Accessibility Plan
Accessibility Plan 2020/2021
‘Learning and Living Together’
Introduction
This plan identifies how the school meets the needs of disabled pupils in response to the Special Educational Needs and Disabilities (SEND) Code of Practice 2014: 0-25 years.
This plan will be reviewed formally every three years by the Governing Body but will be monitored and updated regularly by the Head teacher and the SENDCo.
Definitions of SEND
‘A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.’
A child of compulsory school age or a young person has a learning difficulty or a disability if he or she:
‘has significantly greater difficulty in learning than the majority of others of the same age or • has a disability which prevents or hinders him or her making use of facilities of a kind generally provided for others of the same age in mainstream schools or colleges.’ (SEND Code of Practice 2014)
‘Many children and young people who have SEN may have a disability under the Equality Act 2010 - that is ‘a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. The definition provides a relatively low threshold and includes more children than many realise: ’long-term’ is defined as ‘a year or more’ and ‘substantial is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight and hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.’ (SEND Code of Practice 2014)
The Equality Act 2010
‘The Equality Act 2010 sets out the legal obligations that schools, early years providers, post-16 institutions, local authorities have towards disabled children and young people;
• They must not directly or indirectly discriminate against, harass or victimise disabled children and young people
• They must make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers. This duty is anticipatory- it requires thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage.
• Public bodies, including FE institutions, LA, maintained schools, maintained nursery schools, academies and free schools are covered by the public sector equality duty and when carrying out their functions must have regard to the need to eliminate discrimination, promote equality of opportunity and foster good relations between disabled and non-disabled children and young people. They must publish information to demonstrate their compliance with this general duty and must prepare and publish objectives to achieve the core aims of the general duty. Objectives must be specific and measureable. (SEND code of Practice 2014)
• The duties cover discrimination in the provision of services and the provision of education, including admissions and exclusions. (SEND Code of Practice 2014)
The Accessibility Plan should be read in conjunction with:
1. The LA Admissions Policy.
2. The School Prospectus.
3. The Equality and Diversity Policy.
4. The Behaviour Policy.
5. The Special Educational Needs policy.
6. The SEN Information Report
All policies will be checked to ensure that they do not, unintentionally, treat pupils with disabilities less favourably.
The Accessibility Plan
All providers must make reasonable adjustments to procedures, criteria and practices and by the provision of auxiliary aids and services. Most providers must also make reasonable adjustments by making physical alterations. Schools and LA education functions are not covered by this last duty but they must publish accessibility plans ‘setting out how they plan to increase access for disabled pupils to the curriculum, the physical environment and to information.’ (SEND Code of Practice 2014)
‘Where a child or young person is covered by SEN and disability legislation, reasonable adjustments and access arrangements should be considered as part of SEN planning and review.’ (SEND code of Practice 2014).
The full range of needs and required support for all pupils identified as SEN Support or with a statement / EHC plan will be considered at least termly. The discussions will involve staff, parents and children plus outside agencies, as necessary.
The Accessibility Action Plan
The action plan below identifies key activities that will take place to ensure that the school becomes increasingly accessible for pupils with disabilities.
Current Position
|
Improving Access to the Physical Environment
Aspects to consider:
|
|
Targets (What you want to achieve)
|
Strategies (How you audit, gather evidence, and plan what you need to do) |
Outcomes / Success Criteria (What will happen as a result of your action)
|
Timescale |
Responsibility |
Short term |
Children with disabilities are accommodated satisfactorily in the school environment and provision is made for short term mobility issues. |
Risk assessments for short term issues (e.g. a child with a broken leg would have an identified buddy and a dedicated member of staff).
