St. Andrew's CE Primary School - Disability Equality Policy

 

 

St Andrews CE Primary School is committed to ensuring equal opportunities and treatment to all its employees, pupils, families and others involved in the school community with any form of disability. We will ensure disabled people are not treated less favourably in any procedures, practices and service delivery.

 

We also believe that and strive to help secure five main outcomes for each

one of our pupils:

  • being healthy;
  • staying safe;
  • enjoying and achieving;
  • being enabled to make a positive contribution;
  • achievement of economic well-being

 

We seek to serve the local and wider community by offering children a caring and educationally rich learning environment in which to flourish as individuals and become increasingly valuable members of society.

The school acknowledges the fact that reasonable adjustments for disabled pupils, staff and parents/carers are essential to support children in achieving and succeeding.

Our school will not tolerate harassment of young people or adults with any form of impairment. This also includes pupils who are carers of disabled family members or parents.

This scheme should be read in conjunction with the Accessibility Plan; Behaviour Policy (incorporating the Anti-Bullying Policy); Education Visits Policy; SEN Policy.

 

The General Duty and the role of the Governing Body

We will actively seek to:

 

  • Promote equality of opportunity between disabled persons and other persons
  • Eliminate discrimination that is unlawful under the DDA
  • Eliminate harassment of disabled people that is related to their disabilities
  • Promote positive attitudes towards disabled persons. This mean representing people with disabilities in a positive manner and acknowledging that there are many people in society who have a disability.
  • Encourage participation by disabled people in public life. It is important to respect the wishes of disabled children in an educational setting, so that they do not feel pushed into participating in activities if they do not wish to.
  • Take steps to take account of disabled people’s disabilities, even where that involves treating disabled people more favourably than other people. (DDA 2005 S.49A)

 

 

Public bodies are required to comply with the Specific Duties which are:

 

  • To publish a Disability Equality Scheme (DES) which includes a three year Action Plan
  • To involve disabled people in the development of the DES
  • To take the steps set out in the Action Plan (unless it is unreasonable or impracticable to do so)
  • To publish an annual report on progress with the Action Plan.

 

Under Part 5A of the Disability and Discrimination Act (DDA), governing bodies are required to:

 

  • promote equality of opportunity for disabled people: pupils, staff, parents, carers and other people who use the school or may wish to;
  • prepare and publish a disability equality scheme to show how they will meet these duties.

 

This scheme and the accompanying Action Plan set out how the governing body of St Andrews CE Primary School will promote equality of opportunity for young people and adults.  

 

Duties in Part 4 of the DDA require the governing body to increase access to education for disabled pupils in 3 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.

 

 

What do we understand by “disability”?

 

At St Andrews CE Primary School we promote disability equality and prepare all our young people for life in a diverse society. We use the term ‘disabled’ to refer to 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.

 

We do not interchange the term disabled with the phrase special educational needs although we appreciate that many pupils with SEN will also have disabilities.

We use the DDA definition of impairment to include impairments such as severe dyslexia, autism, speech and language impairments, Attention Deficit Hyperactivity Disorder (ADHD) as well as:

 

  • ‘physical impairment’ which includes sensory impairment;
  • ‘mental impairment’ which includes learning difficulties and an impairment resulting from or consisting of a mental illness.
  • long term’ means an impairment that has lasted at least 12 months or is expected to last at least

    12 months. (eg. diabetes, epilepsy, HIV, cancer or multiple sclerosis)

 ‘normal day to day activities’ is when it affects one or more of the following:

  • mobility;
  • manual dexterity;
  • physical co-ordination;
  • 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

 

We believe that impairment does not of itself mean that a pupil is disabled. It is the effect on the pupil’s ability to carry out normal day-to-day activities that has to be considered.

We recognize that individual cases need to be judged and responded to.

  

Characteristics of our School: Disability and significant factors

St Andrews is situated in south central of Hove which is a comparatively affluent area compared with surrounding wards. Families work hard to develop a good partnership with the school. St Andrews CE Primary School is a growing school with 528 children on role. Extra-curricular activities are many and varied and we have extended services including before and after School .

The school employs a head of Inclusion and an Assistant SENCo , who lead a team of well qualified and experienced Teaching Assistants and Individual Needs Assistants to support children with disabilities. We have also have developed the role of Pupil Care Co-ordinator. Our building is all on two levels with ramps to the ground floor and a lift to the Upper floor. There 5 disabled toilets.

 

In accordance with the DDA definitions of disability and our assessment of individual cases, the following data has been produced to outline our profile of disability. 15% of our children are described as having a Special Educational Need. At St Andrews;

  • 11 children have a diagnosis of autistic spectrum condition.
  • 3 children have a significant speech and language impairment.
  • 3 children have a sensory impairment.
  • 4 children have a significant physical impairment.
  • 10 children have a significant learning disability.

