Accessibility plan 2015
Principles and guidelines
- We are committed to providing a fully accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
- Luckwell PrimarySchool plans, over time, to increase the accessibility of provision for all pupils, staff and visitors to the school. The Accessibility Plan will contain relevant actions to:
- Improve access to the physical environment of the school, adding specialist facilities as necessary. This covers improvements to the physical environment of the school and physical aids to access education.
- Increase access to the curriculum for pupils with a disability, expanding the curriculum as necessary to ensure that pupils with a disability are as equally prepared for life as are the able-bodied pupils. This covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits. It also covers the provision of specialist aids and equipment, which may assist these pupils in accessing the curriculum.
- Improve the delivery of written information to pupils, staff, parents and visitors with disabilities. Examples might include handouts, timetables, textbooks and information about the school and school events. The information should be made available in various preferred formats within a reasonable time frame.
3. Attached are Action Plans, relating to these key aspects of accessibility. These plans will be reviewed and adjusted on an annual basis. New Plans will be drawn up every three years.
- We acknowledge that there is a need for ongoing awareness raising and training for staff and governors in the matter of disability discrimination and the need to inform attitudes on this matter.
- The Accessibility Plan should be read in conjunction with the following policies, strategies and documents:
- Curriculum
- Equalities policy
- Health & Safety (including off-site safety)
- Inclusion
- Good Behaviour Policy
- School Development Plan
- Asset Management Plan
- School Vision and values
- It may not be feasible to undertake some of the works regarding physical access during the life of this Accessibility Plan and therefore some items will roll forward into subsequent plans. The audit will need to be revisited prior to the end of each first three-year plan period in order to inform the development of the new Plan for the following period.
- The Accessibility Plan will be published on the school website
- The Plan will be monitored through the Behaviour and Safety Sub-committee
- The school will work in partnership with the local authority in developing and implementing this plan.
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Access to the physical environment
Targets / Strategies / Timescale / Responsibility / Success criteriaShort term 2014 – 2015
Annual audit of signage to ensure requirements met. /
- Site walk – assess accessibility, identify need for additional signage, identify signage for replacement.
Ensure all staff are aware of who has specific access needs, and appropriate staff are able to meet those needs. /
- Adapt current vulnerable children database to include specific information about access issues.
- Include access issues in “children” section of briefing note where appropriate.
- Access relevant CPD where need arises.
Ongoing
Ongoing / Inclusion leader
KJ
KJ / Needs are clearly stated.
Staff are well informed and appropriately trained.
Establish and drill evacuation arrangements for disabled children. /
- As part of regular drill procedure ensure disabled children are taken into account.
- Ensure that written procedure document reflects this.
Develop specific Risk assessment and action plan for AC (joining September 2015.) /
- Liaise with external agencies, current provider, parents and Claremont for advice in adapting physical environment to suit needs of new child.
Access to the physical environment
Targets / Strategies / Timescale / Responsibility / Success criteriaMedium Term 2015 - 2016
Ensure top building is fully accessible for wheelchair users and children with mobility difficulties. /
- Make good hall floor, specifically address the trip hazard presented by the tiles.
- Build small ramp to exterior playground door in current Y2 classroom.
Ensure child with mobility issues is not restricted by the school environment. /
- Employ additional staff in order to maintain appropriate support levels.
- Include regular visual checks of tidiness and safety of site on site management job list.
Litter / waste dealt with quickly.
- Tidy outside Rec area to create less cluttered space for play.
Long term 2016 - 2017
Access to the curriculum
Targets / Strategies / Timescale / Responsibility / Success criteriaShort term 2014 – 2015
To provide personalised support for each child. /
- Identify children with SEN
- Plan for children with SEN through daily planning and outcomes of graduated response
- Monitor and review
- Provide appropriate training for staff to achieve this
Inclusion lead
SLT
Class teachers / Children with SEN have needs met
To support personalisation through ICT provision /
- Identify children where additional ICT would support
- Ensure appropriate provision of ICT equipment
To support personalisation through modification of resources /
- Adapt materials to meet needs of children.
- Identify successful strategies on child’s education plan.
- Ensure appropriate training to support this (ie liaison with external agencies)
Inclusion lead / Resources are effectively modified
To monitor the achievement of children with access issues /
- Collect and analyse data at regular intervals.
- Use data to review and adapt interventions.
Access to the curriculum
Targets / Strategies / Timescale / Responsibility / Success criteriaMedium Term 2015 - 2016
Ensure that enquiry curriculum takes access issues into account /
- Review teachers’ use of enquiry curriculum from point of view of child with access issues.
- Provide feedback to staff where appropriate.
Ensure that all relevant policies take access issues into consideration /
- As policies are updated, give due attention to access.
Long term 2016 - 2017
Access to information
Targets / Strategies / Timescale / Responsibility / Success criteriaShort term 2014 – 2015
Ensure that all information provided to parents is accessible. /
- Review communication (including website) to ensure clarity and lack of jargon.
- Regularly update new website
- Make full use of signposting strategies
School secretary / All information is readily accessible to all parents
Access to the information
Targets / Strategies / Timescale / Responsibility / Success criteriaMedium Term 2015 - 2016
Have key documents translated into languages represented in our community. /
- Audit languages spoken in our community.
- Work with translators / members of the community.
Increase basic awareness of BSL /
- Dedicate staff training time to basic BSL
- Teach children basic BSL
Class teachers / All staff have a basic understanding of a range of communication strategies.
All children know basic signs
Long term 2016 - 2017
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