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Key Information

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

The Disability Discrimination Act 1995 (DDA definition)

Introduction

The DDA was extended to include education by the SEN and Disability Act 2001 (SENDA). The Governing Body of Brompton Hall School recognises the following duties that this places upon them:

  • Not to treat disabled students less favourably for a reason related to their disability
  • To make reasonable adjustments for disabled students, so that they are not at a substantial disadvantage

In considering what is reasonable, the school will take account of;

  • School budget situation
  • The practicalities of making an adjustment
  • Health & Safety factors
  • The interest of all students

The DDA places three specific requirements on the Governing Body;

  • To increase the extent to which disabled students can participate in the school curriculum
  • To improve the environment of the school to increase the extent to which disabled students can take advantage of education and associated services
  • To improve the delivery of information that is provided in writing for students and adults who are not disabled, to disabled students, parents / carers and visitors.

Links to the Accessibility Action Plan and Evaluation documents for Brompton Hall School can be found in this section of the website.

 

Previous adaptations made to the school: 2013-2015

A range of strategies and adaptations have already been introduced at Brompton Hall School to help increase the accessibility to education for disabled students. These are detailed below under the relevant DDA requirement:

Improving Access to the Curriculum

  • Small class groups
  • Mentoring for identified students
  • Whole staff training on differentiation, teaching strategies, teaching styles, IEPs, EHCPs, sensory regulation, Speech & Language (SALT), Disability & Equality, etc – reviewed on a termly basis to identify any additional training needs
  • Literacy and numeracy intervention programmes for identified students
  • Placement Support Officer and Learning Manager roles created to enable the school to work effectively with feeder schools, outside agencies and parents / carers to ensure that adaptations are made prior to the student starting at Brompton Hall School

 

Developing Access to the Physical Environment of the School

  • All buildings can be accessed via external ramps or access to ground floor classrooms
  • Where appropriate hand rails have been added to assist with stairs
  • Installation of electronic white boards in all teaching and meeting rooms – it is recognised that children with learning difficulties or who are partially sighted find it easier to learn when an electronic white board is used
  • Staff training so that children with medical needs can gain access to the education (e.g. epilepsy, diabetes, foetal alcohol syndrome)
  • Designated parking bay for people with a disability

                      

Improving the Delivery of Information to Students

  • Relevant training, advice and guidance has been sought from external agencies, when required (e.g. Speech and Language (SALT))