Disability Equality
Scheme Policy
See UNCRC: Articles 23, 28 and 29 (Page 2)
january 2012 Review Jan 2015
Produced by Turton High School Media Arts College
DISABILITY EQUALITY SCHEME POLICY
Principles
This Disability Equality Scheme (DES) supports the schools ethos of Learning and Caring and is encompassed by our commitment to the UNCRC, with particular reference to article 23, ‘A child with a disability has the right to live a full and decent life in conditions that promote dignity, independence and an active role in the community’. It is our intention to ensure that assistance and resources are designed to ensure that disabled children have effective access to education in a manner conducive to each child achieving their full potential and their fullest possible social integration and individual development. Article 28, ‘Every child has the right to an education, Primary education must be free. Secondary education must be available to every child. Discipline in schools must respect children’s human dignity’ and article 29, ‘Education must develop every child’s personality, talents and abilities to the full. .
The Disability Equality Scheme is one of the ‘specific duties’ of the Disability Discrimination Act 2005, which aims to promote disability equality and create a fairer environment for disabled people. Turton High School Media Arts College fully supports the principles of the DDA.
The disability equality duty requires schools to have due regard to the need to:-
· Promote equality of opportunity between disabled people and other people
· Eliminate discrimination that is unlawful under the Disability Discrimination Act
· Eliminate harassment of disabled people that is related to their disability
· Promote positive attitudes towards disabled people
· Encourage participation by disabled people in public life
· Take steps to meet disabled people’s needs even if this requires more favourable treatment.
This DES sets out our plans for making equality happen for disabled people in Turton High School Media Arts College and its community. The scheme includes our Action Plan and how we will progress in making access to the environment, the curriculum and access to information equal for everyone.
Aims
We aim to increase access to education for disabled pupils in three ways:-
· Increasing the extent to which disabled pupils can participate in the school curriculum
· Improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services
· Improving the delivery to disabled pupils of information which is provided, in writing, for pupils who are not disabled.
Purpose
The purpose of the Disability Equality Scheme is to:-
· Identify disabled people in our school
· Show how we have involved disabled people in decisions
· Find out what barriers are faced by disabled people and take steps to remove them
· Find out disabled peoples priorities
· Make sure we meet our legal duties
· Inform all members of our community, including governors, parents, staff and students
· Show how the scheme links to other policies and procedures in school
· Provide information about our assessment and training arrangements.
· Set out our three year disability equality action plan on how we will put the scheme into practice
· Monitor and check what we are doing and report each year
Involvement
We will continue to involve disabled people in developing this scheme.
Over the last three years of accessibility planning we have involved prospective disabled pupils and parents and have found real benefits of involvement when drawing up our action plan.
Benefits include:-
· Providing insights into the barriers faced by disabled pupils, staff and parents
· Expertise in identifying ways to overcome these barriers
· Improving working relationships between schools and disabled pupils, staff and parents
Involvement and consultation is sought with pupils and parents for individual cases of access and through statementing procedures for access to the curriculum.
Further information is needed on:-
· Disabled pupils who do not have a physical disability, nor are on the SEN register
· Parents who are disabled
· Staff and governors who are disabled
This will lead to a wider consultation to inform action planning
VOL will have a significant involvement in the Disability Equality Scheme and we will ensure that VOL has representatives who are disabled.
Information Gathering
One priority must be a need to gather information for any future proposed schemes.
In gathering information consideration will be given to:-
· A lack of understanding about the breadth of the DDA definition of disability
· A reluctance to disclose an impairment
· A concern about what the information will be used for
The action plan will cover steps to counter these concerns.
Disability Equality Scheme Policy
2
Action / Strategies / Timescale / Responsibility / Success Criteria/OutcomeSenior staff training on the duty under the DDA / Raise awareness of the DDA and the schools duties / July 2006 / SG / Training attended
Raise awareness of the duty to promote equality and the definition of disability in the DDA / a) SG - Leadership
b) SG – all staff / Jan 2012
Sept 2012 / SG
SG / · All staff in school aware of the definition of disability under the DDA
· Staff more confident in responding to the needs of disabled peoples.
· A clearer understanding of disability and a shared ethos of promoting equality
· All staff aware of the DES and the duty, including school priorities
To consider school policies in relation to the DDA and prioritise areas for amendment / Impact access the policies, practices and procedures on disable people / Jan 2012 / Leadership / Policies amended in line with the duty to promote equality
Promote Positive Attitudes / a) VOL
b) PSHE
c) Assemblies
d) Recruitment and Promotion / 2012
2012
2012
2012 / KSL
CAM/LO/VG
SG/BM
SG/Pastoral Ldrs / Broader representation of disabled people on VOL
Promoting equality included in the PSHE curriculum
Favourable treatment given to disabled applicants.
