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De Havilland Primary School Disability Equality Scheme for the by kaitlynnbarton

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									                                           De Havilland Primary School

                         Disability Equality Scheme for the three year period
                                  December 2007 – December 2010
Introduction

This Disability Equality Scheme sets out how the governing body of the school intends to promote
equality of opportunity for disabled people: pupils, staff, parents, carers and other people who use
the school or may wish to, in order to meet the duties set out in Part 5A of the Disability
Discrimination Act (DDA).

It also shows how the governing body intends to increase access to education for disabled pupils in
the three ways detailed in the DDA, to meet the duties outlined in Part 4, namely to:
•      increase the extent to which disabled pupils can participate in the school curriculum;
•      improve the environment of the school to increase the extent to which disabled pupils can
       take advantage of education and associated services;
•      improve the delivery to disabled pupils of information which is provided in writing for pupils
       who are not disabled.

This scheme and the accompanying action plans set out how the governing body will promote
equality of opportunity for disabled people and it incorporates the school’s plans to increase access
to education for disabled pupils.


1: Purpose and Direction

The purpose of this scheme is to show how the school is going to meet the duty to promote
disability equality for disabled pupils, staff and parents.

As stated in the School prospectus:

We do not discriminate against any member of the school community, on the grounds of their age,
gender, race, ethnicity, religion, or sexual orientation. This covers both direct and indirect
discrimination. We are equally committed to removing barriers to access to the curriculum,
information and the physical environment for members of the school community with disabilities.



1.1: Involvement of disabled pupils, staff and parents

Source: DFES Implementing the DDA in Schools and Early Years Settings 2006 Section 6
In order to gather the information needed for this scheme, all staff and all parents have been given
the opportunity to complete a simple questionnaire (Appendix 1 and 2). No one in either group
disclosed a disability. Groups of pupils representing approximately 10% of the pupil body and
including pupils with known disabilities answered a number of questions (Appendix 3).



1.2: Information gathering

The school gives opportunities for anyone in the school community to discuss a disability
confidentially . New members are given this opportunity when they become part of the school and
all reasonable adjustments will be made to ensure they can take a full part in the life of the school.

Positive messages about why the school needs to have accurate information about disabilities are
displayed in the staff room (for employees) and on the school web site. Reassurances about
confidentiality help to ensure that the ethos of the school is conducive to disclosure.


The information gathered from the pupils, staff and parents in the Autumn term 2007 has been used
to help to determine the priorities for this Scheme.

Future analyses will be carried out at the beginning of each academic year 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.

•      Parents of new pupils joining the school will be given an opportunity to disclose any disability
       the pupil may have and an accurate record will be kept of impairment groups that are
       represented, or not represented, in the school.
•      A record of the participation of disabled pupils across the life of the school, for example: in
       curricular and extra-curricular activities, in positions of responsibility will be kept.
•      Achievements of disabled pupils will be celebrated

Parents and carers are given the opportunity to declare any disability in confidence so that every
effort can be made to ensure that disabled parents or carers have full access to the school and are
able to participate fully in the school community.

1.3: Impact assessment

The impact of this scheme will be assessed by seeing how the information that we hold on disabled
pupils, staff and parents has improved since the inception of the scheme and how the issues raised
by the information gathering phase have been addressed and moved forward. Some school
policies already in place will need to be revised in the light of the issues raised by the scheme.
Future revision of all policies will need to be undertaken with an awareness of disability
requirements.


2: Priorities


2.1 Promoting equality of opportunity
Reasonable adjustments will always be made for disabled pupils or staff to promote equality of
opportunity and to secure their participation in every aspect of school life.
Source: DFES Implementing the DDA in Schools and Early Years Settings 2006 Section 6
As stated in the Accessibility Plan , signage around the school will be improved to incorporate
pictorial and non-visual signs, where appropriate.


2.2 Eliminating discrimination
Training will be organised so all staff are more aware of particular disabilities and how people are
affected by them.
Alternatives to written methods of information sharing will be developed across the school
community.

2.3 Eliminating harassment
The school Anti-Bullying Policy is clear. Harassment of any member of the school community
because of a disability will be considered as bullying and consequently dealt with, following the
school policy.

2.4 Promoting positive attitudes
Positive attitudes to disability are promoted by all members of the school community showing
respectful attitudes to any member of the community with a disability; by involving disabled
members of the school in decision making processes and by ensuring positive images of disability
are presented in school books and other materials.

2.5 Encouraging participation in public life
If the school is offered an opportunity to take part in community or local events, disabled members
of the school will be positively encouraged to represent the school.


3: Making it happen
3.1: Implementation

This scheme and the accompanying action plan will be implemented by the Senior Leadership Team
and overseen by the governing body.

The effectiveness of this scheme will be discussed with the School Improvement Partner and
Ofsted, when the school is inspected.

3.2: Publication

This scheme will be published and will be available to all. Copies can be requested as audio
versions or in another language. Senior staff will be available to explain the scheme to any
interested party should this be considered helpful.

3.3: Reporting

Progress towards the targets set in this scheme will be reported annually to the governing body and
in the school prospectus.

3.4: Reviewing and revising the scheme

This scheme will be reviewed annually and then fully revised by December 2010, when the views of
all groups of the school community will again be taken into account and disabled members of the
school community at that time will be involved.

Source: DFES Implementing the DDA in Schools and Early Years Settings 2006 Section 6

								
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