Contents

1. Purpose of the Framework

Part 1: The Engagement Pyramid Model

2. The Engagement Pyramid Model
3. Summary of the Engagement Pyramid Model
4. Using the Engagement Pyramid Model
5. Guidance for Observing (public opinion)
6. Guidance for Endorsing (policy proposals)
7. Guidance for Contributing (to policy development)
8. Guidance for Producing (policy solutions)

Part 2: Good Practice for Engagement and Consultations

9. Guidance for Consultations 
10. Good Practice Principles for Consultations and Engagement
11. Stakeholder Mapping
12. Feedback Loops
13. Data Protection
14. Diversity Monitoring 
15. Engaging Early with the States Assembly & Scrutiny
16. Research Ethics

Part 3: A Guide to Accessible and Inclusive Engagement

17. What is Accessible and Inclusive Engagement?
18. Good Practice Principles for Accessible, Inclusive Engagement
19. Engaging with Underrepresented Groups
20. Engaging with Children and Young People
21. Engaging with Older People 
22. Engaging with People with Disabilities
23. Engaging with Speakers of Other Languages  

Resources

24. Resource List
25. Stakeholder Mapping Template 
26. The Engagement Design Tool
27. The Engagement Assessment Tool
28. Example Engagement Plan
29. Accessibility Checklist
30. Standard Diversity Monitoring Questionnaire
31. Disability Impact Assessment Template

1. Purpose of the Framework

 Effective, inclusive engagement is a key priority for the Government of Jersey. While the Government of Jersey already uses a range of mechanisms to engage with the public on policies and proposals, this Framework has been developed to support engagement by providing a structure for when to engage,

who to engage and how to do it.

 The Framework is aimed at Government of Jersey staff. It provides lots of guidance and resources to assist you in planning your engagement and consultation activities. This includes guidance on accessible engagement and the inclusion of underrepresented groups, such as:

• Children and young people

• Older people

• Less heard groups (including Islanders with disabilities, ethnic minorities and individuals for whom English is a second language).

The Framework is based on an Engagement Pyramid model, which can be found on page 5. This Pyramid shows the different types of engagement you can undertake, ranging from broad online surveys through to targeted workshops. This document includes guidance and resources for each level of the Pyramid, an engagement/consultation good practice guide and a guide to making your engagement accessible and inclusive. This document also includes various tools for engagement.

 The Framework focusses on policy development processes across Government, but the principles apply to any project or proposal where the public's views are sought. There are 3 phases to policy development. It starts with the initial development of proposals, followed by policy implementation and subsequent evaluation. A diagram can be found below:

Policy  

development/  Policy  

planning implementation Policy evaluation

 This guidance focusses on the initial policy development and planning phase, but engageme t can be undertaken within the implementation and evaluation phases too. For example, when evaluating policy, it is important to engage with the public to understand how a policy has affected them.

 It should be noted that, in some cases, it may not be proportionate to undertake public engagement. If you are unsure whether you should engage on your policy or proposal, you can consider the following:

• Will feedback be taken into account at this stage of the process?

• How will we take feedback forward, and how will we communicate rationale for not doing so?

• Has the policy decision already been agreed? (In the policy implementation/evaluation stage, feedback will likely still be required).

 If feedback will not have a bearing on the policy decision, it may not be proportionate to engage on the matter. More information on this can be found in section 9.

 For more information regarding the Framework and accompanying guidance, please contact policyengagement@gov.je.

Part 1:

The Engagement Pyramid

Model

2. The Engagement Pyramid Model

 The Engagement Pyramid model shows how people can be engaged at different levels. It can be used as a planning tool for engagement or consultation exercises. The model is below:

Figure 1:

Level 4: Cizens produce policy soluons alongside Government and provide representave responses to proposals through cizens ' assemblies and ongoing dialogue

Level 3: Cizens contribute to policy development through stakeholder meengs , workshops and targeted focus groups

Level 2: Government seeks endorsement for policy proposals and feedback on specific issues through online surveys, targeted comms and focus groups

Level 1: Government observes public opinion on a range of issues through polling and generic focus groups

 Low intensity engagement is represented at the bottom of the Pyramid, with high intensity engagement featuring at the top. Low intensity engagement is usually generic, high level and wide-reaching. Examples of this type of engagement include polling, website traffic monitoring, and informal focus groups. This type of engagement is helpful for raising awareness of an issue and assessing where the public's priorities lie.

 High intensity engagement should be used to gain a deeper understanding of citizens' views on an issue. Examples include deliberative workshops and citizen's assemblies. This type of engagement focusses on the human touch' of public engagement and seeks to collaborate on and coproduce solutions with citizens. However, these methods involve a lot more time and resource than the lower levels of the Pyramid.

 The following section provides a summary of each level of the Pyramid, as well as examples.

3. Summary of the Engagement Pyramid Model

Below is a summary of the Engagement Pyramid levels. Full guidance for each level can be found in sections 5 – 8.

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4. Using the Engagement Pyramid Model

 The engagement process begins with good planning. The Engagement Pyramid model is a useful tool for planning engagement and public consultation activities, as it indicates when to engage, who to engage and how to do it. This all depends on the issue and what you want to achieve through public engagement.

Where to start?

 When planning engagement or consultations, it is recommended that you start by mapping the stakeholders in the project. This helps you identify who to involve in your engagement or consultation activities, and how to prioritise them. This will be based on their influence over the proposal and how much they will be impacted by it. Once you have mapped your stakeholders, you can further map this to the Engagement Pyramid. This will indicate what types of engagement you can undertake with each group, depending on what you want to achieve. Remember to consider each stakeholder's interests, preferences and possible accessibility requirements. Full guidance for stakeholder mapping can be found in section 11.

Note that engagement can take a lot of time to plan and execute, particularly if you are doing it in an effective, inclusive way. Ensure that you have considered this in your project timeline before you begin. To assist in your planning, the following section includes a breakdown of each level of the Engagement Pyramid, including examples, resources and tips for each.

5. Guidance for Observing (Public Opinion)

ples

6. Guidance for Endorsing (Policy Proposals)

7. Guidance for Contributing (to Policy Development)

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will

• Engagement at this level should be a two-way dialogue. It can take place at any stage in policy development. However, it is more effective when you have a specific issue or proposal to consult on.

• To promote the proposal or issue in the community, it may be helpful to involve a community representative or champion'. Well-known local figures, such as faith leaders and volunteers, can help to identify potential stakeholders, build links to various communities and empower underrepresented groups to get involved. More information on this can be found in section 18.

• It is important to maintain momentum and open dialogue throughout the policy development process. You can do this with regular updates, events and incentives for participation. More information on this can be found in section 12.  