Action / Strategies / Timescale / Responsibility / Success Criteria/Outcome
Gathering Information / Collect and analyse data on:-
· The achievement of disabled people
· Exclusions
· Staff recruitment and promotion
· To enable disabled people to feel confident about disclosure
· To collect information on who and the needs of all disabled people in school / Ongoing to Sept 2011
Ongoing to Sept 2012
Ongoing to Sept 2012 / SLD(SENCO)
SG
BM/SG
SG
BM/SLD/SG / Analysis of data informs priorities for next year.
A register of disabled people and the nature of their disability, as a basis for discussions to inform adjustments.
Action / Strategies / Timescale / Responsibility / Success Criteria/Outcome
To produce a Provision Map for staff that encompasses all disabilities
Raise awareness of DDA
Ensure all LSA’s and other staff have access to specific training on disability
Develop system of IEP’s/IBP’s to incorporate disabled children’s curriculum access / a) Each provision to produce a list of students and their specific needs
b) Produce a combined provision map to circulate to staff for sharing of information
Inset – Disability equality
Moving and handling training Modules 1-2
Drawing up individual access plans for disabled pupils / Sept 2011
Sept 2011
Update Sept 2012
Ongoing with relevant staff.
Ongoing updated Sept 2011. / SLD (SENCO)
SG
LA services SENCO
SENCO / Provision map identifies all students assessing support in school and highlights specific needs – identifying those students who are disabled.
Promote sound knowledge base for staff
Raised awareness and therefore confidence to promote equality of opportunity for all
Confidence raised of LSA’s in supporting pupils with disability
Disability taken into account in resourcing arrangements including access to practical lessons
ACTION PLAN 2011 – 2014
Action
/ Strategies /Timescale
/ Responsibility / Success Criteria/Outcome /Meet the specific needs to individual students with disability / a) Meetings with parents and students prior to entry to school.
b) Staff to visit student in current environment to observe needs and provision.
c) Parents and students kept informed of work schedules and progress.
d) Parents and students to inspect physical arrangements when complete / Ongoing since 2004/5
Ongoing
Ongoing
Ongoing / DW/SENCO
DW/SENCO/ LSAs
DW
DW / Meetings have been held.
Staff feed back and confidence they can support the student.
Parents confident school can provide appropriate facilities.
Parents choose the school for their child
School is aware of the access needs of disabled children, staff, parents/carers and governors. / a) Create access plans for individual disabled pupils as part of IEP process
b) Undertake confidential survey of staff and governors to ascertain access needs and make sure they are met.
c) Include questions in the confidential pupil information questionnaire about parents/carers access needs / Jan 2008
Jan 2008
From Sept. 2007 / SENCO
B Makin/SG
Pastoral Secretary/SG / Individual plans in place for all disabled pupils and all staff aware of all pupil access needs.
Raised confidence of staff and governors in commitment to meet access needs.
Improved access for parents
Associated Access Issues
Action
/ Strategies /Timescale
/ Responsibility / Success Criteria/OutcomeAssist students with Health Issues which can affect attendance to improve time spent in school / a) When medical condition diagnosed or prior to entry to school meeting with parents arranged
b) Production of management Plan for specific student and their condition, e.g. anaphylactic, Addison’s Disease etc.
c) Training provided for First Aid staff relating to condition.
d) Training for staff in dealing with condition in classroom, e.g. Epileptic Seizure / On going and as arises
As soon as a condition is identified
Updated ongoing
Ongoing / Pastoral staff/ DW/Gail Curnock
DW/Gail Curnock
DWBM
SG/SLD/CAM / Meetings arranged
Management Plan produced and available to all staff.
Staff recognition of student and knowledge of procedures
First Aid staff able to administer Epipen, intramuscular injection etc.
Staff confident to recognise and deal with situation until assistance arrives.
Continue to develop Medical Needs register. / a) Ensure all pupils with a disability relating to specific health issues are identified on the register.
b) Ensure register indicates the needs and strategies required / Sept. 2011
Sept 2010 / Pastoral staff responsible for induction/ SENCO/DW
As above / The medical register is available to staff and provides information on pupils who have disabilities other than SEN or physical impairment.
Disability Equality Scheme Policy
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Review of DES Action Plan, List of Items Completed or Ongoing September 2011
Physical
· Refurbishment of A Block – including double doors for ease of access into A7. Installation of automatic doors for accessibility to A Block.
· Lift installed to Maths corridor – access to upper floor.
· Entrance to DT block – ramp improved for easier wheelchair access.
· Pathways outside A Block & at back of school improved for wheelchair movement.
