Accessibility Plan
Accessibility Plan
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Disability is defined by the Disability Discrimination Act
1995 (DDA)
A disabled person under the Act is a person with a physical
or mental impairment which has a substantial, long term and adverse affect on
their ability to carry out normal day to day activities. It also includes
people with cancer, HIV, multiple sclerosis from the point of diagnosis and
also people with a severe disfigurement.
This definition may include pupils with a
statement for SEN but there are disabled pupils who do not have a statement and
would not require additional educational support but have rights under the new
legislation. Equally not all pupils with SEN have a disability recognised under
the requirements of the ACT.
1A: The
purpose and direction of the school’s plan: vision and values
- sets suitable learning
challenges
- responds to pupils’ diverse
needs
- overcomes potential barriers
to learning and assessment for individuals and groups of pupils.
The school has set the following priorities
for the development of the vision and values that inform the plan.
- To increase the extent to
which disabled pupils participate in the school curriculum.
- To improve the physical
environment of the school so that disabled pupils are able to take
advantage of the education and extra curricular activities provided by the
school.
- To improve the delivery of
information to disabled pupils, which is already provided in writing to
pupils who are not disabled.
1B: Information from pupil data
and school audit
Nature of the school population
There
are two pupils who have physical disabilities who will enter the school in
September 2008.
Strengths
- The school makes full use of
the skills of support teachers from LEIS who work with pupils who have learning
and physical disabilities. If necessary the school arranges meetings with
these specialist teachers and parents and class teachers to ensure that
all those involved with the education of the child have access to
information to enable the pupil to participate fully in the life of the
school.
- Staff meeting time has been
planned so that all staff are aware of the DDA.
- Pupils are able to join the
school’s breakfast and homework clubs, the Senco liases with these clubs
to ensure that pupils are able to take a full part in the activities.
- The school has a good number
of day and residential trips throughout the two key stages. Pupils with
disabilities are encouraged to join in these activities and positive steps
are made to ensure that individual requirements are met.
- We have a mutually
beneficial relationship with a local special school, Red Marsh, pupils
from Red marsh are invited to our school and we have used their resources
to support pupils in
Weaknesses
- The school is located in two
buildings, key stage 1 and key stage 2 and is separated by a steep slope
and car park. The key Stage 2 building is on two levels, years 5 and 6
currently located on the top floor. Wheelchair access therefore is
somewhat limited.
The school has set the following priorities for the development of
information and data to support the school’s accessibility plan:
·
To collect a detailed analysis of outcome
data related to End of key stages and Optional SATs
- To
collect and analyse detailed information showing how well disabled pupils
are accessing the curriculum, for example: lesson observations in
different curriculum areas;
- To collect information about
achievements in extra-curricular activities;
1C: Views of those consulted
during the development of the plan
- We
have consulted with staff, specialist teachers, parents and carers and
pupils in the development of the plan. There was general agreement that
the school was inclusive with a good level of support for pupils with
disabilities. Parents felt that they were well informed and their concerns
were dealt with promptly and sensitively. Additional resources and support
for pupils was managed well. Pupils felt able to express their views in a
number of ways using drawings and social stories to aid them.
2.
The main priorities in the school’s plan
2A: Increasing
the extent to which disabled pupils can participate in the school curriculum
The school has set the following overall priorities for
increasing curriculum access:
·
To review school trips to identify when a trip can be
adapted and when it needs to be changed.
- To
investigate the use of learning support assistants in relation to pupils
needing support and ensure that they are well trained.
- To
ensure that lessons provide opportunities for all pupils to achieve
·
To maximise the opportunities for staff supporting
pupils with disabilities to meet and plan with teachers
2B: Improving
the physical environment of the school to increase the extent to which disabled
pupils can take advantage of education and associated services:
The school has
set the following overall priorities for increasing physical access:
·
To ensure that staff have increased knowledge and
awareness of physical disabilities.
·
To ensure that there is a clearer definition of space
within school and that areas are not visually confusing. In addition that the
environment is uncluttered and well ordered.
·
That all signage is clear and all areas clearly
named.
·
To establish a disabled parking
place in the school car park so that it meets approved standards.
2C: Improving the delivery
to disabled pupils of information that is provided in writing for pupils who
are not disabled:
The school has
set the following overall priorities for improving the delivery to disabled
pupils of information:
·
To provide enlarged texts when appropriate
·
To provide coloured overlays when appropriate.
·
Provide amended information when needed.
·
To provide ICT technology to support pupils in
accessing and recording information
·
Continue to use alternative communication systems
when these are appropriate for the pupil.
3: Making it happen
3A: Management, coordination and implementation
·
The accessibility plan will be reviewed and
developed by the Governing body via the premises committee. the review will
take place in December 2008. The premises committee will invite all interested
parties to the review. Staff, parents, carers and pupils will be notified
through a newsletter.
The school has set the following priorities for the
management, co-ordination and implementation of the accessibility plan.
·
major items to be part of the School Improvement
plan
·
head teacher to take lead on major initiatives
·
class teachers to take day to day responsibilities
for the pupils in their care.
3B:
Getting hold of the school’s plan
Copies of the plan
will be made available in different formats so that it is accessible to anyone
who requests a copy. The plan will also be available on the new school web
site.
The school has set
the following priorities for making the plan available:
·
To provide the plan in an easily accessible format
to people who request a copy.
·
To make the plan available on the school’s updated
web site.
Accessibility Plan