Accessibility

This information is also available to download in pdf format on our policies page.

Definition of disability

The Equality Act 2010 gives a broad definition of disability. The definition is broad and includes a wide range of impairments including ASD, learning disabilities, dyslexia, diabetes or epilepsy where the effect on the pupil’s ability to carry out normal day to day activity is adverse, substantial and long-term. A disabled person is someone who has: “a physical or mental impairment which has a substantial and long term adverse effect on his or her ability to carry out normal day-to-day activities.”

Aims and Objectives

The aims of the Accessibility Plan are:

• To improve the physical environment to enable those with disabilities to take better advantages of education and other services and facilities
• To increase access to the curriculum for disabled pupils
• To improve the delivery of information to disabled pupils and their families

Responsibilities

To help us meet the aims of the policy the persons below have the following responsibilities:

The Headteacher	Evaluates the impact of the plan
The Leadership Team	Monitors the adjustments made for disabled pupils
Class Teachers	Ensure disabled pupils participate fully in school life and make progress
School Governors	Approve and monitor the plan
Parents	work with the school to ensure that their disabled child is included and consulted regarding access arrangements
Pupils	have a responsibility to include disabled peers in all parts of school life

Physical Environment

All long and short term plans to change the physical environment take account of the needs of disabled pupils, their families and prospective pupils. Recent improvements to ensure accessibility have included:

• The installation of a lift to enable access to the first floor (children are supervised at all times when using this)
• Refurbishment and repair of ramped area giving access to EYFS
• The installation of additional disabled toilet facilities

Future Targets

The future works will include:

• The installation of a ramp from the main school gate to the front entrance (a portable ramp has been purchased due to delays in work being carried out)
• Improve signage in the school building and grounds
• Ensuring radiators are painted a different colour in next round of maintenance
• Accessible parking is always available.

Curriculum

The curriculum is differentiated to enable pupils with Special Educational Needs and/or Disability (SEND) to access learning and remove barriers whenever possible (see Special Educational Needs Policy).

Resources are allocated to help to ensure pupils are given appropriate support including:

• TA and Learning Mentor support
• Specialist Equipment
• ICT
• Advice is sought from specialist agencies including health professionals when appropriate. Individual support and health care plans are put in place to ensure pupils’ specific needs are met.

Access to Information

The school will make every effort to provide information in an accessible format. This will include making use of services provided by the LA through its Local Offer. In the future there will be a focus on ensuring signage around the school is accessible.

Special Needs

As described Stanburn provides for the additional needs of disabled pupils who have SEN. These pupils with long term medical conditions have an Individual Health Plan (IHP) which records the nature of the medical condition and the steps needed to ensure access to the curriculum and to manage the condition.

Stanburn Primary School provides a broad and balanced curriculum which is differentiated and adjusted to meet the needs of individual pupils and their preferred learning styles.

Equal Opportunities

The Governors will ensure compliance with the current legislation regarding Equal Opportunities. Compliance with the Equality Act 2010 is consistent with Equal Opportunities legislation. The school recognises and complies with its duty under Equality Act:

• Not to discriminate in the provision of education and associated services.
• Not to discriminate against pupils in admissions and exclusions.
• Not to treat pupils less favourably
• To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage.

Parent Involvement

Stanburn Primary School recognises and values parent’s knowledge of their child’s disability and its effect on his/her ability to carry out normal activities. The school respects the parents and child’s right to confidentiality. Parents’ views are sought and incorporated into any reasonable adjustments the school makes.

Assessment

Assessment for disabled pupils will follow the Assessment Policy.

Monitoring and evaluation

The Headteacher and Governors will monitor the accessibility plans and strategies. Success will be evident when disabled pupils participate fully in school life and when they feel part of the school and are included by their peers in all parts of school life.

Surveys will be carried out annually to ensure the school has up to date information regarding the level and nature of needs in the school community.

Community Involvement

The school community will be actively consulted and involved in any plans and strategies to improve access for disabled pupils. Building works carried out in 2010 and 2013 have taken account of the needs of pupils and parents with disabilities. Reasonable adjustment will continue to be made to ensure anyone with a disability is able to participate as fully as possible in all aspects of school life, including concerts, assemblies, meetings and school trips.

The LA works with the school to provide a source of specialist teachers, advisers, SEN support and health professionals.

Health and Safety

Risk Assessments are undertaken and monitored by the school Health and Safety Officer and the Site Manager. Any recommendations are fully implemented by the Headteacher and monitored by the Governors. In addition the LA installs and monitors equipment e.g. a loop system for hearing impaired pupils.