It is our intention to remove, as far as we can, those barriers which make it hard for children and adults with a disability to take part in the day to day life of our school and benefit from the educational experiences and services we provide.
We aim to ensure that our school is a welcoming place that understands and responds to children and adults with disabilities. We recognise the importance of a review and planning to make sure our school remains accessible for all.
The Equality Act 2010 defines disability as a ‘physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day- to-day activities’
Children and young people who have disabilities do not necessarily have SEND, but there is often an overlap between disabled children and young people and those with SEND.
The Equality Act 2010 sets out the legal obligations that schools, early years providers, post-16 institutions, local authorities and others have towards disabled children and young people:
School governing bodies and proprietors must also publish information about the arrangements for the admission of disabled children, the steps taken to prevent disabled children being treated less favourably than others, the facilities provided to assist access of disabled children, and their accessibility plans.
We are a primary school for children / young people who age from 4 years to 11 years. The school comprises of 3 buildings covering an average site, of one storey construction. We have an outside Forest school space that has level ground and crossings with an outside classroom that has a widened door. There are widened doors and ramps apart from access to main building from the school playground- however there are alternative doors to access the main building.
In the years 2020/21, we had 4 (another joining Nov 2021) children / young people identified as having a disability under the given definition.
The priorities for the Accessibility Plan for our school were identified by a planning group who consisted of:
Our accessibility plan has been developed as follows:
In addition to this we will;
Attached is a set of audits and action plans relating to the key aspects of accessibility. This will be available on the website under ‘Accessibility Plan’
Access Audit Date: 13/10/21
Lead member of staff: Kerry Ewins-Strowger
Section 1 The school can deliver the curriculum to all children / young people. Give details of items developed, current practise and things to be developed.
| Statement | Fully | Party | Not | Plan Prompt |
| Teachers and assistants have trained to teach and support disabled children / young people. Staff are confident about meeting the needs of children / young people with a disability. | X training for staff October 2021 | |||
| All school staff and the governors have had access to training on disability equality and inclusion. | Trustwide training 2021 | |||
| We take advice to ensure our classrooms are optimally organised and resourced for disabled children / young people. | Autism Advisory Service and Vision Impairment | |||
| Positive images of people with different abilities are apparent in the classrooms and the school generally. | X | In more classrooms | ||
| Staff plan alternative ways of providing experience and understanding of parts of the curriculum. i.e. All children / young people are encouraged to take part in music, drama and physical activities. Alternative forms of exercise are given in PE and games for disabled children / young people. | X |
| Lessons are responsive to diversity. Lessons allow children / young people to work individually, with a partner, in groups and whole class. There is extensive peer support and collaborative learning in support of those with a learning disability. | X | |||
| When planning the deployment of additional adults, there is a consideration of pupils with disabilities so that if needed, they benefit from high staffing ratios and smaller group activities in order to ensure their inclusion and raise attainment. | X | Extreme lack of staff- one to one very difficult currently | ||
| Staff recognise and allow for the mental effort/additional time required by some disabled children / young people, e.g. using lip reading, processing time for children / young people with Social Communication Difficulties. | X ( guidance and training from SENCO July 2021 Autism Education Trust training July 2021 | |||
| When renewing computer hardware and software, machines and materials are chosen to support children / young people with a disability, e.g. vocalising brailling, touch screen, assistive technology. | Chrome books- voice recognition used for
pupils with dyslexia |
| Provision of laptops or e-devices are considered to aid recording and / or communication. | As above | |||
| School visits are subject to a regular review to ensure increased levels of access or alternative experience. | X | |||
| The school links with other schools to share good practice. | X trust wide | |||
| Staff seek to remove all barriers to learning and participation.
