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Drighlington Primary School

Nurturing, supporting, believing, achieving!

Moorland Road, Bradford
West Yorkshire, BD11 1JY

0113 2853000

info@drighlingtonprimary.org.uk

Headteacher: Mrs Sue Jackson

  1. About Our School
  2. SEND Local Offer, Single Equality & Accessibility Plan

SEND 

At Drighlington Primary School we are committed to establishing equality for all children, their parents, staff and other users of the school. This is reflected in our school vision and core values:

  • have high expectations of all
  • have excellent inclusive teaching
  • develop positive and trusting relationships
  • ensure that all children have the basic skills of literacy, numeracy and ICT
  • promote and support personal development, well being, mutual respect and citizenship
  • provide a safe, stimulating and challenging learning environment
  • provide a broad, balance, relevant and exciting curriculum
  • promote a positive attitude to learning and behaviour
  • promote working independently, co-operatively and as part of a team
  • recognise and celebrate achievement and diversity

Drighlington Primary School values the contribution that every child can make and welcomes the diversity of culture, religion and intellectual style. We are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils, whatever their needs and abilities. The school seeks to raise achievement, remove barriers to learning and increase physical and curricular access to all. All children with SEND are valued, respected and equal members of the school.    

Equality of Opportunity

This school does not discriminate against children on the grounds of race, gender or ability. We seek to enable all children to have reasonable access to the curriculum. 

It is the responsibility of the whole school community to implement this scheme in a manner which promotes the inclusive ethos of our school.

The Children and Families Act was passed in March 2014 and makes wide ranging reforms to services for children and young people, including services for children and young people with special educational needs and disabilities (SEND). The Act must be implemented from September 2014. A new code of practice has also been drafted to provide guidance to local authorities and their partners, including schools. The Local Offer is one of the new requirements of this Act.

In brief, the Act aims to achieve a new joint, multi-agency approach to statutory assessment and care planning, with existing statements of SEN replaced with joint multi-agency Education, Health and Care Plans (EHC Plans). This will streamline services and ensure families do not have to ‘tell their stories’ multiple times. It will also be quicker, with only 20 weeks for the new process, instead of the current 26 weeks.

More personalisation of services, including personal budgets. Families with the new EHC Plans will have more input into decisions about the services they access and how the budget associated with their EHC Plan is spent. This could include families choosing to receive and manage the budget themselves.

Local Offer

Better information about what services are available and how families can access them, published in a ‘Local Offer’ of information. This will empower families to know what they are entitled to access and make choices to meet their individual needs.

This guidance focuses on the Local Offer. Families can email bpteam@leeds.gov.uk for factsheets for schools on EHC Plans and personal budgets.

Click here for SEND Core Offer

Single Equality and Accessibility 

A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.

We believe that our Single Equality and Accessibility Plan is compliant with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. The Governing Body is accountable for ensuring the implementation, review and reporting on progress of the Single Equality and Accessibility Plan over a prescribed period.

Our Single Equality and Accessibility Plan is structured to complement and support the school's objectives. At Drighlington Primary School we do not discriminate against anyone on the grounds of their sex, race, colour, religion, nationality, ethnic or national origins. We promote the principles of fairness and justice for all through the education that we provide in our school. We ensure that all pupils have equal access to the full range of educational opportunities provided by the school. We constantly strive to remove any forms of indirect discrimination that may form barriers to learning. We ensure that all recruitment, employment, promotion and training systems are fair to all, and provide opportunities for everyone to achieve. We challenge stereotyping and prejudice whenever it occurs. We celebrate the cultural diversity of our community and show respect for all minority groups. We are aware that prejudice and stereotyping is caused by low self-image and ignorance. Through positive educational experiences and support for each individual’s point of view, we aim to promote positive social attitudes and respect for all.

We are committed to providing an environment which enables full curriculum access which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to taking positive action in the spirit of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within the school.

