Hampshire County Council Education Policy Review Committee 20 May 2003 LEA Accessibility Strategy Report of the County Education Officer

Item 8

Contact: Eric Smith, Education Officer SEN (01962 846245)

1 Summary

1.1 LEAs are required by the Disability Discrimination Act 1995, as amended by the SEN and Disability Act 2001, to draw up and publish an Accessibility Strategy, initially for the period 2003-2006.

1.2 A draft Strategy was issued for consultation in March 2003. This paper reports on the responses to the consultation, and seeks the views of the Committee on the attached Strategy (Appendix 1).

1.3 Approval of the Strategy will be sought from the Executive Member - Education.

2 Background

2.1 The SEN and Disability Act 2001 amended Part 4 of the Disability Discrimination Act 1995 by introducing new duties on LEAs and schools in relation to pupils and prospective pupils with a disability. The main duties on schools (all schools, maintained nurseries and education centres) and LEAs are not to treat disabled pupils (and prospective pupils) less favourably and to take reasonable steps to avoid putting disabled pupils at a substantial disadvantage.

2.2 LEAs and schools are also required to prepare, respectively, accessibility strategies and plans for increasing over time the accessibility of schools for disabled pupils. Guidance on this planning duty was issued by the DfES in July 2002, in "Accessible Schools: Planning to increase access to schools for disabled pupils".

2.3 The Guidance sets out three key objectives:

"An accessibility strategy or plan is a strategy or plan for:

i. increasing the extent to which disabled pupils can participate in the school curriculum;

ii. improving the physical environment of schools to increase the extent to which disabled pupils can take advantage of education and associated services; and

iii. improving the delivery to disabled pupils of written information which is provided to pupils who are not disabled. This should be done within a reasonable period of time and in formats which take account of views expressed by the pupils or parents about their preferred means of communication."

2.4 The attached Strategy sets out how the County Council intends to fulfil its planning duties under the Act, and draws on and incorporates existing strategies, plans and policies. Key relevant documents are identified. The Strategy does not reproduce existing and established plans but outlines the broad scope of the County's activities which promote the above three core objectives set down in the DfES statutory guidance.

2.5 Capital funding is provided to LEAs by the DfES through the Schools Access Initiative (SAI) to support the adaptation of mainstream school buildings. The Accessibility Strategy outlines the principles that underpin the LEA's application of these funds. Implementation of the rolling programme of improving the accessibility of selected mainstream schools outlined in the Strategy is dependent on the LEA continuing to receive funds at the current level. The contribution of SAI to the County's overall priorities was noted in the report "Education Asset Management Plan - annual appraisal" to the Executive Member - Education in October 2002. (The SAI allocation to Hampshire was £1.614m in 2002/2003 and £2.114m in 2003/2004.)

2.6 LEAs and schools have a duty to review their strategies and plans, revise them if necessary, and to implement them. Resources should be prioritised to support the implementation. LEAs are required to make their strategy available for inspection to interested parties.

3 Consultation

3.1 The draft Strategy was circulated widely. The statutory guidance requires the LEA to consult its schools and the trustees of schools (e.g. local dioceses). In addition, a range of bodies was consulted, as set out in Appendix A of the Strategy; these included the Director of Social Services, local NHS Trusts, neighbouring LEAs, SEN groups, Parent Partnership Service. A pro-forma was provided to assist respondents.

3.2 The draft Strategy has been favourably received. Seventeen responses were received, eleven using the pro-forma. All respondents felt that the overall structure was clear; the clarity of language and style good or OK; and the level of detail sufficient. A summary of responses using the pro-forma is attached (Appendix 2).

3.3 No respondents disagreed with the contents of the Strategy. A few noted omissions; most of these suggestions have been helpful and are now incorporated in the Strategy. One respondent felt that the appendices were helpful but contained too much detail. (Additions made to the original draft following the consultation are highlighted in bold print in the attached Strategy.)

3.4 Two consultees recommended particular activities which might assist the inclusion of specific groups of children with SEN and/or disabilities. These suggestions will be forwarded for consideration by the relevant SEN development groups referred to in the Strategy. A headteacher commented on the hard work that goes into the field of SEN in Hampshire and on how well the needs of children are being met, although "resources are limited".

3.5 A Primary Care Trust (PCT) asked that priority for implemention should take account of local factors. Implementation of the Strategy will take place through discussion with local partners, where appropriate, and ensure that developments match local needs.

Recommendation

To recommend to the Executive Member for Education that the Accessibility Strategy be approved.

Appendix 1

Hampshire County Council

Disability Discrimination Act 1995

LEA Accessibility Strategy

April 2003



CONTENTS

Introduction

Background .................................... 3

The planning duty ............................. 3 - 4

Definition ............................................... 4 - 5

Principles ............................................... 5 - 6

Barriers to participation and learning:

Education & related services ............... 6 - 8

Physical environment ........................ 9 - 11

Information .................................... 12

School Accessibility Plans ........................... 12 - 13

Appendices:

A Consultation ......................... 15

B Glossary .............................. 16

C Summary of related plans, strategies & guidance ............... 17 - 22

D Resourced provision ................ 23 (i - vi)

E SEN Publications .................... 24 (i - v)

F School's access self-audit questionnaire - Access in Schools.. 25 - 36

Introduction

Background

Improving access to education and educational achievement by disabled pupils is essential to ensuring equality of opportunity and full participation in society and the economy.

