Accessibility-Plan
Accessibility Plan
Policy details
Datecreated-09/11/2020
Dateofgovernorapproval -
Next review date-09/11/2024
Contents
Policydetails2 1. Aims3 2. Legislationandguidance5 3. Actionplan6 4. Monitoringarrangements9 5. Linkswithotherpolicies10 Appendix1:Accessibilityaudit11
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1. Aims
Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to: ● Increase the extent to which disabled pupils can participate in the curriculum
● Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided
● Improve the availability of accessible information to disabled pupils
Our school aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind.
Co-op Academy Beckfield has high ambitions for its disabled pupils and expects them to participate and achieve in every aspect of school life. We have a caring, supportive ethos that seeks to value all individuals and treat them fairly and with respect.. Our school promotes equality of opportunity for disabled people: pupils, staff, parents, carers and others who use the school.
By promoting a positive attitude towards disabled people we aim to eliminate discrimination and harrassment related to disability and thereby fulfil an essential component of our ethos.
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.
The plan will be made available online on the school website, and paper copies are available upon request.
Our school is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues. For this reason, we keep our equality objectives up-to-date and show these on our website.
The school supports any available partnerships to develop and implement the plan.
Our school’s values are underpinned by the 4 Co-op Ways of Being; Do what matters most, Be yourself, always, Show you care and Succeed Together. All these principles promote equality and inclusion and actively seek to encourage colleagues to promote diversity and always consider views from all perspectives. Our school aims to see the value that diversity and inclusion brings to colleagues, pupils and the wider community.
Our school’s complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in school, this procedure sets out the process for raising these concerns.
We have included a range of stakeholders in the development of this accessibility plan, including pupils, parents, colleagues and governors of the school.
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2. 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.
Under the Special Educational Needs and Disability (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.
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.
This policy complies with our funding agreement and articles of association.
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3. Action plan
This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010.
Aim Current good practice
Include established practice
and practice under
development
Objectives
State short, medium and long-term
objectives
Actions to be taken Person responsible
Date to complete actions by
Success criteria
Increase access to the
curriculum for pupils with a disability
Our school offers a
differentiated curriculum for all pupils.
We use resources tailored to the needs of pupils who require support to access the curriculum.
Curriculum resources include examples of people with disabilities.
Curriculum progress is tracked for all pupils,
including those with a disability.
Ensure all pupils, irrespective of their disabilities, can access the whole curriculum.
Make adjustments to the curriculum if necessary although
all resources should be chosen with access by all pupils in mind.
Class teachers are aware of pupil’s disabilities and
Ensure class
teachers are aware of the Equality Act 2010 and what a reasonable
adjustment is.
Review curriculum resources to ensure there are examples of people with
disabilities.
SENDco to hold regular SEND
meetings with class teachers to ensure
Head
teacher and SENDco
Ongoing
Half termly monitoring
All children have fair and equitable access to the
school’s
curriculum.
Improve and maintain access to the physical environment
Targets are set effectively and are appropriate for pupils with additional
needs.
The curriculum is reviewed to ensure it meets the needs of all pupils.
The environment is adapted to the needs of pupils as required.
This includes:
● Toilet access in main school
● Corridor width
● Disabled parking bay
● Disabled toilets
including children’s
facilities in KS1 and
KS2.
make appropriate adjustments.
HT and SENDco to monitor the
curriculum to ensure pupil’s needs are being met.
Where an
adjustment is
required, the
SENCo and teacher add this into the pupil support plan
Review the
environment at
regular intervals to ensure access to the physical
environment.
If a pupil, colleague or visitor has
specific
requirements,
ensure reasonable adjustments are put in place.
progress and
targets are
appropriate.
All pupil support
plans to match any
adjustments
required
SENCo learning
walks to monitor
application of PSP
None at present Head Teacher and
Business
Manager
Sept
Reviewed half termly
The physical environment at Beckfield is
accessible to all
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Improve the delivery of
information to pupils and
adults with a disability
● Library shelves at
wheelchair-accessible height
● Reception area hatch is at
wheelchair-accessible height
Our school uses a range of communication methods to ensure information is
accessible. This includes: ● Internal signage
● Large print resources ● Braille
● Induction loops
● Pictorial or symbolic representations
Ensure the
appropriate
communication
method is used for all disabilities.
Use Co-op’s Tone of Voice approach for all written
communication. This is a down to earth
communication style that aims to clearly state what we are intending to
communicate with no jargon.
Regular reviews of communications used.
Ensure class
teachers inform the SENDco of any different
communication methods required.
Put reasonable adjustments in place
All staff in school
Ongoing All reasonable adjustments are
made in a timely
manner to
support pupils
and adults with a
disability
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4. Monitoring arrangements
This document will be reviewed every 3 years, but may be reviewed and updated more frequently if necessary. It will be approved by the governing body.
Our SENCo will support other leaders to ensure accessibility is considered in all forms of monitoring, ensuring staff are considering the needs of all learners.
Health and Safety walks are undertaken at least twice every half term and the outcomes of these are fed back to the wider staff team. This focuses on the aims and actions from this plan.
5. Links with other policies
This accessibility plan is linked to the following policies and documents:
● Health and safety policy
● Equality information and objectives (public sector equality duty) statement for publication
● Special educational needs and disabilities (SEND) information report
● Supporting pupils with medical conditions policy
● Safeguarding and child protection policy
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Appendix 1: Accessibility audit
Feature Description Actions to be taken Person responsible
Date to complete actions by
Number of storeys School is on one floor N/A N/A N/A
Corridor access All corridors are suitable for wheelchair access. There
are double doors at the end
of each corridor enabling
wheelchair access.
None Business Manager
N/A
Parking bays We have space for one car to be parked near to the
school entrance.
If necessary, we can cordon off an additional parking space if a visitor requires a parking bay near to the building. We would need to know in advance of the visit.
Business Manager
N/A
Entrances All entrances have doors wide enough to
accommodate a wheelchair.
None Business Manager
N/A
Toilets There is a disabled toilet situated near to the main
entrance. Toilets in KS2
have a disability accessible
toilet.
None Business Manager
N/A
Reception area The reception area is big enough to accommodate a
wheelchair.
Internal signage Fire escape signage needs to be updated
Emergency escape routes All emergency escape routes have doors wide
enough to accommodate a
wheelchair. A PEEP would
be undertaken with any
person in the building to
ensure a safe escape in the
event of an emergency.
If any visitors require any assistance, the receptionist will ensure they receive this.
Ensure that internal signage is written in clear English and is of a reasonable size to help with any visual impairments
Person would need to be identified so a PEEP can be put in place.
Business
Manager
Superintende nt and
Business
Manager
Business
Manager
N/A
By 31.12.20 N/A
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