 

It is very difficult to collect accurate data and make an assessment of disability amongst our parents and others in our school community. This is due to of issues of privacy and confidentiality.

 

The school appreciates that in endeavouring to gather full and accurate  information, consideration is given to:

  • Reassuring pupils, staff and parents about confidentiality
  • Ensuring the ethos of the school is conducive to trust and openness
  • Emphasising how information may lead to beneficial adjustments being made

 

Reasonable adjustments

The DDA requires schools to ensure that disabled pupils and users of the school are not disadvantaged and are able to access the same opportunities as non-disabled pupils and users. The needs of current and future pupils and users of the school are considered. In deciding whether an adjustment is reasonable, we will consider:

  • The extent to which the adjustment would prevent the disadvantage suffered by the disabled person
  • The practicality of the adjustment
  • The availability of financial assistance
  • The financial burden of making the adjustment
  • The size of the school
  • The school environment and buildings

 

In respect to full access for disabled children and adults the school will deem itself  successful when disabled persons can, wherever possible, participate fully :

  • In the classroom
  • In the school curriculum
  • In the workplace
  • At all times and in all parts of the building

 

and when:

  • Disabled persons feel part of the life of the school
  • Disabled persons are included by their peers in all parts of schools life
  • Parents of disabled pupils feel their child is part of the life of the school
  • Staff feel confident in working with disabled pupils and adults

 

 

Involvement and consultation

St Andrews CE Primary School has consulted with disabled pupils, staff and stakeholders in the development of our Disability Equality Scheme. This consultation took the form of questionnaires and access to this policy with requests for comments. These consultations will be ongoing, in order to monitor the impact of our scheme and evaluate our actions to inform future planning.

 

Gathering Information

Information is gathered from a variety of sources:

  • medical registers
  • SEN register
  • questionnaires to gather views of the community
  • School Performance Data
  • School admissions data
  • attendance data
  • school council discussion and minutes
  • data related to participation in extra curricular and residential visits

To meet the Disability Equality Duty, it is essential that we monitor aspects of school life to identify whether there is an adverse impact on children with disabilities.

The school monitors its provision in the following areas and pays regard to:

  • The role of a school as a service provider – to meet the needs of children, staff, parents and visitors
  • Contact with parents and carers – paying due regard to any parents who cannot read newsletters and other communication from school
  • Open evenings, concerts, courses – we ensure that there is access to all school activities for any parents, carers, visitors, disabled friends or family

 

Assessing the impact of school policies

 

In order to ensure that action is taken to meet the Disability Equality Duty, St Andrews CE Primary School will review all policies on a rolling programme and will take into account views gathered from all stakeholders, including those with disabilities, in assessing the impact of school policies.

 

Meeting the six duties

At St Andrews CE Primary School we aim to meet the requirements of the 6 duties through:

 

  1. Promoting equality of opportunity
  • by awareness raising and staff training;
  • to take reasonable steps to ensure a member of staff was able to participate fully in school life.;
  • reviewing and adjusting policies;
  • raising expectations;
  • maintaining communication.
  • increase awareness of the ways in which parents of disabled children and young people can help to support their learning
  • Ensuring that the talents of disabled pupils are represented accordingly through the Gifted and Talented Registers.
  1. Eliminating Unlawful Discrimination under the existing DDA Act in respect of the following:

Disability Discrimination,

  • inuring the disabled pupils have full access to the curriculum
  • inuring that steps are taken to ensure that disabled pupils are not disadvantage

Planning Duties DDA

Ensuring that we continuously increase access to the curriculum

develop the accessibility of the physical environment

make information accessible

Special Educational Needs

Ensure that we identify, assess and make provision available for children with SEN where necessary

  1. Eliminating harassment and bullying
  • raising awareness amongst staff and pupils of disability-related harassment;
  • understanding the nature and prevalence of bullying and harassment;
  • recognising and addressing bullying and harassment;
  • involving pupils themselves in combating bullying;
  • reviewing school anti –bullying policy and procedures (Anti Bullying Week)
  • ensuring that disability-related harassment of disabled staff, parents, carers and other users of the school is identified and addressed;
  • the use of SEAL materials;
  • If a number of incidents have been prevalent within a particular year group, use circle time, story time or assembly to investigate and address the issue with all pupils.

 

  1. Promoting positive attitudes
  • by staff modelling respectful attitudes to disabled pupils, staff and parents;
  • by challenging negativity;
  • by ensuring there are equal opportunities for disabled people to act in senior positions in the school;
  • through the curriculum – SEAL/PSHE/RE;
  • through positive images in school books and other materials;
  • ensure that disability is represented in posters, collages, displays and learning materials;
  • celebrate and highlight key events such as the Paralympics.
  • inviting disabled members of the community/organisations to talk to children. 