• Make the engagement fun and creative to avoid consultation fatigue'. Consider more creative methods like games, pop up stalls, conferences, community events and workshops in schools. More information on consultation fatigue can be found in section 9.

8. Guidance for Producing (Policy Solutions)

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 the h

Part 2:

Good Practice for Engagement

and Consultations

9. Guidance for Consultations

Engagement and consultation - what's the difference?

The terms 'engagement' and 'consultation' are often used interchangeably. However, it's important to be clear about the differences.

Public engagement is a general term. It describes ways of bringing citizens, community organisations, businesses, and Government together to solve problems that affect people's lives. Engagement is a broad and continuous process, while consultation is a formal period of public engagement with a defined structure.

In a consultation, Government asks people what they think should be done to solve a particular problem, or to give their views on a specific policy or proposal. Consultations usually last 8 – 12 weeks, depending

on the complexity of the topic. The minimum period should be 8 weeks. However, highly contentious

issues can have a consultation period that lasts several months.

Consultations can involve a variety of engagement activities from the endorsing, contributing and producing levels of the Engagement Pyramid. A consultation aims to:

• Identify issues;

• Develop or change policies;

• Test proposals; and

• Evaluate resources and service provision.

When should I consult?

The format of each consultation will depend on the issue being consulted on, questions being asked, and the groups who may be affected by the issue. Note that some consultation is done on a statutory basis (for example, planning applications) and follows a process established in law.

For complex policies or legislation, a multi-staged approach may be most appropriate. This means consulting with different groups at different stages of the process. Matters of significant public interest (for example, Assisted Dying and the Island Plan) may require extensive public consultation. However, other matters may be better suited to limited stakeholder engagement. For example, consultation on complicated areas of tax law may be targeted only at specialised representative bodies or tax experts.

You should only consult where change is possible. Be clear about what aspects of the proposals people can change. If feedback will have no influence on the outcome, then don't consult. Engagement that is tokenistic or purely a tick-box exercise' should be avoided.

There may be cases where there is no need to do a public consultation. This will depend on the issue and on whether stakeholders have already been engaged in the policy development process. However, you should be willing to listen to the views of those you engage with and to be influenced when making subsequent decisions.

The Gunning principles on the Consultation Institute website state that consultation must:

• Be carried out BEFORE a final policy decision has been made

• Include enough information to allow any person to consider the proposal and potentially offer an alternative option

• Allow adequate time for responses, and

• Ensure that consultation findings are reflected within the final proposals.

Good practice principles for consultations and engagement can be found in the following section, as well as in the planning a consultation guide on the Government Intranet.

10. Good Practice Principles for Engagement and Consultations

The principles explored in this section focus on formal consultations. There are several things to think about planning consultations. We must make sure that consultations are:

1. Accessible  F.  Publicised
2. Purposeful  G.  Recorded properly
3. Targeted  H.  Involve feedback loops
4. Informative  I.  Published online
5. Flexible  J.  Finished with a consultation report

1. Make sure your consultation is ACCESSIBLE.

The Government must be mindful of its duties under the Discrimination (Jersey) Law 2013. Government should make efforts to remove barriers to access, including barriers to engagement. This is discussed more in section 17.

As a starting point, you can reach out to organisations that work with or represent people with disabilities, or people with disabilities themselves, about your plans for engagement. Don't make assumptions – ask what people need to fully access your consultation.

When planning engagement, consider the following:

• Using a venue for a public meeting that is accessible and equipped for people with a disability;

• Producing relevant documents in different formats, particularly if there is high public impact or interest in the topic. This should include easy read or simplified versions as standard. Also consider producing translated versions; and

• Using storytelling'. When preparing consultation or policy documents, it can be useful to think of it as a story that will affect people. Use plain English and clarify the key issues, particularly if the consultation subject matter is complex.

Accessibility is explored further in section 18.

2. Make sure your consultation is PURPOSEFUL.

Engagement should begin as early in the policy development process as possible. This is when views can genuinely be taken into account. As discussed in section 9, engagement should not be a tokenistic or tick-box exercise. Only consult where change is possible and be clear about what aspects of the proposals people can change.

If engagement is not purposeful or meaningful, consultation fatigue can set in. This is when stakeholders lose interest in being engaged. As well as lacking a clear purpose or goal to the engagement, consultation fatigue can be caused by:

• Over-consultation' (targeting a particular group too frequently);

• Failing to feed back about the outcome of previous engagement;

• Sending too many emails or routine communications; and

• Using inaccessible language or formats.

Once consultation fatigue sets in, it can be difficult to overcome. This is a particular risk in a small community such as Jersey. Ways to combat consultation fatigue include focussing on key issues, emphasising the impacts, maintaining feedback loops, providing incentives and targeting a range

of stakeholders. It is also important to appeal to people's emotions (storytelling') while remaining focussed on the facts and evidence.

3. Make sure your consultation is TARGETED.

Identify and involve stakeholders before you consult. This includes those who may have an interest in the issue or proposal, and those who may be impacted by it. Consider each stakeholder's level of interest or influence, and the extent to which they will be impacted.

It may be helpful to start the consultation planning process by mapping stakeholders. From there, an engagement strategy can be tailored to stakeholders' needs and preferences. More

information on stakeholder mapping can be found in section 11.  

As noted earlier in the document, matters of significant public interest (for example, Assisted Dying) may require broad public consultation. However, technical matters (such as complicated areas of tax law) may be better suited to limited stakeholder engagement. Nonetheless, it is important to engage with stakeholders as early in the process as possible to ensure you can take feedback on board.

4. Make sure your consultation is INFORMATIVE.

When engaging with the public at any level (with the exception of observing'), you should provide participants with sufficient information about the proposal or topic. This ensures that people understand the topic and can give informed responses. This may involve providing participants with a breakdown of policy options, cost/benefit analyses or links to further research. This should be provided well in advance of any meeting or consultation deadline to ensure participants have enough time to process the information.

Note that some participants will require longer to process information, particularly if they are not familiar with the topic. It can be helpful to ask participants how much lead-in time they need as part of the planning process.

5. Make sure your consultation is FLEXIBLE.

You should adapt your engagement approach to stakeholders' needs and preferences wherever possible. For example, some groups will benefit from deliberative workshops to understand the subject matter before making an informed response. Howeve , organisations which are familiar with the topic may prefer a simple survey (or they may provide a detailed written submission). A charity or individual may require longer to respond to a consultation than a business. Some people will prefer online over in-person meetings, and others will require additional support (such as interpretation or easy read materials).

You may also need to engage outside of your usual working hours, such as evenings and weekends, and to host meetings in convenient locations like community centres and parish halls. Also, remember to avoid holiday and election periods (no Government engagement activities should happen during election periods).

