THE NEW SCHOOL

DISABILITY EQUALITY SCHEME AND

ACCESSIBILITY PLAN

 

3 year period covered: November 2011 to 2014

 

Introduction

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

1. Not to treat disabled pupils less favourably for a reason related to their disability.

2. To make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;

3. To draw up plans to show how, over time, they will increase access to education for disabled pupils (school accessibility plans)

This Plan sets out the proposals of the TCHA Board to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:

 

á          The physical environment of the school

á          The extent to which disabled pupils can participate in the school curriculum

á          The delivery of information to pupils and parents

 

In addition, the Disability Discrimination Act 2005 places a general duty on schools, which need to have due regard for the following when carrying out their functions:

 

á         Promoting equality of opportunity between disabled people and other people;

á         Eliminating discrimination that is unlawful under the DDA;

á         Eliminating harassment of disabled people that is related to their disability;

á         Promoting positive attitudes towards disabled people;

á         Encouraging participation in public life by disabled people;

á         Taking steps to meet disabled peopleÕs needs, even if this requires more favourable treatment.  This is also known as the Disability Equality Duty which is owed to all disabled pupils, staff and those using services provided by schools.

The production of this Disability Equality Scheme provides us with a framework for integrating disability equality into all aspects of school life and demonstrates how we are seeking to meet the specific duty i.e. to produce a Disability Equality Scheme for our school.

 

1A The purpose and direction of the schoolÕs Disability Equality Scheme: vision and values

The philosophy of The New School is based on inclusive principles which strive to promote equality. Equality of opportunity at the School is about providing equal access and excellence for all in order to promote the highest possible standards of achievement. Equality of opportunity applies to all members of the school community - pupils, staff, board members, parents and community members.  We will work together to raise standards of achievement and help our children to achieve

their full potential.Ó

 

School Aims: the list below provides a more detailed summary of our aims.

á          To provide a stimulating, safe and secure environment for all.

á           To promote a caring and responsible community, where everyone feels valued.

á          To provide a broad and balanced curriculum that promotes the mental, cultural, moral, spiritual and physical development of each young person.

á          To promote curiosity, creativity and encourage pupils to become independent thinkers and prepare for adult life.

á          To develop writing skills as a tool to enhance learning across the whole curriculum to allow every child to achieve his or her potential.

These aims are designed to ensure that the school meets the needs of all, taking account of gender, ethnicity, culture, religion, language, disability, ability, age and social circumstances. We strive to include and engage all pupils and to prepare them for full participation in a diverse society.

For the Disability Equality Scheme we will especially eliminate discrimination, harassment related to disability, promote equality of opportunity between disabled and other people, promote positive attitudes towards disabled people and to take account of disabled peopleÕs disabilities even when that involves treating disabled people more favourably than other people.

 

1B Information from pupil data and school audit

Definition of disability

The DDA defines a disabled person as someone who has Òa 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 activitiesÓ. The DDA identifies ÒsubstantialÓ as Òmore than minor or trivialÓ and Òlong termÓ as a period longer than (or is likely to be longer than) 12 months.

Physical or mental impairment includes sensory impairments and also hidden impairments. The definition is broad and includes a wide range of impairments such as difficulties with mobility, coordination and manual dexterity; sight, hearing and speech and language impairments; and breathing and continence problems as well as ÔhiddenÕ ones such as depression, dyslexia, cancer, HIV, epilepsy and autism (if the effect on the personÕs ability to carry out normal day to day activities is substantial

and long term.)  Impairment does not mean a pupil is disabled. It is the effect this has on their ability to carry out normal day-to-day activities. There is an overlap with Special Educational Needs but not all disabled pupils will have special needs.

This school uses the Òsocial modelÓ of disability, and so recognises that disability is not caused by the individuals, but by the physical, environmental and attitudinal barriers which can exist in society as a whole.

 

A key starting point for the schoolÕs Disability Equality Scheme will be an assessment of:

á          the nature of the school population;

á          the nature of the school, including a consideration of the impact of the schoolÕs existing plans and priorities.

TCHA New School is a two storey building, with wheelchair access to much of the lower premises.

 

What we are already doing

We have reviewed our school and our current practices and can say:

á          Information is collected on disability with regards to both pupils and staff and this information is used to improve standards at the school.

á          Disabled pupils are encouraged to participate in school life through representation in school events.

á          Bullying and harassment of disabled pupils and staff is monitored and this information is used to make a difference.

á          Disability is portrayed positively in school books, displays and discussions.

á          All classrooms are on upper level, however the lower level can also be used if required.

á          The school environment is as accessible as possible to pupils, staff and visitors to the school.   Events which parents or carers attend are held in an accessible part of the school.

á          Information is available to parents, visitors, pupils and staff in formats which are accessible if required.

