Cinnamon Brow CE Primary School
Disability Equality Scheme
2010 - 2013
1. Purpose and direction
The purpose of our school’s scheme is to show how we are meeting the duty to promote disability equality for disabled pupils, staff and
parents. Our overall vision reflects the six elements in the general duty to:
Promote equality of opportunity between disabled people and other people;
Eliminate discrimination that is unlawful under the Disability Discrimination Act;
Eliminate harassment of disabled people that is related to their disability;
Promote positive attitudes towards disabled people;
Encourage participation by disabled people in public life;
Take steps to meet disabled peoples’ needs, even if this requires more favourable treatment.
We recognise that our scheme has to extend to disabled pupils, staff and parents. We have therefore:
incorporated the vision and values we have identified in our accessibility plan for disabled pupils;
used these as a starting point for our scheme.
1.2: Involvement of disabled pupils, staff and parents
In reviewing our current scheme we have involved disabled people who have an interest in the way we carry out our functions. We have
done this by consulting the following groups:
parents, carers and other users of the school.
We endeavoured to take account of the preferred means of communication for those whom we consulted by:
1.3: Information gathering
We understand that there may be barriers to gathering full and accurate information. We have therefore taken the following active
steps to counter these concerns by:
providing simple information on the definition of disability in the DDA;
being positive about adjustments that can be made and the benefits of these;
explaining why information is needed;
reassuring pupils, staff and parents about confidentiality;
ensuring that the ethos of the school is conducive to disclosure.
We have gathered information in the following ways:
parent discussion group
interviews with pupils
questionnaires/interviews with staff
Recruitment, development and retention of disabled employees
The information gathering duty applies to all job applicants and those working at the school. We have considered:
the respective responsibilities of the school and the local authority;
collecting information on new staff through the recruitment process;
how to collect information on existing staff;
the analysis of the information to show how disabled staff are represented amongst different groups of employees, at different
levels of the school, and amongst those who leave the school.
draws on current information;
shows how information gathering is going to be improved in the future;
reflects the benefits of a diverse workforce.
Educational opportunities available to and the achievements of disabled pupils
The gathering of information on disabled pupils includes an analysis of:
how many disabled pupils there are in the school, which impairment groups are represented, or not represented, in our school;
the participation of disabled pupils across the life of the school in curricular and extra-curricular activities, in positions of
responsibility; the factors affecting participation, for example: policies on medication, bullying, access;
achievements of disabled pupils as reflected in attainment, accredited learning, achievements in extra-curricular activities, broader
outcomes such as those set out in Every Child Matters.
Disabled parents, carers and other users of the school
Although we are not required to gather information on other disabled people using our services, the general duty still applies and, where
we are able to collect such information, we recognise that we will be in a better position to show how we are promoting disability equality
for disabled people using the school.
1.4: Impact assessment
Impact assessment is a systematic approach to the analysis of the effects of a policy, practice or procedure for disabled pupils, staff and
The main mechanism by which we will assess the impact of our current policies is by bringing together:
the issues identified through the involvement of disabled pupils, staff and parents; and
the information that the school holds on the disabled pupils, staff and parents.
We recognise the need to assess the impact of our current policies. This can be carried out over the lifetime of the scheme. We have
involved disabled people in prioritising what is to be looked at first. Impact assessment is incorporated into our planned review and
revision of existing policies and is also incorporated into the process of developing new policies.
2: Identifying the main priorities for our scheme and deciding our actions
We have set the priorities for our school’s scheme in the light of:
an examination of the information that we have gathered; and
the messages that we have heard from the disabled pupils, staff and parents who have been involved in the development of the
Our school’s priorities include finding ways to:
improve the involvement of disabled pupils, staff and parents.
Our actions to promote equality of opportunity address the six elements of the general duty:
Promoting equality of opportunity
At Cinnamon Brow CE School we are working proactively to make reasonable adjustments for disabled pupils at policy and whole school
level, as well as for individual pupils in order to promote equality of opportunity for disabled pupils and to secure their participation in
every aspect of school life.
Priorities for disabled pupils, staff and parents, carers and other users of our school:
We have incorporated the following priorities from our accessibility plan into our scheme:
Access audit of the school environment. Carry out a full access audit of your building. Involve pupils/students.
Audit access to the learning environment. Audit software ad hardware suitable for supporting learning difficulties. Maintain up-
to-date information on adaptations, for example, signing, Brailling, vocalising, voice recognition, touch screen, laptops, switching.
Ensure disability issues are in the curriculum
Diversify the curriculum.
Develop collaborative learning and peer tutoring.
