SOUTH WEST AND MID WALES AUTHORITIES’ CONSORTIUM

STRATEGIC EQUALITY PLAN FOR OLCHFA SCHOOL

Spring 2012

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Olchfa School

Strategic Equality Plan 2012 – 2016

Strategic Equality Plan agreed by Governors: (Signed by Chair) Reverend Father Tim Williams, Spring 2012 Scheme due for review by September 2016

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Contents of our Strategic Equality Plan (SEP)

1. Our school 5 1.1 Values 1.2 Characteristics 1.3 Mainstreaming equality into policy and practice 1.4 Setting our equality objectives

2. Responsibilities 7 2.1 Governing Body 2.2 Senior Leadership Team 2.3 Staff – teaching and non-teaching 3. Information gathering and Engagement 8 3.1 Purpose and process 3.2 Types of information gathered 3.3 Engagement 4. Equality Impact Assessment 10 5. Objectives and Action Plans 10 6. Publication and reporting 11 7. Monitor and Review 11

Appendices

App. 1 Regional Equality Objectives App. 2 School Equality Objectives and Action Plan App. 3 School Access Plan (use current plan for 2010-2013)

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1. Our Distinctive Character, priorities and Aims 1.1 School values At Olchfa School, we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of disability, race, gender, age, sexual orientation, religion or belief, gender reassignment, pregnancy & maternity, marriage and civil partnership. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life, in line with our mission statement: ‘Developing Individual Potential’. The achievement of pupils will be monitored and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. At Olchfa we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.

1.2 Characteristics of our school This section provides the opportunity for you to outline the profile of your school, the distinctive characteristics relating to equalities issues and your understanding of the diversity of your school’s population. Factors worthy of note are likely to include % of children and young people in various groups, selected data from your RM G2 / Capita SIMS, information gleaned from parents or via partnerships, e.g. School Nurse service, School counsellors, etc.

At Olchfa, we are proud of the equal service we provide to an extremely diverse intake. Olchfa is truly multi-cultural, serving pupils drawn not only from a wide local geographical spread, but also from an extremely wide range of backgrounds; Olchfa is diverse in terms of ethnicity and nationality; in socio-economic terms; in terms of levels of ability and challenges to ability and in terms of family and home structures. Fully inclusive, the school integrates a Specialist Teaching Facility for the hearing impaired within its community. A summary is offered below: ‘Olchfa School is a large 11-18 mixed comprehensive school situated in a suburban area to the west of the City of Swansea. There are 1,824 pupils on roll, There are 440 students in the Sixth Form. The school also has a Specialist Teaching Facility on site catering for hearing impaired pupils. The school’s intake is from a varied social background and represents the full range of ability. The percentage of pupils eligible for free school meals is 9.3%, which is well below the national average of 17.1% for secondary schools. Academic ability on entry is above national averages. The school has 10.4% of pupils on the special educational needs register, compared with the national average of 19.6% for secondary schools. About 14% of pupils come from ethnic minorities and 173 pupils (9.1%) come from homes where English is not the first language. No pupils are registered as being from homes where the predominant language spoken is Welsh.’ We are proud that each of the pupils in our care is treated both as an individual and as a member of the school community; we are proud to adopt a multi-agency (please see partnerships summary below) and that our ethos is evident to pupils, parents, stakeholders, staff and visitors alike. The Estyn report of 2012 praised the school unambiguously, stating that:

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‘The school has an outstandingly positive ethos based on very high expectations and the full inclusion and involvement of all pupils. The school is especially effective in setting high expectations for pupils’ achievement and standards of behaviour. Pupils respond very positively to the inclusive culture of the school where they all feel valued and involved, irrespective of their social or ethnic backgrounds. They are all given an appropriate equal opportunity to participate fully in school life. An atmosphere of tolerance and freedom from harassment or oppressive behaviour pervades the whole school.’

