Menu
School breaks up for half term on Friday 23rd October at normal time - school reumes on Tuesday 3rd November 2020 at normal time (Monday 2nd November is a staff training day so is closed to all pupils)
Home Page

South Wonston Primary School Together, we will nurture, inspire, challenge and achieve

Accessibility Policy

 

SOUTH WONSTON PRIMARY SCHOOL

ACCESSIBILITY POLICY

 

Introduction

This policy is drawn up in accordance with the planning duty in the Disability Discrimination Act 1995, as amended by the SEN and Disability Act 2001 (SENDA). It draws on the guidance set out in ‘’Accessible Schools: Planning to increase access to schools for disabled pupils’’, issued by DfES in July 2002.

 

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.’’

 

Key Objective

To reduce and eliminate barriers to access to the curriculum and to full participation in the school community for pupils, and prospective pupils, staff, volunteers and visitors with a disability.

 

Principles

  • Compliance with the DDA is consistent with the school’s aims and single equalities policy, and the operation of the school’s SEN policy;
  • The school recognises its duty under the DDA (as amended by the SENDA):
  • Not to discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services
  • Not to treat disabled pupils less favourably
  • To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage
  • To publish an Accessibility Plan.
  • In performing their duties, governors and staff will have regard to the Disability Rights Commission (DRC) Code of Practice (2002);
  • The school recognises and values parents’ knowledge of their child’s disability and its effect on his/her ability to carry out normal activities, and respects the parents’ and child’s right to confidentiality;

·    The 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 2014 framework, which underpin the development of a more inclusive curriculum:

  • Setting suitable learning challenges
  • Responding to pupils’ diverse needs
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

 

Activity

 

  1. 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.
  • The school’s SENCO, in conjunction with class teachers, has the day-to-day responsibility for monitoring the progress and attainment of pupils with disabilities, and ensuring that reasonable adjustments are made to enable them to access the curriculum, and wider school activities. This may include the deployment of teaching assistants as appropriate to facilitate participation.
  • Staff will be provided with appropriate training to enable them to devise a curriculum which seeks to remove potential barriers to learning and addresses the needs of all pupils. The curriculum will also include opportunities to raise awareness of disability in order to promote understanding.

 

 

b) 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.

 

In our school community this year (2016/17) we have 5 pupils with an EHCP and 51 pupils on the SEND register who all have Individual Pupil Support Plans. Parents of 74 children have notified the school that their child has a medical condition that could either affect their learning or their health. In the majority of cases, this is an intermittent or remediable medical condition such temporary hearing difficulties, allergies and asthma, or poor vision corrected· The 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 2014 framework, which underpin the development of a more inclusive curriculum:

 

  • Setting suitable learning challenges
  • Responding to pupils’ diverse needs
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

 

Activity

 

  1. 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.
  • The school’s SENCO, in conjunction with class teachers, has the day-to-day responsibility for monitoring the progress and attainment of pupils with disabilities, and ensuring that reasonable adjustments are made to enable them to access the curriculum, and wider school activities. This may include the deployment of teaching assistants as appropriate to facilitate participation.
  • Staff will be provided with appropriate training to enable them to devise a curriculum which seeks to remove potential barriers to learning and addresses the needs of all pupils. The curriculum will also include opportunities to raise awareness of disability in order to promote understanding.

 

b) 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.

 

In our school community this year (2016/17) we have 5 pupils with an EHCP and 51 pupils on the SEND register who all have Individual Pupil Support Plans. Parents of 74 children have notified the school that their child has a medical condition that could either affect their learning or their health. In the majority of cases, this is an intermittent or remediable medical condition such temporary hearing difficulties, allergies and asthma, or poor vision corrected

by glasses. We have 3 ‘looked after’ children and 13 children who speak English as an additional language.

 

 

 

c) 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.

 

- Newsletters to parents are available electronically, via ParentMail in Word format in which the font and size of   print can be altered to suit and on the website in PDF format which can be read by text readers.

- Most information is available electronically and can be converted to other appropriate formats.

- The calendar of dates is available in a visual format on the school website.

- Visual timetables are displayed in classrooms.

 

 

Action Plan

See Appendix 1.

 

 

 

Appendix A – Definitions of Disability

A person has a disability if he or she has a physical or mental impairment that is:

· substantial

· long term and

· has an adverse effect on his or her ability to carry out normal everyday activities

 

The definition is broad and includes a wide range of impairments, including learning disabilities, dyslexia, diabetes or epilepsy where the effect of the impairment on the person’s ability to carry out normal day to day activities is adverse, substantial and long term.

 

The definition can include a wide range of impairments such as:

· dyslexia

· autism

· speech and language impairments

· ADHD An impairment does not in itself mean a person is disabled. It is the effect on the person’s ability to carry out normal day-to-day activities that has to be considered.

 

Activities such as:

· mobility

· manual dexterity

· physical co-ordination

· continence

· ability to lift, carry or otherwise move everyday objects

· speech, hearing and eyesight

· memory or ability to concentrate, learn or understand

· perception of risk of physical danger

 

Some people are automatically covered by the definition: those with cancer, multiple sclerosis, HIV infection or a severe disfigurement.

