template for a school accessibility plan · web viewthis accessibility plan is drawn up in...

Template for a school accessibility plan

Prince Edward Primary School

Accessibility Policy

Approved by Governors September 2017

At Prince Edward Primary School our values reflect our commitment to a school where there are high expectations of everyone. Children are provided with high quality learning opportunities so that each child attains and achieves all that they are able to. Everyone in our school is important and included. We promote an ethos of care and trust where every member of our school community feels that they truly belong and are valued. We work hard to ensure there are no invisible children here, recognising everyone’s uniqueness and success. We recognise learning in all its forms and are committed to nurturing lifelong learners. We are a safe school, committed to improving children's confidence and self-esteem. We know that safe and happy children achieve.

This Accessibility Plan is drawn up in compliance 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 of progress of the Accessibility Plan over a prescribed period.

The Equality Act 2010 replaced all existing equality legislation, including the Disability Discrimination Act. The effect of the law is the same as in the past, meaning that “schools cannot unlawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation”.

According to the Equality Act 2010 a person has a disability if:

(a) He or she has a physical or mental impairment, and

(b) The impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.

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 Local Authority 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.

Objectives

Prince Edward Primary School is 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.

The school recognises and values parent’s knowledge of their child’s disability and its effect on their ability to carry out everyday activities and respects the parent’s and child’s right to confidentiality.

The Prince Edward Primary School Accessibility Plan shows how access is to be improved for disabled pupils, staff and visitors to the school within a given time frame and anticipating the need to make reasonable adjustments to accommodate their needs where practicable.

The Accessibility Plan contains relevant and timely actions to:

· Increase access to the curriculum for pupils with a physical disability and/or sensory impairments, expanding the curriculum as necessary to ensure that pupils with a disability are as equally prepared for life as the able-bodied pupils; (If a school fails to do this they are in breach of their 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 schools 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 and maintain 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 hand-outs, timetables, textbooks and information about the school and school events; the information should be made available in various preferred formats within a reasonable timeframe.

The Prince Edward Primary School Accessibility Plan relates to the key aspects of physical environment, curriculum and written information. 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.

This Accessibility Plan should be read in conjunction with the following school policies, strategies and documents:

· Behaviour Management Policy

· Curriculum Policies

· Health & Safety Policy

· School Improvement Plan

· Special Educational Needs Policy

· Teaching and Learning Policy

The Accessibility Plan for physical accessibility relates to the Access Audit of the School, which 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.

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.

Last Review Feb 2021Created by M SieczkarekTo be Reviewed Feb 2022

The Accessibility Plan will be published on the school website.

The Accessibility Plan will be monitored through the Governor Resource Committee.

The Accessibility Plan may be monitored by Ofsted during inspection processes in relation to Schedule 10 of the Equality Act 2010.

Approved

Date

It is a requirement that the school’s accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. Attached is a set of action plans showing how the school will address the priorities identified in the plan.

The priorities for the Accessibility Plan for our school were identified by:

· The Governing Body

· Head Teacher

· Inclusion Leader

· SENDCos

· Building’s Manager

A plan of the school buildings showing areas of accessibility is shown below

An Access Audit was carried out by the HT and the SLT in April 2020. A number of recommendations were made as follows:

Schedule 21: Action Plan A – Improving Physical Access

Improvement Identified

Recommendations

Time Scale

Priority

Cost

Date Completed

Corridor

Keep corridors clear from obstructions.

Continuous

High

None

Ongoing

Disabled toilets are fit for purpose and monitored frequently.

In place in KS2, KS1 and EYFS and in the Hygiene Room. All toilets are inspected monthly. All toilets meet the legal requirements.

2021: to lower the sink units in the KS1 shared toilets. Currently they are too high for the smallest of children and small, steps are needed for them to have correct access. A company will make these adjustments in February 2021.

Continuous

Low

£3500

TBC

To ensure that the top floor is accessible to everyone.

School is fitted with a lift. School ensures that it is protected from misuse by fitting it with a fob reader. The lift is serviced monthly.

Monthly

Medium

£7785

part of the annual service package for school.

Ongoing

Evac Chairs

To ensure both staircases have working Evac Chairs in case of fire and the lift cannot be used. Annual checks and trained staff.

2021: The new Building’s Officer to familiarize himself with the training and ensure staff know how to operate the evac chairs when they have a child in their class who will need it.

Continuous

Low

None

Ongoing

To ensure the Hygiene Room is fully equipped for pupils who have medical needs.

Equip the room with a changing table and a shower. Ensure at least two staff are medically trained to carry out any medical care and assistance that is needed.

By Aug 2021

Medium

£1000

TBC

Staff with physical disabilities will need work place adjustments.

When staff inform the HT of any disabilities the HT will provide support through Occupational Health and a Work Place Assessment. The HT will act on any recommendations from: lumber chairs, telephone headsets, back supports, grabbers and even year group specific recommendations.

