Disability Equality Scheme Policy and Accessibility Plan

The Daiglen School

Disability Equality Scheme Policy and

Accessibility Plan

 

 

This policy should be read in conjunction with the SEN and Equal Opportunities Policies

Overall responsibility for the school's accessibility plan lies with the governing body. The Head Teacher will report annually to governors on the progress toward meeting the targets set in the plan. The access plan covers the measures we have already taken and are still taking to improve our school. Together with the school's SEN Policy it will be reviewed and revised annually.

The headteacher implements the school's disability non-discrimination policy on a day-to-day basis, and ensures that all staff are aware of the details of the policy as it applies to them. The Disability Equality Scheme and the Accessibility Plan is available on request from the school office and is published on the school website.

 

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:

The DDA defines a disabled person as 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'.

 

Physical or mental impairment includes sensory impairments and also hidden impairments. In the DDA 'substantial' means 'more than minor or trivial'.

'Long-term' means has lasted or is likely to last more than 12 months.

 

The definition is broad and includes children with a wide range of impairments, including learning disabilities, dyslexia, autism, speech and language impairments, Attention Deficit and Hyperactivity Disorder (ADHD), diabetes or epilepsy, where the effect of the impairment on the pupil's ability to carry out normal day-to-day activities is adverse, substantial and long-term. All those with cancer or surviving cancer; HIV or Multiple Sclerosis are now included from the point of diagnosis.

 

A significant number of pupils are therefore included in the definition. All pupils who are defined by the DDA as being disabled have, under the disability discrimination planning duties, an entitlement of accessibility to our school. We therefore have a general duty to improve accessibility for disabled pupils.

 

The Daiglen School has high expectations for all of its pupils and encourages them to take a full and active part in school life, including extra-curricular activities and off-site visits. Disability awareness is actively encouraged through PSHCE and Assemblies. We are committed to equal opportunities and inclusion for all members of the school community. We welcome all pupils and staff, irrespective of ethnicity, religion, attainment, age, disability, gender or background. We offer a broad and balanced curriculum and want all our pupils to achieve their full potential during their time with us. As such, we work to ensure that our expectations, attitudes, and practices do not prevent any child from reaching their potential. Every member of staff shares in the responsibility to remove barriers to learning for all pupils, including those with a disability A positive ethos prevails within the school. We follow a whole-school positive behaviour management structure and reward scheme to enhance the self- esteem of all pupils and aim to develop a 'problem-solving-can do' attitude in order to overcome barriers to learning for individuals. All pupils follow a full and balanced curriculum, appropriately differentiated according to their needs.

 

 

Admission to the Daiglen School is non-selective at EYFS stage, though assessments form part of our admissions process at points of entry higher up the school. On offering any prospective pupil a place at The Daiglen School, we must be reasonably sure that that we will be able to educate and develop the pupil to the best of his or her potential in line with the aims of the school and that he or she will have every chance of a full, happy and successful time here.

Specialist help may be sought in order to ascertain whether the school can make reasonable adjustments that will be to the advantage of a prospective pupil who has a disability. This criteria is applied throughout pupils' time here and will be reviewed before entry to the junior school. Pupils will not be refused entry due to disability but the physical layout of the school presents some difficulties for non-mobile pupils. In particular it may not be possible for them to access the first or second floors. Improvements over recent years have provided wheelchair access to the rear of the school via the back gate and to the front of the building via the hall. There are 3 classrooms, a disabled toilet, hall and dining room on the ground floor which could be made accessible to wheelchair users with ramps. It would be possible to convert the current Y2 classroom for use as a form room for any class which included a pupil with limited mobility. The Art room, ICT suite, Science laboratory and junior library are, however, all situated on upper floors and there are no reasonable adjustments which would allow for access to these. Currently all pupils in school are mobile.

 

We aim to increase access to the school's facilities for all by extending the role of the SENco to incorporate the implementation of this plan. Our SENCo acts as the School's Inclusion Manager and is the first point of contact for liaison with a range of outside specialists who offer advice, guidance and support in meeting the needs of individual pupils. Among these specialists are the following: physiotherapists, educational psychologists, speech and language therapists, doctors, social workers, and the staff of voluntary and statutory agencies.

The SENco will ascertain how individual pupils may be supported and establish close liaison with parents and staff to ensure that all relevant information is passed on and any appropriate adjustments and preparations can be made for the pupil.

 

 

Allergic Reactions: (eg to nuts) – School meals are nut free and we provide nut-free snacks for all classes. Records are kept on the school's database from disclosure at the point of entry of pupils with allergies and are shared with the caterers. Staff are trained in the application of epi-pens which are kept for this purpose in school as provided by the parents.

Asthma: In the Infant Department Medication for asthma is stored in the form

teacher's desk and in the Junior Department in the First Aid cupboard nearest to where the pupil is normally based.

Continence: arrangements will be made that as far as is possible pupils who are incontinent will be supported by the school. Where this is a diagnosed medical problem, an IEP will be drawn up with both staff and parents in order to support the child. The school will seek to liaise with the LEA to support older pupil.

Diabetes: Arrangements will be made that as far as possible pupils who suffer from diabetes will be supported by the school.

Epilepsy: Arrangements will be made that as far as possible pupils who suffer from Epilepsy will be supported by the school. It is the responsibility of all staff to ensure that pupils have their own medication when off site.

Hearing Loss: Pupils who suffer from hearing loss, will be placed close to the teacher, who will always try and face the child when addressing the class. If necessary, the teacher may wear a microphone and transmitter. The school will seek to liaise with the LEA for the provision of a suitably trained LSA to support the pupils around the school.

Mobility: (either permanent or transient) arrangements will be made that as far as is possible pupils who are immobile are maintained in the ground floor classrooms to which they have easy access.

