Focus | Type | Evidence/Indicators and Pointers for Future Good Practice | Comments |
Rural or urban? | BP | Information in scheme, local knowledge. Rural: consideration of isolation, outreach etc. Support organisations? Urban: consideration of localised services, services targeted at specific communities. | |
Concentration of Black/minority ethnic communities? Note: see glossary; can include
• Visible minorities
• Faith Communities
• Minority ethnic communities | BP | Information in scheme, local knowledge (average for Scotland in 1991census was 1%; this excludes Jewish communities and also non-black minority ethnic communities) Awareness of profile. Identify which groups are included in the scheme (FFA HDL applies to all faith communities and all minority ethnic communities though likely to be seen as applying to visible minorities only; RRAA applies to everybody according to the legislation - colour or racial/ ethnic/ national origins or nationality. Where there is a higher concentration of minorities, expectation of higher level of lobbying by communities and needs better identified/met. Also more methodologies used for communicating e.g. black workers and better black/minority ethnic infrastructure in place. | Make some note about high, medium or low in relation to Scottish average as assessment of provision will need to be taken against level of expectation. |
Single or joint ownership? (If joint, what are the components?) | BP | Multi-agency i.e. includes non NHS agencies Unified Health Board (who does this include?) Independent as Trust/Board scheme Effect on ability to implement - what's easier because of joined up thinking and what has more constraints (e.g. awaiting partner approval; need to negotiate if not multi-agency). How is consistency across NHS and non-NHS partners being achieved? | |
Assistance from CRE and/or NRCEMH. Also, assistance from any other relevant body. | BP | Evidence from scheme or from CRE and/or NRCEMH. Checking awareness of CRE/NRCEMH for potential support in future and value placed on any advice obtained. Other sources could include Race Equality Councils, Race Thematic Social Inclusion Partnerships. | This information is of relevance to the CRE and NRCMEH and is only sought for this purpose |
How were policies and functions identified, assessed and prioritised? | L | Criteria used for assessment are clearly shown in scheme and have been used. Criteria cover (a) eliminating unlawful discrimination (b) promoting equality of opportunity and (c) promoting good relations between different racial groups. Policies and functions have been assessed, and priorities identified for years 1, 2 and 3 and all these are listed in the Scheme. Categories precise enough to enable meaningful audit. Action Plan reflects functions and policies which have most relevance to the General Duty. Does it describe what arrangements are in place for assessing new policies and functions? | RRAA |
Is the Scheme set in context in the organisation and in the wider community? | P | Policy context given (national, local, organisational) and covers NHS, health, equality, race equality contexts. Demographic context given. Scheme links to wider corporate goals, plans, strategies and objectives. | |
Does the Scheme include all the elements identified in the Guidance? | P | Values, Aims and Objectives set out. Strategy identifiable. Action plan included with time-scales. Some evidence that this is "realistic". Note: only FFA action plan requires to be fully costed though this would be good practice to ensure the Scheme is realistic. Scheme demonstrates that it covers (a) eliminating unlawful discrimination (b) promoting equality of opportunity and (c) promoting good relations between different racial groups. | RRAA |
Content of scheme original? | BP | Unique to local needs and takes account of these as well as different roles of Boards, Trusts and national bodies. Not obviously similar to other schemes Where similar to other schemes, is appropriate and relevant to locality concerned | |
Able to distinguish between race equality and cultural competence. | BP | Cultural competence is about being able to meet needs in areas relating to people's cultures including aspects such as lifestyle, dress, diet, religion, language, welfare, care and hygiene, as well as art, history etc. All people have an ethnic origin and a culture irrespective of national origins or colour. Racial equality refers to issues of power, equality, equity and fairness between people of different groups and it recognises the historical dominance of white people. Racial equality in practice includes cultural awareness and cultural competence. | |
Fair for All Action Plan (for review after 31.03.03) | P | Completed by 31/03/03 and submitted to Scottish Executive Health Department - fully costed and timetabled action-plan included covering all five areas of FFA. Set within context of RRAA and Scheme. Are the action plans separate or integrated? | |
Other? | BP | E.g. special factors Includes areas of regeneration (e.g. SIPs), history of working in the area (to enable recognition as well as expectation of more progress as part of continuous improvement) | |
