Temporary closures of schools and nurseries - statutory guidance update: equality impact assessment

Key Findings

Evidence showed that temporary closures are more prevalent in primary schools, particularly in rural and island areas, and that the number of schools affected is small. Available data indicate that younger children are more likely to be affected, although the overall number of children involved is low. There are data limitations, particularly for ELC settings and for linking temporary closures to specific protected characteristics, which were acknowledged in the assessment.

National data does not indicate differential impacts by sex, race, religion or belief, disability, or other protected characteristics in relation to temporary closures. While children and young people with additional support needs may be affected where mainstream provision is temporarily closed, there is no routine data collection that allows the scale of this to be quantified.

Across all protected characteristics, and each of the three limbs of the PSED, no direct or indirect positive or negative equality impacts were identified as arising from the updated guidance. The guidance does not introduce criteria based on protected characteristics and applies equally to all communities. It does not alter entitlements or access to education or ELC provision and does not affect how Equality Act duties apply to local authorities.

The EQIA considered that temporary closures may affect individuals differently depending on age, stage and personal circumstances. The guidance encourages local authorities to take these factors into account, supporting children’s rights, wellbeing and continuity of education. No compounded or intersectional equality impacts were identified.

The EQIA identified limitations in available data, particularly in relation to ELC settings and the ability to link temporary closures directly to protected characteristics. These gaps did not to prevent a proportionate assessment, given the small scale of temporary closures and the fact that the guidance does not introduce new policy requirements.