![](3D"07-06-04WhitburnGenderEqualityPolicy_files/image002.gif")
=
Whitburn Church
of England School
D=
isability
Inclusion Policy and Disability Equality SchemeGender Equality Schem=
e
Status
<= o:p>
T=
his
policy was formally adopted by the Governing Body of Whitburn Church of Eng=
land
School on 21st November 2006 =
__________________6<=
span
style=3D'vertical-align:baseline !msorm'>th
June 2007- after due consult=
ation =
with the
staff. It is the
intention of the Governing Body that it should be reviewed at least annuall=
y.
<= o:p>
It
accords with national legislation and local policies.
<= o:p>
Legislation
<= o:p>
The
General Duty
<=
span
class=3DmsoDel>T=
his policy
incorporates the duties for schools under the Disability Discrimination Act 1995 (DDA) and the DDA 1995 Part 4 (as amended by the Special Educational Needs and Disabil=
ity
Act 2001) (SENDDA) and tak=
es
full notice of the Code of Practic=
e for
Schools published by the Disability Rights Commission (2002).T=
he
Equality Act 2006 amends the Sex Discrimination Act 1975 (SDA) to place a
statutory duty on all public authorities, when carrying out their functions=
, to
have due regard to the need to;
· =
e=
l=
iminate
unlawful discrimination and harassment<=
span
class=3DmsoIns>,=
taking
active steps to comply with both the Sex Discrimination Act and the Equal P=
ay
Act (=
and)
· =
take active steps to p=
romote equality of
opportunity between f=
emales =
and males.=
<= span class=3DmsoIns><= o:p>
This is known as the
‘general duty’ and is effective from
T=
he
Specific Duties
In addition, public b=
odies a=
re =
required
to comply with the Specific Duties
· =
to produce and publish a Gender Equality Sche=
me (
· = to consult with employ= ees and stakeholders in the development of the Gender Equality Scheme.= <= o:p>
· =
to assess the impact of its current and propo=
sed
policies and practices on gender equality.
· = to monitor and <= /span>r= eview = progress. The scheme will need to be reviewed every three years.= <= o:p>
· =
to publish an annual r=
eport on
progress with the Action Plan
<= span class=3DmsoIns><= o:p>
<=
span
class=3DmsoIns>W=
hitburn
Church of England School accepts that these duties set out a fra=
mework
to assist it in planning, delivering and evaluating action to meet the gene=
ral
duty and to report on those activities.
Definitions
Disability
<=
span
class=3DmsoDel>A=
ccording
to the Disability Discrimination Act 1995 a person has a disability if he/s=
he
has a physical or mental impairment, which substantially and in the long te=
rm,
adversely affects the person’s normal day-to-day activities. This app=
lies
to members of staff and pupils.
&=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; <=
/p>
Pupils
<=
o:p>
<=
span
class=3DmsoDel>H=
aving a
disability does not, however, imply that a pupil has for that reason alone
‘special educational needs’ under the terms of the Education Act
1996 and the Code of Practice. Therefore, each pupil with a disability will
require separate consideration and treatment.
I=
t will
also be unlawful to fail to take ‘reasonable adjustments’ to
admission and curriculum arrangements, and in relation to education and
associated services to ensure that disabled pupils are not disadvantaged in
comparison with pupils who are not disabled, without justification.
<=
o:p>
In
addition, for pupils, non-admission to a school can be justified if it is a=
s a
result of a ‘permitted form of selection’. Selective schools can
continue to select so long as the criteria are not such as to only exclude
disabled pupils. All non-selective schools when they have reached their
admission limit can admit pupils according to criteria, which must not, amo=
ngst
other things, discriminate on the grounds of disability.
<=
span
class=3DmsoDel><=
o:p>
Unlawful Discriminati=
on
I=
t is
unlawful to treat a disabled person less favourably for a reason related to
his/her disability than a person who does not have a disability, without
justification.
Less Favourable Treat=
ment
F=
or
‘less favourable treatment’ to lead to unlawful discrimination,=
it
must be:
<=
span
style=3D'mso-list:Ignore'>-for a reason related =
to the
person’s disability;
<=
span
style=3D'mso-list:Ignore'>-less favourable treat=
ment
than the treatment given to a non-disabled person; and
<=
span
style=3D'mso-list:Ignore'>-not be justified.
Justification
<=
span
class=3DmsoDel>L=
ess
favourable treatment can be justified if the reasons are material to the
circumstances and substantial. (Examples are given in the Disability Rights
Commission’s Code of Practice for Schools).