Focus | Source | Question | Evidence/Indicators and Pointers for Future Good Practice |
Statement of Organisational Intent (P) | FFA review after 31.03.03 | Is there a statement of organisational intent and does it meet the commitments required? | Statement included/mentioned in document, and evidence of commitment to the statement. Developed in consultation with staff/communities. Disseminated widely, in different media (e.g. tape, leaflets, full statement) and in different community languages. Distributed through community media and into community locations. Statement covers aspects such as dealing with racist behaviour from staff or patients, continuous improvement in race equality, mainstreaming minority ethnic issues, developing an evidence base for practice, monitoring for adverse impact on race, learning and sharing best practice. |
Commitment (P) | RRAA | What is the evidence for commitment to race equality and other equality issues? | Previous history on race equality e.g. was there already a race equality policy/strategy? Was there provision for race equality work e.g. a special work, allocation of responsibility and resources? Signed up to CRE Leadership Challenge with evidence of progress on this? Part of a wider equality or diversity policy or strategy? |
Responsibility (P) | FFA review after 31.03.03 | What are the arrangements for ensuring there is senior responsibility in the implementation of RRAA and FFA? | Nominated senior person(s) to lead/co-ordinate Scheme. Lead responsibility clear e.g. individual (CEO/Head of Organisation, Director), management committee (or some other arrangement with accountability to senior level such as a multi- disciplinary steering group) Reporting arrangements to senior managers/Board at regular intervals. Note: responsibility should not lie solely with HR or with Equality Specialists. Is lead responsibility clear for each action point? Scheme linked to wider corporate strategies and plans? |
Partnerships (L) | RRAA | What are the arrangements for external partnership- working in race equality? (note: for staff, see section on Human Resources) | Current partnerships exist for developing/promoting race equality. Arrangements set out for developing partnerships and possible partners identified. Recognition of ability to influence all partners, and responsibility for fulfilling General Duty within any partnerships. Evidence of results/benefits of partnership working. |
Procurement (L) | RRAA | What are the arrangements for ensuring requirements are met for procurement? | Procurement: equal opportunities are promoted through tender requirements including use of "6 questions", performance standards for care or contracted out services e.g. palliative care, advocacy, and hospices. Black/minority ethnic contractors are given opportunities to contract (e.g. by ensuring appropriate publicity for contracts, arrangements for small contractors or consortium bids) |
Focus | Source | Question | Evidence/Indicators and Pointers for Future Good Practice |
Information Gathering Systems - General (BP) | | What are the systems for gathering information? | Systems for gathering information about staff, users, general community and wider health issues; may include library, journals, databases, research, monitoring, complaints procedures, informal processes, consultation mechanisms etc. |
Demographic Survey (P) | FFA review after 31.03.03 | What are the arrangements for getting and publicising local population information? | Surveys already conducted/disaggregated by gender, race etc or plans in place to address this; publication arrangements in place. Surveys planned and will include 2001 census information. Information needs of local communities assessed and methods identified for dissemination e.g. audio-visual, link-workers, web etc. Black/minority ethnic dimensions included in generic work? Faith dimensions included. Wider equal opportunities issues included (e.g. gender, disability). |
Local Health Needs Assessment (P) | FFA review after 31.03.03 | What are the arrangements for assessing local health needs? | Local Health Needs assessments already conducted/ disaggregated by gender, race etc or plans to address this. Local Health Needs Assessments planned and initial audit of barriers to access time-tabled Links to LHCC's? Black/minority ethnic dimensions included in generic work? Faith dimensions included Wider equal opportunities issues included (eg gender, disability) |
Focus | Source | Question | Evidence/Indicators and Pointers for Future Good Practice |
Research (P) | FFA review after 31.03.03 | What are the arrangements for further relevant research? | Research already conducted in priority areas/disaggregated by gender, race or plans to address this; is it distinguished from monitoring. Gaps identified and research planned - outline, detail, timescales? Black/minority ethnic dimensions included in generic work. Faith dimensions included Wider equal opportunities issues included (e.g. gender, disability) |