1.3 Mainstreaming equality into policy and practice We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, we will:

• use contextual data to improve the ways in which we provide support to individuals and groups of pupils;

• monitor achievement data according to the various protected characteristics and action any gaps;

• take account of the achievement of all pupils when planning for future learning and setting challenging targets;

• ensure equality of access for all pupils and prepare them for life in a diverse society;

• use materials that reflect the diversity of the school, population and local community in terms of the various protected characteristics, without stereotyping;

• promote attitudes and values that will challenge discriminatory behaviour or prejudice;

• provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures;

• seek to involve all parents in supporting their child’s education; • encouraging classroom and staffroom discussion of equality issues which reflect

on social stereotypes, expectations and the impact on learning; • including teaching and classroom-based approaches appropriate for the whole

school population, which are inclusive and reflective of our pupils Please also see the school’s Equal Opportunities Policy in the Appendices to this document.

1.4 Setting our equality objectives We recognise our duty and responsibility to establish equality for all learners, staff, other members of the school community and service users regardless of any protected characteristic defined within the Equality Act 2010:

• Age • disability • gender reassignment • marriage and civil partnership • pregnancy & maternity • race

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• religion or belief • sex • sexual orientation

The purpose of our Strategic Equality Plan (SEP) is to fulfil the duties to promote equality for all and embed fairness and equality at the heart of our school community and in all aspects of our school plans and policies.

In setting the equality objectives for this school, we will take due regard to the Public Sector Equality Duty to:

1. Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Act;

2. Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it

3. Foster good relations between persons who share a relevant protected characteristic and persons who do not share it

Our SEP and Equality Objectives are set in the light of: • The regional equality objectives identified in Appendix 1; • views expressed by our school council and other stakeholders that have been

involved in the development of the plan; • issues arising as a result of our analysis of our pupil data, e.g. attainment data of

boys v. girls

2. Responsibilities 2.1 Governing Body The governing body has set out its commitment to equality and diversity in this plan and it will continue to do all it can to ensure that the school is fully inclusive to pupils, and responsive to their needs based on the protected characteristics. The governing body:

• seeks to ensure that people are not discriminated against when applying for jobs at our school;

• takes all reasonable steps to ensure that the school environment gives access to disabled people, and also strives to make communications inclusive for parents, carers and pupils;

• ensures that no pupil is discriminated against whilst in our school

In order to meet its reporting responsibility, the governing body will report on the progress of the SEP annually, as part of its Annual Report to parents. 2.2 Headteacher / Senior Leadership Team (SLT) The SLT promotes equality and eliminates discrimination by:

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• implementing the school’s SEP, supported by the governing body in doing so; • ensuring that all staff are aware of their responsibilities under the Act and are fully

informed of our school’s SEP and equality objectives, • ensuring that all appointments’ panels give due regard to this plan, so that no one

is discriminated against when it comes to employment or training opportunities; • promoting the principle of equal opportunity when developing the curriculum, and

promoting respect for other people and equal opportunities to participate in all aspects of school life;

• treating any incidents of bullying, harassment or discrimination in accordance to the Authority’s and school’s policies

2.3 Staff – teaching and non-teaching The school regards equality as a responsibility for all. Every member of staff contributes to ensuring that our school is a fair, just and cohesive community by:

• ensuring that all pupils are treated fairly, equally and with respect • promoting awareness of the school’s SEP; • striving to provide material that gives positive images based on the protected

characteristics and challenges stereotypical images; • challenging any incidents of prejudice, and recording any serious incidents as

prescribed in the LA and school policies, e.g. reporting of racial incidents; • supporting the work of ancillary or support staff and encourage them to intervene in

a positive way against any discriminatory incidents

3. Information gathering and Engagement

3.1 Purpose and process The collection of information is crucial to supporting us in:

• deciding what actions to take to improve equality and eliminate discrimination within the school community

• reviewing our performance. • undertaking Equality Impact Assessments

Engagement is based on the information gained about representation of different groups. We aim to do this as fully as possible while recognising issues of sensitivity in relation to the different protected characteristics. The reason that this progress is important is to understand the full range of needs of the school community.

3.2 Types of information gathered

The wide range of information gathered to support our planning and action to promote equality and eliminate discrimination includes the following:

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• an analysis of the responses received from pupils, parents/carers, staff, governors

and community groups following the distribution of a questionnaire to determine equality issues. The questions included in the questionnaire do not highlight specific protected characteristics, but seek to obtain stakeholders’ views across the board; a template is available for this work. At Olchfa, these include the annual Kirkland Rowell survey, Estyn stakeholder surveys, and formal and informal surveys of the views of pupils, parents and partner agencies.