<=
span
class=3DmsoDel><=
span
style=3D'mso-spacerun:yes'>
Rationale<=
/p>
<=
span
class=3DmsoDel><=
o:p>
Staff
<=
o:p>
<=
span
class=3DmsoDel>T=
he school
values each member of staff for their contribution to the school and will s=
eek
to ensure that no member of staff is disadvantaged by reason of his/her
disability.
<=
span
class=3DmsoDel><=
o:p>
Pupils
<=
o:p>
<=
span
class=3DmsoDel>T=
he school
values the full range of its pupils and seeks to ensure that its practices =
are
fully inclusive. Every effort will be made to ensure that ‘reasonable
adjustments’ are made to accommodate disabled pupils, while bearing in
mind the interests of other pupils.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
he school
is required to make, under the terms of SENDDA 2001:
-Improvements in acces=
s to the
curriculum for disabled pupils;
-Physical improvements=
to
increase access to education and associated services (eg extra‑curric=
ular
activities); and
-Improvements in the p=
rovision
of information in a range of formats for disabled pupils.<=
/span>
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
here is an
additional requirement for schools to explore whether or not pupils with
behaviour issues may or may not have an underlying disability leading to th=
is. For example, the following may be
underlying reasons for poor behaviour:
<=
span
class=3DmsoDel><=
o:p>
vmental illness, menta=
l health
problems, learning difficulties, dyslexia, diabetes, epilepsy.
<=
span
class=3DmsoDel><=
o:p>
v(Behaviour difficulti=
es
arising from social or domestic circumstances are not covered by the Act. O=
ther
school policies cover these areas.)
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
he School
will take into account all these requirements when considering the inclusio=
n of
disabled pupils in the school’s curriculum.
<=
span
class=3DmsoDel><=
o:p>
AimsHow we will meet the =
General
Duty
<= o:p>
Staff<=
o:p>
<=
span
class=3DmsoDel>T=
he s=
chool
aims, within the constraints of resources available, to ensure that no memb=
er
of staff is less favourably treated in the school’s procedures and
practices in respect of: recr=
uitment,
performance management, promotion, staff development, teaching environment =
and
access to the premises. T=
he
specific duties require schools to consult stakeholders when preparing a
scheme. This school has consulted pupils, staff, service users and trade un=
ions <=
/del>.
In addition, the sche=
me
itself includes an outline of the actions which Whitburn Church of England
School intends to take or has taken in order to consult further. Through th=
is
process the school community will develop greater ownership and understandi=
ng
of the gender e=
quality =
objectives
associated with Whitburn Church of England Scho=
ol and
this will improve our
The extent of the
consultation has been appropriate to the size, remit and resources of the
school. We have, wherever possible, adapted our existing processes of
consultation for this purpose. We have conce=
ntrated
our efforts on consulting on gender equality. Girls, boys, women and men ha=
ve
been consulted
Where one sex has been
under-represented or disadvantaged in a <=
ins
cite=3D"mailto:DSMITH2" datetime=3D"2007-06-04T23:20">particular =
area we
may, if necessary, make special<=
span
class=3DmsoIns> =
efforts to
encourage participation and we may wish to c=
onsult
such groups in a single-sex environment. =
<=
ins
cite=3D"mailto:DSMITH2" datetime=3D"2007-06-04T23:24">
R= eviewing and Monitoring<= o:p>
It is important to mo=
nitor
the impact of the Gender Equality Sc=
heme =
to ensure
that progress is being made towards meeting the Gender Equa=
lity =
Duty,=
and to
ensure that no adverse impact is occurring as a result of the actions. A=
n annual =
r=
eport will
be produced which outlines the progress <=
ins
cite=3D"mailto:DSMITH2" datetime=3D"2007-06-04T23:31">and effectiveness o=
f the <=
o:p>
<=
span
class=3DmsoDel><=
o:p>
Pupils
<=
span
class=3DmsoDel>T=
he school
aims, within the constraints of resources, to enable each pupil to make
excellent progress , within an educational programme that has development of
the whole person at its core.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
he school
aims to fulfil the requirements of the legislation to make ‘reasonable
adjustments’. All polic=
ies
will be cross-referenced to ensure they comply with DDA.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
he school
will examine each disability case to determine the best adjustments that ca=
n be
made to accommodate a disabled pupil’s needs.
<=
span
class=3DmsoDel><=
o:p>
Responsibilities
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
he LA is
responsible for the discharge of the duties in its schools.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
he Governing
Body is responsible for admissions to this school.<=
/span>
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
he
Governing Body (GB) is responsible for the discharge of the duties under the
DDA 1995 and SENDDA 2001, and the provision of education and associated
services. This includes GB responsibility for volunteer helpers including
parents, support service teachers, school meals staff, after school clubs, =
or
any other activity included within 'provision of education and associated
services'.
