Accessibility Policy

Accessibility Policy

Click here to download the PDF Accessibility and Plan

CHANCERY EDUCATION TRUST

DAVIDSON PRIMARY ACADEMY

ACCESSIBILITY POLICY AND PLAN

SEPTEMBER 2016

ACCESSIBILITY POLICY

ACCESSIBILITY PLAN 2016-2019

Purpose 

This policy and plan is drawn up in accordance with the planning duty in the Disability Discrimination Act (DDA) 1995. The SEN and Disability Act 2001 (SENDA) amended part 4 of the DDA so that it became applicable to education and to prevent discrimination against disabled people in their access to education.

This legislation places three key duties on the academy:

  • Not to treat disabled pupils less favourably for a reason related to their disability;
  • To make reasonable adjustments for disabled students, so that they are not at a substantial disadvantage; and
  • Plan to increase access for disabled students.

Definition of Disability:

The Equalities Act 2010 defines disability as follows:

“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 perform normal day-to-day activities”.

Linked Policies

This policy should be read in conjunction with the Equal Opportunities Policy, SEND Policy and Child Protection (Safeguarding) Policy.

Key Objective

To reduce and eliminate barriers to access the curriculum and to do all that we can to ensure full participation in the Academy community for pupils and prospective pupils with a disability.

The Academy aims to meet the needs of disabled staff and parents and visitors to the Academy so that they are accommodated within our environment, as far as is reasonably practical.

Our Accessibility Plan will aim to:

  • Increase the extent to which disabled pupils can participate in the Academy curriculum;
  • Improve the physical environment of the Academy to increase the extent to which disabled pupils can take advantage of the educational provision and associated services; and
  • Improve the delivery of information for disabled pupils which is provided to students who are not disabled, taking account of the views expressed by pupils and their parents about their preferred means of communication.

Accessibility Plan Principles

This Accessibility Policy and Plan are drawn up in compliance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. Governors are accountable for ensuring the implementation, review and reporting on progress of the Accessibility Plan over a prescribed period.

  1. We are committed to providing an accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
  1. Pickhurst Academy plans, over time, to ensure the accessibility of provision for all pupils, staff and visitors to the school.
  1. An Accessibility Plan will be drawn up to cover a three-year period. The plan will be reviewed annually and updated every three years.
  1. The Accessibility Plan will contain relevant actions to:
  • Improve access to the physical environment of the school, adding specialist facilities as necessary. This covers reasonable adjustments to the physical environment of the school and physical aids to access education.
  • Increase access to the curriculum for pupils with a disability, expanding and making reasonable adjustments to the curriculum as necessary to ensure that pupils with a disability are as, equally, prepared for life as are the able-bodied pupils; (If a school fails to do this they are in breach of the DDA). This covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits. It also covers the provision of specialist aids and equipment, which may assist these pupils in accessing the curriculum.
  • Improve and make reasonable adjustments to the delivery of written information to pupils, staff, parents and visitors with disabilities. Examples might include handouts, timetables, textbooks and information about the school and school events. The information should be made available in various preferred formats within a reasonable time frame.
  1. The Action Plan for physical accessibility relates to the Access Audit of the School, which is undertaken regularly. It may not be feasible to undertake some of the works during the life of this Accessibility Plan and therefore some items will roll forward into subsequent plans. The audit will need to be revisited prior to the end of each first three-year plan period in order to inform the development of the new Plan for the following period.
  1. As curriculum policies are reviewed, a section relating to access will be added to that on Equality and Diversity. The terms of reference for all governors’ committees will contain an item on “having regard to matters relating to Access”.
  1. The Academy website will make reference to this Accessibility Plan.
  1. The Academy’s complaints procedure covers the Accessibility Plan.
  1. Information about our Accessibility Plan will be published in the Governors’ Annual Report to Parents (statutory).
  1. The Plan will be monitored by Governors through the Standards and the Premises Committees.
  1. The Plan will be monitored by Ofsted as part of their inspection cycle.
  1. We acknowledge that there is a need for on-going awareness raising and training for staff and governors in the matter of disability discrimination and the need to inform attitudes on this matter.

Contextual Information 

Pickhurst Academy has been in its current location since 1956. The main school building is a two-storey construction. Two additional satellite buildings house Year 5 classes, Year 6 classes, Intervention Room and Media Suite. 

At present we have no wheelchair dependent pupils, parents or members of staff.

Current Range of Known Disabilities

The Academy has children with a range of disabilities to include moderate and specific learning disabilities.

Some children have medical needs such as; asthma, epilepsy, diabetes, autism Autistic Spectrum Disorder and others have severe allergic life-threatening allergies.  Some of these children require the administration of medicines. 