Effective team approach for learning support and curriculum planning.
British Sign Language. When a school includes deaf children, make use of British Sign Language translator and teachers.
Accessible communication with parents/carers.
Physical Education. Ensure PE and sporting activities involve all pupils/students, develop collaboration and encourage all pupils to
improve their personal performance.
Transport and school trips policy.
Include outside specialist support.
Policy on administering medication and personal assistance.
Consultation with and involvement of parents/carers.
We strive to eliminate discrimination:
by awareness raising and staff training;
by keeping a watchful eye on the impact of policies;
reviewing and adjusting policies;
We recognise that bullying is more prevalent than is often thought. Our anti-bullying policy sets out how we will:
raise awareness amongst staff and pupils of disability-related harassment;
understand the nature and prevalence of bullying and harassment;
recognise and address bullying and harassment;
involve pupils themselves in combating bullying;
ensure that disability-related harassment of disabled staff, parents, carers and other users of the school is identified and
Promoting positive attitudes
We ensure that positive attitudes to disability are promoted in a variety of ways:
by staff modeling respectful attitudes to disabled pupils, staff and parents;
by ensuring representation of disabled people in senior positions in the school;
through positive images in school books and other materials.
Encouraging participation in public life
Disabled pupils, staff and parents will be encouraged to participate where:
they see their disabled peers included and succeeding in the life of the school;
disabled pupils, staff and parents are represented in senior, responsible and representative roles;
there are positive images of disabled people participating.
Taking steps to meet disabled people’s needs, even if this requires more favourable treatment
It is our school’s policy to:
offer additional coaching or training for disabled pupils, staff or parents;
provide special facilities for disabled pupils at breaks and lunchtimes;
interview all disabled applicants who meet the minimum requirements for a job.
3: Making it happen
Our scheme is supported by a detailed action plan (see below); which is incorporated into a framework that has the oversight of the
governing body, so that progress can be checked.
We recognise the need to be able to evaluate the effectiveness of our scheme and reflect this evaluation in discussions with:
our school improvement partner; and
Ofsted, when the school is inspected.
Our school’s scheme is published:
as a separate document; or
as part of the school improvement plan.
It is available on the school website and hard copies are provided in the main office, the foyer and the staffroom.
We report on our scheme annually. This includes information on:
the progress we have made on the action plan; and
the effect of what we have done.
3.4: Reviewing and revising the scheme
We will review and revise our scheme every three years.
In reviewing our scheme we will:
revisit the information that was used to identify the priorities for the scheme; and
re-examine the information to see if actions that we have taken have affected opportunities and outcomes for disabled pupils, staff
The review of the scheme will inform its revision: how we set new priorities and new action plans for the next scheme.
This process will again:
involve disabled pupils, staff and parents; and
be based on information that the school has gathered.
We have aligned our accessibility and disability equality scheme so that we produce a new scheme and plan at the same time
Strand 1: Promoting equality of opportunity:
Priority Action Lead Time- Outcomes/success Resources Date
scale criteria for
Access audit of the school Access audit of the school MB 2011 School fully Checklist from Summer
environment. Carry out a full environment. accessible to all Implementing the 2010
access audit of your building. Cost and set targets of children and adults Act in Schools and
Involve pupils/students. major and minor works to Early Years Settings
be included in the school
Audit access to the learning Audit access to the MB 2011 Hardware and LA support – Inclusion Summer
environment. Audit software ad learning environment. software are Service 2010
LA ICT consultants :
hardware suitable for supporting Audit software ad suitable for Chris Beedham and
learning difficulties. Maintain hardware suitable for supporting learning Chris Pennington
up-to-date information on supporting learning difficulties.
adaptations, for example, signing, difficulties Inclusion Development
Brailling, vocalising, voice Lessons are multi Programme:
recognition, touch screen, Make lessons multi-media. media and address a standards.dcsf.gov.uk/n
laptops, switching. Make sure visuals can be range of learning ode/116691
described or subtitles if styles
necessary. Monitored through
Ensure disability issues are in When planning a MB 2011 Units of work on SLT to write units of Summer
the curriculum. curriculum unit, topic or SR diversity are work to be part of the 2010
module think of including a integrated into the New Primary
disability dimension. school curriculum. Ciurriculum
Build up resources and
literature that are non-
discriminatory and include
disabled people in a non-
Diversify the curriculum. When planning the 2011 Regular SEN Centre for Studies on Summer
curriculum, use a wide training is delivered Inclusive Education 2010
variety of approaches to through staff nclusion/disabled-
draw on different training. IEP’s and children.shtml
strengths and aptitudes children’s progress http://www.education.m
of the pupils/students. are monitored anchester.ac.uk/researc
Check teaching and termly. h/centres/cee/
learning strategies and
targets are appropriate
for the needs of all
children in the class.
