= Whitburn Church of England School

Disability Discrimination Act Accessibility Plan

Revision= to 3 year plan: 2006-2009 to describe access in the new school building - April = 2009

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Status

This plan was formally adopted by the Governing Body of Whitburn Church of England School on 20^th March 2007. It is the intention of the Governing Body that it should be reviewed at least annually.

Introduc= tion

The SEN and Disabi= lity Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 20= 02, the Governing Body has had three key duties towards disabled pupils, under = Part 4 of the DDA:

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q&nb= sp; not to treat disabled pupils less favourably= for a reason related to their disability;

q&nb= sp; to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;

q&nb= sp; to plan to increase access to education for disabled pupils.

This plan sets out the proposals of the Governing Body= of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:

q&nb= sp; increasing the extent to which disabled pupi= ls can participate in the school curriculum;

q&nb= sp; improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;

q&nb= sp; improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.

It is a requiremen= t that the school’s accessibility plan is resourced, implemented, reviewed a= nd revised as necessary. Attache= d is a set of action plans showing how the school will address any priorities identified in the plan.

Disability Equality Scheme - Guidance Notes

1. School Ethos, V= ision & Values

1A: The purpose and direction of the school’s plan: vision and values

Whitburn Church of England School’s Principles a= nd motto are as follows:

Our school motto is, ‘Excellence for All’. Achieveme= nt will be considered excellent when current expectations are exceeded.

The school commits to the following principles as being essential to school improvement and the promotion of high standards of educational achievement:-

· Everyone is a learner.

· Learning is both a right and a respo= nsibility.

· Effective learning will be managed by appropriate planning.

· Challenging and appropriate expectations are an entitlement for all.

· Agreed targets provide a focus for improvement.

· Explicit quality standards secure the best of provision.

· Quality standards should be consistently implemented.

· Structured school review informs future planning and thereby supports continued school improvement.

· Opportunities for quiet reflection encourage self-review and self-knowledge

· S= upported self-review allows monitoring and evaluation to be developmental activities.

· Resources should be targeted to enhance the learning environment.

These principles allow us to form the basis of the equ= ality of opportunity provided in Whitburn Church of England School.

The education of disabled pupils will not be impaired because of accessibility consequently:

Whitburn will continue to assess and develop its accessibility strategy
All staff and pupils will be involved in the development and implementatio= n of this strategy
Encourage the exchange of good practice within school and with other schools
Be part of a co-ordinated Local Authority Scheme which is integral to the Every Child Matters Agenda

Policies link= ed: Anti-Bullying, Race Equality, Special Educational Needs; Curriculum Policy, Exclusions Policy.

1.1 What do we understand by “disability̶= 1;?

“Disab= ility is a physical or mental impairment which has a substantial and long-term adver= se 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:- <= /o:p>

<= /o:p>

People with cancer or surviving ca= ncer are now included, as are people with HIV and Multiple Sclerosis from t= he point of diagnosis
For a mental impairment the need f= or it to be clinically well recognised has been removed.

Whitburn Church of England School uses the “social model” of disability, as adopted by South Tyneside Coun= cil:

Whitburn Church of England School “recognises th= at disability is not caused by the individuals, but by the physical, environme= ntal and attitudinal barriers which exist in the education system and in society= as a whole”. Disabled pupils may or may not have spec= ial educational needs.

1.2 Scho= ol’s Strategic Priorities

Whitburn Church of England School has created a Facult= y of Excellence and Inclusion by the investment of finance and training as a mea= ns of ensuring that our school motto of ‘Excellence for All’ remai= ns the basis for all our work. Everyone within the school’s community is val= ued. As our last Ofsted commented – ‘this is a school where everyone really does matter’, t= his shows where the school’s priorities are.

1.3 Strengths & Weaknesses

Refer to the= Vision and Values as this is the essence of Whitburn Church of England School̵= 7;s philosophy.