<=
span
class=3DmsoDel><=
o:p>
The Headteacher is
responsible for:
<=
span
style=3D'mso-tab-count:1'> &=
nbsp; Staff
-ensuring that the GB =
policy
is implemented;
-identifying and liais=
ing with
staff who have a disability;
-identifying where adj=
ustments
can be made, and reporting to the Governing Body those that cannot be made
within the allocated resources; and
-implementing and main=
taining
procedures that identify and eliminate areas of possible ‘less favour=
able
treatment’ for disabled staff.
<=
span
class=3DmsoDel><=
o:p>
P=
upils
-identifying (in consu=
ltation
with the LA and others as appropriate) pupils who have disabilities;
-ensuring that the
governors’ policy is implemented in the school;
-that non-discriminato=
ry
practices are developed;
-identifying where
‘reasonable adjustments’ can be made;
-training all staff in=
their
responsibilities towards disabled pupils;
-delegating responsibi=
lities
and tasks to other staff as appropriate; and=
-liaison with parents =
and any
agencies as necessary.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>A=
ll Staff
are responsible for knowing their responsibilities towards pupils with
disabilities and for taking appropriate action.
<=
span
class=3DmsoDel><=
o:p>
Action
<=
span
class=3DmsoDel><=
o:p>
General
<=
span
class=3DmsoDel>T=
he Governing
Body has determined that the Policy & Standards Committee will review
annually, or as the need arises, the Equal Opportunities Policyand will:
<=
span
class=3DmsoDel><=
o:p>
-oversee the implement=
ation of
all the school’s policies and practices in this area, including
Disability Inclusion;
-consider what reasona=
ble
adjustments are being made and could be made;
-make recommendations =
to the Headteacher
with a view to improving access to teaching and learning;<=
/span>
-consider the school&#=
8217;s
systems and procedures for making staff, parents and pupils aware of the
policies;
-consider the school&#=
8217;s
Accessibility Plan; and
-review the Plan annua=
lly.
<=
span
style=3D'mso-spacerun:yes'>
Staff
<=
o:p>
<=
span
class=3DmsoDel>T=
he Headteacher
will report to the Governing Body at least annually on members of staff who
have a disability, and the steps taken to ensure that they are not treated =
less
favourably. AHT Excellence and
Inclusion will collate information ready for Full Governors report.
<=
span
class=3DmsoDel><=
o:p>
Pupils
<=
span
class=3DmsoDel>T=
he school
will produce an annual (Disabled Pupils) Accessibility Plan which will be
reviewed annually, by Policy & Standards Committee
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>R=
egular
liaison with parents of disabled pupils takes place; the school will seek to
identify disabled pupils by asking parent/carers for this information after
consideration of legal matters such as Data Protection etc=
<=
span
class=3DmsoDel>A=
HT
Excellence and Inclusion to ensure that records are kept for pupil with sho=
rt
term illness that require Health Plans; these can be put onto SIMS.
<=
span
class=3DmsoDel><=
o:p>
Premises
<=
span
class=3DmsoDel>T=
he school
recognises that through the provisions of SENDDA it is not required to prov=
ide
‘auxiliary aids’ (i.e. special equipment or additional personal
support), nor make ‘physical alterations to the buildings (such as
provide lifts).
<=
span
class=3DmsoDel><=
span
style=3D'mso-spacerun:yes'>
<=
span
class=3DmsoDel>H=
owever, to
meet its obligations, the school will ensure that the needs of disabled sta=
ff
and pupils (and any adult students) are fully considered in any strategic
planning for the development of the school campus.<=
/span>
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>W=
hen determining
the priorities for the use of the annual Capital Grant, the school will take
into account the need to make the school campus more accessible for staff a=
nd
pupils with disability.
<=
span
class=3DmsoDel>T=
he school
will budget annually for reasonable minor adjustments to the environment to
enable a member of staff and/or a pupil with a disability to have access to=
the
full teaching and learning of the school.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
he school
will bear in mind health and safety requirements and the interests of other
pupils in all the above considerations.
<=
span
class=3DmsoDel><=
o:p>
Discrimination in Adm=
issions
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
he Governing
Body will ensure that disabled pupils and adult students are not discrimina=
ted
against:
-through the criteria =
they
determine for admission to the school, including criteria used where the sc=
hool
is oversubscribed; and
<=
span
class=3DmsoDel><=
o:p>
-by refusing, or delib=
erately
not accepting, an application from a disabled person for admission to the
school.
<=
span
class=3DmsoDel><=
o:p>
Action on Transfer in=
to the
School
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>A=
t transfer
to the school, additional SEN liaison time is allocated for disabled pupils=
and
their families to ensure that the pupil’s educational needs and this
school’s requirements are fully understood by staff at the feeder sch=
ool,
parents, and pupil, and to ensure that the transfer process is effective.
