Disability and Equality Scheme

INTRODUCTION

The David Lewis Centre is a major provider of a range of services for people who present with:-

• Epilepsy
• Related Neurological Conditions
• Behavioural Difficulties
• Communication Difficulties
• Learning Difficulties across the full range from mild to severe.

Services provided include

• A Residential special school
• Independent Residential Specialist College
• Residential homes for adults
• Specialist clinical units including nursing, challenging behaviour, and adult assessment
• Day service provision.

A feature and major benefit to all of the service users is the holistic multi disciplinary approach drawing on all the skills of medical and clinical, education care and therapy professionals.

This feature enables people to lead full lives because the difficulties and disruption created by their epilepsy are minimised.

Among the service users on site and staff there are those who also have a full range of all the disabilities covered by the DDA (2005) which are:-

• Impaired mobility, visual impairment, speech / communication difficulties
• Deaf or hard of hearing
• Reduced dexterity
• Mental health difficulties
• Other medical conditions
• General and specific learning difficulties e.g. dyslexia

Support for these additional difficulties is less consistent, especially for staff. However following an audit in 2004 a rolling programme of improving access and facilities around site is well under way.

The Centre already actively promotes inclusion and is committed to eliminating unlawful discrimination through the range of services and support it offers with in its specialisms. However it acknowledges the following development points which will be included in the scheme.

• The need to promote wider opportunities for all of our service users to overcome barriers and be included in all aspects of the wider community
• The need to ensure that no person is disadvantaged within the Centre because of any disability.
• The need to promote a culture which encourages staff to declare disabilities and to be supported to maximise their potential.
• The need for an extensive programme of training and awareness raising.

The Centre is committed to fully implementing the SIX ASPECTS of the General Duty as set out in DDA 2005 which are:-

• Eliminating Unlawful Discrimination
• Eliminating Disability Related Harassment
• Promoting Equality of Opportunity
• Taking steps to actively take account of the needs of people with disabilities even where this means treating them at times more favourably.
• Promoting Positive attitudes towards disabled people.
• Encourage participation by people with disabilities in all aspects of public life.

The centre is already committed to the principles outlined in “Every Child Matters” and “Valuing People” and sees the preparation of this scheme as a means of consolidating the actions and values linked to these key policies.

DISABILITY EQUALITY VISION, VALUES AND PRINCIPLES
The working group has identified the Disability Equality Vision and a set of values and principles.

Vision
The David Lewis Centre is committed to “Expanding the Horizons” of all those with a disability who are involved with the organisation.

Principles

These principles apply to any service user (students, school pupils, adults) staff, trustees and governors, parents and family and visitors.

We will;-

• Promote a culture where the needs of people with disability are of equal importance to those of other people.
• Promote equality of access for participation in society including employment, education and training and also family, community life and leisure activities.
• By adopting the social model of disability we are committed to treating each person as an individual regardless of ability or disability and to responding to each persons identified needs.

“The social model of disability is a civil rights based approach developed by disabled people. It rejects the medical idea that the problem lies with the disabled person who is damaged, sick and in need of a cure. Instead it puts forward the view that it is the way society is run and organized that is the problem not the individual disabled person.” Disability Rights Movement, 2005

The Centre is committed to overcoming all forms of discrimination including those relating to disability.

We will recognise and accept the positives and adopt a whole person approach to each individual.

We will adopt a total communication approach i.e. one which uses speech, signing objects of reference, pictoral representation and any other appropriate communication method.

We will create an open culture which allows disabled people to make a contribution and to be taken seriously at all levels (strategic and operational).

We will take positive action to promote opportunities for people with disability.

We will actively seek to work with individuals to overcome the barriers internally and externally that exist to entering / accessing employment, education, training, and the full range of services on Centre and in the community.

We will ensure that the physical environment at the Centre (including transport) respond to the needs of those with disability.

We will actively promote the inclusion of people with disability in all aspects of the Centre’s life and in the wider community.

We will use the opportunities created by the production of this scheme to raise the quality and standards of service for all.

We will encourage and enable everyone to speak for themselves and express preference if necessary through the use of an advocate.

We will celebrate diversity.
   
Links to strategic priorities and quality improvement plan for the centre

The Centre which has a long history is currently at a crossroads where it is rethinking and redeveloping its strategic vision.

