DISABILITY DISCRIMINATION ACT POLICY. South Wiltshire UTC Policy P16 Version 1: Disability Discrimination Act Policy

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1 P16 Version 1: Disability Discrimination Act Policy DISABILITY DISCRIMINATION ACT POLICY Approval and oversight Governors (including designated SEND Lead Governor) Responsibility Principal Designated DDA lead SENCo Strategic monitoring of DDA procedures Cross UTC Safeguarding Team Operational management Teaching and support area leaders Implementation All staff This version: 1.0 Originator: Matt Trehy, Vice-Principal First drafted: 8 May 2015 Approved by Governing Body: Signature of Clerk to Governors: Signature of Principal Record of minor variations with this version: Frequency of revision: Annual Next due for revision: June 2016 Policy P16 DDA approved by the Governors on 16/6/2015

2 P16 Version 1: Disability Discrimination Act Policy 1. Introduction At South Wiltshire UTC (the UTC) we believe in providing every opportunity to develop students full potential. All our students, staff and visitors should feel valued, cared for, listened to and encouraged to challenge themselves to be the best they can. It is our aim to reduce and eliminate barriers to the curriculum, fuller aspects of UTC life and environment for students and prospective students, staff, parents/carers and visitors with a disability. We currently offer wheelchair access to all student areas, disabled and accessible toilet facilities and clearly marked steps etc. for people with visual impairment. In this scheme we will outline how we can promote equality for all disabled students, staff, parents/carers, governors and visitors to the UTC. We also have a duty to publish our Disability Equality Scheme and Accessibility Action Plan which explains how we are doing this now, and what we plan to do over the next three years. 2. Aims The Special Educational Needs and Disability Act (SENDA) 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. This plan sets out the proposals of the UTC to ensure our practices and policies comply with these acts and increase access to education for disabled students. It is our duty to make sure that: we do not treat disabled students less favourably for a reason related to their disability; we make reasonable adjustments for disabled students, so that they are not at a substantial disadvantage; we plan to increase access to education for disabled students; we do not discriminate against anyone as explained in the DDA, 1995; we do not allow any form of harassment or disrespect of people with a disability; we promote positive attitudes towards anyone living with a disability; we remove barriers that may discourage disabled people from playing a full part in the life of our UTC; and we will encourage full participation by everyone in our UTC activities. South Wiltshire UTC s Disability Equality Scheme (DES) and Accessibility Action Plan (AAP) aim to demonstrate how we intend to meet our duty to promote disability equality for disabled students, staff, parents/carers and visitors. Our Accessibility Action Plan is resourced, implemented, reviewed and revised annually. Attached is a set of action points showing how the UTC will address the priorities identified in the plan. 3. Definitions of disability d A person has a disability if he/she has a physical or mental impairment that is: substantial; long-term; or has an adverse effect on her/his ability to carry out normal every day activities. Policy P16 DDA approved by the Governors on 16/6/2015 Page 1 of 5

3 P16 Version 1: Disability Discrimination Act Policy A fuller set of definitions can be found in Appendix A. The UTC s Disability Register can be found in Appendix B. A template for a census showing categories and numbers of students with disabilities in our UTC can be found in Appendix C. 4. Key principles p Compliance with the above-mentioned legislation is consistent with the UTC s aims and values, Equality & Diversity Policy and Special Educational Needs and/or Disabilities (SEND) Policy. As an admissions authority 1 our Admissions Policy applies which does not discriminate against disabled applicants. We recognise that it is unlawful to discriminate against disabled students by excluding her or him from the UTC for a reason related to the student s impairment. When recruiting staff disabled people will not be discriminated against. We recognise and value parents /carers knowledge of their child s disability and seek partnership and consultation. We co-operate fully with local authority staff where students have an Education and Health Plan (EHP) and seek to make any necessary and reasonable adjustment to support students with an EHP. We provide all students with a broad curriculum within a technical environment, differentiated and adjusted to meet the needs of individual students. Our curriculum endorses the key principles in the National Curriculum, though is not restricted by it and it is underpinned by the development of a more inclusive curriculum: o setting suitable learning challenges; o responding to students diverse learning needs; o overcoming potential barriers to learning and assessment for individuals and groups of students; and o ensuring that all staff are aware of the procedures for identifying and monitoring learning and supporting students with disabilities. 5. Gathering data on disabilitiesd Information about the needs of disabled people will be gathered through: student admissions/transfer information 2 ; one-to-one meetings with the parents of all applicants, supplemented if necessary by parental questionnaires; MIS data; SEND reviews/ehps; the staff Recruitment process; and discussion with relevant medical professionals and other outside support agencies. 1 For 6 th Form. Wiltshire Council is the admissions authority for Key Stage 4. 2 Disability information is not gathered at the time of application since it forms no part of the admissions criteria but parents of students with disabilities are encouraged to enter into direct dialogue with the UTC as soon as possible after application to begin the process of planning. Policy P16 DDA approved by the Governors on 16/6/2015 Page 2 of 5