Strengths

All people who visit the school = site are welcomed and treated with kindness and courtesy. Pupils are treated as individuals and the responses to their needs are unique. Our school has been at the forefro= nt of the Work Force Reform and this has been of great benefit to all pupils incl= uding the most vulnerable pupils. I= n the classroom Learning Support Assistants have helped groups and individuals wi= th their learning. Within the Excellence and Inclusion Faculty the Inclusion Support Assistants have a key role in promoting Equal Opportunites with pup= ils. Disabled pupils feel able to speak to them about anything and often ask for their help and advice.

The school works very closely wi= th all parents to establish an effective relationship where the welfare and progress of the child is central. The school is also committed to eff= ective multi-agency intervention.

The new school building has spec= ific design features to ensure access is facilitated for all pupils. These are listed below:=

·= ; = The lay-by in Rackly Way for scholars’ buse= s has raised kerbs for ease of access /egress from the bus

·= ; = There is a 3m wide footpath adja= cent to the lay-by and dedicated pedestrian footways onto the school site

·= ; = There is no point on the pedestr= ian access when motorised vehicles and pedestrians mix

·= ; = The footpaths on the site are 4m wide and are marked for cycle and pedestrian access

·= ; = The access from both north and s= outh is a graded access and is fully accessible for wheelchair users<= /span>

·= ; = All pedestrian approaches are in full compliance with Part M of the Building Regulations and the DDA

·= ; = All pedestrian entrances to the building are designated a level approach

·= ; = All footpaths are tarmac or conc= rete blocks and include tactile paving and dropped kerbs at uncontrolled crossin= gs

·= ; = The location of external doors w= ill be highlighted by suitable barrier protection, audible and visual warnings<= o:p>

·= ; = All pedestrian routes are well illuminated and signposted

·= ; = No gradient is in excess of 1:20= and therefore no ramped access is required

·= ; = 4 clearly marked disabled car pa= rk spaces are situated near the Main entrance to the building

· Each disabled parking space is 3600= mm wide x 4800mm long (with a further 1200mm accessibility zone at one end of = the bay) with dropped kerbs to give access onto the main pedestrian footpaths

· There is also a clearly defined, an= d signed, setting down point located close to the main entrance with its surface at t= he same level as the adjacent roadway and footpath to allow convenient access = to and egress from the entrance for people with walking difficulties or people using wheelchairs

· All surfaces of roads, footpaths and other accessible zones will be in tarmacadam finish (ie a durable slip resistant material), apart from the area below the entrance canopy w= hich will be constructed in concrete blockwork

· Signage is in accordance with BS 83= 00 (inclusive mobility) and the Sign Design Guide

· The “principal entrance” external doors are sliding automatic openi= ng and are operated by PIR sensors picking up people entering and leaving the principal entrance. The openi= ng and operation of both the external and internal sliding glazed automatic lobby doors are compliant with Part= M1/M2 in all respects

· The principal entrance has a security lobby which also doubles up as a comfort lobby. At 12m² the lobby= is large enough to readily accommodate wheelchair users (and companions) passi= ng other users of the building. = Floor surfaces include foot and wheel cleaning carpets (no matwells) and provides= a safe level platform without creating trip hazards

· All other entrances for pupils, staff and visitors into the school have manually operated non powered entrance doors and closers which comply with the requirements of Part M in all respects

· Inside the entrance is a reception counter immediately identifiable which is set, = at both sides, at a suitable height for a wheelchair user, or a seated person<= /p>

· Lighting to this area is also such = that reflected light sources do not compromise the ability of a person with a hearing impairment to either lip read or follow sign language, whilst the entrance itself is located away from any risk of external noise<= /span>

· The reception point is provided wit= h an induction loop/enhancement system and will accommodate both standing and se= ated visitors and operatives

· On leaving the building the inner l= obby doors are operated by a push button located at a height and in a position readily accessible to both wheelchair and able-bodied users

· This door will open automatically if the fire bell activates to allow easy egres= s of the building

· Most of the Fire doors in the building are the full width of the corridor and are recessed into the side walls to ensure that the partially sighted do not inadvertently bump into them

