HOLY TRINITY SCHOOL
DISABILITY EQUALITY SCHEME
The purpose of the Disability Equality Scheme is to show how Holy Trinity International School is
going to promote disability equality for disabled staff, pupils, parents and the wider community. We
believe in treating everyone fairly and we are committed to creating an environment in our school
in which everyone involved can take part. All school staff have a responsibility to treat everyone
fairly and to promote arrangements for people with disabilities.
The following aims are written in accordance with the schools Mission statement and in
compliance with the DDA, (Disability Discrimination Act).
Aims:

To ensure appropriate provision is made for children and adults with disabilities.

To ensure that school documentation promotes Disability Equality.

To create appropriate strategic planning to address future needs.

To ensure equal access within the physical environment and access to information.
Objectives:

To make appropriate provision for staff training.

To review and adapt requirements of the curriculum where appropriate.

To audit and review resources.

Information for parents and public is regularly reviewed in line with the DDA.

Improve ways for greater involvement of children with disabilities.

Review whole school policies with potential for any discrimination that may arise e.g.
anti-bullying.

To review budget in line with requirements, both present and future.

To involve disabled pupils and their parents in making decisions.
The school has identified certain areas of good practice where proactive steps have already being
taken:

Ensured effective communication to improve transition arrangements between schools for
students with disabilities.

Ensured effective communication to improve transition arrangements between HTIS ,
students and parents.

Whole school staff meetings on nature of disabilities and subsequent requirements for the
curriculum and physical accommodation within classrooms and movement throughout the
school site.

Regularly carried out risk assessments to ensure ease of access to all aspects of school
life.

Liaised with external agencies to promote a safe and appropriate access to the curriculum
and school site.
The school is aware of some areas of concern:

Physical limitations of the school site and subsequent budgetary implications.

How to further develop the curriculum to address issues raised by disability.

