Adswood Primary School

Enjoy, Believe, Achieve

Accessibility Plan 2017

 

Adswood Primary School is a welcoming and delightfully happy school environment in which pupils thrive and want to do their best. (See our Visitor Comments Book). We want all children to enjoy school, to be challenged to achieve their very best, and to consider their time at the school as their own ‘learning adventure.’ We are committed to giving all of our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. The achievements, attitudes and well-being of all our children matter. 

 

Purpose of Plan 

This plan shows how Adswood Primary School intends, over time, to increase the accessibility of our school for disabled pupils, staff, parents/carers and visitors. 

 

Definition of disability 

A person has a disability if he/she has a physical or mental impairment that has a substantial and long-term adverse affect on his/her ability to carry out normal day to-day activities. 

 

Areas of planning responsibilities 

Increasing access for disabled pupils to the school curriculum (this includes teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits) 

Improving access to the physical environment of schools (this includes improvements to the physical environment of the school and physical aids to access education)  

Improving the delivery of written information to disabled pupils (this will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils.  The information should take account of pupils’ disabilities and pupils’ and parents’ preferred formats and be made available within a reasonable timeframe 

 

Contextual Information 

Adswood Primary School’s original building was opened in 1936 and an extension was built in 1990, comprising two extra classrooms and toilets. The whole building is single storey and there are toilets for wheelchair users in both the original building and the extension.  Two new single storey classrooms with toilet facilities are to be built on the school grounds in readiness for the school’s increase from one form to one and a half form entry and building programme is scheduled to start in September 2015 and will be wheelchair-friendly.

The main entrance to the school has ramp access and automatic doors and all internal areas of the school are accessible via the main entrance.  The outdoor play area adjacent to the Reception classroom is not accessible for wheelchair users without a detour via the nursery classroom but there are presently no wheelchair users in school  and should there be in the future, there is ample space for a temporary ramp to be installed and to comply with the 1:12 gradient as required by the recent Disability Discrimination Act. (DDA-1995).

At present we have no wheelchair dependent pupils, parents or members of staff. 

Current Range of known disabilities 

The school has children with a range of disabilities to include moderate and specific learning disabilities. 

We have a small number of pupils and parents who have a hearing impairment. 

 

Increasing access for disabled pupils to the school curriculum. 

Improving teaching and learning lies at the heart of the school’s work.  Through self-review and Continuous Professional Development (CPD), we aim to enhance staff knowledge, skills and understanding to promote excellent teaching and learning for all children.  We aim to meet every child’s needs within mixed ability, inclusive classes. 

It is a core value of the school that all children are enabled to participate fully in the broader life of the school.  Consequently, all children have always been permitted to attend age relevant after school clubs, leisure and cultural activities and educational visits.  The only exception would occur if a child had breached school rules when deprivation of club attendance may be used as a suitable short term sanction and to ensure the safety of others. 

 

Target 

Strategies 

Timescale 

Responsibility 

Success Criteria 

Increase confidence of all staff in differentiating the curriculum 

Be aware of staff training needs on curriculum access 

 

Assign CPD for dyslexia, differentiation and recording methods 

 

Online learning modules if required 

On-going and as required in staff meetings and on INSET days

SENCO 

Raised staff confidence in strategies for differentiation and increased pupil participation 

Ensure all staff have specific training on disability issues 

Be aware of staff training 

needs 

 

Staff access to appropriate 

CPD 

 

Online learning modules if required  

As required 

SENCO 

Individual needs are met 

Ensure all staff are aware of disabled children’s curriculum access 

Information sharing with all agencies involved with 

child 

As required 

SENCO 

All staff aware of individuals needs and individual needs are met 

Use ICT software to support learning 

Make sure software installed where needed 

As required 

ICT 

Wider use of SEN resources in classrooms 

All educational visits to be accessible to all  

Develop guidance for staff on making trips 

accessible 

 

Ensure each new venue is vetted for appropriateness 

As required 

HT/EVC  

All pupils in school able to access all educational visits and take part in a range of 

Activities. Detailed risk assessment in place

 

Review PE curriculum to ensure PE accessible to all 

Gather information on accessible PE and 

disability sports 

 

Seek disabled sports people to come into school 

As required 

PE Coordinator 

All to have access to PE and be able to excel 

 

   

Improving access to the physical environment of the school 

Adswood Primary School is continuing to grow and develop. Provision, in exceptional cases, will be negotiated when a pupil’s specific needs are known, e.g. if a wheel-chair user was to join the Reception Class. 

We have a wide range of equipment and resources available for day to day use.  We keep resource provision under constant review.  The schools Improvement planning process is the vehicle for considering such needs on an annual basis. 