• pupil attainment and progress data relating to different groups; • school council’s views incorporated in a way that values their contribution; e.g.

within the School Improvement Plan • exclusions data analysed by group; • records of bullying and harassment on the grounds of any protected characteristic

3.3 Engagement

The school involves stakeholders including children and young people, staff, parents/carers, governors and other users of the school in relation to all equalities duties. We ensure that we communicate with everyone in an accessible way, using interpreters and different information formats when appropriate. The views of stakeholders and other equalities related groups are genuinely taken into account when we set priorities.

Stakeholder views are sought, analysed and acted upon annually, through the school’s Kirkland Rowell survey, conducted objectively by an independent organisation. This complements the involvement of a wide range of groups on a routine and / or ad hoc basis. This includes, but is not limited to:

• The School Council (described by Estyn as ‘particularly effective’) • The Governing Body • Ethnic Youth Services Team workers who visit weekly to speak with pupils • The LA Youth Team whose workers also visit weekly to speak with pupils • The EMLAS team based at the school • Staff and representatives of the STF • ‘Communities First’ • CHAT and HYPE • The full complement of partners with whom we adopt a multi-agency

approach to wellbeing

4. Equality Impact Assessment

An EIA is a way of looking at what we do as at Olchfa to ensure our policies and proposals do not discriminate against people on the basis of:

• Age • Disability • Gender reassignment • Marriage & civil partnership • Pregnancy and maternity

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• Race • Religion or (non-)belief • Sex • Sexual orientation • Welsh language

The purpose of an EIA is to identify any potential risks of unlawful discrimination and opportunities to promote equality. They also support the outcome of delivering excellence in terms of meeting the needs of all. We will undertake EIAs on all our policies and proposals.

5. Objectives and Action Plans Our Equality Objectives are:

1. To formalise stakeholder consultation in a corporate format 2. To continue to train staff and educate learners in issues pertaining to equality

objectives, particularly as new issues arise locally, regionally, nationally and globally and to continue to review all curriculum materials in light of developments arising as above.

3. To evaluate the implementation of cashless tills to eliminate the use of dinner tickets by FSM pupils

. Further information on how we will achieve these objectives is contained in Appendix 1. The school evaluates the effectiveness of the SEP on a regular basis, through the governing body and with Estyn when the school is inspected.

6. Publication and reporting

We will publish our SEP on our school website and make it available from the school office. The Plan will be available in a range of formats on request. It will additionally be advertised via the termly newsletter and via the school’s social media facilities.

The school reports annually on the progress made on the action plans and the impact of the SEP itself on school ethos and practice within the school. This is undertaken as part of the Governors’ Annual Report. All data collected will be used solely for the purpose of analysing trends by protected characteristic in performance, take -up and satisfaction with services offered by the school or local authority. Such information will be stored separately from personal information which identifies the individual. In order to protect the identities of individuals when trend information is published no counts containing less than 5 individuals will be published.

7. Monitor and Review

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As part of our responsibility to monitor the SEP, we commit to: • revisiting and analysing the information and data used to identify priorities for our

Equality Objectives • undertaking an annual review of progress against our Equality Objectives We will undertake a full review of our SEP by September 2016.

Olchfa S

chool

Strategic E

quality Plan 2012 – 2016

A

ppendices A

pp. 1 R

egional Equality Objectives

App. 2

School Equality Objectives and A

ction Plan A

pp. 3 School Equal O

pportunities and Hum

an Rights Policy

App. 4 Extracts from

Olchfa School’s D

isability Equality Scheme

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APPEN

DIX 1

Regional Equality O

bjectives

South West and M

id Wales A

uthorities Consortium

(swam

wac)

1. Reduce G

aps in attainment betw

een Boys and G

irls and between other protected groups as identified in local data

National research indicates inequalities in the levels of attainm

ent between genders, ethnicities and betw

een disabled people and non-disabled people. B

oys, black, Bangladeshi and P

akistani pupils and disabled children all perform poorly on average com

pared to other groups. 2.