4 P16 Version 1: Disability Discrimination Act Policy Achievements of disabled people will be gathered through: data analysis (progress made and value added scores); formative and summative assessments; and celebration briefings, certificates, letters home, etc. Information is gathered as part of the UTC s self-evaluation process and Assessment for Learning strategies and is used to inform future plans and schemes. 6. Gathering views during the development of the plan p To ensure that the UTC is a welcoming environment for everybody, we believe it is important to consult all stakeholders. Where adjustments need to be made, we will consult those who have an understanding of different disabilities and the barriers they present. Those consulted in the development of our DES and AAP will include: students with and without a disability; parents/carers of students who have a disability; staff led by the SENCo; Governors, including the SEND Link Governor; members of our community (and self-help groups) with relevant experience; and local Special Education Needs providers and outreach teams 7. The main priorities in the plan p Embed as full a participation for disabled students as possible into the design of the UTC curriculum. Ensure that the physical environment of the UTC maximises the extent to which disabled students can take advantage of education and wider life of UTC including trips and clubs. Ensure the accessibility of written information to disabled students and their parents is appropriate for their needs. 8. Making it happen h We will implement this policy and the associated plan in the following stages. (a) Conduct an audit of provision, led by the SENCO, to ensure: students experience a variety of learning methods, ensuring accessibility to the curriculum for all; students have individual learning targets, closely monitored and regularly reviewed; all staff are trained in Assessment for Learning and this continues to be developed and updated; analysis of value-added figures allows us to measure the impact of intervention and support strategies for children on the Disability Register (DR); Learning Assistants are well trained and work in collaboration with teaching staff to ensure appropriate support is offered to students with disabilities; The SEN register is kept up to date; Appropriate and specific intervention programmes for students with SEND; Policy P16 DDA approved by the Governors on 16/6/2015 Page 3 of 5

5 P16 Version 1: Disability Discrimination Act Policy Individual Education Plans (IEPs) and reviews in place; and advice is sought from appropriate outside agencies to provide staff with information about making reasonable adjustments. (b) Making reasonable adjustments a We aim to remove any barriers that we find are making life more difficult for people with disabilities. These barriers may be lessened by making reasonable adjustments to the following aspects of the UTC operation. The building and grounds: o ensuring all adjustments to current buildings are DDA compliant; o denote hazards for the visually impaired; and o provide flexibility of seating arrangements to suit need. Learning sessions: o review and monitor to ensure disabled students make progress in line with their abilities and evaluate and adapt our practice accordingly; o monitor academic progress and value added ; o provide appropriate additional support where practically possible; o set individual targets and IEPs and ensure aptness of teaching and learning strategies; o monitor targets regularly and share information promptly and accessibly with parents/carers; o use MIS systems to track and analyse the achievement of all our students; and o consider issues relating to DDA in regular reviews of policies. (c) Communication C methods Use of interactive large screen displays. Use of ICT resources by students. Facilitate use of appropriate personal laptops and devices. E-newsletters and website communications to parents/carers. Informal and drop-in discussions with parents/carers as well as scheduled meetings. Telephone, text and messaging and conversations with parents/carers. Ensure information is available electronically and can be converted to other appropriate formats and for adaptive technology. The effectiveness of these adjustments will be monitored regularly and the opinions of our disabled stakeholders canvassed. Feedback will come from: students interviews; UTC Student Forum; parental questionnaires; staff discussions and suggestions; Board of Governors; other visitors to and users of the UTC; and outside agencies. Policy P16 DDA approved by the Governors on 16/6/2015 Page 4 of 5

