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Accessibility Plan and Policy 2019

 

 

CHILDREN'S SERVICES

 

 

 

LEARNING & INCLUSION GUIDANCE

 

Accessibility Plan

 

Date: Revised June 2016

 

Responsible Officer Contact Details

Kelly Lambert

(Specialist Teaching and Advice)

Tel: 01305 224063

e-mail: k.lambert@dorsetcc.gov.uk

 

Reviewed by AR – 21.12.2018

 

 

 

Accessibility Plan 2019 to 2022

 

1. Introduction

All schools must have an Accessibility Plan. This is required by law (the Equality Act 2010).

 

Accessibility Plans set out how, over time, a school will:

 

a) increase access to the curriculum for disabled pupils;

b) improve the physical environment of the school to increase access for disabled pupils; and

c) make written information more accessible to disabled pupils by providing information in a range of different ways.

 

A person has a disability if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.

 

This is the Accessibility Plan for Cerne Abbas CE VC First School.

 

2. Other policies

 

Our Accessibility Plan complements and supports our:

 

  • Special educational needs and disability policy and related SEN information report;
  • policy for Supporting pupils at school with medical conditions; and our
  • Equality Information and Equality Objectives.

 

It should also be read alongside the following school policies, strategies and documents:

 

  • Curriculum Policy
  • Staff Development Policy
  • Health & Safety Policy (including off-site safety)
  • Policy relating to Behaviour
  • School Development Plan

 

3. Our vision and aims

 

Cerne Abbas CE VC First School wants everyone within our school to feel welcome, valued and included in the school community. We are committed to providing a fully accessible environment to enable this to happen.

 

Our pupils are provided with high quality learning opportunities so that each child achieves all that they can. We want all our pupils to feel confident and have a positive view of themselves.

 

We want our pupils with a disability to access all elements of school life, including school clubs, activities and trips. We recognise that we may have to do things a little differently to make this happen.

 

We are committed to taking positive action in the spirit of the Equality Act 2010, by removing disadvantage faced by pupils with a disability and eliminating discrimination.

 

We will ensure that through whole school training, all staff and governors will be aware of our duties to support children with disabilities, in line with the Equality Act 2010. In implementing our Accessibility Plan, we will take into account the views, wishes and feelings of our pupils and their families.

 

4. Current good practice

 

Identification

 

Cerne Abbas CE VC First School asks for information on any disabilities or health conditions in early communications with new parents and carers. We also carefully observe our pupils’ progress and behaviour and will discuss any concerns with parents and carers, as necessary.

 

Curriculum

 

Cerne Abbas CE VC First School has improved access to the curriculum for disabled pupils through the following means:

 

  • using multimedia activities and interactive ICT equipment (Interactive Whiteboards and iPads) to support specific curriculum areas, e.g. numeracy and literacy;
  • providing a differentiated curriculum, designed according to need and where necessary with specialist input, for those pupils that require this;
  • offering a Continued Professional Development (CPD) programme to ensure that all staff are knowledgeable of the impact of [ASD] [epilepsy] [attachment disorder] on learning;
  • organising classrooms so that they promote the participation and independence of all pupils;
  • staff INSET training regarding sensory impairments and the school environment;

 

Physical Environment

 

Cerne Abbas CE VC First School at present is only 30% accessible for disabled persons – a site has been purchased for a new school to allow full access to school for disabled persons but still awaiting new build. The School has improved the physical environment of the school to increase access for disabled pupils by:

  • adding highlighting tape on all thresholds and steps, and yellow paint to the edges of pathways for pupils with reduced vision;
  • ensuring that there is good lighting throughout school, making use of natural light where possible and reducing glare through the use of roller blinds in the hallway and classrooms;
  • removing and fixing of potential trip hazards and keeping all floor spaces uncluttered;
  • ensuring data projectors, plumbing and heating are regularly serviced and not too noisy wherever possible.]

 

Information

 

Cerne Abbas CE VC First School already makes written information more accessible to disabled pupils through:

  • modifying written information so that this is available in large print for pupils with a visual impairment;
  • adhering to guidelines from specialists (such as the Hearing and Vision Support Services) regarding the presentation of all written information, paying attention to layout and colour;
  • using social stories and picture symbols to explain school rules for pupils who benefit from this.

