Accessibility Plan - Hazeldown Primary School
HAZELDOWN SCHOOL Accessibility Plan We believe that this Accessibility Plan is compliant with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. School Governors are accountable for ensuring the implementation, review and reporting on progress of the Accessibility Plan over a prescribed period. 1. The Hazeldown School Accessibility Plan has been drawn up based upon information supplied by the Local Authority, and in conjunction with pupils, parents, staff and governors of the school and will advise other school planning documents. The Accessibility Plan will be reported upon annually in respect of progress and outcomes, and provide a projected plan for a three year period. This plan was updated in March 2013 and reflects new statutory requirements for the setting of Equality Objectives. 2. The Accessibility Plan is structured to complement and support the school’s Equality Objectives, and will similarly be published on the school website. We understand that the LA will monitor the school’s activity under the Equality Act 2010 (and in particular Schedule 10 regarding Accessibility) and will advise upon the compliance with that duty. 3. We are committed to providing an environment that enables full curriculum access that 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 taking positive action in the spirit of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within the school. 4. The Hazeldown School Accessibility Plan shows how access is to be improved for disabled pupils, staff and visitors to the school in a given timeframe and anticipating the need to make reasonable adjustments to accommodate their needs where practicable. The Accessibility Plan will contain relevant and timely actions to:
increase access to the curriculum for pupils with a disability, expanding 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 duties under the Equalities Act 2010); 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 or auxiliary aids and equipment, which may assist these pupils in accessing the curriculum within a reasonable timeframe improve access to the physical environment of the school, adding specialist facilities as necessary - this covers improvements to the physical environment of the school and physical aids to access education within a reasonable timeframe improve 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 timeframe.
Details are found in the appendix to this plan
5. The definition of disability under the law is a wide one. A disabled person is someone who has a •
Physical or mental impairment that has an adverse, substantial and long term effect on their ability to carry out normal day to day activities.
The definition includes people with a Hearing or Visual Impairment, Cerebral Palsy, Muscular Dystrophy, mental health issues and incontinence. People with ADHD, Autistic Spectrum Disorder, Downs Syndrome and Hydrocephalus are included. Medical conditions such as Cystic Fibrosis, severe Asthma, Diabetes, Cancer, Multiple Sclerosis, Epilepsy, Sickle Cell Anaemia and HIV are deemed disabilities. Facial disfigurement, severe Dyslexia, gross obesity and diagnosed eating disorders are all included. If a person has been disabled in the past (for example, cancer recoverers and people with a history of mental illness) they are still covered by the legislation for the rest of their life. 6. The Accessibility Plan relates to the key aspects of physical environment, curriculum and written information. 7. Whole school training will recognise the need to continue raising awareness for staff and governors on equality issues with reference to the Equality Act 2010. 8. The Accessibility Plan should be read in conjunction with the following school policies, strategies and documents:
Curriculum Policy Equality Objectives (required from April 2012) Single Equality Policy Staff Development Policy Health & Safety Policy (including off-site safety) Special Educational Needs Policy Behaviour Management Policy School Development Plan Asset Management Plan / Suitability Survey School Brochure / Prospectus and Vision Statement
9. The Accessibility Plan for physical accessibility relates to the Access Audit of the School, which was originally undertaken by the Local Authority and subsequently updated by organisations commissioned by the school. It remains the responsibility of the governing body. It may not be feasible to undertake all of the works during the life of this Accessibility Plan and therefore some items will roll forward into subsequent plans. An accessibility audit will be completed by the school prior to the end of each period covering this plan in order to inform the development of a new Accessibility Plan for the ongoing period. 10. Equality Impact Assessments will be undertaken as and when school policies are reviewed. The terms of reference for all governors’ committees will include the need to consider Equality and Diversity issues as required by the Equality Act 2010. 11. The School’s complaints procedure covers the Accessibility Plan. 12. The Accessibility Plan will be published on the school website. 13. The Accessibility Plan will be monitored through the Governors’ Resources Committee.
14. The school will work in partnership with the Local Authority in developing and implementing this Accessibility Plan. 15. The Accessibility Plan may be monitored by Ofsted during Inspection processes in relation to Schedule 10 of the Equality Act 2010 Approved : Resources Committee DATE 3rd July 2013 Review date: Summer Term 2015
Hazeldown School Accessibility Plan 2012-2015 Appendix 1 Previous improvements to note: Disabled WC Double width external doors to classrooms as required Replacement of mobile classrooms with corridor including wheelchair accessible door/level egress to outside New path around the bungalow – no need to negotiate the steep driveway or steps Strand A: Increasing the Extent to which disabled pupils can participate in the school curriculum. Short Term
Medium Term
Target/Issue
Time Scale
Resource Requirements
Management and leadership of SEN/Accessibility across the school – Appointment of new SENCO (Jointly leading Thrive provision) Continue to facilitate liaison with support agencies to ensure rapid response to perceived needs. e.g. visits by the advisory teacher for hearing impaired, visually impaired, speech and language etc To ensure that all staff are fully aware of the obligation to provide an inclusive curriculum, to meet the needs of different groups of learners , by increasing the quality of differentiation of the curriculum and activity matched to need. Audit of library and reading books to ensure positive images of disabled children
Sept 2012
Ongoing finance for the role SENCo training course Buy in to SENCo support (201314) from Babcock LDP As required – SENCo to advise/request
Commission access audit Write medium and long term goals following audit recommendations.
