Accessibility Policy and Plan

Revision History
Version Date Comments
Review Date
1 September 2005 First draft
2 April 2006 Approved and issued January 2007
3 January 2007 Approved and issued January 2008
4 July 2008 Amended, approved and issued January 2010
5 June 2009 Amended, approved and issued July 2011
6 July 2011 Amended, approved and issued Spring 2013

1. Definition of Disability
A person has a disability if he/she has a physical or mental impairment that has a substantial and long term effect on his/her ability to carry out normal day to day activities.

1.1 St John’s C E(A) Primary School is committed to the principals of accessibility, that the school should be available to everyone at the same level and on equal terms.
1.2 St John’s Primary School already provides for the additional needs of disabled pupils who have Special Educational Needs. Under the 1995 Disability Discrimination Act any discrimination by schools against current or prospective pupils in accessing education will be outlawed. The new duties laid down by the D.D.A. are aimed to build on and complement the best inclusive practices
1.3 In accordance with requirements St John’s will make their plans available to the public by including them in the school prospectus and Governors Reports. This will focus on the following areas:
• admission arrangements for disabled pupils
• arrangements for ensuring disabled pupils are treated equally to all other pupils
• facilities to assist access to the school for disabled pupils

This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:
• increasing the extent to which disabled pupils can participate
in the school curriculum
• 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
It is a requirement that the school’s accessibility plan is resourced, implemented and reviewed and revised as necessary. Attached is a set of action plans showing how the school will address the priorities identified in the plan.

2. School Role
The school has a key role in planning to increase access to the curriculum for a range of disabled pupils. The building meets all aspects of the DDA as an S.S.J.V. project.

2.1 All schools have a responsibility to provide a broad and balanced curriculum for all pupils, but the curriculum is much broader than just teaching and learning. It also includes after school clubs, sporting and cultural activities and school visits. The National Curriculum provides the starting point for planning for children with specific needs. The statutory inclusion statement on the provision of effective learning opportunities for all, outlines how the National Curriculum can be modified to provide relevant and challenging work. The three essential principles for developing a more inclusive curriculum are:
1. Setting suitable learning challenges
2. Responding to pupil’s diverse learning needs
3. Overcoming potential barriers to learning and assessment

Planned curriculum development is time intensive, so to be sustainable we aim to focus on a chosen area of the curriculum, co-ordinated with priorities in the school development plan.
2.2 Currently at St John’s Church of England (Aided) Primary School all pupils are included in all aspects of school life. However plans will need to consider physical disabilities regarding:
• swimming to ensure that appropriate transport, staffing and
training are provided
• school visits to ensure that appropriate transport, staffing
and training are provided
2.3 Pertinent staff training (teaching and non-teaching) will be accessed through school and LA by specialists either on City wide courses or specific to our own needs. It may include training on:
Sign language/Deaf awareness/DDA awareness/
Mental health awareness/Equality/Behaviour issues/Safeguarding/SEN
The school will also be able to share good practice with neighbouring schools. It is vital for pupils and parents who are disabled to access all information in a format which they can easily access (Braille, audio tape). The school is able to access via the LA a range of services that can be used to convert documents into the appropriate formats.

The main priorities in the school’s plan.
> to ensure that discussed pupils are able to participate as fully as possible in all aspects of the school
> to provide full access to a broad and balanced curriculum
> to provide full access to the school environment
> to provide full access to information in a variety of formats as needed

Accessibility Plan

Key Issues to ensure that all pupils have full access to aspects of school life.

Targets Strategies Timescale Outcome
Broad and balanced curriculum

Raise staff awareness of barriers to learning

• On-going staff training – whole and individual

• Monitoring of special needs/differentiation provision/SIP

• Use of outside agencies SEND Services/Ed Psychologist/ Young Minds/referrals

• Use of targeted support/ IEP’s followed

• Training in SEN specialism Termly on-going
2011-13
Ongoing

Termly on-going

Daily

Termly • Staff awareness and expertise increased

• All pupils making good progress

• Improved access of learning for all

• Lessons appropriately differentiated and pupils supported making best possible progress

• Staff expertise/knowledge increased

To provide full access to the school environment • SLT/SEN Team to monitor needs of disabled pupils

• Discussion item on Governors H&S Committee

• Link Governor visits

• Check visual alarm/signage for disabled

• Monitoring of provision for SEN/disabled pupils

• Tracking of disabled pupils to check all areas accessible especially in icy weather

• To monitor gritted etc Termly on-going
2011-13
Termly
2011-13

Termly

Termly on-going

2011

Termly on-going

on-going • Improved access of learning for all pupils

• Profile of accessibility raised

• Governing Body informed/able to question

• Safety for all increased

• No pupil denied access

• Improved safety for all pupils

• Access for all
To provide access to information in a variety of formats as required • Ensure staff aware of facilities for translating documentation into appropriate format/size/ language

• Sign for parent/carer of facility for translation information if required

• Provide a discrete facility of reading information for parents/carers with literacy difficulties

• Access to braille obtained if required

• Ensure loop system working effectively in hall and community room
2011-13 on-going

2011-13 on-going

2011-13 on-going

2011-13 on-going

Termly
• Information easily accessible for all

• All parents able to access all documents

• All parents/carers informed and information easily accessible

• Hearing impaired adults/children included