· These doors are held open by means of electrically operated magnets (maglocks), which are automatically released when the fire alarm activates<= /p>

· Doors G105, G40 and G43 across the corridor are not fitted with such hold open devices since these doors are kept closed to reduce noise in the rest of the building (Music corridor and changing rooms) – they are fitted with a self closing device requiring no more than 30N force at the leading edge

· The provision of self-activating fire doors across the corridor allows classroom doors, and some other non fire doors, to be free from any self-closing devi= ce or intumescent fire seals - this omission of the door closer and seals makes the door more easily operated for those less physically able

· In other locations fire doors are essential e.g. doors to stair wells and these also have self closing devices requiring no more than 30N force at the lead= ing edge to open

The following additional conditions apply to all general access doors, likely to be accessible to wheelchair users :-

a) Doors have a clear opening of 900mm with an unobstructed space of at least 300mm between the leading edge of the door and any return wall.

b) &nbs= p; Suitable size, type and colour of ironmongery to be operable by one hand.

c) The leading edge of any non self-closing door will contrast visually with other door surfaces.

d) Vision panels, glazed doors and si= de screens will comply with Part M requirements for glass type, manifestation, sizes etc

· Most corridors are a clear 2= 500mm in width, and have good visual contrast and good acoustic design in order to achieve a visual and acoustic environment suitable for visually impaired and hard of hearing occupants

· The school has under floor heating,= which removes radiator obstacles

· The presence of a sprinkler system removes the requirement for fire hoses etc.<= span style=3D'mso-spacerun:yes'> though a reduced number of fire extinguishers are still required these are located so as not to impede the passage/travel of building occupants generally.

· On each floor there are no changes of level throughout the area of that floor therefore there is no requirement for any internal access ramps

· All corridor floors are carpeted to provide slip resistant surfaces

· At staircases the flooring materials changes to ensure that their location is highlighted

· There are only few internal lobbies but where essential, ie at the main entrance, adjacent to fire escapes/staircases and into female pupil toilets, these are designed in accordance with provision 3.16 of Part M

· There are 2 No. passenger lifts lin= king the ground, first and second floors. Both of these lifts comply fully with the requirements of provisions 3.25 to 3.34 of Part M of the Building Regulations

· There is also a platform lift to provide access from ground floor level up to the height of the stage within the main hall (approx. 700mm). Again this platform lift is fully compliant with provisions 3.35 to 3.43 of Part M

· Both standard lifts and the platform lift are available to wheelchair users and those with impaired mobility at all times.

· There are 3 No. communal access staircases each located within a vertical circula= tion shaft. The staircases comply = in all respects with provision 3.51 of Part M and include the enhanced provisions = that Part M imposes on schools with regard to the rise and going of steps etc

· There are refuge points at each floor level to allow for wheelchair users to await assistance

· EVAC chairs used for staircase evacuation are provided and located at each upper floor level on each staircase

· Staff are trained in the use of these chairs and a protocol is available for their use

· The rear escape to the stage is via a small flight of steps. In order to provide a means of esc= ape from this level a special zip escape chair, suitable for use on staircases = is provided

· Handrail design is fully compliant with provisions 1.37 to 1.39 of Part M of the Building Regulations in all respects

· All specialist classrooms include areas of fitted/adjustable furniture designed specifically for wheelchair users and those less physically able. This includes more accessible science benches, technology tables. The Library/Resource/ICT area has autom= atic sliding doors operated by push button controls both within the room and in = the corridor itself.