Continuous

Low

£2000 Occ Health budget set annually.

Ongoing

Vulnerable children and pupils with specific SEND will need added support in case on an emergency or evacuation.

School will provide a PEEP alongside the Fire Risk Assessment to ensure all pupils are adequately considered in the event of an evacuation or fire. The PEEP will be shared with all staff and reviewed whenever a pupil arrives in school with a SEND need that hasn’t been accounted for.

Continuous

High

None

Ongoing

Pupils will need individual risk assessments for disabilities or one off physical injuries.

Senior Leaders to liaise with pupils and parents about any physical needs after an injury or the need to use a wheelchair. The risk assessment will take in to account classroom adjustments and adjustments for being on the yard.

Continuous

Medium

None

Ongoing

Schedule 22: Action Plan B – Improving Curriculum Access


Recommendations

Time Scale

Priority

Cost

Date Completed

Differentiation in Teaching

SLT to monitor quality of differentiation and provision for SEND pupils.

Continuous

Low

SLT

release costs

Ongoing

Interventions

The SENDCos and Senior Inclusion Manager to audit current interventions and their success/impact on progress. Provision mapping to be used across all year groups and HT and DHT to be notified about any ineffective interventions so these can be re-evaluated.

Continuous

Medium

Various

See Pupil Premium Spending Plan.

Ongoing

Classrooms are organised to promote the participation and independence of all pupils

SLT to monitor quality of differentiation and provision for all pupils by carrying out an audit of resources /QFT to ensure that lessons are planned to meet the needs of all pupils in the class.

Annually

Medium

Possible resource implica-tions

where gaps are identified

Ongoing

Staff training in supporting pupils with SEND – focus on key areas of need within the school: Speech & Language, Autism, Behaviour, Mental health, Stress and Well-being

SENDCos and Interchange (professional counselors and therapists) to deliver training to all teaching staff, including Teaching Assistants.

Academic year 2018-2019

Medium

£10 000 annual package which includes training.

TBC

Provide Counsellors and therapists to enable all pupils to access the curriculum.

Counselors and therapists to work with pupils identified as having emotional needs. Pupils also to be considered in accessing Unravel Mental Health support.

Academic year 2018-2019

Medium

£10 000 as above plus Unravel at £3000

TBC

Provide translators for families with EAL

Some pupils and families struggle to communicate in English and therefore cannot benefit from the teacher/child/parent discussions other families benefit. Translators can remove barriers and support liaison.

Continuous

Low

£1000

Ongoing

Sensory Room

Provide a sensory room for pupils who will benefit from a sensory environment. This will benefit pupils with SEND.

2021 – Ensure all the resources are in good condition. Replace and renew if need be.

Academic Year 2021-2022

Low

£1000

Ongoing

Sensory Provision and resources

Many pupils with SEND and EBD will cope better in a mainstream class with sensory provision and resources within their classrooms. SENDCos to provide resources for any pupil who needs it such as: soft squidgy toys, feely bags, chewellry etc.

Continuous

Medium

£200

Ongoing

Provide Nurture Room at Lunchtime

Some pupils with SEND and in particular ASD struggle to cope with a hectic dining room. Nurture will provide a calming environment with structure. Pupils with ASD will cope with lunchtimes better in smaller, nurturing environments.

Continuous

High

See Pupil Premium Spending Plan.

Ongoing

Schedule 23 Action Plan C – Improving the Delivery of Written Information


Recommendations

Time Scale

Priority

Cost

Date Completed

Availability of written material in alternative formats when specifically requested

The school will make itself aware of the services available for converting written information into alternative formats. The school will also provide this facility on the website if there is a requests for paper copies.

Continuous

Low

Not applicable

Ongoing

Review documentation on website to check accessibility for parents with English as an Additional Language

The school will review formats publicised on school website – particularly for new parents to the school, in order to ensure accessibility for parents with English as an additional language. The school will also provide this facility on the website if there is a requests for paper copies.

Continuous

Low

Not applicable

Ongoing

Pupils with communication difficulties will need adjustments to enable them to access the written word and information.

The school provides visual timetables for pupil with ASD and other communication barriers. Coloured overlays are provided to support pupils with dyslexia.

