Corseford School and Stanmore House School
Equality and Diversity Strategy
2013 – 2017
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Corseford School and Stanmore House School
Equality and Diversity Strategy 2013-2017
Introduction from the Executive Head Teacher
I am delighted to provide the introduction to Corseford School and Stanmore House
School’s Equality and Diversity Strategy for 2013-17.
The implementation of the Public Sector Equality Duty – Specific Duties for Scotland
in May 2012 presented a new and welcome challenge for the schools to consolidate
and build on the work already undertaken to implement the provisions of the Equality
Act 2010.
Stanmore House School received an outstanding Education Scotland Inspection in
2013. Particular mention was made by the inspectors of the School’s effective
approach to partnership working, which is used to promote equality and diversity.
Corseford School received an outstanding inspection in 2008 and also promotes
equality and diversity through partnership work.
We will continue to work very hard to ensure that both schools provide an
environment which is free from discrimination and promotes respect for the
individual.
Sue Williams
Executive Head
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The Impact Of The Equality Act 2010 Public Sector Equality
Duty On Capability Scotland’s Schools
Introduction
The schools hold a unique position within Capability Scotland as a result of being
classed as public bodies under equality legislation. This has resulted in the schools
being subject to additional legal requirements in relation to equality. The Race
Relations Amendment Act 2000, Disability Discrimination Act 2005 and the Equality
Act 2006 placed positive duties on the school to promote race, disability and gender
equality respectively.
In June 2007 a Government green paper detailed the intention to bring all equality
legislation, including public sector duties, into a single Act. The single act became a
reality on 5 April, 2011 when the Equality Act 2010 consolidated and to a certain
extent harmonised existing equality legislation.
The existing public sector duties in relation to disability, race and gender were
brought together into a single Public Sector Equality Duty (PSED), with the addition
of gender reassignment, marriage and civil partnership, pregnancy and maternity,
religion or belief and sexual orientation. The PSED consists of two duties; the
general duty and the specific duties, the latter of which are designed to support
performance of the general duty.
The General Duty
The General Duty applies requires public bodies to have due regard to the need to:
 Eliminate unlawful discrimination, harassment and victimisation and the other
conduct prohibited by the Equality Act.
 Advance equality of opportunity between people who share a relevant protected
characteristic and those who do not.
 Foster good relations between people who share a protected characteristic and
those who do not.
The Specific Duties
The Specific Duties where created by secondary legislation in the Equality Act 2010
(Specific Duties) (Scotland) Regulations 2012. These Specific Duties came into
force on 27 May, 2012 and operate differently in Scotland than elsewhere in Great
Britain. The Specific Duties require listed public bodies, including Corseford and
Stanmore, to:
 Assess and review policies and practices against the needs of the general
equality duty, including the consideration of relevant evidence relating to people
who share a protected characteristic (Equality Impact Assessing).
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 Gather and use employee information such as the composition of the workforce
and annual information on the recruitment, development and retention of
employees with respect to the number and relevant protected characteristics of
employees.
 Consider award criteria and conditions in procurement where these could help
better perform in the equality duty.
Equality Outcomes
Corseford and Stanmore are required to publish equality outcomes which they
consider will enable them to better perform the equality duties. An equality outcome
is a result that the schools aim to achieve in order to further one or more of the
aforementioned aspects of the general equality duty (eliminating discrimination,
advancing equality and fostering good relations).
In preparing a set of equality outcomes, the schools must take reasonable steps to
involve people who share a relevant protected characteristic and groups who
represent the interests of those people. They must also consider relevant evidence
relating to people who share a relevant protected characteristic.
Reporting
The PSED requires the following information to be published by each school:
 A mainstreaming report on the progress they have made towards making the
general equality duty integral to the exercise of their functions
 Equality outcomes
 A report on the progress made to achieve the equality outcomes
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Background
Corseford School and Stanmore House School are two of seven of Scotland’s Grant
Aided Special Schools (GASS). These schools receive a substantial proportion of
funding from the Additional Support Needs Division of the Scottish Government’s
Schools Directorate. Corseford School and Stanmore House School are operated by
Capability Scotland, a charity campaigning with, and providing education,
employment and care services for, disabled children and adults.
Corseford School and Stanmore House School were established to provide services
for children and young people age between 0-18 years. They support those affected
by disorders of movement or coordination, including reductions in communication,
caused by cerebral palsy or other conditions, the term ‘motor impairments’ being the
collective term to describe the problems affecting such children. As a national and
government funded organisation the schools are required to meet the needs of
children and young people with motor impairments throughout Scotland.
The independent nature of the schools means that it operates outwith local authority
educational and NHS structures. They are solely responsible for the delivery of all
their educational, therapeutic and other responsibilities using progressive
educational methods. However, the schools address the educational needs of
children and young people in the same context as all other Scottish children eligible
for nursery and school provision.
Capability Scotland’s vision and mission
The organisation’s vision is to be a major ally in supporting disabled people to
achieve full equality and to have choice and control of their lives by 2020. The
organisation’s mission is to transform people's expectations of what is possible and
ensure that disabled people achieve equality”.
Corseford School
Vision/Mission Statement
To aim to provide a safe, secure and stimulating environment in which pupils needs
are met in an holistic manner by access to integrated programmes of individualised
education, therapy and health and personal support.