Publication (L) | RRAA | i. Does the document meet the publication requirements of the RRAA? | Final document or draft for approval. Published by 30 November 2002 (or planned for publication shortly after) and states what the publication method(s) are. Other arrangements for promotion such as summaries, leaflets, newsletter, website, annual report, etc. |
Publication (BP) | | ii. Is the document easy to understand? | Plain English, table of contents and headers, includes diagrams and charts, reasonable font size, use of colour, not too bulky, easy to find different elements (e.g. functions/policies, action-plan), alternative and accessible formats available. |
Consultation (BP) | | i. Was the document consulted on before publication? | Who and how consulted (e.g. staff or only staff representatives, forum, wider community, groups such as voluntary organisations, black health organisations, GP's, health clinics etc - partially or the whole scheme)? |
Consultation (L) | RRAA | ii. What are the usual arrangements for consultation? | Who? How - different methods being used? How frequently will consultation take place? At what stages (e.g. policy development or only at implementation)? Likely to reach different communities and different sections of communities (e.g. women, disabled, different age groups)? Do usual consultation arrangements include black/minority ethnic people? |
Consultation (P) | FFA review after 31.03.03 | iii. What arrangements are in place for a consultative forum? | Multi-disciplinary. Jointly chaired by a member of the Executive and a local community representative. Self-help? Capacity-building support in place for members? Actively supporting minority ethnic groups in building capacity around health and wellbeing issues. Representative of different sectors of communities including those often excluded (e.g. women, young people)? Steps in place to facilitate empowerment e.g. sharing of health issues, organisational structures, proposals for change, meeting with VIP's etc |
Staff Consultation and wider engagement (L) | RRAA | What arrangements are in place for consultation and wider engagement of staff? | Staff - formal and informal communication, consultation and negotiation in place and used for race equality issues. Involvement of staff in implementation and discussion of action points? |
Consultation and wider engagement (BP) | RRAA & FFA review after 31.03.03 | What arrangements are in place for wider engagement with black/minority ethnic communities? | Established links with Black/minority ethnic communities? Systems in place for making contact? Staff and financial resources allocated to making and maintaining links? Inter-agency or multi-disciplinary partnerships in place to avoid consultation fatigue? Outreach? Inclusive participation encouraged? |
Directory (P) | FFA review after 31.03.03 | Has a directory of individuals and agencies been prepared and is it included in the Scheme? | Directory in place? Directory planned and resources allocated? Consideration of type of directory which may be appropriate (e.g. multi-agency, includes organisations with experience in race equality/cultural competency, organisations that can support capacity building) Who will have access to the directory? How is it being made available to them? |
Capacity Building/ Community Development (P) | FFA review after 31.03.03 | What steps are being taken to develop the communities' capacities to be engaged in an informed way, able to operate at different levels with skill? | What is in place? Examples include planned development, financial resources, information about training, training provision, skills development (e.g. through mentoring, work-placements), committing staff time, including bilingual outreach and/or link-workers, facilitating partnerships with those supporting capacity building work, encouraging autonomy rather than dependency, long-term sustainability considered). |
Support for local carers (P) | FFA review after 31.03.03 | What are the arrangements for supporting local carers? | Local carers identified? Consulted on needs? Carer Forum/information sessions. Respite arrangements? Other support mechanisms? Links with other carers' organisations e.g. Princess Royal Trust for Carers. |
Access to information (L) | RRAA | Is there a communications strategy which takes into account information needs of different communities? | Communications strategy making clear how community information needs have been assessed, what information will be communicated, to whom, what information will routinely be made available and what formats will be used and how will it be disseminated? Use of accessible formats (e.g. multi-media, catering for visual impairment etc) and inclusion of people with learning difficulties or literacy problems as well as taking account of main languages in local community. Also, how responses and complaints will be received and dealt with. |
Focus | Source | Question | Evidence/Indicators and Pointers for Future Good Practice |
General (L) | RRAA | What services have been prioritised? | Priorities should be clear and listed for each year. Service priorities should flow from criteria used with no obvious gaps either in criteria or in services/functions/policies identified. |
