Disability Access for Croydon's Schools - Application for Funding

DISABILITY ACCESS FOR CROYDON’S

SCHOOLS

Revised October 2014

1 The Disability Access Working Group

The local Disability Access Working Group has been formed to develop local practice in the area of disability access. Representation on the group is from the Local Authority (LA) including SEN and buildings specialists, schools including early years and Occupational Therapy.

The terms of reference for the group are: To develop a strategic approach to accessibility based on an assessment of the current position, analysis of future patterns of demand and risk assessment in relation to legal duties. To articulate clearly what is reasonable for the Council to provide so that this information is available to parents and schools to support their planning and decision making. To set clear priorities and eligibility criteria for the allocation of any available capital funding that improves accessibility. This includes establishing a transparent process for allocation. To consider the contribution from schools for smaller projects and equipment.

Duties under the Equality Act 2010

There is a legal duty on all schools (including academies) to plan to increase over time the accessibility of schools for disabled pupils and to implement their plans. Under the Equality Act 2010 schools have a duty to make ‘reasonable adjustments’ for disabled pupils. This requires schools ‘to take positive steps to ensure that disabled pupils can fully participate in education and that they can enjoy other benefits, facilities and services which the school provides for pupils’. It is a duty ‘so far as is reasonably practicable, to approximate the access enjoyed by disabled pupils to that enjoyed by the rest of the pupils’. The duty also covers the provision of auxiliary aids and assistance. The reasonable adjustments duty is triggered only where there is a need to make adjustments to avoid ‘substantial disadvantage’. In considering what constitutes a substantial disadvantage schools need to take account of factors such as time and effort required, inconvenience, indignity or discomfort for the pupil and loss of opportunity for the pupil in comparison with peers.

Factors which schools need to take into account when determining what reasonable adjustments they should seek to make include:

Effectiveness in overcoming the substantial disadvantage suffered by the pupil Practicability of the adjustment Effect of the disability on the individual Financial and other costs of making the adjustment Resources of the school and the availability of financial and other assistance Health and safety requirements The need to maintain academic, musical, sporting and other standards The interests of other pupils who may be admitted to the school The duty is an anticipatory duty owed to disabled pupils generally, covering pupils at the school as well as those applying for admission. The LA is under a duty to fund any items specified in a Statement of SEN or a new education health and care plan e.g. specialist equipment; however, this is not the best and most timely way of considering such requirements.

2 Croydon’s approach

The LA aims to support school practice in the compliance with the duties by the offer of outreach from St.Giles, the specialist school for physical and medical needs. Included in this is advice regarding types of need, risk assessments, curriculum access and CPD opportunities. It is hoped that the new Enhanced Learning Provisions for PD and medical needs at Chipstead Valley Primary and Woodcote High will also over time be able to offer outreach. The LA also has both SEN and buildings specialists who are able to offer advice.

The Council is fully committed to improving the inclusion of disabled pupils and has set aside funds for this purpose.

Disability access funding

Disability access funding is available to support the access and inclusion of pupils with disabilities in maintained, voluntary aided and non-aligned voluntary aided schools. The funding can contribute to the costs of building projects such as stair lifts, ramps and internal lifts. We will also consider applications for specialist equipment for example, heathfield chairs, changing tables and soundfield systems. It is the expectation that schools will fund less costly equipment (up to the value of £250) themselves and that they will match fund more expensive equipment and building works up to 50%. Funding contributions should be particularly from academies and foundation schools as they have a duty to make ‘reasonable adjustments’ for disabled pupils. The Disability Access Working Group forms the panel that considers all requests against the criteria in order to make the best possible use of the available funding. The panel’s recommendations are then ratified within the LA.

Criteria for Allocation of Funds

Requests for funding should seek to improve access to education in both strategic and operational ways as follows:

Strategic a) Providing a continuum of accessible provision across early years, primary and secondary phases within a local area. b) Reducing home to school travel time for pupils by making local schools accessible c) Contributing to the LA strategy for increasing access and inclusion for pupils SEN.

Operational - to facilitate entry for a pupil or pupils to a particular school by: a) Improving physical access to the school. This may include setting down and picking up points, ramps, handrails, and lifts, and improvements to escape provisions. b) Improved physical movement around the building, including adaptations for sensory disabilities, access to social and specific curriculum areas. c) Improved access to the curriculum, including specialist furniture such as desk, rise and fall tables, sinks and ovens; and ICT provision, both hardware and software. d) Improved accommodation within the building, including toilets for disabled pupils, hygiene rooms and sound proofing for pupils with hearing impairment.

The fund cannot be used to fund training for staff or for specialist assessments for pupils for equipment. It can, however, be used to fund professional fees for building surveyors and architects, and for fees for statutory approvals. These costs should be included in the school’s bid for a project, but shown separately.

3 APPLICATION FOR DISABILITY ACCESS FUNDING

Please read the information provided before submitting your bid and include a copy of your school’s Equality Action Plan which details your access strategy.

Name of School: ______

Name of pupil (if relevant):______D.O.B: ______

Brief description of the pupil’s / pupils’ needs, why the funding is needed and any implications over time:

Bid for building work Have you sought advice from your School’s Client officer? YES / Cost NO if no, please contact: [email protected] description of the work

Does this work need to be completed by a certain date? YES / NO If yes, when______Applications for building work will receive an initial approval in principle, subject to detailed drawings being submitted for final approval.

Additional information

Please provide details as to how your request meets the criteria for funding

4 Bid for equipment Do you have a report from an Occupational Therapist? YES/ NO. You must include a specification and quote for the equipment requested.

Item Cost

Is the equipment required by a certain date? YES / NO if yes, when ______

Please provide details of how the proposed work links to your Equality Action Plan

Please provide details of the impact that the proposed work will have for both the school and the wider community.

Name of applicant______Date of application ______

5 Please return this form to [email protected],School’s Client Officer, together with any supporting information or reports.