Cirencester College Disability Statement

Cirencester College Disability Statement

Cirencester College's mission statement clearly recognises the College's commitment to meeting the needs of each and every student and learner, and accepts responsibility for the challenges it will encounter in seeking to achieve this goal.

Cirencester College welcomed the 'Inclusive Learning' approach of the Tomlinson Committee as a crystallisation of its practice and ethos.

The College will continue to reflect its commitment to serve the needs of those people with disabilities in its provision of education, goods and services: its current provision is under constant review and wherever possible steps are taken to modify and improve what is in place. Future plans for the organisation will ensure that the needs of all members of society are progressed and furthered.

1 College Policies - A number of existing College policies, regularly submitted to and approved by the Corporation, are pertinent to the way the College approaches the needs of its students: they are:

The Cirencester College Health & Safety Policy

The Cirencester College Equal Opportunities Policy

The Cirencester College Teaching & Learning Policy

The Cirencester College Student Services Policy Statements

The Cirencester College Student Charter

The Cirencester Student Academic Support Policy

.

2Staff with special responsibility for disabled persons - The Student Services Unit at the College has responsibility for the welfare and progress of all students in the College. All initial enquiries should be directed to the Unit for the attention of the the Assistant Principal (Student Services) or one of his colleagues, the Co-ordinator for Special Learning Programmes, or an Adult Guidance Tutor. Referrals will also be made to the Academic Support Co-ordinator.

3Admission arrangements - Cirencester College operates a centralised programme of admissions for all students: this is managed by the Student Services Unit. Prospective full-time students have access to a programme of information and guidance designed to meet their needs - before they are invited to attend for an admission/guidance interview.

Special features of this programme for prospective students with disabilities include:

liaison by the Co-ordinator for Special Learning programmes with the feeder school or college/family and other appropriate bodies

home visits and link courses prior to enrolment as appropriate

specialis assessment of the support required

preparation of a care plan, risk assessment and relevant staff training programme

an interview at which special learning needs can be identified and steps taken to set up the appropriate support.

All full-time students are invited to participate in the tutor-led induction/enrolment programme; all full-time students take a screening test to identify special learning requirements and key skills competences at the start of their course.

Prospective part-time students have access to similar services following a guidance interview with one of the Adult Guidance Team.

Again, preliminary or follow-up work by the Co-ordinator for Special Learning Programmes can be arranged to facilitate the move into College and the screening test can be arranged through the Academic Support Co-ordinator.

4Educational facilities and support

4.1Academic and curriculum support

A number of strategies are in place to allow the College to make the appropriate provision for each student.

Special learning programmes which include BASIL, Entry Level, Foundation and E2I programmes

Support for students on mainstream programmes which can include:

classroom assistants, personal care support

technician support

a distinct programme of learning support that could include specialist support

Support for staff which includes:

training

classroom support

links with external organisations or voluntary bodies which provide support

the supporting and evaluating learning courses

The integration of students with a cross-section of other students in terms of their tutor groups, as far as this is practicable. Tutors are responsible for each student's welfare and progress.

4.2Relevant staff expertise and training - The College is committed to the principle that specialist subject staff with appropriate professional qualifications and the requisite in-service support through training etc deliver the programmes of study as far as is practicable - and that these teachers are supported as necessary by the learning support team/classroom assistants.

.

Counselling Skills courses have been offered for tutors. All students have access to the College Counselling service.

All staff and governors have received DDA training in accordance with the 2001 Act. The relevant key staff have received additional INSET to lead this initiative within the College.

We conduct regular audits of all areas of the College to insure access, particularly with regard to the new builds on campus, which were completed with consultants with DDA specialism. We are working in partnership with specialist agencies to access the necessary expertise to guide our future plans for access.

4.3Technology and Equipment - All students have access to the College's IT network and the appropriate technology and resources for their chosen programme of study.

In addition, the College is also able to respond to requests to

relocate classes to accessible rooms

provide a hearing induction loop for people whose hearing aid has a T position

provide a minicom for communication with deaf people

provide reserved parking spaces and ramps

provide a changing bed/shower facilities

make special arrangements with examination boards

provide support and extra tuition as necessary

provide a voice activated computer for students unable to use their hands

provide specialist software to support a range of disability

provide concept keyboards and a range of mouse e.g. rollerball

provide a second, more flexible language lab facility

provide specialist equipment for individual students as required and as is reasonable

The College part-time brochure regularly publishes an updated list of equipment and technology.

5Complaints and Appeals - The College Customer Feedback and appeals procedure is detailed in the student diary, given at the start of each academic year to all students.

All students are encouraged to use this procedure if necessary. Students who wish to are encouraged to use an advocate to present their complaint - either in person or in writing. The advocate can be a member of the College staff (eg tutor, Senior Tutor) or may be a carer/keyworker etc or other appropriate person. The College welcomes comments with regard to the improvement of disabled accommodation and facilities, as well as positive feedback on good practice.

6Additional Support or special arrangements for exams/assessment - The Examinations Officer is well versed to inform students about the procedures required to set up special arrangements for exams.

The Academic Support Co-ordinator and her team is qualified to undertake the necessary exam board assessments, under new regulations, and educational psychology assessment can also be arranged for students who need to gain the evidence necessary to secure extra time or other appropriate facilities.

In terms of internal assessment - the College recognises the validity of a range of channels of communication. Special arrangements will be made for those students who may be inexperienced and therefore intimidated by the 'exam room'.

Students who are assessed as needing support may access specialist one to one tuition, in class support and may have their own support worker to provide personal care.

7Physical access - Specialist facilities have been sited on the ground floor of the College and so are generally accessible. Consultation with disabled groups/students takes place to ensure that access is made as easy as possible given the constraints of the building. Designated car parking places are available at strategic locations around the buildings. Accessible toilet facilities are situated in key positions.

Non-specialist classes may be moved to ground floor venues to meet the needs of disabled students. Lifts have been fitted to enable access to all specialist areas. Automatic doors have been fitted to the Millennium Building, Davis Block, Reception, the Main Building Library, the Hub and J Block. . A path has been constructed around the field to enable emergency exits and ease of movement.

Our commitment to improving disabled access is at the forefront of all future development plans. Site plans that indicate accessibility are available from Student Services.

8Consultation and Positive Action - The College recognises that many barriers to access are more perceived than actual. We therefore work closely with statutory and voluntary agencies in contact with disabled persons in the community in order to:

develop networks and direct communication and advocacy

identify ways to improve our services and facilities

run taster sessions, short courses and individual guidance interviews in the alternative venues used by such groups

identify groups or individuals who could benefit from help to access our services.

9 Publication and Distribution of the Disability Statement - This disability

statement has been produced by Libby Reed, in consultation with key staff. It

is presented to Planning Group, Directorate and to the Corporation for approval.

The statement is reviewed and updated at least once a year.

The contents of this statement will be more widely circulated using the following mechanisms

Faculty Heads will discuss with their faculties

Co-ordinator for Special Learning programmes will give the statement to feeder schools and seek feedback

Parents of students to whom it applies will be given a copy at the admissions interview

Reception and Enrolment will hold copies

Staff intranet and the website.

Updated October 2006

Appendix

Current List of Key Staff

Co-ordinator of Entry LevelClair Danvers

Assistant PrincipalNorman Williams

Director of Customer ServiceLibby Reed

Adult Guidance TutorsPeter Walmsley

Pat Underwood

Academic Support Co-ordinatorGill Thomas

Senior TutorsHelen Aldhous (Humanities)

Val Hall

Trevor Strutt (Science)

Pam van der Hooft