                  day, but it was also a
                                                                  good opportunity to
                                                                  have an overview of
                                                                  class without the
                                                                  stress of
                                                                  organisation etc. I
                                                                  would definitely use
                                                                  the service again. all
                                                                  3 teachers were
                                                                  impressed with the
                                                                  organisation and
                                                                  delivery of activities.
St.        Habitats/rivers   none                  well met       Excellent - we will
James's,                                                          certainly do this
Glossop.                                                          again. Thank you.
10.6.08
St.        Habitats/rivers   none                  well met
James's,
Glossop.
11.6.08
Sproatley, Rivers/Victorians none                  well met       I felt the children
Hull                                                              thoroughly enjoyed
4.07.08                                                           our day pond dipping
                                                                  and walking around
                                                                  the town. I wish we
                                                                  could have had
                                                                  longer so next time I
                                                                  would try to
                                                                  encourage our
                                                                  school to allow us a
                                                                  day with yourselves
Harpur     Rivers.      none                  well met   Jo Barber is an
Hill,                                                    excellent leader and
Buxton.                                                  she makes every
24.09.08                                                 effort to ensure the
                                                         children are given
                                                         every opportunity to
                                                         learn about the
                                                         different uses of the
                                                         river. Her subject
                                                         knowledge is
                                                         invaluable and she
                                                         ensures the children
                                                         are safe yet still have
                                                         fun learning.
St.        Victorians   one child is          well met   The resources
Mary's,                 diabetic -parent in              provided were
New                     attendance                       appropriate and well
Mills.                                                   received by the
"0.11.08                                                 children. Sessions
                                                         were of an
                                                         appropriate length.
                                                         The children
                                                         benefited from the
                                                         obvious knowledge
                                                         and enthusiasm of
                                                         the group leader for
                                                         her subject.
Appendix 4: Summary of evaluation forms from ‘Everybody’s Talking About
Climate Change’ Teacher’s workshops March 2009

5. How did you find out about the session?
Via the Derbyshire         Via the           Flyer posted into     Recommended by           Other please
      DNFL            Nottinghamshire             school                 head                 specify
                     teachers extranet                             teacher/colleague
       4                     0                      6                      5                     2
                                                                                               (emails)
6. Did you know what to expect before the session?
                          Good                 Fairly good          Generally OK *        Rather uncertain *
                      understanding           understanding         please go to 6a        please go to 6a
                             2                     10                      3                     2
6a. If you did not know what to expect, how could this be improved?
      Would have been really helpful to attend with a less confident colleague so ensuring more
       confidence in including all areas of our curriculum.
      Didn’t know what to expect.
7. How well did the session meet your expectations?
                         Exceeded                Well met                 Met               Did not meet

                            10                      6                      0                     0
8. Do you feel you understand more about the causes and consequences of
climate change?
 Yes, understand     Yes, I understand      My understanding        No, I’m still not         I already
   much more          more than I did        is generally OK             clear            understood prior
                                                                                           to the session
       9                     7                      1                      0                     0
9. Are some of the activities suggested and demonstrated appropriate for your
pupils?
                     Very well matched          Fairly well          Generally OK          Not appropriate
                                                matched
                            11                      4                      1
                       (I needed KS
                     suggestions – all
                     was made clear)
10. Will you use the ‘climate change’ teaching resource boxes available on free
loan?
                       Yes, definitely        Yes, probably             Possibly                 No
1X Make own box
                            10                      3                      2                     0
11. Do you feel you have the information and resources you need to deliver
climate change activities confidently in your classroom?
                     Yes, will definitely    Yes, will deliver     May deliver in the     No, I will not use
                      deliver activities     some activities       future after further       anything
                                                                   work and learning
                             9                      8                      0                     0
                                            (appropriate to our
                                             children will need
                                            to put into creative
                                                curriculum)
12. What was the most useful part of the session and why?
      Finding out about and exploring resources. Also helped my subject knowledge
      I learnt what facilities are available to schools which is useful when I visit schools regarding
       energy.
      Session 2/3 although can tailor session 1 to lower Key Stage
      Resource disc
      Lots of very useful ideas for engaging the children – compass and philosophical methods very
       adaptable so very helpful to know them now. Good pointers to other resources available.
      All useful and transferable
      The range of resource and possibilities of adaptation to KS1, the offer of help and support from
       your service.
      Resource CD
      Demonstrations of practical activities
      All of it!! To see how to use the resources was great.
      All of the power points and being shown how to use all the resources
      Teaching and learning activity examples for KS1 children
      Spending time looking at difference sources. The disc is an excellent source and well worth the
       visit.
      Ideas, info, resources, enthusiasm – positive approach.
13. What was the least useful part of the session and why? How could this be
improved?
      All useful – resources for KS2 useful to hand on to our feeder school.
      None
      None all great
      Going through the power point presentations – just highlight them so we can go through them in
       our own time? Very interesting though and will use them.
      None
14. Overall how would you rate the session?
   Excellent              Good                  Fine            Could be better            Poor
       11                   6                     0                    0                    0
       Please make any other comments and suggestions here. Thank you
      Thanks very much.
      Thank you my head is buzzing with ideas. Can’t wait to start my key-hole garden. Very
       inspiring.
      Sorry for spilling the milk! Thanks for a really informative session.
      Very friendly, welcoming, very interesting.
      Some resources on the effect of localised flooding due to climate change e.g. Lincolnshire
       coastline, with maps with contour lines on, which the students could colour in to see which
       areas would be affected. Also, what will the effects of localised flooding be?
      Thank you very informative. Good ideas and starting points for KS2. Will use them for our
       planned sustainability week and definitely loan the box
      Great to meet Sheena – with the offer of seeds, thank you.
      Would welcome some input on how best to use weather stations which are being set up in
       schools – ideas for activities, research etc.
Appendix 5: Summary of evaluations from Maths and Music Outdoors Teacher’s
Workshops delivered for Derbyshire Wildlife Trust.

