“The group acknowledges the need for changes to the funding allocation for childcare as part of Early Years prevention services. The drive for change comes from both central government and recognition that historically the method of allocation has not been equitable.”
“Childcare subsidy arrangements reviewed from the current historical based “operating costs gap” provision to funding in line with required places with increased transparency requirements. Those with specific needs will be targeted to receive this additional support on an evidence based approach”
“How the consultation was promoted / publicised • Information published on the Early Years area of the Council website: www.sheffield.gov.uk/earlyyearsreview • 10,000 leaflets and posters sent to all areas of the City via providers / schools/ partners / children’s centres / mosques / other information points • Individual letters to parents whose children attend settings that may be affected Consultation information was also circulated by a variety of methods to: • 483 members of the Parents’ Assembly (including the strands of BME and SCC (Sheffield City Council) Parents’ Assemblies) as well as to the Sheffield Parent Carer Forum (parents and carers of children with additional needs) • Community Assembly managers, MAST managers and other professional contacts Meetings / Events • An event for providers on4 December 2012 in advance of the Cabinet paper being published. • 72 consultation events, including 2 full day drop-in sessions in each of the 36 children’s centres with officers available to answer questions and language support provided. • A drop-in consultation event for parents / carers was held in the in Town Hall, 10am-6pm on11 January 2013 (primarily for parents working in the City centre who may not be able to attend the events in children’s centres). • An additional consultation event for BME parents at a community nursery (provided on request). • Individual meetings with 20 providers who are affected directly by the proposals. (These meetings have also helped to inform the Equality Impact Assessments.) • A drop-in event at the Town Hall for all providers. • Consultation meetings with Primary School Heads and Governors, Children’s Centre Advisory Boards and the Children’s Centre Board which includes health colleague representatives. • A meeting with current contractors who are directly affected by the proposals.” • Information published on the Early Years area of the Council website: www.sheffield.gov.uk/earlyyearsreview • 10,000 leaflets and posters sent to all areas of the City via providers / schools/ partners / children’s centres / mosques / other information points • Individual letters to parents whose children attend settings that may be affected Consultation information was also circulated by a variety of methods to: • 483 members of the Parents’ Assembly (including the strands of BME and SCC (Sheffield City Council) Parents’ Assemblies) as well as to the Sheffield Parent Carer Forum (parents and carers of children with additional needs) • Community Assembly managers, MAST managers and other professional contacts • An event for providers on4 December 2012 in advance of the Cabinet paper being published. • 72 consultation events, including 2 full day drop-in sessions in each of the 36 children’s centres with officers available to answer questions and language support provided. • A drop-in consultation event for parents / carers was held in the in Town Hall, 10am-6pm on11 January 2013 (primarily for parents working in the City centre who may not be able to attend the events in children’s centres). • An additional consultation event for BME parents at a community nursery (provided on request). • Individual meetings with 20 providers who are affected directly by the proposals. (These meetings have also helped to inform the Equality Impact Assessments.) • A drop-in event at the Town Hall for all providers. • Consultation meetings with Primary School Heads and Governors, Children’s Centre Advisory Boards and the Children’s Centre Board which includes health colleague representatives. • A meeting with current contractors who are directly affected by the proposals.”
“to cease childcare subsidy grants to 20 providers in the Private, Voluntary and Independent and Statutory sector on31 March 2013 .”
“That the local authority will offer to continue to work with the 20 providers, on an individual basis, over a three month period to give them support to develop their business plans for their organisation to help them become sustainable. These plans should include financial forecasts, management costs, staffing structures and ways to develop flexible and accessible services to children and families and assist in seeking other forms of income.”
“There cannot necessarily be easy identification of particular formative “stages” in every decision making process…”
“In the field of important decisions by local authorities of a kind such as the present, nevertheless, experience teaches one that there may be many local residents who will, rightly or wrongly, assume that an announced proposal has in truth already been decided on; and that subsequent consultation or impact assessments or reports will be moulded so as to endorse a predetermined result.”
“Do you agree that we should focus available resources on the most vulnerable children and stop the subsidy allocated to a small number of childcare providers in the city?”