 

Details of disability can be collected in the following ways:

· Pupils – from SEN register, medical record sheets and entry data sheets (SIMS)

· Parents/carers – from disclosure to the school or from data entry sheets.

· Staff – disclosure to the Headteacher in confidence.

 

Disability information can be grouped according to type:

 

Type of disability

Including

Comments

Physical impairment

Mobility difficulties, limb malformation, missing limb

 

Sensory impairment

Sight and hearing impairment

Sight problems corrected with glasses or lenses do not qualify

Learning Difficulty, including Specific Learning Difficulty

Dyslexia, dyscalculia and dyspraxia

 

Medical condition

Diabetes, arthritis, cancer, depression and many other conditions which require long term treatment

 

Social, emotional and behavioural difficulties

Behaviour and emotional differences which impact on daily life such as ADHD, ASD and Obsessive Compulsive Disorder

 

Speech and language

Development delay or physical difficulties leading to additional Speech and Language needs

 

 

 

 

 

 

Appendix 1

 

 

 

APPENDIX 1:    ACCESS PLAN     2017 - 2020

Priority 1: Physical Access  

OBJECTIVE

Action

Lead person

Success Criteria

Timescale

Monitoring and Evaluation

To review the physical environment of the school with regards accessibility by disabled users.

 

 

To assess individual needs of disabled pupils to determine any personal equipment needs and/or additional support.

Reorganise classrooms so physically disabled or sight impaired staff / pupils are not accommodated in  classrooms accessed via a flight of steps due to fire exit restrictions

(New pupils – liaise with parents/portage/relevant agencies/ previous setting)

SENCo

The school is aware of disabled pupils’ needs and able to prioritise in order to meet the needs (access funding where possible)

 

 

On-going as need arises

Annual monitoring

 

To address issues of sunlight and glare by Commissioning quotes for anti-glare film for Classrooms. Purchase and install on a prioritised basis

Site Manager

Blinds  or anti-glare film installed in classrooms / rooms that are affected

 

Summer  2017

JB/ GB

 

Long term – To provided automatic doors to front entrance

HT/

Governors

Main entrance has automatic doors.

When finance allows

GB

 

Review current sound proofing arrangements in Year 1 classrooms

Site Manager/ Govs

An improved system is put into place to reduce noise and echo if necessary.

When finance allows

GB/staff

A

Priority 2: Curriculum Access

OBJECTIVE

Action

Lead person

Success Criteria

Timescale

 

Monitoring and Evaluation

Continue to develop staff knowledge and understanding of inclusive classroom practice and on issues faced by different disability.

Continue to provided training for all staff so that there is a deeper understanding of how to facilitate access for pupils with disabilities including:

  • ADHD
  • ASD
  • Dyslexia
  • Impaired sight / hearing

 

  Linzi Carter - SENCo

Teachers and TA’s benefit from a rolling programme of training and updates regarding inclusion of pupils with specific needs across the curriculum

Specific courses for TA’s/ teachers working with individuals e.g. ASD – mean that staff are more aware of particular needs ensuring inclusion.

Ongoing as needs arise.

 

Annual refresher training for staff delivered by SENCo

-review through Performance management of staff.

 

HT /GB

 

 

To increase the extent to which disabled pupils can participate in the school curriculum

To monitor and ensure that disabled pupils are able to access the full range of curricular and extra-curricular activities, making reasonable adjustments where required, including the provision of additional adult support if appropriate.

SENCo

Pupils with disabilities take part in all school trips (curriculum) and extra-curricular activities which they choose, including residential trips, swimming and sports. Risk assessments completed and adjustments made as appropriate eg supervision levels, specialist support etc.

Monitoring shows that disabled pupils are engaging in extra-curricular activities.

On-going

On-going

 

 

Assessment leader and SENCo tracks attainment and progress of disabled children termly. Outcomes are  discussed with class teacher.

SR/SENCO

SENCO

PSP’s, IBP’s amended as necessary

Teachers personalising the curriculum to meet needs

On-going

HT/GB

Review  the representation of disabled people in books available to the children in the school library.

To raise awareness and increase understanding of disabilities amongst pupils through assemblies & PHSE lessons

 

Librarian / English Leader & ELSA to audit books and purchase additional materials as available and required.

TW/RJ & MF/RD

All pupils have an awareness of some disabilities and can demonstrate an understanding of the difficulties faced by pupils with disabilities.

More books available in library and for staff to use as part of the PHSE curriculum

Summer 2017

 

HT/GB

Priority 3: Access to information

OBJECTIVE

Action

Lead person

Success Criteria

Timescale

 

Monitoring and Evaluation

Information available in alternative sizes or on different coloured paper

  • Admin staff and teachers/TA’s produce information as required in alternative forms ( coloured paper, increased font size, type face, braille)
  • For partially sighted or visually impaired arrange for either verbal transcript or Braille copy. AO to ensure information is known as to where to access this service
  • Updated school website allows for change of font size and screen resolution
  • To publicise this commitments through the school website.

Admin officer/  HT/SENCo

As required, pupils / parents are able to access materials in an appropriate format

On-going

HT

gradient
Top