 

5. Implementation

 

Our Accessibility Plan shows how access to Cerne Abbas CE VC First School will be improved for disabled pupils (and for staff and visitors to the school) and anticipates how we will make reasonable adjustments to support them whenever possible. We will ensure that we do so within a reasonable timeframe.

 

Reasonable adjustments are positive actions that help pupils with a disability to fully participate in school life.

 

In doing this, we have thought about:

 

  • how to ensure disabled pupils are as prepared for life as their non-disabled peers;
  • how we can encouraging pupils with a disability to take part in after school clubs, leisure and cultural activities and school visits;
  • how we might provide auxiliary aids and services (something or someone that provides help or support) to pupils with a disability to support their access to the curriculum;
  • adding specialist facilities to our school as necessary and improving the physical environment;
  • how we can improve the delivery of written information, including making this available in various preferred formats and within a reasonable timeframe.

 

Our Accessibility Plan has been written based upon information from the Local Authority (or site surveyor) and in liaison with pupils, parents, staff and governors of the school. It will advise other school planning documents.

 

Cerne Abbas CE VC First School will work in partnership with the Local Authority in developing and implementing this Accessibility Plan and will adopt in principle the Local Authority Strategy for Accessibility.

 

Environmental or physical works undertaken in the school to improve access will follow and be guided by the relevant building regulations as advised by the Site Surveyor and the Local Authority Strategy for Accessibility.

 

We will consult with experts when new situations regarding pupils with disabilities are experienced.

 

Cerne Abbas CE VC First School’s Accessibility Plan will be implemented by Catherine Cresswell, Headteacher and Alex Ryan, Finance and Business Manager.

 

6. Monitoring

 

The Accessibility Plan covers a three year period but will be reviewed regularly and updated if needed. It will be monitored through the Finance and Resources Committee of the Governing Body.

 

The governing body will monitor Cerne Abbas CE VC First School’s activity under the Equality Act 2010 (and in particular Schedule 10 regarding Accessibility and Schedule 13 regarding Reasonable Adjustments) and will advise upon the compliance with that duty.

 

The Accessibility Plan may be monitored by Ofsted during Inspection processes in relation to Schedules 10 and 13 of the Equality Act 2010.

 

The complaints procedure covers the Accessibility Plan.

 

Approved           Catherine Cresswell and Alexandra Ryan 

DATE                  December 2018

Review date       December 2021

 

CERNE ABBAS CE VC FIRST SCHOOL ACCESSIBILITY PLAN - 2019 to 2022: Improving access to the curriculum

 

 

What needs to be done? How will this be achieved? Who is responsible? When will this be done? How can we tell if this is successful?

A CPD programme needs to be developed to ensure that all staff are knowledgeable in terms of the needs of pupils with disabilities and strategies to support

 

 

 

 

 

 

 

 

 

 

  1. Whole school staff (including support staff) awareness training provided by local specialist nurse
  2. Specific cases will be identified and strategies to ensure optimal learning will be discussed with relevant professionals, e.g. the educational psychologist

 

 

 

 

 

 

 

 

Headteacher

 

 

All staff, including support staff

 

 

SENCO

 

 

 

 

 

 

 

On going throughout academic year

 

 

 

 

 

 

 

 

 

 

 

 

  • Pupils and their families feel supported and their needs understood;  
  • Teachers and support staff are confident in meeting the needs of pupils with disabilities.

 

 

 

 

 

All out of school activities need to planned in advance to ensure that all pupils with a disability are able to take part.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Ensure all school staff are aware of the duties on schools set out within the Equality Act 2010 and the need to provide reasonable adjustments through INSET training 
  2. Review all upcoming out of school activities ensuring that sites are suitable for all children with a disability, whether this be for physical access, to ensure sensory needs can be catered for, etc.
  3. Consider any reasonable adjustments required to enable pupils with a disability to take part in the out of school activities, including travel requirements.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Headteacher

 

 

 

Headteacher and staff

 

 

 

Individual class teachers and SENCO

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Annually Autumn 1

 

 

 

Termly

 

 

 

When required

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • No out of school activities are planned without consideration of how pupils with a disability will be included;
  • All out of school activities will be conducted in an inclusive environment with providers that comply with all current and future legislative requirements;
  • Pupils with a disability have access to all school activities such as trips out, residential visits, extended schools activities and sporting events
  • Pupils and their families feel included in out of school activities.

