Promoting Disability Equality in Schools National Strategies Disability Equality

Equality Act key points: Harmonises, simplifies and strengthens law Continuing but integrated equality duty –A single equality duty covering race, disability and gender …. extended to age, sexual orientation, gender reassignment and religion or belief. An intention to help public authorities focus their efforts on outcomes, rather than on producing plans and documents. Removal of exception for schools’ re provision of auxiliary aids and services Duty on public bodies when making strategic decisions (priorities and objectives) to plan to reduce socio- economic inequalities

Changing Context….. New Equality Act received royal assent on but is not yet enacted Until it is enacted existing legislation and duties continue to apply Following materials remain relevant to the status quo and provide a resource for training and information about current duties on schools relating to disability A walk through CPD materials relating to current legislation………

Questions 1&2: Are schools held accountable? Do they have to publish a Disability Equality Scheme?

3. Does the disability equality duty for schools apply to pupils only?

4. Do all children with a disability have SEN?

5. How often must a governing body report on its Disability Equality Scheme?

6.Can you identify 2 characteristics of schools that routinely and successfully overcome barriers to learning for disabled pupils? Summary - Removing barriers to disability - success factors Can do attitude Welcoming and supportive ethos Forward planning Strong leadership Ongoing consultation with pupils and parents Good relationships with outside agencies Effective staff training Regular review and evaluation of adjustments 1.Outcomes: Attainment, participation, bullying, progress, achievement, 2.Compliance?

Disability Equality Duty – Helpful Resources 1.DCSF guidance 2.Disability Equality Scheme in Schools - a Self-Evaluation Resource Disability Equality Schemes (DES) and schools: A duty under the Disability Discrimination Act (DDA) Schools and the Disability Equality Duty in England and Wales- Disability Rights Commission and_and_wales.pdf and_and_wales.pdf

Discussion Would these materials be helpful in extending the awareness and impact of SIPs on outcomes for disabled pupils? How might they best be used? What role do SIPs play, alongside others, in ensuring positive outcomes for disabled pupils? What might be next steps?

Session 4: SIP Reports

13 Activity 5: SIP Reports What evidence is there in your current SIP reports of support and challenge in relation to children identified as having SEND? What evidence is there in your current SIP reports of support and challenge in relation to children identified as having SEND? What changes or actions do you need to make to your current SIP reports to promote good outcomes and good progress for pupils identified with SEND What changes or actions do you need to make to your current SIP reports to promote good outcomes and good progress for pupils identified with SEND

14 Activity 6: SIP Prompts What might be some of the key prompts you would use to strengthen the work of the SIP to promote good outcomes and good progress for pupils identified with SEND?

15 Activity 7: Action planning As an LA team use the remainder of this session to plan next steps: How will you use/develop/disseminate the SEND materials shared today? What will you add to these materials to reflect the LA context? By June 2011 what should have changed which you can use to judge delivery and effectiveness of your LA plan Are there specific targets you intend to set yourselves to deliver the above In delivering the above aspects are there any elements that you would welcome/invite support from your NS Adviser

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