General (L) | RRAA | What are the arrangements for identifying barriers and steps to be taken to make relevant changes? | Is there a general statement of the approach being used to ensure functions and policies are systematically reviewed? Are there mechanisms to ensure new or proposed functions and policies will be assessed? |
General (L) | RRAA & FFA review after 31.03.03 | Is there evidence of progress and commitment to change? | See sections on leadership and progress monitoring as well as examining this in the context of each aspect being reviewed here. Is commitment evidenced by action points which make progress in meeting the General Duty and Specific Duties, and the policy requirements of FFA? Are there additional elements beyond the requirements? |
Personal Care (P) | FFA review after 31.03.03 | What are the arrangements for identifying barriers and steps to be taken to make relevant changes? | Faith & gender issues taken into account. Awareness of cultural differences and family/personal views. Show how staff are to be made aware of needs and how patients and family/carers are made aware of provision and complaints procedures. Provision such as appropriate bathing facilities - steps taken to measure awareness and satisfaction. |
Dietary Needs (P) | FFA review after 31.03.03 | What are the arrangements for identifying barriers and steps to be taken to make relevant changes? | Faith & Gender issues taken into account. Awareness of cultural differences and family/personal views. Evidence of provision to meet nutritional, religious and cultural needs of staff and patients. Show how staff are to be made aware of needs and how patients and family/carers are made aware of provision and complaints procedures. Provision - steps taken to measure awareness, uptake and satisfaction. |
Spiritual Care (P) | FFA review after 31.03.03 | What are the arrangements for identifying barriers and steps to be taken to make relevant changes? | Faith & Gender issues taken into account. Awareness of cultural differences and family/personal views. Provision of multi-faith pastoral care/counselling and worship facilities. Links with local religious communities. Appropriate bereavement provision. Show how staff are to be made aware of needs and how patients and family/carers are made aware of provision and complaints procedures. Provision - steps taken to measure awareness, uptake and satisfaction. Note: new HDL (2002) 72 on spiritual care in NHS Scotland also now to be taken account of. |
Translating and Interpreting (L) | RRAA & FFA review after 31.03.03 | What are the arrangements for identifying barriers and steps to be taken to make relevant changes? | Policy showing translating and interpreting is routinely provided. How are minority needs taken into account (e.g. refugee/asylum seekers, small communities)? Awareness of provision available in Scotland. Show how staff are to be made aware of needs and how patients and family/carers are made aware of provision and complaints procedures. Staff trained to work with interpreter. Translation and interpreting standards and sourcing clear. Evidence that awareness and usage of interpreting & translating facilities is being measured. Also satisfaction and quality. Linked to communication strategy. |
Advocacy (L) | RRAA & FFA review after 31.03.03 | What are the arrangements for identifying barriers and steps to be taken to make relevant changes? | Faith & Gender issues taken into account. Awareness of cultural differences and family/personal views. Bilingual provision. Links to capacity building. Show how patients and family/carers are made aware of provision. Provision - steps taken to measure awareness, uptake and satisfaction. Mainstreaming black/minority ethnic needs into generic advocacy work? Included in commissioning of general advocacy? |
Gender (P) | FFA Review after 31.03.03 | What are the arrangements for identifying barriers and steps to be taken to make relevant changes? | Awareness of gender issues and inter-relationship with cultural background. Facility to cater for gender preferences and assessment of this as part of norm. Show how patients and family/carers are made aware of provision. Provision -steps taken to measure awareness, uptake and satisfaction Appropriate use of Genuine Occupational Qualifications for sex and race under relevant legislation. |
Other (BP) | | Have any other factors been included in the Scheme or Action Plan? | Taking a strategic view e.g. long-term patient needs met, leisure and recreation, provision of associated information e.g. re transport, social services in appropriate media. Helplines etc. Multi-agency links to address cross-service issues. Awareness of issues at primary care level e.g. GP's, health visitors etc. |
Focus | Source | Question | Evidence/Indicators and Pointers for Future Good Practice |
Planning (BP) | RRAA | Who is responsible for planning and delivery of training? | Named department/senior person. Evidence that training is planned e.g. personal development plan, training strategy. |