Implem

ent new W

elsh Governm

ent Bullying G

uidance and reduce Identity based bullying in schools The A

ll Wales S

urvey of Bullying in schools (W

G 2009) found a range of identity based bullying in schools across W

ales. Exam

ples include 22%

of year 6 pupils had been ‘bullied in a homophobic w

ay’; 7% of year 7 pupils had been ‘bullied in som

e way due to learning difficulties’

and 3% of year 10 pupils had been ‘bullied in som

e way due to race or ethnic origin’.

3. R

educe gaps in levels of attendance between different protected groups as identified in local data

Work is currently underw

ay to improve data analysis w

hich can identify differences in attendance trends between groups of pupils w

ith different protected characteristics. S

everal reports have been comm

issioned nationally which exam

ine attendance of Gypsy Traveller and

Irish Traveller children. Each found that attendance w

as lower am

ong these children. 4.

Reduce the num

ber of NEETs

Wales has a higher proportion of people w

ho were not in education, em

ployment or training (N

EE

T) among the 16-24 year old group than

England. B

eing NE

ET is a m

ajor disadvantage to young people. 5.

Improve access to inform

ation and physical access to schools and other learning settings for pupils, parents and staff. H

ead teachers and Governors need to be confident that all pupils can reasonably access services and are not unjustifiably disadvantaged

by having any of the protected characteristics. Schools already have D

isability Access P

lans in place. How

ever, schools and local authorities through the public sector equality duties need, to cater for the needs of all protected groups so the scope is w

ider than Disability

Access P

lans. 6.

Raise aw

areness of equality and diversity issues among Pupils, Staff and G

overnors. N

one statutory guidance on the Public S

ector Equality D

uties states that ‘a listed body in Wales (including all S

chools) must m

ake appropriate arrangem

ents to promote know

ledge and understanding of the general and specific duties amongst its em

ployees.’ In the school context w

e wish to extend this to include pupils and G

overnors.

Olchfa School

Strategic Equality Plan 2012 – 2016 Equality Objectives and Action Plan

Equality Objective: To formalise stakeholder consultation in a corporate format. Agree corporate format for survey and circulate relevant stakeholders, evaluating advice arising.

Associated actions required: (please split these by year as far as is possible

Task Responsible person

Deadline Outcome (and its relation to the objective)

Progress update (this will be completed annually)

Year One - 2012-13 Assistant Head Spring 2013 Formal Wellbeing Survey of stakeholders Year Two - 2013-14 Assistant Head Spring 2014 Formal Wellbeing Survey of stakeholders Year Three - 2014-15 Assistant Head Spring 2015 Formal Wellbeing Survey of stakeholders Year Four - 2015-16 Assistant Head Spring 2016 Formal Wellbeing Survey of stakeholders

Olchfa School

Strategic Equality Plan 2012 – 2016 Equality Objectives and Action Plan

Equality Objective:

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To continue to train staff and educate learners in issues pertaining to equality objectives, particularly as new issues arise locally, regionally, globally and nationally and to continue to review curriculum materials in light of developments arising

Associated actions required: (please split these by year as far as is possible Task Responsible

person Deadline Outcome

(and its relation to the objective)

Progress update (this will be completed annually)

Year One - 2012-13 Assistant Head Spring 2013 Lead review of curriculum Provision materials and pedagogy Year Two - 2013-14 Assistant Head Spring 2014 Lead review of curriculum Provision materials and pedagogy Year Three - 2014-15 Assistant Head Spring 2015 Lead review of curriculum Provision materials and pedagogy Year Four - 2015-16 Assistant Head Spring 2016 Lead review of curriculum Provision materials and pedagogy

Strategic Equality Plan 2012 – 2016 Equality Objectives and Action Plan

Equality Objective: To evaluate the implementation of cashless tills to eliminate the use of dinner tickets by FSM pupils.

