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Accessibility Plan Willows Academy Trust
Schools
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Willows Academy Trust
Accessibility Policy and Plan
Introduction
The SEN and Disability Act 2001 extended The Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, the Governing Body 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.
The Plan sets out the governor’s proposals to increase access to education for disabled pupils in the three areas required by the planning duties set out in the DDA:
to increase the extent to which disabled pupils can participate in the school curriculum;
to improve the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
to improve the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.
This Accessibility plan has been developed in consultation with the staff and governors of the schools and covers the period from March 2015 – March 2016.
Current Accessibility Arrangements:
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Admissions
Willows Academy Trust supports the Special Educational Needs and Disability Act (2001), as it applies to
England and Scotland. The Board of Directors and local governing bodies are, therefore, committed to the principle of all children having equal rights of access, if this can reasonably be provided.
The admission of a child with Special Educational Needs to the Schools will be conditional upon:
(a) The parents'/guardians' full disclosure to the School of the child's disability. Appropriate planning by the School, including requests for additional funding, are dependent upon the School having access to all
the relevant information.
(b) Following the procedures which are set out in any schools policy relating to Special Educational Needs.
(c) The availability of appropriate facilities within the schools. These include both physical facilities and
reasonable curricular provision.
(d) Specific additional funding, if required.
(e) Agreement about the stages for which entry is being offered. In particular, transition from Primary to
Secondary will be dependent upon a review of the child's needs and the evaluation of any difficulties which the child may have in accessing an appropriate education.
(f) Acceptance by the parents/guardians that some educational opportunities, which take place off-site
may not be available. The above conditions will also apply, if a disability develops during the course of a child's education in any of the academies.
Evacuation Procedures
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The schools in the Multi-Academy Trust Fire and Evacuation Policy’s lay down basic procedures for
the safe efficient evacuation of the schools.
These procedures will be adapted to meet the specific needs of an individual. Such procedures will be discussed with the pupil and parents and will be set out in the Individual Education Plan for the pupil.
Curriculum Access: Teaching, Learning and Assessment
Our aim is that pupils with disabilities should as far as possible have access to a full and broad curriculum, similar to that followed by their peers.
As a Multi-Academy Trust it may not be possible to replicate the range of support and resources that a local authority can provide. However, the individual schools have successfully supported pupils with a range of disabilities - hearing and sight impairment, physical disability and learning difficulties of varying
degrees. Decisions are taken on an individual basis following a full assessment of a child's needs. Such
assessment is carried out within the terms of the school's SEN Policy and guidelines on Assessing Children who may have Special Educational Needs.
Access to the curriculum is a key issue for consideration at the stage of admission, transition or when a
disability develops. The Individual Education Plan (IEP) for the pupil will address the issue, which will therefore be kept under constant review.
Advice is sought from the appropriate national and local agencies. Support can come in a variety of formats through the school's staged intervention strategy.
Input from specialist (external) teachers
Technological enhancements - induction loops, ICT Adaptation of teaching materials
The individual schools ICT network provides access to pupils in all locations. Effective use of these facilities can ameliorate difficulties of mobility and sight impairment in particular.
In constructing the individual school timetables the schools will give sympathetic consideration to individual needs. Also, furniture, seating arrangements and the classroom used can be altered to facilitate access and learning. However, the location of specialist equipment may preclude some possibilities.
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In conjunction with the SENCO teachers will assess a pupil's need for support with assessment
procedures. This will include both internal assessment procedures and external assessment such as those associated with National Tests or national qualifications.
The Multi Academy Trusts policy on Teaching and Learning incorporates advice for teachers on supporting
disabled pupils. The schools have an on-going program of staff development related to meeting the needs of different learners. Specific training on the needs of pupils with hearing or sight impairment and those
with specific learning difficulties is carried out as required.
Informal Curriculum
Pupils within the Multi-Academy Trust have always been able to participate fully in the wide range of
activities offered beyond the classroom consistent with the limitations imposed by any disability. This has included
Outdoor Education Sports
Music Clubs and activities
Excursions and trips
Arrangements for play, recreation and other aspects of a child's social development are incorporated into a child's Individual Educational Plan or Coordinated Support Plan.
