DISABILITY EQUALITY SCHEME / ACCESSIBILITY PLAN

Transcription

1 DISABILITY EQUALITY SCHEME / ACCESSIBILITY PLAN Author: Mr P Galloway Approval needed Board of Directors by: Adopted (date): 8 Date of next review: December 2016 Page 1 of 15

2 Introduction A: The purpose and direction of the Academy s plan: vision and values B: Information from student data and Academy audit C: Views of those consulted during the development of the plan A: Increasing the extent to which disabled students can participate in the Academy curriculum B: Improving the physical environment of the Academy C: Improving the delivery to disabled stakeholders of information that is provided in writing for those who are not disabled Making it happen APPENDIX A... Error! Bookmark not defined. APPENDIX B...14 Page 2 of 15

3 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 Scheme sets out the proposals of the Governing Body of the Academy 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 students can participate in the school curriculum; improving the environment of the Academy to increase the extent to which disabled students can take advantage of education and associated services; improving the delivery to disabled students of information which is provided in writing for students who are not disabled. The Academy is fully aware that it is a requirement that the Academy s accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. Attached is an action plan showing how the Academy is planning to 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 Academy 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 students, their parents / guardians, staff and users of the school. Page 3 of 15

4 1A: The purpose and direction of the Academy s plan: vision and values The vision of The de Ferrers Academy is: working in partnership to promote an environment in which we all learn and are valued. The overarching theme of the Academy is to continue to raise achievement through personalising the learning of all our students. There has been extensive work on developing Personalising Learning to ensure that students individual needs are met, and we are equally ambitious for our disabled staff and students. The overall aims of our Equal Opportunities Policy are: 1. To promote an ethos in which all members of the Academy community feel valued and secure and are enabled to fulfil their potential. 2. To provide an education which prepares students for life in a pluralist society. 3. To ensure that diversity of personal background and experience is acknowledged, reflected and celebrated in the life and work of the Academy. 4. To identify and eliminate any form of bias or prejudice, conscious or unwitting, which disadvantages or discriminates against any member of the Academy community on the basis of gender, race, ethnic origin, culture, religion, language, sexual orientation, age, ability, disability, social background or other personal circumstances. This definition should be regarded as implicit in all subsequent statements in this policy. All job descriptions include the requirement for all staff to be aware of, and comply with, this policy. The National Curriculum Inclusion Statement reminds us that all teachers are required to follow three inclusive principles: 1. Setting suitable learning challenges, enabling all children to experience success and achieve as high a standard as possible through appropriate differentiation. 2. Responding to pupils diverse learning needs by: a. creating effective learning environments; b. securing their motivation and concentration; c. providing equality of opportunity through teaching approaches; d. using appropriate assessment approaches; e. setting targets for learning. 3. Overcoming potential barriers to learning and assessment for individuals and groups of pupils. Page 4 of 15

5 1B: Information from student data and Academy audit 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 impact on his or her ability to carry out normal day-to-day activities. Under the DDA, substantial means more than minor or trivial, and long-term means has lasted or is likely to last more than 12 months. The Act uses a wide definition of disability and may include those with: Physical or mobility impairments; Visual impairments; Hearing impairments; Developmental difficulties such as dyslexia, dyspraxia, and autism spectrum disorders; Medical conditions; Mental health difficulties. De Ferrers is truly comprehensive with a very wide range of ability. There is a good mix of social and economic backgrounds. The proportion of students with special needs is lower than the national average. Our intake includes students who are hearing impaired and visually impaired, who are fully integrated into the life of the Academy. The Academy Teaching and Learning observation programme monitors classroom practice, including the provision for students with a disability. As part of the observation process, staff are required to outline the type of provision made for students with either an Education Health Care plan or those students on the SEN register. As a result of the classroom observation, staff are given oral and written feedback which includes comments on the provision made for students with a disability. The Academy adopts the Local Authority policy of guaranteeing an interview to job applicants with a disability, who meet the essential criteria. The Academy uses the standard Staffordshire County Council job application form, which asks applicants whether or not they consider themselves to have a disability, and what special arrangements, if any, need to be made for them. This practice is continually monitored in relation to the recruitment, retention and career development in relation to all staff needs. If it is felt necessary, appropriate action would be taken to ensure the policy continues to be favourable to the disabled. The following policies are in the process of being reviewed by the Leadership Team to consider their impact on students, staff and parents with disabilities: Behaviour for Learning Policy; Anti-bullying Policy; Educational Visits Policy; Page 5 of 15

