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.
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 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 |
|
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 |
|
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 |
|
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 |
|
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 |
|
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 |
|
SALT support across school to upskill staff through, deliver training, deliver 1-1 therpay to identify areas of need |
SALT, SENCo, CAT team |
April 2019
Autumn term annually |
Development of SALt across school through training. Provision map
Evidence of parents attending |
|
To improve the attainment and participation of pupils with social, emotional and mental health difficulties,. |
C, I |
|
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 |