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ST THOMAS GARNET'S SCHOOLDisability Discrimination Policy |
Our school's mission statement talks of valuing the individuality of all of our children. We are committed to giving all of our children every opportunity to achieve the highest of standards. We do this by taking account of pupils' varied life experiences and needs. We offer a broad and balanced curriculum, and have high expectations for all children. The achievements, attitudes and well-being of all our children matter. This policy helps to ensure that this school promotes the individuality of all our children, irrespective of ethnicity, religion, attainment, age, disability, gender or background.
The Disability Discrimination Act (DDA) of 1995 aims to end discrimination against people with disabilities and to improve access in all areas of life. Since 2002, it has been unlawful for schools and Local Education Authorities to discriminate against pupils with disabilities in admissions and exclusions, in education, and in associated services.
From 1st October 2004, it became unlawful to discriminate against people with disabilities by preventing them from having access to premises. Along with all other public buildings, our school is required to make 'reasonable adjustments' to enable access.
Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. This means that equality of opportunity must be a reality for all our children, and this of course includes pupils with disabilities.
We will ensure that pupils with disabilities have the same opportunities as non-disabled pupils to benefit from the education our school provides.
We will not treat a pupil with a disability less favourably than others because of the nature of his/her disability.
We will make all reasonable adjustments to ensure that a pupil or member of staff with disabilities is not placed at a disadvantage.
We will do our best to anticipate the needs of a pupil or staff member with disabilities before s/he joins the school.
The Accessibility Plan covers the measures we have already taken, and are still taking, to improve our school.
We use teaching strategies to enhance learning and participation in a broad and balanced curriculum. We find ways in which all pupils can take part in sport, music and drama. We plan our out-of-school activities and school trips in such a way that pupils with disabilities can participate.
We use language that does not offend, and we make staff and pupils aware of the importance of language.
Our reading books and other resources contain positive images of people with disabilities.
The school regularly reviews the way in which resources are matched to the needs of all the children. If necessary, to improve our provision, adjustments will be made to classroom organisation, the deployment of support staff, timetabling and staff training. Many of the adjustments we make are dependent upon individual needs, and we are moving towards more individualised approaches. Individual Education Plans are effective and manageable.
We seek and respond to guidance from the parents/carers and the children.
Support
6. This school will liaise with specialists to support individual pupils. Among these specialists are the following: physiotherapists, educational psychologists, speech therapists, doctors, the school nurse, social workers, and the staff of the voluntary and statutory agencies. We benefit from the LA's advice, and its provision through the Hearing Impaired and Visually Impaired services.
Members of staff follow the school procedures both for the storage and for the administration of medicines to pupils. We also have procedures for when blood or other bodily substances have to be cleared away.
The school has members of staff qualified in giving first-aid treatment, and the emergency services will be called, should they be required.
This policy will be reviewed at any time on a request from the Trustees or at least once every two years.