Aims & Objectives
 promote in the community a sense of awareness and understanding of the needs
of the children and the work of Capability Scotland
 extend, in co-operation with other agencies, the outreach, training and research
services presently offered to individual children, families, students and to
professional visitors, both specialist and mainstream, who support children with a
disability
 support inclusion, by designing holistic programmes which meet pupils’ needs in
the school and in the community.
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The curriculum reflects current thinking and practice in:
 the education of pupils who have Cerebral Palsy or other significant physical
impairments
 educational standards in mainstream schools
 the provision, for some children of an alternative, highly differentiated structured
curriculum.
The school moto is “Chasing the Challenge”.
Stanmore House School
Vision/Mission Statement
We strive to build a learning community which enables every pupil to access the
appropriate curriculum; to be included in educational opportunities through our
holistic approaches to education, therapy, medical support and care.
Aims & Objectives
 To enable pupils to achieve their potential through access to a broad, balanced,
relevant and differentiated 24 hour curriculum combining educational and
therapeutic approaches.
 To support pupils in becoming successful learners, effective contributors,
responsible citizens and confident individuals.
 To promote social inclusion through educational programmes, our partnership with
other agencies and involvement in our local community.
 To positively work in partnership with our pupils’ families, carers and all other
relevant agencies to ensure pupil wellbeing.
 To operate a holistic approach and encourage collaborative working practice
across staff teams.
 To offer appropriate opportunities for all staff to continue to develop their
professional knowledge, skills and experience.
 To respect and value individual rights and aspirations and promote a sense of
fairness and equality.
The Curriculum of the school reflects these aims and current thinking and practice in:
 the education of pupils who have cerebral palsy and other significant physical
impairments
 education standards in mainstream schools
 the provision of an alternative highly structured and differentiated curriculum
The school motto is “Celebrating Success”.
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Developing Corseford School and Stanmore House
School’s Equality Plan
To support delivery of the school’s mission and vision a number of equality and
diversity priorities have been identified from ongoing monitoring and evaluation of
existing data and published literature and include both equality outcomes and
mainstreaming priorities. The schools will report progress against delivery of these
outcomes and mainstreaming priorities every two years in a single report.
The specific equality duty requires that the schools sets equality outcomes that it will
report against no later than April 2015 and deliver no later than 2017. Outcomes are
defined as the results that it aims to achieve to enable it to meet its general duty to:
 eliminate unlawful discrimination, harassment and victimisation and other
conduct prohibited by the Equality Act 2010;
 advance equality of opportunity between people who share a relevant
protected characteristic and those who do not.
 foster good relations between people who share a protected characteristic
and those who do not.
The Equality and Human Rights Commission’s guidance on setting equality
outcomes notes that they should be proportionate and relevant to the functions of the
organisation setting them and may include short term or long term benefits.
In setting its outcomes the schools considered evidence relating to the protected
characteristics:
 Age
 Disability
 Gender
 Gender reassignment
 Pregnancy and maternity
 Race
 Religion or belief
 Sexual orientation
 Marriage and civil partnerships (in the context of eliminating unlawful
discrimination in employment).
Corseford School and Stanmore House School are also considering how they could
more appropriately meet the needs of those who experience socio-economic
disadvantage and/or live in areas of Scotland remote from school’s locations. The
issues identified on the succeeding pages have informed the school’s equality
outcomes.
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Mainstreaming Equality
The requirements of the public sector equality duty are integral to the schools
functions. Developing strategies to promote equality and address potential unlawful
discrimination are at the heart of the school’s strategic and operational planning
processes.
Policies
Capability Scotland has developed and implemented a range of policies which apply
to all of its services including Corseford School and Stanmore House School. These
include:
1. Equality and Diversity Policy
2. Adoption Leave Procedure
3. Dignity at Work Policy
4. Managing Sickness Absence Procedure
5. Code of Ethics
6. Flexible Working Procedure
7. Job Share Procedure
8. Maternity Leave and Pay Policy
9. Grievance Procedure
10. Parental Leave Procedure
11. Paternity Leave and Pay Procedure
12. Protection of Children Procedure
13. Recruitment and Selection Policy
14. Have Your Say Procedure
Fundraising
Pupils and staff regularly participate in fundraising activities for various local and
national charities. Participation in these activities raises awareness of the needs of
many disadvantaged groups in society and also results in practical support to a
range of worthwhile causes.
In 2011-12 the schools donated to a number of charities including those with a
strong focus on supporting people with a range of protected characteristics: Cancer
Research, Children in Need, Yorkhill Hospital, Tickled Pink Breast Cancer, Water
Aid, Plan International, SCIAF.
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Opportunities for Children with Additional Support Needs
and Their Families in Accessing Corseford School and
Stanmore House School
Eligibility for additional support for children up to the age of 3
The Education (Additional Support for Learning) (Scotland) Act 2004 (ASLA),
amended in 2009, provides the legal framework that underpins the system for
identifying and addressing the additional support needs of children and young people
who face a barrier or barriers to learning.
