|Targets||Strategies||Outcome||Time Frame||Goals Achieved|
|Ensure the curriculum can be accessed by all children||Ensure appropriate deployment of support staff
The use of visual timetables
To use of differentiated humanities and science resources if necessary.
|Wherever possible children are able to access the curriculum independently.||Spring 2015||
|Signs around the school are clear and helpful to all users||Improve signage for all both internally and externally.||Signs in and around school give clear guidance to all children, staff and visitors||Summer 2015|
|To ensure the school develops children’s awareness of disabilities.|| Awareness raising whole school assemblies.
Class circle times to address specific issues and improve the self- esteem in disabled pupils through the SEAL programme.
|The children require a tolerance and understanding of disabilities.||On-going|
|All children to become independent learners.||The ethos of a ‘can do’ approach and growth mind-set is prevalent throughout the school.
Provide resources which enable independent working in the class.
|Children with disabilities will develop a growth mind-set, feel proud of their achievements and be prepared to have a go.||Autumn 2015|
|Plan extra-curricular and out of school activities to ensure the participation of the whole range of pupils.||Review all out-of -school provision to ensure compliance with legislation
Visits to be chosen with all children taken into consideration.
|Activities conducted in an inclusive environment as far as possible.||On-going|
|Ensure that as far as possible all areas of school building and grounds are accessible for all children and adults and to continue to improve the access of the physical environment.||An audit on accessibility of school buildings and grounds to be carried out.
Future developments of the school to take into account the needs of children with disabilities.
|Improved accessibility for people with disabilities.||Autumn 2015
As and when new projects are initiated.
|To develop the school’s information system to cater for parent’s varying needs.||To use approved interpreters when necessary.
To consider the colour of paper and the font used to take into account people with dyslexia
|Parents/carers/pupils able to fully access information||On-going|
This Accessibility Plan has been drawn up with due notice to the Equalities Act 2010 and covers the period 2014 -2017
1. We are committed to providing a fully accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
2. Over time it is the intention to increase the accessibility of provision for all pupils, staff and visitors to the school. The Accessibility Plan will contain relevant actions to:
- Improve access to the physical environment of the school, adding specialist facilities as necessary and feasible. The school will take account of the needs of pupils and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting, acoustic treatment and colour schemes, and more accessible facilities and fittings.
- Increase access to the curriculum for pupils with a disability, expanding the curriculum as necessary to ensure that pupils with a disability are as, equally, prepared for life as are the able-bodied pupils. 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. It also covers the provision of specialist aids and equipment, which may assist these pupils in accessing the curriculum.
- Improve the delivery of written information to pupils, staff, parents and visitors with disabilities. Examples might include handouts, timetables, and information about the school and school events. The information should be made available in various preferred formats within a reasonable time frame.
3. The Action Plan above relates to these key aspects of accessibility. This plan will be reviewed and adjusted on an annual basis. A new Plan will be drawn up every three years.
4. We acknowledge that there is a need for ongoing awareness raising and training for staff and governors in the matter of disability discrimination and the need to inform attitudes on this matter.
5. The Plan will be monitored through the Curriculum and the Premises Committees of the Governors.
6. The Accessibility Plan will be published on the school website.
7. The school will work in partnership with the local education authority.