o Introductory Statement
1.1 This Accessibility Plan has been drawn up in consultation with the Principal and SENDCo of the Academy and covers the period from Sept 2025 – Sept 2028. The plan is available in large print or other accessible format if required.
1.2 The plan takes account of the Academy’s public sector equality duty set out in section 149 of the Equality Act 2010.
1.3 We are committed to providing an environment which values and includes all pupils, staff, parents and visitors regardless of their educational, physical, sensory, social, spiritual, emotional and cultural needs. We are further committed to challenging attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
2 Background
2.1 The Academy’s layout and facilities: The school compromises of three main buildings plus one separate, more modern classroom; all are single storey. Originally built in the 19th century, the school’s buildings have been extended and adapted over the years. There are different levels within the school with steps to the top building. The lower buildings are accessible by wheelchair. The main entrance to the school has a wide door and a wheelchair ramp is available when needed. There are disabled toilet facilities available, fitted with a handrail and a pull emergency cord. The school has internal emergency signage and escape routes are clearly marked. While classrooms in the top building have no direct wheelchair access from the playground, all are accessible with the use of the wheelchair ramp.
2.1.1 The Academy is committed to making reasonable adjustments to allow disabled pupils to access educational provision at the Academy.
2.1.2 We plan, over time, to increase the accessibility of provision for all pupils, staff and visitors to the Academy in the following areas:
· increase the extent to which disabled pupils can participate in the Academy curriculum
· improve the physical environment of the Academy to increase access to education by disabled pupils
· improve the delivery of information to pupils, staff, parents and visitors with disabilities.
2.1.3 Attached are three action plans relating to the above. These will be reviewed as and when necessary. It is acknowledged that there will be need for ongoing awareness training for all staff in the matter of disability discrimination and the potential need to inform attitudes on this matter.
2.1.4 The Accessibility Plan should be read in conjunction with the following policies, strategies and documents:
· Academy prospectus
· Disability equality scheme
· Equality, diversity and inclusion information and objectives statement
· health and safety policy
· SEND Policy and Information Report
2.1.5 The Plan will be monitored by the Academy Council. There will be a full review of the Plan in Sept 2028 when a new Plan will be produced to cover the next three years.
2.2 Welcoming and preparing for disabled pupils
2.2.1 Where it is practicable to make reasonable adjustments to enable a prospective pupil to take up a place at the Academy and to satisfy the current admissions criteria, the Academy is committed to providing those reasonable adjustments.
2.2.2 In order to meet the needs of disabled pupils, the Academy requires full information. The Academy will ask prospective pupils to disclose whether they have received any learning support, have had an educational psychologist’s report or have any disability or other condition of which the Academy should be aware. Where a pupil has an Education, Health and Care (EHC) plan the Academy will work with the Local Authority (LA) which makes and maintains the EHC plan to ensure that the identified provision is delivered appropriately.
2.2.3 In assessing the pupil or prospective pupil, the Academy may need to take advice and require assessments as appropriate. The Academy will be sensitive to any issues of confidentiality.
3. Increasing the extent to which disabled pupils can participate in the Academy curriculum
Targets
Strategies
Outcome
Timeframe
Goals achieved
Short term
Enable staff to increase their knowledge and understanding of the needs of disabled pupils and how to scaffold the curriculum accordingly.
Training of staff.
Staff confidence in providing appropriate teaching and support to more fully meet the requirements of disabled pupils’ needs with regards to accessing the curriculum.
Ongoing
Flexible approach to disabled pupils and increase in access to the National Curriculum. Success of disabled pupils in attainment measures.
Curriculum design meets the needs of pupils with SEND.
Short term
Teachers and LSAs aware of individual needs and organise their classrooms to promote the participation and independence of all pupils.
In the summer term, SLT meet with the staff to ensure they understand the individual needs that will be in their new class. Provide opportunities for collaborative working with the previous teacher to share strategies and good practice. Ensure all recommended strategies are implemented.
100% of staff who have a child with complex needs in their class will understand how to best meet those individual needs and will have put the recommended strategies in place. Throughout the year, strategies suggested by outside agencies will be put in place for a sustained period of time.
Term 6
Ongoing.
Strategies successfully used to support pupils with complex needs to access the curriculum.
Medium term
To ensure children with SEN are planned for appropriately with challenge in all lessons.
CPD for staff on sequence of learning, use of planning documents and expectations. Individual CPD for staff working with children with specific or complex needs. Regular monitoring by SLT through learning walks, book looks and pupil voice.
All children, including those with SEN, will have clear, accurate sequences of learning, appropriate pitch and high expectations. Learners will be engaged in learning and scaffolding available to all. Children with SEN will be taught by both the teacher and TA across the week.
Ongoing
All pupils, including pupils with SEND, are challenged and make appropriate progress.
Medium term
Interventions, linked to need, are accessed where appropriate.
Interventions to be proactively planned between SENCO and class teacher.
Pupils are parent’s views heard and considered. Interventions are accessible and planned to meet all pupils’ needs. Class teachers are included and informed about interventions.
As required. Ongoing.
Pupils are able to access the curriculum to facilitate individual progress being made.
Long term
All areas of the curriculum are accessible to all pupils, regardless of their disability
Staff CPD as relevant for all pupils with additional needs. Planning to improve access to the curriculum will include identifying reasonable adjustments to offer an equality of opportunity. Ensure resources fully meet the needs of all learners –including the use of ipads and specialist equipment.
The curriculum will be fully accessible to pupils regardless of their disability.
Ongoing- as needs. Termly Review – following focus aspects of learning and linked with Academy Improvement Plan
All pupils participating in the school curriculum.