· All classrooms and other teaching and meeting areas include a hearing enhanceme= nt system in accordance with provision 4.36 of Part M of the Building Regulati= ons

· Specialist classrooms the external wall generally has openable windows which might be difficult for disabled users to operate as they will be set above 900mm high cupboard units. It should be = noted that ALL SPECIALIST CLASSROOMS (ie science labs and technology rooms) are a= ir conditioned thus negating the requirements for these windows to open, howev= er, if required these windows can be readily operated by able bodied pupils and staff, in comfort

· Floor, wall and ceiling surface materials and finishes help the visually impaired appreciate the physical boundaries, identify access routes and receive information

· The type of suspended ceilings improve the acoustic environment, thus ensuring = that audible information can be heard more clearly

· The type and quality of the public address system, hearing enhancement, and telephone systems are easy to use, and improve intelligibility for those who are hard of hearing

· There is artificial lighting designed to illuminate the face of a person speaking= (in order to make lip reading and sign language recognition earlier), with good colour rendering of all surfaces and no pools of bright light, glare or str= ong shadows

· The main hall, sports hall, dining area and activity area are all equipped with appropriate hearing enhancement systems (induction loop or infra/radio systems). These are all permanent systems but other smaller areas are accommod= ated by the use of portable induction systems set on different frequencies to en= sure no overlap

· Wheelchair users who transfer to toilet facilities on either the left or the right are accommodated on each floor of the school.&= nbsp; Wheelchair users can be moved from a wheelchair onto sanitary fittin= gs etc by means of both mobile and fixed hoists within the larger of the wheelchair changing rooms

· Signage includes pictograms and symbols in place of the written word

· Room signs are set at heights suitable for both able bodied and wheelchair users=

· On the ground, first and second floors there are fully equipped disabled toile= ts at no more than 40m apart

· Toilet provision in the three storey element of the school is located in the same area to make it easier for the visually impaired and people with learning disabilities to locate these facilities easily

· All sanitary accommodation within the school is in accordance with provisions 5= .4 to 5.21 of Part M of the Building Regulations. This includes specific disabled to= ilets for wheelchair users (unisex), ambulant disabled toilets in separate sex washrooms and wheelchair accessible changing and shower facilities

· Staff training in disability awareness, the testing and use of specialist equipme= nt (ie induction loops, personalised lighting and communication equipment) is = to be regularly undertaken as part of the schools development programme

The building has been designed to ensure full compliance= of the Building Regulations 2000, Approved Document M, Access to and use of Buildings. The school and dio= cese are committed to undertaking a structured programme of regular reviews of procedure, new technologies, construction developments and training to ensu= re that the obligations, both present and ongoing, of the DDA are met

The multi-agency forum is now fu= lly established and continues to grow in the range of agencies represented and = the numbers of regular attendees. We have established swift and easy access to all agencies relevant to our work= and have recently added representatives from our Feeder Primary Schools to the = list of attendees. The meeting is scheduled every half term and has been the vehicle for a number of innovati= ons e.g. anonymised Case Studies of specific children have been taken to the meeting to seek advice on their particular case from experts present; the meeting has been useful to provide staff training to demonstrate what servi= ces are available to us; the meeting has been instrumental in driving forward change of practice within the LA. A list of regular attendees to the meeting is given below:<= /p>

· = Excellence = and Inclusion Manager from School

· = School SENC= o

· = School Head= s of Learning and occasionally AHT Excellence & Inclusion<= /p>

· = School nurs= e team member

· = Children= 217;s Services are normally represented by a Senior Social Worker

· = Community B= eat Officers represent the Police

· = Extended Sc= hools Cluster Co-ordinator

· = Member of t= he Education Welfare Service

· = Member of M= atrix Service

· = Personalised Learning Adviser for the LA

· = Representat= ives from Feeder Primary Schools

· = Young Carer= s’ Representative

· = Connexions<= o:p>

2. The General Duty

We will acti= vely seek to:

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· promote equality of opportunity between disabled persons and other persons

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· eliminate discrimination that is unlawful under the Act

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· eliminate harassment of disabled persons that is related to their disabilities

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· promote positive attitudes towards disabled persons –this means not represent= ing people in a demeaning way, and it also means not pretending they don’t exist and not representing them anywhere at all.

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· encourage participation by disabled persons in public life. It is also important to respect the wishes of disabled children in an educational setting so that they do not f= eel pushed into activities they do not wish to take part in.<= /p>

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· take steps = to take account of disabled persons’ disabilities, even where that invol= ves treating disabled persons more favourably than other persons.

