Disability Equality Scheme

Disability Equality Scheme

Disability Equality Scheme

  1. School Ethos, Vision & Values

The school is committed to ensuring equal treatment of all its employees, students and any others involved in the school community, with any form of disability and will ensure that disabled people are not treated less favourably in any procedures, practices and service delivery.

This school will not tolerate harassment of disabled people with any form of impairment and will also consider students who are carers of disabled parents.

This links to Rossett’s Equality Diversity and Community Cohesion Policy

1.1 What do we understand by “disability”?

“Disability is a physical or mental impairment which has a substantial and long-term adverse effect on a person’s ability to carry out normal day-to-day activities” (DDA 1995 Part 1 para. 1.1.)

This definition was amended and broadened in December 2005 under the 2005 Disability Amendment Act:-

The Disability Equality in Education (DEE) recommends that all students with SEN and those with long term medical needs be treated as disabled for the purposes of the Act and for equality. This is in addition to all students with long-term impairments, which have a significant impact on their day-to-day activities.

Rossett uses the “Social Model of Disability” as the basis for its work to improve equality for and tackle discrimination against disabled people.

For other definitions see the Disability Rights Commission website or the SEN Code of Practice.

This school understand that the definition of disability under the Act is different from the eligibility criteria for special educational needs provision. This means that disabled students may or may not have special educational needs. Rossett recognises that social, educational and behavioural difficulties are part of this definition.

1.2 Strategic Priorities

This duty fits the strategic priorities of the school as central to our ethos is social inclusion and ensuring that all students achieve the best results possible.

1.3 Strengths & Weaknesses

We have reached Inclusion mark level 4 and have been identified as an Enhanced Mainstream School (SpLD) – previously we have gained the Dyslexia quality mark. The examination performance of SEN students are excellent. The school site is on different levels and it does make it difficult, although not impossible, for wheel chair access.

  1. The General Duty

We will actively seek to:

(DDA 2005 S.49A)

  1. How we will meet the General Duty & Specific Duty

3.1 Involvement of Disabled People in Developing the Scheme

3.2 Developing a voice for disabled students, staff and parents/carers

This scheme is monitored by the student body via the Student Council and we take feedback from our bi-annual parent survey.

3.3 The Governing Body

3.4 Removing barriers

3.5 Disability in the Curriculum, including teaching and learning

3.6 Eliminating harassment and bullying

The school’s Equality, Diversity and Community Cohesion policy deals with this aspect. It has been endorsed by the Student Council and governing body.

3.7 Reasonable Adjustments

3.8 School Facility Lettings

3.9 Procurement

3.10 Information, Performance and Evidence

We collect evidence from:

We take all the information seriously and act on it wherever we can.

The relationships between all groups of students is excellent as evidenced by our parental surveys, feedback from the Student Council and our exclusion figures.

3.11 Impact Assessment

3.12 Reviewing/Monitoring

The scheme is discussed at SLT and taken to Governing Body every three years for review.

Review Date: December 2012
Senior Member of Staff Responsible: Headteacher
Designated Member of Staff: Assistant Head (Pupil Care)
Governor Responsible: Chair of Governors (Phil Kilford)

These are the steps we will to meet the Duty. The action plan should also include the priorities of disabled people consulted.

Linked Policies

 

Adopted by Governors: July 2011

Reviewed: January 2016

Next review:  January 2019