The Special Educational Needs and Disability Act 2001 (SENDA) amended the Disability Discrimination Act 1995 (DDA) to prevent discrimination against disabled people in their access to education. It is unlawful for LEAs or schools to discriminate, without justification, against disabled pupils and prospective pupils in all aspects of school life. There are two key duties:

· not to treat disabled pupils (and prospective pupils) less favourably; and

· to take reasonable steps to avoid putting disabled pupils at a substantial disadvantage.

The duties on schools and LEAs and guidance on how to avoid discrimination against pupils are set out in the Code of Practice for Schools published by the Disability Rights Commission (July 2002).

The Planning Duty

The Act also introduced a planning duty under which all LEAs must produce an accessibility strategy for the schools for which they are responsible, and all schools must produce their own accessibility plans.

Hampshire County Council's (HCC) Accessibility Strategy sets out how the Council intends to fulfil its duties under the Act. The Strategy has been drawn up in accordance with the requirements of the Disability Discrimination Act (DDA) 1995, and takes account of the guidance provided by the Department for Education & Skills (DfES) in "Accessible Schools : Planning to increase access to schools for disabled pupils".

According to this guidance, "the accessibility strategy is a strategy for:

· increasing the extent to which disabled pupils can participate in the school curriculum;

· improving the physical environment of schools to increase the extent to which disabled pupils can take advantage of education and associated services; and

· improving the delivery to disabled pupils of written information which is provided to pupils who are not disabled. This should be done within a reasonable period of time and in formats which take account of views expressed by the pupils or parents about their preferred means of communication."

This document sets out the principles and approaches that HCC takes, which underpin its strategy to increase the accessibility of schools to pupils with disabilities in these three ways. It also sets out the County Council's activities which support the achievement of the above objectives, including relevant provisions in existing plans.

Related plans and strategies include:

· HCC Corporate Strategy

· Corporate Equality Plan and Race Equality Scheme

· Communications Strategy

· Education Development Plan

· Strategy for School Improvement

· School Organisation Plan

· Early Years and Childcare Development Plan

· Early Years SEN Strategic Plan

· Behaviour Support Plan

· Asset Management Plan

· DDA Access Audits and Improvements Strategy

· SEN Policy Statement and Action Plan

· Inclusion Policy

(The scope of each of these plans is summarised in Appendix C.)

The Strategy has been subject to wide consultation. A list of consultees is included in Appendix A.

The Accessibility Strategy will be reviewed and evaluated in 2005/6, in accordance with the Education Department's policy on the monitoring and evaluation of its plans and services and using the County Council's equalities assessment tool.

A glossary of terms and initials is included in Appendix B.

Definition

The DDA 1995 uses a broad definition of "disability":

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

(Further explanation of this description is provided in Appendix 1 of the Disability Rights Commission's (DRC) Code of Practice for Schools, and in "Guidance on matters to be taken into account in determining questions in relation to the definition of disability".)

The LEA recognises that its responsibilities apply to the full range of disabilities, including `mental impairment' and not only to physical or sensory impairments.

"Education and associated services" covers all aspects of school life. It is not defined in the DDA but the DRC Code of Practice for Schools includes a list exemplifying the range of activities that may be covered by this term.

("Schools" in this document include maintained nurseries and education centres.)

Principles

The County Council has an agreed set of corporate aims:

· maximising life opportunities

· stewardship of the environment

· achieving economic prosperity

· building strong and safe communities

· improving services

· developing Councillors and Staff.

The LEA's accessibility strategy contributes to all these aims.

Support for many children with disabilities is also provided by schools and the LEA through the Special Educational Needs (SEN) framework, guidance for which is set out in the SEN Code of Practice. Hampshire County Council's SEN policy includes the following principles:

· all children are valued regardless of their abilities and behaviours;

· all children are entitled to have access to a broad, balanced and relevant curriculum which is differentiated to meet individual needs;

· children should receive an appropriate education where possible in mainstream schools;

· children should be educated in schools as close to home as possible;

· the variety of children's needs should be recognised and met through flexible and varied provision.

These principles apply equally to children with disabilities.

Hampshire County Council recognises the knowledge which parents have of their child's abilities and disabilities, and seeks to work collaboratively with them in overcoming the barriers to education and life chances which each child may experience as a result of their disability or special educational needs.

The LEA works in partnership with other agencies, both voluntary and statutory, in understanding children's disabilities and providing effective support. The County's groups, convened by the Inclusion Branch, which support the strategic development of policy and provision in areas of SEN, include representatives of parents, voluntary organisations and statutory agencies. The County's Parent Partnership Service seeks to develop and improve communication and partnership between the Education Department, voluntary agencies, parents and children.

Barriers to participation and learning

Education and related services

Curriculum access

This strategy endorses the three key principles referred to in the National Curriculum 2000 framework as being essential to developing a more inclusive curriculum and to which teachers must have regard, namely:

· setting suitable learning challenges

· responding to pupils' diverse learning needs

· overcoming potential barriers to learning and assessment for individuals and groups of pupils.

The LEA ensures that all advice, monitoring and support services to schools are based within these principles. Key LEA services include: the inspection and advisory teams within Hampshire Inspection and Advisory Service (HIAS), Educational Psychology, Education Welfare, Specialist Teacher Advisers (STAs), Education Other Than At School (EOTAS), Portage, Early Years Advisory Teachers and Area SENCos, outreach services from special and resourced mainstream schools, Parent Partnership, etc.

Training

Training to overcome barriers to curriculum access is embedded within the LEA's framework for continuous professional development, as identified within its strategy for school improvement, and forms a major part of the training programmes of the services mentioned above. Within the county governor training programme and commissioned training within schools, there is a strong focus on governors' responsibilities as defined within Education Acts and Codes of Practice.