“Public sector equality dutyE+W+S (1) A public authority must, in the exercise of its functions, have due regard to the need to— (a) eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under this Act; (b) advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it; (c) foster good relations between persons who share a relevant protected characteristic and persons who do not share it. (2) A person who is not a public authority but who exercises public functions must, in the exercise of those functions, have due regard to the matters mentioned in subsection (1). (3) Having due regard to the need to advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it involves having due regard, in particular, to the need to— (a) remove or minimise disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic; (b) take steps to meet the needs of persons who share a relevant protected characteristic that are different from the needs of persons who do not share it; (c) encourage persons who share a relevant protected characteristic to participate in public life or in any other activity in which participation by such persons is disproportionately low. (4) The steps involved in meeting the needs of disabled persons that are different from the needs of persons who are not disabled include, in particular, steps to take account of disabled persons' disabilities. (5) Having due regard to the need to foster good relations between persons who share a relevant protected characteristic and persons who do not share it involves having due regard, in particular, to the need to— (a) tackle prejudice, and (b) promote understanding. (6) Compliance with the duties in this section may involve treating some persons more favourably than others; but that is not to be taken as permitting conduct that would otherwise be prohibited by or under this Act. (7) The relevant protected characteristics are— • age; • disability; • gender reassignment; • pregnancy and maternity; • race; • religion or belief; • sex; • sexual orientation…” (a) eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under this Act; (b) advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it; (c) foster good relations between persons who share a relevant protected characteristic and persons who do not share it. (a) remove or minimise disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic; (b) take steps to meet the needs of persons who share a relevant protected characteristic that are different from the needs of persons who do not share it; (c) encourage persons who share a relevant protected characteristic to participate in public life or in any other activity in which participation by such persons is disproportionately low. (a) tackle prejudice, and (b) promote understanding. • age; • disability; • gender reassignment; • pregnancy and maternity; • race; • religion or belief; • sex; • sexual orientation…”
“I summarise by saying that the duty to have due regard under section 149 can have no fixed content; what observance of the duty requires of decision-makers is fact sensitive and varies considerably from situation to situation; councils cannot be expected to speculate, or investigate the potential impact of a decision upon public service equality duties in a manner befitting a lawyer engaged in forensic analysis in court.”
“The commitment to fairness, inclusion and social justice is at the heart of the Council’s values. We believe that everyone must get a fair and equal chance to succeed and this starts in early years. We recognise however that some people and communities may need extra help to reach their full potential, particularly when they face multiple layers of disadvantage. In line with this commitment there has been comprehensive consideration given to the equality of opportunity implications including those on poverty in the implementation of the recommendations from the Review of Early Yeas and multi agency support (0-5) and each proposed activity has been subject to an EIA. The aggregate EIA highlights the potential implications of the change programme. However the focus of the proposed changes will be on meeting the needs of the most vulnerable children and families and so aim to reduce persistent inequalities that continue to exist. The role of the Equalities Needs Coordinator (ENCO) will be promoted across all early years provision. The EIA is attached as appendix 4”
“I had copies of and read each of the individual equality impact assessments prepared in respect of each of the 20 providers as well as the over-arching EIA that summarised them all, and which was appended to the Cabinet Report for the meeting of27 February 2013 . The individual EIAs were not copied and appended to the Cabinet Report because of the sheer extent of the documentation. Instead, the full set of EIAs and detailed records of the consultation exercise were held in the Cabinet Office for all members to read, which I believe they did.”
“The detailed impact assessments have highlighted a number of key concerns and mitigating factors. Cabinet members have been supplied with the EIAs which they will read fully and satisfy themselves that the legal duties can be met. They are asked to note the adverse impact on some protected groups and the actions proposed. They are then asked to balance any residual impact against the need to implement changes for the reasons set out in this report. As the Cabinet have indicated, they will consider the EIAs, the concerns have not been fully set out in this report. Key concerns include: • Possible reduction of services or transfer to new providers. • Concern about continuity of care and children with additional or special needs (SEN) or Learning Difficulties and Disabilities (LDD). • Concerns about access to childcare provision within BME communities. • Impact on the childcare workforce of potential redundancies. This is particularly significant for women and BME staff.” • Possible reduction of services or transfer to new providers. • Concern about continuity of care and children with additional or special needs (SEN) or Learning Difficulties and Disabilities (LDD). • Concerns about access to childcare provision within BME communities. • Impact on the childcare workforce of potential redundancies. This is particularly significant for women and BME staff.”