The associated Code of Practice, 2010 (Supporting Children’s Learning, Code of
Practice, Revised Edition) identifies the duties on education authorities and other
agencies to support children and young people’s learning. Therefore education
authorities must provide appropriate additional support for children up to the age of 3
years with a disability who have been referred to them by a NHS medical
practitioner. They may also provide additional support for children up to the age of 3
years:
 who have not been diagnosed with a disability but who may benefit from
getting additional support early on;
 whose parents have decided they attend a grant-aided school. (The Parents
Guide to Additional Support for Learning, Enquire, 2010)
However, provision of additional support in these circumstances is neither a legal
obligation, nor is there a clear definition of “appropriate additional support”. For
children under 3 years there is not a statutory requirement for education authorities
to provide any input. Analysis of Corseford School and Stanmore House School
records indicates the pupils attend from 11 of 32 Local Authorities.
Policies and processes for providing education and therapeutic support to
children and young people with additional support needs
There is a general acceptance that out of authority or national provision is required to
meet needs that cannot be met by local authorities themselves or through cross
authority arrangements. Current data confirms that the complex additional support
needs of children and young people with cerebral palsy are of such low incidence
within local authorities that it would not be cost effective to meet them without
external assistance; some needs require specialist resources and expertise that it
would not be practicable for a local authority to provide on its own; in some instances
a local authority might be able to meet some of a child’s needs bit not all.
The literature associated with cerebral palsy generally quotes an incidence of 2.4
cases per 1,000. Birth rate statistics for Scotland indicate that this has been below
60,000 per year for the last fifteen years with the exception of 2008. The application
of the incidence of 2.4 cases per 1,000 births to a maximum of 60,000 births
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indicates an approximate annual new case incidence of 144 in Scotland as a whole.
Assuming an equal distribution of cerebral palsy across local authorities, this would
equate to approximately 4.5 new cases per local authority area per year.
Assuming a consistent incidence since 1995, this would equate to an approximate
current total of 2,500 children and young people in Scotland aged 0-18 years, with
cerebral palsy.
The responsibilities of local authorities to provide information to the parents and
carers of children and young people with additional support needs are clearly laid out
in both legislation and guidance. However, the Doran Review noted that some staff
working for local authorities and a sizeable minority of parents did not know and had
difficulty finding out about the range of educational provision and services available
within and out with their areas.
In evidence submitted to the Doran Review, 82% of respondents supported the view
that Scotland requires national provision.
The concept of inclusion is enshrined in the United Nations Convention on the Rights
of the Child (UNCRC) and clearly articulated in the Additional Support for Learning
Act 2004 (as amended), Curriculum for Excellence and Getting it Right for Every
Child (GIRFEC). Scottish legislation makes clear the expectation that children and
young people should be supported to be included in mainstream classes alongside
their peers unless such provision would not promote their education and welfare.
However, opposing interpretations of both inclusion and the presumption of
mainstreaming persist. The Doran Review noted that the defence of such opposing
positions limits the considerations of some professionals of what is best for the child
or young person’s development and well-being.
When a child/young person is placed at Corseford School and Stanmore House
School the Local Authority is charged a fee for the placement which is subsidised
significantly through the Scottish Government grant. This fee is generally the prime
responsibility of the education department and NHS boards not normally contributing
to fees even when health needs are significant.
While the costs of provision require to be considered, the code of practice makes
clear that consideration of provision of services should be based on clear and
realistic assessment of a child’s needs.
Local authorities have, over the last 10 years, invested in building high quality new
schools designed specifically to meet the needs of children/young people with a
range of complex additional support needs. However, there are many parents/carers
and professionals who are not convinced that grouping children and young people
with complex additional support needs is appropriate even when such schools make
arrangements through grouping, use of facilities and approaches to learning and
teaching to respond to the varying social and educational needs of pupils (Doran
Review, 2012).
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Parental confidence, articulacy and financial independence
Families with disabled children have similar aspirations for their children as other
families and wish their children achieve their full potential. However, they often face
a combination of financial, emotional and practical pressures that can result in
isolation.
Evidence from England indicates that values and attitudes, including those towards
disability and education, differ widely across different ethnic groups, with ethnic
minority parents/carers of children/young people with complex additional support
needs likely to be disproportionately affected by barriers to accessing entitlements
and services, with language being a barrier to some.
Research shows that families with disabled children are more likely to be living in
poverty than other families and that it costs up to three times as much to raise a
disabled child.
In 2010 there were over 163,000 lone parents with 295,000 children living in
Scotland. Children in lone parent families are at higher risk of living in poverty, with
41% of such families being described as poor. 19% of children living with a lone
parent have a disability, ie approximately 56,000 Scottish children. People from
minority ethnic non-white groups are twice as likely to be in relative poverty, before
housing costs, than those who are white-British.
65% of families with disabled children report feeling isolated frequently or all of the
time, with 56% of survey respondents identifying that this isolation is due to a lack of
support from statutory services, 54% that it is due to low income levels, and 50% that
it is due to stigma. Such isolation can have a devastating impact, with 72% of
parents/carers reporting poor mental health including anxiety, depression and
breakdown, 21% citing isolation as contributing to the break-up of their families and
57% noting that isolation constrains them from working as much as they would like
to.
There are over 600,000 siblings of disabled children in the UK, few of whom receive
any support to help them cope with their family lives. Many young siblings
experience a lack of parental attention, isolation, ignorance about disability, difficulty
coping with their experiences and the financial impact of disability on the family.
However, a recent ‘Sibs’ survey found that only 0.4% of the population of siblings of
disabled children had access to a sibling group.