Resourced mainstream provision

The LEA is committed to the inclusion of pupils with disabilities in its mainstream schools, and has established resourced provision for a wide range of special educational needs, including physical and sensory impairments and learning and communication difficulties, at both primary and secondary phase. Resourced schools follow the LEA's inclusive principles and offer adapted physical environments, trained teaching and support staff, and modified curriculum where necessary. (The County's resourced mainstream schools are listed in Appendix D.)

Inclusion within the school community

This strategy acknowledges that the curriculum comprises not only teaching and learning but the wider experiences of pupils as members of the school community, including after-school activities, leisure, sporting and cultural activities and school visits.

The Early Years SEN Strategic Plan promotes the development of inclusive early years provision. From September 2003, all pre-school children, including those with disabilities, should have access to good quality early education, from the beginning of term following their third birthday.

Within the Education Development Plan (EDP), work has been undertaken with pilot schools to implement the CSIE Index for Inclusion as a tool for increasing accessibility to their cultures and practices. The LEA continues to promote the principles and process of self-review and school development of the Index in all its schools.

The County's regulations and guidance on off-site activities and educational visits support schools in ensuring that pupils have equal opportunities to participate in off-site educational, residential and adventurous activities. Practical advice is also available from the STAs and both resourced mainstream and special schools in their outreach role.

In acknowledging that barriers to learning can be emotional as well as intellectual and physical, the LEA promotes flexibility of response and a continuum of provision within its schools. The county's Behaviour Support Plan aims to help Hampshire schools develop systems to include all pupils in an orderly and industrious climate in which effective teaching and learning can take place.

The County has published practical guidance to schools on meeting the needs of pupils with a range of special educational needs. (A list of current publications is included in Appendix E.)

Monitoring and support

The LEA uses a categorisation approach for all its schools, which incorporates judgments on how effectively schools achieve educational standards and on their level of educational inclusion. Schools will not be judged as `highly effective' unless there is evidence that they have identified and appropriately addressed access issues in teaching and learning, and inclusion within the school community and the physical environment. It is the LEA's aim that increasing numbers of schools, year on year, should be judged as highly effective with regard to both standards and accessibility. Progress will be reported within the EDP, and examples of good practice and successful experience will be disseminated.

Multi-agency involvement

The County promotes work with other statutory and voluntary agencies and parents/ carers in securing greater access to the curriculum, and fosters this through the SEN development groups. These groups (for VI, HI, PD, LI, Autism etc.) support the development of the county's SEN policy and provision.

Through existing frameworks such as the Children & Young People's Strategic Partnership, SEN development groups and the local strategic health authority, the LEA works with its statutory partners and voluntary organisations to develop effective multi agency working to achieve more effective support for pupils and their greater inclusion within their education setting.

The County recognises the potential impact of ill health on children's progress and learning, and works with Healthcare Trusts, Social Services and voluntary agencies in actively promoting health, well-being and healthy life styles in children and young people, e.g. through therapy services, Personal, Health and Social Education (PHSE) Advisers, and Healthy Schools initiatives. Further opportunities to support this work will be created through the development of `Extended Schools'.

Physical Environment

Corporate approach

Training

In response to the DDA and as part of its overall access strategy, the County Council provides an extensive training and support programme to promote access and change attitudes. A wide range of courses has been delivered to teachers and governors, and to architects, surveyors and planners, to broaden understanding about inclusive design in new buildings and how barriers can be overcome in existing buildings.

Access audits and improvements strategy

The County Council is committed to achieving pragmatic access improvements to its public buildings, including its schools, through its access audits and improvements strategy. In view of the size of its overall built estate (over 5000 buildings across 2000 sites) and the need to demonstrate tangible progress under the DDA, the County Council is undertaking a rolling programme of access improvements alongside its continuing phased audit programme. The County Council recognises that user groups consisting of disabled people provide an invaluable role in this process; hence 20% of public buildings were audited in 2001 in partnership with disabled people representing local Access Groups.

Access to schools

Assessing and improving the current position

In view of the number of schools in the County and available resources, the Accessibility Strategy has adopted a questionnaire model as a means of assessing the current extent of accessibility within schools. This decision was taken having consulted with other similar-sized authorities. The self-audit access questionnaire (Appendix F) was developed based on similar models and in consultation with schools on the Inclusion Standing Committee. All schools were invited to complete this questionnaire in 2002. The data from this process has been linked to existing Asset Management information and has contributed to the development of the LEA's existing access strategy.

Additionally, the self-audit questionnaires have provided schools with a basis to identify barriers and develop their accessibility plans.

The LEA recognises the need to work positively with governing bodies of schools to assist them in understanding their additional responsibilities under the DDA, including the planning duty and, where appropriate, to plan jointly the improved accessibility of school buildings and facilities.

Through their programme of monitoring and inspection, the LEA's attached and specialist inspectors and advisers will continue to support schools' planning for accessibility. The LEA and its schools will also respond to the findings and judgments of external agencies, such as Ofsted, with regard to the accessibility of schools and areas for improvement. Inspectors and advisers will use the system of annual and focused visits to non-maintained schools in which Hampshire pupils are placed, to quality assure the accessibility of these schools in meeting individual pupils' needs.

Identifying actions

The LEA has been developing a strategy to improve the accessibility of its mainstream schools since the early 1990s in terms of geographical spread of facilities, as well as meeting the needs of individual pupils. The strategy can now build on information collated from the recent self-audit questionnaires. It is anticipated that schools identified for strategic works will have detailed access audits and feasibility studies undertaken.