In place and ongoing
Ongoing through 2012-13
SENCo to review IEPs, monitor implementation, progress and access to learning. Active involvement of the SENCo in Pupil Progress Meetings
Spring/Summer 2013
Librarian – funding from 2013-14 development plan
Spring/Summer 2013
Finance
Evidence of Satisfactory Completion Greater awareness of pupils’ needs, adjustments made to learning resources and the curriculum All pupils well supported either generally or specifically with resources to access the curriculum as appropriate to their individual needs. Pupils with SEN make good progress, as planned learning is well matched to meet their needs
Pupils are presented with positive images of disabled children Audit completed
Increasing Accessibility Strand B: Improving
Short Term
Medium Term
the Physical Environment of the school Target/Issue
Time Scale
Resource Requirements
Through ongoing monitoring ensure where possible, that the layout allows access for all pupils.
Ongoing
Regular meetings of Governors resources Committee Ongoing monitoring by SENCo and 1:1 TAs as appropriate
Staff training/reminders of the importance of continued and easy access for disabled throughout school. Personal Emergency Evacuation Plan for Mobility impaired child reviewed in the light of a change of year group Commission Access audit
When required
Staff, team, TA and MTA meetings led by SLT as appropriate.
Raising awareness of issues affecting disability
Sept 2012
1:1 TA and HT
Improved safety – plan in place
Spring/Summer 2013
Finance
Audit completed
Write medium and long term goals following audit recommendations.
Evidence of Satisfactory Completion Clear layout enabling all pupils free flow throughout school
Increasing Accessibility Strand C: Improving the Delivery of Information to Disabled Pupils and Parents Short Term
Target/Issue
Time Scale
Resource Requirements
To ensure that all members of the school community are aware of the need to identify and provide for pupils who need information provided in alternative formats eg large print for visually impaired pupils and visual format for pupils on Autistic spectrum.
Ongoing
Senco monitoring, including IEP work and Pupi progress meetings – focused support as required.
Ensure all information about disability and appropriate/current support on entry to school in FS is obtained through home visits and visits to preschools Amalgamation of the Thrive and SENCo roles to ensure consistency for children and parents
Medium Term
To consult parents, students and other agencies about the school priorities for increasing access to information for pupils with disabilities Commission Access audit Write medium and long term goals following audit recommendations.
Implemented Summer 2012 for Sept 2013 Sept 2012
Evidence of Satisfactory Completion Improved delivery of information for disabled pupils
Improved delivery of information for disabled parents of pupils.
Ongoing
Identifying current pupils and their needs in order to set future targets
Improved consistency for children and parents (as well as staff) – one source of information and direction Improved delivery of information for disabled pupils
Spring/Summer 2013
Finance
Audit completed
increase access to the curriculum for pupils with a disability, expanding 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 duties under the Equalities Act 2010); 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 or auxiliary aids and equipment, which may assist these pupils in accessing the curriculum within a reasonable timeframe improve access to the physical environment of the school, adding specialist facilities as necessary - this covers improvements to the physical environment of the school and physical aids to access education within a reasonable timeframe improve 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 timeframe.
Details are found in the appendix to this plan
5. The definition of disability under the law is a wide one. A disabled person is someone who has a •
Physical or mental impairment that has an adverse, substantial and long term effect on their ability to carry out normal day to day activities.
The definition includes people with a Hearing or Visual Impairment, Cerebral Palsy, Muscular Dystrophy, mental health issues and incontinence. People with ADHD, Autistic Spectrum Disorder, Downs Syndrome and Hydrocephalus are included. Medical conditions such as Cystic Fibrosis, severe Asthma, Diabetes, Cancer, Multiple Sclerosis, Epilepsy, Sickle Cell Anaemia and HIV are deemed disabilities. Facial disfigurement, severe Dyslexia, gross obesity and diagnosed eating disorders are all included. If a person has been disabled in the past (for example, cancer recoverers and people with a history of mental illness) they are still covered by the legislation for the rest of their life. 6. The Accessibility Plan relates to the key aspects of physical environment, curriculum and written information. 7. Whole school training will recognise the need to continue raising awareness for staff and governors on equality issues with reference to the Equality Act 2010. 8. The Accessibility Plan should be read in conjunction with the following school policies, strategies and documents:
Curriculum Policy Equality Objectives (required from April 2012) Single Equality Policy Staff Development Policy Health & Safety Policy (including off-site safety) Special Educational Needs Policy Behaviour Management Policy School Development Plan Asset Management Plan / Suitability Survey School Brochure / Prospectus and Vision Statement
9. The Accessibility Plan for physical accessibility relates to the Access Audit of the School, which was originally undertaken by the Local Authority and subsequently updated by organisations commissioned by the school. It remains the responsibility of the governing body. It may not be feasible to undertake all of the works during the life of this Accessibility Plan and therefore some items will roll forward into subsequent plans. An accessibility audit will be completed by the school prior to the end of each period covering this plan in order to inform the development of a new Accessibility Plan for the ongoing period. 10. Equality Impact Assessments will be undertaken as and when school policies are reviewed. The terms of reference for all governors’ committees will include the need to consider Equality and Diversity issues as required by the Equality Act 2010. 11. The School’s complaints procedure covers the Accessibility Plan. 12. The Accessibility Plan will be published on the school website. 13. The Accessibility Plan will be monitored through the Governors’ Resources Committee.
