ACCESSIBILITY PLAN

The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, the Governing Board has had three key duties towards disabled pupils, under Part 4 of the DDA:

  1. not to treat disabled pupils less favourably for a reason related to their disability;
  2. to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;
  3. to plan to increase access to education for disabled pupils.

This plan sets out the proposals of the Governing Board of Norbury Hall Primary School to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:

  1. increasing the extent to which disabled pupils can participate in the school curriculum;
  2. improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
  3. improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled.

It is a requirement that the school’s accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. Attached is a set of action plans showing how the school will address the priorities identified in the plan.

The School’s Context

Norbury Hall Primary School is a locally maintained primary school, starting with a 40 place nursery provision up to Year 6. The school comprises of one school building, on two floors and has extensive outdoor space, two playgrounds and field spaces. There is disability access for all classrooms at ground floor level.

The School’s Aims

  • To be at the heart of our locality by working in partnership with families and the wider community
  • To be a learning community which fosters creativity, independence and a passion for learning.
  • To enable our children to develop the essential skills for a happy and fulfilled life.
  • To deliver first quality teaching, with high expectations for all, that enables children to succeed and achieve their potential.
  • To provide a nurturing and stimulating environment that supports and celebrates learning
  • For all members of the school community to model positive, respectful relationships.

We are working within a national framework for educational inclusion provided by:

  • Inclusive School (DfES 0774/2001)
  • SEN & Disability Act 2001
  • The SEN Revised Code of Practice 2014
  • The Disability Discrimination Act (amended for school 2001)
  • Code of Practice for Schools (Disability Rights Commission)
  • OFSTED

Our Aims are to provide:

  1. Full access to the curriculum
  2. Full access to the physical environment
  3. Full access to information

Current good practice:

We aim to ask about any disability or health condition in early communications with new parents and carers as part of our school admission procedure.

All entrances to the school are either flat or ramped and have wide doors. The main entrance has a wide, automatic door into the entrance. The lobby is fully accessible for wheelchair users. There are accessible toilet facilities available fitted with a handrail and a pull emergency cord. The school has internal emergency signage and escape routes are clearly marked.

We support pupils with both physical disabilities and learning needs to access areas of the curriculum they find difficult. Where PE is a challenge for physically impaired pupils we seek expert advice for identified individual needs.

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

Accessibility Plan 2018-2021

Purpose of Plan

 The purpose of this plan is to show how our educational setting intends, over time, to increase accessibility to the physical environment, the curriculum and written information so that all pupils/students with a disability can take full advantage of their education and associated opportunities.

 

Definition of disability

 A person has a disability 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 carry out normal day-to-day activities.

 

Key Aims

 To increase and eventually ensure for pupils/students with a disability that they have:

  • appropriate access to our setting’s environment, curriculum and information and
  • full participation in the school community.

 Principles

  • Compliance with the Equality Act is consistent with our setting’s aims and equal opportunities policy and SEN information report.
  • Our staff recognise their duty under the Equality Act:
  • Not to discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services
  • Not to treat disabled pupils less favourably
  • To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage
  • To publish an accessibility plan
  • In performing their duties governors have regard to the Equality Act 2010
  • Our setting
    • recognises and values the young person’s knowledge/parents’ knowledge of their child’s disability
    • recognises the effect their disability has on his/her ability to carry out activities,
    • respects the parents’ and child’s right to confidentiality
  • The setting provides all pupils with a broad and balanced curriculum that is differentiated, personalised and age appropriate.

Increasing Access for disabled pupils to the school curriculum

 This includes teaching and learning and the wider curriculum of the school such as participation in after school clubs, leisure and cultural activities or school visits.

  • Effective communications with parents
  • Updated training for staff
  • Effective resourcing for pupils
  • Adaptations where appropriate
  • Apply reasonable adjustments for educational visits and extra-curricular activities

 Improving access to the physical environment of the school

This includes improvements to the physical environment of the school and physical aids to access education.

  • Update and modernise the accessible toilet
  • Improvements to signage for visual and hearing impaired
  • Maintain safe access around exterior of the school
  • Maintain safe access around interior of the school

Improving the delivery of written information to disabled pupils

This will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils. Examples might include handouts, timetables, textbooks and information about school events. The information should take account of pupils’ disabilities and pupils’ and parents preferred formats and be made available within a reasonable time frame.

  • Availability of written information in alternative formats
  • Ensure documents and aids are appropriate to need
  • Signpost additional guidance, support and resources where appropriate

Financial Planning and control

The headteacher, SLT and the Resources Committee will review the financial implications of the accessibility plan as part of the normal budget review process.

 

 

 

Access to the physical environment - statutory

 

 

Accessibility Outcome

 

Action to ensure Outcome

Who responsible

Long, medium or short-term

Time Frame

 

Notes

  • Update and modernise the accessible toilet

 

Gain quotes and agree contractor to remodel and refurbish current toilet facilities to comply with accessible status.