6 Administration of Medication Policy. 1C: Views of those consulted during the development of the plan The priorities and actions described in this initial Scheme are setting in motion the following consultation process: Consultation with parents: o Presentation to Parents Focus Group o the annual parental questionnaire will be extended to cover issues relating to disability and accessibility; Consultation with the Academy Council; Annual staff survey; An annual survey from local community groups who hire the facilities; Consultation with the school Educational Psychologist and Support Service colleagues. Research findings from the Disability Rights Commission website include the views of students aged 9-19 years old whose parents define them as having a learning disability or difficulty, special educational needs or another Home/school challenge. The central aim of this research was to identify the key concerns of these students in relation to their experiences of education. Findings included: Students were aware of their own needs and the action they wished to be put in; Students wanted flexible support but their parents wanted support that was more clearly defined; There was concern relating to the slowness of the processes to identify and support disability or SEN which were seen as bureaucratic and unsympathetic; Provision/access to extra-curricular activities was seen to be important; There was a lack of community mechanisms to support families who included those with SEN and/or disability; ICT resources to increase access tended to be inconsistent in supply; Inclusion in unstructured time such as break and lunchtimes was seen as a particular barrier as it was based more on personal friendships; Negative reactions from other students was a factor in isolation; Many students did not feel that the label disabled was appropriate to them. Make Schools Make Sense (2006) identifies the views of parents of children diagnosed as having autism spectrum disorders and those of the children themselves. It provides an insight into their opinions on the education they received and would have liked to receive. Page 6 of 15

7 Parents identified adjustments made by schools that have helped to reduce barriers to success in schools. These included: Arranging flexible timetables and flexible levels of support; Transition books and visual timetables; Providing visual support cues and work stations to reduce anxiety; Brief pupil profiles to inform staff of ways to increase engagement; Use of social stories, use of time out cards and social skills training; Daily home-school communication and meeting with parents; Support at breaks and lunchtime; Breaking tasks into small steps, peer support and circle of friends; The findings in these research documents will inform our research and consultation process with our stakeholders. Page 7 of 15

8 2A: Increasing the extent to which disabled students can participate in the Academy curriculum. The overarching theme of the Academy is to continue to raise achievement through personalising the learning of all our students. As part of our Personalising Learning Agenda, the Academy already has a number of support measures in place to support disabled students in participating in the Academy curriculum: Access arrangements for examinations (both internal and internal) are organised for all students meeting the criteria; Communication Support Worker/note taker; Sign language club Enlarged print books and worksheets; Specialist equipment for Science etc from RNIB; I pads HI/VI teachers visit regularly and speak to new staff; Communication Opportunity Groups (COGs); 1:1 tutor work; Small group work; Lunchtime clubs for literacy, Numeracy and social skills; Pre and post Academy clubs for homework/coursework. TAs enabling disabled students to access both sites by accompanying them between sites; OT training for Curriculum area staff; Autism Outreach visit autistic students regularly; Resources on all aspects of SEN available to all Academy staff; Primary transition programme from Year 5 onwards; Photo booklet of Dove site for Year 6 students; Key ring timetables; TA attending Burton College interviews with SEN students; Access Arrangements for external examinations; Classroom organisation to meet needs of individual students; Differentiation and support techniques; ISAs in curriculum areas allowing pre-planning; Links with Connexions to ensure students are seen early; Communication to staff regarding the individual needs of disabled students in their form / teaching group; Communication to all staff regarding the particular needs of individual students. All students on SEN register have a Key Worker. Child centred reviews are completed in Y6 for identified students. Future policy will be informed by: Page 8 of 15

9 evaluation of the above measures; research; feedback from stakeholders. The Citizenship Curriculum Area has Schemes for Learning in place which promote awareness of, and positive attitudes towards, disability, through the following topics: inclusion Equal Opportunities. 2B: Improving the physical environment of the Academy. Staffordshire County Council has a phased programme of building works underway, to improve physical access to mainstream schools for students with disabilities. The priority, at county level, is to ensure that there is suitable provision available in each district. De Ferrers is not part of the current phase of this programme, as the county has adapted other secondary schools in the East Staffordshire district, and therefore de Ferrers cannot offer complete access to all curriculum areas and facilities at present. However, the Academy, with the support of the Local Authority has already completed the following improvements to the physical environment of the Academy: The Modern Foreign Languages block, built in 2006, includes DDA compliant ramps Flashing beacons have been connected to the fire alarm, in areas where a hearing impaired member of staff works The decoration scheme employed throughout the Academy uses contrasting colours around doors and door frames, to assist the visually impaired. The Sports Hall, constructed in 2007, includes disabled changing and toilet facilities, a lift, and disabled fire refuge at first floor level Colour-coded signage is in place throughout the Academy Introduced policy that replacement flooring in corridors will match the colourcoding on the signage Improved fencing and security Dove yard: increased safety for visually impaired by fencing raised area Dove yard: improved access by reducing slope on approach to tennis courts Dove tennis courts: widened entrances to improve access Trent tennis courts: installed ramp up to entract Resurfaced tennis courts on both sites Installed additional hand rails on staircases Improved disabled toilet facilities on both sites Page 9 of 15

