ACCESSIBILITY PLAN

Updated January 2022 – To be read in conjunction with our Equality Policy January 2022

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:

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 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:

increasing the extent to which disabled pupils can participate in the school curriculum;
improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
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:

Full access to the curriculum
Full access to the physical environment
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.

Download our
ACCESSIBILITY TABLE