Gender Balance in Corseford School and Stanmore House School’s
Employment Profile
Corseford School and Stanmore House School’s staffing profiles are, in common
with early years, primary and special education and paediatric therapy and care
services nationally, characterised by women being in the majority in most jobs. 76%
of teaching staff, 95% of physiotherapy, speech and language therapy and
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occupational therapy staff; 97% of classroom staff, 100% of nursing staff with
housekeeping, administration and support staff being 60% female.
Statistics from 2009 indicate that 92% of primary teachers were female and 81% of
special schools (primary and secondary teachers). Figures published in the Herald
indicate that during 2010-2011, 13% of primary teachers trained were male and 93%
of the total number of primary teachers were female. Glasgow Caledonian University
reports that 74% of physiotherapy and 91% of occupational therapy 2012 graduates
were female and Queen Margaret University reports 72% (PT) and 88% (OT).
Anecdotal evidence suggests that this gender bias is maintained in NHS paediatric
therapy services.
This gender profile of students on relevant vocational courses in universities limits
what it is possible for employers to achieve in terms of creating a staffing gender
balance. Corseford School and Stanmore House School’s employment profiles are
consistent with the national profile.
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Equality and Diversity Priorities 2013-2017
Corseford School and Stanmore House School’s review of data and evidence
suggests that its priorities for 2013 – 2017 should be as follows:
1. Improve the transitional experience for disabled pupils by working with
external agencies including social work departments and further and higher
education institutions to tackle the existing barriers to successful transition.
2. Increase awareness and understanding of Assistive and Augmentative
Communication in the wider community by working with pupils, families,
members of the Capability Scotland allied health team and external agencies
including NHS Education for Scotland, CALL (Communication, Access,
Literacy and Learning) Scotland and SCTCI (the Scottish Centre of
Technology for Communication Impairment).
3. Foster good relations between the schools’ disabled pupils and the wider
community by raising awareness of the school and its role in society through
school events, the media and outreach work.
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Equality Act Position Statement
Outcome 1
Improve the transitional experience for disabled pupils by working with
external agencies including social work departments and further and higher
education institutions to tackle the existing barriers to successful transition.
Corseford School and Stanmore House School are actively engaged in improving
the transition experience for disabled pupils. This includes working with external
agencies including social work departments, as well as further and higher
educational institutions. Often, this means tackling the existing barriers to successful
transition, whether on an individual basis for each student, or as part of a wider
challenge.
Transition Group
The Post Sixteen Unit of Corseford School and Stanmore House School establish
Transition Groups each year for those students in their final year of school based
education. The focus of the group is to assist the students in having a year’s
transition from school to the provision they will undertake in the future, whether
education or adult services.
Within the Transition Groups the students undertake a series of educational and
practical activities. Educational activities include undertaking SQA National
Qualifications. Primarily these are at Access 1 and 2 Levels and generally fall under
the Personal Development Units. The new Personal Achievement Award SQA has
introduced is also incorporated into the planning for educational opportunities. It
should be noted that in August, 2012, the PSU class in Corseford School were given
the opportunity to select both the Personal Development and the Personal
Achievement Units that they wanted to undertake over the course of the year, in
order to ensure they were given ownership and choice of their learning. This
opportunity will be offered to Stanmore House School pupils in August, 2013.
Stanmore House School offers dual accreditation to pupils in their learning offering
ASDAN Preparatory Award Programme in all areas of the curriculum.
The Transition Group in both schools also have a range of practical experiences,
within the classroom and also as part of their Independent Living Programme (I.L.P).
The I.L.P is run by the teachers and the Occupational Therapists and is planned in
such a way that the students will access the local community in their own area,
where possible, as well as visit a range of potential opportunities for their future. An
example would include visiting each individual student’s local college to familiarise
themselves with the venue, obtain prospectuses and decide whether this is an
avenue they may wish to explore further. Other examples include visiting adult day
resources, sports facilities, respite facilities and so on.
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Transition Experience
As Corseford School and Stanmore House School are aware that every individual is
entitled to having a year’s Transition experience, we arrange for the Transition
experience to begin as soon as possible. This involves having a series of Transition
Meetings over the course of the student’s final year at school and earlier where
possible.
These meetings are arranged at least one every term, where students and their
family can discuss their future with the school, social work department, educational
psychologist and the diverse range of professionals who become part of their future
eg. college tutors, adult services, community therapists, health professionals, respite
providers and so on.
The meetings have a structure to them which mainly covers placement, care,
transport, funding and views of the student. This can be seen in the template for the
Transition Meetings, however, these are only as a guide and the meeting will take
the direction best suited for each student.
As it becomes more apparent where students will have their provision identified and
as new professionals are allocated to work with students, a transition for the young
person is formed. This may include them visiting their future venue during I.L.P, but
also having new professionals coming into school to work with them, whether within
the class or in the case of new therapists, during therapy sessions.
Part of the hidden transition experience involves staff liaising regarding the students
who will be leaving. This involves comprehensive sharing of knowledge, particularly
in the case of therapists. Our therapist provide detailed reports towards the end of
the year, allowing for future therapists to review treatments and collaboratively
discuss further priorities and therapeutic input.
College Experience
In the past Corseford School had very strong links with a variety of colleges, which
allowed students the opportunity to have an experience of college on a part time
basis. Unfortunately, this has been difficult in recent years due to a variety of
reasons.