For all services there is a commitment to offering a

“Truly inclusive package of care, education, training and health services in an environment which allows access  to all , where individual differences are valued and where every member of the community is treated solely on merit”

The production and implementation of this scheme will help to focus the discussions around the centre mission and strategy.

Promotion of disability equality will provide opportunities to address key issues and this will raise the quality of provision for all.

Promotion of Excellent Practice in the Disability Equality Scheme and the adoption of a Social Model of disability will be core to our activities.

Areas for development and proposed outcomes from the Scheme

Consultation with staff and service user groups from across Centre has identified some key themes for development.

EDUCATION AND TRAINING
Statement
We will take positive action to enable all people to participate and gain maximum advantage from education and training.

Development Points

• Ensure that the environment is fully accessible, allowing ease of movement and access to activities.
• Promote the use of alternative and assistive technology.
• Promote the use of total communication strategies throughout the organisation, e.g. Speech, pictorial, signing, tactile, objects of reference , writing with symbols.
• Encourage all users and especially those with a disability to have a voice in what they learn and how they learn.
• Monitor all education and training activities to ensure that no one is excluded and that material and activities are differentiated and adapted for all.
• Provide training to raise ability of people to understand and manage their own disability.
• Provide training to raise awareness of disability for staff, students and service users.

CARE
Statement

To ensure that we offer a truly inclusive care package, by respecting individual differences, actively involving service users in the decision making process and ensuring that everyone has a fair opportunity to reach their potential.

Development Points

• Anticipate and reflect on the diversity of the collective and individual needs of all service users and staff.
• Offer a high quality, holistic service, where planning, organisation, allocation and use of resources are both effective and focussed on individual need.
• Ensure that users of services are fully involved in planning of care with consideration for assessment, admission, transition and discharge.

INCLUSION
Statement

We will ensure that all people within the organisation with a disability and especially service users are able to express their views and have control over their own lives.

Development Points

• Ensure that staff treat everyone with respect and avoid patronising.
• Ensure that people with disabilities are enabled to do as much for themselves as possible.
• Develop and respect independence of action.
• Ensure that communication resources are in place to enable everyone to communicate their needs and wishes.
• Ensure that there are forums for service users and others with a disability to express their views.
• Improve opportunities for community access and for making a contribution to society

ENVIRONMENT AND SERVICES
Statement
We will ensure that the environment and services enable people with disability to access opportunities.

Development Points

• To keep transport fleet under review, to maintain accessibility for people with mobility difficulties.
• To improve range of methods used for presenting menus (e.g. through use of pictures.
• To review access to buildings and maintain an anticipatory programme of improvements and development.
• To conduct a thorough review of the site to ensure that those with mobility difficulties, sight or hearing impairment can move around easily and safely.

TRAINING OF STAFF
Statement
We will ensure that all staff develop a thorough understanding of disability.

Development Points

• Raise awareness in staff of Disability Discrimination Act.
• Involve staff in planning actions to take the Disability Equality Scheme forward.
• Train staff to implement a Total Communications approach.
• Support staff with disabilities to declare and seek reasonable support and adaptions.
• Ensure that staff are responsive to the needs of service users. 

EMPLOYMENT 
Statement
To develop inclusive HR processes that encourage and support disabled employees in the workplace.

Employment in the DDA is defined as –

“Employment under a contract of service or of apprenticeship, or a contract personally to do any work. This also covers persons who are self employed.”

Development Points

• To review documentation formats and offer alternative methods to enable completion and / or understanding by disabled and non-disabled applicants and staff.
• To encourage staff with disabilities to declare a disability both pre and during employment and to seek support.
• To provide training to all staff to include equal opportunities and disability awareness to highlight relevant areas, promote equality and diversity and develop knowledge of the DDA and its implications
• To ensure regular monitoring of equal opportunity data, to include disability
  

EMPLOYABILITY
Statement

To put in place programmes and activities which will actively promote opportunities for students, pupils, residents and staff to overcome barriers and develop skills to enter employment

Development Points

• Work with employers to raise awareness of needs and potential of David Lewis residents as employees
• Ensure that programme for students , pupils and service users help them to develop employability skills
• Develop skills in anyone with a disability who wishes to work to manage their own problems in the work place (including the ability to identify the reasonable adjustments needed)
• Develop a full range of on and off site work experience tasters, real work environments, work experience and supported employment opportunities.