 

  1. Encouraging participation in public life
  • where possible, disabled pupils, staff and parents are represented in senior, responsible and representative roles;
  • there are positive images of disabled people participating.
  • ensure that disabled pupils are represented and encouraged to participate in class assemblies, plays, events and on the school council.

 

  1. Taking steps to meet disabled people’s needs, even if this requires more

favourable treatment

  • additional coaching or training for disabled pupils, staff or parents;
  • special facilities for disabled pupils at breaks and lunchtimes;
  • Being sensitive to children’s feelings with regard to Sports Days, performances etc.
  • A policy of interviewing all disabled applicants who meet the minimum requirements for a vacancy.

 

 Making things happen

In order to ensure that action is taken to meet the Disability Equality Duty, St Andrews CE Primary School has drawn up an Action Plan which outlines how the requirements of the DDA 2005 will be met.

 

Action Plan (to be published following this consultation)

Our Action Plan forms part of our Disability Equality Scheme and shows what we intend to do over the next three years to meet the needs of our school community and our statutory duties. We recognise the need to respond to changes in our school community over time.

Overall responsibility for the plan is taken by the Head Teacher and the Governing Body. The everyday implementation of the plan is the responsibility of the SENCo /Inclusion coordinator .

 

Monitoring and reporting

This action plan will be reviewed every 2 years by the Governing body and steering group in consultation with stakeholders.

Details of how copies of the school’s Disability Equality Policy can be obtained will be made available in the school prospectus and on the school web site.

 

Check list for school staff and governors

 

  • Is information collected on disability with regards to both pupils and staff? Is this information used to improve the provision of services?
  • Is pupil achievement monitored by disability? Are there are trends or patterns in the data that may require additional action?
  • Are disabled pupils encouraged to participate in school life? How is this shown through representation in school events such as class assemblies and the school council?
  • Is bullying and harassment of disabled pupils and staff monitored and is this information used to make a difference?
  • Is disability portrayed positively in school books, displays and discussions such as circle time and class assemblies?
  • Does the school take part in annual events such as Deaf Awareness week to raise awareness of disability?
  • Is the school environment as accessible as possible to pupils, staff and visitors to the school? Are open evenings and other events which parents or carers attend held in an accessible part of the school?
  • Is information available to parents, visitors, pupils and staff in formats which are accessible if required? Is everyone aware of this?
  • Are procedures for the election of parent governors open to candidates and voters who are disabled?

 

Date:  February  2018

  

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St Andrews CE Primary School Accessibility Plan 2017 – 18

 

The Accessibility Plan sets out the actions over a 3 year time frame to insure that the school is accessible to disabled pupils, parents  and staff. In accordance with the requirement the Accessibility Plan includes 3 specific stands:

 

  1. Physicality: Improving the physical environment of the school to allow full access for disabled pupils to take advantage of the                               education and wider service provision of the school

 

  1. Curriculum: Increasing the extent to which disabled pupils can access the whole school curriculum

 

  1. Information: To insure that all information given to pupils and parent is accessible regardless if disability      

 

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 Disability/Accessibility Action Plan 2017-18

 

What do we want to do?

Who will be responsible?

When do we want to complete this?

What resources will we need?

What do we want the outcome to be?

Ensuring equal access to the curriculum

 

Monitor achievement and attainment for children with disabilities (both learning and physical)

SENCO, assessment coordinator, subject leader and HT

To be done termly as a special group assessment with the normal class assessment

(ongoing)

Usual assessment tools including Target Tracker

To highlight achievement (progress) and attainment (outcomes) of children with disabilities in order to develop resources to ensure equality of provision.

To report annually on the achievement and attainment or children with disabilities to CWC

Raise awareness of the challenges/accomplishments of disabled children/adults

 

 

 

SMT

 

 

 

 

 

Annually

 

 

 

 

 

Continue to use the services of Just Different and other organisations deliver lessons/talks to the school

Children to foster positive views of the achievements of disabled children and adults

Use the 2017 Invictus Games as an opportunity raise awareness of the accomplishments of adult sports men/women

PE/Healthy Schools coordinator

Summer 2017

Develop a whole school programme to follow Para Olympics

Children to celebrate the achievements of Para Olympians

Developing the physical access of the school

 

To question parents and children and other stakeholders regarding accessibility of the building

HT and gov body

Summer term audit

Accessibility questionnaire

To feed into the Accessibility AP

To make accessibility a key priority for the summer term buildings audit. (internal/external)

HT and premises gov

Each summer term during Health and Safety Audit

Accessibility questionnaire

To be able to report findings to gov, report improvement and update Accessibility Plan

 

 

 

 

 

Improving information

 

 

To ensure that key Policies are on the school website

HT

As policies are updated

Release time for website coordinator

All parents have access to useful information about the school

To develop a list of contact numbers for local  signers

Office staff

From spring 2018

 

Parents/carers with hearing disability have equal access to information regarding the school