 

Target 

Strategies 

Time-scale 

Responsibility 

Success criteria 

The school is aware of the access

needs of disabled pupils, staff, governors, parent/carers and visitors  

 

To create access plans for individual disabled pupils as part of the IEP process when required 

 

Be aware of staff, governors and parent and visitor access needs and meet as appropriate  

 

Through questions and discussions find out the access needs of parents/carers 

 

Consider access needs during recruitment process 

 

As required

 

SENCO 

 

School Business Manager

 

Headteacher 

 

Headteacher 

Governor responsible for Health and Safety

IEPs in place for disabled pupils and all staff aware of pupils needs 

 

All staff and governors and visitors feel confident their needs are met  

 

Parents have full access to all school activities 

 

Access issues do not influence recruitment and retention issues 

Layout of school to allow access for all to all areas 

Consider needs of disabled pupils, parents/carers or visitors when considering any redesign  

As required 

Head/ 

Governors/ 

Site manager/ 

School Surveyor 

Re-designed buildings are usable by all 

 

 

 

 

 

 

Target 

Strategies 

Time-scale 

Responsibility 

Success criteria 

Improve signage and external access for visually impaired people 

 

Yellow strip mark step edges 

 

On going 

Site manager 

Visually impaired people feel safe in school grounds 

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 

As required 

 

 

 Each Sept 

School Business Manager

SENCO  

 

SENCO 

All disabled pupils and staff working alongside are safe in the event of a fire 

Ensure accessibility to IT equipment 

Alternative equipment in place to ensure access to all hardware 

 

Liaise with Sensory Impairment Service on information with regard to the visual impaired and hearing impaired pupils 

On-going and as required  

 

Software may be required 

 

ICT 

Hardware and software available to meet the needs of children as appropriate 

Ensure hearing equipment in classrooms to support hearing impaired 

Seek support from LA hearing impaired unit on the appropriate equipment 

Ongoing 

SENCO – Sensory Impaired 

All children have access to the equipment 

All fire escape routes are suitable for all 

Make sure all areas of school can have wheelchair access 

On-going and as required and as appropriate  

School Business Manager

All disabled staff, pupils and visitors able to have safe and independent exit

 

Improving the delivery of written information to disabled pupils 

This will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils.  Examples might include handouts, textbooks and information about school events. The information should take account of pupils’ disabilities and pupils’ and parents’ preferred formats and be made available within a reasonable timeframe. 

In planning to make written information available to disabled pupils we again need to establish the current level of need and be able to respond to changes in the range of need. The school will need to identify agencies and sources of such materials to be able to make the provision when required.  The schools ICT infrastructure will enable us to access a range of materials supportive to need. 

 

Targets 

Strategies 

Timescale 

Responsibility 

Success Criteria 

Review information to parents/carers to ensure it is accessible. 

Provide information and letters in clear print in 

“simple” English 

 

School office will support and help parents to access information and complete school forms 

 

Ensure website and all document accessible via the school website can be accessed by the visually impaired. 

During induction 

  

On-going 

 

 

 Current 

School Office

 

 School Office 

 

Office/ Website design team 

All parents receive information in a form that they can access 

 

 

 All parents understand what are the headlines of the school information 

Improve the delivery of information in writing in an appropriate format  

Provide suitably enlarged, clear print  for pupils with a visual impairment 

As required 

Office 

Information can be read by all

Ensure all staff are aware of guidance on accessible formats 

Guidance to staff on dyslexia and accessible information   

On-going 

SENCO 

Staff suitably trained to meet specific needs

Annual review information to be as accessible as possible 

Develop child friendly IEP review formats    

On-going 

SENCO 

Staff more aware of pupils preferred method of communications  

 

 

 

Targets 

Strategies 

Timescale 

Responsibility 

Success Criteria 

Languages other than English to be visible and used in school  

 

 

Makaton sign language used by all

 

 

 

Welcome signs to be multi-lingual 

 

 

Makaton signs and symbols used by all in school

All staff trained in Makaton sign language  

Makaton classes for parents and visitors

Current

Headteacher

All children with language or communication difficulties including EAL can communicate with all in school

Provide information in other languages for pupils or prospective pupils who may have difficulty with hearing or language problems or have EAL

Access to translators

As required 

SENCO 

Pupils and/or parents feel supported and included and can communicate effectively 

Provide information in simple language, symbols, large print for prospective pupils or prospective parents/carers who may have difficulty with standard form of printed information 

Ensure website is fully compliant with requirement for access by person with visual impairment. 

 

Ensure Prospectus is available via the school website.  

Current  

Website Design Team

All can access information about the school 

 

Review Date: September 2017