6 P16 Version 1: Disability Discrimination Act Policy 9. Monitoring and impact assessments a The Board of Directors will review the Action Plan annually. We will measure the impact of any changes or initiatives on the quality of UTC life in its widest sense for those students on our disability register. The action plan will be evaluated and updated annually. The disability register (Appendix B) will be updated as and when necessary. The UTC census (Appendix C) will be updated annually. Formal review of the scheme will take place after three years (September 2018). The impact of all UTC policies and practices on disability equality will be assessed at the time of review with the Governors and a review group which will include any students with a disability who wish to participate. The UTC will report on the scheme annually. The scheme will be reviewed and revised as necessary (and fully refreshed on a threeyear cycle). The scheme will be available on the UTC website and hard copies produced on request at the UTC office. Policy P16 DDA approved by the Governors on 16/6/2015 Page 5 of 5

7 ACTION PLAN FOR DISABILITY EQUALITY SCHEME (to be completed in conjunction with the SENCo once in post) September 2015 August 2018 Activity/resources Responsible Timescale Outcome Collecting Views to Inform Scheme Collect views of students on disability register through students interviews Send out/collect in questionnaires to parents/carers Keep staff updated in terms of information sharing, training and collection of their views; Discussion with parents/carers and students at Consultation Evenings, IEP reviews, etc. Consideration of collected stakeholders views

8 Activity/resources Responsible Timescale Outcome Premises and Environment Carry out premises audit with attention to: lighting, signage, fire alarms, acoustic environment, floor coverings, heating and ventilation, accessible and clean toileting, washing and changing facilities; accessibility of outside areas playground, walkways into UTC Consider as part of the audit the provision of ramps, lifts and improvements to doorways; the provision of furniture and apparatus to improve access. Plan for and act on the recommendations from the audit, as far as possible and reasonable within the UTC s budget. (Further actions to be developed following audit).

9 Activity/resources Consider and improve the accessibility of text based information provided to the UTC community books, letters home, newsletters, website, etc; look at ways of reducing communication barriers for those with visual impairment or dyslexia Responsible Timescale Outcome Teaching & Learning Include aspects of Disability Equality in UTC personal development and ethics programme Increase awareness of and positive attitudes towards disability through the curriculum Review of other linked policies: SEN, Health Safety & Environment, Equality & Diversity, Anti-bullying, Tutorial PSHE & Citizenship, Curriculum and Learning Ensure staff are fully briefed and up to date with DES and that it is added to induction training of new staff

10 Activity/Resources Devise Disability Register. (Students and staff) and review annually Responsible Timescale Outcome Add Disability Register to MIS Using Data to Develop Establish method of collecting data on MIS to analyse Attendance Exclusions Academic Performance Set up termly Progress Meetings, where needs, issues and performance of students on DR are discussed Create file with basic medical information for visiting/supply teachers. Passed on and discussed with new staff at the beginning of a new UTC year.

11 Access to the Curriculum Activity/Resources Share good practice relating to disability issues and data Monitoring of subject leaders planning will include careful consideration of differentiation and reasonable adjustments made Review of resources and ICT provision with consideration to suitability and development of students on DR Audit of staff training needs Responsible Timescale Outcome

12 Appendix A Definitions of Disability A person has a disability if he or she has a physical or mental impairment that is: Substantial; long term; and has an adverse effect on his or her ability to carry out normal everyday activities. The definition is broad and includes a wide range of impairments, including learning disabilities, dyslexia, diabetes or epilepsy where the effect of the impairment on the person s ability to carry out normal day to day activities is adverse, substantial and long term. The definition can include a wide range of impairments such as: dyslexia; autism; speech and language impairments; and Attention Deficit Hyperactivity Disorder. An impairment does not in itself mean a person is disabled. It is the effect on the person s ability to carry out normal day-to-day activities that has to be considered, such as: Mobility; manual dexterity; physical co-ordination; continence; ability to lift, carry or otherwise move everyday objects; speech, hearing and eyesight; memory or ability to concentrate, learn or understand; and perception of risk of physical danger. Some people are automatically covered by the definition: those with cancer, multiple sclerosis, HIV infection or a severe disfigurement. Details of disabilities are collected in the following ways: students from SEN register, medical record sheets and entry data sheets (MIS); parents/carers from disclosure to the UTC or from data entry sheets; and staff disclosure to the Principal in confidence and on recruitment.

