Parochial C of E Primary School

 

PAROCHIAL SCHOOL:

an inclusive, inspirational school, preparing for the future; living, learning and growing together in God.

 

 Accessibility Plan – 2017- 2020

 

  1. Statement:

 

Under the Equality Act 2010 schools should have an Accessibility Plan. The Equality Act 2010 replaced all existing equality legislation, including the Disability Discrimination Act. The effect of the law is the same as in the past, meaning that “schools cannot unlawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation”. According to the Equality Act 2010 a person has a disability if:

  • He or she has a physical or mental impairment, and
  • The impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities. 

The Accessibility Plan is listed as a statutory document of the Department for Education’s guidance on statutory policies for schools. The Plan must be reviewed every three years and approved by the Governing Body. The review process can be delegated to a committee of the Governing Body, an individual or the Head.

At Parochial C.E. Primary School the Plan will be monitored by the head teacher and evaluated by the relevant Governors’ committee.

 

 

At Parochial C.E. Primary School we are committed to working together to provide an inspirational and exciting learning environment where all children can develop an enthusiasm for life-long learning. We believe that children should feel happy, safe and valued so that they gain a respectful, caring attitude towards each other and the environment both locally and globally.

The Parochial C.E. Primary School Accessibility Plan has been developed and drawn up based upon information supplied by the Local Authority, and consultations with pupils, parents, staff and governors of the school. Outside agencies and specialists have also been consulted. The document will be used to advise other school planning documents and policies and will be reported upon annually in respect of progress and outcomes. The intention is to provide a projected plan for a three-year period ahead of the next review date.

 

The Accessibility Plan is structured to complement and support the school’s Equality Objectives, and will similarly be published on the school website. We understand that the Local Authority will monitor the school’s activity under the Equality Act 2010 (and in particular Schedule 10 regarding Accessibility) and will advise upon the compliance with that duty.

 

  • Parochial C.E. 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 Parochial C.E. Primary School 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 Accessibility Plan contains relevant and timely actions to:

 

  • Monitor and continuously improve the access to the curriculum for pupils with a disability, expanding the curriculum as necessary to ensure that pupils with a disability are as, equally, prepared for life as are the able-bodied pupils to comply with the Equalities Act 2010. This covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or schools visits – it also covers the provision of specialist or auxiliary aids and equipment, which may assist these pupils in accessing the curriculum within a reasonable timeframe;
  • Improve and maintain access to the physical environment of the school, adding specialist support or facilities as necessary – this covers improvements to the physical environment of the school and physical aids to access education within a reasonable time frame;

 

  • The Parochial C.E. Primary School Accessibility Plan relates to the key aspects of physical environment and curriculum.

 

  • Regular whole school training emphasizes the need to continue raising awareness for staff and governors on equality issues with reference to the Equality Act 2010.

 

  • This Accessibility Plan should be read in conjunction with the following school policies, strategies and documents:
    • Behaviour Management Policy
    • Curriculum Policy
    • Health & Safety Policy
    • Inclusion Policy
    • School Prospectus
    • School Improvement Plan
    • Special Educational Needs Policy
    • Safeguarding Policy
    • Child Protection Policy

 

  • Equality Impact Assessments will be undertaken as and when school policies are reviewed. The terms of reference for all governors’ committees will include the need to consider Equality and Diversity issues as required by the Equality Act 2010.

 

  • The Accessibility Plan is published on the school website.

 

  • The Accessibility Plan will be monitored through the Governor Premises and Staffing Committee

 

  • The school will work in partnership with the Local Authority in developing and implementing this Accessibility Plan.

 

  • The Accessibility Plan may be monitored by Ofsted during inspection processes in relation to Schedule 10 of the Equality Act 2010.

  

  2.  Aims

To enhance access to the curriculum for pupils with a disability

To assess and improve access to the physical environment of the school

.

 3.  Objectives

We aim to ask about any disability or health condition in early communications with new parents and carers.  For parents and carers of children already at the school, we collect information on disability and medical conditions as part of an annual data update and also on regular basis through personal contact.

 

Physical Environment

We aim for all disabled pupils to participate in all curricular and extra-curricular activities.  Examples of good practice:  pupils with social/interaction impairment are supported during lunch and break times, after-school clubs are open for all pupils, risk assessment and thorough planning before all school trips for pupils with medical needs and conditions.  All physical areas of school are accessible to disabled pupils and/or parents/carers.

