recognised that equality of access to education is crucial in unlocking many significant opportunities in life, and we are very much aware of our responsibility to uphold both equality in learning and the credibility of the Grant Aided Special Schools Additional Support Needs Division of the Scottish Government’s Schools Directorate. The public sector equality duty, created by the equality Act 2010, replaces the race, disability and gender equality duties. It is supported by the specific duties contained in the Equality Act 2010 Specific Duties) Regulations 2012 Corseford School’s Equality Strategy 2013 – 2017 explains our commitment and actions to meet, and go beyond, our statutory obligations. It articulates the equality outcomes that all Scottish public bodies were challenged to develop by the specific duties published in May 2012. It explains how we develop these, and how we will monitor our progress towards them. We aim to ensure that out equality strategy is driven by consideration of the diverse needs of individuals served by Capability Scotland’s Coresford School. Fiona Catterson Head of School Corseford School Context Corseford School is 1 of 7 of Scotland’s Grant Aided Special Schools (GASS) receiving a substantial proportion of funding from the Additional Support Needs Division of the Scottish Government’s Schools Directorate. Corseford School is operated by Capability Scotland, Scotland’s largest charity working with people with disabilities. Coresford School was established to provide services for children and young people age between 0-18 years, affected by disorders of movement or coordination, including reductions in communication, caused by cerebral palsy or other conditions, the term ‘motor impairments’ being the collective term to
How we will achieve our Outcomes Equality Outcomes Action Plan Outcome 1 Transitions Context Scottish Government Legislation GIRFEC Accessibility Strategies Capability Scotland mission Schools visions, values and aims Schools Improvement Plans Linked to context Protected Characteristics Age Disability Gender Gender Reassignment Pregnancy and maternity Race Religion or Belief Sexual Orientation Marriage and Civil Partnership Identified Barriers Tasks Lead Timescale Resources Success Criteria Monitoring Evaluation Transference from children to adult social work and allied health services Identification of suitable adult placements including further education SDS/ direct payments not reflective of adult requirements Guardianship Highlight the need for early identification of adult social worker and relevant allied health professionals at first transition meeting To be placed as a fixed agenda item for all transition meetings Awareness training for staff, Leavers and parents/ carers surrounding SDS and direct Payments To be placed as a fixed agenda item for all transition meetings Head of School or Chair of Transition meetings Head of School or Chair of Transition meetings Allocated Social worker, School leaver and parent/ carer Head of School or Chair of Transition meetings First transition meeting as identified on review planner 3-6mths before leaving date Final year of young person’s transition First transition meeting as identified on review Personnel attending review Young person, Parents, Professionals Relevant personnel eg social work, advocacy etc Young person, Parents, Relevant Professionals Adult social worker and relevant AH professionals identified early in the transition process for all leavers 2013 – 2017 Identification of suitable placement Appropriate funding in place by the end of the young persona transition. Guardianship timeously in place if required. Transition meetings and minutes Transition meetings and minutes Transition meetings and minutes Transition meetings and minutes
Young person’s capacity/ incapacity and understanding of the transition process External cancelation of meetings causing slippage affecting transition timescales rights Educational rights timescale variable across Local Authorities To provide an accessible transition programme for all leavers that is individualised to each leavers needs and aspirations To ensure that annual planners for review/ transition meeting are communicated to all attendees at the beginning of the school year. Any cancellations are re scheduled as close to the original meeting. To ensure that annual planners for review/ transition meeting are flexible to accommodate leaver dates as set by the local authorities. Head of School School Staff Social Work / advocacy Leader Head of School or Chair of Transition meetings School admin Head of School or Chair of Transition meetings School admin Head of School or Chair of Transition meetings School admin planner Senior phase Curriculum 16yrs plus To meet the timescale of 12 months transition entitlement form the date of starting. To meet the timescale of 12 months transition entitlement form the date of