Hall Green Primary School - Disability Equality Policy/Scheme

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1 Hall Green Primary School - Disability Equality Policy/Scheme 1. Statement of Vision and Values This document relates directly to the key duties of the SEN and Disability Act 2001 which extended the Disability Discrimination Act 1995 to cover education. The key principles are: Not to treat disabled pupils less favourably for a reason related to their disability; To make reasonable adjustments for disabled pupils, so they are not at a substantial disadvantage; To plan to increase access to education for disabled pupils. This document also relates to the schools adherence to the three principles set out in the National Curriculum Inclusion Statement: Setting suitable learning challenges Responding to pupils' diverse learning needs Overcoming potential barriers to learning and assessment for individuals and groups of pupils. Hall Green Primary School caters for pupils from FS1 through to KS2. In accordance with the school s Equal Opportunity Policy, it is the schools aim to continue to include all pupils, regardless of their disability, in all areas of the curriculum and wherever possible taught in lessons alongside their peers. We also promote social inclusion for all our pupils. The schools inclusive ethos is demonstrated by its mission statement Your Chance to Shine. 2. Consultation This document has been developed in consultation with the families/ carers of children with identified disability needs and the children themselves. Initial consultation was made by a survey of needs and views of all those in the school considered to have specific need. A similar survey was conducted with the parents or principle carers of those pupils identified {see appendix 2 & 3}. Plans to consult disabled stakeholders on a more regular and direct basis are being considered and will form part of the schools action plan. {see appendix 5} For the purpose of this document, people with disabilities, as defined by the Disability Discrimination Act 2005 are as follows: learning disabilities, mental health conditions, mobility impairments,

2 blind and partially-sighted people, deaf and hearing-impaired people progressive long-term health conditions. N.B. The numbers of pupils and types of disability are listed in appendix Equality of Opportunity The School Curriculum Where possible disabled pupils are fully involved in the normal school curriculum, this includes access to P.E and practical subjects for most disabled pupils. These pupils also have extensive support from support assistants and in some cases external agencies, such as speech and language, visual and hearing impairment services. Participation in SAT s and assessment is supported and appropriate arrangements requested in line with guidance to maximise access and achievement. The School Environment Hall Green Primary school is on one level allowing access for all students from various entry points. Parts of the school can be entered by 3/4 steps but none are inaccessible. All new doors comply for disability access. There are several areas dedicated to supporting children e.g The Nurture Room. The school has a designated parking area which has direct access to the main school entrance and the school grounds. There is an accessible indoor toilet with wheelchair access. Due consideration of the needs of people with disabilities is given in the school s Health and safety policy and SDP and Accessibility plan. Extra-Curricular and Social Activities All pupils are encouraged to take part in extra-curricular activities and events. Pupils with disabilities take an active role in many of these activities of their choice. Staff organising school visits and trips must give due consideration to the needs of pupils and give all pupils the opportunity to take part, as detailed in the schools Educational Visits policy. Mobility and medical concerns must be considered when any visit or trip is planned and appropriate provision made. Due consideration of the needs of people with disabilities is given in the school s Health and safety policy and SDP and Accessibility plan. 4. Preventing Discrimination In accordance with the SEN and Disability Act 2001 and the Disability Discrimination Act 1995, Hall Green Primary School makes every effort not to discriminate against any student attending the school. Access for all pupils to the curriculum, social activities and the school environment (see section 3), remove barriers to discrimination for those pupils with disabilities. Even when pupils are unable to access the normal curriculum, or social activities, alternatives are developed so that these pupils are not excluded.

3 Support is timetabled to meet the needs and disabilities of pupils and a practical approach given to the learning environment accommodating their needs. The school also operates in accordance with the Disability Discrimination Act 1995 and the schools Equal Opportunity policy when recruiting staff, so as not to discriminate against the employment of adults with disabilities. 5. Preventing Harassment Hall Green Primary School makes every effort to eliminate harassment of any member of the school community. The school recognises that pupils with disabilities are particularly vulnerable to harassment and bullying from their peers. Pastoral support in the school is provided to all children by all staff, with particular focus from the SIT, FSW, Learning Support Assistants, School Council and Buddies. The pastoral systems within the school operate procedures to deal with incidents of harassment and bullying, in accordance with the schools Anti Bullying policy, Behaviour Management Policy, Teaching for Learning policy, Racial Equality policy and Child Protection policy. All incidents of harassment and bullying are treated seriously and the recipient is supported fully. Measures are instigated to prevent further occurrences of this kind of behaviour. Support is also offered to the student(s) instigating harassment and bullying. Harassment by staff, directed towards pupils or other members of staff, is treated very seriously and will be investigated in accordance with the school disciplinary procedures and Staff Code of Conduct. 6. Promoting Positive Attitudes towards Disabilities The promotion of a positive attitude towards people with disabilities is central to the schools inclusive ethos. Wherever possible the school promotes this attitude to all its stakeholders. All pupils with disabilities are members of a class and share lessons with non-disabled pupils. This inclusive ethos not only enhances the school experience for the disabled student, but also helps challenge discrimination and prejudice towards those pupils from their peers, creating a community that is caring and respectful towards all its members. The PSHE and Citizenship curriculum and the national SEAL initiative are used to promote the understanding of disabilities in the school. There is also the intention to invite representatives from the wider community to present assemblies or talks to the children. Pupils engage in activities and discussions to enhance their understanding and consideration of those in society with disabilities and prolonged illnesses, and the discrimination they may face {see appendix 4} Staff working directly with pupils with disabilities, are given information and training on how best to support those pupils. For the more unusual or profound disabilities external specialists maybe be asked to advise and guide staff. 7. Participation in School Life The inclusive ethos of the school encourages all pupils to participate in various aspects of school life. The provision for access to the curriculum, social activities and school environment are detailed in section 3 (Equality of Opportunity).