ACTIVELY INVOLVING PEOPLE WITH A DISABILITY

The Centre has endeavoured to involve both staff and service users with a disability in the preparation of this scheme and also in having a say about their needs and expectations.

The working group which has helped to develop this scheme at a strategic level has included one member with a disability, as well as other senior managers, who have overcome long and short term health/disability issues which have impacted on their work.

The working group was also chosen to be the representative of all professions involved in care, education, medical, and therapy and facility support of all service users. This breadth of interest also meant that the needs of all groups within the Centre (students, school children, adult residents, staff, trustees, governors and visitors) could be considered.

In determining the priorities, wider consultation took place with staff and resident groups. The Service Manager who led the section on inclusion developed work she was already doing with a group of adult service users.

Students in college are consulted through focus groups, reviews, tutorials and house meetings

Staff were involved through Equality and Diversity training sessions in identifying areas for improvement, especially relating to the environment.

One area where it has proved difficult to fully involve people with a disability has been staff. This is because disabilities affecting them are significantly undeclared.

The employment section of the scheme addresses this issue although the Centre has a good track record of making reasonable adjustments to those with temporary or long term needs.

Future consultation to support the implementation, evaluation and monitoring of the scheme will be through these established groups
.
All staff will be kept aware through the Team Brief- a monthly bulletin which keeps staff informed of Centre issues.

Within adult services the existing focus groups which work with adults and empower them to express views will continue.

These user groups will be involved at regular intervals in evaluating the impact. This is likely to be more effective if they focus on specific actions.

Regardless of service the views of every individual will be sought using a wide range of communication methods to match individual needs.

LEADERSHIP AND MANAGEMENT

The Centre recognises that an initiative of this type will only be effective if there is full commitment from the highest level within the organisation. The Chief Executive, the Chairs of Trustees, College and School Governing bodies are all fully committed to the development and implementation of this scheme.

Work on the scheme is being led by two members of the Centre Executive team, namely the College Principal (Director responsible for college and Adult Lifelong Learning) and the Director of Human Resources.

They have been supported by a cross centre team of senior managers and also representative staff.

This team includes two Service Managers from residential care (one from college, one from adult services) the Estates Manager, the Centre’s Training Manager and lead Speech and Language Therapist, as well as Care and Education staff.

Each member of the working group has then involved other staff and residents to develop particular aspects of the scheme.

Governors (of both School and College) and Trustees are kept fully informed of the work on the scheme. The care sub committees of both School and College governing bodies will take responsibility for ensuring that implementing, monitoring and evaluation of the scheme is a live process within those business units.

The Governance committee of the Trustees will approve the scheme and receive regular updates on implementation, monitoring and evaluation.

The responsibilities of the managers to eliminate discrimination and promote disability equality will be included in job descriptions/interviews and reinforced through training, appraisals and performance indicators.

The need for an extensive programme of training to raise staff and service user awareness is fully recognised and features as a priority in the scheme.

Equality and Diversity training will be incorporated into all induction programmes and mandatory refreshers.

Awareness of the Disability Equality Scheme will be raised through staff briefing, team meetings and training.

Monitoring and Evaluation of the impact of Disability Equality measures will be incorporated into Quality Assurance Cycles and Self Assessment/Evaluation across the centre.

Student awareness will be raised through the incorporation of Disability Awareness into the cross curricular themes and Individual Learning Plans.

The Centre is already involved in a number of partnerships and collaborations which deal with disabilities e.g. LSC Equality and Diversity Panel, Local Learning Disability Partnership Boards (Cheshire Adult Learning Disability Forum). Continuing active collaboration with these groups will be supported and facilitated.

CARRYING OUT IMPACT ASSESSMENTS

The purpose of the impact assessment is to analyse the effects on disabled people, of Centre polices, procedures and practices. It also identifies where the awareness of Disability Equality can be raised.

Doing this exercise will enable us to design policies, procedures and plans in line with the requirements of disabled people.

Impact assessments will be carried out on all policies on a priority basis. The priorities will be HR, Health & Safety, Centre Admissions policy, Protection and Complaints.