6. Make sure your consultation is PUBLICISED.

 In order for a consultation or engagement activity to be effective, it will need to be publicised to some extent. Depending on the issue, this might be internally within Government and externally

(for example through social media and public media channels). Both the Government of Jersey's Comms department and Marketing Team can assist with publicising your consultation effectively.

The Role of Comms and Marketing in Consultations

 The role of the Comms department is to assist with the planning and promotion of a consultation. They help ensure that the consultation is promoted via the appropriate channels, both internally and externally. They can also assist you with designing engagement strategies.

 The Marketing Team produce collateral and translate materials into other languages. Comms work with the Marketing Team (marketing@gov.je) to ensure you have the materials you need for your consultation, including banners, posters and leaflets. Marketing can also help connect you with communities where English is a second language. Note that the Marketing Team do not produce easy read documents (guidance on producing easy read content can be found in section 10).  

Most government departments have a Comms lead who can advise on engagement and consultations. It is recommended that you approach your departmental Comms lead with as much notice as possible (at least one month) before your consultation to ensure sufficient time for planning.

7. Make sure your consultation is RECORDED PROPERLY.

Records of your consultation, such as public responses, should be kept as long as they are required to fulfil the purpose for which it was collected. Once that purpose has ceased to be relevant, you should decide whether these records need to be archived in accordance with your departmental retention schedule. You can get guidance on this matter from your departmental data governance officer and the Jersey Archive.

The information you collect should be published in accordance with your Privacy Notice. Note that any information that is not published may be subject to an FOI request.

Before publishing a consultation, ensure you have covered the rights of the data subject in the privacy statement and the Data Protection (Jersey) Law 2018. Contact your departmental data governance officer or email the Government of Jersey central data protection unit (DPU@gov.je). They will both be able to provide guidance on:

• Personal identifiable data

• Data sharing

• Data processing

• Privacy notices

• Data Protection Impact Assessments (DPIAs).

All of the above must be completed before going live with your consultation. For more information, refer to the Data Protection Toolkit or contact your departmental data governance officer.

8. Make sure your consultation involves FEEDBACK LOOPS.

Feedback loops are when those engaged are acknowledged or updated following their contribution. This helps to maintain a dialogue between the Government and citizens. It also makes participants feel valued, keeps them invested in the issue or project, and makes them more likely to take part in future engagement.

You should respond to the views you received within a reasonable time frame. As a guideline, this could be 3 months of the contribution or the consultation finishing. Where possible, emphasise

what you have decided to do in response to the feedback. If the final policy decision is not aligned with the views expressed, make efforts to explain why.

It may not be proportionate (or possible) to feed back to every stakeholder or participant. Giving feedback should be done in a considered way, depending on the stakeholder's level of engagement. In many cases, sending a copy of the final consultation report will be enough. For more involved stakeholders, it may be proportionate to schedule a follow-up meeting or send a personalised response.

More information on feedback loops can be found in section 12.  

9. Make sure your consultation is PUBLISHED ONLINE.

When running a formal consultation, you will need to create a webpage for it on www.gov.je. This is so that people can find out more information about the issue and how to give feedback. You can create a webpage by emailing the Web Team at digital@gov.je. More information can be found here: How to publish content on gov.je and MyStates.

 You will need to provide the Web Team with the following content for the webpage:

• Title of the consultation

• Some background/a summary of the issue

• Start and end date for the consultation

• Contact information (such as an email address, postal address and telephone number). This will be how the public can get in touch regarding the consultation. You may need to set up a specific email inbox for this, which can be done by logging an IT ticket.

• Links to consultation documents (such as background information, research, translated/easy read versions of documents)

• Link to a survey (if applicable)

• A schedule of public meetings/workshops (if applicable)

• A privacy notice (your department's data governance officer will advise).

It is important that Web content adheres to established standards and guidelines. These can be found at here: Gov.je brand, design and style guidelines and PDF content standards for gov.je.

Note that webpage content can be edited after publication by the Web Team (digital@gov.je).

It is important that content is centralised on www.gov.je and is easy for the public to find. The Web Team will advise where your consultation should be placed on the Government website. Ensure that consultations are not hosted exclusively outside of www.gov.je, for example by creating your own website for your consultation. This will make your consultation much harder to find.

Making Online Consultations Accessible

You should ensure that the consultation webpage is as accessible as possible. This includes using clear, concise language and avoiding jargon. You can check how accessible your written language is using tools such as Hemingway, as well as the Accessibility Checker tools on Word and Adobe programmes. To access this, go to the review' tab in Word and click check accessibility'. Accessibility training for Microsoft programmes can be found here: Accessibility Fundamentals - Microsoft Learn

More information about online accessibility standards can be found in the Government of Jersey Service Manual.

Alternative text.

If the webpage includes images or diagrams, they must be labelled with Alternative (Alt') Text. Alt Text can be added to images in Word by right clicking on an image and selecting view Alt Text'. Alt Text describes what the image is in simple terms, which can be read aloud by screen reading tools used by people with visual impairments. More guidance can be found here: Alt (alternative) text guide (gov.je)

10. Make sure your consultation finishes with a CONSULTATION REPORT.

Once your consultation has passed its end date, it will automatically be removed from

the live consultation section on gov.je and moved under the closed consultations section. Once a consultation closes, you will need to write and publish a consultation report. This sets out the:

• Number of people who took part in the consultation;

• Types of engagement that took place;

• Feedback received; and

• Government's response to the feedback.

You should also consider evaluating your consultation once it has concluded. This can help you find out what did and didn't work and the reasons why. An evaluation should consider not only the number of responses received, but also the:

• Quality;

• Cost;

• Timeliness of the consultation; and

• Overall usefulness of the results in helping to inform decisions.

You can apply the learnings from your evaluation to improve future consultation and engagement work. An example evaluation tool can be found in the resources section of this document.

The consultation report should be uploaded to the relevant consultation page on www.gov.je within 3 months of the consultation finishing (contact digital@gov.je to upload the report to the consultation webpage). Remember to check that what you are publishing matches commitments in your privacy statement. Make your comms lead aware, so that they can publicise the results via the media or social media. Then send a copy of the consultation report to:

• All participants (if proportionate), emphasising their contribution where possible. Note that this may only be appropriate for those who submitted a detailed response, rather than potentially hundreds of individuals who responded to a survey

• The Scrutiny Office (if appropriate)

• The States Greffe, to present the conclusions as a report to States Members (if appropriate).

More information about engaging with the States Greffe and Scrutiny Office can be found in section 15. Some examples of consultation reports can be found here and here.