The suitability of any event and the need for additional support is discussed fully with parents in advance.
Information for Pupils and Parents
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Parents are routinely involved in reviewing provision for their child. The child will also be involved
depending on their ability and willingness to participate.
Large print format materials are available when required.
If either pupils or parents have difficulty accessing information normally provided in writing by the schools such as handouts, newsletters, homework etc, then the schools will be happy to consider alternative forms
of provision.
Source Materials for the plan:
To identify priorities a number of sources have been used these include:
End of Key Stage results Pupil questionnaires
Parent Consultations Multi-agency meetings
Health and Safety Inspections Service Reports
This policy has been written to ensure that the schools identify and prevent discriminating practices which
might disadvantage vulnerable groups by creating or exacerbating inequalities and barriers to learning.
Children with disabilities are a potentially vulnerable group who can be disadvantaged if policies,
procedures and practices within the schools do not take account of, and seek to remove , barriers which could deny them the educational opportunities available to other children.
Other important plans are considered within this plan. They are:
Equal opportunities (including Racial Equality) Policy Health & Safety Policy (including procedures for administering medicines)
Emergency Evacuation Procedures Special Educational Needs/ Inclusion Policy
Discipline Policy The Governors Admissions Policy
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The Annual School Prospectus
The plans for each school in the Multi-Academy Trust can be found in the appendix.
Appendix 1:
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Dovedale Primary School
Access to Buildings and Classrooms
In the main, all areas of the school are accessible by all children and their parents. These areas are detailed below.
Building Features
Main building
All classrooms have either flat or ramped entrance or exits. Some fire doors have
mat wells that need to be remodeled to help wheelchair access.
There is the provision of a disabled toilet although this needs to be extended and refurbished. (See Action Plan).
Corridors are wide enough for wheel chairs to be used. Doors have low fitted handles.
New Building
Entrance to the building is flat allowing for easy wheel chair access. Classroom entrances have flat floor entrances and wide doors with low handles.
A disabled Toilet is installed. It may need to be extended in the future. (See Action Plan)
Medway Classroom Block
Entrance to both classrooms is via a ramp.
There is no disabled toilet. This may need to be provided in the future. (See Action Plan)
Fire Exits from both classrooms are via a short set of steps. These are not suitable for wheel chairs. Re-modeling necessary-(See Action Plan)
Hall
Main entrances are flat allowing for easy wheel chair access. Two fire doors have a step down to the outside playground. These need future re-modeling. (See Action
Plan).
Access to Kitchen Server is clear and suitable for wheel chair bound pupils.
Playground Available for all pupils. Access is available without the need to use steps.
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Field Area Available for all pupils.
Garden Areas Garden can be accessed without using steps.
Entrance Paths All clear of steps allowing easy access for all pupils and parents.
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Dovedale Primary School Action Plan
Action 1: Increasing Physical
Access to and within the school.
TARGET STRATEGIES OUTCOME TIME FRAME GOALS ACHIEVED
To ensure that disabled toilet
facilities are fit for purpose.
Maintenance programme to
upgrade toilets when required.
Any upgrades required
implemented.
Annual review
Organise classrooms optimally to
promote the participation and
independence of all pupils - with particular reference to disabled
students
Review and implement a
preferred layout of furniture and
equipment to support the learning of all students with
particular emphasis on disabled students
Lessons start on time without
the need to make adjustments
to accommodate the needs of individual pupils
Ongoing Organise
classrooms
optimally to promote the
participation and independence of all
pupils - with
particular reference to disabled students
Action 2: Improving Curriculum
Access
TARGET STRATEGIES OUTCOME TIME SCALE GOALS ACHIEVED
Plan extra-curricular and out of school activities to ensure the
participation of the whole range of
pupils.