Setting goals for mainstream provision

The LEA has, over several years, developed resourced provision in mainstream schools for most areas of SEN. (See appendix D.) In addition to developing SEN provision, the County's capital programme has funded the provision of six learning support units (LSU) in mainstream secondary schools. (LSUs provide short-term teaching and support programmes tailored to the needs of difficult pupils, usually at risk of exclusion, attending the school in which they are based.)

The Schools Access Initiative (SAI) is a capital fund allocated to LEAs from the DfES to improve facilities and access in mainstream schools. The initiative is intended to support the duty under the DDA to ensure that disabled pupils have increased access to mainstream school premises and to the curriculum.

Within its Accessibility Strategy for 2003-6 the LEA will (subject to current levels of Schools Access Initiative funding being sustained):

· complete the programme of providing four "resourced and fully accessible" secondary schools across the county for pupils with physical disabilities

· invest further in its resourced schools, as necessary, and increase the number of accessible secondary schools, particularly where they are almost fully accessible

· provide at least one fully accessible primary (or pair of infant and junior) feeder schools, for each secondary school resourced/accessible for pupils with physical disabilities.

· increase the number and improve the geographical spread of accessible primary (including infant and junior) schools across the county

· give priority to infant and junior schools on shared sites, where one is fully accessible but the other is not

· meet individual pupils' needs as they arise through a contingency fund representing approx 5% of current SAI funding.

The projects proposed each year will take the above strategy forward to increase the accessibility, in its broadest sense, of mainstream schools, including facilities to meet both the sensory and physical needs of pupils. The programme for 2003/2004 will support adaptations in at least 60 schools.

Recent and planned building improvements in special schools take account of the need to improve accessibility for pupils with physical and sensory impairments.

Outline Design Brief: School Inclusion

Officers from Hampshire County Council, Gloucestershire County Council and Swindon Borough Council have worked together during 2002 to develop a draft inclusion brief for mainstream schools. This work has explored how greater inclusion may impact on school building design and therefore how newly designed mainstream schools may increasingly look beyond existing guidance, such as that set out in DfES Building Regulations.

It is anticipated that the brief, which has been subject to consultation both within the LEA and with DfES officials, will be used as a reference document when new schools are planned and strategic access improvements are undertaken to existing schools.

The County Council intends to make this guidance more accessible by providing fact sheets covering different building-related issues: e.g. WCs; hygiene areas; therapy rooms; ramps & steps; colour contrast issues etc. These will be made available to school communities to encourage them to follow best practice guidance whenever they are undertaking refurbishment work.

Information

The Disability Discrimination Act (1995) makes it unlawful for a service to discriminate against a disabled person. Service providers must also make `reasonable' adjustments to ensure that disabled people can access their services. Providing information in various formats to meet the diverse needs of customers is a `reasonable' adjustment.

Hampshire County Council has been developing policy and guidance to support departments to respond to these legal requirements. Its "Access for All" guidance offers practical advice on the expected standards of communication, so that everyone in the community will have fair and equal access to information. For example, information about HCC services should be readily available in large print, on computer disk and on the website. Information can be provided in Braille on request and within five to 10 working days. Guidance is also given on when sign language or other language interpreters should be used.

Under Part 4 of the DDA, schools are required to make written information, normally provided by the school to its pupils, available in different accessible formats. The information should take account of pupils' and parents' preferred formats, and be made available in reasonable time.

The County Council provides advice to schools on the adaptation of materials for physically disabled and sensory impaired pupils through the specialist teacher advisory service and for pupils with learning difficulties (including specific learning difficulties) through SEN advisers/inspectors. Advice is also provided by educational psychologists and healthcare services.

Advice and training in the use of ICT are available from the County's IT advisory service which includes specialist advice for children with special educational needs and with disabilities.

School Accessibility Plans

All schools should have an Accessibility Plan in place by April 2003. The requirements of the Disability Discrimination Act 1995, as amended by the SENDA, have been brought to schools' attention through a number of channels:

· roadshows for headteachers, SENCos and governors presenting the changes and key features of SENDA were held in 14 venues around the County in early 2002;

· an article on the planning duty in the DDA was included in the Winter 2002 edition of Hampshire Governor;

· some schools have requested whole school governing body training;

· a framework for a school Accessibility Plan has been circulated to schools and published on the Governors' website (website: http://www.hants.gov.uk/education/governors/GP_accessibilityplans)

· schools should find many of the documents listed in the following appendices helpful in preparing and reviewing their Plan.

All schools have received the access self-audit questionnaire (Appendix F) and should find this a helpful tool in assessing and reviewing the accessibility of their site and buildings, particularly for pupils with physical and sensory impairments.

School Accessibility Plans must be made available to parents through the governors' annual report. OFSTED will inspect school accessibility plans and their implementation, and they will be included in monitoring visits by LEA inspectors/advisers.

Appendices

A. Consultation

B. Glossary

C. Summary of related plans, strategies and guidance

D. Resourced provision

E. Publications

F. School's access self-audit questionnaire

Appendix A
Consultation

Comments on the LEA's strategy have been invited from:

Hampshire headteachers', individually and through executive committees (primary, secondary and special)

Governing Bodies of all Hampshire's maintained schools (via website)

Hampshire Governor Representative Group

Local dioceses

School Organisation Committee

Early Years Development and Childcare Partnership

Director of Social Services

NHS Primary Care and Healthcare Trusts (in Hampshire)

Neighbouring LEAs

Parent Partnership Service

SEN strategic development groups.