Stanmore House School has strong links with Motherwell College and offers pupils in
the senior phase a 2 year college placement on the Partnership Link Programme
each Tuesday. Pupils then in their transition year are offered placed on the Access
8 course which runs on a Wednesday and Friday. This vital college experience
opens the door to tertiary education for our pupils and gives them the confidence to
make choices in their adult life to reach a positive destination post school.
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From January 2013 PSU students in both schools have been applying to a range of
colleges that the students hope to access when they leave school, on either a parttime or full-time basis. Colleges applied to include Ayr College, the Kilwinning
Campus of James Watt College, Clydebank College, Cumbernauld College
Motherwell College and Beaumont College.
This has resulted in, at this point, 2 students from Corseford School and 2 students
from Stanmore house School being successful in being selected for a trial period,
and then interview, at their local college. In January one student from Stanmore
attended Beaumont College for a two day assessment and interview followed by
their parents. In March 2013 one student from Corseford will be attending James
Watt College for a three day trial, supported by Corseford's Classroom Assistants,
and then an interview following where they will be supported by their class teacher.
This will also be the case for the students who will be attending Ayr College and
Motherwell College in May 2013 for a similar assessment period.
In March 2013 the students from PSU 1 at Corseford School began applying to
Cardonald College to try and obtain college placements for the academic term
2013/14. This will hopefully result in them obtaining a half day placement to
undertake the college experience and assist in informing them in making decisions
about attending college after school. Four students from Stanmore House School
PSU have applied to Motherwell College for a full day placement on the Partnership
Link Course for academic year 2013/2014.
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Equality Act Position Statement
Outcome 2
Increase awareness and understanding of Assistive and Augmentative
Communication in the wider community by working with pupils, families,
members of the Capability Scotland allied health team and external agencies
including NHS Education for Scotland, CALL (Communication, Access,
Literacy and Learning) Scotland and SCTCI (the Scottish Centre of Technology
for Communication Impairment).
Corseford School and Stanmore House School work to increase awareness and
understanding of Assistive and Augmentative Communication through ongoing
support and development of the Pupil Voice. We support all Pupils in every aspect of
communication and learning, encouraging them to develop knowledge and
understanding, skills and qualities in school and in the wider community. In School
we take positive steps to ensure that pupils can fully participate in their education,
and we work with external agencies in CALL Scotland and SCTCI. With the drive to
develop the individual there is increasing reliance on Assistive and Augmentative
Communication.
The term AAC is used to describe the different methods that can be used to assist
communication. Developing and using a system of AAC can be a long and complex
process for many users and their communication partners. A wide variety of systems
are available to use, some low tech , such as symbols, e.g. Boardmaker studio, and
High tech, e.g. Step by Step switches, V Max communication systems, Tobii Eye
Gaze, PC Eye Gaze and Magic Carpet in Stanmore House School.
Important role of the Allied Health Team.
Speech and Language Therapists, Occupational Therapists and Physiotherapists
work closely with colleagues in education to provide a holistic learning experience to
pupils. Speech and Language Therapists work with pupils to assess communication
skills and needs They identify strategies and develop programmes of work to assist
pupils in developing communication. They set targets for individual pupils using
CODES framework . They liaise closely with teachers and classroom staff, and have
regular contact with Parents. They work closely with staff in SCTCI who assess
pupils for augmentative and alternative communication.
Working with Pupils
Pupils use low tech and high tech systems to aid communication. These can include:
 Symbols - a low tech method of communication which is based on the use of
symbols to represent objects. They can be used in paper form, in a
communication book and on a computer screen.
 Boardmaker Studio - this is an excellent way of producing low tech chart
based communication systems.
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


Big Mack and Step by Step- are sequential communication devices which can
record a series of messages and can play them back in the correct sequence.
It can be used for recording a message and playing it back.
Vantage- this is a high tech communication device controlled by touch screen
and switch control.
Tobii - this can be controlled in the same way and with an optional eye gaze
facility. PC Eye Gaze is additional eye gaze technology.
Class work
Pupils make use of AAC in the classroom to access the curriculum and to develop
knowledge and skills. AAC is used to deliver news from home, to assist in language
and numeracy work, to access the internet, learn about and send e-mails, write text,
play music, use a calculator and many more activities.
Student Council and Eco committee.
Pupils use AAC to assist them in carrying out responsibilities of representing their
peers in the Student Council and the Eco Committee.
PSU class meeting
Students in PSU have their own monthly meeting in which they discuss issues and
plan ahead.
AAC users take a full part in these meetings.
Reviews
Students can give their own views at review meetings and Transition meetings using
AAC.
Working with Parents
AAC is used on a daily basis to communicate with parents. Pupils can take news and
messages from School to home and back. Parents are invited to Annual Reviews,
Parents nights, Parent mornings. The use of AAC is one of several forms of
communication between home and school.
CALL (Communication Access, Literacy and Learning.
This is a small unit within Moray House school of Education in Edinburgh. it is a
service and a research centre. High tech and Low tech communication aids can be
tried and developed with support from CALL. Call works to help people with
disabilities to get the most from new technology. CALL specialises in helping pupils
in education to access the curriculum and to participate and be included alongside
their classmates.
