East Wichel Primary School & Nursery Accessibility Plan 2019-21 Vision Statement. Under the Equality Act 2010 schools should have an Accessibility Plan. The Equality Act 2010 replaced all existing equality legislation, including the Disability Discrimination Act. The effect of the law is the same as in the past, meaning that “schools cannot unlawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation”. The Act defines disability as when a person has a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities.’ Some specified medical conditions, HIV, multiple sclerosis and cancer are all considered as disabilities, regardless of their effect. Long term is defined as lasting, or likely to last, for at least 12 months. At East Wichel Primary School and Nursery we are committed to working together to provide an inspirational and exciting learning environment where all pupils can develop an enthusiasm for life-long learning. We believe that pupils should feel happy, safe and valued so that they gain a respectful, caring attitude towards each other and the environment both locally and globally. Introduction This Accessibility Plan is drawn up in accordance with the Equality Act 2010, which replaced all existing equality legislation such as The Race Relations Act, Disability Discrimination Act and Sex Discrimination Act. The Governing Body recognises the following duties that this places upon them; - not to treat disabled pupils less favourably for a reason related to their disability;
- to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;
- to provide an auxiliary aid or service for a disabled pupil when it would be reasonable to do so and if such an aid would alleviate any substantial disadvantage that the pupil faces in comparison to non-disabled pupils;
- to plan to increase access to education for disabled pupils.
The Plan sets out the governor’s proposals to increase access to education for disabled pupils in the three areas required by the planning duties set out in the Equality Act 2010: - to increase the extent to which disabled pupils can participate in the curriculum;
- to improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided;
- to improve the availability of accessible information to disabled pupils.
Accessibility Plan has been developed in consultation with the LA, staff and governors of the school and covers the period from September 2019 to September 2021. Current Accessibility Arrangements: Admissions The following statement is an extract from the School's Admissions Policy: The Governors of East Wichel Primary School & Nursery supports the Special Educational Needs and Equality Act 2010. The Governors are, therefore, committed to the principle of all children having equal rights of access, if this can reasonably be provided. The admission of a child with Special Educational Needs / Disability to the School will be conditional upon: (a) The parents'/guardians' full disclosure to the school of the child's disability. Appropriate planning by the school, including requests for additional funding, are dependent upon the School having access to all the relevant information (b) Following the procedures which are set out in any school policies relating to Special Educational Needs/Disabilities e.g. Assessing Children's Educational Needs (c) The availability of appropriate facilities within the school. These include both physical facilities and reasonable curricular provision (d) Agreement about the stages for which entry is being offered. In particular, transition from Primary to Secondary will be dependent upon a review of the child's needs and the evaluation of any difficulties which the child may have in accessing an appropriate education (e) Acceptance by the parents/guardians that some educational opportunities, which take place off-site may not be available. The above conditions will also apply, if a disability develops during the course of a child's education in school. Access to Buildings and Classrooms In the main, all areas of the school are accessible by all children and their parents. These areas are detailed below. Building | Features | Main building | All entrances into the school have flat entrances/exits. There is the provision of a disabled toilet. Corridors are wide enough for wheel chairs to be used. Doors have low fitted handles. A lift, close to the main entrance allows access to the upstairs classes in KS2 A hearing loop facility is available in the school. An evacuation chair is available on the upper floor in the event of an emergency. | Hall | Main entrances are flat allowing easy wheel chair access. Fire door entrance/exits have flat surfaces. Access to the kitchen service area is suitable to wheel chair bound pupils. | Playground | Available for all pupils. Access is available to all pupils as there are no steps. | Field Area | Available for all pupils. Assistance may be required for wheelchair users when on the grass. | Entrance Paths | All clear of steps, allowing easy access for all pupils and parents. |
Children in Year 3 to Year 6 need to use stairs to access their classrooms. Evacuation Procedures The school’s Fire and Evacuation Policy sets out basic procedures for the safe, efficient evacuation of the school buildings. These procedures will be adapted to meet the specific needs of an individual. Such procedures will be discussed with the pupil and parents and will be set out in the personal provision plan. Curriculum Access: Teaching, Learning and Assessment Our aim is that pupils with disabilities should as far as possible have access to a full and broad curriculum, similar to that followed by their peers. As a main stream primary school we cannot replicate the range of support and resources that a local authority can provide. However, the school has successfully supported pupils with a range of disabilities - hearing and sight impairment, physical disability and learning difficulties of varying degrees. Decisions are taken on an individual basis following a full assessment of a child's needs. Such assessment is carried out within the terms of the school's Local Offer and guidelines on assessing children who may have Special Educational Needs/Disabilities. Access to the curriculum is a key issue for consideration at the stage of admission, transition within the school or when a disability develops. Education, Health Care Plans for the pupil will address the issues and will therefore be kept under constant review. Advice is sought from the appropriate national and local agencies. Support can come in a variety of formats through the school's staged intervention strategy. - Input from specialist (external) teachers
