Our Mission is to provide a dynamic, holistic education within an inclusive, values driven environment, consistent with the School’s foundation.
Inclusivity is core to this strategy. To support us on our journey to improve accessibility, equality and inclusion, the School has become accredited by the National Centre for Diversity who have looked at our policies and practices in relation to fairness, respect, equality, diversity, inclusion and engagement (or “FREDIE” for short) to ensure that we are effectively advancing equality of opportunity for all. This is a journey and requires constant work, refresh and update.
Our Equality and Diversity Policy reflects the legal duties set out in the Equality Act 2010, but as part of our accreditation we have carried out 360-degree culture, equality and engagement audits, and have evaluated the attitudes, behaviours, customs, practices, habits, beliefs and values within our community, and have agreed an Action Plan which sets out how we can advance FREDIE even further.
 At the heart of our school’s ethos are our core values. We encourage everyone to uphold these principles in their interactions with one another and throughout each day. To maintain a Waconian community culture which makes people of any background feel safe, valued, and included, the following areas feature in the FREDIE Action Plan:
As part of the FREDIE Action Plan, the School also undertook a comprehensive review, assessment and accreditation with the Carnegie Institute, in conjunction with Minds Ahead,, resulting in CHS being awarded Silver accreditation for Mental Health and Wellbeing for its activities and opportunities across its whole community.
The FREDIE Action Plan also includes measures to:
| increase the extent to which pupils with disabilities can participate in the School's curriculum. This includes teaching and learning and the wider curriculum such as inclusive participation in co-curricular activities and visits; and relates to our: | | improve the delivery of information to those with disabilities, which is readily accessible to those who are not disabled. This includes making written information more accessible and inclusive (for example, handouts, timetables, textbooks and information about school events) and relates to our: | | improve the School's physical environment for the purpose of increasing the extent to which those with disabilities are able to take advantage of the facilities and services provided or offered by the School, which r relates to our: |
Recruitment and AdmissionsAll applicants to the School are considered equally. Where an applicant declares a disability impairment, this is taken into account when determining the results of the entrance exam and any measures required to be put in place to support access to the exam. An offer is not withheld to an otherwise qualified applicant on the grounds of their disability, although certain conditions may present further health and safety risks, particularly in a laboratory setting. All reasonable adjustments will be considered but the need for specially adapted accommodation may not be reasonable and this would be discussed on a case-by-case basis. Assessment and Examinations The School puts in place a number of practical arrangements for examinations, including additional time allowances, the use of assistive technology, the provision of papers in alternative formats and the use of alternative rooms outside the main examination venues.
Disability
Positive action for increasing the extent to which disabled pupils can participate in the School curriculum:
TARGET | LEAD | ACTION | TIMEFRAME | OUTCOME / UPDATE | Improve identification of pupils with barriers to learning within the School | Deputy Head (Teaching and Curriculum)
Head of the Junior School
Deputy Head (Admissions, Partnerships and Services) | Embedding good practices; acting on information from key stakeholders about possible needs and support requirements (individual pupils, parents, previous schools, other subject teachers/form tutors). Consult with the Head of Learning & Support, Head of Year, Form Teachers to conduct and access accurate assessments and feedback on individual pupils. Use tracking data to identify students who are underachieving. Screening in Autumn Term of Year 7 and Summer Term of Year 9 for Examination Access Arrangements. All new Students entering School at different points and to Lower Sixth to be interviewed and screened. | 2024/26
| Staff to be aware of specific barriers to learning for individual pupils via access to Inclusion Register and Individual Support Plans for specific, identified students. | Teachers and other staff to develop their knowledge of different styles of teaching and learning and to develop skills to deal with pupils with specific disabilities | Deputy Head (Pupil Welfare)
Head of the Junior School | The Deputy Head Pupil Welfare and the Head of Learning & Support to provide or arrange specific training for new and existing staff relating to disabilities experienced by pupils. Information to be issued to teachers through individual support plans. | 2024/26 | Staff have a greater understanding of disability issues, can identify barriers to learning and can produce lesson plans with methods of differentiation applicable to individual pupils | Awareness of disability equality raised through the Waconian Programme and Learning 4 Life programme | Deputy Head (Pupil Welfare)
Head of the Junior School | Head of Learning & Support to liaise with Director of Waconian Programme to ensure disability equality is included in the programme. Highlight key dates (Dyslexia Awareness Week and Dyspraxia Awareness Week, World Autism Awareness Week). | 2024/26 | Pupils have a greater understanding of disability issues and challenges faced by students with specific conditions. Reduction in disability related name-calling or mild discrimination |
Information
Positive action for improving the delivery of information that is provided:
TARGET | LEAD | ACTION | TIMEFRAME | OUTCOME / UPDATE | Make information available more accessible to pupils with disabilities | Head of Learning and Support | The Head of Learning & Support to advise the most appropriate method of delivering information to particular pupils e.g. pupils with Autistic Spectrum Condition, pupils with dyslexia, pupils who are visually impaired or with impaired hearing | 2024/26 | Pupils with disabilities have greater access to information. The School is able to respond quickly to requests for information in alternative formats | Make information available to parents of pupils with a disability or parents with a disability themselves | Deputy Head (Pupil Welfare) | School to discuss with parents their preferred method of receiving information about their child(ren). | 2024/26 | Parents have greater access to information about their children | Develop a range of learning resources that are accessible for pupils with different disabilities | Deputy Head (Teaching and Curriculum)
Head of the Junior School | Heads of Department to review resources in their curriculum areas in conjunction with the Head of Learning & Support and specialist external organisations e.g. Head of Biology requested advice on Dyslexia-Friendly font for a new scheme of work. | 2024/26 | Pupils with disabilities have increased access to curriculum materials |
Medical Needs
Target | Lead | Action | Timeframe | Outcome/Update | Ensure and improve needs provision (medical) for those wishing to access the school | Medical Manager supported by Admissions | Prior to the entrance exam admissions inform first aid of any applicants with medical conditions. These are triaged by first aid and a follow-up phone call is made to the parents for anything unusual or specific. Admissions may contact first aid to request a parent call (noted on the application form) for reassurance / confirmation of available support.. | 2024/26 | No surprises, appropriate support / medication and enabling communications provided in advance for the child on the day.