starting. To meet the timescale of 12 months transition entitlement form the date of starting. Multi-disciplinary team time AAC training for the team Head of School or Chair of Transition meetings School admin Head of School or Chair of Transition meetings School admin Head of School or Chair of Transition meetings School admin All leavers can fully engage in their transition programme All transition work is carried out within the 12 months’ time allocated. All transition work is carried out within the 12 months’ time allocated. All transition work is carried out within the 12 months’ time allocated. Transition meetings and minutes Curriculum IEP/ IPP Transition meetings and minutes Transition meetings and minutes Transition meetings and minutes
Outcome 2 AAC and communication in the wider community Context Scottish Government Legislation GIRFEC Accessibility Strategies Capability Scotland mission Schools visions, values and aims Schools Improvement Plans Linked to context Protected Characteristics Age Disability Gender Gender Reassignment Pregnancy and maternity Race Religion or Belief Sexual Orientation Marriage and Civil Partnership Identified Barriers Tasks Lead Timescale Resources Success Criteria Monitoring Evaluation Parents/ carers, Staffs and wider communities understanding of the diversity of AAC and how it can support learning. Using IPAACS for staff self-evaluation and development needs Using IPAACS for parent self-evaluation and development needs To deliver and support ongoing training for parents and staff in a variety of AAC To explore the feasibility of rolling out IPAACS across Capability Scotland Explore outreach opportunities to share Speech and Language Lead Clinical Manager Speech and Language Lead Clinical Manager Speech and Language Lead Clinical Manager Child and young people’s allied health and nursing Professional lead Speech and Language Lead Clinical Manager Child and young people’s allied health June 2015 June 2016 April 2017 April 2017 April 2017 Professional time and additional resources as dictated by the project ICT technician support C.O.D.E.S TOMS IPAACS Talking Mats Board Maker/ Symbol sets Objects of reference All school staff have achieved foundation level of IPAACS Parents/ carers staff have achieved foundation level of IPAACS Appropriate training has been provided Report on IPAACS feasibility study will be completed and reported to the Learning Provision Leadership team. Report on outreach opportunities will be Training records APR/ PRD records CPD records Parent attendance sheets Minutes of meetings Feasibility study and reports Other ad hoc documentation
and develop good practice in AAC. Participate in the Scottish Government’s Right to Speak campaign Participate in any Capability Scotland research projects which promote this outcome Participate any other external research or project which promote this outcome and nursing Professional lead Speech and Language Lead Clinical Manager Speech and Language Lead Clinical Manager Speech and Language Lead Clinical Manager Child and young people’s allied health and nursing Professional lead Speech and Language Lead Clinical Manager Ongoing until 2017 Ongoing until 2017 Ongoing until 2017 completed and reported to the Learning Provision Leadership team. Evidence of engagement in the Right to Speak campaign Evidence of engagement in research projects Evidence of engagement in external projects/ research
Outcome 3 Address staffing gender imbalance Context Scottish Government Legislation GIRFEC Accessibility Strategies Capability Scotland mission Schools visions, values and aims Schools Improvement Plans Linked to context Protected Characteristics Age Disability Gender Gender Reassignment Pregnancy and maternity Race Religion or Belief Sexual Orientation Marriage and Civil Partnership Identified Barriers Tasks Lead Timescale Resources Success Criteria Monitoring Evaluation Predominance of female staff employed within Coresford School Currently no data available on applicant gender balance No system in place to store and monitor this data To a system for collecting, collating and producing data in relation to this outcome To work Capability Scotland’s HR Department to review recruitment process e.g. placement of advertisement and applicant’s pack Business Manager Ongoing until 2017 Application Pack Professional time for meetings A system is embedded which provides the relevant data on gender An increase in the number of male applicants for posts Recruitment paperwork Minutes of meetings