Associated actions required: (please split these by year as far as is possible Task Responsible Deadline Outcome Progress

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person (and its relation to the objective)

update (this will be completed annually)

Year One - 2012-13 Assistant Head Spring 2013 Evaluate cashless system Wellbeing and Business Manager via cost benefit analysis Year Two - 2013-14 Assistant Head Spring 2014 Introduce new system Wellbeing and Business Manager if appropriate Year Three - 2014-15 Assistant Head Spring 2015 Analyse improved outcomes Wellbeing and Business Manager for FSM and all pupil groups Year Four - 2015-16 Assistant Head Spring 2016 Continue to monitor efficacy And Business Manager

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Appendix 3

EQUAL OPPORTUNITIES POLICY Olchfa School’s Policy is to establish and maintain, as far as it is reasonably practicable, positive equal opportunity:-

i. in employment for all staff ii. in delivery of education, other services, benefits and facilities to all pupils and

students at the school

to ensure that no members of staff, job applicants, pupils or students (existing or potential), receives less favourable treatment on any grounds or conditions that cannot be justified. The grounds specified in law include race, nationality, colour, ethnic origin, gender, marital status, sexual orientation or disability. This means recognising the inequalities which people suffer and taking action to reduce them. Everyone has a role to play in ensuring fairness towards all members of the school community, including colleagues, pupils, students and parents/guardians. In formulating this policy document, the Governing Body was mindful of the “lead policy statements” including the “Equal Opportunity” and “Multi-Cultural Education” policies and the “Code of Practice regarding Racial Harassment” issued by the City and County of Swansea LEA. Where possible, this document is therefore a “copy out policy statement” so far as the prevention of discrimination relates to Olchfa School and will be reviewed in light of any further guidance issued by the City and County of Swansea. This policy should also be read in conjunction with the school policy for Additional Learning Needs.

Policy Statement

1. Each Governor and member of staff is expected to carry out his/her duties with due regard to this policy.

2. To achieve the objectives of this policy the Extended Management Team will:-

i) provide guidance and, where necessary training, to ensure that all staff and governors understand and accept the importance of eliminating direct and indirect discrimination.

ii) ensure the achievement of equal and consistent treatment in the delivery of

education, other services, benefits and facilities provided by the school.

iii) monitor recruitment and promotion of staff to eliminate direct and indirect discrimination.

iv) monitor service delivery to ensure compliance with the terms of this policy.

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v) ensure that the curriculum includes accurate racial and cultural information

to help pupils and students:

a) recognise the implications of their own behaviour and b) develop a positive attitude regarding diversity.

Procedure and Practices

1.0 Introduction 1.1 Olchfa School’s Equal Opportunity Policy Statement provides a baseline to ensure

equality.

In making this formal commitment the Governing Body seeks to apply fair standards in employment at the school and in the delivery of education and other services.

1.2 Equal Opportunity means access to education, jobs, services, information and participation for everyone. Governors recognise that because some groups of people experience prejudice and discrimination, to make opportunities really equally available we have to make an extra effort. Some groups are mentioned in particular because they have commonly been disadvantaged and are specifically covered by legislation.

The Governing Body’s commitment to all members of the School Community is a recognition of the continued difficulties and inequalities faced by these groups. The Governing Body will actively oppose all forms of direct and indirect discrimination carried out on the grounds of race, creed, colour, nationality, national origin, disability, sex, marital status, age, sexual orientation or because of AIDS/HIV infection.

2.0 General 2.1 The term ‘member of staff’ appears throughout this document and shall include teaching and associate members of staff. 2.2 The term ‘school community’ shall include existing and potential staff members,

governors, pupils, students, parents and guardians. 2.3 Definitions:

(a) Direct discrimination means treating the victim less favourably than others on the grounds of their gender, race, disability etc.

(b) Indirect discrimination occurs where the discriminator applies a condition or

requirement which it is more difficult or impossible for a particular individual to comply with than the general population on the grounds of gender, race, disability etc. It should be noted that indirect discrimination may not be intended by the discriminator.

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3.0 Scope of the Policy 3.1 This policy so far as it relates to:- i) the provision of education and an ordered, caring environment for all pupils, shall

be in accordance with the School’s Ethos and Mission Statement. ii) employment matters, shall refer to individuals and groups whether they are actual

or potential employees in the school. 3.2 This policy requires the Governing Body to recognise and respect cultural and religious

diversity together with under represented groups and serve all sections of the school and wider community. Everyone should know what is available from the school and access to services and education provided will be based on objective criteria of need or entitlement. The Governing Body will be open in its approach to make sure that we learn and take account of the views and experiences of the school and wider community through informal and formal dialogue.