SCTCI (Scottish Centre of Technology for Communication Impairment)
The Centre works closely with Speech and Language Therapy Department in
Corseford School and Stanmore House School. Pupils are referred by SLT to the
SCTCI for assessment. The centre also provides the use to pupils of pieces of
equipment on loan for short periods to trial. Through careful assessment
recommendations are made to local authorities about the most appropriate type of
communication device for an individual child. The Speech and Language
Department in Corseford School and Stanmore House School have strong links with
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the SCTCI built up over many years. They can call on the staff at SCTCI to give
advice and support with individual pupils.
AAC in the wider Community.
Scouts.
Several of the pupils at Corseford School take part in Scouts which is held in the
School. Scout leaders can visit the school to learn about communication devices and
how they are used by the pupils.
Pupils on Work Experience
Pupils from local mainstream schools apply to Corseford School and Stanmore
House School to do work experience. They have the opportunity to learn about
alternative methods of communication, and to observe AAC users at work.
Reviews
An annual review is carried out for each pupil. Most pupils choose to attend part or
all of the meetings. Pupils can say what they want others to hear through the
communication systems.
Transitions
Senior pupils are encouraged to attend as many of their Transition meetings as they
can. During the Transition process, staff from other services are identified who will
be working with the pupils when they leave school and move on to adult services.
Workers are able to observe and learn how the young person communicates using
AAC.
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Equality Act Position Statement
Outcome 3
Foster good relations between the schools’ disabled pupils and the wider
community by raising awareness of the school and its role in society through
school events, the media and outreach work.
Corseford School and Stanmore House School actively promote pupils who attend
the schools within its local communities, the wider Community of Capability Scotland
and indeed the wider world. We do this both formally and informally and involve a
wide range of stakeholders.
Local Community
Since August 2012 both schools have undertaken several Fundraising Events e.g. a
Can Collection at a local Amateur Dramatic Society’s Production by Corseford
School, Sing a Song for Christmas by Stanmore House School and a Christmas
Fayre was held in both schools. These events involved raising awareness of and
the profile of Corseford School and Stanmore House School in their local
communities.
The Christmas Fayres were also publicised in local shops, Community Centres,
Doctor’s Surgeries, Libraries etc.
Corseford School and Stanmore House School have several volunteers some of
whom are wheelchair users and some of whom are not. The tasks which the
volunteers take on are reflective of each individual’s time and talents which they can
contribute to the schools. It also provides Work Experience placements for pupils
from local schools.
Pupils in the Primary Department of both schools joined with local mainstream
schools to take part in their Paralympics. This is a result of many years of linking
with the schools for a range of shared activities.
Senior Primary at Corseford School won Johnstone’s Fair Trade Competition in
November. This involved exploring shops in Johnstone looking for Fair Trade
products. The pupils had to use their voice output communication aids to ask staff
what products they stocked and where they were in the shop. The pupils then
recorded this information and submitted it to the Fair Trade Group. Members of this
group along with local Councillors came to Corseford to present the class with their
prize of £40.
The Post Sixteen Classes from both schools use the local community as a learning,
teaching and therapy resource through their Independent Living Programme both in
term of the students learning and also that of the wider world e.g. by students using
their voice output communication aids to ask for ingredients in a supermarket.
20
The schools always promote the abilities of the pupils which are regularly showcased
in School Shows, Performances, Assemblies etc. some of which are for invited
guests (mums, dads, grannies, grandpas and visitors – both from Head Office at
Capability Scotland and external to Capability Scotland) and some of which are for
the pupils’ peers.
Community of Capability Scotland
Within the Community of Capability Scotland Corseford School and Stanmore House
School have had bands of Corporate Volunteers working in the school Grounds and
at Stanmore in the school building. At Corseford School they helped dig over, weed
and plant up flower beds and rub down paintwork in preparation for painting. At
Stanmore House School they painted a street scene leading to the Lifeskills Base,
painted various rooms in the school and garden furniture in the gardens. These
Volunteers were Corporate Skill Givers and this was organised though Capability
Scotland’s Head Office.
Both Corseford School and Stanmore House School’s Leadership Team and
Strategic Management Team work together to develop a true Getting it Right for
Every Child (GIRFEC) model of service delivery for and promotion of pupils with
additional support needs.
Pupils in the Primary Class at Stanmore House School have invited pupils in Junior
Primary at Corseford to join them for some Festive Fun during December 2012.
Wider Community
Pupils at Corseford School in the secondary department recently supported the
McMillan Coffee Morning and raised £320 for this cause. Stanmore House School’s
recently held a fundraiser for the Scheihallion Ward at Yorkhill Hospital and raised
and raised £800. By supporting National Charities etc it shows how disabled
children can contribute to charities and not just always be on the receiving side of
charity.
The Post Sixteen Classes at Corseford School also link with Skills Development
Scotland, especially when pupils are at the stage of Transition from Corseford to
their post school career.
The Depute Head Teacher at Corsefpord School has met with a volunteer from
SPRED to explore ways of working with SPRED to pupils at Corseford to become
integrated into parish assemblies of worship through the process of education in
faith.
The Principal Teacher at Corseford School has been invited to visit a Church during
December 2012 and the Physiotherapists at Stanmore House School attended a
local primary school to give a short talk about Corseford School and Stanmore
House School respectively, the pupils who attend, their education and their therapy.
During October Corseford School and Stanmore House School played host to a
teacher from Ghana. He came to Scotland to learn from us about disability and how
we overcome barriers to learning that our pupils face
21
.
