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Shaftesbury C of E Primary School

Part of the Southern Academy Trust

Accessibility Plan

April 2017 to April 2020

  1. Introduction

All schools must have an Accessibility Plan. This is required by law (the Equality Act 2010).

Accessibility Plans set out how, over time, a school will:

  1. increase access to the curriculum for disabled pupils;
  2. improve the physical environment of the school to increase access for disabled pupils; and
  3. make written information more accessible to disabled pupils by providing information in a range of different ways.

A person has a disability if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.

This is the Accessibility Plan for Shaftesbury C of E Primary School.

  1. Other policies

Our Accessibility Plan complements and supports our:

It should also be read alongside the following school policies, strategies and documents:

  1. Our vision and aims

Shaftesbury C of E Primary School wants everyone within our school to feel welcome, valued and included in the school community. We are committed to providing a fully accessible environment to enable this to happen.

Our pupils are provided with high quality learning opportunities so that each child achieves all that they can. We want all our pupils to feel confident and have a positive view of themselves.  

We want our pupils with a disability to access all elements of school life, including school clubs, activities and trips. We recognise that we may have to do things a little differently to make this happen.

We are committed to taking positive action in the spirit of the Equality Act 2010, by removing disadvantage faced by pupils with a disability and eliminating discrimination.

We will ensure that through whole school training, all staff and governors will be aware of our duties to support children with disabilities, in line with the Equality Act 2010.

In implementing our Accessibility Plan, we will take into account the views, wishes and feelings of our pupils and their families.

  1. Current good practice

Identification

Shaftesbury C of E Primary School asks for information on any disabilities or health conditions in early communications with new parents and carers. We also carefully observe our pupils’ progress and behaviour and will discuss any concerns with parents and carers, as necessary.

Early appointments, often before starting school, occur between the Headteacher, parents and SENDCo to ensure that the school has the correct facilities to cater for pupil need.

Curriculum

Shaftesbury C of E Primary School  has improved access to the curriculum for disabled pupils through the following means:

Physical Environment

Shaftesbury C of E Primary School has already improved the physical environment of the school to increase access for disabled pupils by:

Information

Shaftesbury C of E Primary School already makes written information more accessible to disabled pupils through:

  1. Implementation

Our Accessibility Plan shows how access to Shaftesbury C of E Primary School  will be improved for disabled pupils (and for staff and visitors to the school) and anticipates how we will make reasonable adjustments to support them whenever possible.  We will ensure that we do so within a reasonable timeframe.

Reasonable adjustments are positive actions that help pupils with a disability to fully participate in school life.

In doing this, we have thought about:

Our Accessibility Plan has been written based upon information from Educational Partners and in liaison with pupils, parents, staff and governors of the school. It will advise other school planning documents.

Shaftesbury C of E Primary School  will work in partnership with the Educational Partners in developing and implementing this Accessibility Plan and will adopt in principle the Southern Academy Trust’s Accessibility Policies/Plans.

Environmental or physical works undertaken in the school to improve access will follow and be guided by the relevant building regulations as advised by the Site Surveyor and the Southern Academy Trust’s Accessibility Policies/Plans.

We will consult with experts when new situations regarding pupils with disabilities are experienced.

Shaftesbury C of E Primary School’s Accessibility Plan will be implemented by Paul Lavis, Head teacher, and the Governing Body.

Sufficient resources will be allocated by Shaftesbury C of E Primary School to implement this Accessibility Plan.

  1. Monitoring

The Shaftesbury C of E Primary School  Accessibility Plan covers a three year period but will be reviewed regularly and updated if needed. It will be monitored through the Governing Body.

The governing body, or proprietor will monitor Shaftesbury C of E Primary School’s activity under the Equality Act 2010 (and in particular Schedule 10 regarding Accessibility and Schedule 13 regarding Reasonable Adjustments) and will advise upon the compliance with that duty.

The Shaftesbury C of E Primary School Accessibility Plan may be monitored by Ofsted during Inspection processes in relation to Schedules 10 and 13 of the Equality Act 2010.

The Shaftesbury C of E Primary School  complaints procedure covers the Accessibility Plan.  