3.3 In the context of pressures on resources and change, achieving equality assumes an

even greater importance and requires even greater commitment. The Governing Body is committed to making progress; protecting any gains made and to developing ways of promoting and achieving equal opportunity and eliminating both direct and indirect discrimination.

3.4 This policy is designed to be effective in terms of all minority or disadvantaged groups

for example:-

(a) Ethnic Minorities

Within the spirit of the Race Relations Act 1976, this policy aims to eliminate discrimination, allowing individuals a fair and equal chance of both developing their abilities and realising their expectations.

(b) Sex Discrimination

This policy aims to improve opportunities available to all. It is in the school’s best interest to retain the services of trained, experienced staff. Men and women will be encouraged equally to apply for posts, provided there is no genuine occupational qualification, as allowed in the Sex Discrimination Act 1975.

4.0 Quality Strategies 4.1 The Governing Body is committed to best employment and education practices. 4.2 In such a school based service, staff is at the heart of any commitment to equal

opportunity together with equality and quality of education, other services, benefits and facilities delivered. The Extended Management Team should be mindful of the

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diversity of the school community and respond sensitively and effectively to the variety of needs and preferences.

4.3 Every governor and member of staff is responsible for ensuring that the education,

other services, benefits and facilities provided at the school reflect and develop this policy.

5.0 Implementation 5.1 This policy applies to the whole school community and it will be the duty of each

Learning Co-ordinator / Learning Leader to actively promote equal opportunity within his/her area.

5.2 Any member of staff, pupil, student or parent/guardian who feels that this policy has

been breached, has the right to have his/her case considered in accordance with grievance procedure:-

(a) In the case of staff members this may be effected in accordance with procedures

contained in the staff handbook. (b) In the case of pupils or students and their parents/guardians this may be effected

in the first instance via the headteacher.

5.3 Equal opportunity will be created within the following framework:- (a) Fair recruitment, selection and promotion

Staff will be recruited according to their ability to do the job and all promotional decisions will only be made in accordance with objective, job related criteria.

All staff advertisements will make reference to this Equal Opportunity Policy. (b) Staff development and training The Senior Management Team will consider the implications of this policy when

developing and implementing training strategies and programmes. Relevant job training opportunities will be made available to all members of staff.

(c) Conditions of Service Implementation of the National and Local Conditions of Service together with the resultant working arrangements will be applied fairly to all members of staff.

(d) Flexible Work Where appropriate, flexible working practices (such as maternity leave, job share and part-time work) and an understanding approach to the demands of childcare, being important factors in creating equal opportunity, will be implemented at Olchfa. In this respect the Governing Body wants to develop new policies for flexible working patterns and childcare. Governors recognise the importance to the

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school community of caring responsibilities and that equal opportunity will only become a reality if there is this kind of support. The school recognises however that its priority must be continuity in the education of pupils and students and these practices will be implemented only where it can be done in a way which is not to the detriment of pupils and students.

(e) Harassment Making all members of our school community feel welcome and creating a safe school environment is an integral part of equal opportunity. This is why we have a policy and procedure to deal with harassment. Everyone has the right of respect and governors will not tolerate behaviour which threatens groups or individuals.

5.4 Any member of the school community who fails to observe the provisions of this policy or who unfairly discriminates against another staff member, pupil, student, parent/guardian or applicant for employment may be subject to disciplinary action.

6.0 Targets and Action Plans 6.1 Each Head of Faculty is responsible for developing strategies and producing Equality

Action Plans focusing upon achievable employment targets and provision of education and other service objectives. Such targets and objectives will then be approved by the Senior Management Team.

6.2 Employment policies and practices will be continuously reviewed against equal

opportunity objectives and in the light of information gained as a result of monitoring. 6.3 Governors accept the LEA’s undertaking to monitor implementation of an appropriate

curriculum through the Education Development Service. 7.0 Human Rights 7.1 In all aspects of its work, the school seeks to respect each pupil and staff member as

an individual and to respect his or her rights. It seeks to act in accordance with the provisions and spirit of relevant legislation, and conventions, including the 1998 Human Rights Act and the UN Convention on The Rights of The Child. The school also recognises the link between rights and responsibilities and seeks to reflect and propagate that link through the service it provides.

