Houghton C of E
School
Disability Equality
Scheme
Issue No
Author/Owner
Date Written
Approved by
Gov
1
Mrs L Stevens
Oct 2015
Y
2
3
4
Date of Review: October 2016
1. School Ethos, Vision and Values.
Houghton School is committed to ensuring equal treatment of all its pupils,
employees and any others involved in the school community, with any form of
disability. It will ensure that disabled people are not treated less favourably in any
procedures, practices and service delivery. Pupils who are carers of disabled parents
will also be considered.
This school will not tolerate harassment of disabled people with any form of
impairment.
1.1 What do we understand by ‘disability’?
‘A disabled person is someone who has a physical or mental impairment which has a
substantial and long-term effect on his or her 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:
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People with cancer or surviving cancer are now included, as are people with
HIV and Multiple Sclerosis from the point of diagnosis.
For a mental impairment the need for it to be clinically well recognised has
been removed.
Houghton School recognises that disabled pupils may, or may not have special
educational needs. (Social, emotional and behavioural, as well as educational
difficulties will need to be considered.)
This Disability Equality Scheme provides us with a framework for integrating
disability equality into all aspects of school life.
2. The General Duty.
We will actively seek to:
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Promote equality of opportunity between disabled persons and other persons.
Eliminate discrimination that is unlawful under the Act.
Eliminate harassment of disabled persons that is related to their disabilities.
Promote positive attitudes towards disabled persons. This means not
representing people in a demeaning way, and it also means not pretending
they do not exist and not representing them anywhere at all.
Encourage participation by disabled persons in the life of the school. It is also
important to respect the wishes of disabled children in an educational setting
so that they do not feel pushed into activities they do not wish to take part in.
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Take steps to take account of disabled persons’ disabilities even where that
involves treating disabled persons more favourably than other persons. (DDA
2005 S.49A)
3. How will we meet the General Duty?
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Children with disabilities are to participate in all aspects of school life and
achieve both academically and socially.
Children with disabilities are actively encouraged to stand for election to the
School Council.
Equality of opportunity will be promoted between all disabled people and nondisabled people connected with the school.
Participation by disabled people in public life will be encouraged (e.g. through
involvement on the Governing Body or PTFA, participation in assemblies,
provision of a ‘voice’ ).
Any discrimination that is unlawful under the Disability Discrimination Act will
be eliminated.
Harassment of disabled people that is related to their disability, by pupils or
adults alike, will likewise be eliminated.
Positive attitudes towards disabled people will be promoted (through PSHE
lessons, Assemblies and social Stories.)
Steps will be taken to meet disabled persons’ needs even if this requires more
favourable treatment.
3.1 Involvement of Disabled People in developing the Scheme.
Houghton School is aware that we do not have a truly representative involvement
process, because the numbers and diversity of disabled people directly connected to
the school are so small.
This problem may be solved in the future, by linking up with other local primary
schools to work on the involvement aspect (in one off, targeted or regular focused
groups for staff, carers, parents and pupils or even in social events.)
3.2 Developing a ‘voice’ for disabled pupils, staff and parents/carers.
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Pupils and parents are involved in review meetings and transition planning.
Pupils set their own ‘child-friendly’ targets.
Telephone or e mail appointments and home visits could be made available to
disabled parents and carers, who might find it difficult getting to school.
3.3 The Governing Body.
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The governing Body is responsible for the school’s accessibility plan and
reports on this annually in the School Prospectus,
Disabled parents/carers/ community members are encouraged to become
governors.
Telephone or e-mail appointments and home visits by governors could be
made available to disabled parents and carers, who might find it difficult
getting to school.
3.4. Disability in the Curriculum, including Teaching and Learning.
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The development of access to the curriculum will be led by those with
curriculum responsibilities and then adopted by class teachers/support staff.
The making of written materials accessible in a range of different ways for
disabled pupils involves all connected staff.
Positive attitudes will be developed in PSHE lessons and Assemblies.
3.5 The Physical Environment.
Senior Management is responsible for leading improvements to the physical
environment, the deployment of resources and the coordination of the plan across
the whole school. Houghton School already has the following:
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A ramp access
A Hearing Loop System for the Hearing Impaired.
Changing facilities
Disabled toilets.
A Medical Room
3.6 Eliminating Harassment, Stereotyping and Bullying.
See associated policies in school.
3.7 ( See DES Action Plan-Appendix 1)
4 Success Criteria
We will know if we are succeeding in making reasonable adjustments when disabled
pupils, staff and parents are participation fully in school life.
Pupils:
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In the classroom
In the curriculum
At breaks, lunchtimes and beyond the school day.
Disabled pupils are included by their peers in all aspects of school life.
Parents feel that their child is part of school life.
Staff feel confident working with disabled pupils.
Staff:
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Feel part of the school team.
Feel able to apply for promotion
Apply for training.
Parents and Associated Adults
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Join the Governing Body
Become a member of the PTA
Participate in school activities
5. Further Impact Assessment
Methods will include:
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Pupil achievement (a narrowing of the gap between the disabled and nondisabled)
Feedback from pupils/staff/parents/carers with a disability
Review of DES Action Plan
6. Reviewing/Monitoring The Disability Equality Scheme
The Governing body reviews the scheme each year and revises it at least every
three years.
Review Date
October 2016
Senior Members of Staff Responsible SENCO
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Governor responsible
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