á          The School Visits Policy ensures equality for disabled pupils.

á          Arrangements are made for lunchtimes so that disabled pupils are not at a disadvantage

á          Homework is set so that it does not disadvantage disabled pupils

á          Sessions are organised ensuring the needs of disabled pupils are accommodated

á          The recruitment procedures in place do not discourage applications from disabled persons

á          The current arrangements for parental consultations consider the needs of disabled parents.

 

Impact Assessments

TCHA New School is keen to ensure that none of its policies and practices disadvantage disabled people. Impact assessment in all areas will not be possible immediately.  All existing policies and practices will be reviewed in accordance with the existing timetable.  When creating new policies or carrying out reviews of existing policies, The New School will:

á          Assess their likely or possible consequences for disabled people

á          Alter or amend proposed policies where necessary so that they promote disability equality and eliminate discrimination

á          Identify actions arising from the policy which need to be added to the Action Plan, including the collection of associated evidence on the impact of the policy and actions.

 

1C Views of those consulted during the development of the Disability, Equality Scheme

It is a requirement that disabled pupils, staff and those using school services should be involved in the production of the Disability Equality Scheme.

We will refine the scheme by publishing it to staff and parents along with a feedback slip, through which comments and suggestions may be submitted. These will then be considered by TCHA Board for reflection in the scheme, alongside the results of further annual surveys.

Consultation will be organised in a way that is accessible to the particular groups who are being consulted and to show how the views of these different groups have influenced the Disability Equality Scheme.

 

2 The main priorities in the schoolÕs Disability Equality Scheme

The Disability Equality Scheme and Accessibility Plan have three main strands:

á          Increased access to the curriculum for disabled pupils.

á          Improvements to the school environment to increase accessibility for disabled people.

á          Improvements in the provision of information for disabled people.

 

 

 

 

 

2A Increasing the extent to which disabled pupils can participate in the school

curriculum

This is achieved through the School Plan. The school will also draw upon the expertise of external partners e.g. speech and language therapists and in conjunction with partner schools. There will also be valuable contributions from subject leaders, curriculum planning and timetabling, the appropriate deployment of tutors, advice and support from the LA, pupil involvement, and consultation with parents and carers.

For disabled pupils consideration is always given to particular groups, as part of normal good teaching practice, for example:

á          Pictures and symbols for pupils with communication difficulties

á          Pre-printed homework for dyslexic pupils

á          Large print for visually impaired pupils

á          Room organisation so disabled pupils can freely move around

á          Clear signs for visually impaired pupils especially health and safety advice

á          Lighting that supports lip reading and visually impaired pupils

á          The self esteem of disabled pupils by promoting positive images of disabled people in books, teaching materials and the wider curriculum

á          The elimination of bullying towards disabled pupils

 

2B Improving the physical environment of the school

An environment that welcomes diversity and difference and a school that learns how to improve access for disabled people will be good for all.

The consideration of disabled adults visiting the school:

á          Reception facilities for wheelchair users and deaf people

á          Safe floors securely fixed and not over polished

á          Clear signs

The School always gives consideration to improvements such as those listed below, whenever necessary:

á          Improvements to lighting, signage, colour contrast, the acoustic environment & floor coverings;

á          The provision of particular furniture and equipment to improve access.

á          Enlarged computer screens and keyboards

á          Established quiet areas

 

2C Improving the delivery to disabled people of information that is provided in writing for people who are not disabled:

Information for disabled people (provided in writing for people who are not disabled) might include handouts, timetables, worksheets, notices, information about school events, reports.  Improving the delivery of information might include making information available in a different format on request.

 

3 Making it happen

 

3A Management, coordination and implementation

The Disability Equality Scheme and Accessibility Plan will be formally adopted by the TCHA Board.  In order to ensure that action is taken to meet the Disability Equality Duty, TCHA New School is committed to developing a continual model to make things happen, which outlines how the requirements of the DDA 2005 will be met.

It is important to monitor the impact of the action taken to ensure that progress is being made towards meeting the Disability Equality Duty, and to ensure that no adverse impact is occurring as a result of the actions.

An annual report will be produced on the Disability Equality Scheme, describing what has been done and how effective it has been. This report will be agreed by TCHA Board. The findings will be used to improve the Disability Equality Scheme and feed into future practice.

 

Monitoring

To meet the Disability Equality Duty, it is essential that aspects of school life are monitored to identify whether there is an adverse impact on children and young people with disabilities.

 

3B Publication and dissemination of the SchoolÕs Plan

The School makes its Disability Equality Scheme and Accessibility Plan available in the following ways:

á          Publishing it on the School website

á          Making it available in alternative formats on request

 

For further information, please contact: Neena Heath The Learning and Skills Co-Ordinator.