(DDA 2005 S.49A)

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= 3.How we will meet the General Duty & Specific Duty

The production of this disability equality scheme provides us with a framework for integrating disability equality into all aspects of school life and demonstrates how we are seeking to meet the spec= ific duty i.e. to produce a Disability Equality Scheme for our school.

· = the physical environment

The new school building has been specifically designed to accommodate access for all.&nb= sp; The long list of considerations and adjustments that have been made = to the design to allow access without discrimination is listed previously.

· = the provision of information

Using the SIMS package to collect informatio= n we are able to identify all pupils with additional needs at every level and al= so pupils who have a Health Care Plan. Within Assessment Manager we collec= t and analyse all pupil data and track pupil achievement putting in additional support when concerns are identified.

· = increase participation such as: directly asking pupils with a disability to be on the student council; or advocacy support to help pupils with e.g. ASD participa= te in debates.

It has been identified as a priority in the Action Plan to involve disabled pupils with the School Council and discuss = with this group the monitoring of the Action Plan, although the option has always been available to all pupils.

All pupils will be encouraged to increase th= eir participation in ensuring the school is accessible to all – physicall= y, mentally and socially. School Prefects and Friends of the School will take a role.

· = participate in lunchtime activities, school plays or school trips=

Disabled pupils are actively involved in sch= ool plays and trips. There are no pupils who do not participate because of accessibility. Facilities are available for all vulnerable pupils. They may go to the Bridge Centre, the Library or the Learning Support room.

· = assessment of the factors such as whether children are able to participate in all aspe= cts of school life

The school assesses the children’s participation in school life as a matter of routine and responds accordingl= y. The main factors that are considere= d are the Every Child Matters Agenda and our specific knowledge of the pupil.

· = how well children are achieving socially and academically

There are regular reviews at pupil, departme= nt and school level will help to ensure that:

Ø progress is monitored

Ø successes and failures are shared and inform the next steps

Ø the views of pupils and their parents/carers are sought and incorporated into the reasonable adjustments = that the school makes

These reviews are assessed by the use of the pupil’s full and interim reports, discussed on Tutor Review Day with parents/carers, individual parent/carer meetings and SEN Reviews, PSP meeti= ngs and IBP meetings.

3.1 Involvement of Disabled People in Developing the Scheme

Pupils were consulted about the current school provisi= on. As this was the first meeting the p= urpose of the DDA was explained and the Accessibility Plan was explained. The meet= ings were voluntary and there was a 70% attendance of the pupils invited. Initially the pupils were reticent = about contributing but once started they all contributed their own personal experiences and also added experiences of other pupils that they had witnes= sed. It was explained to the group= s that these meetings would be scheduled at regular times. The pupils were selected to repres= ent a sample on the Additional Needs Register and with a Health Care Plan.

Staff involvement in developing the scheme has been an integral component of the teaching and learning focus which centres on our school’s principles. Th= e SEN Co-ordinator and HoLs regularly inform the staff about current strategies concerning groups of pupils or individuals.

Parents were consulted and their comments mirrored the pupils. They all acknowledged the contribution made by the Excellence and Inclusion Faculty, specifically the regular contact with home, care of the pupils when they were ill and that bullying was being addressed.

Learning Support Assistants are employed to help the learning of all pupils but specifically for those who have problems accessi= ng the curriculum. The LSAs have= a full induction

programme followed by regular professional development opportunities. LSAs become not only an interactive= but a proactive resource. Pupils re= spond to the LSAs in a positive manner. In the disabled discussion group th= e LSAs were the first nomination for an aid to their learning.

Inclusion Support Assistants are an integral part of t= he Excellence & Inclusion Faculty <= /span> Each ISA is linked to a year group = allowing them to know both pupils and parents/carers well. They are often the initial response= to any issues raised by either pupils or parents/carers. During the school day the ISAs are = in lessons where extra help is required, around the school at breaks and lunchtimes and look into any issues which may arise. ISAs also organise Circle Time sess= ions, either as an individual or a group problem, and look at Anger Management issues.