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5 Appendix 1:Pupil information The following data relates to the pupils at Hall Green Primary School during the academic year September 2014/15. Number of pupils with disabilities (types of disability and year group): Year Group SpLD MLD Sp/Lang PD (Medical) BESD Sensory CCD FS1 2 1 FS Total Appendix 2: Links to other policy documents School Policies and other Documents Anti-Bullying Attendance Homework Behaviour Child Protection Educational visits Equal Opportunity Health & Safety Racial Equality School Development Plan Special Educational Needs/Inclusion Staff Code of Conduct Other Documents SEN and Disability Act 2001 Disability Discrimination Act 1995 Disability Discrimination Act 2005 National Curriculum Inclusion Statement

6 PSHE and Disability Linked to SEAL Unit Objective Year Group and Objective Respecting others (Citizenship) To consider the difference between people and learn how to respect those differences. Yr R Linking to SEAL topic Relationships Whose problem? (Citizenship) To consider the problem faced by people with special needs and learn to see things from their point of view Yr 2 Linking to objective 4e. Know that there are different types of teasing and bullying, that bullying is wrong and how to get help dealing with it. SEAL Relationships Say no to bullying. Groups in our society the elderly (Citizenship) To understand the implications of growing older Yr 1 and Yr 2 Link to objective 3d To know about the process of growing from young to old and how people needs change SEAL Good to be me Young carers (Citizenship) To understand and appreciate the pressures on children and young people who care for ill or disabled persons Yr 4 Link to objective 1a Talk and write about their opinions and explain their views on issues that affect themselves and others. Also link to objective 2a Research, debate, discuss topical issues, problems and events SEAL Good to be me Changes Relationships Getting on and falling out Groups in the our society the elderly (Citizenship) To consider the effects of stereotyping with regard to the elderly. Yr 5 Link to objective 4e. To recognise and challenge stereotypes. SEAL Getting on and falling out Say no to bullying Relationships

7 Rights and responsibilities Human Rights How law is used to protest human rights Differences between rights and responsibilities The laws protecting employees Yr 3 Link to objective 2b Know how and why laws are made and enforced, why different rules are needed in different situations and how to take part in changing rules. SEAL New beginnings. Communities and identities British identities Communities within the UK Religious diversity Religious tolerance Discrimination, how it affects people and how it may be overcome. Discrimination and the law. Yr 6 Link to objective 4f To explore that differences and similarities between people arise from a number of factors including cultural, ethnic, racial, and religious diversity, gender and disability. SEAL Getting on and falling out Relationships Changes Say no to bullying

8 APPENDIX 3 Hall Green Primary School questionnaire for children with identified needs Name Class = always = sometimes = never with Numeracy? with Literacy? with Science? with P.E? with All Round Learning? with ICT? you need it, when it is playtime? you need it, when it is lunchtime? Do you feel you can join a club if you want to? you need it, when you are at a club? there are fall outs with friends? you feel you are bullied? help if you are being a bully? Do you ever get teased by others? * children have identified needs and this questionnaire used to canvass their opinion. Overall, this survey has produced very positive responses for support for learning, behaviour and opportunity..

9 APPENDIX 4 Hall Green Primary School questionnaire for parents of children with identified needs. Several questions may not apply to your child. These can be ignored if you wish. Child s name Class = always = sometimes = never their learning? their medical need? their behaviour need? their emotional need? their social need? Does your child take part in any school clubs? child could join a school club if they wanted to? Can you get help if you have concerns about your child s need? Can you discuss matters of concern with staff if you wish to? Are you kept informed as to your child s support from the SEN Co? Are you updated as to your child s needs at Parent Consultation Evenings? Does the school respond to your concerns and try to deal with them? * of the * families to whom this is relevant responded extremely positively and were very pleased with the school s provision. Created: March 2015 Next Review Date: March 2018