Continuous

Low

Not applicable

Ongoing

12

Rev Date Description ChkBy

-Drawn by Checkedby

Scale

General Notes


1203

@

CONTRACTORS PROPOSALS


N

West

Nor

th

Sou

th

461

AA(21)X99001

7,20

04,

500

7,20

0

6,470 9,870 8,050 7,800 3,000 7,800 7,800 3,000 8,650 8,400

AA

BB

CC

DD

(21)

A(2

1)A

(21)C (21)C

East

Main DBAbove

RWP RWP

RWP

Main Hall055180.028 m2

KS1 Store0421.644 m2

Group room 020239.159 m2

Pupil WCs0267.510 m2

Nursery WCs0198.681 m2

Stair05028.021 m2

SEN Resource 0103612.218 m2

Reception Classroom 0201664.918 m2

Reception Classroom 0101062.624 m2

Stair01726.762 m2

KS1 Classroom 0303955.230 m2

KS1 Pupil WCs04310.571 m2

Cloaks0445.945 m2

Nurture00939.122 m2


PE Store05414.087 m2



SEN Therapy / MI Room04112.185 m2

Cloaks0375.916 m2

KS1 Pupil WCs03310.836 m2


Nursery W/C's0217.434 m2

Nursery Store0254.619 m2

Hygiene0189.658 m2

Nursery Playroom 0102246.566 m2

Nursery Cloaks0204.337 m2

WC0522.303 m2

Central Stock0483.499 m2 Accessible WCs

0474.566 m2

Reception Storage0113.114 m2

Cloaks0148.052 m2

Lift0493.093 m2

Circulation003118.379 m2

Reception Storage0153.074 m2

Cloaks0128.224 m2

Reception W/C's01313.271 m2

Kitchen05954.651 m2


Specialist Store0404.840 m2

Cloaks034a1.399 m2

Cloaks0341.406 m2

Cloaks0281.406 m2

Kitchen Servery / chair Store0569.481 m2

WC025a3.291 m2

Cleaners0601.980 m2

Nursery Playroom 0202443.366 m2

General Office00419.684 m2

Reception00118.115 m2

Interview Room0057.311 m2

Chair Store05614.031 m2

Heads Office00814.252 m2

Sick Bay0076.581 m2

Plant05319.951 m2

Appliance Store0301.471 m2

Specialist Store0316.421 m2


Reprographics0068.084 m2

Maintanance Store0585.861 m2

External Store0574.100 m2


D

C

B

A

1 2 3 4 5 6 7 8 9 10 11

2013.07.29 - GF JLS

Main SchoolEntrance

Nursery SchoolEntrance

P1

AccessibilityGround Floor

GF 1:100 A1

PE-AG(-4)X00-001

JLS

CP2

Ramped path nogreater than 1:60Ramped path no

greater than 1:60

Play area ramped fordrainage no greater than

1:60

CP1 2013.09.25 Issued For Contractors Proposals. GF JLSCP2 2013.12.11 JLSJLFenestration updated; landscape removed

KEY

Site Boundary

Accessible Parking

Proposed Site Access

Main Accessible Building Entrances

Site

Main Accessible Route to Building

Accessible Entrance

Accessible Hard Play / Path way

Accessible W/C's / Hygiene Facilities

Travel Distance to Accessible W/C10 m

No 300 mm leading edge - School managedspace

Accessible lift

Refuge area - Minimum dimension (900mm x1400mm)

SCALE BAR

0 10 metres


-Drawn by Checkedby

Scale

General Notes


1203

@

CONTRACTORS PROPOSALS


N

West

Nor

th

Sou

th

7,20

04,

500

7,20

0

8,4008,6503,0007,8007,8003,0007,8008,0509,8706,470

24 m 24 m23 m

Refuge900 x1400

Refuge900 x1400

AA

BB

CC

DD

(21)

A(2

1)A

(21)C (21)C

East

D

C

B

A

1 2 3 4 5 6 7 8 9 10 11

RWP RWPRWP







Studio10348.943 m2

Senior Management11412.391 m2

Inclusion Manager Office11112.476 m2

Inclusion Room1126.186 m2


Stair 0210926.333 m2


LRC13636.059 m2

Food Tech / DT10151.146 m2

Stair 0113526.377 m2

Food Bay13719.881 m2

Meeting Room10520.455 m2

KS2 Cloaks1045.886 m2


Staff Prep13412.196 m2Lift131

3.093 m2

Staff Room13348.469 m2



Appliance store1321.600 m2

Accessible WCs1293.697 m2

KS2 Cloaks1131.743 m2Accessible WCs

1193.701 m2

Cleaners1281.868 m2

KS2 Store11712.950 m2


Main DB1231.934 m2


Circulation102110.296 m2

KS2 Cloaks1261.390 m2Server room

1279.231 m2

AccessibilityFirst Floor

GF 1:100 A1

PE-AG(-4)X01-002

GF JLS

JLS

Main SchoolEntrance

Nursery SchoolEntrance

2013.07.29 -P1

CP2

CP1 2013.09.25 Issued For Contractors Proposals. GF JLSCP2 2013.12.11 JLSJLFenestration updated; landscape removed

KEY

Site Boundary

Accessible Parking

Proposed Site Access

Main Accessible Building Entrances

Site

Main Accessible Route to Building

Accessible Entrance

Accessible Hard Play / Path way

Accessible W/C's / Hygiene Facilities

Travel Distance to Accessible W/C10 m

No 300 mm leading edge - School managedspace

Accessible lift

Refuge area - Minimum dimension (900mm x1400mm)

SCALE BAR

0 10 metres

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