The Cedars School
Equality and Accessibility Policy 2020 – 2023
The school’s strategy is to address and comply with the requirements of the Disability Discrimination Act (1995), Equality Act 2010 and the the Special Educational Needs and Disability Code of practice September 2014, Keeping Children Safe in Education (2020)
The policy is a whole school policy and includes EYFS.
It should be read in conjunction with:
The curriculum policy
The Anti Bullying Policy
The SEND policy
The SMSC Policy
The SRE Policy
The Staff Code of Conduct
We will ensure that every individual in our school community is able to learn and work effectively, free from discrimination and unfair treatment. We understand that everyone should be given equal opportunities to learn, develop and work in a safe and respectful way.
As a school we support and promote the British Values of tolerance, respect, individual liberty, democracy and the rule of law.
While fully respecting the right to individual and personal beliefs, views and attitudes expressed that are contrary to the Equality Act 2010 and this policy will not go unchallenged.
Groups that are protected in law, by the Equality Act 2010, from direct or indirect discrimination are: age, disability, gender reassignment, race, religion or belief (including none), sex, sexual orientation.
Equality Objectives 2020-2023
In relation to Achievement and Standards:
- We will ensure that all children, including those with SEN are offered the opportunities to achieve their potential.
- Staff will work with outside agencies and seek training and support when needs are difficult to meet from existing or current resources.
- We will use in-school data to identify underachievement and where individuals require additional support.
In relation to Teaching and Learning:
- We will ensure that our curriculum, in and outside the classroom, actively promotes understanding between different groups of people.
- In the curriculum explicitly taught and implicit eg in Collective Worship, we will challenge stereotypes:
- We will use stories of individuals from history and current affairs as exemplars and role models from a wide range of cultures, religions, faiths, communities and groups.
- We will use examples of all kinds of families in addition to a father, mother and children e.g foster carers; ; different ethnic groups; single parents and step parents; disabled parents and children; adoptive parents; extended family acting as main carers.
- We will challenge all stereotypes, including those of gender.
In relation to Behaviour and Safety:
- We will maintain a rigorous anti-bullying stance so that all children and staff are protected from harassment and discrimination of all kinds.
- Children will be allowed and supported in making choices free from judgement and ridicule; for example a boy wanting to dress up as a woman in role play or a girl preferring to play traditionally masculine games such as football.
- Teachers will do their best to know and be aware of children’s family make-up insofar as it affects their well-being in school. When potentially sensitive issues, for example adoption, are discussed in class, teachers will make every effort to communicate with parents and carers before (if the learning is a planned activity) or promptly if the issue arises during the day and is discussed
- Parents are encouraged and expected to inform the school of issues that may affect their child, such as divorce. Staff will not ask for or require details other than information that might affect the child’s well-being in school.
- We will challenge and address all discriminatory language relating to disability, age, race and sexual orientation. This includes when young children use terms unknowingly, for example the word ‘gay’ as a general term for stupid or idiot. Challenging will include discussion of what the terms actually mean and why they are offensive and unacceptable.
- Adults using discriminatory language and/or behaviour in school will be subject to disciplinary action. Children will have their language or behaviour challenged and will be expected to address their
In relation to the Head Teacher and Deputy
The Head and her Deputy will ensure that the school is well placed to promote and teach equality and diversity issues through the curriculum by:
- Providing high quality resources specifically for PHSEE/SRE and for other curriculum areas reflecting diverse groups;
- Having well trained and equality-aware staff who understand their responsibilities to all children and families;
- Participating in national events such as Anti-Bullying Week and focussing attention on specific diversity concerns within our school community
- This Equality and Accessibility Plan has been drawn up to cover the period from September 2020 to September 2023.
- We are committed to providing a fully accessible environment which values and includes all our children, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
- The Cedars School plans, over time, to increase the accessibility of provision for all pupils, staff and visitors to the school. The Accessibility Plan will contain relevant actions to:
- Improve access to the physical environment of the school, adding specialist facilities as necessary. This covers improvements to the physical environment of the school and physical aids to access education.
- Increase access to the curriculum for pupils with a disability, expanding the curriculum as necessary to ensure that pupils with a disability are as, equally, prepared for life as are the able-bodied pupils. This covers teaching and learning and the wider curriculum of the school such as participation in cultural activities or school visits. It also covers the provision of specialist aids and equipment, which may assist these pupils in accessing the curriculum.
- Improve the delivery of written information to pupils, staff, parents and visitors with disabilities. Examples might include handouts, timetables, textbooks and information about the school and school events. The information will be made available in suitable formats within a reasonable time frame.
- Attached are Action Plans, relating to these key aspects of accessibility. These plans will be reviewed and adjusted on an annual basis. New Plans will be drawn up every three years.
- We acknowledge that there is a need for ongoing awareness raising and training for staff in the matter of disability discrimination and the need to inform attitudes on this matter.
