Accessibility Plan 2017 - 2020
|Next review date:||June 2019|
|Key legislation:||Equality Act 2010|
|This policy should be read in conjunction with:||Curriculum policy, Equality Objectives, Single Equality Policy, Staff development policy, Health and Safety policy, Special Educational Needs policy, Behaviour Management policy, School Development plan, Asset Management plan, School prospectus and Vision Statement|
Vision and values
Purpose of the Plan
The purpose of this plan is to show how Axe Beacon Federation Schools intend, over time, to increase the accessibility of our school for disabled pupils. Axe Beacon Federation is committed to providing an environment that enables full curriculum access that values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs.
Definition of Disability
According to the Equality Act 2010, a person has a disability if:
- He or she has a physical or mental impairment.
- The impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.
Under the Equality Act 2010 all schools must have an Accessibility Plan. The Equality Act 2010 replaced all existing equality legislation including the Disability Discrimination Act (DDA). The effect of the laws is the same as in the past, meaning that ‘Schools cannot lawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation’.
This plan has been drawn up based upon information supplied by the Local Authority, and in conjunction with pupils, parents, staff and governors of the school and will advise other school planning documents.
This Accessibility Plan sets out the proposals of the Governing Body of our school to increase access to education for disabled pupils in the following three areas:
- Increasing the extent to which disabled pupils can participate in the school curriculum; which includes teaching and learning and the wider curriculum of the school, such as participation in after school clubs, leisure and cultural activities or school visits;
- Improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
- Improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled.
Documents and policies
The Accessibility Plan should be read in conjunction with the school policies, strategies and documents set out at the start of this document.
Our complaints procedure covers the accessibility plan.
Whole school training will recognise the need to continue raising awareness for staff and governors on equality issues with reference to the Equality Act 2010.
The school makes the Accessibility Plan available in the following ways:
- A copy is posted on the school’s website
- A paper copy is available from the school office
Review and Evaluation
It is a requirement that our accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. The appendices below are a set of action plans showing how Axe Beacon Federation Schools will address the priorities identified in the plan. The plan is valid for three years 2017-20. It is reviewed annually.
Appendix 1 - Seaton aims and objectives
|Aim||Current good practice Include established practice and practice under development||Objectives State short, medium and long-term objectives||Actions to be taken||Person responsible||Date to complete actions by||Success criteria|
|Increase access to the curriculum for pupils with a disability||Seaton offers a differentiated curriculum for children of all abilities and uses specific resources to ensure certain pupils are able to access the curriculum fully.||Ongoing training for staff (including addressing of medical)||- Monitor CPD training within performance management - Training undertaken by TAs (see PMs) - Review effectiveness of training and implementation of interventions relating to training - Success of interventions to be monitored||Head of school SENDCo||January 2019||- Training has led to the use of targeted, specific and successful intervention - Further gaps in training needs identified - Children with disability are able to access the curriculum and are closing the gap in attainment|
|Support from outside agencies is sought when needed||Staff and pupils are supported by outside agencies effectively||- Agencies invited to all meeting when required - Advice is fed back to teachers and TAs - Advice needs to be reflected on individual plans, my plans and behaviour care plans.||Head of school, SENDCo Teaching staff||January 2019||- My Plans and individual education plans reflect advice from outside agencies and are reviewed termly and with parents - Children’s academic attainment, presentation and engagement with education is improved and measured|
|Improve and maintain access to the physical environment||Children with physical difficulties are able to access all areas of school. There are ramps access Upper Key Stage 2. All playgrounds are accessible as is the EYFS outdoor area. There is an accessible toilet and medical room. There is good provision for children with sensory needs through the nurture room ad individual sensory programmes. Ear defender are available for children who find loud noises difficult to manage.||The sensory impact of the school environment is minimised.||Investigate ways of making year 3 and 4 classrooms more accessible to avoid having to use steps. Sensory audit of the school to ensure all areas are accessible to children with sensory needs.||Head pf school SENCo Premises Manager||July 2019 January 2019||All classrooms are accessible. Updated audit shows that all areas of the school are accessible to children with sensory needs or that the effect is minimised as much as possible.|
|Improve the delivery of written information to pupils||Children with disabilities are supported with visual aids in classrooms such as visual timetables. Individual pupils have visual aids to help with emotional regulation / communication needs e.g. emotion cards. Children with dyslexia use coloured overlays for reading. Staff use now/next boards with individual children. 5 point scale is used with individual children to regulate their emotions.||Improve the quality of written information around school and in classrooms||- Ensuring all classes have visual timetables - Ensure labelling is accompanied by visual aids e.g. photographs/widgit symbols and that this is consistent throughout school. - Labelling on classroom doors will show which staff are in each room(photographs) - Smart board backgrounds should not be white to reduce visual stress for those children with dyslexia. - For those children with dyslexia, use coloured exercise books/coloured worksheets.||SENCO All staff||April 2019||Audit shows: All written material used in school readily is accessible to all children. All staff actively use visual timetables with their classes. Classrooms are dyslexia friendly. Labelling around school is accessible and consistent.|
Appendix 2 - Access audit
|Feature||Description||Action to be taken||Person responsible||Date to complete actions by|
|Number of storeys||The school has level access or ramps. All classrooms are on ground level.||None|
|Corridor access||Corridors are accessible by wheelchairs||Ensure enough storage so that cloakroom is clear enough to pass through||Head of School||On going|
|Signage||Accessible toilet has a symbol on it||None||Head of School|
|Fire alarms||Auditory fire alarms in place Two separate systems – one activation does not activate the other two||Ensure that routine practices include all areas. Come up with a plan so that classes can be evacuated without the siren going off||Head of School Premises Manager||Half termly tests|
|Doors||All external doors open outwards and are wide enough to accommodate a wheelchair they all have windows in them so that they can see through the door from wheelchair height||Ensure that the window parts are not obscured||All staff|
|Emergency escape routes||Well labelled throughout the school||Be vigilant to missing signs Ensure clear access at all times||All staff|