Develop collaborative learning Involve them in pairing MB 2011 http://www.collaborativel Summer
and peer tutoring. with children of different earning.org/ 2010
abilities and groups. All Resources and ideas
children benefit from that promote joint
these approaches. working.
Effective team approach for Ensure that learning MB 2011 Learning support is Summer
learning support and curriculum support is effectively co- effectively co- 2010
planning. ordinated throughout the ordinated
school and in each throughout the
classroom school and in each
Develop the skills and classroom
confidence of the learning
support assistants to
carry out different roles
in the classroom with
groups of children.
British Sign Language. When a Offer deaf children the MB 2011 Deaf children have LA – Inclusion Team. Summer
school includes deaf children, chance to work with opportunities to Linking with other 2010
schools, eg Woolston
make use of British Sign native signers. work with native Community Primary.
Language translator and signers. Lymm High School.
teachers. Offer hearing children
the chance to study sign Sign language http://www.britishsignlan
language as part of the offered as a out of guage.com/
curriculum hours club. http://www.ndcs.org.uk/i
Give a positive value to
different forms of Different forms of
communication communication are
For deaf and partially used including
hearing children, it is makaton and visual
important to understand timetables in all
their need to induction rooms.
loops, lip reading and good
room acoustics. Induction loops in
well maintained and
operational at all
Accessible communication with Recognise that not MB 2011 Data collection Summer
parents/carers. everyone communicates by sheet and 2010
written or spoken English. newsletters to ask
if parent’s require
Audit the communication alternative for
needs within the school adapted forms/
and of parents and methods of
provide notices, reports, communication.
information and directions It will become part
in the relevant format, of the admissions
for example, large print, process and yearly
Braille, tape, videos in details update.
BSL, computer disk and
pictograms and use
symbols for people with
Physical Education. Ensure PE Use adaptation and MB 2010- Leading AST PE James Howes – Sports Summer
and sporting activities involve all creative imagination to 11 teacher to continue Disability Partnership 2010
pupils/students, develop succeed in this. her work with
collaboration and encourage all Disability sports in
pupils to improve their personal devising and
Specific support to
be sought and
provided for the
Transport and school trips policy. Ensure that transport to MB 2011 Transport to and LA advice – Graham Summer
and from the school for from the school for Butler 442977 2010
Extended Services Co-
disabled pupils fits in with disabled pupils fits ordinator: Stuart Smith
the school day and caters in with the school 01925 442114
for attendance at after- day and caters for
school activities attendance at
Ensure no pupil is after-school
excluded from a trip or activities
visit because their access Pupil’s are not
or other needs are not excluded from a
met. This means careful trip or visit because
advance planning and pre- their access or
visits. other needs are not
Include outside specialist Plan the work of speech MB 2011 SENCO to liase Provision mapping Summer
support. physio-and occupational regularly with Timetabling 2010
therapists in a co- Learning support
ordinated way which best staff and
supports pupils’/students’ specialists to
curriculum needs and provide continuity
reduces disruption to of support to meet
their learning and social pupil’s needs.
Policy on administering A policy on administering MB 2011 Review current Summer
medication and personal routine medication which policy 2010
assistance. . is easy for Signed parental
pupils/students to use and guardian forms to
develop systems that be kept in the
maintain their dignity on office with
personal-hygiene issues. administration and
Maintain equipment. Ensure that specialist MB 2011 Mobility aids, for Summer
equipment is properly example, 2010
maintained, stored and wheelchairs and
replaced when necessary. walking frames,
should be regularly
checked and staff
trained in the
Equipment should be
Consultation with and Ensure there are MB 2011 Regular meetings Parent Partnership Summer
involvement of parents/carers. effective arrangement s held informally each Iain MacDonald - 2010
for involving parents term between
/carers in all parts of parent/ carers and http://www.ace-
their child’s school life, class teachers. ed.org.uk/
including any decision that Advisory Centre for
have to be made. These Education
arrangements should http://www.parentscentr
involve counseling and e.gov.uk/educationandl
support in helping a child earning/specialneeds/
Advice for parents
about special needs
Strand 2: Eliminating discrimination
Priority Action Lead Time Outcomes/success Resources Date
scale criteria for
Be critical of disablist language. Develop a critical MB 2011 Half termly Eg ‘Uses a wheelchair’ Summer
Examine language used in appraisal through assemblies that rather than ‘confined to 2011
teaching and by other pupils. disability equality training, address aspects of
Much of it is disablist and assemblies and in class diversity
impairment derived. Develop a Units of work that
critical appraisal through address disability
disability equality training, discrimination
assemblies and in class embedded into the
Develop a whole school ethos on DIVERSITY WEEK PE MB 2011 Children to take Warrington Disability Summer
accepting difference Use events part in a PE Partnership: 01925 2010
like assemblies, plays and sports Diversity week for Disability Awareness
days to demonstrate this, a well the whole school Day
as in day-to-day functioning Sports Disability
Children to have a Partnership – James
a range of
disabilities and the
people who are
Disability equality training and Disability equality training MB 2011 Ensure all staff are Inset and staff Summer
ongoing INSET for staff and and ongoing INSET for involved in and meeting CPD 2010
governors. staff and governors understand the
process of inclusion.
