Consultation report Medway Schools Accessibility19Feb2010

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Consultation report Medway Schools Accessibility19Feb2010 Powered By Docstoc
					Report of Consultation exercise for

Medway Schools Accessibility Strategy
February 2010




Hilary Gerhard
KS3-4 Strategy Manager
Children & Adults Directorate
Medway Council
Gun Wharf
Chatham
ME4 4TR




Prepared by:
Dr Allayne Amos




                  Medway Council Accessibility Strategy consultation February 2010
Contents



1.     Introduction......................................................................................................1

     1.1     Medway‟s children with Special Educational Needs ................................................... 1

     1.2     Consultation ............................................................................................................... 1

2.     About the respondents .......................................................................................... 3

     2.1     Primary SEN type ....................................................................................................... 3

     2.2     School attended ......................................................................................................... 3

     2.3     Age and gender .......................................................................................................... 3

     2.4     Ethnicity...................................................................................................................... 4

3.     Schools Accessibility in Medway: what people said .......................................... 5

     3.1     Access to learning and an inclusive curriculum........................................................... 5

     3.2     Physical access to the school environment ................................................................ 6

     3.3     Access to learning materials and information ............................................................. 7

     3.4     Joining in clubs and activities at school ...................................................................... 7

4.     What would make the biggest difference? ........................................................... 7

5.     Summary and recommendations .......................................................................... 9

     5.1     Summary .................................................................................................................. 11

     5.2     Key priorities ............................................................................................................ 11

Appendix: Medway Schools Accessibility questionnaire ........................................ 12



Tables and graphs
Table 1: Description of respondents: Primary SEN type                                                                                      3
Table 2: Description of respondents: Age and gender                                                                                        3
Graphs 1a&b: Views expressed about Access to learning and an inclusive curriculum                                                          5
Graph 2a&b: Views expressed about Physical access to the school environment                                                                5
Graph 3a&b: Views expressed about Access to learning materials and information                                                             6
Graph 4a&b: Views expressed about Joining in clubs and activities at school                                                                6




                           Medway Council Accessibility Strategy consultation February 2010
1.        Introduction
1.1       Medway’s children with Special Educational Needs
The aim of Medway‟s Schools Accessibility Strategy 2009-2012 is to promote the inclusion of
disabled children in local schools and in all aspects of school life, by:
         developing an inclusive curriculum that provides all pupils with access to learning
         improving the physical environment of schools
         removing or overcoming barriers in the provision of information for pupils
so they can leave school with the qualifications, personal achievements, skills and motivation to
succeed in their adult and working lives.
There are over 5,000 children with Special Educational Needs (SEN) in Medway, either who
have a statement or who are part of Schools Action Plus.
To understand the priorities and needs of this group better, a consultation exercise was carried
out during December 2009 – January 2010.
This report describes the findings of the consultation exercise.

1.2       Consultation
The questionnaire asked respondents to focus on a particular pupil and answer four broad
questions about the current provision:
     What helps this child learn in class?
     What helps this child get round school buildings and grounds safely?
     What helps this child get information for lessons?
     Which clubs and activities does this child join in?
They were also asked to say what the biggest difference would be to help the child join in more
at school.

Data collection and analysis
Data was collected via questionnaire, and analysed by Medway Council.
Two versions of the 2-sided questionnaire were designed to capture the views of
     parents of disabled children,
     disabled pupils themselves and
     educational professionals.
Appendix 1 shows the questionnaire forms.

The style and focus of the questions were developed in consultation with Medway‟s Accessibility
Advisory Group, Medway‟s Children & Adults‟ research officer and members of the Council‟s
Research & Review team. People were asked to indicate their views by indicating whether they
agreed or disagreed with various statements (or did not know or felt the option was not
applicable). The statements offered were drawn from the priorities voiced by parents of disabled
pupils in recent consultation meetings published by other local authorities.

The questionnaire was distributed in five ways:
     members of the Council‟s parents of disabled children group were emailed about the
      consultation and invited to contribute their views by completing the questionnaire
     via Medway Council‟s website




                           Medway Council Accessibility Strategy consultation 2010                 1
   parents with disabled children at schools in Medway were asked via newsletters to provide
    their views
   pupils with disabilities attending two schools in Medway (Bradfields and Robert Napier)
    were invited to complete the questionnaire, with appropriate support from staff members
   headteachers, teachers, special educational needs coordinators (SENCO) and Education
    Advisors in Medway were invited to provide their views
In total, 64 completed forms were received:
   23 from parents of disabled children
   31 from pupils with disabilities
   10 from education professionals (including nine from teaching staff at schools in Medway
    and one from a Medway Education Advisor)

Analysis of the data was carried during January 2010.

