Gearies Infants Disability Equality Scheme

Introduction
Gearies Infants has made a positive commitment to valuing diversity. We are committed to making our school a better place to work and learn. This will be achieved will be by promoting equality of opportunity and eliminating unlawful discrimination for all our employees, all of our children and their parents/carers.

Our Equal Opportunities policy states that each member of the school community has the right to expect that they will be treated with equality in everything they do whilst in the school.

The guiding principle and values of our special needs policy is Inclusion. We aim to identify and break down possible barriers to learning. The aims of education for pupils with disabilities are the same as those for all children.

Our school aims encourage tolerance and respect for others and to work and live in harmony with other.

Gearies Infants takes its duties under the Disability Discrimination Act seriously and seeks to prevent discrimination. Similarly the school will do its best to promote equality of opportunity for disabled people. Our plans for fulfilling our duties under the Disability Equality Duty are set out within the Disability Equality Scheme.

Involvement of disabled pupils, staff and parents
In developing its Disability Equality Scheme we consulted with staff, children
and parents through staff meetings, lessons, parents meetings and governing body.

Information gathering
Gearies Infants undertakes to gather information and analyse the data so that opportunities for disabled pupils, staff and parents can be monitored. This data will particularly inform effectiveness of the scheme.

The recruitment, development and retention of disabled employees
We collate the information on all our employees to identify the number of people with disabilities and the roles they play within our school, using information from the local authority. We analyse this information and use it to identify areas for improvement and to ensure that our disabled employees are participating in training courses, performance assessments and promotion opportunities. We are also looking at reasons for leaving in case a person’s disability has been a factor.

The educational opportunities available to and achievements of disabled pupils.
Gearies Infants has identified all pupils with special educational needs on School Action Plus as maybe having a disability. In addition pupils with long- term medical conditions are regarded as being disabled.

We are analysing our performance data for all of these pupils , and further analysing it to take account of their different disabilities, to help us understand their opportunities and achievements as well as identify any barriers they may face that we could try and overcome.

We will request data from our preschool provision to ensure that the impact of individual disabilities experienced by new pupils is taken into account from the start of their school careers. Similarly we will ensure that information is passed onto the Junior school to ensure successful transition.


Reviewing the scheme
The Senco will hold responsibility for ensuring data on our disabled pupils informs planning at all times. A key factor in reviewing the effectiveness of all the school’s development plans will be evaluating the impact on our pupils with disabilities. The headteacher will report annually to the Governing Body on the extent to which the school’s policies have reduced the impact of a pupil’s disability on their ability to access school activities.

The head teacher will report to the Governing Body on the professional development opportunities taken up by staff with disabilities.

We will monitor involvement in school activities, for example, parents evenings, of parents who themselves have disabilities.

We will assess the impact of the school’s policies and practices on disability equality and where improvements can be made.

The Disability Equality Scheme
We will promote equality of opportunity for disabled staff, pupils and parents by:
o collecting and analysing data so we can understand and address potential barriers
o using this data to establish priorities within our Inclusion Plan
o working proactively to incorporate adjustments for disabled pupils, staff and parents into policy and whole school practices
o ensuring increasing access to the school’s curriculum, the physical environment and to written information through the Accessibility Plan. The Disability Equality Scheme will be reviewed simultaneously with the Accessibility Plan from 2010 to ensure the principles of disability equality are fulfilled.

We will eliminate discrimination that is unlawful under the Disability Discrimination Act by:
o raising awareness of disability issues, providing training on relevant adjustments and encouraging sharing of good practice
o reviewing and adjusting the school’s policy and practice
o raising expectations amongst all those working with disabled pupils, staff and parents.

We will eliminate harassment of disabled staff, pupils and parents that is related to their disability by:
o raising awareness amongst staff and pupils of disability-related harassment
o raise awareness of the importance of reporting possible bullying, however apparently mild it may seem to people without a disability
o involving pupils themselves in combating bullying

We will promote positive attitudes towards disabled staff, pupils and parents:
o through assemblies and the PHSE curriculum
o through staff meetings
o at parents’ evenings
o displaying positive images of disabled people throughout the school

We will encourage participation by disabled staff, pupils and parents in school life by:
o proactively seeking representation of disabled pupils, staff and parents on the school council and any of its committees
o supporting disabled people who are involved in offering feedback to disabled pupils, staff and parents so they feel more confident in putting themselves forward for future participation
o including a feature about involvement of disabled people in the school’s prospectus and newsletters
o and take steps to meet disabled people’s needs, even if this requires more favourable treatment.