SMT and ISAs carry Blackberries so they can be contact= ed at any time.

The Excellence and Inclusion Faculty have facilitated a Multi Agency Forum for the benefit of our pupils. In the light of the Every Child Mat= ters Agenda the school felt that information was not always forthcoming in order= to achieve the whole picture of a pupil and their circumstances. This was often detrimental to some pupils. The Forum now meets once per term to discuss any vulnerable pupil a= nd has been deemed an example of excellent practice by Local Authority Staff.<= /p>

School records show all pu= pils with SEN and/or a known disability, any actions involving pupils and the outcomes that have been achieved e.g., feedback from individual pupils and parents/carers etc.

Action Plans with definiti= ve timescales are imperative as pupils and parents will need to know what will happen, how and when. In the = light of this Whitburn Church of England School’s Action Plan is attached. Disabled pupils will be invited to = School Council meetings so issues pertaining to disability may be raised.

3.2&= nbsp; Developing a voice= for disabled pupils, staff and parents/carers

The Action Plan has been decided after consultation with disabled pupils, their parents and staff. The school will encourage disabled pupils, staff and parents/carers to participate in public life. Next year’s Action Plan need= s to be formulated from meetings/conversations which take place this year.<= /o:p>

The items in the Action Plan based on teaching and lea= rning will be assimilated into the expectations for all lessons.

It is envisaged that the monitoring of the Action Plan= will involve several groups of people. The disabled pupils will be given an opportunity to discuss the progress of the Action Plan and it will also be a forum for any other suggestions.

Parents will be involved in the monitoring through reg= ular meetings they have with staff from the Excellence and Inclusion Faculty and= any other staff. The PTA wi= ll be asked to monitor the Action Plan Annually.= As part of the planned staff In-service and calendared meetings these issues will be reviewed, evaluated and developed.

3.3 The Governing Body

The Governors’ meetings and proceedings are acce= ssible to all.

A school calendar is given out at the beginning of each school year to indicate all Governors’ meetings. This also includes the name and con= tact information regarding the Chair of Governors.

Parents/Carers= are consulted via School Profile & Kirkland Rowell Survey

Parents/Carers are sent letters when a place becomes available on the Governing Body encouraging any parent/carer to volunteer. = Parents/Carers of disabled pupils a= re specifically encouraged to become governors.

3.4 Remo= ving barriers

· = Physical, curriculum and information (communications)

Whitburn Church of England School is committed to removing barriers which prevent access to the school, its curriculum and information concerni= ng school.

To date the school has not received any complaint regarding the delivery of communications from school. The website is continuously updated= as befits the school’s specialist status but will be shortly superseded = by the Virtual Learning Platform (Microsoft Learning Gateway).

The curriculum is versatile and adaptable in order to meet the need= s of all our pupils e.g. there is the availability of ‘day release’ = in order to give extra work experience, the ability to re-arrange classes to accommodate social groups, the added teaching space in the Bridge Centre and many other means of personalising the curriculum to improve success for all pupils

3.5 Disability in the Curriculum, including teachin= g and learning

developing positive attitudes et= c

Our school’s principles (as detailed on page 2) = are central to encouraging positive attitudes to all pupils. These positive attitudes are consis= tently re-inforced through the Thought for the Day, Tutor group discussions, assemblies and the PSHE programme. <= /span>All staff follow the Quality Standard for lessons and this is monitored through= a rigorous Performance Management Programme. At the beginning of the academic ye= ar the SENCo and Heads of Learning provide staff with a list of pupils who are on = the SEN register and/or are disabled in any way. This list is regularly updated on t= he intranet. Staff will identify= these pupils on the lesson plan for the observation as part of the Performance Management.

3.6 Eliminating harassment and bullying

Any harassment or bullying towards any member of the community is dealt with immediately and effectively. The Anti-Bullying Policy makes the school’s position clear:

“W= hitburn Church of England School is a school where every child really does matter. = We are committed to providing a friendly, safe environment where all pupils can learn and achieve in a relaxed and secure environment. Bullying is a destructive element w= hich can greatly affect the potential for success. Bullying in any form is unacceptable at our school and is taken very seriously.