Understanding the data
Sample sizes and percentages
The data is drawn from 64 forms. However, not all respondents replied to each question.
Therefore the percentages for each question are worked out using the total number of
respondents to each question, not the 64 overall respondents. The total number of responses to
that question is given either in the text or in brackets, using the symbol „n‟. For example, „n=59‟
means that there were 59 respondents to that question.
When describing relatively small numbers, it can be misleading to only report percentages. For
this reason the actual numbers of people giving a particular response is given.
Comparing groups
We looked at whether there were differences in responses between the three different groups:
pupils, parents and staff. Given the small number of responses statistical analysis would not be
valid. However, noticeable differences or similarities between groups have been noted in this
report.
Generalisation
Care should be taken when generalising from the findings of this consultation to the needs of all
disabled school-children since the data is drawn from a self-selecting sub-group of individuals
with experience of disabled children in schools. However it does provide Medway Council with
the current views of people who are closely concerned with the various aspects of accessibility
at school.




2                        Medway Council Accessibility Strategy consultation 2010
2.           About the children
This section describes the personal characteristics of the children described in the completed
questionnaires. It is not possible to say how representative these views are of the wider
population of Medway, but the findings give some indication of the concerns of disabled children,
their parents and teachers in Medway.

2.1          Primary SEN type
All SEN types are represented in the data. The largest group was about children with ASD,
closely followed by those with specific learning difficulties such as dyslexia. In percentage terms,
the views about children with moderate learning difficulties, BESD or SLCN are under-
represented.


       Primary SEN type                                                 Medway total        Consultation        Percentage

       Autistic Spectrum Disorder (ASD)                                       652               14                 2.1

       Behaviour, emotional & social difficulties (BESD)                   1,216                 7                 0.6

       Hearing or visual impairment                                           175                5                 2.9

       Moderate learning difficulty                                        1,038                 5                 0.5

       Physical disability                                                    177                5                 2.8

       Specific learning difficulty (e.g. dyslexia)                           401               12                 3.0

       Speech, language & communication needs (SLCN)                       1,100                 9                 0.8

       Not given                                                                                 7


2.2          Schools attended
The majority of children described in the data attend mainstream schools: 42% (n=27) attend
mainstream primary schools and 42% (n=27) attend mainstream secondary schools. Five (8%)
go to special schools. No information was gathered about any child attending a PRU. Five
questionnaires did not supply information about type of school.

2.3          Age and gender
                                                                        Age

     Gender                  Under 5        5-7       8-10      11-13     14-16        17-19         Total in      Medway
                                                                                                     survey

     Boys                     212           860       944        901       633          53             39           3,603

     Girls                     99           352       391        376       321          43             11           1,582

     Not given                 0             0         0          0           0         0              14

     Total consultation        3             10        10        21           19        1              64

     Percentage                1.0          0.8        0.7       1.6       2.0          1.0           1.23

     Medway total             311           1212      1335      1227       954          56            5,185




                                     Medway Council Accessibility Strategy consultation 2010                                 3
Although the children were from a wide range of age groups, most were at secondary school.
Primary school pupils were relatively under-represented, whilst pre-schoolers were over-
represented. The majority of returned questionnaire were about boys, which is in keeping with
national statistics.

2.4    Ethnicity
Most of the questionnaires were about „British White‟ children (95%, n=61), 2 others were
described as „White (other)‟, and 1 as „Other‟. This is in line with the proportion of British White
people living in Medway, although caution is advised when there are such small survey
numbers.




4                        Medway Council Accessibility Strategy consultation 2010
3.     Schools Accessibility in Medway: what people said
This section describes what children, parents and teachers answered to the following questions:
    What helps this child learn in class?
    What helps this child get round school buildings and grounds safely?
    What helps this child get information for lessons?
    What clubs and activities does this child join in at school?

Each person was asked to indicate whether they agreed or disagreed with each of six
statements. They could also indicate that they didn‟t know, felt the statement did not apply to this
child or not reply at all.

3.1    Access to learning and an inclusive curriculum


                                            What helps child in class?