Voluntary organisations.

Parents' groups.

Connexions Partnership

Learning and Skills Council

Recreation and Heritage Department

Special Needs Advisory Panel

Appendix B
Glossary

CSIE Centre for Studies on Inclusive Education

DDA Disability Discrimination Act (1995)

DfES Department for Education and Skills

DRC Disability Rights Commission

EDP Education development plan

EOTAS Education other than at school

EP Educational psychologist

HCC Hampshire County Council

HI Hearing impairment

HIAS Hampshire inspection and advisory service

LEA Local education authority

LI Language impairment

LSU Learning Support Unit

Ofsted Office of Standards in Education

PD Physical difficulty

Portage Early years SEN home visiting support service

QCA Qualifications and Curriculum Auth.

SAI Schools Access Initiative

SEN Special educational needs

SENCo Special Educational Needs

Co-ordinator

SENDA SEN and Disability Act (2001)

STA Specialist teacher adviser

VI Visual impairment

Appendix C
Summary of related plans, strategies & guidance

HCC

Access for All Guidance


The `Access for All' guidance on how to produce information in different formats is available on line at http://www.hants.gov.uk/TC/cg/accindex.html . (This will be the most up-to-date version at all times. Please check the pages regularly to make sure that you have the latest information. See What's new - recent amendments on the corporate guidance index page.)

Asset Management Plan

The DfES proposals for asset management plans (AMP) have been embraced within the County Council's existing framework for education buildings and the existing processes for capital expenditure. The DfES requires the Council to set out annually the policies, strategies and processes against which the condition, suitability and sufficiency needs of school accommodation are to be addressed.

The current AMP local policy statement and statement of priorities for 2002-2006, together with a paper on specific targets, can be found at: www.hants.gov.uk/TC/schoolcomm/asset00contents.html

Behaviour Support Plan

HCC published its Behaviour Support Plan in December 1998. A revised Plan (for 2001-2004) was issued in January 2001, in accordance with DfEE Circular 1/98. The Plan describes the County's: strategic planning of provision for pupils with behaviour problems; support to schools in improving the management of pupil behaviour; support for individual pupils in mainstream schools; and support for pupils being educated outside mainstream schools.

Communications Strategy

The County Council's Communications Strategy sets out the key principles, aims and approaches that will assist the Council in meeting its corporate aims and objectives, through good communication with every individual, group and organisation with whom it works or to whom it provides services.

Website: www.hants.gov.uk/HN/public/cxccxn/c22.html

Corporate Strategy

The Corporate Strategy sets out the main aims of the County Council and outlines the main activities to be undertaken to achieve those aims, including targets for particular activities. The Education Department's Strategy links to and supports the aims of the Corporate Strategy.

The current Education Strategy can be found at the following website: www.hants.gov.uk/education/department/strategy/practicalstrategies.php

Corporate Equality Plan and Race Equality Scheme

HCC aims to offer high quality accessible services to all the residents of Hampshire, and is committed to securing genuine equality of opportunity in all aspects of its activities as an employer and service provider. The Council's Race Equality Scheme, produced as a result of the Stephen Lawrence Inquiry, has been combined with the Corporate Equalities Action Plan.

Website: www.hants.gov.uk/raceequalityscheme/

DDA Access Audits and Improvements Strategy

HCC developed this strategy in response to its specific duties under Part III Disability Discrimination Act 1995. It provides a structured approach to making access improvements to our buildings and services for disabled people. The strategy is in three phases: public buildings in Phase 1, Schools in Phase 2 and semi-public buildings in Phase 3. Access audits are undertaken, barriers identified, and solutions programmed into an on-going action plan.

For further information visit: http://hantsnet2000.hants.gov.uk/property/access.html

Early Years Development and Childcare Plan

This Plan sets out the targets and objectives of the Hampshire Early Years Development and Childcare Partnership for 2002/2003.

Website: www.hants.gov.uk/childcare/planmenu.html

Early Years SEN Strategic Plan

This plan, published in March 2000, sets out the basic principles of Hampshire's SEN policy and early years SEN provision and outlines the key areas of activity and development for this provision.

Education Development Plan

This Plan details how the LEA plans to utilise its retained funds for school improvement activities. The Plan is approved by the full County Council and dovetails with other plans which support the overall corporate strategy.

Inclusion Policy

This overarching document provides a framework for the related policies and plans for services within the Inclusion Branch of the Education Department. It sets out the commitment of the Department to the principles of inclusive education and the responsibilities of Hampshire County Council in implementing this commitment across all its related activities.

Website: www.hants.gov.uk/TC/inclusion/incpolstat.html

Off-site activities and educational visits: regulations and guidance

Revised guidance was published in January 2003. It sets out guidance on good practice and procedures to be followed by school, youth and voluntary groups organising off-site educational, residential and adventurous activities. A section covers equal opportunities and inclusion strategies in practice.

School Accessibility Plan: suggested framework

A suggested framework which schools may wish to use for their Plan, including an example Action Plan, is available at the following website: www.hants.gov.uk/education/governors/GP_accessibilityplans.html

School Organisation Plan

The School Standards and Framework Act 1998 requires each Local Education Authority to prepare a School Organisation Plan, showing how it intends to match the supply and demand for school places, over a five year period. The process of planning school places aims to achieve a balance between the number of places available and the pupils for whom they are required.

