St. Leonard’s Primary School
Accessibility Plan 2017-2018
This Accessibility Plan is drawn up in compliance with current legislation and requirements as specified in Schedule 10, relating to disability, of the Equality Act 2010. Our school recognises its duty under the DDA (as amended by the SENDA) to not discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services. To not treat disabled pupils less favourably. To ensure we take reasonable steps to avoid putting disabled pupils at a substantial disadvantage and to publish an Accessibility Plan.
Our school SEND policy ensures that staff identify, assess and make reasonable adjustment for pupils with disabilities and special educational needs. Working with the Local Authority and the Educational Psychology Service, the SENDCo and assistant SENDCo manages the Statutory Assessment Process, ensuring additional resources are available where appropriate Our 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 2000 framework, which underpin the development of a more inclusive curriculum.
Our Accessibility Plan covers all areas of the physical environment such as external areas, buildings and fixtures and fittings. The aim is to continue to enhance the environment to meet the needs of all pupils and ensure that they have access to all aspects of education offered. Our school building is of older construction. Access is available to all areas of the school via ramps.
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 LEA services, such as specialist teacher advisers and SEN inspectors/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 when required or requested for both pupils and other stakeholders including governors, parents, staff and visitors.
[See checklist on page 30 of DfES Guidance.]
We acknowledge that there is a need for on-going awareness raising and training for staff and governors in the matter of disability discrimination and the need to inform attitudes on this matter. School Governors are accountable for ensuring the implementation, review and reporting on progress of the Accessibility Plan over a prescribed period.
Targets / Strategies / Outcome / Timeframe / ImpactSHORT TERM: /
- To ensure all areas of uneven surface, steps and ramps are clearly visible
MEDIUM TERM: /
- To continue to monitor the SEND/PP and DIS groups to ensure that they are making at least expected progress in efforts to narrow the gap with non-groups. Ensure parents are aware of their children’s progress and attainment
- To ensure all staff are receiving training in mental health awareness and emotional coaching in order to recognise and more effectively deal with young people’s issues relating to SEMH
- To work closely with SEND advisors to improve the provision offered for our SEND children
Pupil Progress Meetings
SEND discussions
Reports to parents
Parents Evenings
SEND drop in clinics
Hope project to begin September 2018
Emotional coaching training to be delivered to support staff including LTS
Emotional coaching training sessions to be offered to parents
CBD parenting workshops wo be offered to parents
Mental health awareness training to be given to all staff.
To ensure advice is sought in a timely manner from appropriate agencies
Teachers to meet with and act upon discussions both with internal and external colleagues.
Sensory room to be created within school.
Observations of provision for SEND children to be carried out / To ensure all children make at least expected progress
To give children opportunities to make accelerated progress to begin to close gaps.
To ensure teachers fully understand their data and the children within the class in order to ensure the best provision is available for all
To ensure any vulnerable children are swiftly identified and carefully monitored
To increase the understanding of the breadth and depth of SEMH needs within the school
To provide a better provision for children with SEMH needs through ensuring all their needs are met
To support parents and form stronger school-parent partnerships.
To identify and help to support vulnerable children and families within our community
All of which will help children to be better placed to learn and improve academically.
To ensure all children make at least expected progress
To give children opportunities to make accelerated progress to begin to close gaps.
To ensure staff fully understand the children within the class in order to ensure the best provision is available for all
To ensure any vulnerable children are swiftly identified and carefully monitored.
To access outside agency help where appropriate
LONG TERM: /
- To ensure any building or redecorating work carried out is DDA compliant and
- To evaluate the above targets annually
See Above / Where it can be reasonably achieved the building remains accessible to all.
See Above / Review Jan 2019 -Ongoing
Review Jan 2019 -Ongoing
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