These impact assessments will be carried out by a team including the senior people responsible for the appropriate policies, and disabled people. The steps involved in carrying out these assessments are –

1.    Map all policies, procedures, plans and practice.
2.    Screen to determine priority.
3.    Consider the evidence.
4.    Assess the likely impact.
5.    Explore options and make decisions.
6.    Identify monitoring processes.
7.    Publish the results.

GATHERING INFORMATION

The Centre acknowledges the need to establish robust systems for gathering, analysing and evaluating data on all aspects of Equality and Diversity

a)    Staff

This covers people who are employed under a contract of service or of apprenticeship or a contract personally to do any work. This also covers persons who are self employed,

This data/information will be collected to monitor performance to ensure that disability equality is promoted

We will evaluate:-

Recruitment and retention of staff
Performance, career progression

• Complaints, grievances
• Complaints under whistle blowing
• Effectiveness and impact of measures to make reasonable adjustment
•  Health and Safety statistics

Collection and effective use of data is underdeveloped at present. This will be an important aspect of the scheme.

b)    Service Users, Pupils and Students
i)    Admissions

School and College already maintain effective analysis of applications for admission against both categories of disability and other equality and diversity measures.

Admissions processes are conducted in line with the Centre admissions policy and procedures and are monitored to ensure that discrimination is eliminated.

Monitoring and Evaluation of the admissions processes across centre will be maintained.

ii)    Access to Activities

Systems will be established to find out whether any resident (service user, student or pupil) is unreasonably denied access to activities for reasons linked to disability. House/ Unit Managers will be asked to report on this as one of their KPI’s

iii)    Achievements and Outcomes

There are currently moves underway to improve the Recognising and Recording of Progress and Achievements (RARPA) especially for college students. Once established this can also be applied within adult Lifelong Learning (Day Services) this will allow data to be gathered to identify factors which affect achievement and progression for all service users

This will also allow the impact of some of the key measures of the scheme e.g. Total Communications to be evaluated.

Detailed monitoring of this data will take place within the Business Units (i.e. school, college and adult services) and will be pulled together as part of the Self Assessment process. This data will allow the effectiveness of measures for inclusion to be evaluated so that improvements can be put in place.

Information gathered will also be used to inform decision making about resources, facilities and provision. There is a culture of self assessment leading to improvements across parts of the Centre which needs to be shared.

The measures under this scheme will be included in that process. Overall responsibility for Quality Assurance and Improvement rests with the Directors for each business unit but managers (e.g. service mangers in the residential services, associate principal in college) will spearhead the process in their own areas.

c)    Environment and Services

Existing monitoring and audit of physical environment will continue.

PUTTING THE SCHEME INTO PRACTICE

Once approved there will be a formal launch to the scheme which will be inclusive.

Copies will be shared with key partners e.g CSCI, LSC, Cheshire and made available to all on the website.

Summary versions available in accessible formats to all. The family support group and regular newsletters to inform families.

The launch will be followed by the start of a structured training programme.

Copies will be made available for funding, planning and inspection bodies as requested. Copies will be held on each unit.

The working group will continue to work to pull together implementation and action plans, and ensure that monitoring arrangements are in place.

College and School Governors and the trustees will receive regular reports on the progress of the scheme as well as data from the monitoring processes.

Work on the impact assessment on policies will be prioritised starting with those policies and procedures which are likely to have the greatest impact on those with disability. Policy changes will be discussed by the policy working group and brought to the Centre Executive team for ratification.

MONITORING PROGRESS ON THE SCHEME

It is proposed to build on the team work developed in preparing this scheme to establish a Centre Equality and Diversity Committee to oversee and review all aspects of Equality and Diversity

With representation from each part of the Centre its remit in respect of Disability Equality will be to

• Monitor data and information gathered on disability
• Promote disability equality across every aspect of  Centres work
• Monitor progress on the implementation of the key themes of the scheme.
• Ensure that impact assessments are completed on key policies and procedures ( e.g. admissions, recruitment , complaints, safeguarding, grievance and disciplinary)
• Promote the cause of all aspects of Equality and Diversity through training and cultural change
• Promote the sharing of outcomes
• Promote sharing of good practice

The predominant means of monitoring the impact and embedding of Disability Equality Scheme will however be the normal channels for self assessment and quality improvement and for reporting within the centre.