· Use & equipping of therapy room - for a variety of uses – physiotherapy sessions , storing & charging of PD equipment overnight, meeting outside agencies, use of Wii, 1-1s. (Governors have allocated an amount of money to improve the décor & furnishings in this room – will be completed by July 2012.)
· TV & Wii (for use in PE lessons where mainstream lessons are inaccessible or pupils are not well enough to participate). Extra games purchased annually.
· Specialist PE equipment purchased, including easy catch balls, oversized equipment, skittles, etc.
· DT – purchase of specialist equipment to facilitate physical tasks in food technology, knives, food holder & non slip mats.
· Purchase & manufacture (DT Dept) of acetate book/computer rests for use on wheelchair trays.
Technology
· IT – purchase of joystick for use with pupils with cerebral palsy for inclusion and independence in IT lessons (thus enabling pupil to undertake GCSE ICT exam independently).
· Ipad- accessible apps & programmes – all pupils.
· GCSEpod – downloads transferred by TA and used by pupil whilst recuperating from operation.
· Communicate in Print programme – initially for LS use but increased to network for use by all staff.
Training
· Hoist training – all staff fully trained annually.
· Hoist trainer/s – TA4 trained as Moving & Handling trainer –with a view in 2012 for an additional member of staff having same training so all subsequent new staff & annual retraining can be completed in-house.
· Suction training – use of suction machine with specific pupil.
· Physiotherapy sessions – training & daily implementation of sessions with PD pupil.
· Attendance at Nasen SEN, Kidz up North & Inclusive Technology exhibitions – advice, guidance and information relating to PD & Other SEN issues.
· Safeguarding the Disabled child training TA4 (2008).
· Child Protection – all staff.
Other
· Trips – PD accessible venues for trips – e.g. Lowry shopping /pantomime – extra staffing. Wheelchair accessible transport – list of providers.
· Afterschool activities/clubs – extra staff to support outside core school hours e.g. Astronomy, Athletics & BEAT clubs.
· Outside Agencies , including Sensory Service(HI), Physiotherapy, Occupational Therapy, Speech Therapy, Wheelchair Services - liaison with L4, L3 & Link TAs.
· Exam concessions – use of scribe for all tests & exams with pupils with cerebral palsy.
Disability Equality Scheme Policy
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Attachment 1
Summary of the duty required by the Disability Discrimination Act 2005
Disability Equality Scheme· How the school will implement General Duty?
· Engagement with disabled people in production, setting targets and monitoring of the scheme.
· How it meets with the strategic priorities of the school? SEF
· How the school will collect and analyse data e.g:
1. achievement of disabled pupils,
2. exclusions,
3. staff recruitment and promotion?
· Impact access the policies, practices and procedures on disabled people.
· Identify key outcomes
Disability Equality Scheme – 2
· Identify the strengths and weaknesses of the organisation in promoting disability equality.
· List actions the organisation will take and by when.
· How will the school know when it will have achieved its objectives. Success criteria
· Annually Reviewed.
· Revised on 3 year cycle
Who is disabled?
a) A pupil with learning difficulties
b) A care taker with chronic back problems
c) A school secretary who has had cancer
d) A school Governor who is using a wheelchair as a result of a skiing accident
e) A mother who is HIV positive
f) A boy with challenging behaviour
g) A father with specific learning difficulties
h) A girl with facial disfigurement
i) A sibling who is a drug addict
j) A mid day meals supervisor with depression
k) A pupil with diabetes who self administers insulin
l) A deaf teacher
Who are disabled people?
· Disability Discrimination Act Definition of disability
· 1. “A person has a disability if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day- to-day activities”. - Part 1, Para 1.1.
· For the purpose of definition, ignore the effects of medical or other treatments or aids and appliances.
The reasonable adjustment duty
· The responsible body for a school:
1. must take reasonable steps to ensure that disabled pupils are not placed at a substantial disadvantage.
2. discriminates against a disabled pupil if it fails to take these reasonable steps to the detriment of the pupil and without justification.
Areas to be covered in the DES
· School ethos vision and values
· Admissions, Transition, Exclusions
· Achievement of pupils
· Disability in curriculum-developing positive attitudes
· Engaging disabled pupils, staff, parents and local community
· Removing barriers-physical, communication and curriculum – School Access Plan
· Lettings and use by community and PTA etc
· Eliminating harassment and bullying
· Employing and promoting, training disabled staff
· Data collection, Monitoring and Assessment
· How effective are reasonable adjustments – e.g. teaching and learning breaks, lunchtime, after school clubs and trips.
· Parents and the Governing Body
· Self Evaluate effectiveness of the scheme
Signed………………………………………………………………….. Dated……………………………………………………………