We are committed to supporting our pupils to be caring citizens in and out of school.

If bullying occurs outside of school we will do what is reasonably practicable to eliminate any such bullying.

If bullying does occur, all pupils should be able to t= ell and know that incidents will be dealt with sensitively and effectively. Anyone who knows that bullying is happening is expected to tell someone at school.”

This may not just result in a punishment for the perpe= trator but it could include an awareness counselling session of bullying, why it w= as offensive and some form of remedial exercise.

This could be Circle Time, letters of explanation or m= eeting with the victim. Parents are usually informed of these incidents.

3.7 Reasonable Adjustments

The effectiveness of the reasonable adjustments varies= . The individual pupil is always uniquely looked after. The variety of adjustments could include:

Ø a day’s release per week work experien= ce to allow the pupil to be involved in real life work but also appreciate the relevance of school based lessons

Ø leaving the classroom early/late to allow freedom and safe movement around the corridors

Ø working in the Bridge Centre for a specific period during the day, week or a longer period

Ø when there has been long term illness/injury the collection of work missed and also accommodating the delay in handing in of homework or assignments

Ø after school and lunch time provision to all= ow pupils to keep pace with the learning

3.8 School Facility Lettings

Ø there are a number of disabled parking facilities

Ø school based functions are accessible to all=

Ø the extended community regularly use the sch= ool facilities

Ø PTA meets each half term and encourages all parents/carers to attend and be involved

3.9 Contractors & Procurement

The LA has a Disability Accessibility Plan which is li= nked to their Equal Opportunities Policy. Likewise Whitburn Church of England Sc= hool is an Equal Opportunities employer.

Catering staff at the school ensure that pupils are aw= are of what is included in individual dishes.

Dinner assistants are aware of pupils who need help &#= 8211; but this is an on-going training issue.

3.10 Information, Performance and Evidence

This falls into four broad areas:

What information are you going to collect?
How are you going to collect it?
How are you going to analyse it?
What are you going to do once you’ve analysed it? <= /o:p>

Outline the arrangements the school ha= s in place for gathering information about performance of the school on disabili= ty equality under the following headings- please add more if you think they are appropriate. How will you monitor and act on these

a. Pupil Achieveme= nt

Remember that information collected on pupils based on special educational needs categories will not necessarily capture all those pupils who are disabled.

All pupils are set individual progress targets based on prior attainment and information from MIDYIS and YELLIS testing. All pupil progress is measured in relation to these individual targets.

Key Assessments are calendared for specific dates in the school year. All data from these assessments is collected centrally and analysed by senior members of staff prior to being distributed to Heads of Learning and Heads of Faculty. Staff look for variations from the targets set. This exercise is= for all pupils including SEN and disabled.

Where there are unexplained anomalies the concerns are discussed with individual pupils and in some cases parents. Problems and needs are then addressed.

Data is kept centrally in order that an individual pupil’s profile is alwa= ys available.

There is a Tutor Review Day every year where parents/carers and pupils are invite= d in to talk to tutors about their progress. Parents/carers and pupils then have= the opportunity to raise any concerns and then agree targets and a plan of acti= on. This is a positive and proactive me= eting. Over 90% of parents/carers attend these meetings.

Achievement is recognised daily. Pupils a= re awarded merits, given Whitburn postcards and certificates. There is an annual Award Assembly f= or every year where all pupils receive certificates.

b. Learning Opportunities

Include links with colleges for placements-target setting for pupils with learning difficulties e.g. every pupil should have 2 college offers- Connexions Data. Include measures of educational opportunities available to disabled pupils.

The school has links with South Tyneside College for skills based courses

Pupils who need extra experience of the work place may be given a placement f= or a day per week in order to meet personalised learning needs

A 2 year Asdan course runs for pupils at Key Stage 4 who would benefit from practical activities

Connexions are in school to interview pupils as to their future education. SEN and disabled pupils are able to have extra interviews should they wish

Connexions computer link up is in school for all pupils to use

c. Admissions, Transitions, Exclusions (including SEBD)

The Admissions Criteria = puts SEN and Children in Care at the top of the list. The Governors admit vulnerable pupils on top of the intake number prescribed by the Local authority – especially those with medical considerations.