Communication with LEA as an Independent school.
The subsequent Action Plan addresses the short, medium and long term requirements in ensuring
the promotion of Disability Equality and considers access to school facilities and curriculum;
relationships with others.
Three Year Action Plan 2013 - 2016.
2013 - 2014
Target
Strategy
Resources / cost
To ensure full access to
teaching and learning.
To annually review planning in
accordance with IEP. Focus on
classroom management and use of
resources.
Directed time through July 2014
staff meetings.
Departmental
budgets.
Equal
access
to
teaching and learning,
indicated
through
planning and classroom
management.
To
provide
equal
opportunities to participate in
extra -curricular activities and
school visits.
To explore and promote a wide Directed time
July 2014
range of activities and assess Meetings with parents
requirements to ensure access on and students.
a regular basis
Students with disabilities
participating in school
clubs and visits
Training for
differentiating
curriculum.
Timeframe
teachers on To regularly review learning Staff meetings and Ongoing
in
the requirements and impact on review meetings.
teaching.
Give
overview
of
appropriate strategies.
Research help and advice Liaise with parents and LEA to Review meetings.
from
medical
and maximise access to services and
psychological
external information available.
agencies.
Develop risk assessments to Through
Health
and
Safety Health and
help inform the strategic Committee
carry
out
risk meetings.
planning of the school.
assessments assessing mobility
through school site regularly
Achievement
Teachers familiar with
current issues.
July 2014
School updated and
relevant
information
cascaded. Up to date
knowledge of support
services.
Safety July 2014
Ramps/handrails/hoists
installed to improve
access to Senior/Prep
School.
Involvement of local disability Contact local groups to support Directed time
groups.
school in better understanding of
disability matters.
July 2014
Raised local profile /
community involvement.
To assess the physical To review classroom allocation to Directed time
limitations of the buildings.
minimise use of stairs.
December
2013
Timetable established
allocating
classrooms
across two floors, with
easy access to toilets.
To create an exit plan for all Fire marshals correctly trained, Directed time
students
in
emergency equipment
purchased
as Fire Drills
situations
necessary
External agencies
Equipment purchase
December
2013
Purchase of evac chair,
staff allocated to assist
specific students
Developing
involvement.
pupils’ Involve
pupils
in
promoting Establish links with July 2014
disability equality and awareness School
Council
through PSHE syllabus, school Forum.
council and assemblies.
Pupils and whole school
benefit from increased
awareness.
2014-2015.
Target
Strategy
Resources / cost
Timeframe
Involving parents / carers.
Set ways in which parents and Cost of producing Ongoing.
carers can be involved through newsletters.
newsletters and invitations to
events.
Assess future provision for Explore
requirements
and Directed time.
students / staff with hearing implications on teaching and External agencies.
and sight loss.
learning, especially the use of ICT
for partially sighted students / staff.
Achievement
Increased
parental/
carer involvement.
July 2015
School is able to make
appropriate provision for
staff and students with
hearing
and
sight
disabilities,
from
Nursery through to Sixth
Form.
and Feb 2015
In line with review and
target setting day, action
plan drawn up.
To review all access routes, Carry out risk assessments on Directed time through Dec 2015
internal and external.
external access points to school Health and Safety
site and building, outdoor sports Committee.
facilities,
circulation
areas,
staircases,
classrooms,
toilet
facilities,
Identify barriers to access using
checklist, (Appendix A)
Action plan in place to
address areas that are
not compliant.
Information gathering on Send out parental/ student letters / Students
students with disabilities, feedback forms.
parents.
their experiences and areas
for improvement.
2015-2016.
Targets
Strategy
Resources / Cost
Timeframe
Achievement
Monitoring and review of Formal review of information Directed time
Disability equality scheme.
gathering processes, information
gathered and targets identified and
met.
July 2016
Understanding
of
progress made and yet
to
be
made
with
appropriate strategies.
Develop school plan
improve
access
designated areas.
Dec 2015
Capital
resources
secured and physical
accessibility of school
increased.
July 2012
Raised local profile /
community involvement.
to Work with IES / foundation to Ongoing
to establish funding for projects, to
inform extent of provision
Involvement of local disability Contact local groups to support Directed time
groups.
school in better understanding of
disability matters.
Appendix A
This list should help you identify barriers to access that exist in schools. The list is not
exhaustive. It is designed to encourage a flexible approach to the further questioning of
accessibility to school.
How does the school deliver the curriculum?
YES
NO

Do teachers and teaching assistants have the necessary training to teach and
support disabled students?

Are classrooms optimally organised for disabled students?

Do lessons provide opportunities for all students to achieve?

Are lessons responsive to student diversity?

Do lessons involve work to be done by individuals, pairs, groups and the whole
class?

Are all students encouraged to take part in music, drama and physical activities?

Do staff allow for additional time required to use equipment in practical work?

Do staff provide alternative ways of giving access to experience or understanding
for disabled students who cannot engage in particular activities?

Is there appropriate ICT provision for students with disabilities?

Are school visits, including overseas visits, made accessible to all students
irrespective of attainment or impairment?

Are there high expectations of all students?

Is the school designed to meet the needs of all students?
YES
NO

Does the size and layout of areas – including all academic, sporting, play, social
facilities; classrooms, assembly halls, dining room, library, gym and outdoor
sporting facilities, playgrounds and common rooms – allow access for all
students?

Are all areas well lit?

Are non-visual guides used to assist people to use buildings including lifts with
tactile buttons?

Could any of the decor or signage be considered to be confusing or disorientating
for disabled students with Visual impairment, autism or epilepsy?

Can students who use wheelchairs move round school without experiencing
barriers to access such as those caused by doorways, steps and stairs, toilet
facilities and showers?

Are pathways of travel around the school site and parking arrangements safe,
routes logical and well signed?

Are emergency and evacuation systems set to inform all students including
students with SEN and disabilities including alarms with both visual and auditory
components?