Appropriate Training (P) | RRAA & FFA review after 31.03.03 | What are the arrangements for ensuring appropriate and relevant training is delivered across the organisation? | Evidence that training needs of staff are assessed and delivery of appropriate training is planned e.g. personal development plan, training strategy and training programme. In general, evidence of race equality and cultural needs being addressed across training agenda. In particular, provision to ensure staff are aware of the requirements of the General Duty under the RRAA and what they need to do to meet this. Different needs of staff identified e.g. by job, grade, public inter-action. How are contractors dealt with in this area e.g. part of contract requirements, joint provision etc? Arrangements for new staff e.g. inclusion of race equality and cultural competence in induction. Arrangements for training on ethnic minority health issues. Training and development opportunities open and available to all staff. Is training mandatory or voluntary? |
Evaluate Training (BP) | | What are the arrangements for evaluating training? | Feedback from participants, tutors, managers, patients. Assessment of overall impact of a training programme (not just "happy forms" at the end of training). Is there evidence of change in the organisation's culture? |
| | Monitoring of training | See section on Human Resources |
Focus | Source | Question | Evidence/Indicators and Pointers for Future Good Practice |
Awareness of RRAA and FFA (L) | RRAA & FFA review after 31.03.03 | What are the arrangements for ensuring the requirements of RRAA and FFA are known about and implemented? | Communication strategy. Training strategy. Implementation strategy. Arrangements to review progress. Feedback mechanisms from staff and patients/users. Training on the duties imposed under RRAA. |
Equal Opportunities Policy (P) | FFA review after 31.03.03 | Is there a policy/strategy reflecting current legislation and how is it disseminated and implemented? | Existence of policy/strategy. Review mechanism to update for legislative changes. Dissemination strategy. Training strategy. Monitoring of practice/complaints and how these are used in reviewing policy. Involvement of staff/ users in development and review of policy. (Whilst FFA refers to this under Human Resources issues, a full policy will also cover service delivery aspects and procurement.) |
Bullying and Harassment (P) | FFA review after 31.03.03 | Is there a policy/strategy reflecting current legislation and how is it disseminated and implemented? | Existence of policy/strategy taking into account Dignity at Work Guidance. Informal as well as formal processes? Of review mechanism to update for legislative changes. Dissemination strategy. Training strategy. Monitoring of practice/complaints and how these are used in reviewing policy. Involvement of staff/ users in development and review of policy. |
Employment Monitoring (L) | RRAA | What are the arrangements for monitoring
(a) staff in post
(b) applicants for employment
(c) those leaving employment | Detailed monitoring arrangements for EACH of these areas and what does monitoring cover (i.e. race/ethnic origin, gender, and religion? Other?) Are categories consistent/compatible with 2001 Census? What arrangements are in place for ensuring high return of information (e.g. information to staff about reasons for and use of monitoring)? How is monitoring information analysed and reported? (e.g. to staff, representatives, public). Are trends identified? What use is made of it i.e. does it influence changes in policy and practice particularly in recruitment and selection? Any targets set? How easy is it to access monitoring information? Desired outcome is fairness in each area i.e. in access and in process. |
Other Human Resources Monitoring (L) | RRAA | What are the arrangements for monitoring
(d) applicants for training
(e) applicants for promotion
(f) staff receiving training
(g) results of performance assessment procedures
(h) grievance procedures
(I) disciplinary procedures | Detailed monitoring arrangements for EACH of these areas and what does monitoring cover (i.e. race/ethnic origin, gender, religion? Other?) What arrangements are in place for ensuring high return of information (e.g. information to staff about reasons for and use of monitoring)? How is monitoring information analysed and reported? (e.g. to staff, representatives, public). Are trends identified? What use is made of it i.e. does it influence changes in policy and practice? Any targets set? How easy is it to access monitoring information? Desired outcome is fairness within each area. |
Positive Action (BP) | | Are there positive action measures in place? | Is there an awareness of positive action and how it can be used? Is there recognition of where groups are under-represented in employment in the past 12 months? Positive action measures may include e.g. special courses, work placements, feedback mechanisms etc |