When curriculum units are developed the originators always ask if there could be a disability dimension. |
X | More emphasis on this- however high percentage of SEND and EAL | ||
| Access Arrangements are used when appropriate to support children / young people with accessing assessments. | X
Extra time for children with slow processing/ writing difficulties for SATS |
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| The school signpost children, young people and families to further support e.g. Together Information Exchange, ASCETs, SENDIASS,
Early Help, etc. |
X
High proportion are sign posted by SENCO (SENCO is SENDIAS advisory board member) |
| A governor takes particular interest in, and responsibility for promoting disability awareness and inclusion. | SEND Trustee regular visits |
Section 2: The school is designed to meet the needs of all children / young people.
| Statement | Fully | Partly | Not | Plan Prompt |
| The size and layout of areas allow access for all children / young people, including wheelchair users. | X | Doors in hut not wide enough for wheelchair access | ||
| In considering the school budget there is a clear plan to improve access and resources for those with a disability. | X | |||
| There is a plan which shows priorities for major and minor works, costed and included in the School Improvement Plan. | X | KES to speak with CE | ||
| The school has procedures to ensure the rigorous maintenance of specialist equipment and facilities. | X | |||
| Emergency and evacuation systems set up to inform all pupils including children / young people with SEND, including alarms with both visual and auditory components. | X | KES to speak with Trust Estates manager | ||
| Personal Evacuation Plans (PEEPs) in place to provide people with any form of disability, who cannot be adequately protected by the standard fire safety provisions within a premises, with a similar level of safety from the effects of fire as all other occupants. | X | PEEP to be written when pupil arrives |
| With regards to ‘Supporting pupils at school with medical conditions (2014)’, there a policy in place for the effective and safe administration of medication. | X | |||
| Personal hygiene and medical issues are dealt with full attention to the safety and dignity of all concerned i.e. children / young people taking medication, those with limited toileting training. | X | |||
| Pathways of travel around the school site and parking arrangements are safe. Disabled parking spots are available. | X | |||
| There is a positive attitude to the recruitment and employment of staff with a disability and a good knowledge about the levels of support they are entitled to. | X | |||
| Furniture and equipment is selected, adjusted and located appropriately. Steps are taken to reduce the background noise for HI children / young people and advice sought from other agencies to take appropriate measures in the classroom. | X |
| The décor and / or signage is not confusing or disorientating for children / young people with a visual impairment, Social Communication Difficulties or epilepsy. Colour schemes provide colour & tonal contrast for VI children / young people. Labels and signs are presented pictorially and in written word if needed for people with a disability. | X |
Section 3: The school delivers materials in other formats.
| Statement | Fully | Partly | Not | Plan Prompt |
| Information is provided in simple language, symbols, large print, on audiotape or in braille for children / young people and prospective pupils who may have difficulty with forms of printed information. | X | |||
| Information is presented to groups in a way which is user friendly or people with disabilities e.g. reading aloud, overhead projections and describing diagrams. | X | |||
| ICT facilities are used to produce written information in different formats as appropriate. | X |
| Staff are familiar with technology and practices developed to assist people with disabilities. | X | |||
| External agencies have raised staff awareness i.e. VI, HI, ASCETS, occupational / physiotherapists, speech and language therapists, school nurses, Health visitors… | X | |||
| There is an effective process to deal with both complaints and positive suggestions from the parents of children / young people with a disability. | X |
The main priorities in our access plan focus on:
Priorswood Primary- Kerry Ewins-Strowger) will monitor the implementation of the plan and keep under review the access needs of the school.
| Audit Recommendation | Action Taken | Date | Further action required |
| All slopes in nursery setting, entrance, exits and garden to be painted at start and end of slope- Hazard yellow paint | Completed | August 2021 |
| Top of fence posts surrounding nursery site to be painted ( plus any steps) | completed | August 2021 | |
| Post in centre of main nursery room to be painted in contrasting colour to highlight ( plus foam if needed) | Completed | Sep 2021 | All door ways and tables to be outlined with bright orange duck tape, as recommended by advisory teacher Completed
October 2021 |
| Clear signage for door- open/closed | Completed | Sep 2021 | |
| Wall displays to include good colour contrast and not too ‘busy.’ | KES to speak with staff concerned – ASAP | ||
| To reduce some of the clutter- where feasible for a nursery | KES to speak with JW and monitor- ASAP | ||
Possible Future action:
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