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Accessibility Plan Willows Academy Trust

Schools

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Willows Academy Trust

Accessibility Policy and Plan

Introduction

The SEN and Disability Act 2001 extended The Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, the Governing Body has had three key duties towards disabled pupils,

under Part 4 of the DDA:

not to treat disabled pupils less favourably for a reason related to their disability;

to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;

to plan to increase access to education for disabled pupils.

The Plan sets out the governor’s proposals to increase access to education for disabled pupils in the three areas required by the planning duties set out in the DDA:

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

to improve the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;

to improve the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.

This Accessibility plan has been developed in consultation with the staff and governors of the schools and covers the period from March 2015 – March 2016.

Current Accessibility Arrangements:

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Admissions

Willows Academy Trust supports the Special Educational Needs and Disability Act (2001), as it applies to

England and Scotland. The Board of Directors and local governing bodies are, therefore, committed to the principle of all children having equal rights of access, if this can reasonably be provided.

The admission of a child with Special Educational Needs to the Schools will be conditional upon:

(a) The parents'/guardians' full disclosure to the School of the child's disability. Appropriate planning by the School, including requests for additional funding, are dependent upon the School having access to all

the relevant information.

(b) Following the procedures which are set out in any schools policy relating to Special Educational Needs.

(c) The availability of appropriate facilities within the schools. These include both physical facilities and

reasonable curricular provision.

(d) Specific additional funding, if required.

(e) Agreement about the stages for which entry is being offered. In particular, transition from Primary to

Secondary will be dependent upon a review of the child's needs and the evaluation of any difficulties which the child may have in accessing an appropriate education.

(f) Acceptance by the parents/guardians that some educational opportunities, which take place off-site

may not be available. The above conditions will also apply, if a disability develops during the course of a child's education in any of the academies.

Evacuation Procedures

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The schools in the Multi-Academy Trust Fire and Evacuation Policy’s lay down basic procedures for

the safe efficient evacuation of the schools.

These procedures will be adapted to meet the specific needs of an individual. Such procedures will be discussed with the pupil and parents and will be set out in the Individual Education Plan for the pupil.

Curriculum Access: Teaching, Learning and Assessment

Our aim is that pupils with disabilities should as far as possible have access to a full and broad curriculum, similar to that followed by their peers.

As a Multi-Academy Trust it may not be possible to replicate the range of support and resources that a local authority can provide. However, the individual schools have successfully supported pupils with a range of disabilities - hearing and sight impairment, physical disability and learning difficulties of varying

degrees. Decisions are taken on an individual basis following a full assessment of a child's needs. Such

assessment is carried out within the terms of the school's SEN Policy and guidelines on Assessing Children who may have Special Educational Needs.

Access to the curriculum is a key issue for consideration at the stage of admission, transition or when a

disability develops. The Individual Education Plan (IEP) for the pupil will address the issue, which will therefore be kept under constant review.

Advice is sought from the appropriate national and local agencies. Support can come in a variety of formats through the school's staged intervention strategy.

Input from specialist (external) teachers

Technological enhancements - induction loops, ICT Adaptation of teaching materials

The individual schools ICT network provides access to pupils in all locations. Effective use of these facilities can ameliorate difficulties of mobility and sight impairment in particular.

In constructing the individual school timetables the schools will give sympathetic consideration to individual needs. Also, furniture, seating arrangements and the classroom used can be altered to facilitate access and learning. However, the location of specialist equipment may preclude some possibilities.

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In conjunction with the SENCO teachers will assess a pupil's need for support with assessment

procedures. This will include both internal assessment procedures and external assessment such as those associated with National Tests or national qualifications.

The Multi Academy Trusts policy on Teaching and Learning incorporates advice for teachers on supporting

disabled pupils. The schools have an on-going program of staff development related to meeting the needs of different learners. Specific training on the needs of pupils with hearing or sight impairment and those

with specific learning difficulties is carried out as required.