                P eo ple let child have his/her say

              Eno ugh go o d specalist equipment

              Quiet place fo r individual teaching

                 Child sits in go o d place in class

         Everyo ne aware o f needs & ho w to help

                 Friendly suppo rt always at hand


                                                      0%         20%       40%        60%    80%      100%

                       Agree        Disagree          Don't know       Not applicable   No response



Over 90% of people who completed the questionnaire said that having “friendly support always
at hand” helps a child in class, and next highest level of agreement was that “people let child
have his/her say”: views that were endorsed by pupils, parents and staff. The highest level of
disagreement related to the statement that “everyone is aware of the child‟s needs and how to
help”.

                         Views of pupils, parents and staff about what
                                         helps in class

                      P eo ple let child have his/her say

                    Eno ugh go o d specalist equipment

                     Quiet place fo r individual teaching                                             Staff
                                                                                                      P arents
                       Child sits in go o d place in class                                            P upils

               Everyo ne aware o f needs & ho w to help

                       Friendly suppo rt always at hand


                                                             0   20      40      60     80   100
                                                                        Percentage




                                 Medway Council Accessibility Strategy consultation 2010                         5
3.2    Physical access to the school environment

                                      Getting round school & grounds safely


             P arents o f wheelchair users can part clo se to scho o l

                           P lay areas adapted fo r disabled children

                   A ccessible to ilets with go o d wheelchair access

                            Ramps & dro pped kerbs in right places

                            regular/reliable transpo rt between sites


                                   Go o d signage/pictures/symbo ls


                                                                        0%     20%      40%         60%    80%   100%


                                Agree       Disagree       Don't know         Not applicable   No response




All the statements about physical access were similarly rated. Disagreement was most frequent
regarding there being “good signage/pictures/symbols”. Parents and children were in broad
agreement, and staff were most likely to judge physical access not applicable.


                          Views of pupils, parents & staff about what helps
                             to get round buildings and grounds safely

                                        P arents o f wheelchair
                                       users can part clo se to
                                       P lay areas adapted fo r
                                           disabled children
                                      A ccessible to ilets with                                              Staff
                                     go o d wheelchair access                                                P arents
                                   Ramps & dro pped kerbs in
                                                                                                             P upils
                                            right places
                                     regular/reliable transpo rt
                                           between sites
                                               Go o d
                                   signage/pictures/symbo ls


                                                                   0     20     40     60      80    100
                                                                              Percentage




6                              Medway Council Accessibility Strategy consultation 2010
3.3       Access to learning materials and information

The willingness of the teacher to “explain again or in a different way” was judged by pupils,
parents and staff as the most helpful or important way for children to get the information they
need for lessons, although having catch-up sessions were not generally seen positively.



                                            Information for lessons


                   Books & equipment are within reach

      Everyone makes sure information is not too hard

  Pictures and symbols used so easier to understand

            Teacher will explain again or in different way

            Catch-up sessions if child misses lessons

                  Special books & information for child


                                                              0%        20%      40%      60%     80%   100%

                   Agree        Disagree         Don't know            Not applicable    No response




3.4
                              Views of pupils, parents & staff on access to
                                               information

                       B o o ks & equipment are within reach
                   Everyo ne makes sure info rmatio n is no t
                                   to o hard
                   P ictures and symbo ls used so easier to
                                                                                                         Staff
                                  understand
                                                                                                         P arents
                Teacher will explain again o r in different way                                          P upils

                 Catch-up sessio ns if child misses lesso ns

                      Special bo o ks & info rmatio n fo r child


                                                                   0     20    40       60   80   100
                                                                              Percentage




                                      Medway Council Accessibility Strategy consultation 2010                       7
       Joining in clubs and activities at school

Being included in clubs and activities was clearly important for many pupils. Some mentioned
other clubs that they went to (e.g. language club, geographers‟ club, ecoschools club and an
after-school Japanese club).


