Disability Equality Scheme & Accessibility Plan
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 students, under Part 4 of the DDA:
This Accessibility Plan sets out the proposals of the Governing Body of Powers Hall to increase access to education for disabled students in the three areas required by the planning duties in the DDA:
In addition, the Disability Equality Duty (2006) requires all schools to:
It is a requirement that the school’s accessibility plan is resourced, implemented and reviewed and revised as necessary. Below is an action plan showing how the school will address the priorities identified in the plan.
1A: The purpose and direction of the school’s plan:
Vision and Values
This Scheme and Plan should be read in conjunction with the school’s other policies on Equal Opportunities, Gender and Inclusion.
The philosophy of Powers Hall is based on inclusive principles which strive to promote equality.
Equality of opportunity at Powers Hall Academy is about providing equal access and excellence for all in order to promote the highest possible standards of achievement.
Equality of opportunity applies to all members of the school community – students, staff, governors, parents and community members.
It is based on the school’s core values and ethos as expressed in our Inclusion statement:
In a school there are always children who for one reason or another cannot access the day to day curriculum in the same way as the majority of their peers. These children are at a distinct disadvantage when it comes to learning situations and could be said to be excluded from the curriculum. The reason may be a physical, emotional, behavioural, communication, or learning difficulty. It can be, and this is so in the majority of cases, a combination of these.
Inclusion at Powers Hall seeks to remove this disadvantage by providing a package of support for these children, individually, in small groups and as a whole class that enables them to be fully included in all areas of the curriculum.
Inclusion is not merely having the physical presence of a child in the classroom. It is ensuring that he/she is actively involved in the learning process.
The school’s strategic aims for 2008-2011 are that:
By learning together, we want our community:
In addition, the statutory inclusion statement in the National Curriculum for England describes schools’ responsibility to provide a curriculum that meets the specific needs of individuals and groups of students. It sets out three principles that are essential for teachers and schools to follow when developing an inclusive curriculum:
In order to achieve these aims, all members of our community must be able to access provision when they attend school. The values of respect and responsibility underpin our aims. All members of our community have a duty to respect the rights of others and to take responsibility for removing barriers to learning for disabled students.
Information from student data and school audit
The DDA defines a disabled person as someone who has:
“a physical or mental impairment which has substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.”
The definition includes a wide range of impairments, including hidden impairments such as dyslexia, autism, speech and language impairments, Attention Deficit Hyperactivity Disorder (ADHD). As such there is a significant overlap between those considered to have a disability and those who have no identified need.
At Powers Hall of pupils have identified needs which is above the national average.
These pupils have a variety of needs which include physical, general learning, specific leaning, autism and speech,language and communication including
Students with identified needs achieve well at Powers Hall. The school’s RAISEonline data endorses this.
All teaching areas at Powers Hall are on one level with ramps at the entrance hall and to a demountable classroom used as a teaching base. This facilitates wheelchair access to all areas.
Access plan 2008
The Access Plan of 2008 identified short, medium and long-term strategies for improving access to provision:
Views of those consulted during the development of the plan
Meetings with designated governor for Inclusion very positive.
Feedback from parents via review meetings and consultation evenings indicate that parents are happy with the school’s policy on Inclusion.
Pupils are pleased with the support they receive and feel included both socially and academically.
Staff have very good knowledge of the needs of pupils and actively promote the school’s policy on inclusion.
Increasing the extent to which disabled students can participate in the curriculum
All pupils with an identified need are monitored by the Inclusion Team at Powers Hall. At the beginning of each academic year packages of support are set up for all these pupils. The packages address all the pupils’ needs and are facilitated by a variety of staff according to specialism e.g. the PE specialist will be involved in a package of support for a pupil with physical needs. The support detailed in the packages may be 1-1, small group or whole class.
A profile of all pupils with an identified need is given to all members of staff outling the pupils primary and secondary needs and includes startegies and techniques on how to ensure the pupil has full access to all aspects of the curriculum.
Improving the physical environment of the school [see 2010 update at end of plan]
The physical environment of the school caters for the needs of all pupils with an identified need including those with a physical disability. All teaching areas are accessible by wheelchair including the playground and playing fields. Toilets are wide enough and there is a toilet with support frame in the main building. Corridors are well lit and free of obstacles.
The school intends to investigate improving toilet facilities for adults to enable wheelchair access.
A parking space for disabled adults has been planned
Improving the delivery and availability of information that is provided
The school intends to:
3A: Management, Co-ordination and Implementation
The Disability Equality Scheme and Accessibility Plan will be formally adopted by the Governing Body.
Progress towards the Action Plan will be reviewed as part of the school’s annual evaluation of it’s Improvement Plan in the Spring Term. The results of that evaluation will be reported to the Governors Pupil Related Committee then to the Full Governing Body.
Evidence for the evaluation will include: actions taken; resources deployed; scrutiny of school communication systems; lesson observations; and a judgement of the impact on teaching and learning.
The plan will be co-ordinated by the Inclusion Manager in consultation with the Headateacher.
The DES/AP is fully consistent with the school’s Inclusion policy and SEN legislation.
The school will work closely with the Local Authority Inclusion Team and Special Educational Needs Support Service and where appropriate enlist the support of the Primary Care Trust and Social Services.
The school has set the following priorities for the management, coordination and implementation of the accessibility plan:
3B: Publication and dissemination of the School’s Plan
The school makes its accessibility plan available in the following ways:
2010 update: Disabled facilities built including:
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