- It may not be feasible to undertake some of the works during the life of this Accessibility Plan and therefore some items will roll forward into subsequent plans. The audit will need to be revisited prior to the end of each three-year plan period in order to inform the development of the new Plan for the following period.
- The Plan will be monitored through the Curriculum.
Equality and Accessibility Action Plan
The Equality and Accessibility Plan runs from 2020-2023
Contextual Information to improving physical access
- The Cedars School is made up of classrooms that date back to 1836 with a modern addition in 2008. The 2008 extension enabled the school to provide a ‘disabled toilet’ and there is level access to the building.
- The school has the ability to adapt its facilities to cater for staff or children with a disability
Improving access to the physical environment of the school
|To be aware of the individual needs of all children, staff, parents and visitors.||Note any disabilities within staff, children, visitors and make appropriate plans for them to have good physical access to the school||As required||Head/Deputy and SENCO||ILP’s are in place for disabled children.
All disabled children and staff feel confident their needs are being met.
Parents have full access to all events.
Access issues do not influence recruitment and retention of staff.
|Ensure that all children and staff are able to access as many areas of school as possible.||Consider the needs of disabled children, parents and visitors.||As required||Head/Deputy||As many areas of school as possible are accessible.
Teaching areas may be temporarily moved to improve accessibility
|Where children cannot access an area of school arrangements to be put in place to ensure the full curriculum can be accessed.||Assess individual needs of disabled children and make arrangements for them to access a full curriculum.
Adjustments to be made for temporary disabilities of staff and children.
|As required||SENCO/Head||Disabled children can access a full curriculum|
|Ensure all disabled children can be evacuated safely.||Put in place a Personal Emergency Evacuation Plan for a disabled child or staff member||As required||SENCO/Head||All disabled persons are evacuated safely from the building when necessary.|
|All fire escape routes are accessible for all.||Ensure that all areas to which a disabled person has access can be readily exited.||As required||Head||All disabled persons can exit the building safely|
Increasing access to the school curriculum
Improving teaching and learning lies at the heart of The Cedars. Through self review and Continuous Professional Development, we aim to enhance staff knowledge, skills and understanding to further promote excellent teaching and learning for all children.
|Ensure staff have the knowledge to differentiate the curriculum||Regular discussions re the manner in which a differentiated curriculum can be delivered||Ongoing||All Teachers, Teaching Assistants, Head, Deputy and SENCO||Progress evaluations|
|Ensure all staff have specific training on disabilities||An awareness of staff training needs
Staff to access appropriate CPD
|As required||SENCO/ Training Officer||Increase in staff knowledge and increased confidence|
|Ensure each member of staff knows the capabilities of all children and have read and understood ILP’s that are in place.||Regular sharing of information about each child.||Ongoing||SENCO/ Class teachers||All staff aware of each child’s needs|
|Ensure that the school has the correct equipment to aid children with disabilities e.g sloping desks, ‘wobble’ cushions, coloured overlays etc.||Regular checks to ensure that equipment meets the needs of the children||Ongoing||SENCO/ Deputy Head||Each child has the correct equipment to aid learning and attain potential.|
|Use computer programmes to support learning.||Regular checks that the software meets the needs of all children.||Ongoing||SENCO/ Class teachers||Wider use of SEN resources|
|Ensure all off site activities are accessible to all children and staff.||Develop guidance for staff when arranging off site trips.
Complete risk assessments
|As required||All staff||That all children can attend all off site trips|
|Ensure that the PE curriculum takes account of children of different abilities.||Gather information on accessible PE and disability sports||As required||PE coordinator/ Head/ SENCO||All have access to PE and can excel|
Improving the delivery of written information
We will ensure that written information given to disabled children and their parents/ carers is in a format that they can access e.g handouts, textbooks, exam papers, Newsletters. This information will take account of the child’s disability and the parent’s preferred format.
|Review information to parents/carers to ensure it is accessible||School to support parents to access information and complete school forms
Ensure website and Newsletters can be accessed by the visually impaired
|Ongoing||Media Officer/ Head/ SENCO||All parents can access all school information|
|Provide the written information in a format suitable to each child||Provide enlarged printed documents, coloured overlays for reading, coloured paper on which to write. Use a selection of colours on a white board.||Ongoing||Class teachers/ SENCO||That all children can access all written material|
|Provide staff with guidance re accessible formats||Ensure staff have access to all available formats||As required||SENCO/Head||Staff have full knowledge of available formats|
|Languages other than English to be visible in school||Welcome signs to be multi – lingual||Ongoing||Head||All staff, children and visitors to feel welcome at The Cedars|
|Plan to run||3 Years, with annual reviews|
|Date policy to be reviewed||1||01/09/15|
|Deatiled review of policy and 3 year plan||
10th September 2020