Informal Curriculum

Pupils within the Multi-Academy Trust have always been able to participate fully in the wide range of

activities offered beyond the classroom consistent with the limitations imposed by any disability. This has included

Outdoor Education Sports

Music Clubs and activities

Excursions and trips

Arrangements for play, recreation and other aspects of a child's social development are incorporated into a child's Individual Educational Plan or Coordinated Support Plan.

The suitability of any event and the need for additional support is discussed fully with parents in advance.

Information for Pupils and Parents

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Parents are routinely involved in reviewing provision for their child. The child will also be involved

depending on their ability and willingness to participate.

Large print format materials are available when required.

If either pupils or parents have difficulty accessing information normally provided in writing by the schools such as handouts, newsletters, homework etc, then the schools will be happy to consider alternative forms

of provision.

Source Materials for the plan:

To identify priorities a number of sources have been used these include:

End of Key Stage results Pupil questionnaires

Parent Consultations Multi-agency meetings

Health and Safety Inspections Service Reports

This policy has been written to ensure that the schools identify and prevent discriminating practices which

might disadvantage vulnerable groups by creating or exacerbating inequalities and barriers to learning.

Children with disabilities are a potentially vulnerable group who can be disadvantaged if policies,

procedures and practices within the schools do not take account of, and seek to remove , barriers which could deny them the educational opportunities available to other children.

Other important plans are considered within this plan. They are:

Equal opportunities (including Racial Equality) Policy Health & Safety Policy (including procedures for administering medicines)

Emergency Evacuation Procedures Special Educational Needs/ Inclusion Policy

Discipline Policy The Governors Admissions Policy

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The Annual School Prospectus

The plans for each school in the Multi-Academy Trust can be found in the appendix.

Appendix 1:

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Dovedale Primary School

Access to Buildings and Classrooms

In the main, all areas of the school are accessible by all children and their parents. These areas are detailed below.

Building Features

Main building

All classrooms have either flat or ramped entrance or exits. Some fire doors have

mat wells that need to be remodeled to help wheelchair access.

There is the provision of a disabled toilet although this needs to be extended and refurbished. (See Action Plan).

Corridors are wide enough for wheel chairs to be used. Doors have low fitted handles.

New Building

Entrance to the building is flat allowing for easy wheel chair access. Classroom entrances have flat floor entrances and wide doors with low handles.

A disabled Toilet is installed. It may need to be extended in the future. (See Action Plan)

Medway Classroom Block

Entrance to both classrooms is via a ramp.

There is no disabled toilet. This may need to be provided in the future. (See Action Plan)

Fire Exits from both classrooms are via a short set of steps. These are not suitable for wheel chairs. Re-modeling necessary-(See Action Plan)

Hall

Main entrances are flat allowing for easy wheel chair access. Two fire doors have a step down to the outside playground. These need future re-modeling. (See Action

Plan).

Access to Kitchen Server is clear and suitable for wheel chair bound pupils.

Playground Available for all pupils. Access is available without the need to use steps.

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Field Area Available for all pupils.

Garden Areas Garden can be accessed without using steps.

Entrance Paths All clear of steps allowing easy access for all pupils and parents.

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Dovedale Primary School Action Plan

Action 1: Increasing Physical

Access to and within the school.

TARGET STRATEGIES OUTCOME TIME FRAME GOALS ACHIEVED

To ensure that disabled toilet

facilities are fit for purpose.

Maintenance programme to

upgrade toilets when required.

Any upgrades required

implemented.

Annual review

Organise classrooms optimally to

promote the participation and

independence of all pupils - with particular reference to disabled

students

Review and implement a

preferred layout of furniture and

equipment to support the learning of all students with

particular emphasis on disabled students

Lessons start on time without

the need to make adjustments

to accommodate the needs of individual pupils

Ongoing Organise

classrooms

optimally to promote the

participation and independence of all

pupils - with

particular reference to disabled students

Action 2: Improving Curriculum

Access

TARGET STRATEGIES OUTCOME TIME SCALE GOALS ACHIEVED

Plan extra-curricular and out of school activities to ensure the

participation of the whole range of

pupils.

