Holy Trinity Church of England Primary School
Access Plan
The school recognises its duty under the Equality Act (as amended by the SENDA):
- 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.
The school provides all pupils with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual pupils and their preferred learning styles; and endorses the key principles in the National Curriculum 2014 framework, which underpin the development of a more inclusive curriculum:
- setting suitable learning challenges
- responding to pupils’ diverse learning needs
- overcoming potential barriers to learning and assessment for individuals and groups of pupils.
The school building is extended and modernised. Despite some of the building being older, most of our school building is accessible to those with SEND but, as issues arise, reasonable adjustments will be made to adapt or amend current practice to allow for inclusion of all users.
Drawing up an Action Plan
The 3 areas to be considered in this action plan are:
a) Improving Education & related activities
The school will continue to seek and follow the advice of external and LEA services, such as specialist teacher advisers and SEN advisers, and of appropriate health professionals from the local NHS Trusts.
[See checklist provided on page 29 DfES Guidance “Accessible Schools:
Planning to increase access to schools for disabled pupils”]
b) Improving the Physical environment
The school will take account of the needs of pupils and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting, acoustic treatment and colour schemes, and more accessible facilities and fittings.
[See checklist on page 30 of DfES Guidance.]
c) Improving the Provision of information
The school will make itself aware of local services, including those provided through the LEA, for providing information in alternative formats (eg large font) when required or requested.
[See checklist on page 30 of DfES Guidance.]
K. Atkins 04.09.16
Signed on behalf of Governing Body …………………………….……… Date: ……………………………….
Holy Trinity Church of England Primary School
Access Plan
Physical Access
The school will take account of the needs of pupils and other users with physical difficulties and sensory impairments when planning future improvements and refurbishments of the site and premises, such as improved access, lighting, acoustic treatment and colour schemes, and more accessible facilities and fittings.
Time scale / Targets / Activities / Outcome / By when / By whom / Success CriteriaLong Term / The Church Room steps to be made even in height. / Replace the steps for a more uniform rise. Preferred rise 150mm – 170mm / It is easier for the ambulant disabled to use the steps. / As funds allow / Govs / Steps are even in height
Long Term / To replace harsh yellow painted walls which can affect a child on Autistic Spectrum. / As redecoration schedule and funds allow, replace this colour with a calmer one eg pastel or neutral. / Harsh yellow walls will be repainted. / As funds allow and taking into account redecoration schedule. / Head / Children on Autistic spectrum will not be affected by harsh colours.
This has begun and is on-going.
Short Term / Check/service the door lock/door opening device that leads from Yr 5 corridor to playground.
Train all pupils to use this door opening device correctly. /
- Check equipment works properly
- Train children to use correctly
On-going / Staff to identify flickering lights which could adversely affect a child on the Autistic Spectrum.
Target is no flickering lights. /
- Staff to identify flickering lights to caretaker (through notebook in office)
and staff / Children on Autistic Spectrum will not be affected by flickering lights.
Access to the curriculum
Time scale / Targets / Activities / Outcome / By when / By whom / Success criteriaAnnually / Ensure suitability of any planned residential for SENDpupils. / Contact Centre and confirm arrangements for disabled pupils. Confirm travel arrangements and staffing. Complete relevant risk assessments. / Pupils with SEND have the opportunity to attend residential visit. / Opportunity offered to relevant families following preparation work.
(when applicable) / KA/KG / Parents and pupils are given relevant information and exercise their choice.
Medium term / To review Dyslexia Friendly Schools Status or training as relevant / Staff training and evidence provided towards reviewing the Status. / School will review Dyslexia Friendly School Status and/or training / Dyslexia Friendly Schools Status achieved Oct ’07.
-renewed Jan 2011. / KG / Dyslexia Friendly School Status maintained.
Staff completed IDP for Dyslexia in 2014/15 academic year. Renewal of Dyslexia Friendly Status no longer supported by Walsall.
Short term / The Inclusion Partnership Meeting (IPM) will meet twice a year. / The IPM meets to plan for the benefit of SEND pupils, deciding upon the use of expert support during the forthcoming academic year. / SEND pupils receive targeted, expert support to meet their needs. / On going – meetings in place and support time organised. / KA, Advisory teacher, Educational Psychologist, ISWs / SEND pupils receive planned and quality external support and from within the schools resources.
Medium Term / All class school trips are planned well in advance to allow for risk assessments and consideration of the needs of SEND pupils. / Teacher in charge of trip to follow the school Educational Visit Policy / Pupils have the opportunity to attend educational visits. / On going –
risk assessment scheme in place and used by relevant staff. / LW. / All pupils have the opportunity to attend Educational Visits.
Short Term (complete audit).
Medium Term (list task in order of priority & cost – tasks which can be easily rectified)
Long Term (tasks which have large financial implications) / To audit the physical surroundings of our school building to identify other environmental issues that could adversely affect children on the Autistic Spectrum. / Prioritise identified tasks according to ease of rectification & cost involved. / List of any identified environmental issues to be completed and added to this Action Plan as an addendum / Will depend on priority and cost implications. / Head, KA, Caretaker / Sensory Audit will be completed.
Prioritised task list compiled and added to this Action Plan as an addendum.
Environmental distractions for children on Autistic Spectrum will be reduced.
Provision of information in other formats. Improving the delivery of information to both pupils and Parents/Carers that is provided in writing.
Time scale / Targets / Activities / Outcome / By when / By whom / Success criteriaOn going / To introduce the use of pastel paper for pupils who display dyslexic traits. / Consider the pupils who will benefit.
Coloured screens to be used on interactive whiteboards.
Appropriate pupils to access workbooks with pastel paper. / Pupils receive information on pastel coloured paper, use workbooks with pastel coloured pages. / On going –
All staff aware of this important aspect of learning. / All teaching staff / Communication with pupils who display dyslexic traits is improved.
On going / To use large print for relevant pupils. / Identify relevant families/children (at home and school) who would benefit from large print.
Large print to be used on interactive white boards. / Pupils and parents receive information in large print. / On going – staff aware of need to meet the needs of relevant families. / All teaching staff / Pupils and parents find print easier to read.
On going / To hold an inclusive discussion of access to information in all annual reviews.\z\ / Ask parents / carers and children about access to information and preferred formats in all reviews. / Common approach when providing information. / On going dialogue between staff and parents. / KA / Parents / carers and pupils receive information in a reasonable format.
On going / To distribute supportive literature from support groups. / SENCo to liaise with office staff to identify supportive literature. E.g SEN magazine, Walsall Deaf Club information, Parent Partnership (now known as Information, Advice and Support service) etc. / Parents / carers receive supportive literature. / On going – staff to ensure supportive literature is communicated. / KA, LW, JL, HC / Supportive literature is sent to relevant families.
On going / LSAs and TAscontinue to use visual means to enable pupils with language difficulties or specific learning difficulties to plan and execute work. / LSAs use visual timetables and supportive resources.
Alternative methods of recording used to show understanding. / Pupils benefit. / On going – staff trained to ensure school meets the needs of its pupils in this aspect of learning. / LSAs, TAs and all teaching staff. / Pupils achieve to the best of their abilities.
On-going / To provide written information for Parents and Carers in a format which is accessible for those with VI. / Use Weekly Newsletter to ask Parents/Carers to contact office if they require information to be provided in a different format. / Identify Parents/Carers who require written information to be provided in a different format. / As required – compile list of Parents/Carers who require different formats.
Immediate implementation. / KA, JL, HC / Parents/Carers will be able to access written information in different formats.