1. ‘Reasonable Adjustment’
Presented by: Owen Sedgwick-Jell

2. Contents Key principles Legislation - 2010 Equality Act
Gleeson case - implications
What is ‘adjustment’?
What might be ‘reasonable’?
Sharing information

3. Key Principles
Woodcraft Folk groups should seek to be inclusive of all children and young people
‘Reasonable Adjustment’ derives from the 2010 Equality Act
We may need to do or change things to include some children & young people (or ensure that they could be included)

4. Protected Characteristics
Sex
Gender Reassignment
Religion/ Belief
Disability
Age
Race
Marriage/Civil Partnership
Sexual Orientation

5. Protected Characteristics
Sex
Gender Reassignment
Religion/ Belief
Disability
Age
Race
Marriage/Civil Partnership
Sexual Orientation

6. Protected Characteristics
Disability Mental or physical impairment
Substantial and long-term effect on
day-to-day activities

7. The Gleeson Case (2017)
Parents of a child with autism received an out-of-court settlement of £42k from a local cub scout group
Parents argued 121 supervision required by the group was excessive
Also claimed breach of right to privacy
Extensive media coverage
Not a legal verdict = no case law

8. ‘Adjustment’ might include...
A more accessible venue
Adapting (or not doing) certain activities
Adjusting adult:child ratios
Seeking additional volunteers
Providing a choice of activities
Changes to your group guidelines
Considering how you communicate
Additional training for volunteers

9. ‘Reasonable’ shouldn’t mean...
That we ask more of volunteers than they are willing/able to offer
Compromising our Aims & Principles
Changing the fundamental nature of our provision
Ignoring the needs of others
Holding your group to the same standard as a public body

10. Understanding Needs
Health and consent forms are part of understanding any additional need
Discuss and explore with the young person, and parent/carer
Do they receive additional support at school?
What helps? What makes it harder?
Observe and reflect in your planning

11. Top Tips Be led by the young person
Engage in a conversation - be clear about sharing information
Communicate what you are doing
Assess risks realistically - to reduce and manage rather than eliminate risk

12. Further Information equalityhumanrights.com/en/advice-and-guidance
woodcraft.org.uk/resources/inclusion-webinars
Inclusion questions - leader handbooks
Accessibility checklist
Other leaders - in person and online
Specialist organisations e.g. Scope, Mencap, NDCS
Local organisations, parents & young people themselves!

13. Questions, Comments? Owen Sedgwick-Jell UK Projects Manager