Remember that engagement is more than just consultations. Consultations are time-limited, whereas engagement is an ongoing process. The following sections explore general engagement good practice principles, from stakeholder mapping to feedback loops and data protection.

11. Stakeholder Mapping

When planning a consultation or engagement exercise, a good place to start is by mapping your stakeholders. A stakeholder is somebody with an interest in the policy or proposal, usually because they are impacted by it in some way. Stakeholders can be members of the public, businesses, voluntary bodies or other civil servants. Understanding how people are affected by and can influence your policy or proposal can help you prioritise who you need to engage with, when and how. Stakeholder mapping can be broken down into four steps:

Identifying Analysing Mapping Prioritising

1. IDENTIFYING.

List organisations and people that have an interest or influence on your proposal. Group them into stakeholder categories where possible. Be as specific about this as you need to be. Remember to include underrepresented groups in this exercise.

2. ANALYSING.

Spend time reflecting on each stakeholder's perspectives and interests. To what extent will they be affected by the proposal? How much influence do they have on the outcome?

3. MAPPING.

Determine stakeholders' level of influence or interest in the proposal and plot it on your stakeholder map. You can also map stakeholders' relationships to each other. This can help to establish if there are any connections or common interests.

A stakeholder map template can be found in the resources section of this document.

4. PRIORITISING.

• Low influence / low impact: If your stakeholder has low influence and will not be impacted much by the proposal, keep them informed of the development process. You might seek endorsement of the proposal (level 2 of the Pyramid) rather than active collaboration.

• High influence / low impact: If your stakeholder has a high level of influence on the proposal but will not be impacted much by it, keep them involved in the development process. You should seek endorsement of the proposal from influential stakeholders.

• High influence / high impact: If your stakeholder has a high level of influence on the proposal and will be greatly impacted by it, readily engage them in the development process. This might look like engaging at the higher levels of the Pyramid to encourage collaboration and contribution.

• Low influence / high impact: If your stakeholder has a low level of influence but will be greatly impacted by the proposal, readily engage them in the development process. This might look like engaging at the higher levels of the Pyramid. Depending on the topic, it might be appropriate to aim for coproduced solutions to a policy issue.

Once you have completed your stakeholder mapping exercise, you can consider individual stakeholders' needs and preferences for engagement. You can also use the Engagement Pyramid model to plan what types of engagement activity you will undertake with each stakeholder.

More information on stakeholder mapping can be found in the resources section of this document.

12. Feedback Loops

Feedback loops are when participants in a consultation or engagement activity are acknowledged or updated following their contribution. This makes participants feel valued and keeps them invested in the issue or project. It can also help to build trust and increase the chances of participants engaging in future consultations.

Feedback loops may look like:

• Proactively sending a follow-up email which summarises the feedback and thanks the participant for their contribution;

• Providing regular updates on the issue/policy proposal via a newslet er (through

email, post or social media);

• Circulating consultation reports to relevant participants. It may be useful to highlight whether feedback was taken forward (and if not, to offer an explanation where possible);

• Maintaining dialogue with stakeholders by attending relevant meetings or events, organising check-ins and following up with invested individuals or groups over time.

 Note that it may not be proportionate (or possible) to feed back to every stakeholder in the same way. This should depend on the extent to which they engaged in the process. In many cases, sending stakeholders a copy of the consultation report will be enough. For more involved stakeholders, it may be appropriate to schedule a follow-up meeting or send a personalised response.

For more general feedback, you can also signpost the public to the Government of Jersey's Customer Feedback System. This feedback will be recorded and relayed to the relevant official for consideration, even after a formal consultation period has closed.

13. Data Protection  

All public engagement will engage the Data Protection (Jersey) Law 2018 to an extent. Before undertaking any engagement activity or consultation, you should consider the impact tha this will have on people's data. You should ensure that personal data is collected only on a need-to-know basis and is processed and stored securely. Note that sometimes personal data is collected by accident when completing a survey or giving feedback in a focus group or workshop. Ensure any personal information is redacted in these cases.

The completion of a Data Protection Impact Assessment (DPIA) screener form is mandatory for all types of engagement. Completing a screener (to be reviewed by your department's data governance officer) will inform whether you need to complete a full DPIA. Prior to completing a DPIA screener, you must consider how people's data will be processed and stored and ensure that this will comply with the law.

Contact your departmental data governance officer for further advice.

14. Diversity Monitoring

It is important that Government hears from a diversity of voices in its decision-making processes. Diversity monitoring helps the Government analyse the impact of policies on different people within the community. It also helps to identify any gaps in community engagement, ensuring that future engagement targets underrepresented groups. It may also, in cases where there are enough responses, enable those responses to be weighted to population totals. This would provide a more accurate overall assessment of public opinion on issues.

To monitor diversity, information is collected about individuals' protected characteristics under the Discrimination (Jersey) Law 2013. These include:

• Race

• Sex

• Sexual orientation

• Gender reassignment

• Pregnancy

• Age

• Disability

This information is provided on a voluntary basis. By answering the diversity monitoring questionnaire, you are opting in to providing the Government with this information. All responses are anonymous and will be used to produce high-level statistical reports. These reports will be internal but may be published on www.gov.je. More information about how this data is collected and used can be found in the privacy notice.

 The standard diversity monitoring questionnaire can be found in the resources section of this document. When producing an online survey for a consultation, please inform policyengagement@gov.je. The relevant officer can then link the standard diversity monitoring questionnaire to your survey. This officer will securely collect the results from the questionnaire and produce high-level diversity statistics.

 If using paper surveys, print out the standard questionnaire and attach it to your survey. Any additional data that has been written on the survey (including personally identifiable data, such as contact details) must be manually redacted. Scan completed questionnaires and send to policyengagement@gov.je.

15. Engaging Early with the States Assembly & Scrutiny  

When considering community engagement, it is important to consult with the relevant States Assembly scrutiny panel early in the process. This should help ensure that the community engagement and policy creation part of the process are completed far enough in advance for specific proposals to be presented to the States Assembly in a timely manner.

Engagement between the Government and scrutiny panels (and the Public Accounts Committee (PAC)) must adhere to the Code of Practice for Engagement which has been approved by the States Assembly. When preparing to consult with scrutiny, you should refer to the Code of Practice. All communication with scrutiny panels should be made through or with the prior knowledge of the relevant minister's private secretary in the Ministerial Support Unit (MSU), Cabinet Office. General advice on engaging with States members should be sought form the MSU.

Paragraph 14 of the Code requires the Council of Ministers to provide the Scrutiny Liaison Committee with a schedule of the Government's policy and legislative priorities within the first two weeks of each calendar year. You should ensure that your project is on this list. If your project is not on this list, you should ensure that the relevant scrutiny panel is made aware of the project as soon as possible.