The school is known with= in the authority of creating a calm, friendly environment resulting in the school being asked to admit challenging pupils of all kinds, through casual admissions

d. Social Relation= ships

As detailed before in 3.1 the Excellence and Inclusion Faculty are very much aware of how pupils respond to each other.

School and Year prefects are able to inform staff of a= ny strained social relationships. The school has ‘Friends’ who befriend vulnerable pupils, meeting wi= th them regularly and helping to improve their self esteem.

The improvements are monitored through observation, pa= rental involvement and pupil involvement. <= /span>There is also a specific reduction in reported cases of bullying and name calling= .

e. Employing, promoting and training disabled staff=

See Equal Opportunity Policy

3.11 Impact Assessment

&nb= sp;

Impact assessments are carried out using a standard approach. This comprises two parts: a test of relevance and the actual impact assessment.

Test of relevance<= /span>

The test of relevance is the initial screening stage of the process. The school lists all functions and policies= , then determine which have implications for disability equality issues. These are awarded one of three ratings for relevance: high, medium or low. Functions and policies rated as high releva= nce are impact assessed first.

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See Appendix - table at the = end

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All functions and policies are tested for relevance every three years. New policies are tested as they ari= se.

Actual impact assessment

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Im= pact assessments use a mixture of existing evidence and new consultation to base their findings on. If serious grounds for concern are evidenced, then appropriate changes will be made to the way a function or policy is deliver= ed. A standard template and toolkit will be developed to carry out impact assessments.

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Post - 2009 Programme

A rolling programme will be developed to complete Impact Assessments = on all functions, and policies during the next 3 years.

Outline arrangements for assessing the impact of polic= es, procedures, functions and practices of the school on disability equality and improving these when necessary. How will you assess the impact of your new and existing policies on disabled pe= ople? - consider tokenism and omission

Methods could include feed= back from pupils with a disability and also their parents and/or carers. Some outcomes may be obvious, such = as the increase in participation of pupils with a disability in out of school activities. However, others may at first not appear noticeable. For example, allowing pupils with e= .g. ASD 'quiet time' during breaks and lunch may have a long-term impact on beh= aviour and anxiety. Schools should develop methods for assessing this type of impact.

The school scheme must detail how they have assessed and prioritised the impact, or likely impact, of all existing and = new policies and practices on disabled people.= The school is likely to have a ‘back catalogue’ of exist= ing policies, so the school may want to develop a timetable for this process in= the DES.

The Disability Equality Duty Code of Practice provides information on how to make decisions about impact assessment. See (www.dotheduty.org) and “Implementing the Disability Discrimination Act in Schools and Early Years Settings”. (This can be ordered free of charge online a= t: www.teachernet.gov.uk/pu= blications Ref:- DfES 0160 2006 or by calling 0845 600 9506.)

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All staff wi= ll be trained with reference to the Disability Discriminations Act, the Disability Discrimination Act Accessibility Plan and the Action Plan.

The Senior Management team will be assessing the impact through their overall observat= ions and knowledge of the school

The school h= as always invited external expertise and where necessary will continue to do s= o.

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Results of t= he Action Plan will be part of the Governors annual reporting cycle and they w= ill also be published in the school’s news letter, Whitburn World.

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· = ; Contact with trade unions will be p= art of routine consultation afforded by the Health and Safety monitoring arrangeme= nts recently formalised.

3.12 Reviewing/Monitoring

The reviewing and monitoring of the DDA Action Plan wi= ll be carried out and updated annually by the groups already referred to in this Plan.

The scheme will be reviewed and publicly commented upo= n each year and revised at least every three years.

Senior Member of Staff Responsible: Headteacher

Appendix 1 DES Action Plan

Appendix 2 Li= st of Policies and their rating