The current plan for 2002/2003 - 20006/2007 can be found at the following website address: www.hants.gov.uk/education/department/schoolorgplan/

SEN Policy statement and action plan

The policy statement was revised and published in 2000. It sets out the basic principles for the development of the Council's policies relating to children with special educational needs. The SEN action plan sets out the objectives and actions which further the policy's five over-arching aims, which reflected the government's SEN programme for action.

www.hants.gov.uk/TC/inclusion/polstat.html

Strategy for school improvement

This strategy sets out the principles that underpin the Education Dept's work in school improvement, and the range of approaches that the LEA undertakes in this area of its work. It shows how all the activity, required and set out in other plans, fits together into one coherent strategy aimed at raising standards in schools and bringing about the best possible education for all.

National

Accessible Schools: planning to increase access to schools for disabled pupils (DfES; July 2002)

This document contains guidance (part statutory and part non-statutory) for LEAs and schools on the duty to plan to increase the accessibility of schools to disabled pupils.

Website: www.dfes.gov.uk/sen

Building Bulletin 77, Designing for pupils with special educational needs in Special Schools (1992) HMSO

Guidance on accommodation needs of special schools.

Building Bulletin 94, Inclusive School Design.

Accommodating pupils with SEN in Mainstream Schools (School Building & Design Unit, DfES; 2001)

www.dfes.gov.uk/schoolbuildings

Code of Practice on School Admissions (DfES; February 2003)

This Code sets out guidance in respect of the discharge of admissions functions by LEAs and governing bodies of maintained schools.

DDA Part 4 : Code of Practice for schools (DRC; July 2002)

The Code explains the duties of LEAs and schools under Part 4 of the Disability Discrimination Act 1995 (as amended by the SEN and Disability Act 2001) and shows the responsible bodies how they might meet these duties. It gives practical guidance on how to avoid discrimination against disabled pupils and prospective pupils, in education and associated services.

DDA Part 4 : Governor's Guide (DRC; September 2002)

A brief outline of the governing bodies' responsibilities.

The DRC has a helpline which can be contacted by voice, text, fax, post or e-mail. www.drc-gb.org

Evaluating Educational Inclusion (OFSTED)

Guidance for inspectors and schools

Website: www.ofsted.gov.uk

Index for Inclusion (CSIE; revised 2002)

The Index is a set of materials to support schools in a process of inclusive school development. It is concerned with improving educational attainments through inclusive practice, and offers a systematic way of engaging in development planning, setting priorities for change, implementing developments and reviewing progress.

Inclusive Schooling : children with special educational needs (DfES; November 2001)

This document provides statutory guidance on the practical operation of the inclusion framework. The guidance is designed to help schools and LEAs make effective decisions and offers examples of situations which schools and LEAs may have to face.

Planning, teaching and assessing the curriculum for pupils with learning difficulties (DfES/QCA 2001)

General guidance plus individual guides for each National Curriculum subject.

Website: www.nc.uk.net

SEN Code of Practice (DfES; November 2001)

The SEN Code of Practice provides statutory guidance and practical advice to LEAs, maintained schools, early education settings and others on carrying out their statutory duties to identify, assess and make provision for children's special educational needs.

Website: www.dfes.gov.uk

SEN Toolkit (DfES November 2001)

The twelve sections of the SEN Toolkit aim to provide practical suggestions on ways in which early education settings, schools, LEAs, Health and Social Services can implement the statutory guidance set out in the SEN Code of Practice.

SEN & Disability Tribunal: Disability Discrimination in Schools - How to make a claim.

Guide for parents.

Website: www.sendist.gov.uk

Appendix D
Resourced Provision

(list of mainstream schools with resourced provision)

- see attached

Appendix E
SEN Publications

(list of HCC SEN publications for schools, governors and parents)

- see attached.

Appendix F School's access self-audit questionnaire

Access In Schools

Schools Self-audit Questionnaire

Background

In response to the Disability Discrimination Act 1995 and Part II of the Special Education Needs and Disabilities Act 2001, the Education Department in conjunction with Property, Business & Regulatory Services have produced the following self-audit questionnaire. It will assist in our on-going strategy of creating more accessible and inclusive schools within Hampshire County Council.

About the questionnaire

The self-audit questionnaire examines access in schools, taking a journey from the approach to the site, through the entrance, reception, horizontal and vertical circulation, and access to curriculum areas. The range of possible disabilities is very broad, including people with mobility impairments, sensory impairments and learning disabilities. This questionnaire however, focuses on the needs of wheelchair users, principally because their needs impact most significantly on physical features of schools.

Why complete the questionnaire?

The data collated from these questionnaires will:

· Provide a self-evaluation tool which you can use to highlight and plan for access improvements

· Assist the LEA in its strategic programme of access improvements funded by the Schools Access Initiative (SAI)

· Assist Property, Business & Regulatory Services in their phased Access Auditing Strategy to prioritise schools for more detailed access audits

What if your school site has several buildings?