Sight Loss: arrangements will be made that as far as is possible pupils who are entirely blind are maintained in the same classroom to which they have easy access. The school will seek to liaise with the LEA for the provision of a suitably trained LSA to support the pupils around the school or when using the lavatory.

 

Members of staff follow the school procedures both for the storage and for the administration of medicines to pupils. We also have procedures for when blood or other bodily substances have to be cleared away. The school has members of staff qualified in giving first-aid treatment, and the emergency services will be called, should they be required.  We will seek to liaise with parents and medical practitioners to draw up a protocol, which will form the basis of an IEP and will support as far as is possible any child who has a diagnosed medical condition, in order that they can access the curriculum.

 

Access to recreational activities will be provided as far as is compatible with each pupil's welfare, safety and physical constraints.

 

Access to sporting education and activities will be provided as far as is compatible with each pupil's welfare, safety and physical constraints. Whilst full participation in sporting activities may be subject to physical

restrictions, adjustments can be made to provide for participation for example:

The welfare of pupils with disabilities will be managed by the following measures:

• implement the actions in the scheme within three years
• review the scheme yearly
• revise the scheme every three years

Curriculum:	Yes	Some	No
The appropriate use of ICT will be used to support pupils with disabilities and provide alternative formats for presenting information.		*
Do you ensure that teachers and teaching assistants have the necessary training to teach and support disabled pupils?		*
Are your classrooms optimally organised for disabled pupils?		*
Do lessons provide opportunities for all pupils to achieve?	*
Do lessons involve work to be done by individuals, pairs, groups and the whole class? Are lessons responsive to pupil diversity?	*
Are all pupils encouraged to take part in music, drama and physical activities?	*
Do staff recognise and allow for the mental effort expended by some disabled pupils, for example using lip reading?	*
Do staff recognise and allow for the additional time required by some disabled pupils to use equipment in practical work?	*
Do staff provide alternative ways of giving access to experience or understanding for disabled pupils who cannot engage in particular activities, for example some forms of exercise in physical education?		*
Do you provide access to computer technology appropriate for pupils with disabilities?		*
Are school visits, including overseas visits, made accessible to all pupils irrespective of attainment or impairment?		*
Are there high expectations of all pupils?	*
Do staff seek to remove all barriers to learning and participation?	*
Physical surroundings:
Does the size and layout of areas - including all academic, sporting, play, social facilities; classrooms, the assembly hall, library, gymnasium and outdoor sporting facilities, playgrounds and common rooms - allow access for all pupils?		* ground floor only
Can pupils who use wheelchairs move around the school without experiencing barriers to access such as those caused by doorways, steps and stairs, toilet facilities and showers?		* ground floor
Are pathways of travel around the school site and parking arrangements safe, routes logical and well signed?		*
Are emergency and evacuation systems set up to inform ALL pupils, including pupils with SEN and disabilities; including alarms with both visual and auditory components?		*
Are non-visual guides used, to assist people to use buildings including lifts with tactile buttons?			*
Could any of the décor or signage be considered to be confusing or disorientating for disabled pupils with visual impairment, autism or epilepsy?		*
Are areas to which pupils should have access well lit?	*
Are steps made to reduce background noise for hearing- impaired pupils such as considering a room's acoustics and noisy equipment?		* ICT rm
Is furniture and equipment selected, adjusted and located appropriately?		*
Access to the written word
Do you provide information in simple language, symbols, large print, on audiotape or in Braille for pupils and prospective pupils who may have difficulty with standard forms of printed information?		*
Do you ensure that information is presented to groups in a way, which is user friendly for people with disabilities e.g. by reading aloud, overhead projections and describing diagrams?	*
Do you have the facilities such as ICT to produce written information in different formats?	*
Do we ensure that staff are familiar with technology and practices developed to assist people with disabilities?			*

• The identification of barriers to participation in all areas of school life must be a priority and where necessary, adjustments should be made to the curriculum and teaching methods
• Form teachers and subject coordinators are responsible for making appropriate use of information provided by the SENco and identifying probable areas within their subject where pupils could experience difficulties. The annual School Development Plan may include a component which considers how the curriculum will be adapted to meet the identified needs of pupils who will be taught in the coming academic year.
• Line Managers should identify staff development needs to improve their ability to meet the needs of pupils and include these within the performance management systems
• Links should be developed with agencies that can extend the expertise of staff and extend the learning experiences of pupils
• All staff should feel confident in their ability to deal appropriately with every pupil. They should be able to identify when a child is not suited to an activity, and have an alternative available.

• Within the context of our site, which is a three storey Victorian building, the possibility of improving access for disabled students will be considered when undertaking refurbishment. Consideration will be given as to whether making alterations will be part of a logical plan, and provide value for money. Where a risk assessment has been undertaken relating to a pupil with a disability, teachers should implement the recommendations within their own teaching environment.
• Portable ramps will be obtained and used where appropriate.

• Pupils who have difficulty accessing standard size print should have this fact identified on, or prior to admission, and this information will be passed to the SENco, who will inform all staff at the INSET meeting before the child starts school.
• The SENco will communicate individual requirements for enhanced scripts to teaching staff.
• Staff must ensure that the specific needs of every pupil has been met by forward planning of every lesson, and the production of differentiated material to meet identified needs.
• Consideration must be given to the text presented to pupils, considering the need for simplified versions where this is appropriate
• The use of Interactive Whiteboards, projectors and TVs must be considered in the context of pupils' disabilities. Recognition must be given that some formats, whilst beneficial to many pupils, will not be appropriate for all.  An assessment should be made of the impact of using a technology with a class where a disabled pupil is working.