 


Shaftesbury Primary School

ACCESSIBILITY  PLAN

September 2017  to  September 2020

 Improving access to the curriculum

What needs to be done?

How will this be achieved?

Who is responsible?

When will this be done?

How can we tell if this is successful?

All out of school activities need to planned in advance to ensure that all pupils with a disability are able to take part.

  1. Ensure all school staff are aware of the duties on schools set out within the Equality Act 2010 and the need to provide reasonable adjustments through INSET training
  2. Review all upcoming out of school activities ensuring that sites are suitable for all children with a disability, whether this be for physical access, to ensure sensory needs can be catered for, etc.
  3. Consider any reasonable adjustments required to enable pupils with a disability to take part in the out of school activities, including travel requirements.
  4. Clear guidelines to be followed for the arranging of any school trips/visits

Headteacher and responsible governor

Senior Leadership Team

Individual class teachers and SENCO

By  April 2017

By  April 2017

By April 2017

By May 2017

  • No out of school activities are planned without consideration of how pupils with a disability will be included;
  • All out of school activities will be conducted in an inclusive environment with providers that comply with all current and future legislative requirements;
  • Pupils with a disability have access to all school activities such as trips out, residential visits, extended schools activities and sporting events
  • Pupils and their families feel included in out of  school activities.

Shaftesbury Primary School

ACCESSIBILITY  PLAN

September 2017  to  September 2020

 Improving the physical environment

This plan is structured in conjunction with the school’s Asset Management Plan, the school Safeguarding File, the School Travel Plan, Health & Safety Audit. The plan considers the essential work necessary to ensure reasonable adjustments have been made to the fabric of the main buildings to accommodate accessibility issues. As far as possible, work has been undertaken on temporary buildings to facilitate accessibility arrangements. In some cases Health & Safety issues necessitate more prompt action.

What needs to be done?

How will this be achieved?

Who is responsible?

When will this be done?

How can we tell if this is successful?

The inside and outside areas of the school require improvement; specifically  the  areas of:

  • disabled access to the new Early Years Village

  1.  Ensure building plans provide the appropriate access for disabled pupils and adults

Headteacher & Site Manager

September 2017

  • The areas outside of the school building are safe and welcoming and the physical environment is improved by removing any hazards;
  • Pupils with disabilities and their families are easily and quickly able to access the school building.

Shaftesbury Primary School

ACCESSIBILITY  PLAN

September 2017  to  September 2020

 Making written information more accessible

What needs to be done?

How will this be achieved?

Who is responsible?

When will this be done?

How can we tell if this is successful?

The availability of written information in accessible formats needs to be reviewed, starting with content on the school’s website

  1. All written information available to pupils and their parents will be considered in detail by the SLT, parent links and the school council. Pupils with a disability will be asked to take part in this activity and give their feedback on how well this information meets their needs. The school will consider the needs of both its current and future pupils during this exercise;
  2. The school will make itself aware of the services available through local charities, providers and the LA for converting written information into alternative formats (e.g. the use of symbols, large font, listening aids etc.) and will research good practice in other schools.

Senior Leadership Team, SENCO, parents, pupils and other staff where appropriate (e.g. Library and Reception staff).

Deputy Headteacher and SENCO (PST)

December

2017

Ongoing

  • All future written information is designed with the specific needs of disabled pupils in mind;
  • Disabled pupils and their parents have an increased awareness of all matters usually communicated via written means;
  • Delivery of said information to disabled pupils and their parents is improved and meeting their requirements.

The awareness of adults working at and for the school needs to be raised, regarding the importance of using a range of communication systems according to individual need

  1. Whole school awareness training regarding methods of communication to aid learning/understanding for pupils with different needs;
  2. A communication audit by SALT and other specialist services as appropriate to the needs of pupils at the school;
  3. Specific training for those developing written information for the school and class teachers supporting pupils with specific needs.

Headteacher & SENDCo

SENDCo

HT

October 2017

October 2017

December 2017

  • Staff are aware of the different ways in which pupils take on and learn new information;
  • Thought is given to all future communication with disabled pupils in mind;
  • The school is more effective in meeting the needs of pupils with a disability;
  • Pupils with a disability and their parents feel welcome and confident that their needs are being met.