Engaging with the States Assembly and scrutiny panels should be an ongoing process. Before conducting a public consultation, you should provide the relevant scrutiny panel with advance notice and offer to provide a technical briefing on the subject. When you have a firm start date for your written consultation, inform the States Greffe and ask for guidance.

The Greffe will accept any format of document as long as it:

• is error free

• conforms to States house style

• has a consultation cover letter template

The Greffe arranges distribution of your document to States Members and makes it available from the States Assembly Information Centre. As a courtesy to States Members, the release date and time of your consultation should coincide with the day and time it is presented to the States Assembly.

Any project that is likely to impact on parish administration should be considered by the Comité des Connétable s. Again, early and continuing engagement with Comité is advised for these projects, including offering to provide a briefing at Comité meetings. These should be offered via the secretary at Office@Comite.je.

For key policy and most legislative projects, briefings should be offered to all States members. You should consider providing all States member briefings on advanced proposals, prior to them being lodged as a proposition for consideration by States members. Briefings should be arranged through the relevant minister's private secretary.

Scrutiny panels should be kept updated on the delivery timetable for your project, including the expected lodging date of any propositions. Panels should be informed if there is a significant delay that might affect the date when a proposition is to be lodged.

It should be noted that, following a debate on the principles of draft Law or Regulations, under Standing Order 72 of the Standing Orders of the States of Jersey, the chair of the relevant scrutiny panel may ask for the legislation to be referred to the panel for further scrutiny. This may be avoided if you have engaged with the panel openly and effectively before the proposals have been lodged for debate by the States Assembly.

16. Research Ethics

The purpose of research ethics is to ensure that engagement or consultation activities are carried out ethically. This means that all parties involved are protected from potential harm caused by the consultation. This is particularly important when consulting on contentious or sensitive policy matters.

The key ethical values to be considered when undertaking any engagement or consultation activities include the following:

• Veracity/integrity

• Privacy (including dignity and autonomy)

• Confidentiality (including data protection and accuracy)

• Informed consent and transparency; and

• Beneficence and justice.

Before undertaking any engagement or consultation activities, you should ensure that you have considered the ethical implications of their engagement strategy or consultation. If there are ethical implications, consider how you could adapt your approach to uphold these values or

mitigate risks. Risks include data protection breaches and distress to individuals (depending on the subject matter).

 If your planned engagement activities present ethical concerns, you should discuss these with a range of colleagues. It is advised that you hold a meeting and, together, consider the ethical impact of the engagement activity and whether any changes or mitigations need to be made. Any outcomes or rationale from this discussion should be recorded.

Part 3:

A Guide to Accessible and Inclusive Engagement

17. What is Accessible and Inclusive Engagement?

The Government of Jersey is committed to promoting the values of equality, fairness and diversity for all. This includes hearing a diversity of voices in its policy development processes, ensuring that engagement activities are as inclusive and accessible as possible and removing barriers to access.

According to the 2021 census, almost 16,000 people in Jersey identify as having a disability or long-term health condition that affects their day-to-day lives. Therefore, it is important to view engagement with an accessibility lens'. This means thinking about how we can make our engagement activities accessible to as many people as possible. As a starting point, we can ask:

• Who might need suppor to do what we're asking them?

• Why are we asking them to do it that way?

• How can we make it easier for them to participate?

When engaging with the public, we shouldn't assume the needs and preferences of stakeholders. Once your stakeholders have been identified (through a stakeholder mapping exercise or otherwise), it is good practice to ask them, or their representative, outright what their needs and preferences are. This can be framed as: How can we support you to take part?'

When looking at public engagement through an accessibility lens, there are various things to consider. This includes:

• Whether participants require any reasonable adjustments' (such as an accessible meeting venue and time; translated or easy read material; support worker involvement or captions/sign language);

• Hosting a meeting online or in-person (or having no meeting at all);

• Ensuring there is a hearing loop/microphone at all meetings;

• Providing the option of easy read/simplified documents as standard;

• Checking what participants' preferred means of contact is (for example via email or through a support worker); and

• Participants' availability. Bear in mind that the majority will have work or other commitments. This may mean organising events outside of work hours and in convenient, accessible locations.

Reasonable adjustments are actions taken to remove or minimise disadvantages experienced by people who have a disability or impairment. What is considered reasonable' will depend

on the circumstances of each individual case and on an assessment of factors. These include if:

• The adjustment is practical to make;

• There are resources to provide the adjustment;

• The adjustment will be effective in overcoming or reducing the disadvantage; and

• The adjustment will have an adverse impact on the health, safety and wellbeing of other participants.

For example, if a meeting participant is deaf and requires sign language (BSL) interpretation, this should be provided as a reasonable adjustment. However, consider a participant who has a sensory processing issue and requests to meet in a dark room. This would have a detrimental effect on other participants and is therefore not a reasonable adjustment. A compromise or alternative solution can be sought in this instance – for example, dimming the lights to a manageable degree or offering to meet with the individual separately.

More information about reasonable adjustments can be found here.

18. Good Practice Principles for Accessible, Inclusive Engagement

 Some points of good practice for accessible, inclusive engagement include:

• Communicate early. It is important that stakeholders receive information well in advance of any meeting or workshop. This gives them time to process the information, consider their response, or request any reasonable adjustments to the format.

 Some people will also find it useful to have practical information about the meeting in advance. For example, what is the room set-up? What are the access arrangements? How many participants will be there? Will it be a Q&A? How will responses be collected? This will allow people to prepare for the meeting and participate more effectively.

Additionally, many individuals work or have other commitments, and will need plenty of time to make necessary arrangements to attend the meeting. If you are unsure, reach out to the individuals or relevant support staff and ask for advice.

• Choose an accessible venue. Prior to an in-person meeting, it is important to ask

attendees whether they have any accessibility requirements or reasonable adjustment requests. Note that some people will have sensory access needs as well as physical. For example, some people might be put off by a large room with lots of people. Finding a

venue that is accessible for everyone can be tricky, and many venues are not as accessible as you might assume. When planning a meeting, consider a venue that:

Is easy to get to via public transport

Has ample parking and disability bays

Has clear signage

Is well-lit

Has suitable acoustics (for example, a room with a high, echoey ceiling may not be suitable foer people with hearing impairments)

Has accessible entrances (such as ramps, lifts, automatic doors, wide doorways)

Has accessible toilet facilities

Has heating and/or air conditioning if needed

Is on the ground floor (where possible).

• Provide captions and BSL. It is good practice to provide caption technology during all meetings or workshops. This can benefit various participants, not only those in the dDeaf community (note that dDeaf' refers to anyone who is hearing impaired, not only those who are profoundly deaf).