                                               Joining in clubs & activities


             Chess, games, co mputers

                      Ho mewo rk club

                       Overnight trips

                       Scho o l o utings

                       Drama & music

                                Spo rts


                                        0%           20%         40%       60%        80%        100%

                         Agree        Disagree      Don't know    Not applicable   No response




                           Comparison of pupils',parents' & staff's views
                               about joining in clubs & activities

                 Chess, games, co mputers

                          Ho mewo rk club
                                                                                            Staff
                           Overnight trips
                                                                                            Parents
                           Scho o l o utings
                                                                                            Pupils
                           Drama & music

                                    Spo rts


                                               0    20      40      60       80     100
                                                           Percentage




8                           Medway Council Accessibility Strategy consultation 2010
4.     What would make the biggest difference?
Everyone was also asked to say what the biggest difference would be to help the child join in
more at school. Here are their comments, grouped by SEN type:

Autistic Spectrum Disorder
“If pupils could understand me and what I am like better, not thinking that I am a bit mental.
“If I always got to sit in a good place – (at the moment, it) depends what lesson it is - some are
good, some bad
“If people were expected to each put in an answer, i.e. going in a circle around the room for a
contribution.
“If not so much homework was set, more facilities (were) available and more working computers
“I would like it if I had more time to do work and homework.
“If there is always a brilliant SENCO to tackle any problems I encounter, sometimes even before
I notice them myself.
“Ongoing and regular reviews of (my) needs and regular update training for staff to help
“If classes were smaller or (I) had a one-to-one support assistant”.

Behavioural, Emotional and Social Difficulties
“If I was given more encouragement”
“For people to understand, appreciate and celebrate all cultures within the school and local
community”

Speech, Language and Communication Needs
“If some activities could be made easier for me and easier to understand without second
explanation and if there were catch-up sessions if I don't understand or miss the lesson.
“Awareness of her specific problems amongst ALL the staff, together with specialist training for
teachers and helpers who interact with my child

Physical Disability
“Access to all classrooms for people using a wheelchair or walker: improvements have been
made to the school building, however it is old and limited in terms of changing structure and
environment. Being in a wheelchair or using a walking frame does naturally create a barrier with
able-bodied peers, particularly play times and lunchtimes - not sure that there's a ready solution
to all problems faced by physically disabled pupils.
“Improved communication/updates between established staff and newer staff so that everyone
knows how to support this child, and when not to support him! And improved number of access
ramps to enable greater independence during lesson changes.

Specific Learning Difficulties (e.g. dyslexia)
“If my classmates and teachers knew about my disability”
“All my teachers understood my needs and helped to sort out help discreetly”
“All classes had a catch-up session”
“(We get) Excellent 1:1 or 1:2 help. I couldn't ask for better help than we have already received”
“More stuff to do at lunchtimes”




                         Medway Council Accessibility Strategy consultation 2010                     9
“If clubs and information at school (were) promoted more often and easier to find out about”
“They had more clubs for the year 3/4 - not a great deal of choice for this year groups
unfortunately and more support from his Yr4 teacher would be a help. Not a lot of response from
her (at the moment)”
“(The biggest difference for me would be) if I was told by the SENCO about (my child‟s)
progress. Her teacher doesn't seem to care because she is less able. I feel she is treated as a
'thick child' and is left out in class”




10                      Medway Council Accessibility Strategy consultation 2010
5.       Summary, priorities and recommendations

5.1      Summary
The views of disabled pupils, parents of disabled pupils and teaching staff in Medway were
sought about accessibility in schools (covering physical access, learning in class, access to
information and participation in clubs & activities) using a short questionnaire.

In all 64 people responded, reporting the experiences of children from all age groups and SEN
types. This was a much lower response rate than had been hoped. In particular, not enough
questionnaires were sent back by children, parents and staff of 5-11 year olds or by those with
day-to-day experience in school of behavioural, emotional and social difficulties (BESD), speech,
language and communication needs (SLCN) or moderate learning difficulties (MLD), so this
report may not reflect their needs and concerns accurately.

5.2      Key priorities
Combining all the feedback from this consultation, the main priorities for improving accessibility
to learning and schools in Medway are to ensure that:

        Friendly support is always at hand
        More awareness of individuals‟ needs by classmates and teachers
        Every child is encouraged and invited to contribute
        Teacher will explain again or in different way
        Support and training for staff about how to help
        More communication with home, and regular reviews of progress

These priorities touch on important concerns including how to improve SEN resources, how best
to spread best practice about inclusive education across Medway schools, how to provide
effective support and training for teachers and SENCOs, and how to increase parents‟
confidence and participation in their children‟s education.
These priorities will be used to shape Medway‟s Schools Accessibility strategy.