Resources Sub Committee to approve

KW to project manage

Short term

Completed by spring 2020

 

  • Improvements to signage for visual and hearing impaired

 

 

Gain quotes for signage in braille for classroom doors and positions of entry and exit.

 

Consider talking notepads on classroom working walls.

 

Resources Sub Committee to approve

JA to source and agree contract

Medium term

Completed by Autumn 2021

 

 

 

Talking notepads to be purchased from budget 20/21 for all classrooms

 

  • Maintain safe access around exterior of the school

 

 

 

Daily and weekly checks in line with H&S requirements.

Grounds maintenance plan to upgrade butterfly garden, field and woods spaces.

Replace picnic tables, small fencing and develop outdoor learning spaces including shelter, classroom and working spaces.

MW

 

IM (SLA for GM)

 

GHD to project manage, source materials and or contractors

Long term

Ongoing to be underway and further developed each academic year

Outdoor classroom already in place 2019

Updated and reviewed use of external spaces in line with FS and OP ongoing 19/20 and 20/21

 

  • Maintain safe access around interior of the school

 

 

 

 

 

Ensure soft spaces and break out rooms are available for children with additional needs identified via My Plan.

Consider heating, flooring and ceiling refurbishment

Repair, remodel and decorate as well as furnish communal shared spaces for equal access across school.

 

JA / JR

 

 

MW

MW

 

Medium Term

 

Ongoing

Maths space, art space and phonics space remodelled as part of the programme. Y5 science and prop storage space reorganised to support reading intervention and additional agency small group support from January 2020

 

 

 

Access to the curriculum - statutory

 

 

Accessibility Outcome

 

Action to ensure Outcome

Who responsible

Long, medium or short-term

Time Frame

 

Notes

  • Effective communications with parents

 

 

SENDCo to regularly update parents of provision, plans and agency involvement via email and letter.

PTL to ensure fortnightly newsletters are updated with relevant information and used to signpost for parents/carers where necessary.

Website updated to show updated Inclusion Statement alongside offers and team supporting additional needs.

Half termly information for parents/ carers made available on the website

JR

 

SM/KR/ST/HG

 

 

JA

Long term

 

 

 

 

Long term

Ongoing

 

 

 

 

Website redesign and launch January 2020

 

 

  • Updated training for staff

 

 

 

 

Teachers and TAs to be deployed on a range of staff training opportunities to support learners with identified additional needs.

JA / JR

Long Term

Training identified termly

LSS courses

Bespoke courses

Oakgrove Project

Intervention and Recovery Programmes identified across the school

 

 

  • Effective resourcing for pupils

 

 

Termly orders for relevant resources to support learning for all. Over seen and authorised by SENDCo in connection with EHCP and medical plans where necessary.

JR / JA

Long term

Ongoing, reviewed termly

 

 

  • Adaptations where appropriate

 

 

 

Apply dyslexic friendly strategies across the school where pupils have been identified as needing overlays, font adaptations, text changes and other resources.

School adopting a complete dyslexic friendly colourway across the school in all learning environments.

Working and learning walls in place with adapted visual and hearing impaired considerations

 

All staff

JA/JR

Long term

Ongoing reviewed against new curriculum themes.

Further detail set out in the learning and Teaching updates September 2019

 

  • Apply reasonable adjustments for educational visits and extra-curricular activities

 

 

 

Consider medical implications for children on medical care plans for venue, first aiders, activities and appropriate challenge – fully risk assessed and accessible.

 

 

 

Medical check available to support during extra curricular clubs for diabetic children in line with care plan.

All staff

 

 

 

 

 

 

Club Lead / SLT

Long term

 

 

 

 

 

 

Long Term

Ongoing reviewed against new curriculum themes.

Review against clubs and registration – those with medical needs identified for checks at appropriate times. Liaise with parents, club leads as necessary.

 

 

 

 

 

 

 

Access to information advice and guidance - statutory

 

 

Accessibility Outcome

 

Action to ensure Outcome

Who responsible

Long, medium or short-term

Time Frame

 

Notes

  • Availability of written information in alternative formats

 

Accessibility Plan and Statement available via school website but also in hard copy.

Consider first language, braille, change of font for appropriate audience

JA

Medium Term

Complete by September 2020

 

 

 

·      Signpost additional guidance, support and resources where appropriate

 

Add to Inclusion Section of website to signpost Local Offer and possible guidance or support for families as appropriate.

 

JA

 

Medium Term

By summer 2020

JA to add to updated website for July 2020 add to links to Local Offer after initial new design launch in January 2020

 

 

  • Ensure documents and aids are appropriate to need

 

 

 

 

Review termly individual plans in line with need to access the curriculum. Communicate half termly to parents re resourcing and additional materials as a plan.

 

 

JR

 

Short term