Bear in mind that autogenerated captions, such as those on Teams, are prone to mistakes. Organisations such as Enable and 121 Captions can help you provide high quality caption technology during meetings or events. More information on this can be found in the resources section.

While BSL (British Sign Language) interpretation may also be necessary for some individuals, note that not everyone in the dDeaf community will use BSL. Before arranging an interpreter, check with your hearing-impaired participants whether they would actually benefit from this. If yes, make sure you send your consultation or meeting documents to the interpreter ahead of time. This will enable the interpreter to work more effectively on the day.

• Provide easy read. This refers to the presentation of text in an accessible format that is

easy to understand. It is often used by people with learning disabilities but is beneficial for everyone. Easy read documents involve:

Simple, short sentence structure

No jargon – terms are explained if necessary

Simple images used to represent a sentence wherever possible – image libraries can be found online, for example here.

Clear, large font (at least 14pt)

Text aligned on the right-hand side of the page, and images aligned on the left-hand side of the page.

See the resources section for advice on how to create an easy read document. Depending on the audience, it may be more appropriate to produced simplified versions of documents with some of the features listed above. You can contact the Learning Disability Service for further advice on producing easy read content.

• Build community networks. Good public engagement can be made better with the support of charities and community networks. They can help you build relationships across communities, share knowledge and expertise, as well as identify issues and develop solutions. When building community networks, you could start by:

• Identifying who you wish to engage with (for example, seasonal workers)

• Seeking relevant expertise and contacts within Government for this group or groups of people;

• Asking these contacts to signpost you to relevant organisations and representatives;

• Contacting these representatives and establishing rapport. You can do this by relaying information and updates, maintaining feedback loops and inviting them to meetings or events; and

• Using these representatives' connections and expertise to help you engage more effectively with the target community and develop robust, reciprocal networks.

More information about charities, representative bodies and other organisations within the community can be found in the resources section.

• Be mindful of the digital divide'. We live in an increasingly digital world. Most engagement activities rely on the assumption that everyone has access to devices and internet connection. However, this may not be the case for some people. It is important that attempts are made to identify gaps in access and remove barriers wherever possible. This might include issuing paper surveys (as well as online surveys) and advertising consultations in local newspapers.

• Provide incentives. People are giving up their time by taking part in consultations or engagement activities, so it's important that we show that we value participants' time and feedback. While you should avoid offering financial remuneration upfront (as participation

may then be interpreted as employment), you can offer other incentives. This includes covering expenses such as transport and care arrangements, providing refreshments, and offering a gesture of goodwill after the engagement has concluded. This could be a voucher, a box of chocolates, etc. For stakeholder organisations, incentives could include collaborating on future initiatives, inviting them to events, sharing knowledge, or simply following up with a thank you.

A caveat

While it is important that all citizens feel fully involved and valued in the engagement process, it may not be possible to cater to every individual's needs or preferences. Nonetheless, attempts should always be made to remove barriers to access.

It should also be noted that there are significant time (and sometimes cost) implications to making engagement accessible and inclusive. This will need to be factored into your project timeline and engagement planning phase.

Resources

The Accessibility Resources section provides more information on making engagement accessible and inclusive. You can also use the Accessibility Checklist included in this document when putting your consultation online or planning engagement activities.

Officials can contact their departmental comms lead for advice, as well as disability@gov.je for more general queries.

19. Engaging with Underrepresented Groups

All Islanders should have a say in the decisions that affect them. Underrepresented groups are people in the community who are typically less heard' than others and may experience more discrimination and marginalisation than other groups. Facilitating and empowering underrepresented groups to engage will result in more informed, responsive policy-making.

Underrepresented groups include:

• Children and young people;

• Older people; and

• Other less heard groups (including Islanders with disabilities, ethnic minorities and individuals for whom English is a second language).

Note that different social categories and characteristics influence how a person (or group)

behaves and how they are affected by policies. Protected characteristics under the Discrimination (Jersey) Law 2013 include race, sex, sexual orientation, gender reassignment, pregnancy, age and disability.

Some people may have multiple characteristics or fall within more than one of the underrepresented groups mentioned above. This can compound any marginalisation or discrimination they may face. For example, individuals who are both speakers of other languages and have a disability will have a particular experience based on these factors.

People's experiences are also influenced by their gender and sexuality. Men, women and LGBTQ+ individuals may be affected differently by your proposal, depending on the topic. Consider how

your proposal might affect different demographics and factor this into your engagement plan as

early as possible. If certain groups will be impacted by your proposal, you may need to engage early with relevant community networks. These networks can help to connect you with individuals with relevant lived experience, as well as facilitate meetings or events. Liberate, for example, is an organisation that supports and advocates for the LGBTQ+ community in Jersey. More information

on community networks can be found in the following sections and the resources section of this document.

All the groups mentioned above may have accessibility needs. Accessible and inclusive thinking should be the golden thread that runs throughout public engagement, starting as early as possible in the planning process to allow for adequate resourcing.

Guidance for engaging with underrepresented groups can be found in the following sections.

20. Engaging with Children and Young People

Youth participation' involves actively listening to children and young people and supporting them to express their views. They have a range of experiences, thoughts, ideas and perspectives that can enrich decision making. They are the experts in their own lives and can provide a unique perspective on issues.

Involving children and young people in decision-making is a key priority of the Government of Jersey. Children's Participation Standards were developed as part of the Chief Minister's 100 Day Plan in 2022. Participation Standards ensure that children and young people are listened to and that their contribution is respected and acted upon.

More information on everything in this section can be found in the Engaging with Children and YP Toolkit (gov.je).

Ways of Engaging with Young People

We are shifting away from traditional, formal ways of engaging with children and young people. They come from different backgrounds, have different interests and like to engage in different ways. Beyond surveys and formal structures (such as youth councils or parliaments), there are a range of creative methods to enable participants to share their feelings and opinions.

Below are some ideas for engaging with children and young people. Note that you can access the toolkit for a detailed analysis of each method.

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Young people's motivation to participate can come from proximity to an event or idea. Younger teens tend to be more motivated by real, immediate concerns. Some older teens, dependent on education and background, may find it easier to engage with issues that are abstract or global. Both types of debate should be addressed. Young people are also motivated when they see the positive outcomes of their own actions, and when they work together to make real change (for example, building skate parks or youth clubs).

 Involving Schools

It can be useful to partner with local schools to facilitate engagement. Many schools in Jersey are already readily involved in engagement work and may have suggestions for what has worked well in the past. You can collaborate with schools to run some of the activities listed above.