Question 1 N.A: regarded booking (undertaken by Derbyshire Wildlife Trust)

Question 2: How was the workshop?
   Some really good ideas for outdoors
   Excellent
   Good
   Good
   Very good
   Very good – pity about the weather
   Good variety of useful ideas and ready made handout
   Excellent
   Really good
   Good
   Lot of useful ideas that I can use with y children (Rec) I like the fact that I can take
      them away as a booklet
   Very productive and lots of ideas for activities using school grounds
   Very good. Lots of ideas I can use with my children/share with colleagues
   Good reminder of using outdoors as a resource
   Useful
   Very good
   Practical advice and great ideas
   Enjoyable, interactive and good ideas
   Enjoyable, definitely ideas to use
   Really useful – lots and lots of ideas
   Excellent
   V. v. good
   Very good
   Excellent ideas!
   Brilliant – loads of ideas in one afternoon
   Excellent – really enjoyed it. Lots of useful info.
   Good – some good ideas
   Very enjoyable
   Excellent practical ideas

Any improvements?
   Weather!
   The weather!
   Probably two separate workshops 1 for maths, 1 for music and spend more time on
      each
   Weather!
   Maybe the school could have lent the hall so we could do the rained off physical
      activities in a larger space
   A map with course details
   Warmer weather!
   Maybe a later start – to come a distance after a 12.15 morning end is a bit tight.
   In summer please
Question 3: Did you find the information useful?

Yes: 30 No:
If not could you explain why?

Question 4: How as the member of staff who led the workshop?
   Fantastic, friendly clear and informative
   Excellent
   V Good
   Enthusiastic
   Very informative
   Very informative and extremely pleasant
   Excellent
   Excellent
   Great
   Very good
   Enthusiastic and obviously loves what she does
   Very informative and easily explained
   Excellent, very passionate and knowledgeable
   Very enthusiastic, full of ideas
   Very enthusiastic and knowledgeable
   Excellent
   Excellent delivery and very positive
   Good, very enthusiastic
   Motivated and keen
   Enthusiastic and helpful
   Very informed and enthusiastic
   Excellent
   Approachable and friendly
   Great
   Fantastic, enthusiastic and talked our language
   V. enthusiastic v. helpful
   Very enthusiastic
   Excellent

Question 5: N.A: On the venues (booked by Derbyshire Wildlife Trust)

Question6: Any other comments/suggestions?
   Can’t wait to go and try out these ideas outdoors thanks
   More please on other areas of curriculum
   Good handout pack and ideas
   Thank you came away with some useful ideas
   Thanks
   Thanks
   Map for directions please – thanks very much.
   Just more of similar please?
   Lots of ideas for music that I shall want to try and use very soon! Thank you
   Very good afternoon – great resources
   More of the same please for other members of staff
   In school training please
Appendix 6: Summary of Forest Schools Evaluation Forms.

NB Only four evaluation forms on file – relevant excerpt answers

      Were you provided with enough information before the sessions?
             Yes: 4      No: 0

      If not what could be improved?


      Was it aimed at an appropriate level for the group?
              Yes: 4       No: 0

      If not, how could this have been improved?


      Overall how would you rate the session?

             Could be better:     0
             OK:                  0
             Good:                1
             Very good:           0
             Fantastic:           3

				
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