Rooms may be reallocated |
Children with short term disabilities are able to attend school and access all areas of learning.
|
Ongoing |
HT SENDCo Class Teacher All staff |
|
From 2020/2021 the school expansion plan is now complete and a comprehensive access audit now needs to be completed. |
Working with the LA and using the accessibility audit schedule |
All children and adults are able to fully access the school’s physical environment. |
|
|
Medium term |
Identify/provide a suitable area for children with medical needs to be attended to with some privacy.
|
Use of Study Room 1 – Children and Family support Worker room
|
Children will have an area where they can be treated in privacy.
|
Ongoing |
All |
Consider access arrangements and provision for residential visits.
|
There are currently no residential visits planned for 2020/2021 but visits will be planned to take account of individual needs
All children will be encouraged and enabled to go on residential visits and adequate care and provision will be made for them. |
All children will be able to go on residential visits and adequate care and provision will be made for them.
|
Ongoing |
All |
|
Long Term |
Risk assessments in place for children with more permanent mobility issues that can be adapted as and when required.
|
Completed with parents and relevant professionals. Specialist equipment to be provided (chairs etc.)
|
All children will have access to learning and class activities
|
Ongoing |
HT |
Improve access to Head’s office for wheelchair users.
|
Widen doorway to 800mm
|
When resources become available |
|
|
Improving Access to the Curriculum
Aspects to consider:
• Alternative provision where access cannot be provided • Keyboard • Text size • Staff training (medical and sensory) • Additional equipment • Review of participation • School visits • After school provision • Provision of staff to support inclusion of children with physical difficulties / conditions, additional needs and requirements |
|
Targets (What you want to achieve)
|
Strategies (How you audit, gather evidence, and plan what you need to do) |
Outcomes / Success Criteria (What will happen as a result of your action)
|
Timescale |
Responsibility |
Shor Term |
Children with short term physical disabilities are able to take part in PE lessons.
|
Use of ICT equipment to involve them in PE lessons. (e.g. use of an iPad to take photos that can be edited and text added)
|
All children will be learning during PE lessons.
|
Ongoing |
CH |
Medium Term |
Children with SEND have equal opportunities for accessing learning within the Foundation Stage.
Where necessary children with SEND will have a personal provision map for the week identifying what the class are doing and what they will be doing. |
Staff have a good understanding relevant conditions and how they can impact on learning.
Staff access LSS/PBSS and other training – especially on communication and visual strategies.
Mobility aids and appropriate seating will be provided as needed
|
Staff will use strategies that they have learned.
Children with SEND will have clear provision maps and SEN support plans and the learning activities planned for them will enable them to make good progress.
|
On going |
CH |
To ensure that all staff are trained to support pupils with ASC and communication difficulties.
|
Staff to attend LSS training and SaLT training on using visuals.
|
Staff become more confident.
Children are included in activities and prepared for learning.
|
Ongoing |
CH |
|
All staff to be trained in de-escalation strategies and appropriate restraint.
|
New members of staff to access a Team Teach course as soon as possible after starting.
Refresher courses to be planned for staff who have previously been trained
|
Staff will be more confident and enabled to manage behaviour in class and around school.
They will have a good understanding of de-escalation strategies and restraint techniques; their safe use and impact |
Repeat every 2/3 years
|
CH |
|
Long Term |
Any new ICT equipment is purchased with a view to accessibility options.
|
Liaison with AVA (ICT consultants) regarding any new purchases
|
All children will have access to ICT equipment to support learning |
Ongoing |
CH / KH |
Improving Access to Information
Aspects to consider:
|
|
Targets (What you want to achieve)
|
Strategies (How you audit, gather evidence, and plan what you need to do) |
Outcomes / Success Criteria (What will happen as a result of your action)
|
Timescale |
Responsibility |
Short Term |
Children with Visual Impairment are able to access classroom resources.
|
Continue to liaise with the Sensory Support Service to identify the equipment/ modifications that are required.
|
Children with VI will be able to access the curriculum fully.
|
Ongoing
|
SENDCO HT SSS Staff |
Medium Term |
Support staff are trained to support and include children with Visual Impairment.
|
Support staff to attend specialised training when available and when required. SENDCO to identify opportunities.
|
Children with VI will be able to access the curriculum fully.
|
Ongoing
|
SENDCO HT SSS Staff |