- Technological enhancements, e.g. induction loops, ICT
- Adaptation of teaching materials
The School's ICT network provides access to pupils in all locations. In constructing the school timetable, the school will give sympathetic consideration to individual needs. Also, furniture, seating arrangements and the classroom used, can be altered to facilitate access and learning. However, the location of specialist equipment may preclude some possibilities. In conjunction with the school’s SENDCo, teachers will assess a pupil's need for support with assessment procedures. This will include both internal assessment procedures and external assessment such as those associated with National Tests or national qualifications. The school's curriculum policies incorporate advice for teachers on supporting disabled pupils. The school has an on-going programme of staff development related to meeting the needs of different learners. Specific training on the needs of pupils with hearing or sight impairment and those with specific learning difficulties is carried out as required. Informal Curriculum Pupils at the school can participate fully in the wide range of activities offered beyond the classroom consistent with the limitations imposed by any disability. This includes: - Outdoor Education
- Sports
- Music
- Clubs and activities
- Excursions and trips
Arrangements for play, recreation and other aspects of a child's social development are incorporated into a child's Education, Health Care Plan or coordinated Support Plan. The suitability of any event and the need for additional support is discussed fully with parents in advance. Risk Assessments are completed as appropriate. Information for Pupils and Parents Parents are routinely involved in reviewing provision for their child. The child will also be involved depending on their ability and willingness to participate. Large print format materials can be made available when required. If either pupils or parents have difficulty accessing information normally provided in writing by the school such as handouts, newsletters, homework etc, then the school will be happy to consider alternative forms of provision in consultation with the local authority’s Advisory Services. Source Materials for the new plan: The priorities of the plan have been identified using a number of sources including: - Census returns
- Pupil questionnaires
- Parent Consultations
- Multi-agency meetings
- Health and Safety Inspections
- Advisory teacher reports
- LA site health & safety audits
It has been written to ensure that the school identifies and prevents discriminating practices which might disadvantage vulnerable groups by creating or exacerbating inequalities and barriers to learning. Children with disabilities are a potentially vulnerable group who can be disadvantaged if policies, procedures and practices within the school do not take account of, and seek to remove barriers which could deny them the educational opportunities available to other children. Other important plans are contained and considered within this plan. They are: - Equal opportunities (including Racial Equality) Policy (Appendix 1)
- Health & Safety Policy (including procedures for administering medicines) (Appendix 2)
- Emergency Evacuation Procedures
- School’s Local Offer and Inclusion Register
- Behaviour Policy
- The Admissions Policy
- The Annual School Prospectus
Action Plans It is a requirement that the school’s accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. Below are 3 Action Plans which show how the school will address the priorities identified in the plan. Action Plan 1: Increasing physical access to and within the school. | | | | | TARGET | STRATEGIES | OUTCOME | TIME FRAME | GOALS ACHIEVED | Currently no issues to address | | | | |
Action Plan 2: Improving Curriculum Access | | | | | TARGET | STRATEGIES | OUTCOME | TIME SCALE | GOALS ACHIEVED | Provide training/support for teachers and TAs who work directly with pupils with disabilities to enable them to differentiate the curriculum, allowing pupils full access to learning opportunities | Regularly review the needs of pupils during progress review meetings, parent teacher consultations, as new pupils join the school etc and access training as it becomes available | All teachers/ TAs are able to more fully meet the requirements of disabled children's needs with regards to accessing the curriculum. | Training programme completed in 17 -18 and will continue to be updated as necessary | Training completed: Visual and Hearing impairment. Medical Needs training. ASC, DFS training, Sign-along, Downs Syndrome training. | Provide 1:1 or small group support for pupils with any of the following – social, emotional and behaviour difficulties or a learning difficulty or disability to ensure they are well supported in a mainstream classroom | Assess the needs of pupils with the support and advice of professionals. Make referrals to the relevant agency: ASC team; the school EP; TAMHS, SEMH Team Disability Advisory team, LAC; Advisory teachers for hearing or sight Impairment, the Speech and Language Services and the Downs Syndrome society. | 1:1 support is provided using the schools delegated funding. Pupils and staff develop the skills and can seek advice from relevant professionals. Family Support Worker supports pupils or parents as required. Young Carers referred and supported. | On-going during the period of the plan. | Support in place from: Educational Psychology team. ASC Team. TAMHs worker. SEMH team Hearing and Sight advisory teachers. Speech and Language. Young carers. Swindon Downs