Administration of Medicines consent forms are filled in by parents/carers outlining the reason for the medicine, the amount and time of medication. All medical information is collated and available to staff, and next to the central first aid point in the main school office. All staff are aware of these children including supply staff & catering staff.

All medication is kept in a central safe and secure place, which has easy access for First Aiders. All medication that is given is recorded by a First Aider and must be prescribed.  The Academy have competent First Aiders who hold current First Aid Certificates.

It is the parent/carers responsibility to ensure all medication is in date and to ensure the academy has all necessary medication on site at all times for their child.

Inhalers are kept in the classrooms and a record of use is noted.

Children with severe allergies or food intolerances have two epipens and or anapens in school at all times.

Staff and catering staff are aware of pupils who have special dietary requirements, including any with cultural food choices.

We also have a small number of pupils and parents who have a hearing impairment and pupils with dyslexia.

When a pupil’s disability might prevent access to the curriculum we seek to modify our approach to the curriculum or to alter our physical arrangements. 

Practical examples of how we achieve this have been:

  • Providing pupils with physical disabilities with appropriately adapted or different activities within PE
  • Providing opportunities for individual additional support within and outside the classroom
  • Provision of assistive technology e.g., Soundfield systems, specialist audiology equipment
  • The use of symbol systems e.g., Makaton and visual and practical resources
  • Reorganising classroom layout to improve pupil movement

Increase access for disabled pupils to the school curriculum

Improving teaching and learning lies at the heart of the Academy’s work.  Through self-review and Continuous Professional Development (CPD), we aim to enhance staff knowledge, skills and understanding to promote excellent teaching and learning for all children.  It is a core value of the Academy that all children are enabled to participate fully in the broader life of the school.  Consequently, all children have always been permitted to attend age relevant after school clubs, leisure and cultural activities and educational visits.

Improving access to the physical environment of the school

Pickhurst Academy is continuing to grow in size to accommodate the needs of the outstanding provision it provides. The Premises Committee takes into consideration accessibility improvements for all users of the site within the decision-making of its refurbishment projects subject to its budget constraints.  Provision, in exceptional cases, will be negotiated when a pupil’s specific needs are known.

We have a wide range of equipment and resources available for day-to-day use.  We keep resource provision under constant review.  The School’s Development Planning process is the vehicle for considering such needs on an annual basis.

Improving the delivery of written information to disabled pupils/parents

This will include planning to make written information that is normally provided by the Academy to its pupils available to disabled pupils.  Examples might include; hand-outs, textbooks and information about school events.  The information should take into account of pupils’/parents’ disabilities and preferred formats and be made available within a reasonable timeframe.

In planning to make written information available to disabled pupils we again need to establish the current level of need and be able to respond to changes in the range of need.  The Academy will need to identify agencies and sources of such materials to be able to make the provision when required.  The Academy’s ICT infrastructure will enable us to access a range of materials supportive to need.

EQUALITY, INCLUSION & ACCESS TO THE CURRICULUM

Target

Strategies

Timeframe

Responsibility

Success Criteria

Monitoring Progress

To ensure that the Accessibility Plan becomes an annual item at the FGB meetings

Clerk to Governors to add to list for FGB meetings

Annually

Executive Assistant / Clerk to FGB

Adherence to legislation

CEO

Ensure teaching staff have specific training on disability issues

Review staff training needs – Audit of staff’s current skills/training and experience.

Staff in school with specialised expertise and qualifications include: Accredited Training for Pupils with Autism

Specialist Dyslexic teaching

Restorative Approaches

LPSLBA (London Programme for Specialist Leaders in Behaviour & Attendance)

Emotional Literacy Support Assistants

Staff induction procedures include reference to disability

Staff have access to appropriate CPD

On-going

As required

As required

Assistant Headteacher/Pupil Learning Support / SENCO

Principal / HR Officer

Assistant Headteacher/Pupil Learning Support / SENCO

Whole school community aware of issues.

Raised confidence of staff who are secure in their ability to enable pupils with learning difficulties and disabilities to access more of the curriculum.

Training covered in 2016:

Supporting Pupils with Autistic Spectrum Disorder, Dyslexia, Sensory Support,

De-escalation techniques & Medical Needs

Induction procedures / handbook etc. to be updated and issued by the Trust

All teachers are able to more fully meet the requirements of disabled children’s needs with regards to accessing the curriculum

CEO / Principal

CEO / Principal

CEO / Principal

 

EQUALITY, INCLUSION & ACCESS TO THE CURRICULUM (Cont’d)

Target

Strategies/Tasks

Timeframe

Responsibility

Success Criteria

Monitoring Progress

Ensure teaching staff have specific training on disability issues (Cont’d)

