Template for a school accessibility plan

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Template for a school accessibility plan
Accessibility Plan
2014 - 2017
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.
This plan sets out the proposals of the Governing Body of the 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 and reviewed and
revised as necessary. Attached is a set of action plans showing how the school will address the
priorities identified in the plan.
Date of Plan: July 2014
To be annually reviewed.
1
Definition of Disability:
Disability is defined by the Disability Discrimination Act 1995 (DDA):
‘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.’
The purpose and direction of the school’s plan: vision and values
At Silverdale Primary Academy we are committed to giving all of our children every opportunity to
achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and
needs. We offer a broad and balanced curriculum and have high expectations for all children. The
achievements, attitudes and well-being of all our children matter. Silverdale Primary Academy
promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability,
gender or background.
Our Academy aims to be an inclusive school. We actively seek to remove the barriers to learning and
participation that can hinder or exclude individual pupils, or groups of pupils. This means that
equality of opportunity must be a reality for our children:
 girls and boys;
 minority ethnic and faith groups;
 children who need support to learn English as an additional language;
 children with special educational needs;
 gifted and talented children;
 children who are vulnerable;
We acknowledge that there may be times when this is impossible or inappropriate, despite our
wishes or best efforts.
Information from pupil data and school audit
We currently have a range of children of all backgrounds, needs and abilities.
At September 1st 2014:






diabetes
asthma
eczema
hearing impairment
Allergies
Heart problems
Whilst many of children attend our Nursery, we also collect information from the Early Years
settings, so that we are prepared for children who arrive in school at Reception.
We liaise with parents and professionals involved with the children to ensure we provide the right
care for their needs.
Views of those consulted during the development of the plan
All people consulted value the ability of the school to cater for the differing needs of pupils. No issues
were raised on a recent survey.
2
The main priorities in the school’s plan
We take advice on support needed for children with disabilities and work with experts to ensure they
have the support necessary to fully include them in the life of the school.
The action plan ensures that:
 The school draws on the expertise of external agencies to provide specialist advice and support.
 The SENCO has an overview of the needs of any pupils with a disability.
 There are high expectations.
 There is appropriate deployment and training of learning support staff.
 Successful practice is shared within the school.
 The school works with partner schools.
 Pupils with a disability have access to extra-curricular activities.
Action plan is below:
3
Accessibility Plan: July 2014 – Sept 2017
The proposed actions below are in order of priority, though 12 – 16 (italics) are ongoing:
Issue
Action
People/Resources
Timescale
Success Criteria
Monitoring
Method: Who?
How?
1
Routes into school currently have
no guard rail to protect children
from the carpark
Add handrail guards to all paths into
school- separate carpark and demarcate
pathways
Business Manager
ACFM funding Bid
Summer 2014
Business
Manager
2
Assemblies in the hall, when
using computer screens or sound,
are difficult to see and hear due
to old equipment
Lunch time trays
Replace audio equipment/projector for
large touch screen TV with new audio
system
Business Manager
ACFM funding Bid
Summer 2014
Replace lunchtime trays for plates for
children in Year 2 upwards
Business Manager
ACFM funding Bid
Autumn 2014
Re organise entry and exit points for
classes, with cloakrooms that are
positioned outside of classrooms
Business Manager
ACFM funding Bid
Autumn 2014
Reposition the afterschool club so that it
is accessible to parents dropping off and
collecting children
Headteacher
BAC staff
Autumn 2014
Pathways are clear
and separated from
car park, with
handrails
Presentations are
clearer and
accessible to all
children
Plates used are less
cumbersome to
carry for children
aged Y2 upwards
Children enter and
exit school close to
their classrooms,
with a locker each
to store personal
belongings
After school club
has it’s own entry
and exit point, with
access to a nearby
kitchen
School is more
accessible for
3
4
Cloakrooms are far from the
existing classrooms
5
After school Club is positioned
away from the kitchen and
without it’s own access
2
Improve physical access to the
school.
Provide automatic doors to the front
entrance
Disability/access
advisers
Summer
2014
Business
Manager
- pupil
conference
School Councilpupil conference
School Councilpupil conference
Headteacher/
BAC staffparent
consutlation
L.A.
Headteacher.
4
£3000 per entrance
£10,000
onwards
anyone with a
physical disability
Feedback from
parents &
visitors
DDA compliant doors to all other access
points for pupils and internal doors
6
7
9
10
No CCTV to check on safety of
pupils
Implement CCTV on four main entry and
exit points for school
Business Manager
Contractor
£1500
Summer 2014
Improved security
Headteacher
Caretakers
Four of our classrooms are
difficult to enter from outside or
exit in an emergency as they are
old, wooden and are prone to
swelling in wet weather.
Replace these four exit doors with white
coated aluminium doors to match the
existing recommended doors in Phase 2.
Headteacher
£5K
Summer 2015
New doors do not
swell and stick, thus
making access and
exit much easier.
Business
Manager/
Caretaker
In older toilets we are still using
paper towel dispensers. These
towels, when wet, can be
hazardous and cause children to
slip.
Replace these with Dyson Airblade driers
in line with recommended driers in
Phases 1 & 2.
Business Manager
£699:99 each =
£1399:98
Summer 2015
Automated driers in
all children’s’ toilets
throughout the
school.
Business
Manager/
Caretaker
L.A.
Head Teacher
Admin Staff
SENCo
On-going
If needed the school
can provide
information in
alternative formats
Head Teacher
Feedback from
parents and
staff.
Head Teacher.
SENCo
Caretaker
On-going as
req’d
Physical accessibility
of the school is
increased
Head Teacher
Feedback from
pupils.
Availability of written material in
alternative formats
Consider visibility of external
steps for parents or pupils with
visual impairment
School makes itself aware of the services
available through its LA/United Learning
for converting written information into
alternative formats.
* Paint edges of steps in all external
areas.
5
12
13
15
16
Raise staff/pupil awareness of
disabilities issues.
Promote disability equality via
 Staff meetings.
 PSHCE lessons.
 Assemblies.
 Celebrating difference.
 Invitation for a visitor with
disability to talk to staff and
children
Whole staff
February
Increased whole
2015 onwards school awareness of
disability issues.
Ensure that all school trips &
residential visits are accessible for
pupils with learning or physical
disabilities.
Thorough planning.
Advance visits.
Risk assessments.
Visit leaders.
Educational Visits CoOrdinator.
Head Teacher
.
On-going
Strive to ensure curriculum is fully
accessible to pupils with any type
of difficulty or disability.
Consider alternative communication
systems.
Consider the way in which information is
presented to pupils.
Consider ways in which pupils can
communicate their ideas.
All Staff.
Subject leaders.
Advisors for sensory
impairments/ visual
impairment and
speech and language
services.
SENCO
On-going
Curriculum is fully
accessible for all
pupils.
School policies make reference to
provision for pupils with
difficulties &
disabilities (particularly PE)
Policies to include:
 Content
 Strategies
 Resources
That could be employed when planning
for pupils with difficulties or disabilities.
Whole staff.
Subject leaders.
Advisors.
Summer 2015
onwards
Policies include
provision for pupils
with difficulties or
disabilities
School trips &
residential visits
are accessible for
all pupils.
SENCo
All staff.
Head Teacher
School Visits Coordinator.
Trip leaders.
Feedback from
pupils
Head Teacher
SLT.
SENCo.
Head Teacher
Subject leaders.
6
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