Review all out-of -school provision to ensure compliance
with legislation
Activities conducted in an inclusive environment with
providers that comply with all
current and future legislative requirements.
Spring Term 4 2015 All groups of children accessing
after-school
activities. At the present time there
are no children on roll with a physical
disability.
Children with ASD accessing outside
clubs such as swimming and
cubs.
Provide training in manual handling Liaise with experts/ LEA.
Provide training for staff
Key staff trained in practical
techniques of essential manual
handling. School is equipped with appropriate equipment
Dependent on training courses
from H&S LEA
Not required at the
present time.
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Administering Medication Introduce new procedures and practices.
Minimum administering in school clearer and safer
practices.
Reviewed policy in place. Will need to be reviewed annually
Completed
Action Plan 3: Improving
Written Information and signage
TARGET STRATEGIES OUTCOME TIME SCALE GOALS ACHIEVED
Written material for pupils available in alternative formats
Research services available through the LEA/ Feeder
secondary schools and Extended School project for converting
written information (including
signage) into alternative formats
Able to provide written information in different
formats as and when required for individual purposes.
Appropriate improvements ongoing.
Brail facilities available for a cost
Make available school prospectus, newsletters and other information
for parents in alternative formats.
Review all current school publications and promote the
availability in different formats for those that require it (e.g.
larger text etc.)
All school information available for all.
Continuous Parents informed that information
available in large print format if
required.
Signs clear and helpful to all users Improve signage for all both internally and externally.
Signs in and around school give clear guidance to all
children, staff and visitors
As soon as possible. Signs updated
Emergency exit procedures Review existing provision. Procedures in place and conforming to current H&S
policies and procedures
As above Signs updated
Management of the Plan
The Premises Committee will be responsible for the strategic direction of the School’s Accessibility Plan.
The Finance and Personnel Committee will be responsible for obtaining and allocating the funds needed to implement the priorities in the plan.
The Head teacher and the Special Needs Co-ordinator will be responsible for the plans day to day implementation.
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Progress of the Plan’s Priorities will be reported:
o To the Full Governing Body at least once per year. o To the Academy Trust Board of Directors o In the School Prospectus o In the School website
Parents/ Carers may request a copy of the Accessibility Policy/ Plan from the School Office.
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Appendix 2: Sawley Junior School
Sawley Junior School
Accessibility Plan 2012/15
Short Term Actions
Target Action Notes
Completion Date
Monitoring Success Criteria Resources
1 COMPLETED
Individual personal fire escape plans reviewed annually by school SENCo.
Annual SLT & SEN/D Governor
Plans in place and known to appropriate pupils and associated adults.
SENCo time
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Protective footpath railings to be added to paths bordering the car park are Parents/carers are requested not to access the junior playground across the car park – this request is often ignored.
Academic year 2013/14
SLT & Health & Safety Governor
Railings in place,; lesser incidents of parents and pupils ignoring requests to not traverse the parking area.
Quotes currently being considered. Approx. costing £100 p/m
3 COMPLETED
Lower ‘welcome’ hatch in office reception. Dec 2012 SLT & Health & Safety Governor Inclusion Manger
Hatch at an acceptable height for wheelchair.
£2000
Medium Term Actions
Target Action Notes
Completion Date
Monitoring Success Criteria Resources
Review Date Chair of Governors Headteacher Minute No.
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1 Path edgeways marked – All completed with contrasting edging - seeking advice as to need.
2 COMPLETED
Ramped access to all external doors. Planned refurbishment of actual doors aswell as ramped access.
Summer 2013 HT, SBM Health & Safety Governor
Included in buildings budget.
Long Term Actions
Target Action Notes
Completion Date
Monitoring Success Criteria Resources
1 Review of changing facilities for wheelchair pupil – intended entry September 2014 – no longer required
Sept 2014 SLT Health Care professional Advice
Appropriate facilities in place.
TBC
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Hall and dining area floor replacement - Dining floor checked re: low grade asbestos
tiling. Approved for extended use by DCC H & S – not a current hazard.