                          Medway Council Accessibility Strategy consultation 2010               11
Appendix: Medway Schools Accessibility questionnaire
Two versions of the Schools Accessibility questionnaire were produced, one for pupils and one
for adults (see following pages).
This is the first time this questionnaire has been used. It provided a great deal of valuable
information from a relatively large group at a point in time. (By comparison, a focus group might
have given more detailed explanations but is unlikely to have involved so many respondents).
We are not aware of any other local authority using short questionnaires of this sort to gather
views from parents of disabled children, but would be interested to hear from any other Council
that has used a similar approach. We believe it could be a valuable tool to collect opinion in the
future.

Recommendations
1. Increase response rate
If the views of parents, children and education professionals are to be truly representative then a
higher response rate is needed.

2. Improving the wording
Not everyone found it easy to complete, and one person said so:
“I have found this to be a very confusing survey - I'm not sure who it is aimed at and I'm afraid I
have not found it easy to complete. I have answered to the best of my ability but I am not sure
how useful the data will be”.
If it were to be used again, several improvements should be made to the tick-box sections. The
main one would be to make it easier to tell the difference between
       what is currently available to the child and
       what is important, helpful and valued (and wanted)
Unfortunately, it is not always possible to tell from the forms used in Medway for this consultation
whether people who responded „agree‟ meant “I get this and it helps me a lot” or “I don‟t get this
at the moment, but I‟d like to have more of this because I think this could help me a lot”. Similarly
„disagree‟ could mean “I do not get this but I think I should” or “this is available but I don‟t think
this helps much”, and „not applicable‟ could mean “I don‟t need this type of help” (e.g. dropped
kerbs) or “the school doesn‟t have this” (e.g. enough specialist equipment, homework club) or
“I‟m not interested in this” (e.g. chess club). For this analysis, the first meaning was assumed in
each case (i.e. „agree‟ means “I get this and it helps” etc).
Improving the questionnaire so that people‟s views are flagged up loud and clear might be
something the Parents and Carers of Disabled Children Forum would be interested in doing (or
that a student at one of the Medway universities might take on as a course project).
3. Providing other ways to give your views
Finally, if the views of primary school children or of parents who themselves have difficulty
reading are to be included, then an „easy-read‟ version of the questionnaire should be produced
or other opportunities should be considered (e.g. through 1:1 support at school or at home, over
telephone).




12                       Medway Council Accessibility Strategy consultation 2010
                                           CONFIDENTIAL
                      Pupil Accessibility in Schools Questionnaire
Medway Council wants all children to do well at school. Some children need extra help, and we
want your views about what makes the most difference so the Council can plan ahead.

Part A: Tell us about you

Read the questions below carefully. Mark your answers by underline/bold. Do not give your name.
Age:   0-4                   5-7                8-10              11-13               14-16              17-19
Gender: Boy           Girl
Area of special needs at school (mark ONE):

       autistic spectrum           behaviour, emotional &         hearing or visual           moderate learning
            disorder                  social difficulties           impairment                   difficulty
                                  specific learning            speech, language &
       physical disability                                                                            none
                             difficulty (e.g. dyslexia)       communication needs
     other (please write here)

Ethnicity:
         White (UK)             White (other)               Asian                   Black                 Other

Type of school:
      Mainstream Primary               Mainstream Secondary             Special School          PRU          Other
You do not have to give this information, but it will help us to understand what‟s important for different children.


Part B: Please read each statement below & put an X in the box that is closest to your opinion .

                                                                                                             Not
1. What helps you in class?                                         Agree     Disagree        Don‟t know
                                                                                                             applicable
Friendly support staff are always at hand
Everyone knows my needs and how to help
I sit in a good place in the classroom
There‟s a quiet space I can go for individual teaching/
quiet work/rest
There‟s enough good specialist equipment around
People make it possible for me to have my say

Other (please write here)

2. What helps you get round the school buildings                                                 Don‟t       Not
and grounds safely?                                                 Agree      Disagree          know        applicable
Good signage/pictures/symbols
Regular, reliable transport between sites when needed
Ramps and dropped kerbs in the right places
Accessible toilets with good wheelchair access
Play areas that are adapted for disabled children
Parents of wheelchairs users can park close to school

Other (please write here)




                         Medway Council Accessibility Strategy consultation 2010                             13
                                        CONFIDENTIAL

                                                                                     Don‟t    Not
3. What helps you get information for lessons?                  Agree    Disagree    know     applicable
Special books, worksheets and other information which
are right for me.
There are catch-up sessions if I miss lessons
If I don‟t understand, the teacher or assistant explains it
again or in a different way
Pictures and symbols are used to make it easier to
understand
Everyone is aware of my needs and makes sure that
information is not too difficult to understand
Books and equipment that I need are kept in a place I
can reach
Other (please write here)


