Approved by: Jane Barker
Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to:
- Increase the extent to which disabled pupils can participate in the curriculum
- Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided
- Improve the availability of accessible information to disabled pupils
Our school aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind.
Gomersal St Mary’s CE 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. We are committed to taking positive action in the spirit of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within the school.
The school recognises and values parent’s knowledge of their child’s disability and its effect on their ability to carry out everyday activities and respects the parent’s and child’s right to confidentiality.
The Accessibility Plan shows how access is to be improved for disabled pupils, staff and visitors to the school within a given timeframe and anticipating the need to make reasonable adjustments to accommodate their needs where practicable.
The plan will be made available online on the school website, and paper copies are available upon request.
Our school is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues.
The school supports any available partnerships to develop and implement the plan.
Our school’s complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in school, this procedure sets out the process for raising these concerns.
We have included a range of stakeholders in the development of this accessibility plan, including pupils, parents, staff and governors of the school.
- Legislation and guidance
The Equality Act 2010 defines an individual as disabled if he or she has a physical or mental impairment that has a ‘substantial’ and ‘long-term’ adverse effect on his or her ability to undertake normal day to day activities.
Under the Special Educational Needs and Disability (SEND) Code of Practice, ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. The definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.
Schools are required to make ‘reasonable adjustments’ for pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled pupil faces in comparison with non-disabled pupils. This can include, for example, the provision of an auxiliary aid or adjustments to premises.
This policy complies with our funding agreement and articles of association.
- Action Plan
This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010.
|Aim||Current good practice||Objectives||Actions to be taken||Person responsible||Date to complete actions by||Success criteria|
|Increase access to the curriculum for pupils with a disability.||Our school’s approach:|
Our school offers a differentiated curriculum for all pupils.
We use resources tailored to the needs of pupils who require support to access the curriculum.
Curriculum resources include examples of people with disabilities.
Curriculum progress is tracked for all pupils, including those with a disability.
Targets are set effectively and are appropriate for pupils with additional needs.
The curriculum is reviewed to ensure it meets the needs of all pupils.
Review the current curriculum to check that all aspects of the curriculum can be accessed by all pupils.
|Via assessment data and engagement (including assertive mentoring forms) check that all pupils are achieving their full potential, regardless of their disability.||Miss Barker|
|Regularly checked and updated accordingly.||Our school’s curriculum can be accessed by all children including all those with a recognised disability. This ensures that all pupils achieve their full potential.|
|Improve and maintain access to the physical environment.||Our school’s approach:|
The environment is adapted to the needs of pupils as required.
This includes ramps, corridor width, disabled parking bays, disabled toilets and changing facilities and library shelves at wheelchair-accessible height.
|Fire exits from all modulars should include ramps and not just steps from classes 3, 4 and 5.||Contact Kirklees and Portakabin to investigate options to implement ramps at the fire exit points.||Miss Barker|
|Instigated April 2018.||Fire exits are accessible to all pupils including those with disabilities.
Kirklees improved the condition of the steps and felt that this was adequate. There are ramps out of the front entrance of each portakabin.
|Improve the delivery of information to pupils with a disability.||Our school’s approach:|
Our school uses a range of communication methods to ensure information is accessible. This includes large print resources and pictorial or symbolic representations.
|To ensure that all pupils have the communication tools that will help them access essential information. This may include pupils with sight and hearing issues.||Review that current pupils with sight/hearing issues have the resources required to aid communication.||Miss Barker|
Class teacher/class support
|With each SEND review.||If required we can implement signage, braille and induction loops.|
- Monitoring arrangements
This document will be reviewed every 3 years, but may be reviewed and updated more frequently if necessary.
It will be approved by the governing body.
- Links with other policies
This accessibility plan is linked to the following policies and documents:
- Risk assessment policy
- Health and safety policy
- Equality information and objectives (public sector equality duty) statement for publication
- Special educational needs (SEN) information report
- Supporting pupils with medical conditions policy
Appendix 1: Accessibility Audit
|Feature||Description||Actions to be taken||Person Responsible||Date to complete actions by|
|Number of storeys||1||There are no actions required for this area.|
|Corridor access||These are wide enough for wheel chair access although some doorways will require support to access for children in wheelchairs.||Staff to be aware that wheelchair uses may need support to gain access through all doors.||Miss Barker||As required|
|Parking bays||A disabled space is available in the car park.||No further action needed.||N/A||N/A|
|Entrances||All buildings can be accessed via a flat entrance way or ramps.||No further action needed.||N/A||N/A|
|Ramps||Ramps are in place to the KS2 modulars.||No further action needed at this time although should a child with severe mobility issues a ramp will need to be added to the front of Nursery. However there is a path down the side of the modular which could provide access to the EYFS outside area.||N/A||N/A|
|Toilets||Disabled toilets are available in all separate buildings.||No further action needed.||N/A||N/A|
|Reception area||The reception area is spacious and doors wide enough for disabled access.||No further action needed.|
Reception staff to be aware of the potential needs of disabled visitors.
|Internal signage||All signs are clear.||Are all pupils able to access the signs around school?||Miss Barker|
There are no current issues.
|Emergency escape routes||Year 6 modular – level ground exit.|
Year 5 modular – step exit.
Year 3/4 modular – steps exit.
Nursery – level ground exit.
Main school building – level ground exit.
|Investigate whether the Year 3/4 and Year 5 modular fire escapes can have ramp access.||Miss Barker|
|Investigations to start April 2018
Kirklees improved the condition of the steps and felt that this was adequate. There are ramps out of the front entrance of each portakabin