WoodlandsInfant School

Disability Equality Scheme

Period covered by plan: 2014-2017

Introduction

The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since 2002, the Governing Body has had three key duties towards disabled pupils, under Part 4 of the DDA:

  • not to treat disabled pupils less favourably for a reason related to their disability;
  • to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;
  • To plan to increase access to education for disabled pupils.

This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:

  • 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.

It is a requirement that the school’s accessibility plan is resourced, implemented, reviewed and revised as necessary. Attached is an action plan showing how the school will address the priorities identified in the plan.

Part 5a of the DDA requires schools to publish a Disability Equality Scheme, which sets out how the school will:

  • eliminate harassment related to a disability
  • eliminate discrimination
  • promote equality of opportunity between disabled people and other people
  • promote positive attitudes towards disabled people
  • encourage participation by disabled people in public life
  • take steps to take account of disabled people's disabilities even where that involves treating disabled people more favourably than other people.

The Scheme covers pupils, staff, parents and users of the school.

Ethos and Vision Statement

At Woodlands we aim to ensure all children make the progress of which they are capable. Equally important to us is that children develop an independent approach to learning and the skills to be resourceful, reciprocal, reflective and resilient. We provide a creative curriculum in which children really enjoy developing and applying the essential basic skills for life long learning.

We help children to recognise the need for empathy and respect for others both within our school, our local area and in the wider world. Honesty and the courage to voice convictions are intrinsic to our curriculum.

We recognise the importance of working closely with parents and carers to help children develop a confident approach to life, to have high self-esteem and inspire a love of learning in all children.

As a school community we include all children in these aspirations and are proud of the rich diversity of our school community. Our response to the needs of our disabled pupils is an important part of personalising learning for all.

The National Curriculum Inclusion Statement reminds us that all teachers are required to follow three inclusive principles:

  • Setting suitable learning challenges, enabling all children to experience success and achieve as high a standard as possible through appropriate differentiation.
  • Responding to pupils’ diverse learning needs by:

creating effective learning environments;

securing their motivation and concentration;

providing equality of opportunity through teaching approaches;

using appropriate assessment approaches;

setting targets for learning.

  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Definition of Disability

The Disability Discrimination Act defines a disabled person as someone who has ‘a physical or mental impairment which has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.’

Physical or mental impairment includes sensory impairments and also hidden impairments. In the DDA ‘substantial’ means ‘more than minor or trivial’. ‘Long-term’ means has lasted or is likely to last more than 12 months.

The definition is broad and includes a wide range of impairments, including learning disabilities, dyslexia, diabetes, autism, speech and language impairments or epilepsy where the effect of the impairment on the person’s ability to carry out normal day-to-day activities is adverse, substantial and long-term.

A significant number of pupils are therefore included in the definition.

Normal day-to-day activity

The test of whether the impairments affectnormal day-to-day activity is whether it affects one or more of the following:

  • Mobility
  • Manual dexterity
  • Physical coordination
  • Continence
  • Ability to lift, carry or otherwise move everyday objects
  • Speech, hearing or eyesight
  • Memory or ability to concentrate, learn or understand
  • Perception of risk of physical danger

Disability and special educational needs

Many children who have SEN will also be defined as having a disability under the DDA. It is likely that many of the pupils who have SEN and a statement or who are at School Action Plus will count as disabled. For example those with severe asthma may not have SEN but may have rights under the DDA. Similarly not all children with SEN will be defined as having a disability under the Disability Discrimination Act. In particular some children whose emotional and behavioural difficulties have their origins in social or domestic circumstances may fall outside the definition.

Information from pupil data and school audit

Within the current school population of 218 pupils, there is currently 1 pupil with a statementof special educational needs; 19pupils on School Action Plus and a further 5 on School Action of the SEN register.

Disabled pupils currently in school have the following needs:

  • Autistic spectrum disorders (ASD)
  • Emotional, behavioural Difficulties (ESBD)
  • Hearing impairment (Hi)
  • Vision impaired (Vi)
  • Speech, language and communication needs and dyspraxia
  • Specific learning difficulties (SpLD – including dyslexia)
  • Diabetes
  • Epilepsy
  • Eczema
  • Physical Impairment (PI)
  • Ehlers Donlos Syndrome type 3

Adopted by governors 14.5.14

Our current data (Pupil count data September 2010) indicates:

No special needs / School action / School action plus / Statemented / Grand total / SEN without statements / SEN without statements % / Statement % / % SEN including statements
193 / 5 / 19 / 1 / 218 / 24 / 11% / 0.46% / 11.5%

Statemented children:

Specific learning disability / Moderate learning difficulty / Severe learning difficulty / Profound and multiple learning difficulty / Behaviour ESBD / Speech language and communication need / Hearing impairment / Visual impairment / Multi sensory impairment / Physical disability / Autistic spectrum disorder / Other difficulty or disorder

Adopted by governors 14.5.14

In February 2013 Ofsted commented, “Disabled pupils and those with special educational need make exceptional progress as the result of the swift identification of their needs and the very-well-focused support they receive, which is rigorously checked to ensure it is having an impact on their learning and well-being”.