After publication of The Doran Report one child and their family from Corseford
School were interviewed for an article which appeared in the Times Educational
Supplement Scotland.
Corseford School and Stanmore House School have strong links with Dundee
University and Corseford School with Aberdeen University Research Departments.
These links have been developed over several years and Corseford School currently
is involved in a project called “The Phonic Stick” which encourages phonological
awareness in non-verbal children. These Research Projects have been publicised in
the media and are also available on the Internet.
Corseford School and Stanmore House School are two of a few special schools who
are members the Scottish Council for Independent Schools (SCIS). They are also
members of EtCS (Education through Care Scotland). By membership of these
bodies the school promotes its role and encourages networking of staff.
Corseford School and Stanmore House School’s Speech and Language Therapy
department have strong links with Scottish Centre of Technology for the
Communication Impairment (SCTCI) and other Alternative and Augmentative
Communication groups across Scotland e.g. CALL Scotland, Communication
Matters and within each pupil’s local authority .
Ensuring high quality equality impact assessments are conducted as a
mandatory part of service review and development
Corseford School and Stanmore House School require that any new or substantially
revised school policy or procedure undergoes an equality impact assessment (EQIA)
in accordance with the advice of the EHRC to ensure that the Centre continues to
comply with its statutory equality duty.
Working with the Scottish Government to deliver national services and
provision required to ensure the complex additional support needs of children
and young people across Scotland can be met

Following the publication of the Doran Report the Scottish Government have set
an agenda to establish a strategic commissioning framework to meet the needs
of children with complex additional support needs by 2017.
 Corseford School and Stanmore House School are committed to playing an
active role in this process to maximise the potential for all children and families to
access specialised services across Scotland, with particular focus on access to
information and ease of negotiating processes associated with requests for
access to specialist services.
Working to increase staff awareness of the importance of equality and
diversity and their willingness to share information
22
Achieving 99% response rate to the internal monitoring of equalities information
requested is a positive factor and reflects staff recognition of the importance of such
information.
Employees will continue to be briefed on equality activities and encouraged to
contribute to the outcomes identified within this report. Further activities will take
place during 2014 to ensure increased awareness of The Act, protected
characteristics and the organisation’s and individual responsibilities in ensuring the
Act’s ethos is delivered.
23
Appendix 1: Additional information
Continuous Professional Development
Corseford School and Stanmore House School provide ongoing Continuous
Professional Development Training for their staff.
Training offered at Stanmore in 2012/2013
Training Course
Eating and Drinking
Refresher
Meal Fortification
Profiling
Mealtime Assistance
Induction
Safer Assistance
Induction
Child Protection
Communicator Training
CODES Training
Communicator
Introduction
Inanimate Load
PAT Testing
Eye Calibration &
Software
Administration of Rectal
Diazepam and Epilepsy
Awareness
Fire Safety
Blooms Taxonomy
GLOW
Dental Hygiene
Safer Assistance
Boardmaker
Health and Safety for
Managers
Personal Development
for Managers
SAFE Training
MIDAS
Health and Safety plus
Risk Assessment
Disability Equality
Training
Due August, 2013
Available Places
27
Uptake
27
28
25
7
28
25
7
7
6
9
11
28
9
9
11
28
9
13
1
10
12
1
10
6
6
31
26
24
27
31
8
3
31
26
24
27
31
8
3
7
7
7
3
1
7
3
1
32
TBC
24
Training offered at Corseford in 2012/2013
Training Course
Meal Time Assistance
Meal Time Assistance
Refresher
Safer Assistance
Safer Assistance
Refresher
Child Protection
Communicator
People Handling & RA
Key Trainers
Inanimate Load
PAT
Fire Safety
Blooms Taxonomy
H & S for Managers
MIDAS
H & S plus Risk
Assessment
Disability Equality
Gastrostomy
Medication
Administration
Elementary Food
Hygiene
Infection Control
Pool Induction
Infection Control
Appointed Persons
Welfare Reform
Pool Refresher
Access 2010
Soundbeam
Communication/Eye
Gaze
Administration of
Midazolam
Epilepsy Awareness
Emotion Talks
SQA events
Pre-Requisites to
Learning
TEACCH
Available Places
2
66
Uptake
2
66
1
33
1
33
7
15
1
7
15
1
8
1
69
13
3
4
4
8
1
69
13
3
4
4
60
8
9
60
8
9
22
22
7
2
1
7
2
1
2
45
4
6
20
2
45
4
6
20
3
3
4
2
4
27
4
2
4
27
17
17
25
ABA
PECS
First Aid At Work
Rebound Therapy
Epilepsy Awareness &
Midazolam
Cerebral Palsy
Awareness
Curriculum for
Excellence
Boardmaker Studio
20
20
1
2
5
20
20
1
2
5
15
15
14
14
36
36
Gender and Racial Profile of Staff
The gender profile of Stanmore House School staff over the last 4 years based on
full time equivalent is as follows:
Academic Year
2009-2010
2010-2011
2011-2012
2012-2013
Women
95%
94%
91%
87%
Men
5%
6%
9%
13%
Transgender
0
0
0
0
The gender profile of Corseford School staff over the last 4 years based on full time
equivalent is as follows:
Academic Year
2009-2010
2010-2011
2011-2012
2012-2013
Women
93%
92%
91%
90%
Men
7%
8%
9%
10%
Transgender
0
0
0
0
In the two schools the gender profile has remained fairly static over the last 4 years.
