DISABILITY EQUALITY SCHEME (2009-2015)

At Moorside Academy we are committed to ensuring equal treatment of all our, pupils, parents/carers, employees and any others involved in the school community, who may have any form of disability. We will ensure that disabled young people and adults are not treated less favourably in any procedures, practices or service delivery. Our school will not tolerate harassment of young people or adults with any form of impairment impairment; this also includes pupils who are carers of disabled family members or parents.

At Moorside Academy, we create a happy, caring and secure environment, where we value our children and encourage each individual to strive for the highest standards of achievement. We ensure that our young people go into the world as independent, responsible citizens with a love for learning.

This scheme should be read in conjunction with the Accessibility Plan; Anti-Bullying Policy; Behaviour Policy; SEN Policy; Equal Opportunities Policy.

Legal Requirements/Role Of Governing Body.

Under Part 5A of the DDA governing bodies are required to:

  • Promote equality of opportunity for disabled people: pupils, staff, parents, carers and other people who use the school or may wish to.
  • Prepare and publish a disability equality scheme to show how they will meet these duties.

This scheme and the accompanying action plans set out how the governing body of Moorside CP School will promote equality of opportunity for young people and adults.

In addition, duties in Part 4 of the DDA require the governing body to increase access to education for disabled pupils in 3 ways:

  • Increasing the extent to which disabled pupils can participate in the school curriculum.
  • Improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services.
  • Improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.

These are the core areas covered by our Accessibility Plan which outlines how the Governing Body intends to further increase access to education for disabled pupils which is incorporated in this scheme.

Click here to access our Equality Information & Objectives Statement

Accessibility Plan

The school's accessibility plan briefly outlines the school's vision for improving children's access to the curriculum, to the environment and to information provided by the school.

What do we understand by "disability"?

At our school we promote disability equality and prepare all our young people for life in a diverse society. We use the term 'disabled' to refer to someone who has:

We do not interchange the term disabled with the phrase special educational needs although we appreciate that many pupils with sen will also have disabilities.

We use the DDA the definition of impairment to include hidden impairments such as dyslexia, autism, speech and language impairments, Attention Deficit Hyperactivity Disorder (ADHD) as well as:

We believe that an impairment does not of itself mean that a pupil is disabled. It is the effect on the pupil's ability to carry out normal day-to-day activities that has to be considered.

In relation to normal day-to-day activity the test of whether impairment affects normal day-to-day activity is whether it affects one or more of the following:

The core values of Moorside Academy, in relation to disability, are to actively seek to:

Involvement & Consultation.

It is a requirement that disabled pupils, staff and those using school services should be involved in the production of the Disability Equality Scheme.

Moorside Academy has consulted with disabled pupils, staff, Governors, Parents and service users in the development of our Disability Equality Scheme in order to determine their priorities for the school with regards to disability equality over the next three years via, feedback slips and focus groups.

These systems will be monitored closely so that the school can improve communication with and involvement of disabled people to inform future DSFC planning.

Gathering Information.

To meet the Disability Equality Duty, it is essential that aspects of school life are monitored to identify whether there is an adverse impact on children and young people with disabilities. At our school, the following information is monitored:

The school also monitors its provision in the following areas and pays regard to:

Assessing The Impact Of School Policies.

In order to ensure that action is taken to meet the Disability Equality Duty, Moorside School will review all policies on a rolling programme as highlighted in the school's action plan and will take into account views gathered from all stakeholders, including those with disabilities, in assessing the impact of school policies.

Meeting The Six Duties.

We aim to meet the requirements of the 6 duties through:

  1. Promoting equality of opportunity.
    • By awareness raising and staff training.
    • By keeping a watchful eye on the impact of policies.
    • Reviewing and adjusting policies.
    • Raising expectations.
    • Improving communication.
    • ncrease awareness of the ways in which parents of disabled children and young people can help to support their learning, for example through workshops.
    • Ensuring that the talents of disabled pupils are represented accordingly through the Gifted and Talented Registers.
  2. Eliminating harassment and bullying.
    • Raising awareness amongst staff and pupils of disability-related harassment.
    • Understanding the nature and prevalence of bullying and harassment.
    • Recognising and addressing bullying and harassment.
    • Involving pupils themselves in combating bullying.
    • Reviewing school anti –bullying policy and procedures.
    • Ensuring that disability-related harassment of disabled staff, parents, carers and other users of the school is identified and addressed.
    • The use of SEAL materials.
    • If a number of incidents have been prevalent within a particular year group, use circle time, story time or assembly to investigate and address the issue with all pupils.
  3. Promoting positive attitudes.
    • By staff modelling respectful attitudes to disabled pupils, staff and parents.
    • By challenging negativity.
    • By ensuring representation of disabled people in senior positions in the school.
    • Through the curriculum – SEAL/PSHE/RE.
    • Through positive images in school books and other materials.
    • Ensure that disability is represented in posters, collages, displays and learning materials.
    • Celebrate and highlight key events such as the Paralympics, Deaf Awareness Week and Learning Disability Week.
    • Inviting disabled members of the community/organisations to talk to children.
  4. Encouraging participation in public life.
    • Where possible, disabled pupils, staff and parents are represented in senior, responsible and representative roles.
    • There are positive images of disabled people participating.
    • Ensure that disabled pupils are represented and encouraged to participate in class assemblies, plays, events and on the school council.
  5. Taking steps to meet disabled people's needs, even if this requires more favourable treatment.
    • Additional coaching or training for disabled pupils, staff or parents.
    • Special facilities for disabled pupils at breaks and lunchtimes.
    • A policy of interviewing all disabled applicants who meet the minimum requirements for a job.
  1. Monitoring and reporting.