If you have more than one building on site, please use the Comments section in the questionnaire to identify areas for improvement in specific buildings

What you need to do

Please complete the self-audit questionnaire and send a copy to your Building Planning Officer (contact details at the end of the questionnaire)

Access in Schools

School name: Date:

Head Teacher: Completed by:

DfES School Number: Site (if appropriate):

Please check the appropriate boxes below and insert your total at the bottom of each section

NB for scoring purposes, score N/A same as `Yes'

Schools Self-Audit Questionnaire

		Yes or N/A Score 2	Partial Score 1	No Score 0	Your Comments
Section 1 - Main route, approach & parking
1.1	If there is visitor parking within the school site, does it include designated accessible bays for disabled drivers? (`yes' = adequate, `partial' = minor changes required, `no' = substantial adaptation required)
1.2	If there is no parking on site, can a vehicle get close to the main entrance to allow a disabled person to be dropped off?
1.3	Is the route from the site entrance suitable for wheelchair users? (e.g. approx 1.2m path width, firm & even surface, drop kerbs)
1.4	If there are ramps/steep gradients on the route, are they suitable for wheelchair users? (NB should be 1:12 or shallower) `yes' = adequate, `partial' = steep, `no' = steps without a ramped alternative
	Total

NB: Total available score = 8 NB: score 2 for Yes or N/A, 1 for Partial, 0 for No

Judgements:

<2 points	Considerable improvements necessary to routes & parking
2 - 5 points	Some improvements necessary to routes & parking
>5 points	Access to routes & parking is good

		Yes or N/A Score 2	Partial Score 1	No Score 0	Your Comments
Section 2 - Main school entrance & Reception
2.1	Is there level access at the main school entrance? NB: a small threshold step not greater than 12mm can be considered level (`yes', = level, `partial' = 1 step, `no' = several steps at the entrance, no alternative ramp)
2.2	If there is a ramp, is it suitable for wheelchair users? NB: max gradient 1:12, level landing at top of ramp, handrails (`yes' = adequate, `partial' = minor changes necessary, `no' = substantial adaptation required)
2.3	If there are steps are they suitable for people with walking difficulties? NB: handrails to both sides or central, contrasting step edges, even rise to each step? (See 2.2 for scoring guidance)
2.4	Can a wheelchair user open the entrance door independently? NB: 800mm clear opening width though a single door, handle within reach from seated position (See 2.2 for scoring guidance)
2.5	Do reception counter have max 800mm height, an induction loop for hearing aid users, seating with arm & back support (See 2.2 for scoring guidance)
	Total

Total available score = 10. NB: score 2 for Yes or N/A, 1 for Partial, 0 for No Judgements:

<3 points		Substantial improvements necessary to entry into main building
3 - 6 points		Some improvements necessary to above
>6 points		Access into main school building/reception is good
			Yes or N/A Score 2	Partial Score 1	No Score 0	Your Comments Please use this section to indicate which buildings require adaptation
Section 3 - External areas
3.1	Do routes between buildings provide independent access for wheelchair users? (If `partial' or `no', please comment on areas for improvement)
3.2	What proportion of building entrances have level access for wheelchair users? (`yes' = > 75%, `partial' = 25-75%, `no' = < 25%, please comment on areas for improvement)
3.3	How easy is it to adapt entrances which are not currently wheelchair accessible? (`yes' = minor changes, `partial' = substantial changes required, `no' = impractical)
3.4	Is there level access to all unique outdoor areas? e.g., sports areas, tennis courts, playgrounds, seating areas etc. (`yes' = all, `partial' = some, `no' = none)
	Total

Total available score = 8. NB: score 2 for Yes or N/A, 1 for Partial, 0 for No

Judgements:

<2 points	Substantial work necessary on access to routes in external areas
2 -5 points	Some improvements necessary on access to routes in external areas
>5 points	The school has good access to routes between buildings & to external areas

Section 4 - Wheelchair accessible WCs A unisex accessible WC should meet the following minimum criteria: · cubicle size 1.5m wide x 2.0m deep (preferred 2.2m deep) · outward-opening door with minimum 850mm clear opening width · unobstructed space to at least one side of pan for transfer from a wheelchair · a wash hand basin with lever-type tap within reach of seated position on pan · easily distinguished emergency alarm pull cord extending to the floor
		Yes or N/A Score 2	Partial Score 1	No Score 0	Your Comments
4.1	Does your school have a WC which meets the above criteria? (`yes' = all apply, `partial' = minor changes, `no' = substantial adaptations, please give comments)
4.2	If your school provides wider access to the community, are there enough accessible WCs? (`yes', = adequate, `partial' = provision needs increasing, `no' = no existing provision)
4.3	If your school has no accessible WC, is there potential to create one by adaptation? (`yes' = easy, `partial' = minor changes, `no' = substantial adaptations, please give comments
4.4	Is there an accessible changing/ shower facility suitable for disabled users? e.g. level entry shower, lever-type controls, changing area with manoeuvre space for a wheelchair? (`yes' = all apply, `partial' = minor changes, `no' = substantial adaptations, please comment)
	Total

Total available score = 8 points NB: score 2 for Yes or N/A, 1 for Partial, 0 for No

<2 points	No accessible WC/changing area provision available suitable for wheelchair users
2 - 5 points	Some accessible WC/changing area provision available, though needs upgrading
>5 points	The school has good accessible WC and changing area facilities

		Yes or N/A Score 2	Partial Score 1	No Score 0	Your Comments
Section 5 - Emergency Evacuation Plan
5.1	Is there an automatic fire alarm? (i.e. smoke detectors linked to fire alarm) (`yes' = throughout school, `partial' = some buildings, `no' = none, please comment on areas for improvement)
5.2	What proportion of your building(s) are easy to evacuate by people in wheelchairs? (Yes = > 75%, Partial = 25-75%, No = < 25%, please comment on areas for improvement)
5.3	Does your Emergency Evacuation Plan include a strategy for evacuating disabled pupils, staff, visitors and community users? (Please note areas for improvement)
5.4	If you have upper floors, are there means to ensure the evacuation of people with mobility impairments? (`yes', = adequate, `partial' = minor changes, `no' = substantial adaptations, please give comments)
	Total

Total available score = 8 (note 2 points for yes/NA, 1 for partial, and 0 for no).

