Our School Values

We want everyone at East Boldon Juniors to ‘Be the best that we can be’. Our school is a happy and secure school where everyone is valued and has every opportunity to realise their full potential. There are high expectations for all.

The following four values underpin our Ethos ‘Be the best that we can be’

Be ready to learn
Be prepared to be challenged
Be responsible for our actions
Be kind to our school family

Aims

East Boldon Junior School is an inclusive school and our values reflect our commitment to a school where there are high expectations for everyone.

We aim to treat all pupils fairly and with respect, and this involves providing access and opportunities for all pupils without discrimination of any kind. Everyone in our school is important and included. Children are provided with high quality learning opportunities so that each child attains and achieves all that they are able to.

We promote an ethos of care and trust where every member of our school community feels that they truly belong and are valued.

Legislation and guidance

This document meets the requirements of schedule 10 of the Equality Act 2010 and the Department for Education (DfE) guidance for schools on the Equality Act 2010.

The Equality Act 2010 defines an individual as disabled 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 undertake normal day to day activities.

Definition of special educational needs

In this policy, ‘special educational needs’ refers to a learning difficulty that requires special educational provision. The Special Educational Needs and Disability (SEND) Code of Practice 0 to 25 Years (DfE, 2014) says children have a learning difficulty or disability if they:

• have significantly greater difficulty in learning than the majority of children of the same age; or

• have a disability which prevents or hinders them from making use of facilities of a kind generally provided for children of the same age in mainstream schools or post16 institutions; and

• are under compulsory school age and are likely to fall within either of the definitions above when they reach compulsory school age or would do so if special educational provision was not made for them.

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. Under the SEND Code of Practice, ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. The definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.

Our Special Educational Needs Policy and Information Report outlines the school’s provision for supporting pupils with special educational needs and disabilities (SEND), and the Equality Policy and Objectives explains how we ensure equal opportunities for all our pupils, increased access to the curriculum, physical access to the school and access to information particular to students with SEND. This Accessibility Plan provides an outline of how the school will manage this part of the SEND provision.

Schools are required to make ‘reasonable adjustments’ for pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled pupil faces in comparison with non-disabled pupils. This can include, for example, the provision of an auxiliary aid or adjustments to premises.

Schools are required under the Equality Act 2010 to have an accessibility plan. East Boldon Juniors Accessibility Plan will:

1. Increase the extent to which disabled pupils can participate in the curriculum

2. Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided

3. Improve the availability of accessible information to disabled pupils

The Accessibility Plan will be published on the school website.

East Boldon Juniors Accessibility Plan should be read in conjunction with the following school policies:

• SEND policy and information report

• Teaching and Learning policy

• Behaviour policy

• School improvement plan

• Equalities

• Health and Safety

• Administering medicine policy

• Positive behaviour policy

East Boldon Juniors’ building is fully DDA compliant and in line with building regulations.