14. The school will work in partnership with the Local Authority in developing and implementing this Accessibility Plan. 15. The Accessibility Plan may be monitored by Ofsted during Inspection processes in relation to Schedule 10 of the Equality Act 2010 Approved : Resources Committee DATE 3rd July 2013 Review date: Summer Term 2015
Hazeldown School Accessibility Plan 2012-2015 Appendix 1 Previous improvements to note: Disabled WC Double width external doors to classrooms as required Replacement of mobile classrooms with corridor including wheelchair accessible door/level egress to outside New path around the bungalow – no need to negotiate the steep driveway or steps Strand A: Increasing the Extent to which disabled pupils can participate in the school curriculum. Short Term
Medium Term
Target/Issue
Time Scale
Resource Requirements
Management and leadership of SEN/Accessibility across the school – Appointment of new SENCO (Jointly leading Thrive provision) Continue to facilitate liaison with support agencies to ensure rapid response to perceived needs. e.g. visits by the advisory teacher for hearing impaired, visually impaired, speech and language etc To ensure that all staff are fully aware of the obligation to provide an inclusive curriculum, to meet the needs of different groups of learners , by increasing the quality of differentiation of the curriculum and activity matched to need. Audit of library and reading books to ensure positive images of disabled children
Sept 2012
Ongoing finance for the role SENCo training course Buy in to SENCo support (201314) from Babcock LDP As required – SENCo to advise/request
Commission access audit Write medium and long term goals following audit recommendations.
In place and ongoing
Ongoing through 2012-13
SENCo to review IEPs, monitor implementation, progress and access to learning. Active involvement of the SENCo in Pupil Progress Meetings
Spring/Summer 2013
Librarian – funding from 2013-14 development plan
Spring/Summer 2013
Finance
Evidence of Satisfactory Completion Greater awareness of pupils’ needs, adjustments made to learning resources and the curriculum All pupils well supported either generally or specifically with resources to access the curriculum as appropriate to their individual needs. Pupils with SEN make good progress, as planned learning is well matched to meet their needs
Pupils are presented with positive images of disabled children Audit completed
Increasing Accessibility Strand B: Improving
Short Term
Medium Term
the Physical Environment of the school Target/Issue
Time Scale
Resource Requirements
Through ongoing monitoring ensure where possible, that the layout allows access for all pupils.
Ongoing
Regular meetings of Governors resources Committee Ongoing monitoring by SENCo and 1:1 TAs as appropriate
Staff training/reminders of the importance of continued and easy access for disabled throughout school. Personal Emergency Evacuation Plan for Mobility impaired child reviewed in the light of a change of year group Commission Access audit
When required
Staff, team, TA and MTA meetings led by SLT as appropriate.
Raising awareness of issues affecting disability
Sept 2012
1:1 TA and HT
Improved safety – plan in place
Spring/Summer 2013
Finance
Audit completed
Write medium and long term goals following audit recommendations.
Evidence of Satisfactory Completion Clear layout enabling all pupils free flow throughout school
Increasing Accessibility Strand C: Improving the Delivery of Information to Disabled Pupils and Parents Short Term
Target/Issue
Time Scale
Resource Requirements
To ensure that all members of the school community are aware of the need to identify and provide for pupils who need information provided in alternative formats eg large print for visually impaired pupils and visual format for pupils on Autistic spectrum.
Ongoing
Senco monitoring, including IEP work and Pupi progress meetings – focused support as required.
Ensure all information about disability and appropriate/current support on entry to school in FS is obtained through home visits and visits to preschools Amalgamation of the Thrive and SENCo roles to ensure consistency for children and parents
Medium Term
To consult parents, students and other agencies about the school priorities for increasing access to information for pupils with disabilities Commission Access audit Write medium and long term goals following audit recommendations.
Implemented Summer 2012 for Sept 2013 Sept 2012
Evidence of Satisfactory Completion Improved delivery of information for disabled pupils
Improved delivery of information for disabled parents of pupils.
Ongoing
Identifying current pupils and their needs in order to set future targets
Improved consistency for children and parents (as well as staff) – one source of information and direction Improved delivery of information for disabled pupils
Spring/Summer 2013
Finance
Audit completed
