WOODTHORPE COMMUNITY PRIMARY SCHOOL ACCESS PLAN
This plan is drawn up in accordance with the planning duty in the Disability Discrimination Act (DDA) 1995, as amended by the SEN and Disability Act 2001 (SENDA), which places a duty on all schools to plan to increase over time the accessibility of the school for disabled pupils and to implement their plan. It draws on the guidance set out in “Accessible Schools: Planning to increase access to schools for disabled pupils,” issued by the DfES in July 2002.
Definition of Disability
Disability is defined as follows by the Disability Discrimination Act 1995:
“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.”
Some children defined as disabled, who for instance have arthritis, may not be defined as having SEND. Some children defined as having SEND, who for instance may have a behavioural difficulty, may not be defined as being disabled. The plan addresses the needs of children with learning difficulties and disabilities.
The school recognises its duty under the DDA (as amended by SENDA):
· Not to discriminate against disabled pupils in its admissions and exclusions, and provision of education and associated services
· Not to treat disabled pupils less favourably.
· To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage
· To publish an Accessibility Plan
· Woodthorpe Community Primary School is committed to an inclusive curriculum and increasing access to the school’s facilities for all by:-
1. Increasing the extent to which disabled pupils can participate in the school’s curriculum. This covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits.
2. Improving access to the physical environment of the school. This covers improvements to the physical environment of the school and physical aids to access education.
3. Improving the delivery of written information to disabled pupils. This will include planning to make the written information that is normally provided by the school to its pupils, available to disabled pupils.
Consultation with pupils, parents and disabled people
All members of our school community, including pupils, parents and local community school users have been consulted via a questionnaire to enable the school to provide an inclusive curriculum and increase access to the school’s facilities. The findings of our questionnaire have resulted in an action plan which clearly sets out our future actions.
Audit of existing provision
As result of a whole school audit the following has been identified:
· Inclusive venues for residential visits have been identified.
· A range of intervention programmes are available to support children with learning difficulties and disabilities, including ELS, Quest, Spaced Out, and Lexia.
· All pupils are encouraged to take part in a range of physical activities.
· All school visits and clubs are available to all pupils.
· Staff are trained in the administration of medicines, where applicable.
· There is a full and varied programme to support transition including liaison between pre-school providers and secondary school providers to ensure pupils’ diverse needs are met.
2. Physical Environment
· With the exclusion of upstairs the school is fully wheelchair accessible.
· The school has ramped entrances so that provision can be tailored to need.
· Further development needs to take place so that fire exits are ramped and all doors are an accessible width.
· The nursery has a changing bench for pupils with continence difficulties. Further main school provision needs to be planned for.
· Accessible parking spaces are allocated/marked and kept available for use when needed
· A hearing loop for community use is needed for the main reception area and assembly hall.
· Colour contrasting décor is part of the on-going maintenance programme, along with the marking of step and kerb edges.
· Accessible wheelchair access will continue to be improved in line with all premises development work.
· The emergency evacuation system does not have both visual and auditory components.
· All rooms require re-numbering and to have appropriate door signage.
3. Written Information
· Upon request school will investigate the conversion of documents to alternative formats, drawing on advice from the Support Services.
· The school aims to keep up to date with available technology and practices to support individual pupils with learning difficulties or disabilities, drawing on advice from the Support Services.
· Staff may need to be trained in the use of symbol software (Communicate in Print) for non-readers (pupils and parents).
Compliance with the DDA is consistent with the school’s aims and equal opportunities policy, and the operation of the school’s SEND Policy The Access Plan will contribute to the review and revision of related school policies.
Reviewing, Monitoring and Evaluating the Plan
1. Adequate resources will be allocated to enable implementation of the plan.
2. The plan will be informed by feedback from parents, pupils and people with disabilities.
3. The plan will be kept under review and revised as necessary.
4. The plan will be published in the School Prospectus and is available on request, along with comment about progress.
5. The plan will be subject to monitoring by OFSTED during inspections
Autumn Term 2016 Headteacher - James McGann
Review Autumn Term 2019 Chair of Governors - Amanda Atkins
The plan is available in the following formats, on request to:
Woodthorpe Community Primary School, school office.
Audio / Discussion
Enlarged print version
Translated to a variety of languages
|Targets||Strategies/Who's Responsible||Outcomes/ Success Criteria||Timescale||Goals Achieved|
|Access to the physical enviroment||Ensure each phased area of the school has wheelchair access and egress.||SENCO||Senco submitted a report for consideration at the Health and Safety Governors Committee||As required|
|Emergency exits to be ramped.||Headteacher||Bid to City of York Council Access Team successful and all emergency exits ramped. Extended to ramped exits in class 3 and the main hall.||As required||2014|
|Develop a disabled access toilet||Headteacher||A disabled access toilet available in each key stage with changing facilities.||As required|
|Colour contrasting décor is part of the on-going maintenance programme, along with the marking of step and kerb edges.||Headteacher||Rooms available for visually impaired.||Ongoing||Ongoing|
|A hearing loop for community use is installed in the main reception area, Room 12, ICT suite and assembly hall.||Headteacher||Facilities available for the hearing impaired.||As required|
|Emergency systems to have visual alarms||Headteacher||Visual alarms fitted||As required|
|All new internal doors accessible for wheelchair users.||Headteacher||Deputy / Headteacher Newly installed doors to be wheelchair accessible.||Ongoing||Ongoing|
|Access to the curriculum||
Learning aids to be produced.
Intervention training for support staff
Staff to be trained to meet individual medical needs of pupils where applicable.
Termly learning support meetings to take place to assess and address pupil needs.
Training for teachers on differentiating the curriculum for disabled children as required.
Audit staff needs re: training on differentiating
Resources from whole school training made and available for use.
Support staff able to work with increased knowledge and provide appropriate resources for pupils.
Staff completed training for specific needs.
Pupil needs reviewed and being addressed.
Teachers are able to more fully meet the requirements of disabled children’s nee
|Access to information in alternative formats||
Ensure signage is suitable for non-readers and is clear and well placed.
The school makes itself aware of the services available through its LA for converting written information into alternative formats.
If needed the school can provide written information in alternative formats.
Increased signage in school. Further signage to be implemented related to specific needs as appropriate.
Delivery of information to disabled pupils improved.