<=
span
class=3DmsoDel><=
o:p>
Teaching
Staff
T=
he
development needs of those staff that identify themselves as disabled staff
will be discussed with the member of staff on a regular basis.
<=
o:p>
W=
here
necessary, support staff time will be allocated, relevant to the disabled
member of staff’s needs.
<=
o:p>
W=
herever
possible the timetable will be adjusted to reflect the needs of disabled
members of staff.
<=
span
class=3DmsoDel>W=
ithin the
constraints of financial resources the school aims to make adjustments to t=
he
premises to enable the member of staff to teach effectively.
Pupils
<=
span
class=3DmsoDel>I=
n all
teaching and learning activities a full range of teaching and learning styl=
es
will be employed to ensure that no pupil is excluded from learning
<=
span
class=3DmsoDel>T=
eaching
staff will be given, as relevant, advice from appropriate external agencies
regarding the learning needs of disabled pupils, (such as the Sensory
Impairment Service).
Staff Training=
<=
span
class=3DmsoDel>T=
raining
will be given to senior staff to ensure understanding of the DDA and SENDDA=
and
how actions at school level may be undertaken to ensure inclusion of disabl=
ed
members of staff and pupils.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>A=
ll staff
(teaching and support staff) must attend training regarding duties to disab=
led
members of staff and pupils under the DDA and SENDDA, and to attend up-dati=
ng
sessions when deemed necessary by the Headteacher.<=
/span>
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>A=
ll
teaching staff have at least annual training regarding improved practice in
differentiation for all pupils including those with disability.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>R=
egular
staff training will be undertaken regarding the particular learning needs of
disabled pupils.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>S=
upport
staff working with disabled members of staff and pupils will be given relev=
ant
training.
<=
span
class=3DmsoDel><=
o:p>
Liaison with Parents<=
/span>
<=
span
class=3DmsoDel>G=
overnors will
report via the School Prospectus and Whitburn World on:
-The Accessibility Pla=
n;
-How the Governing Bod=
y/ helps
pupils with disability gain access to the curriculum; and<=
/span>
-What the Governing Bo=
dy/ does
to ensure fair treatment for disabled pupils.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
he school
will continue to ensure close liaison with families of all pupils with
disability; the designa=
ted
staff members will have allocated time and effective communication skills a=
nd
will be, primarily, members of the Excellence & Inclusion Faculty.
<=
span
class=3DmsoDel><=
o:p>
W=
henever
appropriate, information to home will be provided in different formats to t=
ake
account of disability.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>U=
nder the
supervision of the Assistant Headteacher, Excellence & Inclusion staff =
in
the Excellence and Inclusion Faculty will liaise closely with the homes=
of pupils
who exhibit behavioural difficulties to determine whether they arise from
disability or from domestic or social circumstances. Staff will report to t=
he Assistant
Headteacher, Excellence & Inclusion or appropriate Head of Learning who
will determine, after consultation, appropriate action.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
he School,
at least annually, will remind parents of the school's Complaints Procedure=
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>L=
iaison
with Pupils
·Via the School Counci=
l
<=
span
class=3DmsoDel><=
o:p>
Monitoring and Review=
Staff
<=
span
class=3DmsoDel>P=
rocedures
are in place for disabled staff to discuss problems and needs with relevant
senior staff.
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>T=
he needs
of disabled members of staff will be taken into account in the school’=
;s
Performance Management system (both teaching and support staff). The system
enables the Headteacher to appraise the effectiveness of the school’s
treatment of disabled staff.
<=
span
class=3DmsoDel><=
o:p>
Pupils
<=
span
class=3DmsoDel>T=
he Scho=
ol will
monitor separately the progress, attainment and exclusions of pupils with
disability and this information will be shared annually via the Policy and
Standards Committee of the Governing Body. <=
/p>
<=
span
class=3DmsoDel><=
o:p>
<=
span
class=3DmsoDel>I=
ncidents
involving pupils with disability will be monitored through the Excellence &=
amp;
Inclusion Faculty and any overt or unintended discrimination will be
identified, reported, and dealt with by senior staff.
<=
span
class=3DmsoDel><=
o:p>
<=
ins
cite=3D"mailto:tbatey" datetime=3D"2007-06-12T12:48">
Governing
Body
07-05-22
Whitburn Gender Equality Table
The G=
overning
Body will review the effectiveness of its policies and the school’s
procedures annually to ensure full compliance with the Disability
Discrimination Act 1995 (as amended by the Special Educational Needs and
Disability Act 2001) through its annual cycle of review.
Approved by the Governing Body 6th June 2007
Approved by theGoverning Body 20th=
March
2007