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Appendix 4

Extracts from Olchfa School’s DISABILITY EQUALITY SCHEME

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1 The Introduction 1a The Purpose

The Disability Discrimination Act 2005 (DDA) places a legal requirement on all public authorities, including schools, to actively promote disability equality for pupils, employees and service users. The Disability Equality Duty defines general and specific duties for schools. The general duties require schools to: • 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 • encourage participation by disabled persons in public life • 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) The specific duty requires schools to produce and publish a Disability Equality Scheme that describes how the general duties will be carried out. The whole purpose of the Disability Equality Duty is to improve equality of opportunity for disabled people. Our Disability Equality Scheme demonstrates how we, as a school, will do that.

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1b The school’s commitment to disability equality

1c Who should benefit from the school’s DES?

Olchfa school is committed to ensuring equality of education and opportunity for disabled pupils, staff and all those receiving services from the school. Our approach reflects the social model of disability, which sees society and its structures as disabling individuals rather than the ‘problem’ lying with the disabled person and their impairment. We aim to develop a culture of inclusion and diversity in which people feel free to disclose their disability and to participate fully in school life. The achievement of disabled pupils and students will be monitored and we will use this data to raise standards and ensure inclusive teaching. We will make reasonable adjustments to make sure that the school environment is as accessible as possible. We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.

The Disability Discrimination Act 2005 (DDA) defines a disabled person as someone who has ‘a physical or mental impairment which has a substantial or long-term adverse effect on his or her ability to carry out normal day-to-day activities’. The DDA 2005 has also extended the definition of disability as follows: People with HIV, multiple sclerosis and cancer (although not all cancers) are deemed disabled before they experience the long-term and substantial adverse effect on their activities Section 18 has been amended so that individuals with a mental illness no longer have to demonstrate that it is “clinically well-recognised”, although the person must still demonstrate a long-term and substantial adverse effect on his/her ability to carry out normal day-to-day activities.

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1d Who is responsible for the Disability Equality Scheme?

The Governing Body of the school is responsible for ensuring that the requirements of the Disability Discrimination Act 2005 are met, that the Disability Equality Scheme is published and that the Action Plan is monitored and reviewed.

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2 Involving Disabled People

Governors will seek the involvement of disabled persons in the formulation of their policy by periodically including appendix A in parental newsletters. As a result of the first newsletter six parents volunteered to be part of the policy group. Governors’ Buildings/ Health & Safety Committee will formulate their Disability Equality Scheme, together with a number of co-opted disabled persons. Analysis of this special policy group is two governors, six parents, and one teacher which includes one disabled adult ( as defined by DDA(2005). A school council representative will be invited to all meetings.

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3 Gathering and Analysing data 3a What data is currently held on disabled pupils?

Currently we hold no specific data on disabled pupils and staff other than that contained in any Individual Education Plan. Our first target is to audit the curricular provision to determine what, if any, aspects of the school curriculum are inaccessible to disabled students. Educational achievement by disabled students will be compared to determine if there is a significant difference in a number of performance indicators.

• educational achievement • progress and value added • attainment • attendance • participation • exclusions

This statistical exercise will be completed by December each year for the academic year ending in August of the same year.

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3b What data is currently gathered on disabled staff?

3c Data collection on parents/carers and governors

Positive Action

Governors’ Staffing & Personnel Committee will collect data in the following categories.

• recruitment e.g. number of applications from disabled people

• training opportunities • number of disabled people in promoted posts • representation of disabled people on school

committees This statistical exercise will be completed by December each year for the academic year ending in August of the same year.

Statistical information(Appendix A) will be requested from staff, parents and students on an annual basis at the start of the academic year in September. This statistical exercise will be completed by December each year for the academic year ending in August of the same year.

Following the audit and collection of statistical data, Governors will assess their action plan to establish of any amendments are necessary in the light of a new group of users.

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4 Impact Assessments Arrangements for undertaking Disability Equality Impact Assessments, and Process for undertaking Disability Equality Impact Assessments

5 Monitoring and review Monitoring and reviewing the DES

As each school policy is reviewed it is Governors’ intention that additional clauses to be added to asses the impact of each particular policy and its impact on disabled staff/parents and students. Copy of the pro-forma can be found in Appendix B.