Staff inclusion (BP) | | Are there measures to ensure staff from different groups who are often under- represented can participate fully? | Steps taken to ensure women can engage in consultations, decision-making etc and those women's perspectives are included. Steps taken to ensure that black/minority ethnic staff can engage in consultations, decision-making etc and that black/minority ethnic perspectives are included. Steps in relation to other groups. Can include self- organised groups or networks, specific channels of communication. Consideration of special support needs (e.g. appropriate representation of diverse groups in recruitment, investigations, appeals etc. particularly where allegations of harassment on grounds of race or sex are involved). Consideration of barriers for minorities (e.g. one woman in a group of men). |
Internal Partnerships (L) | RRAA | What are the arrangements for involving workers and their representatives in race equality matters? | Internal groups include staff and/or staff representatives. Race equality issues are discussed in joint forums. Evidence of staff feedback mechanisms that staff can also initiate. Staff-side publications on race equality or cultural competence at local, regional or national level. Inclusion of contracted-in staff or agency staff. |
Focus | Source | Question | Evidence/Indicators and Pointers for Future Good Practice |
Focus Progress Monitoring (L) | Source RRAA | Question What are the arrangements for monitoring progress and how is commitment to change shown? | Evidence/Indicators and Pointers for Future Good Practice Is monitoring undertaken on a rolling or snapshot basis? Are trends identified? What steps are taken to monitor policies and implementation of these? What feedback is obtained e.g. qualitative methods used? How is feedback used to inform review of policies and practices? How is the action plan reviewed for progress? |
Monitoring (L) | RRAA | How will monitoring information be used and is this set out in the Scheme? | How is monitoring information about staff, users and non-users analysed and reported? (e.g. to staff, representatives, public). Are trends identified? What use is made of it i.e. does it influence changes in planning and development of policy and practice? |
Race Impact (L) | RRAA | What are the arrangements for making race impact assessments? | Tools already in use? Joint arrangements planned? Policies and functions (and sub-categories) identified for impact assessment? Consideration given to functions and policies prioritised as most relevant to General Duty. Consideration given to new and proposed functions and policies. Method for identifying scope of race impact assessment to be made (e.g. full, aspects). Timescales? Impact tool available/in preparation? |
Publishing results (L) - see section on Communica- tions for more examples. | RRAA | i. How will the results of monitoring be published and disseminated? | Are results of monitoring (service and employment aspects) made available to staff, users, public at least annually? What dissemination methods are used? Are trends identified and made known? Are actions being taken also made known? How easy is it to access monitoring information? Use of accessible formats? |
Publishing (L) | RRAA | ii. What are the arrangements for publishing and disseminating results of assessments? | Communication strategy about functions and policies assessed and prioritised- what, when, how, to whom? Including arrangements for ease of use, ease of access, reaching different communities, using different media and languages as appropriate. Distinguishes what will be issued in summary vs full form. Use of accessible formats? |
Publishing (L) | RRAA | iii. What are the arrangements for publishing and disseminating results of consultations? | Communication strategy about consultations- what, when, how, to whom? Including arrangements for ease of use, ease of access, reaching different communities, using different media and languages as appropriate. Distinguishes what will be issued in summary vs full form. Use of accessible formats? |
Publishing (L) | RRAA | iv. What are the arrangements for publishing and disseminating results of race impact assessments? | Communication strategy about results of race impact assessments- what, when, how, to whom? Including arrangements for ease of use, ease of access, reaching different communities, using different media and languages as appropriate. Distinguishes what will be issued in summary vs full form. Use of accessible formats? |
Review (L) | RRAA | v. What arrangements are there for a 3-year review of the Scheme? | RRAA requires review at least once in 3 years. Arrangements within 3 years - snapshot or rolling programme of review. Should be evidence of improved arrangements compared to 2002 scheme e.g. for consultation, staff involvement, assessment of functions/policies, time-scaled action plan. |
Outcomes (L) | RRAA | Have outcomes and benefits been identified across stakeholders? | Stakeholders identified? (Users/associated users/different levels of staff & workers and representatives/politicians/funders/ board/public/press). Scheme considers outcomes and benefits and not just inputs (e.g. satisfaction levels increased, changes in service outcomes, improvements in community relations, changes in workforce profiles and associated impact service and users). Benefits fed back and used to increase motivation and commitment to race equality and promoting good relations between different racial groups etc. |