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Aims of the strategy
AV1 is a technological solution to support children/individuals who are unable to be present in a room/classroom. The technology consists of a white ‘avatar’ (stylised top half of a body) with eyes, and this streams a live image via the internet, 3G or 4G to an iPad which is with the isolated individual.
Currently AV1 is used by Dorset Council in schools only. It is the school’s decision to take up an AV1 and ‘rent’ an AV1 from Dorset Council, therefore currently it is the school who decides if an AV1 is an option to support an isolated student.
Effects on the child without AV1 in place: could be
- missing out on social interaction
- missing their own learning environment and potentially falling behind in their education
Support children receiving education from home, allows them to be educated in an inclusive way through access to the classroom environment.
AV1 was designed and made by an external partner called ‘No isolation’.
No Isolation is a Norwegian start-up, founded in October 2015. Their mission is to reduce involuntary loneliness and social isolation by developing communication tools that help those affected.
AV1 has been used nationally in various councils, with great success in nearby Somerset County Council.
The overall aim: to supplement our offering to support children who are, for whatever reason, unable to fully participate in the classroom e.g. They may be physically unable to attend the classroom or emotionally (e.g. anxiety).
Our aim is to further explore the utilisation of AV1 in Dorset. Currently discussions are in progress with Social Services to explore which children would benefit most from AV1 supporting their learning. In addition, there is potential opportunity to explore use of AV1 across both Children and Adult Social Services.
Background to the proposal
We became aware of AV1 in 2019 and started to explore its potential as a tool to help our many children who are missing out on education. Neighbouring county, Somerset, had implemented AV1 with great success. In December 2019 we commenced a small pilot to further our understanding. The learning from the pilot informed our approach to this project.
With COVID and the introduction of shielding in 2020 we found that we had hundreds of children who (when schools were open) were unable to physically attend school. Given the positive feedback from schools and families in the pilot AV1 was identified as a means for these children to continue to receive an education during COVID-19, and beyond.
Intelligence and Communication
Data, information, evidence and research used and how it has influenced the decision-making process
- pilot in December 2019 - Feedback to date from schools who have used AV1 to support children in their education. Feedback from families using AV1
- in 2019 Dorset Council introduced a comprehensive system to gather data on children who are missing out on education from our (c160) schools. We collate evidence on any children and young people who are missing out on education for a variety of reasons
Due to Covid-19 restrictions we introduced Vulnerable Children reporting – to support children who are unable to attend school. Currently we have approximately 4000 vulnerable children in Dorset schools.
The pilot told us that there is a requirement/need for AV1 and that it could be a solution to support Covid-19 absence, where children are self-isolating.
Feedback from parents, schools and children was positive. No major issues were identified with the technology. In some instances, we identified the AV1 could be used as blended learning, where solely using AV1 is not appropriate.
AV1 benefited child’s enjoyment of education – they felt included in classroom setting.
In order to continue to receive feedback regarding AV1 an 8-week review feedback trigger was introduced, to pro-actively ask schools for feedback on the use of AV1 8 weeks after implementation.
In 2010 the newly introduced Children Missing in Education Reporting gave us insight into the type of absence and the reasons why children are not in education in Dorset.
Vulnerable Children reporting has shown us that there is a requirement for children needing a solution like AV1 to support their education.
We have an opportunity to further explore the utilisation of AV1 in Dorset. There is potential to explore use of AV1 across Children and Adult Social Services.
As the rollout of the AV1s continues we will have more users and be able to gather more feedback in terms of benefits and the different cohorts of children and young people who could/can benefit from using an AV1.
Engagement or consultation that has taken place as part of this EqIA
Our review of feedback from existing users of AV1 took place predominantly from Somerset County Council (already have successfully launched AV1), who were engaged to understand their and their schools/family experience and any key learnings.
DfE conducted a study around AV1 (they had placed circa 100 AV1s in schools across the country with a range of children/needs).
Dorset schools were consulted by writing to them and presenting AV1 in Head Teacher briefings.
Assessment
Impacts of the strategy
| Impact on who or what | Effect | Details |
|---|---|---|
Age |
Positive |
To support children/young adults with their education who are unable to access the standard classroom setting for a range of reasons. AV1 gives children and young people the opportunity to participate so reducing any potential social isolation caused by being away from the education setting. |
Age group affected |
n/a |
4 to 25 |
Disability: (including physical, mental, sensory and progressive conditions |
Positive |
AV1 can assist CYP in continuing their education whilst not in the classroom. AV1 gives children and young people the opportunity to participate so reducing any potential social isolation caused by being away from the education setting. |
Affected group |
n/a |
all groups - long term disabilities and health conditions would be able to benefit because they would be to access the standard classroom environment |
Gender Reassignment & Gender Identity Race and Ethnicity Religion or belief Sexual orientation: Sex (consider both men and women): Marriage or civil partnership Single parent families Social & economic deprivation: Armed Forces communities |
Neutral |
We don’t anticipate any impacts at this present time on this protected characteristic group |
Pregnancy and maternity: |
Positive |
A young person who may be pregnant or on maternity leave would be able to access AV1, so continuing their education and access to the curriculum |
Carers |
Positive |
This technology will enable young carers who are unable to access the standard classroom setting. AV1 gives children and young people the opportunity to participate so reducing any potential social isolation caused by being away from the education setting. We anticipate a positive impact, but more evidence is required. |
Rural isolation |
Unclear |
Connection might be an issue, need to understand more - We anticipate a positive impact, as children and young people who live in a rural setting and unable to access a formal education setting for a variety of reasons, should be able to access AV1 from home. However, AV1 relies on Wi-Fi or 3G/4G and there may be issues around connectivity and a lack of infrastructure to get online. As part of the feedback, we need to understand if connectivity and where someone lives is an issue, that stops them being able to use this service. |
Key to impacts
Positive
the proposal eliminates discrimination, advances equality of opportunity and/or fosters good relations with protected groups
Negative
Protected characteristic group(s) could be disadvantaged or discriminated against
Neutral
No change/ no assessed significant impact of protected characteristic groups
Unclear
Not enough data/evidence has been collected to make an informed decision
Action Plan
| Issue | Action to be taken | Person responsible | Date to be completed by |
|---|---|---|---|
Awareness - Promotion of AV1 |
Raise the awareness: 1) Schools 2) Social Care (Children and Adult’s) Tools to raise awareness: training/presenting to social care teams, case studies/videos for public/schools |
Emma Powell/Rick Perry |
July 2021 |
Ongoing feedback from schools – impact of AV1 |
1) Understand full impact – measurables – attainment levels. 2) Social/economic impact – greater uptake from affluent schools? How to encourage schools? 3) Understand impact on unclear user groups, consider changing 8-week review questions |
Emma Powell/Business Support/Rick Perry |
July 2021 |
Who has agreed this EqIA?
Officer completing this EqIA: Rachel Thorpe
Date: 08 March 2021
Equality Lead: Susan Ward-Rice
Date: 11/03/2021
Equality & Diversity Action Group Chair:
Rick Perry
Date: 15/03/2021