Next review: November 2027

Signed: Mr T Shenton Head Teacher

Signed: Mrs M Skevington Chair of Governors

1. Improving access to and participation within the curriculum
To increase the extent to which disabled pupils can participate in the school curriculum. Our aim at EBJ is to reduce and eliminate barriers to access to the curriculum and to ensure full participation in the school community for pupils, and prospective pupils, with a disability.
Target/Issue	Lead	Strategy/Action	Resources	Timescale	Success Criteria
SEND and Medical register and information on children with additional needs to be updated.	SENDCo	Ensure SEND register reflects current pupils being supported. Annotate SEND register with relevant developments. Ensure Medical register and Care plans are up-to-date. Make SEND and medical needs clearer on scholar pack and in teachers class folders. Meet with parents of children whose care plans/ documentation needs updating.	SEND register Child Centered Plans	This term	SEN and Medical needs will be up-to-date. Teachers and TAs will be aware of the needs of children in their class.
SEN and Medical needs will be up-to-date. Teachers and TAs will be aware of the needs of children in their class.	SENDCo SLT	Introductory meetings in the autumn term to teachers and SENDCo, followed by termly meetings with parents and carers. Termly review meetings with parents of children with LSPs and EHCPs.	Up-to-date CCPs and EHPs	Ongoing	Increased engagement of parents/carers
Effective communications with nurseries and schools to provide a quality transition	SENDCo	To identify pupils who may need additional to or different provision for the September and mid-year intake. SENDCo to attend Local SEND Hub and build relations with other local SENDCOs	Teacher/SENDCo time	Ongoing	Transition for children from East Boldon Infants is smooth with adequate and appropriate resources and provision.
Training for staff on increasing access to the curriculum for all learners and removing potential barriers	SENDCo	Audit Staff strengths/gaps in knowledge. Internal and external training from outside agencies- Autism support team, Speech and language, EP and OT etc TA training on adapting lessons for their 1:1 pupils. Staff meetings addressing inclusive practice and SEND procedures. SENDCO to do 1:1 sessions with teachers	Staff meeting TA training SENDCo/Teachers’ time External agency training	One year	Staff confidence in adapting the curriculum is improved. Children’s participation in the curriculum is more broad and effective.
Use appropriate assessment tools and activities for children working pre-key stage	SENDCo	Ensure staff are familiar with LA pre-key stage moderation materials	SENDCo/Teachers’ time External agency support	One year	Children working pre key stage will have consistent approaches for assessment. Children working pre key stage will access every subject in a tailored way
To ensure that the medical needs of all pupils are met fully within the capability of the school	SENDCo	To conduct parent interviews To liaise with external agencies Make relevant referrals to external agencies To identify training needs	Staff meeting TA training	Ongoing	All advice acted upon. All pupils’ needs are met and they are able to access the curriculum.
Appropriate use of specialised equipment to benefit individual pupils and staff	SENDCo	iPads/Chromebooks available to support children with difficulties Sloping boards for children with physical disabilities Coloured overlays or coloured paper for children with visual difficulties or dyslexia Use of wobble cushions, weighted blankets, pencil grips, fidget toys, chew toys etc Monitor and observe use of equipment Eg visual timetable, wobble cushions etc Purchase Widgit to make resources	Audit of equipment and needs Staff training Cost of resources	Ongoing	SEND children have appropriate equipment and resources which supports their learning and remove barriers to learning
Appropriate use of intervention and their success and impact on progress	SENDCo	Track intervention success on Insight Strategically staff interventions to allow for optimum outcomes for pupils with SEN. Have intervention groups across classes/year groups to give more children opportunities to attend interventions. Improve gross and fine motor skills interventions. Improve sensory interventions	Training on new interventions through external professionals Resources required to deliver interventions	One year	Progress and attainment of all children is outstanding
All children are visible in the curriculum and resources	SENDCo	Resources will reflect the needs of the pupils. Teachers will make a conscious effort to show a variety of people with additional needs in their classroom practice.	Books	One year	Children will be able to identify with characters in stories, historical figures and illustrations. They will feel seen in the curriculum and resources.

2. Improving access to the physical environment
To improve the physical environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services.
Target/Issue	Lead	Strategy/Action	Resources	Timescale	Success Criteria
Evaluate day and residential trips	Head Teacher	Ensure all children are included in risk assessments for trips and appropriate support is put in place so children are able to access the trip to its full extent. Pre visits required for residential stays if SEND children are coming.	Risk Assessments Time for pre visit if required	Ongoing	All SEND are able to access all trips during their time at EBJ
Ensure all children feel safe and involved at playtimes	PE Lead Play Leader	Play leaders to encourage children to join in games. Play mentor to report children who may not be involved at playtimes	Training for play leaders Buddy system for vulnerable Y3 pupils	Ongoing	Children feel safe in school – evidence in survey results from children
Maintain safe access round the interior and exterior of the school	Head Teacher Site supervisor H&S Governor	Ensure all areas are safe and cleared to ensure children are safe and walkways and other areas are clear Communication with parents through letters/newsletters/website/1:1 school staff Safety improved with parking	H&S premises walk H&S action plan	Termly	There is safe access throughout the school No accidents or near misses on North Lane
To make effective use of the Sensory Room	SENDCo	Children to use the Sensory Room for regulation. Staff to be taught how to use the equipment in the Sensory Room.	Timetable for Room 11	Ongoing	Children will know where they can go to regulate themselves. Children will be calmer and able to have calming breaks at appropriate intervals.

3. Improve the access and delivery of written information
To improve the delivery of information for disabled pupils and parents
Target/Issue	Lead	Strategy/Action	Resources	Timescale	Success Criteria
Review documentation on website to check accessibility for parents	Head Teacher	Ensure documents are accessible to everyone using commonly known vocabulary. Office to be aware of parents who may need support in accessing materials and assisting with this.	Office manager uses checklist from ICT in Schools	Annually	All parents will be able to be aware of what is happening at school via the website.
Improve use of pictorial communication systems (Widgit)	SENDCo	Purchase Widgit to improve picture communication support. Use Widgit to make classroom resources (eg.word mats, visual timetables, social stories). SENDCo to train on the most effective ways to use Widgit. SENDCo to train all relevant staff members in how to use Widgit.	Training Time for meetings	Ongoing	All school staff aware of disabilities of children in their classes