This Disability Equality Scheme will be monitored each year by the policy group’s consideration of a report prepared by the Headteacher.

Appendix A Disability Discrimination Act (DDA,2005) In order to comply with the requirements of the DDA Governors have to formulate a Disability Equality Scheme which must involve disabled persons in the formulation of the scheme. In the first instance it is preferable for these disabled persons to be associated with the school; as an employee, governor, student, parent/carer or user/visitor. Governors also need to know the identity of our disabled users. It is therefore necessary to enquire as to the disability status of our users. Under the terms of DDA a disability is defined as satisfying all three pf the following criteria:

• You have a mental or physical impairment • This has an adverse effect on your ability to carry out normal day-to-activities • The effect is substantial and long term (has lasted 12 months, is likely to last 12

months or likely to exist for the rest of your life)

If you have cancer (but not all forms), HIV, multiple sclerosis, registered blind or partially sighted then you are automatically considered as disabled under the terms of DDA. Even if you had a disability in the past but are no longer disabled then you may still be counted as disabled under DDA. We actively seek the assistance of any disabled person, or any parent of disabled students, to become involved in the formulation of our Disability Equality Scheme. If you choose not to declare such a disability then the Governing Body is unable to make any reasonable adjustment to accommodate any special requirements. Staff and parents(on behalf of themselves and/or their children) are encouraged to return the pro-forma. Non-return of the form will be interpreted as you (and any of your children who are students of the school) as not being considered disabled under the terms of Disability Discrimination Act (2005). If you have any questions regarding this issue please contact the school. Please return the form to Mrs. B. Baglow, marked Private and Confidential. Name_____________________________________________ Under the terms of the Disability Discrimination Act (2005) the following users of Olchfa School should be considered as disabled. Please provide your contact details so that we can contact you to discuss the confidentiality of any information you provide.

Name Disability Confidential Yes/No Yes/No Yes/No Yes/No Contact details________________________________________________.

Signature_______________________________ Date_______________

31

Appendix B Policy Checklist for potential impact on Disability Equality Scheme Policy_______________________________ Revision date_____________________ 1. Are there concerns that the policy could have a differential impact due to the disability of any person

covered by the policy? YES / NO 2. What existing evidence (either presumed or otherwise) do you have for this? 3. What changes are necessary to the policy so as not to disadvantage disabled persons?

4. Are there any other associated policies which will need to be revised to take into account any necessary changes identified in section 3?

Signature________________________ Date___________________

Appendix C

Olchfa School D

isability Equality Scheme A

ction Plan

Aim

Perform

ance Target / Success C

riteria Tim

escale Training and R

esources W

ho is responsible

Review

er/ Review

date

Outcom

e of review

To promote equality of

opportunity between

disabled people and others

1.Review

curricular provision to ensure access for all students. 2.D

epartments to review

teaching strategies and resources to ensure no indirect discrim

ination

1.July 2008 for S

eptember 2009

implem

entation 2. S

eptember

2008

1. Task &

Finish group 2. D

epartmental tim

e

Headdship

Team

(curriculum)

Headdship

Team

(curriculum)

To eliminate discrim

ination that is unlaw

ful under the A

ct

All parts of building

accessible

March 2011

Finance to increase accessibility to all parts of the building

Bursar &

B

uildings M

anager

To eliminate disability

related harassment

No reported

harassment/bullying of

disabled students.

July 2009 C

HA

T counsellors training program

me for S

eptember

2008

Headdship

Team

(Students)

To promote positive

attitudes towards disabled

people

Module to be included in

PS

E program

me for K

ey S

tage 3

Septem

ber 2009

Head of P

SE

departm

ent

33

Olchfa School D

isability Equality Scheme A

ction Plan

Aim

Perform

ance Target / Success C

riteria Tim

escale Training and R

esources W

ho is responsible

Review

er/ Review

date

Outcom

e of review

To improve data collection

and analysis of information

relevant to disabled people (pupils, parents/carers, staff, other service users and providers)

Annual data collection

enabling central records to be analysed.

March 2011

No specific additional

resources

School

Manager