Review all out-of -school provision to ensure compliance

with legislation

Activities conducted in an inclusive environment with

providers that comply with all

current and future legislative requirements.

Spring Term 4 2015 All groups of children accessing

after-school

activities. At the present time there

are no children on roll with a physical

disability.

Children with ASD accessing outside

clubs such as swimming and

cubs.

Provide training in manual handling Liaise with experts/ LEA.

Provide training for staff

Key staff trained in practical

techniques of essential manual

handling. School is equipped with appropriate equipment

Dependent on training courses

from H&S LEA

Not required at the

present time.

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Administering Medication Introduce new procedures and practices.

Minimum administering in school clearer and safer

practices.

Reviewed policy in place. Will need to be reviewed annually

Completed

Action Plan 3: Improving

Written Information and signage

TARGET STRATEGIES OUTCOME TIME SCALE GOALS ACHIEVED

Written material for pupils available in alternative formats

Research services available through the LEA/ Feeder

secondary schools and Extended School project for converting

written information (including

signage) into alternative formats

Able to provide written information in different

formats as and when required for individual purposes.

Appropriate improvements ongoing.

Brail facilities available for a cost

Make available school prospectus, newsletters and other information

for parents in alternative formats.

Review all current school publications and promote the

availability in different formats for those that require it (e.g.

larger text etc.)

All school information available for all.

Continuous Parents informed that information

available in large print format if

required.

Signs clear and helpful to all users Improve signage for all both internally and externally.

Signs in and around school give clear guidance to all

children, staff and visitors

As soon as possible. Signs updated

Emergency exit procedures Review existing provision. Procedures in place and conforming to current H&S

policies and procedures

As above Signs updated

Management of the Plan

The Premises Committee will be responsible for the strategic direction of the School’s Accessibility Plan.

The Finance and Personnel Committee will be responsible for obtaining and allocating the funds needed to implement the priorities in the plan.

The Head teacher and the Special Needs Co-ordinator will be responsible for the plans day to day implementation.

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Progress of the Plan’s Priorities will be reported:

o To the Full Governing Body at least once per year. o To the Academy Trust Board of Directors o In the School Prospectus o In the School website

Parents/ Carers may request a copy of the Accessibility Policy/ Plan from the School Office.

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Appendix 2: Sawley Junior School

Sawley Junior School

Accessibility Plan 2012/15

Short Term Actions

Target Action Notes

Completion Date

Monitoring Success Criteria Resources

1 COMPLETED

Individual personal fire escape plans reviewed annually by school SENCo.

Annual SLT & SEN/D Governor

Plans in place and known to appropriate pupils and associated adults.

SENCo time

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Protective footpath railings to be added to paths bordering the car park are Parents/carers are requested not to access the junior playground across the car park – this request is often ignored.

Academic year 2013/14

SLT & Health & Safety Governor

Railings in place,; lesser incidents of parents and pupils ignoring requests to not traverse the parking area.

Quotes currently being considered. Approx. costing £100 p/m

3 COMPLETED

Lower ‘welcome’ hatch in office reception. Dec 2012 SLT & Health & Safety Governor Inclusion Manger

Hatch at an acceptable height for wheelchair.

£2000

Medium Term Actions

Target Action Notes

Completion Date

Monitoring Success Criteria Resources

Review Date Chair of Governors Headteacher Minute No.

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1 Path edgeways marked – All completed with contrasting edging - seeking advice as to need.

2 COMPLETED

Ramped access to all external doors. Planned refurbishment of actual doors aswell as ramped access.

Summer 2013 HT, SBM Health & Safety Governor

Included in buildings budget.

Long Term Actions

Target Action Notes

Completion Date

Monitoring Success Criteria Resources

1 Review of changing facilities for wheelchair pupil – intended entry September 2014 – no longer required

Sept 2014 SLT Health Care professional Advice

Appropriate facilities in place.

TBC

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Hall and dining area floor replacement - Dining floor checked re: low grade asbestos

tiling. Approved for extended use by DCC H & S – not a current hazard.