Implementation of the Disability Equality Scheme:
Overall responsibility for the scheme will rest with the Governing Body. The curriculum committee will consider progress of the scheme and report on an annual basis to the Governing Body.

The governors will ensure that current and future policies and plans are reviewed to ensure that they fulfil the six principles of the Disability Equality Duty to:
· promote equality of opportunity for disabled staff, pupils and parents
· eliminate discrimination that is unlawful under the Disability Discrimination Act
· eliminate harassment of disabled staff, pupils and parents that is related to their disability
· promote positive attitudes towards disabled staff, pupils and parents
· encourage participation by disabled staff, pupils and parents in school life
· take steps to meet disabled people’s needs, even if this requires more favourable treatment.

The headteacher, together with senior members of staff, will take responsibility for ensuring that relevant aspects of the scheme are incorporated into the school’s policies and development plans and acted on. They will take steps to meet the needs of disabled staff, pupils and parents, even if this requires more favourable treatment.

In reviewing policies and development plan the school will consider whether
· there is any evidence to show higher or lower take up or participation by different groups
· there is any evidence that different groups have different needs, experiences, issues and priorities in relation to the particular policy
· there are opportunities to promote equality of opportunity or good relations by altering the policy and will have consultations with relevant groups, organisations or individuals where particular policies or functions create problems that are specific to them.

Publication and review
The vision statement at the beginning of the Disability Equality Scheme and Action Plan is published in the school’s prospectus. A full version is available in school and people wanting a paper copy may obtain one by asking the school’s office. Requests may also be made for alternative formats.

The Disability Equality Scheme will be reviewed in 2010 at the same time as the school’s Accessibility Plan which sets out how the school intends to:
· increase the extent to which disabled pupils can participate in the school curriculum
· improve the physical environment of schools to increase the extent to which disabled pupils can take advantage of education and associated services
· improve the delivery to disabled pupils of written information which is provided to pupils who are not disabled.

A Consultation Forum will be involved in the review of both documents and will advise on wider involvement of disabled people in the preparation of the 2010-2013 Disability Equality Scheme and Accessibility Plan.

Action plan

The governors will ensure that current and future policies and plans are reviewed to ensure that they fulfil the six principles of the Disability Equality Duty to:

3 Year Plan

Gearies Infant School

3-year period covered by the plan : Jan 2008 – Dec 2010

Introduction

The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 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 and reviewed and revised as necessary. Attached is a set of action plans showing how the school will address the priorities identified in the plan.

Compliance with the DDA is consistent with the school’s aims and equal opportunities policy, and the operation of the school’s SEN policy.

The school recognises its duty under the DDA (as amended by the SENDA):
Not to discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services
Not to treat disabled pupils less favourably
To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage
To publish and Accessibility Plan

This plan has been generated through consultation with staff , governors parents and pupils. It covers a period of three years and will be reviewed at regular periods each year. It is the responsibility of the school’s Governing Body to ensure the Plan successfully realises its Aims.




Definition of disability

Disability is defined by the Disability Discrimination Act 1995 (DDA)
“a person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities.”

The purpose and direction of the school’s plan: vision and values

At Gearies Infant School there is a commitment to equal opportunities driven by the National Curriculum Inclusion statement. We aim to provide all pupils with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual pupils and their preferred learning styles; and we endorse the key principles in the National Curriculum 2000 framework, which underpin the development of a more inclusive curriculum:

Setting suitable learning challenges
Responding to pupils’ diverse learning needs
Overcoming potential barriers to learning and assessment for individuals and groups of pupils

We have high ambitions for our disabled pupils and expect them to participate in every aspect of school life and to achieve their potential in learning

We welcome all children irrespective of race, colour, creed or impairment

We aim to identify and remove barriers to disabled pupils in every area of school life

Compliance with the DDA is consistent with the school’s aims and equal opportunities policy, the operation of the school’s SEN policy and the Inclusion statement.

Nature of the school.