The School’s strengths and weaknesses in working with disabled pupils

School staff have experiences of working with a wide range of disabled pupils. Training is provided through a cycle of Staff INSET to raise awareness of needs and also of strategies for effective classroom practices in meeting needs.

Teaching staff write IEPs, sometimes in conjunction with the SENco, and this information is updated termly following reviews.

All teachingand support staff receive appropriate training. There is regular liaison with a range of Outside agencies who offer advice, guidance and support in meeting the needs of the pupils we support.

These agencies include:

  • Specialist inclusion support service (SISS)
  • Hearing Impairment service (SISS)
  • Vision impairment service (SISS)
  • Speech and language therapy service
  • Occupational therapy service
  • Children’s physiotherapy service
  • Child and adolescent Mental health service (CAMHS)
  • Psychology service
  • School nurse

Robust systems are in place to ensure the smooth transition of pupils to and from WoodlandsInfant School. Liaison and the sharing of information regarding disabled pupils with a statement of SEN or on School Action Plus usually begin, with SISS, before the child attends the nursery or the reception class.

Further transition meetings are arranged during Year 2 with the SENco and parents from the Junior Schools, to ensure that all relevant information ispassed on and any suitable adjustments and preparations can be made for the pupil.

All disabled pupils follow a full and balanced curriculum, appropriately differentiated according to their needs and are encouraged to take a full and active part in school life, including extra-curricular activities and off-site visits.

Views of those consulted during the development of the Scheme

For pupils with a statement of SEN or those on School Action Plus of the SEN register, the views and aspirations of disabled pupils are formally gathered annually through the Annual review process. This seeks to establish what is going well and also any concerns or barriers to progress from the pupil’s point of view. Parents have the opportunity to express their views regarding their child’s progress and the provision in place for them.

In drawing up the Access Plan 2014 the following were consulted:

  • Full governing body
  • SEN governor
  • SENco
  • Staff
  • Parents of statemented pupils
  • Community groups
  • School council and all pupils using the HealthySchool audit
  • LA

Since the 2007 plan was put in place and to ensure the plan continues to be up to date nursery staffdiscuss with parents any known disabilities when they make home visits. Similarly reception staff discuss known disabilities with newreception parents.

Linked policy documents and information sections in school prospectus and staff handbook:

-SEN policy

-Racial equality policy

-Behaviour and anti-bullying policies

-PSHE policy

-School development plan

-Health and safety policy

Making it happen

Management, coordination and implementation

The governing body has responsibility for the school accessibility plan. The progress toward meeting the targets set in the plan will be reported through Governors’ meetings. This plan, together with the school’s SEN policy, will be reviewed and revised annually by the senior management team and the governing body.

“Overall responsibility for the school’s accessibility plan lies with the governing body but improving access for disabled pupil’s requires everyone at the school to understand the duties in the DDA and apply this knowledge in their own subject area of responsibility: the head teacher, learning support assistants, class and teachers, subject leaders, lunch time supervisors, administrative staff and governors themselves.”

Getting hold of the school’s plan

The disability Equality Scheme and the Accessibility Plan (DES/AP) for Woodlands Infant School is available on the school website and on request from the school. We have tried to ensure that the plan is readable and free of jargon. We would welcome feedback if you feel that anything is unclear or you have any queries.

Areas for development

Ensure that all school plans reflect priorities for developing access for disabled pupils, including the School development plan, School evaluation Form, health and safety policies and other school policies.

Adoption of policy

This policy has been approved and adopted by the Board of Governors on xxxx

It may be amended at any time but in any case will be reviewed on or before May 2017.