 

 

CERNE ABBAS CE VC FIRST SCHOOL ACCESSIBILITY PLAN - 2019 to 2022: Improving the physical environment

 

This plan is structured in conjunction with the school’s Asset Management Plan, the school Safeguarding File, the School Travel Plan, Health & Safety Audits, the Capital Build Programme and the Suitability Plan. The plan considers the essential work necessary to ensure reasonable adjustments have been made to the fabric of the main buildings to accommodate accessibility issues. As far as possible, work has been undertaken on temporary buildings to facilitate accessibility arrangements. In some cases Health & Safety issues necessitate more prompt action.

 

What needs to be done? How will this be achieved? Who is responsible? When will this be done? Cost (est.) £ How can we tell if this is successful?

The outside areas of the school require improvement; specifically the areas of:

  • Steps with children with reduced vision.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. Highlighting tape on all

thresholds and steps and

yellow paint to the edges of pathways.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Site Manager

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

June 2019

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
  • The areas outside of the school building are safe and welcoming and the physical environment is improved by removing any hazards;
  •  Pupils with disabilities and their families are easily and quickly able to access the school building.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The internal areas of the school require improvement to ensure that pupils with physical difficulties can access the school environment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. Ensuring that there is good

lighting throughout school,

making use of natural light

where possible and reducing

glare through the use of roller blinds in the hallway and classrooms; New Windows

being fitted to old part of building to improve visibility and ventilations.

 

2. Removing and fixing of potential trip hazards and keeping all floor spaces uncluttered;

 

3. ensuring data projectors, plumbing and heating are regularly serviced and not too noisy wherever possible.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Site Manager/ Dorset Council Property Surveyor 

 

 

 

 

 

 

 

 

 

Site manager

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Spring 2020

 

 

 

 

 

 

 

 

 

 

 

 

Termly Health and Safety checks. On going

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
  • The new lighting brightens the classroom and improves visibility for all children.
  • New windows over Summer 2019 improved visibility and brightness.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ACCESSIBILITY PLAN - 2019 to 2022 : Making written information more accessible

 

What needs to be done? How will this be achieved? Who is responsible? When will this be done? How can we tell if this is successful?

The availability of written information in accessible formats needs to be reviewed, starting with content on the school’s website.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. All written information available

to pupils and their parents will be

considered in detail by the SLT,

parent links and the school council.

Pupils with a disability will be asked

to take part in this activity and give

their feedback on how well this

information meets their needs.

The school will consider the needs

of both its current and future

pupils during this exercise;

2. The school will make itself aware

of the services available through

local charities, providers and the

LA for converting written information

into alternative formats (e.g. the

use of symbols, large font, listening aids etc.) and will research good practice in other schools.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Senior Leadership Team, SENCO, parents, pupils and other staff where appropriate

 

 

 

 

Headteacher and SENCO

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Website updated weekly. As required.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • All future written information is designed with the specific needs of disabled pupils in mind;
  • Disabled pupils and their parents have an increased awareness of all matters usually communicated via written means;
  • Delivery of said information to disabled pupils and their parents is improved and meeting their requirements.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The awareness of adults working at and for the school needs to be raised, regarding the importance of using a range of communication systems according to individual need.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. Whole school awareness training regarding methods of communication to aid learning/understanding for pupils with different needs; SDP priority Whole school oracy ;

2. Specific training for those developing written information for the school and class teachers supporting pupils with specific needs.

 

 

 

 

 

 

 

 

 

 

 

Headteacher

 

 

 

 

 

Headteacher

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

20.19-2020

 

 

 

 

As required.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Staff are aware of the different ways in which pupils take on and learn new information;
  • Thought is given to all future communication with disabled pupils in mind;
  • The school is more effective in meeting the needs of pupils with a disability;
  • Pupils with a disability and their parents feel welcome and confident that their needs are being met.

 

 

 

A positive, purposeful and enthusiastic atmosphere

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