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 Leaver 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
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 Stanmore House 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