Section 1: Vision statement

Purpose of the Plan

The purpose of this plan is to show how Billesley Primary School intends, over time, to increase the accessibility of our school for disabled pupils.  Billesley 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.

Definition of Disability

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

a) He or she has a physical or mental impairment.

b) 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 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 three areas required by the planning duties in the DDA:

a) 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;

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

c) 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 following school policies, strategies and documents:

  • 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/ Suitability Survey
  • School Brochure/ prospectus and Vision Statement

The Schools 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

• Paper copies are available from the front office

 

Review and Evaluation:

It is a requirement that our accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. Below is a set of action plans showing how Billesley Primary School will address the priorities identified in the plan. The plan is valid for three years 2019-22. It is reviewed annually.

 

Approved by: …………………………

Date: ………………………………….

Next review date: ……………………



Section 2: Aims and objectives

Accessibility Plan Code

C. Increase access to the curriculum for pupils with a disability

E. Improve and maintain access to the physical environment

I.  Improve the delivery of written information to pupils

 

The table below sets out how the school will achieve these aims.

Objectives

State short, medium and long-term objectives

Accessibility Planning Code (C, E, I)


Actions to be taken

Person responsible

Date to complete actions by

Success criteria

To improve provision for pupils with SEND.

C, I

  • Audit


  • Training

Audit of experience, training and confidence and CPD needed.

SENCo

 

Sept 2019

Audit

Training and support

To improve the provision of ICT equipment for pupils with SEND

C, I

  • Triads


  • ICT

Teachers to be given opportunities to watch Outstanding practitioner use ICT in lessons.

RB to be given training and opportunities to use ICT within the curriculum and inreach to other staff

SENCo

Sept 2020

Evidence of ICT equipment being used in lessons more effectively in termly lesson observation.

To improve the progress and participation for pupils with sensory and or physical difficulties

C, I, E

  • Pupils profiles

 

  • Widget training on going for all staff


  • Develop fine motor and gross motor groups across school if as necessary


  • To review and extend yellow, white marking to highlight steps

SENCo with class teacher to develop pupil profile


SENCo to deliver ongoing Widget training

Sports coach to establish and develop gross motor group.

Fine motor groups in KS1.


Site manager to access school grounds.

SENCo


SENCo

Sport Coach

Site manager

Annually in Sept

Ongoing

 

Annually reviewed termly.

Sept 2020

Pupil profile

 

Widget being used in books and classroom displays

Provision map and observations

Markings on step

To offer specialist provision for SEND children in an inclusive environment

C, I, E

To integrate resource base children into mainstream lessons and activities e.g. after school club, school trips.

Integration timetable for the curriculum.


ASD friendly environment around the whole school


inclusive activities and school trips

Resource base lead

Ongoing

Integration timetable

To ensure smooth transition of all pupils with SEND

C, I, E

  • meeting to focus on the layout of the classroom environment to ensure accessibility for children with a range of learning/ behavioural / physical needs


  • Pupil profiles


  • Transition of information to secondary and visits. Meetings with secondary staff


  • EYFS home visits.


  • Stay and play sessions


  • Regular safeguarding meetings to discuss children at risk.

Review and implement a preferred layout of furniture and equipment to support the learning process in individual classrooms.

Written annually


Secondary SEN days

Class teacher

 

SENCo

SENCo

EYFS TAs/ Teachers

DSLs

Annually

Summer term annually

Annually

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

 

Pupil profiles


Meetings timetabled

Minutes of safeguarding meetings

To improve the progress and participation / for pupils with cognition and learning difficulties.

C, I

  • Staff training on differentiation.

 

  • Widget training.


  • Inreach support form Inclusion team

Deliver INSET training to support SEND knowledge and strategies to differentiate.


Ongoing training for all staff.


Staff can do a request for support form outlining the provision they have provided so far, what has worked, what hasn't worked.

SENCo

Ongoing

All staff attending INSET. Evidence in lessons.

 

TTD


Request form submissions and support offered

To improve pupil voice for children with SEND at school

C

  • SEND pupils to be on school council


  • SEND voice through P4C

School council

All children given the opportunity of a voice in P4C

School council lead


Teacher

Ongoing

SEND pupils on school council


Evidence in P4C books

To improve the progress for children  with communication and language difficulties

C. I

  • Speech therapist to develop staff skills

  • CAT parent course

  • SALT to work with individual pupils

SALT support across school to upskill staff through, deliver training, deliver 1-1 theropay to identify areas of need

SALT, SENCo, CAT team

April 2019

Development of SALt across school through training.

Provision map

To improve the attainment and participation of pupils with social, emotional and mental health difficulties,.

C, I

  • Review learning mentors support for children with MH difficulties and adapt as required.


  • Signpost parents to support


  • Develop an emotional regulations area

Meet regularly to discuss children impacted by SEMH issues with safeguarding team and SENCo

 

HELP brochure

Social group in KS1

Learning mentor, DSLs and SENCO

SENCo

ASD teacher

Ongoing

Provision map and records of 3 houses

 

HELP brochure

Provision map

 

Contact Us

Billesley Primary School
Trittiford Road
Billesley
Birmingham
B13 0ES
0121 675 2800