Women are generally traditionally more represented than men with women
dominating senior management.
26
Category of posts based on staff numbers at Stanmore House School:
Category of Post
Executive Head
Head of School
Principal Teacher
Teachers
Admin Staff
Therapists
Domestic/Kitchen
Site
Nurses
Classroom Staff
Music/Art
Total
Women
1
1
1
2
3
12
6
0
2
16
1
45
Men
0
0
0
1
0
0
0
4
0
1
1
7
Total
1
1
1
3
3
12
6
4
2
17
2
52
% of Total
87%
13%
100%
Category of posts at Corseford School:
Category of Post
Executive Head
Head of School
Depute Head
Principal Teacher
Teachers
Admin Staff
Therapists
Domestic/Kitchen
Site
Nurses
Classroom Staff
Transport
Assistants
Total
% of Total
Women
1
1
1
0
8
6
9
6
0
2
31
2
Men
0
0
0
1
0
0
1
1
4
0
0
0
Total
1
1
1
1
8
6
10
7
4
2
31
2
67
90%
7
10%
74
100%
Age Profile based on staff numbers of Staff at Stanmore House School
Age
Profile
29 or Less
Male Femal
30-49
Male
Female
50-59
Male
Female
60 and over
Male Female
27
of Staff
e
Age
2009/10
0
4%
4%
37%
4%
43%
2%
2010/11
0
4%
2%
37%
6%
41%
2%
2011/12
2%
6%
2%
31%
6%
39%
2%
2012/13
2%
4%
4%
27%
5%
40%
2%
Age Profile based on staff numbers of Staff at Corseford School
Age
Profile
of Staff
Age
2009-10
2010-11
2011-12
2012-13
29 or Less
Male Female
30-49
Male Female
1%
1%
3%
1%
3%
3%
3%
4%
4%
5%
6%
6%
44%
47%
44%
49%
50-59
Male
Female
3%
36%
34%
35%
33%
6%
8%
12%
16%
60 and over
Male Female
4%
4%
3%
1%
8%
6%
6%
3%
The racial/ethnic profile of staff at Stanmore House School over the last 4
years is as follows:
Academic
Year
2009-10
2010-11
2011-12
2012-13
White
98%
98%
98%
98%
Other Racial/Ethnic
Group
0%
0%
0%
0%
Not Indicated
2%
2%
2%
2%
The racial/ethnic profile of staff at Corseford School over the last 4 years is as
follows:
Academic
Year
2009-10
2010-11
2011-12
2012-13
White
100%
98.7%
98.6%
98.6%
Other Racial/Ethnic
Group
0%
1.3%
1.4%
1.4%
Not Indicated
Corseford School and Stanmore House School do not have any current information
on have information on Religious and Philosophical Belief Profile of Staff or Sexual
Orientation Profile of Staff but will collect this in time for the next report.
Disability Profile of Staff
28
Information on the number of Stanmore House School staff with a disability over the
last 4 years is as follows:
Academic Year
% Disabled
% Non
% Not
Disabled
Indicated
2009-10
0%
100%
0%
2010-11
0%
100%
0%
2011-12
0%
100%
0%
2012-13
0%
100%
0%
Information on the number of Corseford School staff with a disability over the last 4
years is as follows:
Academic Year
% Disabled
2009-10
2010-11
2011-12
2012-13
1.25%
1.3%
1.4%
1.4%
% Non
Disabled
98.75%
98.7%
98.6%
98.6%
% Not
Indicated
0%
0%
0%
0%
Recruitment of staff to Stanmore House School in 2012/2013
Post
Teacher
Relief Classroom Care
Assistant
Relief Classroom Care
Relief Classroom Care
Site Supervisor
Speech and Language
Therapist
Teacher
Male/Female
Female
Female
Age
50 - 60
29 for less
Female
Female
Male
Female
29 for less
29 for less
30 - 49
29 or less
Male
29 or less
Recruitment of staff to Corseford School in 2012/2013
Post
Nurse
Assistant Associate
Physiotherapy Practitioner
Assistant Associate
Physiotherapy Practitioner
Clerical Assistant
Male/Female
Female
Male
Age
36
29
Female
34
Female
19
29
Handy Person/Driver
Nurse
Kitchen Assistant
Male
Female
Female
50
32
30
Leavers at Stanmore House School in 2012/13
Post
Relief Classroom Care
Relief Classroom Care
Relief Classroom Care
Relief Classroom Care
Relief Classroom Care
Relief Classroom Care
Site Supervisor
Teacher
ICT Technician
Teacher
Male/Female
Female
Female
Female
Female
Female
Female
Female
Female
Male
Female
Age
30 - 49
29 or less
29 or less
30 - 49
30 - 49
29 or less
Over 60
30 - 49
29 or less
29 or less
Leavers at Corseford School in 2012/13
Post
Classroom Assistant
Physiotherapist
Nurse
Occupational Therapist
Clerical Assistant
Handy Person/Driver
Kitchen Assistant
Male/Female
Female
Female
Female
Female
Female
Male
Female
Age
52
26
32
39
25
57
58
Corseford School and Stanmore House School do not have any current information
on have information on Religious and Philosophical Belief Profile of Staff or Sexual
Orientation Profile of Staff but will collect this in time for the next report
30