                                                                                     Don‟t   Not
4. What clubs & activities do you join in at school?             Agree    Disagree   know    applicable
Sports clubs (e.g. football, swimming, keep fit)
Drama, music (e.g. band/orchestra, choir, dance)
School outings (educational day visits)
Residential courses away, fieldwork or trips that include at
least one overnight stay
Homework club
Chess, board games, computer club

Other (please write here)


Part C: The biggest difference to help me join in more at school would be if:




                                                   Thank you.
                      Please return this form before 8 January 2010 by email to
                               researchandinfo@medway.gov.uk
or by post to: Michelle Lofting, Medway Council, Gun Wharf, Dock Road, Chatham, Kent ME4 4TR
                This is available in other formats and languages from 01634 333333.




14                     Medway Council Accessibility Strategy consultation 2010
                                           CONFIDENTIAL
                           Accessibility in Schools Questionnaire
Medway Council wants all children to do well at school. Some children need extra help, and we want
your views about what makes the most difference so the Council can plan ahead.

Part A: Tell us about a child you know well and who has learning difficulties or disabilities

Read the questions below carefully. Mark your answers by underline/bold. Do not give any names.
Age:    0-4                  5-7                8-10              11-13               14-16              17-19
Gender:            Boy       Girl
Area of special needs at school (mark ONE):
       autistic spectrum        behaviour, emotional &            hearing or visual           moderate learning
            disorder               social difficulties              impairment                   difficulty
                                  specific learning            speech, language &
       physical disability                                                                            none
                             difficulty (e.g. dyslexia)       communication needs
     other (please write here)

Ethnicity:
         White (UK)             White (other)               Asian                   Black                 Other

Type of school:
      Mainstream Primary             Mainstream Secondary               Special School          PRU          Other
You do not have to give this information, but it will help us to understand what‟s important for different children.


Part B: Please read each statement below & put an X in the box that is closest to your opinion.

                                                                                                             Not
1. What helps the child that you know in class?                     Agree     Disagree        Don‟t know
                                                                                                             applicable
Friendly support staff are always at hand
Everyone knows my child‟s needs and how to help
My child sits in a good place in the classroom
There‟s a quiet space to go for individual teaching/
quiet work/rest
There‟s enough good specialist equipment around
People make it possible for me to have his/her say

Other (please write here)

2. What helps him/her get round the school                                                       Don‟t       Not
buildings and grounds safely?                                       Agree      Disagree          know        applicable
Good signage/pictures/symbols
Regular, reliable transport between sites when needed
Ramps and dropped kerbs in the right places
Accessible toilets with good wheelchair access
Play areas that are adapted for disabled children
Parents of wheelchairs users can park close to school

Other (please write here)




                         Medway Council Accessibility Strategy consultation 2010                             15
                                       CONFIDENTIAL

                                                                                      Don‟t    Not
3. What helps him/her get information for lessons?               Agree     Disagree   know     applicable
Special books, worksheets and other information which
are right for my child.
There are catch-up sessions if my child misses lessons
If my child doesn‟t understand, the teacher or assistant
explains it again or in a different way
Pictures and symbols are used to make it easier to
understand
Everyone is aware of my child‟s needs and makes sure
that information is not too difficult to understand
Books and equipment that my child needs are kept in a
place s/he can reach
Other (please write here)


                                                                                      Don‟t   Not
4. What clubs & activities does s/he join in at school?           Agree    Disagree   know    applicable
Sports clubs (e.g. football, swimming, keep fit)
Drama, music (e.g. band/orchestra, choir, dance)
School outings (educational day visits)
Residential courses away, fieldwork or trips that include at
least one overnight stay
Homework club
Chess, board games, computer club

Other (please write here)


Part C: The biggest difference to help him/her join in more at school would be if:




Part D: What relationship are you to the child:

      Parent                 Teacher                   Advisor            Other ……………………….


                                                   Thank you.
                      Please return this form before 8 January 2010 by email to
                               researchandinfo@medway.gov.uk
or by post to: Michelle Lofting, Medway Council, Gun Wharf, Dock Road, Chatham, Kent ME4 4TR
                This is available in other formats and languages from 01634 333333.



16                    Medway Council Accessibility Strategy consultation 2010

				
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