Norbury C of E Primary School aims to treat all stakeholders, including pupils, prospective pupils, staff, governors and other members of the school community favourably and, wherever possible, takes reasonable steps to avoid placing anyone at a substantial disadvantage. The school aims to work closely with disabled pupils, their families and any relevant outside agencies in order to remove or minimise any potential barriers to learning, which puts them at a disadvantage, allowing them to learn, achieve and participate fully in school life. The school is active in promoting positive attitudes to disabled people in the school and in planning to increase access to education for all disabled pupils. As part of the school’s continued communication with parents, carers and other stakeholders we continually look at ways to improve accessibility through data collection, questionnaires and parental discussions.
The purpose of the Plan
The purpose of this plan is to show how Norbury C of E Primary School intends, over time, to increase the accessibility of our school for disabled pupils. This meets the requirements of the Equality Act 2010, replacing all existing equality legislation including the Disability Discrimination Act. The Equality Act states that schools ‘cannot unlawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation’.
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.
Definition of Disability
A person has a disability 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 carry out normal day- to – day activities.
What will the Accessibility plan do?
- The Accessibility Plan is structured to complement and support the school’s Equality Policy and the SEND Policy, both of which can be accessed via our website.
- Norbury C of 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 educational, 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 Norbury C of 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 which are intended to;
- Increase access to the curriculum for pupils with a disability. This encompasses teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school 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 facilities as necessary. This covers improvements to the physical environment of the school and physical aids to access education within a reasonable timeframe.
- Improve the delivery of written information to pupils, staff, parents and visitors with disabilities; examples might include hand-outs, timetables, textbooks and information about the school and school events; the information should be made available in various preferred formats within a reasonable timeframe.
- Whole school training will recognise the need to continue raising awareness of equality issues for staff and governors to comply fully with the Equality Act 2010.
- This Accessibility Plan should be read in conjunction with the following school policies, strategies and documents:
- Behaviour Policy
- Equality Policy
- Health & Safety Policy
- SEND Policy
- School Improvement Plan
- The Accessibility Plan will be published on the school website.
- The Accessibility Plan will be monitored through Governing Body committees and reported to the Full Governing Body
- The school will work in partnership with the Local Authority in developing and implementing this Accessibility Plan.
The main priorities in the school’s plan
We take advice on support needed for children with disabilities or additional needs and work with experts to ensure they have the support necessary to fully include them in the life of the school.
The action plan ensures that:
- The school draws on the expertise of external agencies to provide specialist advice and support.
- The SENDCO has an overview of the needs of disabled pupils.
- There are high expectations.
- There is appropriate deployment and training of support staff.
- Successful practice is shared within the school.
- The school works with partner schools.
- Disabled pupils have access to extra-curricular activities.
Plan attached on the following page.
Accessibility Plan: April 2012 – March 2015
The proposed actions below are in order of priority, though 12 – 16 (italics) are ongoing:
Method: Who? How?
|Ensure curriculum is fully accessible for pupils with SEN or additional learning needs||Provide access to laptops/ iPad to enable personalised learning for SEND pupils.||Headteacher.
|April 2017||SEND pupils able to access curriculum through appropriate technology. Laptops available for provision mapping and key members of staff.||Headteacher
|Some pupils find moving round school difficult.
|Provide adult support to monitor safe movement around the school for pupils with limited mobility.||Headteacher
|Annual timetables show adult support for key transition/ movement times. Summer tem timetables.||Planned overview of ‘movement timetable’||Headteacher|
|Some children in EYFS and KS1 are not able to stay dry and clean throughout the day.
|Develop toileting policy and seek permission from new EYFS parents to provide care to EYFS pupils eg changing clothes, use toilet management plans where necessary.
ND to include in EYFS permissions pack.
|June 2017 and annually – permission slip to be signed.||Adults provide appropriate care to children, within agreed guidelines.||Headteacher|
|Availability of written material in alternative formats||School makes itself aware of the services available through its LA for converting written information into alternative formats.|| L.A.
|On-going||If needed the school can provide information in alternative formats
Feedback from parents and staff.
|Incorporation of appropriate colour schemes when refurbishing to benefit
pupils with visual difficulties.
Consider external steps.
|* Seek advice from the L.A. sensory support service on appropriate colour schemes for classrooms and other pupil accessible areas
|Advisory Teacher for Visual Impairment
As required in build plan
|Ongoing||Physical accessibility of the school is increased||Headteacher
Feedback from pupils.
|* Paint edges of steps in all external areas.
|Advisory Teacher for Visual Impairment
LA Option 1
|Summer 2018||Physical accessibility of the school is increased||Headteacher
Feedback from pupils.
|Raise awareness of disabilities issues.||School to seek advice from experts.
Consider needs of specific pupils, both for school and off-site activities.
Promote understanding of dversity, including SEND amongst pupils and other stakeholders using recognised materials.
Promote disability equality via
· Staff meetings.
· Seal lessons.
· Celebrating difference.
Disability Rights Commission.
All school staff.
|On-going||Teachers and LSAs aware of issues. Detailed information and support available and passed on by staff.
Increased whole school awareness of disability issues.
Other non-teaching staff.
|Ensure that all school trips &
residential visits are accessible for pupils with learning or physical disabilities.
EVOLVE Form and Risk assessments.
Educational Visits Co-Ordinator.
|Ongoing||School trips & residential visits are accessible for all pupils.||Headteacher
School Visits Co-ordinator.
Feedback from pupils
|Ensure that after-school clubs and care provision facilities are accessible for all pupils.||Ensure access is available for all pupils including those with physical or sensory disabilities.
Provide adult support if necessary.
Make physical adaptations as required.
|Leaders of after-school clubs.
|Ongoing||After-school clubs and care provision is accessible for all pupils.||Headteacher
Feedback from parents and pupils.
|Strive to ensure curriculum is fully accessible to pupils with any type of difficulty or disability.||Consider alternative communication systems.
Consider the way in which information is presented to pupils.
Consider ways in which pupils can communicate their ideas.
Advisors for sensory impairments.
|Ongoing||Curriculum is fully accessible for all pupils.||Head Teacher
Lesson observations, work scrutiny and learning walks.
|School policies make reference to provision for pupils with difficulties &
disabilities (particularly PE)
|Policies to include:
That could be employed when planning for pupils with difficulties or disabilities.
|Ongoing||Policies include provision for pupils with difficulties or disabilities||Headteacher