10 Provision of private locker and changing facilities to meet particular needs of individual student. 2C: Improving the delivery to disabled stakeholders of information that is provided in writing for those who are not disabled A number of measures are already in place to support students, as described in section 2A above. In addition, a Needs Analysis questionnaire (see Appendix A) has been introduced, which asks for details of any disability, and what arrangements the Academy can make to enable access to the Academy. This questionnaire is included in letters to parents / other visitors, inviting them to Academy events. The Admissions Form filled in by parents/guardians of new students will be checked and amended, if needed, to ask about access needs. In addition, the data checking sheets for students and staff, which are issued annually, will be similarly amended. Parents/guardians of new students are made aware that they can request letters, newsletters etc in different formats (e.g. in simplified language or on audio-tape). Alternatively that information can be ed to home so that parents can enlarge documents to the size they need or use their own software to access information. The Annual Parental Questionnaire will be amended to include a question about the newsletters and whether the format could be improved. The format and content of the website will be reviewed to determine the current level of DDA compliance, and what change can be made to improve access. Clerical staff will be trained in use of the Flesch Reading Ease Readability Score, or other suitable measure, to ensure that written material issued to parents (e.g. letters, the newsletter) are easy to understand. It may be necessary for the Academy to revisit this area after the audit period, for example to ensure that all staff are utilising full access principles in their classrooms and when designing curriculum resources. Page 10 of 15

11 3. Making it happen 3A: Management, coordination and implementation. This Scheme will be reviewed regularly by the working group which will include: The SENCO A Governor Finance Director A representative for the disabled. The revised Scheme will be presented annually to the Support and Guidance Committee of the Governing Body for review and approval. The update will be preceded by consultation with students, staff and parents. The update will include specific evidence of impact over the preceding twelve month period. This Scheme will work in conjunction with the following documents (which will be available on request): Academy Self-evaluation Form (those sections which cover the Views of Stakeholders, Achievements and Standards, Quality of Provision) SEN Self-evaluation Form Academy Development Plan; Asset Management Plan; Health and Safety Audit and action plan. 3B: Publishing the Academy s plan The Scheme is available in the following ways: The Scheme will be made available on the Academy website; A copy can be requested from the Academy Office or alternatively the Academy will it to anyone making a request; The Scheme will also available in different formats on request (e.g. simplified language, on audio-tape). The scheme will be reviewed and publicly commented upon each year and revised at least every three years. Page 11 of 15

12 APPENDIX A NEEDS ANALYSIS QUESTIONNAIRE Page 12 of 15

13 Please advise me if you have any specific access, audio, visual and any other requirements. Name. Date. Child s name:. Form: Nature of requirement (please tick) Access Audio Visual Other Please give any relevant details..... Signature. Page 13 of 15

14 APPENDIX B ACTION PLAN Page 14 of 15

15 DES/AP action plan Aims a) To increase the involvement of those with disabilities in deciding action that impacts upon them. b) To increase access for those with a disability to the physical environment of the Academy, the curriculum and ensure equality in regards to access to information c) To evaluate and report to parents on the success of the action plan in meeting its targets Action Success criteria Lead person Timescale Review Collaborate with partner primary schools to obtain information on disabled students Information on disabilities included in data provided by partner primary schools Assistant SENCO Ongoing Annually Agree targets in three key areas and ensure that these are included within the Academy Improvement Plan and that resources are identified to ensure their implementation Increase access to the curriculum by: Embed the use of ipads and ipad technology to allow students with disabilities to access the curriculum. Using ISA s/csw s across all Curriculum Areas Fully differentiated materials in collaboration with ISA s and CSW s Measures in place and success evaluated SENCO Annually Page 15 of 15