Have an increasing inclusion The school should examine 2011 Targets for their Summer
ethos in the school improvement every aspect of its eradication of 2010
plan. activity for barriers to barriers to be
inclusion and, describing created
how this is to be achieved,
then set a series of
targets for their
Strand 3: Eliminating harassment
Priority Action Lead Timesc Outcomes/success Resources Date for
ale criteria review
Introduce effective policy to Challenge impairment- MB 2011 Review behaviour time Summer
prevent abuse, name-calling and derived abuse, name- policy alongside 2010
bullying because of physical, calling and bullying as part parents and children
mental or sensory differences. of the school behaviour with disabilities.
Make this part of your school policy.
Involve all pupils in MB 2011 Anti bullying weeks Summer
Policies devised with developing behaviour embedded into the 2010
pupil/student involvement and policy curriculum.
based on principles of self- Circles of friends and Involve all pupils in
regulation and mutual respect buddy systems. developing behaviour
are the most effective. All children should remain policy
Cultivate developmental on roll even if for some Circles of friends
discipline. time they are out of class. and buddy systems
set up for identified
All children remain
on roll even if for
some time they are
out of class.
Strand 4: Promoting positive attitudes
Priority Action Lead Timesc Outcomes/success Resources Date
ale criteria for
Disabled people are positively Ensure all children have MB 2011 Positive images of Letterbox Library: Summer
portrayed. access to positive images disabled adults and http://www.letterboxlibr 2010
of disabled adults and children in non- BILITY.html
children in non- stereotyped
stereotyped activities and activities and roles
roles. Make sure the are displayed Scope campaign to
school has a range of throughout school include disabled
characters in books for
picture or reading books and through young children.
that do this. Involve resources. http://www.childreninthe
disabled adults from the picture.org.uk/bookexa
community in activities Disabled adults mples.htm
and lessons. from the community
activities/ Frank Gardner – BBC
curriculum events. security correspondent
Cerrie Burnell –
Kelly Knox – Britain’s
Missing Top Model
BBC website covering
HeartnSoul – Lizzie
Strand 5: Encouraging participation in public life
Priority Action Lead Timesc Outcomes/success Resources Date
resp ale criteria for
Develop empowerment and self- Set up structures though MB 2011 Disabled School council Summer
representation of disabled which disabled pupils/students can 2010
pupils/students. pupils/students can express their view,
express their view, develop self-esteem
develop self-esteem and and have some
have some influence on influence on school
school policies. Involve policies by being
disabled adults in this involved in the
process. school council.
Increase the employment of The DDA now applies to MB 2011 Revised the http://www.direct.gov.uk Summer
disabled staff. employment in most employment policy /en/DisabledPeople/Em 2010
schools. Revise the to increase the ploymentsupport/Work
employment policy to employment of SchemesAndProgramm
increase the employment disabled teaching
of disabled teaching and and non-teaching
non-teaching staff. All staff.
children need disabled
adult role models.
Governing body representation. Appoint a governor to MB 2011 Governor for special http://www.governornet. Summer
have a brief for special needs is currently co.uk/ 2010
educational needs, with embedded and we
the whole governing body have governors who
involved in developing have children with
inclusion policy. Try to and themselves have
get disabled governors. disabilities.
Strand 6: Taking steps to meet disabled people’s needs, even if this requires more favourable treatment
Priority Action Lead Time Outcomes/success Resources Date
scale criteria for
Ensure the behaviour policy Review the behaviour MB 2011 Behaviour policy time Summer
allows for pupils with disabilities policy alongside the AC amended and 2010
such as ASD. SENCO updated alongside
Training staff CPD Allocate a staff training MB 2011 Staff trained and Staff meeting time Summer
to DDA confident of the 2010
new DDA on their