 

Curriculum

 

We aim to differentiate the curriculum for it to be accessible, enjoyable and valuable to all pupils, including those with visual or hearing impairment, physical disability, learning difficulties, social communication/interaction difficulties, etc.  We plan administration of medicines for pupils with long term illness, the provision of personal care and other practical support.

 

Information

 

Different forms of communication are made available to enable all disabled pupils to express their views and to hear the views of others. Access to information is planned, with a range of different formats available for disabled pupils, parents and staff.

  

 4.  Access Audit

The school is a two storey building with wide corridors and several access points from outside. KS1 areas are all on the ground floor with wide door access to all rooms. The hall is on the ground floor and is accessible to all. There is a lift which can accommodate a large wheelchair which is maintained on a regular basis through a service agreement with City Lifts.

On-site car parking is for staff only.  The gate to the car park is operated electronically.  All entrances to the school are flat and have wide doors fitted. The main entrance features a secure door and the office area has been fitted with a low reception hatch, this being fully accessible to wheelchair users. There are disabled toilet and shower facilities available, one in the Foundation Stage and one at the main reception area.  All these are fitted with a handrail and a pull emergency cord.

 

The school has internal emergency signage and escape routes are clearly marked.   

 

 5.  Management, coordination and implementation

We will consult with experts when new situations regarding pupils with disabilities are experienced. 

 The Governors and Senior Leadership Team will work closely with the Local Authority and Diocese.

 

6. Action Plan

 Aim 1 - To enhance access to the curriculum for pupils with a disability

Our key objective is to reduce and eliminate barriers to access to the curriculum and to ensure full participation in the school community for pupils, and prospective pupils, with a disability.

 

Short Term

Targets

Strategies

Timescale

Responsibilities

Success Criteria

To liaise with Nursery providers to review potential intake for Sept 17

To identify pupils who may need additional  to or different from provision for Sept 17 Intake

July 17

(annually in July)

EYFS teacher

SENCo

Procedures/equipment / support in place by Sept 2017.

To review all statutory policies to ensure that they reflect inclusive practice and procedure

To comply with the Equality Act 2010

Ongoing

HT

SENCo

All subject leaders

All policies clearly reflect inclusive practice and procedure

To establish close liaison with parents

 

To ensure collaboration and sharing between school and families.

Ongoing  

All teachers and support staff

Clear collaborative working approach

To establish close liaison with outside agencies for pupils with on-going health needs. E.g. Children with severe asthma, medical issues and impairments.

To ensure collaboration between all key personnel

 

Ongoing

HT

SENCo

All teachers and support staff Outside agencies

Clear collaborative working approach

To ensure full access to the curriculum for all pupils

Educational trips and visits, Specialist advisory teacher support; CPD for staff and:

•        A differentiated curriculum with alternatives offered.

•        The use SPTO to assist in developing learning opportunities for children and also in assessing progress in different subjects

•        A range of support staff including trained teaching assistants

•        Multimedia activities to support most curriculum areas

•        Use of interactive ICT equipment

Specific equipment sourced from other agencies 

Ongoing

Teachers

SENCo

Other agencies and professionals

Advice taken and strategies evident in classroom practice.

 

All SEND pupils supported and accessing curriculum, making good progress.

 

Medium Term

Tasks/Targets

Strategies

Timescale

Responsibilities

Success Criteria

To finely review attainment of all SEN pupils.

Pupil Centred Planning meetings with the pupil, parent/carer, SENCO and Class teacher (linked to Pupil Progress and needs)

Scrutiny of assessment system

Regular liaison with parents

Termly

Class teachers

SENCo

 

Parents/Carers

Good progress by all SEND pupils

Provision mapping shows clear steps and progress made

To monitor attainment of

More Able pupils

Exciting, challenging curriculum, access to mastery curriculum

Access to

More Able pupil booster groups/activities

 

Ongoing

Annually

Inclusion Lead

Class teachers

More Able pupils making accelerated progress.

 

 

To promote the involvement of SEND pupils in classroom discussions/activities

To take account of variety of learning styles when teaching

Within the Curriculum, the school aims to provide full access to all aspects of the curriculum by providing (where appropriate)

•      Visual aids

•      Laptop/iPad

•      Suitably differentiated tasks to enable disabled pupils to participate successfully in lessons 

•      Creating positive images of disability within the school so that pupils grow into adults who have some understanding of the needs of disabled people.

