Disability Equality Scheme

Equalities Act 2010

The duty to promote disability equality, or the general duty (of the EA 2010), requires all schools, when carrying out their functions, to have due regard to the need to:

  1. promote equality of opportunity between disabled people and others
  2. eliminate unlawful discrimination
  3. eliminate disability-related harassment
  4. promote positive attitudes towards disabled people
  5. encourage disabled people’s participation in public life
  6. take steps to take into account people’s disabilities, even where that involves more favourable treatment.

Our Accessibility Equality Scheme will outline how we will fulfil this duty and include a set of specific, measurable, achievable, realistic and time bonded targets in the form of an action plan.

School Context

Caversham Nursery is a popular 85 place Nursery School for children who live in the Caversham area. We offer both funded term time only sessions for 15 and 30 hours as well as all year round places for babies and children up to five years. We draw from a wide range of families with differing social circumstances, including children from affluent homes and those in social housing. Some families are well supported by extended family, while others are quite isolated. Approximately half of our children are from ethnic minority backgrounds. English is a dual language for approximately 30-35% of our children (at the early stages). We support children who have special educational needs alongside the main stream and they are often recommended to come to us. We welcome and support these children who are referred by Health Visitors and other professionals.

The nursery is within a purpose built children’s centre and fully accessible. Staff make good use of the rooms and large garden to support learning and provide a rich and stimulating curriculum. All staff are well qualified and committed to high quality learning and teaching from the Early Years Foundation Stage Curriculum.

School’s Duty

The governing body has a duty to:

  1. Promote equality of opportunity for disabled people: pupils, staff, parents, carers and other people who use the school or may wish to
  2. Produce and publish a Disability Equality Scheme to show how they will meet these duties.   

The governing body is required to plan to increase access to education for disabled pupils in three ways, by:

  1. increasing the extent to which disabled pupils can participate in the school curriculum
  2. improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services
  3. improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled


Name of School: Caversham Nursery

Two Year Period Covered by Plan: 2017-2019

School’s Aims and Values

At Caversham Nursery School we are committed to ensuring equality of education and opportunity for staff, children and all those receiving services from the school, irrespective of disability. The achievement of all children and students will be monitored on the basis of disability and we will use this data to raise standards and ensure inclusive teaching.  We will aim to provide our children with a firm foundation which will enable them to fulfil their potential, regardless of disability.  We will seek to eliminate unlawful discrimination against children and staff by adhering to our duties as an employer under the legislation.

At Caversham Nursery School we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.

We aim to identify and remove barriers to disabled pupils in every area of school life and have high ambitions for its disabled pupils and expects them to participate in all aspects of school life.

At Caversham our commitment to equal opportunities is driven by The Children and Families Act 2014, The Equalities Act 2010 and the requirements of the Early Years Foundation Stage statutory guidance. The school:

  1. sets suitable learning challenges
  2. responds to pupils’ diverse needs
  3. overcomes potential barriers to learning and assessment for individuals and groups of pupils

At Caversham we will work actively to promote equality and foster positive attitudes and commitment to an education for equality. Our school vision reflects this.


Caversham Nursery School

We strive to be a place where all children experience awe and wonder through real, meaningful and relevant learning in a quality environment that encourages choice, freedom and growing independence.

We seek to promote confidence and self-esteem for all through a variety of experiences. We emphasise celebration of achievement and a sense of community.

Knowledge and understanding of individual children is important to staff who are committed to lifelong learning and sensitively guide them to reaching their full potential.

Roles and Responsibilities


This Disability Equality Scheme links to other specific policies and action plans that the school produces including the Development Plan, Accessibility Plan and policy for Special Educational Needs and disabilities.

This Disability Equality Scheme outlines the roles and responsibilities of everyone involved and connected with the school so that each person knows what is expected of them. Promoting disability and equality and raising the achievement of children with disabilities is the responsibility of the whole school staff.

Introduction to this Disability Equality Scheme will be included in our induction arrangements for all staff new to the school. School induction procedures will highlight duties implied by this policy in the same way as child protection/safeguarding, health and safety and behaviour policies form part of the induction process.

The Head teacher and Senior Leadership Team (SLT) will oversee all aspects of the implementation and monitoring of the Disability and Equality scheme.

The governing body will work alongside the Head and SLT in promoting equality of opportunity for all.

All staff will be aware of and follow the scheme to meet the needs of all children.

Children will have their individual needs met through the implementation of the scheme regardless of their disability.

Parents and carers will be made aware of the scheme and can expect their own and their children’s needs to be met.


 All staff and governors will receive training on the Disability and Equality Scheme and their responsibilities under it. This will be done through Inset training, staff and Governor meetings.

All staff will ensure that children are made aware of the needs of others where appropriate and at a level appropriate to age and level of understanding.


Involvement of disabled children, staff and parents  

Caversham Nursery has children with many different needs and abilities who have space to move freely and access the inside and outside curriculum.

We listen to comments made by all visitors, and respond when necessary. We have an accessible toilets throughout the building

Information Gathering

We are working towards gathering information on the effects of school policies in various forms. This is done through informal, formal discussions and questionnaires with children, parents, staff, governors and our local community.

·1   Pupil Achievement- We have a number of children on SEN Support as well as those that have Educational Health and Care Plans. All children’s needs are considered for accessibility as they are very young and small.

·2   Learning Opportunities- We make reasonable adjustments to the Early Years Foundation Stage Curriculum for all children. All children are well supported throughout their day by qualified early years practitioners and teachers. All staff continue to update their training, and we continue to work towards giving the children the best early years education possible.

·3   Social Relationships- We are an inclusive nursery where all the children have an opportunity to mix with everyone. We answer children’s questions honestly and openly, to their level of understanding. We talk about particular concerns or issues within the security of group times and at an individual level as the needs arises.

·4   Admissions/transitions- Before children start they receive a home visit from their key person and another member of the team. The children have a minimum of 3 settling in visits so that they can become familiar with the routine alongside a trusted carer. It gives the parent and child an opportunity to build relationships with the nursery staff. Once children move onto school, staff attend their visit days with them helping to settle them and discuss any relevant issues with the new class teacher. For those children requiring extra preparation, further visits will be arranged and transition photo books of their new setting will be prepared with input from the new school.

·5   Arrangements for sharing information are that staff and governors collate and discuss any information gained. We address any issues and adapt our practice if necessary. A working party has been formed to implement all aspects of the Accessibility Equality Scheme.

Assessing the impact of policies 

Caversham Nursery has a review cycle for reviewing all policies and practices including disability equality.

Feedback from parents and their children is listened to, especially if it relates to improving a child’s learning environment. Parents are encouraged to make comments on a regular basis through the nursery newsletter. All information gathered will be analysed and shared as appropriate. The SENCO, SLT and Governors will monitor this review cycle and assess the impact.


Identifying the main priorities for your school’s scheme and deciding your actions 

Caversham Nursery promotes equality of opportunity through the school ethos and vision which is shared by all staff and governors. Staff receive training on how to promote equal opportunities, eliminate harassment, promote positive attitudes, and encourage participation in public life. We are meeting disabled people’s needs, even if this requires more favourable treatment.