Accessibility Plan 2017 - 2020
| Responsibility: | Resources Committee |
| Reviewed: | June 2018 |
| Next review date: | June 2019 |
| Key legislation: | Equality Act 2010 |
| This policy should be read in conjunction with: | Curriculum policy, Equality Objectives, Single Equality Policy, Staff development policy, Health and Safety policy, Special Educational Needs policy, Behaviour Management policy, School Development plan, Asset Management plan, School prospectus and Vision Statement |
Vision and values
Purpose of the Plan
The purpose of this plan is to show how we intend, over time, to increase the accessibility of our school for disabled pupils. Kilmington Primary School 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.
Definition of Disability
According to the Equality Act 2010, a person has a disability if:
- He or she has a physical or mental impairment.
- The impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.
Legal Background
Under the Equality Act 2010 all schools must have an Accessibility Plan. The Equality Act 2010 replaced all existing equality legislation including the Disability Discrimination Act (DDA). The effect of the laws is the same as in the past, meaning that ‘Schools cannot lawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation’.
This 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.
This Accessibility Plan sets out the proposals of the Governing Body of our school to increase access to education for disabled pupils in the following three areas:
- Increasing the extent to which disabled pupils can participate in the school curriculum; which includes teaching and learning and the wider curriculum of the school, such as participation in after school clubs, leisure and cultural activities or school visits;
- Improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
- Improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled.
Documents and policies
The Accessibility Plan should be read in conjunction with the school policies, strategies and documents set out at the start of this document.
Our complaints procedure covers the accessibility plan.
Training
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.
Plan Availability
The school makes the Accessibility Plan available in the following ways:
- A copy is posted on the school’s website
- A paper copy is available from the school office
Review and Evaluation
It is a requirement that our accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. The appendices below are a set of action plans showing how we will address the priorities identified in the plan. The plan is valid for three years 2017-20. It is reviewed annually.
Appendix 1 - Kilmington aims and objectives
| 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 | Kilmington school differentiates all curriculum areas dependent on the needs of the current cohort | Any child that is new to the school has their needs assessed | Review needs of each cohort as they start school and for pupils new to the school. | HoS SENDCo | Within 1 month child starting the school | All children access all curriculum areas |
| Use of outside agencies to provide reports and support where required | Expert advice is sought to assist staff in knowing how to support children appropriately | Appropriate agencies are used for advice regularly | SENDCo | My plans and class action plan reflect the most recent advice on how to support individual's needs | ||
| Improve and maintain access to the physical environment | Our site is mostly accessible, there is a ramp into Axe class at the back but there is still one step to go up. All other classes have level access. | |||||
| Corridors in main building are narrow however and are also cloakrooms | Cloakrooms need to be kept as clear as possible | Clearly labelled boxes for spare kit, spare jumpers etc so that floor is kept clear | All staff | Start of each term | Cloakroom areas have free access | |
| We have an accessible toilet in the main building | Accessible toilet is kept clear and not used for 'storage' | Ensure there is good access to the facilities | HoS Caretaker | At all times | Accessible toilet can be accessed when required | |
| Improve the delivery of written information to pupils | Individuals with disabilities are supported with their own visual timetable | Ensure that visual timetable in used in older classes if required | Visual timetables are used in any classroom that has a child with these needs | Class teachers | At the start of each term | Visual timetable is used to support child in class |
| Children regularly use coloured overlays | Children with dyslexia (or suspected dyslexia) are assessed by staff to see if overlays would help | Assess children at the start of each new academic year. Ensure we have plenty of these in school at all times | SENDCo | Children use the coloured overlays to good effect |
Appendix 2 - Access audit
| Feature | Description | Action to be taken | Person responsible | Date to complete actions by |
|---|---|---|---|---|
| Number of storeys | Reception class – ramp from outdoor area into classroom with one step, front entrance has two steps. Rest of school has level access or ramps | Access would need to be considered for Reception class if required | Head of School | If required |
| Corridor access | Corridors are accessible by wheelchairs | Ensure enough storage so that cloakroom is clear enough to pass through | Head of School | On going |
| Signage | Accessible toilet has a symbol on it | |||
| Fire alarms | Auditory fire alarms in place Three separate systems – one activation does not activate the other two | Ensure that routine practices include all areas. | Head of School | At least termly |
| Doors | All external doors open outwards and are wide enough to accommodate a wheelchair they all have windows in them so that they can see through the door from wheelchair height | Ensure that the window parts are not obscured | All staff | |
| Emergency escape routes | Well labelled throughout the school | Be vigilant to missing signs Ensure clear access at all times | All staff |