 

Ongoing

Whole school approach

Variety of learning styles and multisensory activities evident in planning and in the classrooms.

Ensuring that the needs of all SEND pupils, parents and staff are represented within the school.

 

 

 

Long Term

Targets

Strategies

Timescale

Responsibilities

Success Criteria

To evaluate and review the above short and long term targets annually

See above

Annually

SENCo

SLT, Core curriculum coordinators

Governors

All children making good or accelerated progress.

To deliver findings to the

Governing Body

Premises and Staffing Committee

Curriculum Governors meetings

Annually

Termly SEN

Governor /

SENCo

meetings

SENCo

SLT

SEN

Governor

Governors fully informed about SEN provision and progress

  

 

Aim  2 : To assess and improve access to the physical environment of the school.

Our aim is to continuously improve the physical environment of the school building, the grounds of the school and in front of the school; to make it safe, accessible and stimulating for all pupils and parents/carers, including those with a disability.

Short Term

Targets

Strategies

Timescale

Responsibilities

Success Criteria

Improve physical environment of the school

The school will take account the needs of pupils, staff and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting, and colour schemes, and more accessible facilities and fittings.

 

Ongoing

SLT

 

Enabling needs to be met where possible.

Ensure visually stimulating environment

for all pupils

Colourful, interactive and purposeful displays in all classrooms, corridors, reading and role play areas.

Ongoing

Teaching and non-teaching staff

Displays supporting learning – English and Maths areas and learning walls accessible to all pupils; challenging, but clear environment for all.

Ensuring all pupils, parents/carers and staff with a disability are able to be involved. 

Undertake confidential survey of staff and governors to ascertain accessibility needs and make sure they are met.

Include questions in the confidential pupil information questionnaire about

parents/carers' accessibility needs and ensure they are met in all events.

With

immediate

effect, to be constantly reviewed

 

Teaching and non-teaching staff

Enabling needs to be met where possible.

 

Ensure that the medical needs of all pupils are met fully within the capability of the school. 

To conduct parent interviews, liaise with external agencies, identify training needs and establish individual protocols where needed.

To ensure all medical plans are up to date and relevant to the current needs of a child.

With

immediate

effect to be constantly reviewed

 

Head Teacher

Inclusion Lead

 

 

 

Ensure that disabled parents/carers have opportunities to be involved in their child’s learning

 

Meeting with parents to be arranged at mutually convenient times.

Wherever appropriate, arrange interpreters to communicate with deaf parents or those who speak another language

Offer a telephone call to explain letters home for some parents who require this service.

Ensure that access, seating and other arrangements are in place for all disabled parents/carers 

With

immediate

effect to be constantly reviewed

 

Whole school team

With immediate effect to be constantly reviewed

 

 

To ensure that disabled parents are not discriminated against and are encouraged to take interest and be involved in their child’s education

 

 

Medium Term

Targets

Strategies

Timescale

Responsibilities

Success Criteria

Improve community

links

School to continue to have strong links with schools in Tameside Local Authority and the wider community.

 

Ongoing

 

SLT

All staff

Improved awareness

of disabilities/the wider community of Tameside and the world and their needs

Improved community cohesion

Long Term

Targets

Strategies

Timescale

Responsibilities

Success Criteria

Continue to develop outdoor facilities. 

Look for funding opportunities

 Ongoing

Whole school approach

Inclusive and safe outdoor play areas.

Continue to assess safety of all pupils around the entrance area, ensuring it is accessible for all parents/carers when necessary.

Electronic lock on the front gate

Monitoring of the playground door - locked in the mornings and throughout the days – opened safely during the dropping off and picking up times.

Ongoing

Office staff

Caretaker

Staff member on duty

Safe children

Parents with disabilities and equipment (push chairs) can access playground

Ensure that Keppel Street and pavement in front of the school is safe.

Posters, letter and messages to all parents/carers, traffic cones

Physical presence of the staff member or PCSO

Bikeability for Year 6 pupils

 

Lessons in each year group – road safety

Ongoing

 

Head teacher

SLT

Caretaker

All staff

Safe pupils and parents/carers

 

 

 

 

Completed by Z Evans (SENCo/Inclusion) – January 2017

Next review date – June 2020

 

__________________________________  Headteacher                                 ___________________________Chair of Governors

This Plan is yet to be reviewed and signed by the Governors