Accessibility Plan

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:

  1. He or she has a physical or mental impairment.
  2. 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:

  1. 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;
  2. Improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
  3. 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.



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

AimCurrent good practice Include established practice and practice under developmentObjectives State short, medium and long-term objectivesActions to be takenPerson responsibleDate to complete actions bySuccess criteria
Increase access to the curriculum for pupils with a disabilityKilmington school differentiates all curriculum areas dependent on the needs of the current cohortAny 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 schoolAll children access all curriculum areas
Use of outside agencies to provide reports and support where requiredExpert advice is sought to assist staff in knowing how to support children appropriatelyAppropriate agencies are used for advice regularlySENDCoMy plans and class action plan reflect the most recent advice on how to support individual's needs
Improve and maintain access to the physical environmentOur 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 cloakroomsCloakrooms need to be kept as clear as possibleClearly labelled boxes for spare kit, spare jumpers etc so that floor is kept clearAll staffStart of each termCloakroom areas have free access
We have an accessible toilet in the main buildingAccessible toilet is kept clear and not used for 'storage'Ensure there is good access to the facilitiesHoS Caretaker At all timesAccessible toilet can be accessed when required
Improve the delivery of written information to pupilsIndividuals with disabilities are supported with their own visual timetableEnsure that visual timetable in used in older classes if requiredVisual timetables are used in any classroom that has a child with these needsClass teachersAt the start of each termVisual timetable is used to support child in class
Children regularly use coloured overlaysChildren with dyslexia (or suspected dyslexia) are assessed by staff to see if overlays would helpAssess children at the start of each new academic year. Ensure we have plenty of these in school at all times SENDCoChildren use the coloured overlays to good effect

Appendix 2 - Access audit

FeatureDescriptionAction to be takenPerson responsibleDate to complete actions by
Number of storeysReception 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 requiredHead of SchoolIf required
Corridor accessCorridors are accessible by wheelchairsEnsure enough storage so that cloakroom is clear enough to pass throughHead of SchoolOn going
SignageAccessible toilet has a symbol on it
Fire alarmsAuditory 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
DoorsAll 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 heightEnsure that the window parts are not obscuredAll staff
Emergency escape routesWell labelled throughout the schoolBe vigilant to missing signs Ensure clear access at all times All staff
Designed & developed by Hambly Freeman
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