“Members of Cabinet are well aware that they are required to have due regard to the potential equality impacts of any proposal that they consider. Our culture is as it should be one where equality considerations inform every step in the decision-making process. Equality issues feature in each stage of the broader and lengthier process of formulating proposals and taking them through to the final decision-making stage…Equality issues are considered throughout the process, before, during and after any formal assessments have been undertaken. We should and do consider the equality impact assessments which are prepared for us by Officers, but that is but one aspect of how we take equality considerations into account.”
“…it would be proper to conclude that the members failed to have due regard to the public service equality duties only if it can be demonstrated that there was such an insufficiency of information before them as to make it proper to conclude that they could not have complied with their statutory duty despite their attempt to do so.”
“Councils cannot be expected to speculate on or to investigate or to explore such matters ad infinitum; nor can they be expected to apply, indeed they are to be discouraged from applying, the degree of forensic analysis for the purpose of an EIA and of consideration of their duties under s.149 which a QC might deploy in court. The outcome of cases such as this is ultimately, of course, fact specific... All the same, in situations where hard choices have to be made it does seem to me that to accede to the approach urged by Miss Rose in this case would, with respect, be to make effective decision making on the part of Local Authorities and other public bodies unduly and unreasonably onerous.”
“I would emphasise the need for the court to ask whether as a matter of substance there has been compliance; it is not a tick box exercise. At the same time the courts must ensure that they do not micro-manage the exercise.”
"In my judgment, the Claimant's argument runs counter to the direction of travel of authorities in this area: which is to discourage challenges based on minute criticisms of EQIA's, or elaborate inquisitions of possible permutations of equality… It is not the law that public authorities must set out s. 149 verbatim, collect, analyse and record each scrap of data with regard to every single protected group and then analyse each such group seriatim against every limb of s.149, looking at endless permutations and combinations. A sense of proportionality and reality is required. The basic test is simple: whether "in substance….due regard" has been had to the relevant statutory need. This straightforward test should be the touchstone, both for those seeking to fulfil the PSED duties and those seeking to challenge."
“77 …, I do not accept…that it is for the court to determine whether appropriate weight has been given to the duty. Provided the court is satisfied that there has been a rigorous consideration of the duty, so that there is a proper appreciation of the potential impact of the decision on equality objectives and the desirability of promoting them, then as Dyson LJ in Baker (para 34) made clear, it is for the decision maker to decide how much weight should be given to the various factors informing the decision. 78 , The concept of “due regard” requires the court to ensure that there has been a proper and conscientious focus on the statutory criteria, but if that is done, the court cannot interfere with the decision simply because it would have given greater weight to the equality implications of the decision than did the decision maker. In short, the decision maker must be clear precisely what the equality implications are when he puts them in the balance, and he must recognise the desirability of achieving them, but ultimately it is for him to decide what weight they should be given in the light of all relevant factors. If Ms Mountfield's submissions on this point were correct, it would allow unelected judges to review on substantive merits grounds almost all aspects of public decision making.”
“One of the key issues in funding decisions in the current climate is that we have to get value for money. This is not simply a question of hard numbers. Social value is an important factor. Assessment of social value as a component of Best Value cannot simply focus on a particular setting or service without taking into account its relative value seen in a more general context. It is not simply a question of whether a provision that has received funding in the past is of quality and social value. In recent years it has been sadly necessary to cut the funding even of valuable provision and services, in order to ensure that there is funding available for other services which are considered to be critical to the community. The guiding principle is that services available to the most disadvantaged and/or vulnerable members of society must receive the highest level of protection. Within the Early Years Service, this has involved diverting funding into early intervention and prevention, with a focus on ensuring that the needs of the most vulnerable children and families are addressed before a crisis develops. The social value of this is clear. In financial terms, this approach provides good value for money because of the long term costs which are saved if there is early intervention. If we can invest in early intervention and prevention we save money from later being spent on intensive high cost services. Most importantly, we may keep children out of care and intervene positively in their young lives.”