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Audit of current provision (May 2014)

ACurriculum Access

Statement / Evidence / Action required
All teachers and TAs have the necessary training to teach and support pupils with a range of disabilities / Awareness raising and TA support for children with epilepsy.
Awareness raising and TA support for children with diabetes.
Awareness raising Autistic spectrum disorders
TAs: Autistic spectrum disorder courses and visits to other schools. BEAM for gross motor and bike club for balance.
On-going support from SISS / On-going training in staff meetings, coaching and mentoring and external courses where appropriate.
Lessons are differentiated to take account of all learners’ needs, including use of appropriate equipment / See staff planning and IEPs
Equipment in classes: magnifiers; pencil grips; sloping desks, coloured overlays, coloured paper, adapted seating/cushions and special height chairs.
Ongoing support from SISS allpupils. / SENco to ensure all staff are aware of the needs of disabled pupils in their classes or groups.
All pupils are encouraged to take part in music, drama and physical activities including Forest Schools, School trips and after school activities / All children, in year groups involved, take part in school productions, assemblies, sharing events, Forest Schools, school trips and after school clubs which include a variety of sports.
One child supported by TA in after school dance club.
ICT equipment has been fitted with additional software/hardware to allow access for disabled pupils. / Widget; large roller ball mouse; small keyboard, lower level work station.
All staff have high expectations for all pupils and strive to remove barriers to learning and participation. / Tracking documents / On-going monitoring of children’s progress and attainment.

BPhysical Access

Statement / Evidence / Action required
School has made adaptations to increase easy access to school and improve the environment for disabled pupils / Widened the easy access parking space.
Provided bell communication press opener at main entrance
Ramp to nursery entrance and year 1 class
Provided an easy access toilet which has a height adjustable bed and low sink.
Carpeted all classrooms (except nursery which is impractical). / Annual review of provision.
Classrooms are optimally organised for disabled pupils. / Pupils are allocated suitable seating according to their needs.
KS1 class teachers use speaker system for teaching. / Annual review of provision.

C Access to information

Statement / Evidence / Action required
Staff are familiar with technology and practices to help pupils with disabilities / Worksheets and information provided in enlarged font and/or on coloured paper.
Staff use of speaker system.
Pictorial symbols for children with communication needs.
Support from SISS / Ongoing support from SISS

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Action plans and evaluations

As a result of the audit the action plans included below have been drawn up.

The action planning work will be overseen by the SEN Governor.

The plan will be made available on request from the school office and on the school’s web-site.

Evaluation of the progress of the plan will be made annually within the Head teacher’s report to the Governing body.

The advice and support of the Local Authority will be sought in implementing the plan and in the development of any capital related work at Woodlands.

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Action Plan 2014 – 2017: Curriculum Access

Action / Task / Lead / Time / Progress Indicators / Resource / Evaluation
(success criteria) / Action Completed
1. Ensure curriculum needs for all disabled children are being met: physical, visual and hearing / SENco / On-going / 1.1 Ongoing advice and support from SISS.
1.2 Training for teachers and TAs where appropriate eg teaching PE with children with physical disabilities.
1.3 Environmental audit written and costed. / Advice from SISS.
Identify relevant training for staff.
Property services to advise on cost. / 1. Disabled children making good progress through school in all areas.
1.2 Disabled children meeting at least expected levels for the year group. / Annual review
2. Access to forest school (FS) for physically disabled child / SENco / Annually in September / 2.1 Assess the route taken and activities undertaken with parent and FS teacher. / Half day with FS teacher / Disabled child able to participate in FS safely / Annual review
3. Risk assessment for 2 above / FS teacher / Annual / 3.1 FS teacher to complete risk assessment for physically disabled child. / Advice from FS leader in Solihull if needed. / Effective risk assessment completed for FS. / On-going for each FS visit.

Action Plan 2014 – 2017: Premises Access

Action / Task / Lead / Time / Progress Indicators / Evaluation
(success criteria) / Action completed
1. OT to evaluate Yr 2 to advise about changes needed to accommodate child with physical disabilities September 2014 / HT / February 2014 / 1.1Report from OT re advised changes to Yr 2.
1.2Liaise with LEA re building changes
1.3Complete a personal emergency exit plan.
1.4Report to GB
1.5Ongoing support from SISS
1.6Liason with junior school in summer term 2014 / 1. Access in place September 2014. / Under annual review.

Action Plan 2014 – 2017: Access to information

Action / Task / Lead / Time / Progress Indicators / Resource / Evaluation
(success criteria) / Action completed
1. To maintain current practice for disabled children and to review practice regularly for new technologies and ways of working.
2. Dyspraxia awareness training. / SENco / 1. Annually
2. Booked with SISS / 1. Regular review and advice from SISS for all children on SEN register.
2. Diabetes training, up-to-date for appropriate staff.
3. Awareness training for staff to identify dyspraxia and strategies to support children. / 1.As identified from SISS reviews and advice.
2.School Nurse
3.OT / 1. Best practice carried out by staff
2. Disabled children making at least expected progress through school.
2.Staff identify issues with children and adapt teaching/resources as appropriate / Annual review

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