Our Single Equality and Accessibility Plan shows how access is to be improved for disabled pupils, staff and visitors to the school in a given timeframe and anticipating the need to make reasonable adjustments to accommodate their needs where practicable. The Single Equality and Accessibility Plan will contain relevant and timely actions to:

  • increase access to the curriculum for pupils with a disability, adapting the curriculum as necessary to ensure that pupils with a disability are as, equally, prepared for life as are the pupils without disability;
  • improve access to the physical environment of the school, adding specialist facilities where possible – this covers improvements to the physical environment of the school and physical aids to access education within a reasonable timeframe;
  • improve the communication of written information to pupils, staff, parents and visitors with disabilities; examples might include letters, timetables, books and information about the school and school events; the information will be made available in various formats within a reasonable timeframe

Key Aims

To increase and ensure for children with a disability that they have:

  • total access to our setting’s environment, curriculum and information and full participation in the school community.

Principles

Compliance with the Equality Act is consistent with our setting’s aims and equal opportunities policy and SEN information report. Key principles:

  • Our staff recognise their duty under the Equality Act:
  • Not to discriminate against disabled children in their admissions and exclusions, and provision of education and associated services
  • Not to treat disabled children less favourably
  • To take reasonable steps to avoid putting disabled children at a substantial disadvantage
  • To publish and regularly review an accessibility plan
  • In performing their duties, governors have regard to the Equality Act 2010
  • Our setting recognises and values the young person’s knowledge/parents’ knowledge of their child’s disability, the effect their disability has on his/her ability to carry out activities and respects the parents’ and child’s right to confidentiality
  • Our setting provides all children with a broad and balanced curriculum that is differentiated, personalised and age appropriate. 

Item to be addressed

Strategy

Outcome

Responsibility

Time Frame

Access to curriculum

All children have equality of access to life preparation learning

Review the specific needs for pupils living with a disability, in terms of basic daily living skills, relationships and future aspirations, including any new starters before they are admitted to the school

Staff are aware of the relevant issues and are fully trained to meet needs, including support of other professional partners. All school activities are accessible to all disabled pupils, with reasonable adjustments when necessary

All staff

Ongoing

Classrooms are organised to promote the participation and independence of all pupils

Review and implement a preferred layout of furniture and equipment to support the learning process in individual class bases in consultation with SENDCO

Lessons start on time without the need to make adjustments to accommodate the needs of individual pupils
All pupils have full access to the National Curriculum

SENDCO

 

Teaching Staff

Ongoing

Train staff in medical needs e.g. EpiPen or Diabetes

Training from SENDCO, consulting with families and other professionals

Members of staff will be trained in managing medical needs, regularly updated as appropriate so that all children can safely attend school all day and access the full curriculum

Senior Leadership Team

 

SENDCO

Ongoing

Train staff in supporting pupils with social, emotional and mental health and sensory needs e.g. autism, hearing & visual impairments

Training from SENDCO, consulting with families and other professionals.
Making adjustments to the curriculum, resources, equipment and environment as appropriate

Children with semh and sensory needs can attend school all day and are empowered to access the full curriculum

Senior Leadership Team

 

SENDCO

Ongoing

Physical environment

Ensure all projects undertaken by the school meet Equality Act 2010 requirements

Plans for new projects include Equality Act 2010 requirements and school seeks specialist advice as necessary e.g. installation of lifting equipment

All members of the school community & visitors have full access and can benefit from premises maintenance and improvements

Governor Resources Committee

 

Head Teacher

 

Site Manager

Ongoing

Ensure the physical environment continues to meet the needs of people with disabilities, including physical and visual and hearing needs

Regular Health & Safety inspections of the physical environment carried out by H&S governors & Site Manager
Concerns identified e.g. uneven playground surface

The school accommodates the safety and requirements of all members of the school community and visitors 

Governor Resources Committee

 

Head Teacher

 

Site Manager

Ongoing

 

Written communication

Availability of written material in alternative formats when specifically requested e.g. large print or different language

The school will make itself aware of the services available for converting written information into alternative formats so that disabled members of the school community are able to access all school information

The school will be able to provide written information in different formats when requested for individual purposes

Business Manager

 

Head Teacher

Ongoing

Communication with parents and carers who have disabilities e.g dyslexia, sight, hearing difficulties

Ensure parents and carers with a disability are receiving communicative information in an accessible format,

maintaining communication in a range of styles

All school information available for all who request it

Business Manager

 

Head Teacher

Ongoing