New staff to receive training in anaphylaxis and use of epipen/anapens

Members of staff to be first aid trained or attend refresher courses

As required

As required

School Nurse

HR Officer / Trust Administrator to notify staff – due for renewal

Increase in access to the curriculum

Increase in access to the curriculum

CEO / Principal

CEO / Principal

Increase confidence of all staff in differentiating the curriculum

SENCO and School Nurse to produce/review and distribute care plans for pupils who need them

Ensure relevant support staff are engaged in supportive visits from external agencies e.g., occupational therapists, educational psychologist, CAMHS, Autism, Dyslexia, hearing impairment advisors

As required

As required

Assistant Headteacher / Pupil Learning Support / SENCO

Class Teachers / Assistant Headteacher / Pupil Learning Support / SENCO

Increase in access to the curriculum

All staff are aware of individual’s needs

CEO / Principal

CEO / Principal

To ensure that all policies consider the implications of disability access

Consider during review of policies

On-going

SLT / Trust Administrator

Policies reflect current legislation

CEO / Principal

To ensure that all children are able to access all out-of-school activities. E.g., clubs, trips etc.

Review of out of school provision to ensure compliance with legislation

On-going

Assistant Headteacher / Pupil Learning Support / SENCO

All providers of out-of-school education will comply with legislation to ensure that the needs of all children are met

Principal

EQUALITY, INCLUSION & ACCESS TO THE CURRICULUM (Cont’d)

Target

Strategies/Tasks

Timeframe

Responsibility

Success Criteria

Monitoring Progress

Provide specialist equipment to promote participation in learning by all pupils

Assess the needs of the children in each class and provide equipment as needed e.g., headphones, writing slopes yellow paper, screen covers etc, and to take into consideration a child’s sensory needs

Termly

Assistant Headteacher / Pupil Learning Support / SENCO

Children will develop independent learning skills

Principal

To meet the needs of individuals during statutory end of KS2 tests

Children will be assessed in accordance with regular classroom practice, and additional time, use of equipment etc., will be applied for as needed

Annually

Assistant Headteacher & Progress Champion

Barriers to learning will be reduced or removed, enabling children to achieve their full potential

CEO / Principal

Use ICT software to support learning

Ensure ICT appropriate for pupils with disabilities

Make sure software is installed where needed

As required

ICT Coordinator

Wider user of SEND resources in classrooms

Principal

All educational visits to be accessible to all

Develop guidance for staff on making trips accessible

Ensure each new venue is vetted for appropriateness

Educational Visits Policy to be reviewed

As required

Sept 2016

Principal / EVC

EVC / Trust Administrator

All pupils in school able to access all educational visits and take part in a range of activities

Principal

Review PE curriculum to ensure PE accessible to all

Gather information on accessible PR and disability sports

Seek disabled sports people to come into school

As required

PE Coordinator /

Assistant Headteacher and Head of Curriculum Development

All to able access to PE and able to excel

Principal

EQUALITY, INCLUSION & ACCESS TO THE CURRICULUM (Cont’d)

Target

Strategies/Tasks

Timeframe

Responsibility

Success Criteria

Monitoring Progress

Review curriculum areas and planning to include disability issues

Include specific reference to disability equality in all curriculum reviews

2016/17

Assistant Headteacher and Head of Curriculum Development

Curriculum reviews to reference specifically disability equality

Principal

Main academy reception area

Welcome signage in place in various languages.

We will place braille signs to the right of all doors if we have a visually impaired member of the school community 

2016

As required

School Office

Estate Manager

ALL people feel they are welcome in school

CEO / Principal

             

IMPROVING ACCESS TO PHYSICAL ENVIRONMENT (Cont’d)

Targets

Strategies

Timeframe

Responsibility

Success Criteria

Monitoring Progress

To ensure that where possible making reasonable adjustments to the school buildings and grounds are accessible for all children and adults. (Continue to improve access to the school’s physical environment for all)

Layout of school to allow access for all pupils to all areas To take account of the needs of pupils and visitors with physical difficulties and sensory impairment when planning and undertaking future improvements and refurbishments of the site and premises

Undertake an audit of accessibility of school buildings and grounds.

Consider needs of disabled pupils, parents/carers or visitors when considering any redesign/refurbishment works

Personal care is managed effectively – making reasonable physical adaptations as required.