Sept 2015 TBC

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Appendix 3 Sawley Infant School Accessibility Plan 2012-2015

Target Strategies Outcome Time frame

Short term Ensure written materials are available in alternative format when necessary- pupil with visual impairment in Nursery (2012)

SS service for visual impairment Team will provide support. LA can convert information into alternative formats if this become necessary

All parents, staff and pupils will have access to information

In response to identified need

Ensure disabled changing facilities are suitable for hoist changing as required, child in Reception (2012)

SS for physical impairment involved in developing plan, risk assessment by moving and handling team to ensure safety for staff and child

High quality facilities for disabled toilet and changing room. Safe moving and handling equipment as required by ‘users’

In response to identified need

Lower reception hatch to improve access for wheel chair users

Feasibility study and disability discrimination funding

Accessible entrance for wheelchair users and small children

As prioritised by premised and finance committee

Medium term Organise classes to allow wheelchair access and clear walkways for visually impaired children

Refurbishment programme for classes to make reference to accessibility

Fully accessible school, organised to meet the needs of the ‘users’

Rolling programme of refurbishment, prioritised to meet needs of pupils on roll or waiting list

Ensure school is accessibly for staff and children with hearing impairment

Sound field system installed in classes as required, facilitated by ss for hearing impairment

Fully accessible school, organised to meet the needs of the ‘users’

In response to identified need

Long Term Widen footpath to improve access for wheelchair users and pushchairs.

Feasibility study to balance need with cost. Monitor quality and state of pathways re trip hazards and safety of surface

Improve access to school for parents, children, staff and visitors

As prioritised by premised and finance committee

Shower facilities in school Feasibility study to balance need with cost.

High quality provision for pupils with additional toilet/hygiene needs

In response to identified need

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Appendix 3 Shardlow Primary School

Action Plan 1: Increasing Physical Access to and within the school.

TARGET STRATEGIES OUTCOME TIME FRAME GOALS ACHIEVED

Ensure any new building work takes into consideration wheelchair access

Action Plan 2: Improving Curriculum Access

TARGET STRATEGIES OUTCOME TIME SCALE GOALS ACHIEVED

Provide training for teachers / TA's on differentiating the curriculum for disabled students.

Undertake an audit of staff training requirements

All teachers/ TA's are able to more fully meet the requirements of disabled children's needs with regards to accessing the curriculum.

Autumn 2012

Plan extra-curricular and out of school activities to ensure the participation of the whole range of pupils.

Review all out-of -school provision to ensure compliance with legislation

Activities conducted in an inclusive environment with providers that comply with all current and future legislative requirements.

Ongoing

Organise classrooms optimally to promote the participation and independence of all pupils - with particular reference to disabled students

Review and implement a preferred layout of furniture and equipment to support the learning of all students with particular emphasis on disabled students

Lessons start on time without the need to make adjustments to accommodate the needs of individual pupils

Ongoing

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Administering Medication Review school medicine administration policy to enable easier administration

Allocated individuals able to administer where appropriate with written consent

Reviewed policy in place.

Done

Action Plan 3: Improving Written Information and

signage

TARGET STRATEGIES OUTCOME TIME SCALE GOALS

Make available school prospectus, newsletters and other information for parents in alternative formats.

Review all current school publications and promote the availability in different formats for those that require it (e.g. larger text etc.)

All school information available for all.

Ongoing as requested

Signs clear and helpful to all users

Improve signage for all both internally and externally.

Signs in and around school give clear guidance to all children, staff and visitors

As soon as possible.

Emergency exit procedures Review existing provision. Procedures in place and conforming to current H&S policies and procedures

As above

Management of the Plan

The governors Finance Committee will be responsible for obtaining and allocating the funds needed to implement the priorities in the plan.

The Head teacher and the Special Needs Co-ordinator will be responsible for the plans day to day implementation.

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Parents/ Carers may request a copy of the Accessibility Policy/ Plan from the School Office. The accessibility plan will b available on the school’s website. S Houseman 2014