To liaise with school nursery, as well as, external nursery and preschool providers to review potential intake for September.
Contact Nurseries/ Preschools in the Spring Term to discuss children with additional needs coming into Reception. Meet with other service providers who support children who will be joining Reception. Analyse the Reception intake list to ensure all preschool providers are contacted. Offer additional transition opportunities for parents and pupils with additional needs.
EYFS lead/ SENCO will have a good knowledge of the children with additional needs who are joining reception and the support they will need. Principal will have a clear picture of the staffing required to support these children. Reception staff will be able to plan for these children before they start in September
Term 6
All staff fully aware of the needs of pupils joining reception.
To review the progress of all pupils with SEND
Analyse progress data for children with SEN every term, looking at children making expected progress, better than expected progress or less than expected progress in each year group. Identify individual pupils causing concern and actions to support these pupils. Calculate the number of children with SEN who achieved the expected level for their year group.
SENO and Principal will have a clear understanding of the picture of attainment/progress for children with SEND in the school. They will be a clear action plan to support those with inadequate progress with reviews of interventions planned.
Ongoing
Progress of Pupils with SEND is regularly reviewed and class teachers are supported in using this assessment information to plan the continuing provision.
Complete Academy Council report annually.
Complete Academy Council report annually.
Academy Council will have a clear picture of the provision for SEN children across school and the impact on progress.
Annually
Academy Council fully aware of provision and Progress for pupils with additional needs.
4. Improving the physical environment of the school to increase access to education by disabled pupils
Targets
Strategies
Outcome
Timeframe
Goals achieved
Short term
The school is aware of the access needs of disabled pupils, staff, Academy Council, parent/carers and visitors
To create access plans for individual disabled pupils as part of the Provision Map process when required Be aware of staff, Academy Council and parents access needs and meet as appropriate. Through questions and discussions find out the access needs of parents/carers. Consider access needs during recruitment process. Ensure staff aware of Environment Access Standard
IEPS in place for disabled pupils and all staff aware of pupils needs. All staff and Academy Council feel confident their needs are met. Parents have full access to all school activities. Access issues do not influence recruitment and retention issues
As required
Induction and ongoing if required.
Annually
Recruitment process.
The needs of all staff, pupils, parent and academy councillors is met.
Short term
Enable disabled pupils and visitors to park in car park disabled pay
Designated parking space available for disabled people and signpost it clearly.
Parking for disabled people achieved.
Improved access to School site.
Medium term
Ensure all disabled pupils can be safely evacuated.
Put in place Personal Emergency Evacuation Plan (PEEP) for all pupils with difficulties Develop a system to ensure all staff are aware of their responsibilities.
Disabled pupils to be safely evacuated from the building.
As required
All disabled pupils and staff working alongside are safe in the event of a evacuation.
Ensure all disabled pupils can be safely evacuated.
Conduct parent meetings to establish the need of each child.
Liaise with external agencies including school nurse to review support.
Identify training needs and book where needed. Ensure ‘health care plans’ are completed for all children with complex medical conditions.
All children with a medical condition will have a ‘health care plan’ with details of their condition and treatment required including emergency procedures.
Asthma records will be up to date.
The catering company will be informed of all children with confirmed food allergies.
All children with complex medical conditions, epilepsy or diabetes will have a Health care plan written in conjunction with outside agencies who support the child.
Ongoing
All relevant staff are fully aware of pupils medical needs.
Long Term
Ensure hearing and visual environment in classrooms is regularly monitored to support hearing impaired and visually impaired children.
Seek support from LA or external support agencies to support as needed.
All children have access to the appropriate environment.
As required
Hearing and visually impaired pupils are supported to access the physical environment.
5. Improving the delivery of information to disabled pupils
Targets
Strategies
Outcome
Timeframe
Goals achieved
Short term
Ensuring availability of written material in alternative formats
Become aware of the services available through the LA for converting written information into alternative formats.
If needed, the School could provide written information in alternative formats.
As required
Delivery of information to disabled pupils is improved.
Short term
Mid-year and Annual review information to be as accessible as possible.
Use child friendly ‘Individual Education Plan’ containing individual targets. IEPs to be shared with the parents both verbally and in written format. Mid-year / Annual review format to be shared verbally and in written form. (Translated to alternative languages where necessary)
All parents, pupils and staff will fully understand a child’s pupil passport and Midyear/ Annual review information.
Ongoing
Information provided in a variety of ways to ensure it is accessible for pupils or parents who may have a disability.
Long term
Provide information in other languages for pupils or prospective pupils
Access to translators, sign language interpreters to be considered and offered if possible
All Parents and pupils will have access to information in a language that is understood.
As required
Pupils and/or parents feel supported and included
Long term
To establish parent support groups for parents of children with complex needs.
Invite all parents of children with SEN to a meeting to coffee morning with Somerset Parent Carer’s Forum. Plan theme of each session collaboratively with parents, involving outside agencies as needed.
50% of parents of children with complex needs or disabilities will attend at least 1 parent support group session in the first year. In the second year, the support group will be attended regularly by a core group of parents.
Ongoing
Parents of pupils with complex needs and disabilities regularly attend parent support groups.
Key points to consider when completing this table
3 do you provide information in simple language, symbols, large print, on audiotape or in Braille for pupils and prospective pupils who may have difficulty with standard forms of printed information?
4 do you ensure that information is presented to groups in a way which is user friendly for people with disabilities e.g. by reading aloud overhead projections and describing diagrams?
5 do you have the facilities such as ICT to produce written information in different formats?
6 do you ensure that staff are familiar with technology and practices developed to assist people with disabilities?