You could also create a lesson plan' and provide this to schools. This enables the topic to be addressed alongside the regular curriculum, on the school's timetable. The lesson plan should be used to elicit feedback in an interactive, informative way. For example, the plan might include consultation material and a link to a video, followed by an interactive exercise to prompt discussion (such as a quiz or voting/ranking activity). You could finish with a survey as a way of recording student's views on the topic.

 Other points of good practice when engaging with young people include:

• Taking a partnership approach. For engagement to be successful and meaningful, Government should treat children and young people as equal stakeholders. It should value their knowledge, experience and input, and encourage young people to have a sense of ownership of the process. This will encourage young people to feel empowered and engage with governments in the future.

• Avoiding tokenism. This describes engaging with youth as a symbolic effort only. Children and young people will see straight through this and the engagement is unlikely to be successful. Tokenism can be avoided by engaging young people with a range of identities, involving them early on in the policy development process and emphasising where their feedback has had an impact. More information on this can be found on page 13 of the toolkit.

• Considering barriers to engagement. Children and young people who are not members of youth organisations can often be excluded from engagement. It is common for the same group of willing children and young people to be heard. We need to think of ways to

reach out to the least engaged, such as those with a disability, members of LGBTQ community, those with English as a Second Language, care leavers/children in care, those from a lower socio-economic background, Not in Education, Employment or Training (NEET), and those in the criminal justice system.

There are also reasons as to why some children and young people may wish to not participate in engagement. These include a distrust of Government passed down by family members; limited literacy skills or knowledge of English; difficulty getting parental consent to participate; fear of being outed' to their parents or peers; young carers not being able to leave the family; and accessibility and transport issues.

• Being trauma-informed. There are many young people that have gone through very traumatic life events. Remember that they are children and at times do need protecting. Certain topics could be triggering for some young people. You should think about measures to protect them – for example, ensuring that there are trained staff around and that there is a clear exit if things get too much.

• Considering accessibility. As with all engagement, it is important to apply an accessibility lens when engaging with children and young people. When planning engagement, consider things such as using visual aids, inviting support workers to attend (being careful not to have them project their own views), ensuring there is wheelchair access, avoiding loud noises or flashing visuals (some young people may have sensory processing difficulties); allowing for frequent breaks, and communicating in a clear and culturally sensitive way.

Children's Rights Impact Assessments (CRIAs). This is a tool used to evaluate the impact of any proposed law or policy on children and the enjoyment of their human rights, as set out in the UNCRC. CRIAs should be completed as early as possible in the development of all policies and laws. This will be enacted into Jersey law in 2023. Completing a CRIA will become mandatory

for most propositions brought to the States Assembly.

 Examples of completed CRIAs can be found here. Further support to complete CRIAs, including published statutory guidance and training, will be made available in 2023.

More information on engaging with children and young people can be found in the resources section of this document.

21. Engaging with Older People

Older people have a wealth of experience and expertise which should not be overlooked in policy development. Many older people in the community are keen to have their say, if given an appropriate forum to do so.

Older people face numerous barriers to engagement, including:

• Transport. Many older people will rely on busses to attend meetings, which are limited by routes and schedules. When hosting a meeting, you should assess how easy it is to get

to the venue. Also check if there is adequate parking (including disability bays). In some cases, it may be appropriate to arrange transport so that people can attend your

meeting.

• Venue accessibility. When organising a meeting or workshop, check that your chosen venue is accessible to people with a range of impairments. Don't assume that a venue is accessible (for example, parish or community halls). Check that the venue is wel-lit, has good acoustics, is accessible by public transport and has disabled access and toilet facilities.

• Information accessibility. Older people will have various levels of need in this area. Print documents in large, clear font and provide the option of easy read or simplified versions as standard. Provide paper surveys and leave them in public spaces such as community centres and parish halls. Wherever possible, provide caption technology during meetings (Enable can support with this). Remember to ask participants if they have any additional requirements prior to a meeting.

• Event time. Bear in mind that not every older person is retired. Some will have other commitments or appointments to attend. It is important to ask participants what their preferred times are. Note that it may not be possible to find a time that works for everyone.

• Modern technology. It is important to remember that only about half of older people regularly use the internet, according to Age UK. However, some older people will be more comfortable with technology than others. It is important to ask what participants' preferred means of communication is. Some will prefer communication by post or telephone, while some will prefer email. Some may also require information to be passed on via a carer or family member.

 Ideas for engaging with older people include:

More information on engaging with older people can be found here and in the resources section of this document.

22. Engaging with People with Disabilities

As discussed in section 17, it is important that people with disabilities have equal access to engagement and consultation activities. They will have lived experience that is invaluable to effective, inclusive policy design. That said, everyone is different, and there is no one size fits all' approach to engaging with people with disabilities.

However, there are some ways to engage much more effectively. This is where community networks are vital. There is a wealth of community organisations in Jersey who empower, advocate for, and collaborate with people with disabilities. They can connect you with existing groups in the community and offer invaluable insight into how to engage in an accessible, inclusive way. Examples of such community organisations can be found in the resources section of this document.

It is particularly important to apply an accessibility lens when engaging with people with disabilities. As mentioned previously, it is good practice to ask participants outright what their needs and preferences are before undertaking any form of targeted engagement. It is easy to assume what people want or need. However, these assumptions are often based on pre- conceived notions of disability and do not reflect people's true abilities or experiences. This is why community organisations – who work alongside these individuals and know them well – can

support effective engagement in this area.

 When engaging with people with disabilities, consider the following:

• Running online or in-person events. Some people will prefer online events for various reasons. For others, in-person events are key to establishing rapport and feeling comfortable to share their views.

• Thorough planning. It is important to organise meetings or events well in advance. Many people with disabilities will have work or other arrangements to consider, so advance warning will give them the best chance to attend. In some cases, it may be proportionate to cover care and transport arrangements. It is also important to address other

accessibility issues associated with meetings and send information as far in advance as possible. All of this takes time and requires thorough planning.

• Information accessibility. It is important that information is provided well in advance of a meeting or workshop. Easy read or simplified versions of documents should be provided as standard. Ask organisations what further support should be provided, for example braille, BSL (British sign language) interpretation and caption technology.

• Storytelling. When engaging with any group, an effective way of eliciting feedback is to present an issue like a story. Clearly demonstrate the what', why' and how' of the issue. Emphasise the impacts that the policy or proposal may have on participants, and the value of their feedback. People are less likely to engage with an issue that is overly abstract or irrelevant to their experience.

• Feedback loops. It is important to be transparent about how feedback will be used from

the outset. Where possible, follow up after a meeting or when a consultation has closed. Emphasise where feedback has been taken on board, and if it hasn't, make efforts to

explain why. It is important that people feel like their voices are being heard, particularly if they belong to a typically underrepresented group.