Gearies Infant School is a large urban school with a mixed multi-cultural community. It has a nursery of 60 children and 3 form entry in the Infant School. 70 % of the children speak English as an additional language. The school has a relatively low percentage of children identified as having Special Educational Needs. It is lower than the national average. All children’s needs are met through personalised learning and provision management. On average there are 2 pupils with statements each year. A high percentage of children who have Special Educational Needs have also had a speech and language communication disability.

Children with Special Educational Needs (school action plus or statements and/or Disabilities)

The Educational Psychology Service, the Early Years Advisory and Support Service, the Pre- School Liaison services notify the school of any future pupils for whom we need to plan. The projections are based on trends over the preceeding 3 years and knowledge of our future intake.

Consultation
The accessibility plan has been discussed with
· All School staff (teachers, support staff, office staff, midday assistants and caretaker) have been involved in drawing up the accessibility plan (Spring term 2007)
· Pupils have expressed their views through individual questionnaires, the school council and class discussions (Summer term 2006 and Spring term 2007)
· Parents views have been gathered through the parental representations on the Healthy School Task and Governing Body (Spring term 2007), discussions with parents of children with SEN (termly SEN reviews) and an open meeting for parents (Autumn 2007)
· Governors have been consulted through the SEN Link Governor and the curriculum and finance committee (Spring term 2007)
· The school will follow guidelines from the LA Schools Access Initiative when it is
available


The main priorities in the school’s plan

Increasing the extent to which disabled pupils can participate in the school
curriculum

Short term
To display images of disabled people in all aspects of life
To track attendance of disabled children
To track attainment of disabled children
To ensure that all staff are aware of what the DDA requires of them
To increase participation of children with disabilities in after school clubs
To train staff in Makaton

Medium term
· To have an ongoing review of curriculum and policies to ensure that they are in line with the requirements of the DDA
· To provide information to Governors on the DDA and their responsibilities
To increase whole school presentation access for children with speech and language communication difficulties, visual or hearing impairment
· To develop a range of resources which meets the needs of very young children with significant needs
· To have ongoing training in the use of Makaton

Long term
· To have reviewed all curriculum and policies to ensure that they are in line with the requirements of the DDA
· To develop a range of resources which meets the needs of very young children with significant needs

Improving the physical environment of the school to increase the extent to
which disabled pupils can take advantage of education and associated
services:

Short term

To increase the number of staff who can administer medicines or medical procedures
To increase different forms of communication around school e.g symbols
To install Soundfield system into at least 2 classes, ICT suite and hall
To train staff in Makaton


Medium term
To increase whole school presentation access for children with speech and language communication difficulties, visual or hearing impairment
To train staff in the use of Soundfeld system
To have ongoing training in the use of Makaton

Long term
To a sensory garden which can be accessed by children with mobility difficulties, visual impairment


Improving the delivery to disabled pupils of information that is provided in writing for pupils who are not disabled:

Short term
To buy a symbols programme which an be accessed by staff within the ICT suite

Medium term
To increase whole school presentation access for children with speech and language communication difficulties, visual or hearing impairment
To increase different forms of communication around schools

Long term
To seek advice on how to adapt written resources for children with visual impairment

Management

The day to day management of the Accessibility Plan is the responsibility of the Head teacher and staff. The plan has its own action plan which will be reviewed annually through the school improvement planning (which involves all sections of the school community) and the updating of SEF.

The SEN link governor will be responsible for evaluating the plan annually.
The Accessibility Plan will be reviewed annually by the Governors through the Curriculum and Finance committees. The Governing Body will report annually to parents on the progress of the Accessibility Plan.

Each year the Governing Body will allocate funding for the Accessibility Plan.

The Accessibility Plan will be revised annually.

Coordination

Under other legislation:
· SEN legislation (most disabled pupils will also have SEN and the effectiveness of the school’s provision to meet SEN will therefore have an impact on the progress of disabled pupils);
· other parts of the DDA (duties towards the general public, in Part 3, to staff in Part 2, the wider duties to disabled people under the DDA 2005).

Other policies and plans which will reflect priorities of the accessibility plan are
· school improvement plan;
· sef;
· SEN policy;
· health and safety policies.
· Fire evacuation plan

The School will coordinated with other services and agencies, for example:
· with the local authority’s accessibility strategy;
· social services;
· health agencies, particularly in respect of meeting the health needs of disabled pupils in school.

Implementation

The plan will be reviewed annually by the Senco and Link Governor

It will be reviewed in the Summer term

The plan is available as a hard copy and through the school’s blog.