Next review March 2024
Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to:
- Increase the extent to which disabled pupils can participate in the curriculum
- Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided
- Improve the availability of accessible information to disabled pupils
Our school aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind.
- Compliance with the Equality Act is consistent with our setting’s aims and equal opportunities policy and SEN information report.
- Our staff recognise their duty under the Equality Act:
- Not to discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services
- Not to treat disabled pupils less favorably
- To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage
- To publish an accessibility plan
- In performing their duties governors have regard to the Equality Act 2010
- Our setting
- recognises and values the young person’s knowledge/parents’ knowledge of their child’s disability
- recognises the effect their disability has on his/her ability to carry out activities,
- respects the parents’ and child’s right to confidentiality
- The setting provides all pupils with a broad and balanced curriculum that is differentiated, personalised and age appropriate.
The plan will be made available online on the school website, and paper copies are available upon request.
Our school is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues.
The school supports any available partnerships to develop and implement the plan.
Our school’s complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in school, this procedure sets out the process for raising these concerns.
2. Legislation and guidance
The Equality Act 2010 defines an individual as disabled if he or she has a physical or mental impairment that has a ‘substantial’ and ‘long-term’ adverse effect on his or her ability to undertake normal day to day activities.
Under the Special Educational Needs and Disability (SEND) Code of Practice, ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. The definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.
Schools are required to make ‘reasonable adjustments’ for pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled pupil faces in comparison with non-disabled pupils. This can include, for example, the provision of an auxiliary aid or adjustments to premises.
The Accessibility Plan will be published on the school website.
It is a requirement that the school’s accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on every three years. Below is a set of action plans showing how the school will address the priorities identified in the plan.
Current good practice
Actions to be taken & Cost
To the curriculum for pupils with a disability.
Our school offers a differential curriculum for all pupils.
Curriculum progress is tracked for all pupils including those with a disability.
Targets are set effectively and are appropriate for pupils with additional needs.
The curriculum is reviewed to ensure it meets the needs of all pupils.
Training – Provide appropriate and relevant ongoing training for all staff on matters of inclusion.
Review individual classrooms. Are they inclusive? Use of typeface/lettering/backgrounds/ display.
Classroom champions to help transform/adapt – towards inclusion
All staff are aware of individual’s needs.
All pupils are able to access all school trips and take part in a range of activities.
Classrooms are inclusion friendly
Improve the delivery of information to pupils with special needs and those with a disability
Our school uses a range of communication methods to ensure information is accessible. This includes:
Pictorial or symbolic
Use of google translate-website/dojo
Dojo system directly linked to parent’s phones – improving communication channels.
School admin team support and help parents to access and complete forms.
Phone system allows parents to leave messages 24 hours a day in different categories e.g. reporting absence –
Flexible and easier communication between home and school.
Clear, straight forward and simple communication with parents and community
Administration staff aware of individuals who may need information explaining directly or personally.
Encourage parents with barriers to language. Promote use of language translations- google
New office/new phone system- investigate if improvements can be made. New technology on offer.
Evacuation provision for upper floors
Regular fire drills
Training of staff
Review evacuation routes to assembly points
New educare online e training available. Expand training to wider staff.
Review plans regularly - and include particular needs (eg ear defenders) in plans for individuals
Suitable evacuation procedures and facilities in place.
All disabled pupils, and staff working with them are safe in the event of a fire. There is constant supervision for disabled children who would need help in the event of an evacuation.
To review attainment of all SEN pupils
Pupil planning meetings with pupil, parent/carer, SENCO
Be aware of staff, governors and parent access needs and meet as appropriate.
See SENCO development plan
Children achieve their potential, are happy and well centred in a welcoming environment. Good progress by all SEND pupils
To review all statutory policies to ensure that they reflect inclusive practice and procedures
To comply with the Equality Act 2010
To ensure all school policies and terms of reference for each committee reflect equality, inclusiveness and implications of accessibility practice.
All policies clearly reflect inclusive practice and procedures
Improve and maintain access to the physical environment
The environment is adapted to the needs of pupils as required:
Disabled toilets and changing facilities
Review school on a regular basis – include as part of workplace inspections/walk-throughs.
New disabled toilet and access via redeveloped front entrance. Review the pedestrian access vs carpark. Include suitable signage, disabled access and parking.
New entrance that is inclusive and welcoming
4. Monitoring Arrangements.
This document will be reviewed every 3 years, but may be reviewed and updated more frequently if necessary.
It will be approved by the headteacher.
5. Links with other policies
This accessibility plan is linked to the following policies and documents:
- Risk assessment policy
- Health and safety policy
- Special educational needs (SEN)
- Supporting pupils with medical conditions policy