Syndrome. | The School Offer is accurate and up to date. The Inclusion Register is up to date and identifies the needs of all pupils that require adaptations to the curriculum to enable them to access lessons and make good progress. | Staff Meetings regularly address the needs of SEND pupils and develop strategies to support access to the curriculum. After each assessment period (3 x per year) the SENDCo and teachers review pupils on the Inclusion Register using latest attainment data. | The needs of pupils that are SEN or with an Education & Health Care Plan have challenging/achievable objectives which are monitored and reviewed regularly. | On-going during the period of the plan | Procedures are regularly reviewed and amended to ensure the school effectively meets the needs of pupils. A whole school provision map is in place. | Provide support to parents/carers of pupils for whom the school has concerns. | Complete Early Help Record or new Core Standards with parents/carers and relevant professionals to access services to support families. TAC review meetings for families. Core group review meetings for families. | The children and parents receive the support needed to ensure that the children can access the curriculum and make good progress | On-going during the period of the plan | As required an Early Help Record or new Core Standards assessment is completed and regularly reviewed with the parents and child. Parents have access to a Family Support Worker. | Provide a programme of extra-curricular school activities that are inclusive. | Review out of school provision to ensure compliance with legislation. | Activities conducted in an inclusive environment with providers that comply with all current and future legislative requirements. | Programme in plan for 2019-21 | Our school offer has been fully revised to include opportunities for pupils aged 4-11 years in a vast range of areas. | Organise classrooms optimally to promote the participation and independence of all pupils - with particular reference to disabled pupils | Review and implement a preferred layout of furniture and equipment to support the learning of all pupils with particular emphasis on disabled pupils. | Lessons start on time without the need to make adjustments to accommodate the needs of individual pupils. Risk assessments completed as required. | On-going | Advice has been received from Hearing and Sight advisory teachers. Suggestions to improve access to the curriculum or to ensure sight safety is acted upon. | Provide training in manual handling as required. | Liaise with experts/ LA. Risk Assessment completed and shared with staff. Provide training for staff | Key staff trained in practical techniques of essential manual handling. School is equipped with appropriate equipment | As need arises. | Relevant staff (catering and premises manager) trained in safe manual handling. July 2017 | Ensure the needs of pupils with medical needs are acted upon. Health Care Plans meet the needs of these pupils and staff receive appropriate training. Update Medical Needs section of the Inclusion Register. | Organise training annually with the school nurse and adopt procedures and practices based on LA guidelines. Ensure that the needs of new pupils joining the school are identified. | Minimum administering of medicines in school to ensure safe practices. Staff INSET completed. Medical Needs Inclusion Register completed with staff. All HCPs in place. | On-going during the cycle of this plan. | All staff have received Medical Needs training delivered by the school nurse. Sep 2019 |
Action Plan 3: Improving
written Information and signage | | | | | TARGET | STRATEGIES | OUTCOME | TIME SCALE | GOALS ACHIEVED | Materials used in the classroom on paper and information displayed on the IWBs will be adapted according to the needs of pupils (dyslexic friendly) buff coloured background. Buff coloured paper. Tool kits in classrooms to assist dyslexic pupils. Access to iPads to support reading of small text. | Research services available through the LA for converting written information (including signage) into
alternative formats. Advice sought from SpLD teacher. Advice sought from the sight impairment team. | Able to provide written information in different formats as and when required for individual purposes. | Appropriate improvements on-going. | Sept. 2019-21 the school is working towards Dyslexia School Friendly status. (DFS) Advice received and acted upon from sight impairment team. | Support for adults with limited English skills to ensure they can access services and funding to support their children | Staff will be sensitive to the needs of families who are entitled to services (e.g. FSM) and offer the opportunity to support their application. | Parents receive services to ensure the needs of individual children and families are met. | On-going during the period of this plan. | An app is on iPads to enable translation to be carried out as required. | Make written information available on the school website that can be converted to another language using ‘Google Translate’ | Promote ‘Google Translate’ option on school documentation. | Members of the school community who have English as an additional language are able to read documents available on the school website in their own language. | On-going during the period of this plan. | Google translate is on the school website. | Signage is currently appropriate both externally and internally. No issues to address | | | | |
Management of the Plan - The governors will be responsible for the strategic direction of the School’s Accessibility Plan.
- The governors will be responsible for obtaining and allocating the funds needed to implement the priorities in the plan.
- The Headteacher and the SENDCo will be responsible for the plans day to day implementation.
Progress of the Plan’s priorities will be reported: - To the Full Governing Body at least once per year.
- In the School Prospectus
- On the School website
- Parents/ Carers may request a copy of the Accessibility Policy/ Plan from the School Office.
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