Sept 2015 TBC
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Appendix 3 Sawley Infant School Accessibility Plan 2012-2015
Target Strategies Outcome Time frame
Short term Ensure written materials are available in alternative format when necessary- pupil with visual impairment in Nursery (2012)
SS service for visual impairment Team will provide support. LA can convert information into alternative formats if this become necessary
All parents, staff and pupils will have access to information
In response to identified need
Ensure disabled changing facilities are suitable for hoist changing as required, child in Reception (2012)
SS for physical impairment involved in developing plan, risk assessment by moving and handling team to ensure safety for staff and child
High quality facilities for disabled toilet and changing room. Safe moving and handling equipment as required by ‘users’
In response to identified need
Lower reception hatch to improve access for wheel chair users
Feasibility study and disability discrimination funding
Accessible entrance for wheelchair users and small children
As prioritised by premised and finance committee
Medium term Organise classes to allow wheelchair access and clear walkways for visually impaired children
Refurbishment programme for classes to make reference to accessibility
Fully accessible school, organised to meet the needs of the ‘users’
Rolling programme of refurbishment, prioritised to meet needs of pupils on roll or waiting list
Ensure school is accessibly for staff and children with hearing impairment
Sound field system installed in classes as required, facilitated by ss for hearing impairment
Fully accessible school, organised to meet the needs of the ‘users’
In response to identified need
Long Term Widen footpath to improve access for wheelchair users and pushchairs.
Feasibility study to balance need with cost. Monitor quality and state of pathways re trip hazards and safety of surface
Improve access to school for parents, children, staff and visitors
As prioritised by premised and finance committee
Shower facilities in school Feasibility study to balance need with cost.
High quality provision for pupils with additional toilet/hygiene needs
In response to identified need
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Appendix 3 Shardlow Primary School
Action Plan 1: Increasing Physical Access to and within the school.
TARGET STRATEGIES OUTCOME TIME FRAME GOALS ACHIEVED
Ensure any new building work takes into consideration wheelchair access
Action Plan 2: Improving Curriculum Access
TARGET STRATEGIES OUTCOME TIME SCALE GOALS ACHIEVED
Provide training for teachers / TA's on differentiating the curriculum for disabled students.
Undertake an audit of staff training requirements
All teachers/ TA's are able to more fully meet the requirements of disabled children's needs with regards to accessing the curriculum.
Autumn 2012
Plan extra-curricular and out of school activities to ensure the participation of the whole range of pupils.
Review all out-of -school provision to ensure compliance with legislation
Activities conducted in an inclusive environment with providers that comply with all current and future legislative requirements.
Ongoing
Organise classrooms optimally to promote the participation and independence of all pupils - with particular reference to disabled students
Review and implement a preferred layout of furniture and equipment to support the learning of all students with particular emphasis on disabled students
Lessons start on time without the need to make adjustments to accommodate the needs of individual pupils
Ongoing
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Administering Medication Review school medicine administration policy to enable easier administration
Allocated individuals able to administer where appropriate with written consent
Reviewed policy in place.
Done
Action Plan 3: Improving Written Information and
signage
TARGET STRATEGIES OUTCOME TIME SCALE GOALS
Make available school prospectus, newsletters and other information for parents in alternative formats.
Review all current school publications and promote the availability in different formats for those that require it (e.g. larger text etc.)
All school information available for all.
Ongoing as requested
Signs clear and helpful to all users
Improve signage for all both internally and externally.
Signs in and around school give clear guidance to all children, staff and visitors
As soon as possible.
Emergency exit procedures Review existing provision. Procedures in place and conforming to current H&S policies and procedures
As above
Management of the Plan
The governors Finance Committee will be responsible for obtaining and allocating the funds needed to implement the priorities in the plan.
The Head teacher and the Special Needs Co-ordinator will be responsible for the plans day to day implementation.
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Parents/ Carers may request a copy of the Accessibility Policy/ Plan from the School Office. The accessibility plan will b available on the school’s website. S Houseman 2014