13 Disability information will be audited according to type: Type of Disability Physical impairment Including Mobility difficulties, limb malformation, missing limb Comments Sensory impairment Sight and hearing impairment Sight problems corrected with glasses or lenses do not qualify Learning Difficulty, including Specific Learning Difficulty Medical condition Social, emotional and behavioural difficulties Speech and language Dyslexia, dyscalculia and dyspraxia Diabetes, arthritis, cancer, depression and many other conditions which require long term treatment Behaviour and emotional differences which impact on daily life such as ADHD, ASD and Obsessive Compulsive Disorder Development delay or physical difficulties leading to additional Speech and Language needs

14 Appendix B Disability Register We will use the SEN register, medical information from MIS and feedback from parents/staff to compile this register. This example is illustrative. The actual register will be held in a restricted access section of our network. Name Class Disability SEN Status

15 Reasonable adjustments and specific plans: Name Reasonable adjustments/specific plans made Impairment Status

16 South Wiltshire UTC P16 Version 1: DDA Policy Appendix C UTC Census Collate information from Appendix B Disability Physical impairment Sensory impairment Learning difficulty and Specific LD Medical condition Social, Emotional, Behavioural Difficulties Speech & Language Students Employees/volunteers Parents/visitors

17 South Wiltshire UTC P16 Version 1: DDA Policy Illustrative: this will be a report tool constructed within our MIS system. KS4 Overall Level KS5 Overall Level Attendance Exclusion P On Disabled On Disabled All students All students register % register % E M Sc E M Sc E M Sc E M Sc All students On Disabled register % All students On Disabled register % S LD/SpLD MC SEBD Sp & L

18 Appendix D Questionnaire to Parents/Carers Dear Parent/Carer, South Wiltshire UTC is keen to make sure that we do not make it difficult for disabled students, young people and adults to be involved in every part of UTC life. At the moment directors, parents/carers, staff and children are working on the Disability Equality Scheme and Accessibility Action Plan and we need the views of our parents/carers and children. Your child s name is entered on our UTC records as suffering from an allergy, medical condition or specific learning difficulty as detailed below. We would be grateful if you could talk to your son / daughter about the effect this may or may not have on his/her education and complete the attached questionnaire.. The questionnaires should be returned to the UTC office by xxxxxxxxx As always your assistance is much appreciated. Yours sincerely Mr G Aitken Principal

19 Student s Name: Class : Identified condition: 1) Does your child s condition affect them at UTC? YES/NO If Yes please provide details - 2) What does the UTC do to support your child with their condition? 3) What else could the UTC do to improve the support your child receives? 4) Please provide any additional information you feel may be useful: Continue on reverse if you need more space. Thank-you for your time.

20 APPENDIX E: : Policy and Guideline Linkage All UTC policies and guidelines are connected. However some are very closely linked and should therefore be applied in conjunction with each other. This grid gives an overview of the closest connections. Green = very closely linked (operate in conjunction). Amber = close links and reinforcement. Allegations of abuse against staff Anti-bullying Assessment, recording & reporting Behaviour for progress Single Central Record and Vetting Child Protection Complaints procedure Curriculum Policy Data protection Education of looked after children Equality & diversity Exclusions Freedom of information Health & safety Home UTC agreement Inclusion Offsite & residential safeguarding Radicalisation prevention Safeguarding & student welfare Safe online & social media behaviour Sex education Special Educational Needs Staff discipline, conduct & grievance Teaching, learning & reinforcement UTC website Values and citizenship Whistleblowing Staff handbook Student handbook Allegations of abuse against staff Anti-bullying Assessment, recording & reporting Behaviour for progress Single Central Record and Vetting Child Protection Complaints procedure Curriculum Policy Data protection Education of looked after children Equality & diversity Exclusions Freedom of information Health & safety Home UTC agreement Inclusion Offsite & residential safeguarding Radicalisation prevention Safeguarding & student welfare Safe online & social media behaviour Sex education Special Educational Needs Staff discipline, conduct & grievance Teaching, learning & reinforcement UTC website Values and citizenship Whistleblowing Staff handbook Student handbook

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