Accommodation made for specific medical needs as required. | Ensure a seamless medical transition into the School environment and ongoing support. | Medical Manager for Deputy Head (Pupil Welfare), in coordination with: SENCO Estates External Agencies as required | Once a child accepts a place at CHS, who has medical needs, First Aid will contact parents to arrange a meeting to discuss and create an action plan to support the child as required in school. This may also involve external agencies e.g. a diabetic nurse, cardiac nurse, epilepsy consultant. In conjunction with parents an individual healthcare plan is written for the child to be in place for September. | 2024/26 | Timely, current, safe, relevant and appropriate information transfer and agreement, to deliver a safe school environment able to support and assist a child’s reasonable medical needs (noting we are not a specialist school or high-dependency capable facility). | Avoid any crossover issues or increased risks for pupils with multiple support needs, | Medical Manager | First Aid shares information, as appropriate, with the Head of Learning and Support, the Catering Manager or nominated staff as relevant/necessary. Risk Assessments are put in place for some complex cases, with SLT oversight. | 2024/26 | An all-informed (need-to-know) record for each pupil is held and updated. Parents/carers are aware and in agreement with the School’s actions. Concerns, risks are raised and addressed at the earliest opportunity. |
Environment
The Estates & Environment Master Reference Document and Roadmap underpins the School’s strategic priority for the next five years plus, with an ongoing commitment to improving the physical access to buildings and facilities, overseen by a Governor enabled Estates & Environment Working Group.
Given the heritage status of the School campus, it may be the case that some locations remain inaccessible, although all reasonable adjustments will be made to provide and inclusive opportunity.
Positive action for improving the physical environment:
TARGET | LEAD | ACTION | TIMEFRAME | OUTCOME / UPDATE | Ensure where possible and reasonable that those who are physically disabled can access and move around the site, especially School entry points, corridors and teaching areas. | Hd of Estates | - Create an “inclusive campus” map to identify buildings which are partially / full accessible.
- Provide ramp access to buildings which are currently difficult to access and have an action plan for creating inclusive and independent ramped access.
- Ensure hand rails are installed on steps and staircases.
- Review of lift access protocols and improvements for ease of access (removing the need for key, and push/hold operation).
| New build projects as appropriate | - Those who are physically disabled can move as freely as possible around the School site or have reasonable adjustments which can be deployed as required.
- Drop curbs were put in across the site in 2021 and 2022 to improve limited mobility and wheelchair access for users and visitors.
| Continue to ensure fire strategies and emergency evacuation procedures take account of the needs of pupils with disabilities | Hd of Estates | - Continue to refine and improve procedures and risk assessments to ensure the needs of those with disabilities have been identified.
- Implement Personal Evacuation Plans
- All new-builds and refurbishments to be fully compliant with accessible lifts and places of refuge.
- Investigate how all existing buildings with steps can have ramps and accessible lifts and wherever possible that these are installed.
| Each Sept for the new intake of pupils; or if a known disabled student starts | - PEEP procedure in place
- Maintain the safety of those with disabilities at School and ensure there is a recognised set of procedures to meet their needs
- A bespoke treatment and wet room was fitted (including a ‘fitted for not with’ hoist capability) during Underpass development in 2022.
| The design and layout of classroom and common areas take account of those with who have a disability | Hd of Estates | - During refurbishments, all aspects that would impact those with disabilities are reviewed – including the location of boards, door handles, positioning of safety signs, colour schemes, use of window blinds, lighting etc.
| As and when applicable | - Compliance with regulations in respect of design to allow inclusive access.
| Ensure there are adequate toilet and changing facilities suitable for disabled pupils | Hd of Estates | - Review the existing facilities and recommend changes as appropriate.
- Ensure adequate signage is in place.
| When applicable in future | - The School provides appropriate facilities for the needs of disabled pupils
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Staff
The School considers all job applicants equally, regardless of disability, provided the minimum criteria needed to carry out the Job are satisfied.
Those with disabilities will not be disadvantaged in their opportunities for training and development. Where appropriate, specialist training will be made available in order to allow everyone to develop their skills and career opportunities equally.
Disability arising during employment
When members of staff become disabled during the course of their employment, all reasonable steps will be taken to accommodate the effects of their impairment by making adjustments to their existing employment, or through appropriate retraining and redeployment, enabling them to remain in employment with the School whenever possible.
Discrimination and Non-Compliance
All pupils, staff, parents/carers and visitors to the School are expected to treat those with disabilities with the same dignity and respect as anyone else Any form of harassment of a person with a disability on account of their impairment is unacceptable behaviour and is potentially unlawful under the terms of the Equality Act 2010 and the Protection from Harassment Act 1997. Disciplinary action will be taken against the offender if appropriate.
Training and Raising AwarenessTo ensure effective operational and line management of FREDIE, performance management systems are used to improve inclusion, engagement and productivity, and adequate resources are allocated for implementing the FREDIE Action Plan.
Although some staff have specific responsibilities for supporting pupils with disabilities, all staff are provided with support and training to raise their awareness of how they can contribute to the School meeting its obligations and objectives in relation to FREDIE.
We will focus on continuous improvement to build on and embed our action plan which will be re-audited externally and benchmark against the Investors in Diversity framework. |