Judgements:

<2 points	Considerable work necessary to improve emergency evacuation for disabled people
2 - 5 points	Some improvements necessary to improve emergency evacuation
>5 points	Good strategies exist for emergency evacuation for disabled people

		Yes or N/A Score 2	Partial Score 1	No Score 0	Your Comments
Section 6 - Internal circulation & access to facilities within the school
6.1	Are internal circulation routes adequate for wheelchair users? (min 1.2m wide) (`yes' = all apply, `partial' = minor changes, `no' = substantial adaptations, please comment)
6.2	What proportion of all teaching areas, including: library, ICT, music/drama, Hall & stage are accessible to wheelchair users? (`yes' = > 75%, `partial' = 25-75%, `no' = < 25%, please comment on areas for improvement) NB Section 7 covers curriculum access for Secondary Schools in more detail)
6.3	How practical is it to adapt any existing level changes? (`yes' = easy to adapt, `partial' = e.g. by a ramp/platform lift, `no' = substantial adaptation required, please specify)
6.4	What proportion of doors into teaching areas are suitable for wheelchair users? (NB: clear opening widths min 750mm, level thresholds, lever door handles, space to approach and open door) (`yes' = > 75%, `partial' = 25-75%, `no' = < 25%, please comment on areas for improvement)
	Total

Total available score = 8 NB: score 2 for Yes or N/A, 1 for Partial, 0 for No

Judgements:

<2 points	Substantial improvements necessary to provide access to all areas within school
2 - 5 points	Some improvements necessary to provide access
>5 points	Accessibility within main school building is good

Supplementary Questionnaire

To be completed by Secondary Schools Only

Section 7 - Access to curriculum areas & unique facilities

This section is about access to curriculum areas and community activities in the school. The intention is to establish to what degree access to these areas can be achieved in your school as a whole, as opposed to a requirement of 100% physical access to all areas. Please see the worked example overleaf for guidance on how to complete this section

Curriculum Area		Total No teaching areas	No of which accessible	Score See below	Comments
7.1	Art Design & Technology Humanities Science Sport Performing Arts Mathematics English Languages ICT Library Other, please specify
Total

Total available score = 24 NB: score 2 for all areas accessible, score 1 for some areas accessible, score 0 for no teaching areas accessible

Judgements:

<6 points	Substantial access improvements required for full curriculum access
6 -15 points	Moderate improvements likely to be required for full curriculum access
>15 points	School provides full curriculum access, only minor improvements required

Guidance Notes for Section 7: Worked Example

· Insert the total number of teaching areas for each curriculum area, e.g. Art in the example below has 2 teaching areas

· Insert the number of teaching areas for that curriculum area which are wheelchair accessible, e.g. Art has 1 out of 2 wheelchair accessible rooms

· Insert the score for each curriculum area. Score 2 if all areas are accessible, 1 if some (one or more) teaching areas are accessible, and 0 if none are wheelchair accessible, e.g. Art scores 1 as only some areas are accessible

· The Total figure at the bottom is the sum of the Score column

NB: Flexible timetabling may mean that curriculum areas on upper floors may be delivered from accessible locations (score 1 in these situations). In the example below, Humanities has 3 classrooms, none of which are wheelchair accessible, however this can be delivered from ground floor teaching areas when necessary.

Curriculum Area		Total No teaching areas	No of which accessible	Score See below	Comments
7.1	Art Design & Technology Humanities Science Sport Performing Arts Mathematics English Languages ICT Library Other, please specify Adult Education	2	1	1
		3	3	0	All on ground floor, but with raised thresholds
		3	0	1	All on 2nd floor - Block 3, no lift, can time table
		4	2	1
		1	1	2	All level access
		2	0	0	Rehearsal/music practice rooms above Hall, no lift
		4	2	1
		4	0	1	Block 1: 2 on 2nd floor, 2 on 1st c an timetable
		4	3	1
		2	0	0	all on upper floors - no lift access, Block 4
		1	0	0	Library up steep narrow stairs - Block 1
		3	0	1	Usually on upper floors, but could timetable
		-	-	-
Total				9

Total available score = 24 NB: score 2 for all areas accessible, score 1 for some areas accessible, score 0 for no teaching areas accessible

Summary statements

Has completing this self-audit questionnaire prompted any additional concerns on access issues in your school?

Are there any plans for future extensions, adaptations to any buildings e.g. change of curriculum areas, or new community use which might incorporate access improvements?

If you have any questions on access to your school, please contact: Area 1, 2: Glenn Parkinson Area 3, 4: Peter Colenutt Area 5, 6 & 7: Martin Shefferd Please return this questionnaire to:

Appendix 2

Draft Accessibility Strategy : Summary of Responses

General Structure

1	Is the overall structure clear?	Yes (13)		No
2	Clarity of language and style?	Good ( 8)		OK ( 5)	Difficult
3	Level of detail?	Too much		Sufficient(13)	Insufficient*
Content Introduction
4	The purpose of the strategy is clear	Agree (13)		Disagree	There are omissions *
Principles
5	The principles of the strategy are clear	Yes (13)		No
6	The principles are appropriate	Agree (13)		Disagree	There are omissions *
Barriers to participation and learning The actions undertaken or planned are appropriate:
7	Education and related services	Agree ( 8)	Disagree		There are omissions *(4)
8	Physical environment	Agree (12)	Disagree		There are omissions *(1)
9	Information	Agree (12)	Disagree		There are omissions *(1)
Appendices
10	The information is helpful	Agree (10)	Disagree ( 1)		There are omissions *(2)