Accessibility Plan

Approved by: Pamela Hough Date: 23/9/19

Last reviewed on: 23/9/19

Next review due by: September 2022

Contents
1. Aims 2
2. Legislation and guidance 2
3. Action plan 3
4. Monitoring arrangements 6
5. Links with other policies 6
Appendix 1: Accessibility audit 7

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1. Aims
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.
All pupils are given access to activities. For example all pupils are invited to attend residential or day visits,
access water based activities. Activities are personalized to the needs of pupils.
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.
We have included stakeholders in the development of this accessibility plan, including pupils, parents, staff
and governors of the school.

2. Legislation and guidance

This document meets the requirements of schedule 10 of the Equality Act 2010 and the Department for
Education (DfE) guidance for schools on the Equality Act 2010.
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.

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 3. Action plan
This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010.

Aim Current good practice Objectives Actions to be Person Date to Success criteria
Include established practice and State short, medium taken responsible complete
practice under development and long-term actions
objectives by

Increase access to Our school offers a highly To maintain access to All classes to have
the curriculum for differentiated curriculum for all the curriculum for all embedded within their
DHT July 2020 Pupils are accessing
pupils with a pupils. pupils through the use of practice the use of ZoR
more activities for
disability a range of specialist and a TCE, at a level
We use resources tailored to the greater lengths of time
approaches and appropriate to the age
needs of all pupils who require and are increasingly
strategies relating to and needs of pupils.
specialist strategies and support making better
communication and self
to access the curriculum. progress.
regulation.
Curriculum resources include
examples of people with
disabilities.
Curriculum progress is tracked for
all pupils.
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.

Improve and The environment is adapted to the To extend access to To improve the HT July 2020 Pupils are continuing to
maintain access to outdoor areas by accessibility to grassed access all areas of
the physical needs of pupils as required. creation and extension areas by adding artificial school as appropriate
environment of pathways grass surfaces and thus
This includes:
reducing mud.
 Single Storey building
 Ramps
 Corridor width
 Disabled parking bays
 Disabled toilets and
changing facilities
 Furniture and equipment
at a wheelchair-
accessible height
 Wheelchair accessible
paths in grounds
 Fobbed access to doors
for safety ( allows pupils
to move freely around
school without fear of
them exiting building)

Improve the The school creates a Total
delivery of Communication Environment
information to
Our school uses a range of
pupils with a
communication methods to
disability
ensure information is accessible
to pupils. The methods used are
closely matched to the learning of
pupils. This includes:
 Spoken Language
including use of IT
 Key words
To reduce the amount of To create/ produce pupil HT July 2020 Pupils are able to
written text to support friendly displays and comment upon the
pupils early reading labels around school to information around
skills. meet the needs of pupils them.
of all abilities.
Displays and information
around school is
accessible to all pupils
through targeted use of
the written word symbol
and pictures

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  Large print resources
 Pictorial or symbolic
representations
 Objects of Reference

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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 Pamela Hough, Chair of Governors

5. Links with other policies

This accessibility plan is linked to the following policies and documents:
 Risk assessment policy
 Health and safety policy
 Equality information and objectives (public sector equality duty) statement for publication
 Special educational needs (SEN) information report
 Supporting pupils with medical conditions policy
 Appendix 1: Accessibility audit

Feature Description Actions to be taken Person Date to

responsible complete
actions by

Corridor access Three main corridors are wide Ensure corridors are kept clear of furniture Business Ongoing
enough for pupils including pupils Manager /
using wheelchairs to pass Caretaker

Parking bays 2 disabled bays Parking of parent and local authority vehicles at prick up Business Ongoing
and drop off to be closely monitored to ensure safety of Manager /
pupils as they arrive and leave school buildings Caretaker

Entrances Ensure entrances are kept clear of equipment. Business Ongoing

Manager /
Staff to be reminded to store all pupil equipment, eg.
Caretaker
Wheelchairs, buggies in designated areas

Ramps Ramps at rear of school onto Ongoing cleaning and removal of items Business Ongoing
Outdoor classroom to be kept Manager /
free of debris including sand and Caretaker
leaf debris.

Toilets 4 disabled toilets and 3 hygiene Maintain tidiness and cleanliness of all areas. Teaching Ongoing
suites Assistants and
Ensure no unnecessary equipment or items are stored in
Cleaners
toilets/bathrooms.
Reception area Notices are clearly displayed Ensure reception is kept clear of equipment. Admin Team Ongoing

Internal signage Rooms are labeled with written Maintain and replace signs as needed. Teaching Ongoing
word sign and object of reference Assistant with
specific
responsibility.

Emergency escape routes
All are clearly labeled, including All fire doors are kept clear of equipment Business Ongoing
assembly points for each class on Manager
Ensure staff and pupils away of escape routes.
the Assembly point.
As required pupils have a ‘visual
support’ of what to do if there is a
fire alarm.

Classrooms Each classroom has at least one Ensure classroom is clutter free to maximize accessibility Teachers and Ongoing
rise and fall table. for all pupils. Teaching
Assistants
All furniture can be rearranged to
suit needs of any group
Classroom storage labelled using
words and symbols

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