Outcome 1 Transitions Context Scottish Government Legislation GIRFEC Accessibility Strategies Capability Scotland mission Schools visions, values and aims Schools Improvement Plans Linked to context Protected Characteristics Age Disability Gender Gender Reassignment Pregnancy and maternity Race Religion or Belief Sexual Orientation Marriage and Civil Partnership Output Actions Success Criteria Further Work Evaluation Transference from children to adult social work and allied health services Identification of suitable adult placements including further education SDS/ direct payments not reflective of adult requirements Guardianship Young person’s capacity/ incapacity and understanding of the transition process External cancelation of meetings causing slippage affecting transition timescales rights Highlight the need for early identification of adult social worker and relevant allied health professionals at first transition meeting To be placed as a fixed agenda item for all transition meetings Awareness training for staff, Leavers and parents/ carers surrounding SDS and direct Payments To be placed as a fixed agenda item for all transition meetings To provide an accessible transition programme for all leavers that is individualised to each leavers needs and aspirations To ensure that annual planners for review/ transition meeting are communicated to all attendees at the beginning of the school year. Adult social worker and relevant AH professionals identified early in the transition process for all leavers 2013 – 2017 Identification of suitable placement Appropriate funding in place by the end of the young persona transition. Guardianship timeously in place if required. All leavers can fully engage in their transition programme All transition work is carried out within the 12 months’ time allocated. Continue to ensure this happens Continue to highlight the need for earliest identification Continue to work with parents and local authorities to ensure earliest identification Highlight this to families prior to Transition starting Continue to seek opportunities for this and work with all agencies throughout the process Monitor and address issues, when required
Educational rights timescale variable across Local Authorities Any cancellations are re scheduled as close to the original meeting. To ensure that annual planners for review/ transition meeting are flexible to accommodate leaver dates as set by the local authorities. All transition work is carried out within the 12 months’ time allocated. All transition work is carried out within the 12 months’ time allocated. Monitor and address as required Monitor and address as required Outcome 2 AAC and communication in the wider community
Context Scottish Government Legislation GIRFEC Accessibility Strategies Capability Scotland mission Schools visions, values and aims Schools Improvement Plans Linked to context Protected Characteristics Age Disability Gender Gender Reassignment Pregnancy and maternity Race Religion or Belief Sexual Orientation Marriage and Civil Partnership Output Actions Success Criteria Further Work Evaluation Parents/ carers, Staffs and wider communities understanding of the diversity of AAC and how it can support learning. Using IPAACS for staff self-evaluation and development needs Using IPAACS for parent self-evaluation and development needs To deliver and support ongoing training for parents and staff in a variety of AAC To explore the feasibility of rolling out IPAACS across Capability Scotland Explore outreach opportunities to share and develop good practice in AAC. Participate in the Scottish Government’s Right to Speak campaign All school staff have achieved foundation level of IPAACS Parents/ carers staff have achieved foundation level of IPAACS Appropriate training has been provided Report on IPAACS feasibility study will be completed and reported to the Learning Provision Leadership team. Report on outreach opportunities will be completed and reported to the Learning Provision Leadership team. Evidence of engagement in the Right to Speak campaign IPAACs work still to begin IPAACs work still to begin Continue to develop this through modules, PODD training, Talking Mats training etc. Still to be addressed Still to be addressed Continued engagement in place
Outcome 3 Address staffing gender imbalance Context Scottish Government Legislation GIRFEC Accessibility Strategies Capability Scotland mission Schools visions, values and aims Schools Improvement Plans Linked to context Protected Characteristics Age Disability Gender Gender Reassignment Pregnancy and maternity Race Religion or Belief Sexual Orientation Marriage and Civil Partnership Output Actions Success Criteria Further Work Evaluation Predominance of female staff employed within Coresford School Currently no data available on applicant gender balance No system in place to store and monitor this data To a system for collecting, collating and producing data in relation to this outcome To work Capability Scotland’s HR Department to review recruitment process e.g. placement of advertisement and applicant’s pack A system is embedded which provides the relevant data on gender An increase in the number of male applicants for posts Need to work further with Capability Scotland’s HR department to address all of these actions