• Coproduction. This term describes working in partnership with citizens to produce solutions. It empowers citizens to share their lived experience and help design policies or public services. It builds on the idea that those who are affected by a policy or service are best placed to help design it. This can be an effective approach to engaging with underrepresented groups, including those with disabilities. More information on coproduction can be found in the resources section of this document.

Some ideas for engaging with people with disabilities include:

Disability Impact Assessments. A disability impact assessment (DIA) is a tool for evaluating the impact that your policy or proposal might have on people with disabilities. You can also use it to assess how inclusive your engagement strategy is and identify any need for adjustments. A DIA template can be found in the resources section of this document. Once completed, send to disability@gov.je for review. They will be able to support you in making your engagement strategy more accessible and inclusive.

You can also contact disability@gov.je with any queries regarding engaging with people with disabilities.

23. Engaging with Speakers of Other Languages

Speakers of other languages also have a wealth of knowledge and lived experience that can inform effective policymaking. To ensure their voices are heard, the Government aims to build positive, trusting relations with communities in Jersey, and remove barriers to participation as much as possible.

Like with other underrepresented groups, community organisations can assist to engage with speakers of other languages. Organisations such as charities, faith groups, representative bodies and special interest groups can help develop connections with various communities in Jersey. Equally, community representatives can help to promote and run engagement events in their circles. Representatives may include community leaders, honorary consuls, translators and volunteers.

The Marketing Team can assist with translation and may be able to connect you with these communities. Information on community organisations can be found in the resources section of this document.

Ideas for engaging with speakers of other languages include:

Resources

24. Resource List

For more information about the Framework and the engagement good practice guide, contact policyengagement@gov.je.

• Youth Parliament

• Jersey Association of Carers

• Older Persons Living Forum

• The Diversity Network

Examples of Professional Bodies:

• Digital Jersey

• Jersey Finance  

• Jersey Sport

• Jersey Arts Centre

• Jersey Heritage

• Visit Jersey

• Jersey Consumer Council  

• Jersey Business

• Eco Active Business Network  

• Institute of Directors

• Motor Traders Association  

• Jersey Hospitality Association

• Jersey Chamber of Commerce  

• Sustainable Finance  

• Jersey Construction Council  

• Societe Jersiaise

• JT Group  

• Andium Homes

• Jersey Overseas Aid

Cluster Groups

Cluster groups are Government-run forums made up of various organisations. Each Cluster represents, and advocates for, a certain group of people. Policy issues or proposals can be submitted to the Clusters for awareness and discussion. Cluster groups include:

• Learning disabilities and autism

• Homelessness

• Cancer support

• Children

• Older people

• Diversity, equity and inclusion

• Adult mental health

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Deleting Survey Results

Removing personal data from surveys Editing/deleting individual responses.

Data protection

Data Protection Unit (DPU): dpu@gov.je  

Data Protection Toolkit Data Protection Q&A  GOJ DPIA template.docx

25. Stakeholder Mapping Template

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26. The Engagement Design Tool

 This engagement design tool indicates the questions you should ask when starting your engagement planning process. These questions are based on the following factors:

• Scope

• Purpose

• Stakeholders

• Context

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27. The Engagement Assessment Tool

 Once a consultation or piece of engagement work has concluded, it is good practice to reflect and identify any learning. Evaluation through a structured and consistent use of a set of questions, such as this set from the International Association for Public Participation, would be helpful here:

28. Example Engagement Plan

This example engagement plan indicates how you might approach engagement from the ground- up. It incorporates concepts the Engagement Pyramid, good practice principles, and other considerations such as comms and stakeholder mapping. This plan mostly focusses on policy development, but steps 2 – 4 may apply to policy implementation and evaluation processes as well.

Note that this plan is not prescriptive. There are several factors – political, social and financial – that will influence your project. Using the principles presented in the Framework, you should devise your own plan which takes these into account.

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29. Accessibility Checklist

 Below is a checklist which helps to ensure that online content and engagement activities (such as meetings or workshops) are as accessible as possible.

30. Standard Diversity Monitoring Questionnaire

We would like to ask you a few questions about your personal characteristics. These questions are based on protected characteristics defined in the Discrimination (Jersey) Law 2013. Your responses

will be completely anonymous.

 The Government of Jersey asks about your personal characteristics so that we can:

• build a picture of Jersey's diversity profile;

• evaluate how our policies and proposals affect different individuals; and

• make sure we're hearing a diversity of voices across the Island.

 This questionnaire is compliant with the Data Protection Law (Jersey) 2018. The information you provide will be used to produce anonymous statistics, which may be shared through internal and public reports.

1. What is your age group?

• 16 – 19 45 – 54

• 20 – 24 55 – 64

• 25 – 34 65 +

• 35 – 44

2. What is your sexual orientation?

• Straight/heterosexual Another sexual orientation

• Gay/lesbian Prefer not to say

• Bisexual

3. What sex were you born with?

• Female Prefer not to say

• Male

4. Is your gender identity the same as the gender you were assigned at birth?

• Yes

• No

• Prefer not to say

• If you would like to self-describe, please do so here: [Free text]

5. What is your cultural and ethnic background?

Choose one that best describes your ethnic group or background.

White

• Jersey French Romanian

• British Polish South African

• Irish Portuguese/ Other White Madeiran  background

Black, Black British or Black Jersey

• Caribbean Latin American Other Black background

• African Black British/Jersey

Asian, Asian British or Asian Jersey

• Indian Chinese

• Thai Other Asian background

Mixed race

• Asian and Black

• Black and White

• White and Asian

• Other mixed background

6. Do you consider yourself to have a disability or long-term health condition that affects your day- to-day living?

• Yes

• No

• Prefer not to say

7. How much does your disability or long-term health condition affect your day-to-day living?

• A lot

• A little

• Not much

31. Disability Impact Assessment Template

Disability Impact Assessment

[Project/Consultation Title]

A Disability Impact Assessment (DIA) is a tool used to examine the likely effects programmes, policies and projects may have on people with disabilities. If any negative impacts are found during this process, then the DIA can help mitigate and where possible remove them. The completion of a DIA aligns with the aspirations of the GOJ Disability Strategy.

This DIA has been produced to assess the impact of [project name] on people with disabilities and to help ensure the project is as accessible and inclusive as possible. This document follows a seven-step structure:

1. Clarifying Aims
2. The Evidence Base
3. Impact
4. Consultation
5. Informed Decision-Making
6. Action Planning
7. Sign off

Once complete, send to disability@gov.je for review and save a copy for your records.

Step 1: Clarifying Aims

Step 2: Evidence Base

Step 3: Impact

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Step 4: Consultation

Step 5: Informed Decision-Making

Step 6: Action Planning

Step 7: Sign-Off