Annually suggest reasonable actions and implement as budget allows

On-going

Principal / Premises Committee / Estate Manager/Surveyor assigned to Academy

Principal / Premises Committee / Estate Manager / Surveyor /

Director of Finance & Personnel

Adaptations to increase accessibility within budget constraints

Re-designed buildings are usable by all

CEO

CEO

Disabled parking facilities on the Academy site

Allocate a disabled parking space on site.  Clearly marked/identifiable to visitors for disabled use only

Spring 2016

Estate Manager

To assist with access to school

Principal / Premises Committee

Ensure everyone has access to the reception area

Ensure that there is nothing preventing wheelchair access. A bell is available on the reception counter so that wheelchair users can get the attention of staff in the office. Seating is provided within the reception waiting area

Daily checks to ensure area is clear of obstruction

Estate Manager

Wheelchair users can enter the building with ease

Principal

IMPROVING ACCESS TO PHYSICAL ENVIRONMENT (Cont’d)

Targets

Strategies/Tasks

Timeframe

Responsibility

Success Criteria

Monitoring Progress

Provide hearing loops e.g., Soundfield Systems in classrooms/main hall to support pupils with a hearing impairment

Take advice on appropriate equipment to ensure compatibility with existing equipment within classrooms and main school hall.  To seek/apply for additional support funding/grants as required

2016

Director of Finance & Personnel

All children have access to the curriculum

Principal / Premises Committee

Improve signage and external access for visually impaired people (For all stakeholders e.g., Parents/carers, visitors, hirers of school premises etc.

Yellow strip/paint on step edges to external step areas and door thresholds

Check exterior lighting is working on a regular basis

On-going

Checks through H&S walk rounds

Estate Manager

Step edges / thresholds to be re-done as needed throughout the year

Principal / Premises Committee

Ensure all disabled pupils can be safely evacuated

Create Personal Emergency Evacuation Plans (PEEP) for all pupils with difficulties

Develop a system to ensure all staff are aware of their responsibilities

Ensure flashing beacons linked to the fire alarm system are fitted within all toilet areas to alert hearing impaired/deaf pupils in fire / emergency situations the alarm to evacuate the building has been activated

As required

Summer 2018

Assistant Headteacher / Pupil Learning Support / SENCO

Estate Manager

All disabled pupils and staff working with them are safe in the event of a fire. 

Principal

Principal / Premises Committee

IMPROVING DELIVERY OF WRITTEN INFORMATION TO DISABLED PUPILS’ / PARENTS

Targets

Strategies/Tasks

Timeframe

Responsibility

Success Criteria

Monitoring Progress

To make documents/information available in alternative formats

Identify pupils, parents and members of the local community who may need to access information in different formats e.g., interpreters, signers.

Large print formats as required.

Review accessibility of newsletter and letters for parents

Translation tool to be added to the Academy website to allow multi-lingual access

Monitor update of documents in alternative formats

Ensure the Academy Prospectus is available via the school website

As required

As required

As required

Sept 2016

As required

2017

School Office

School Office

School Office

School Office

School Office

Pupils and/or parents feel supported and included

The Academy provides for pupils, parents and local community who may need access to information in different format

To ensure access for all

Written information will be provided in alternative formats as necessary

School website will become accessible to all. The Assistant Headteacher / Pupil Learning Support / SENCO to inform Trust Administrator of new any additional languages to be added as required

Office Staff to record number / type of alternative formats provided

For ease of access for all stakeholders

Assistant Headteacher / Pupil Learning Support / SENCO

Principal

Principal

Executive Assistant / Trust Administrator

Assistant Headteacher (KD)

Executive Assistant / Trust Administrator

IMPROVING DELIVERY OF WRITTEN INFORMATION TO DISABLED PUPILS’ / PARENTS

Targets

Strategies/Tasks

Timeframe

Responsibility

Success Criteria

Monitoring Progress

To ensure that parents who are unable to attend the Academy, because of a disability, can access parents’ evenings

Staff to hold parents’ evenings by phone or send home written information

Termly

Class Teachers

Parents are informed of their children’s progress

Assistant Headteacher / Pupil Learning Support / SENCO

Ensure all staff are aware of guidance on accessible formats

Guidance to staff on dyslexia and accessible information

On-going

Assistant Headteacher / Pupil Learning Support / SENCO

Staff produce their own information

Assistant Headteacher and Head of Curriculum Development

Annual Review information to be accessible as possible

Develop/review child friendly review formats

On-going

Assistant Headteacher / Pupil Learning Support / SENCO

Staff more aware of pupils preferred method of communication

Principal

Languages other than English to be visible in the Academy

Some welcome signs to be multi-lingual

2016

EAL Co-ordinator

Confidence of parents to access their child’s education

Assistant Headteacher / Pupil Learning Support / SENCO

Monitoring and Implementation

The Accessibility plan will be reviewed annually and updated every three years

 

Name

Date

Policy written by

Penelope Tait

01/09/16

Agreed by Committee

Premises Committee

06/10/16

Adopted by Governing Body

Full Governing Board

18/10/16

To be reviewed every three years

Review by

   

Review by Committee

   

Adopted by Governing Body

   

To be reviewed: Autumn Term 2019

Translate »