Disability Policy
INFORMATION ON ARRANGEMENTS FOR THE ADMISSION OF PUPILS WITH DISABILITIES
Saint Wilfrid’s works in close partnership with the Local Authority’s Access to Progression service with regard to all pupils with learning difficulties. Arrangements for the admission of pupils with disabilities who have a final statement of special educational needs begin with the transitional review of the statement, to which a member of the Saint Wilfrid’s Learning Support staff is invited and who remains involved from that time. For other children with a disability, in addition to information provided by the primary school, parents are asked to give details of any special need which is then followed through by the Learning Support and Child Protection Manager who has specific responsibility for Year 6 to Year 7 transition. Saint Wilfrid’s has a unit for hearing impaired children with specialist teaching, learning support and other facilities.
DETAILS OF STEPS TO PREVENT DISABLED PUPILS BEING TREATED LESS FAVOURABLY THAN OTHER PUPILS
The school’s Accessibility Plan sets out the Governors’ response to the Special Educational Needs and Disability Act 2001 which requires that a pupil should not be treated less favourably because of a disability. The current plan is reproduced below. Close attention is paid to implementation of the Access Plan to ensure inclusion and equality of opportunity for all pupils.
ACCESSIBILITY PLAN – SCHOOL YEAR 2008/09
1. CONTEXT
The Accessibility Plan is the Governing Body’s response to the requirements of the Special Educational Needs and Disability Act 2001 which requires that a pupil should not be treated less favourably for a reason related to a disability.
2. CURRENCY
The plan is intended to be current for the school year 2007/08, but will be kept under review by the Governing Body during the year and revised as necessary.
3. DEFINITIONS
The legislation defines disability as physical, sensory, intellectual or mental impairment. Discrimination means treating pupils less favourably than others without justification.
4. AIMS
(a) Curriculum – the aim is to increase the extent to which disabled pupils can participate in the school curriculum.
(b) Physical environment – the aim is to improve the physical environment of the school so as to increase the extent to which disabled pupils are able to take advantage of the education provided by the school.
(c) Information – the aim is to improve the delivery to disabled pupils of information which is provided for pupils who are not disabled.
5. OBJECTIVES
(a) Curriculum – to ensure that curriculum and other planning takes account of all forms of disability and makes provision for a wide range of needs so that all pupils have access to an excellent education, both academic and social, in a Christian context as set out in the school’s Mission Statement.
(b) Physical environment – to ensure that, as far as reasonably practicable, needs of pupils with disabilities are met in terms of the physical environment of the school.
(c) Information – to ensure that written and other communications with pupils take into account the needs of those with disabilities.
6. IMPLEMENTATION
(a) General
• The Headteacher will make all staff aware of the Accessibility Plan
(b) Curriculum
• Half termly meetings with the Learning Support Team will inform staff in all curriculum areas of their roles and responsibilities.
• The booklet “Working with Children with Special Needs in Secondary Schools” will be issued to all staff and referred to by the Learning Support Team at the half termly meetings mentioned above.
• Access will be enhanced by the effective deployment of Learning Support Assistants and by deploying multi-sensory techniques as appropriate.
• Weekly meetings will be held with Learning Support Assistants to discuss their work with disabled pupils.
• Continuing Professional Development activities will be arranged for staff as appropriate.
• The support of outside advisers will be sought to enhance the knowledge and techniques of staff.
• Advice will be provided to staff by the Learning Support Team to ensure that, as far as reasonably practicable, disabled pupils have access to all practical, expressive and physical activities.
• Advice will be provided to staff by the Learning Support Team on suitable classroom layouts to accommodate the needs of disabled pupils.
• Staff will take account of mobility difficulties in the movement of pupils into, out of and around the school.
• As far as reasonably practicable, all pupils will have the opportunity to participate in activities and educational visits irrespective of disability.
• All pupils will take part in lessons and projects that educate the whole school community on disability.
(c) Physical environment
• The school buildings provide access for disabled pupils
• Emergency evacuation procedures will be in place to provide 1:1 supervision of disabled pupils
• Transport to off site facilities and for educational visits caters for disabled pupils.
(d) Information
• Information will be made available in an appropriate form to students and prospective students who may have difficulty with standard printed information.
• Staff will be provided with training to enable them to use practices and systems developed to assist people with disabilities.
DETAILS OF EXISTING FACILITIES TO ASSIST ACCESS TO THE SCHOOL BY PUPILS WITH DISABILITIES
The school buildings, with doors and lifts suitable for wheelchairs and other mobility aids, provide full access to pupils with physical disabilities. Special facilities are provided in the hearing impaired unit. The school hall has recently been equipped with an infra red hearing system with neck loops and stethosets. The school has a specifically adapted minibus which is ideal for use by pupils with physical disabilities.
INFORMATION ABOUT THE IMPLEMENTATION OF THE GOVERNING BODY’S POLICY ON PUPILS WITH SEN AND ANY CHANGES TO THE POLICY IN THE PAST YEAR
The Headteacher and the Assistant Headteacher for Inclusion implement the Special Educational Needs policy working closely with the SEN Administrator, the Hearing Impaired Resource Manager and a large team of Learning Support Assistants. The Accessibility Plan is subject to annual review and planning is in hand to meet the requirements of the Disability Discrimination (Amendment) Act 2005 to further promote disability equality.
