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Accessibility Plan

Date: May 2019

Review Date:2021

Lead: Executive Headteacher

Governors: All



A special educational need is any factor which hinders the child`s learning progress. A child has a learning difficulty if they:

  1. Have a significantly greater difficulty in learning than the majority of children of the same age: or
  2. Have a disability which either prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.


Children must not be regarded as having a learning disability solely because the language or form of language of their home is different from the language in which they will be taught.


See section 312, Education Act 1996




The main priorities of the plan are:

  1. increasing the extent to which disabled pupils can participate in the “formal” “taught” school curriculum and the interstices of the school day and beyond the school day

a. Focusing on chosen areas of the curriculum over time

b. Co-ordinate with the priorities of each School`s Improvement Plan

c. Led by those with curriculum responsibility within each school

d. Work in conjunction with partner schools where possible

e. Draw on the expertise of external partners eg., speech and language specialists; educational psychologists

f. Effectively integrate the use of technology

  • Focus on medium term planning – schemes of work
  • Assessment of the current National Curriculum levels of the full range of pupils, particularly in relating to speaking and listening
  • High expectations
  • Appropriate deployment of learning support
  • Pupil grouping and peer support
  • Activities outside the taught school day:

o Playtimes

o Movement around the school

o Special events

o Extra curricula activities – breakfast club, before and after school clubs

o School trips (including residential trips)


School has set the following overall priorities for increasing curriculum access

  • Improve IT provision eg., laptops in the classrooms
  • All schemes of work are updated (Medium term plans)
  • Staff continue to strive to overcome barriers to learning
  • Needs of all the children are met fully through the effective deployment of support staff
  • Assessment is ongoing and formative assessment established
  • High expectations
  • Continue to provide a varied programme of extra curricula activities and enrichment suitable for all pupils


Improving the physical environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services. (Different aspects of the physical environment need to be considered in relation to different groups of pupils


  • Provision for accessible toilets for children and adults – 2 accessible toilets available for children, staff and parents in each school
  • Provision of particular furniture and equipment to improve access
  • Changes to the layout of the playground and other common areas
  • Improvements to lighting, signage, colour contrast, acoustic environment, floor coverings



  • Access initiative bids 
  • Devolved Capital funding
  • Delegated funding for particular equipment that may need to be provided for individual pupils
  • Funding through “Access to Work” programme for disabled member of staff (FJS)


School has set the following priorities for physical improvements to increase access

  • All furniture decoration works to consider suitable floor coverings, colour contrast – particularly on door frames 
  • Acoustics in the School Halls (used as Dining Rooms)
  • Furniture and specialist equipment investigated for specific pupils who are not yet known to the school, liaising with relevant agencies


Improving the delivery to disabled pupils of information that is provided in writing, for pupils who are not disabled eg., handouts, timetables, worksheets, notices, information about school events. Could possible include:

  • Large print
  • Makaton sign language
  • Simplified language
  • Audio tape
  • Video tape
  • Symbol systems etc., PECS (Picture Exchange Communication System)
  • Text on colour backgrounds yellow/blue is favourable for those with vision impairments/dyslexia


Identifying the appropriate format must take into account:

  • Pupils` impairments
  • Preferences expressed by pupils and parents
  • Access to specialized formats eg., large print, bold lines in books


Management, co-ordination and implementation



  • The Governing Body takes responsibility for the school`s Accessibility Plan and this is highlighted in the Annual Work of the Governing Body Schedule
  • The plan will be reviewed annually or sooner if building work or decorating is planned before the review is due. (The Asset Management Plan) 
  • Subject Leaders will take account of the plan when reviewing schemes of work and resources
  • The plan will be evaluated as part of the schools self-review and evaluation cycle
  • Parents and pupils views will be sought



  • The plan will be evaluated in conjunction with our SEN provision and the DDA (Disability, Discrimination Act)
  • Continuing Professional Development priorities (CPD) will be informed by the plan
  • The school`s Health and Safety Policy will be reviewed in light of the plan
  • The plan will be co-ordinated with other services and agencies eg., LA Accessibility Strategy, Social Services, Health Agencies, particularly in respect of meeting the health needs of disabled pupils in school



  • The lead person for the plan is the Executive Headteacher, as delegated by the Governing Body
  • The plan has clear timescales and identifies the necessary resources, human and financial with source of funding eg., schools access initiative, devolved capital budget, delegated budget
  • The plan makes clear the anticipated outcomes
  • The plan has built in review mechanisms and dates


The Federation has set the following priorities for the management, co-ordination and implementation of the Accessibility Plan

  • Annual review of the plan by the Governing Body
  • Include the priorities of the plan in the School Improvement and Development Plan, indicating clear timescales, necessary resources and outcomes
  • The plan will form part of our school self-review and evaluation


The school has set the following priorities for making its plan available

  • Hard copies of the Accessibility Plan are readily available from our school offices
  • Design and layout will be simple and clear
  • Large font on coloured paper will be available if required
  • The style will be jargon free as possible



Targets ActionsOutcomes
Curriculum Access
To ensure all children feel involved at playtimes
  • Playground Leaders and peer mediators using friendship stops in the playgrounds to encourage all children to be involved.
  • MDAs with specific responsibilities for games to encourage children to become involved in playing games.
  • Annual Peer Mentoring Programme
  • Playground rules devised in conjunction with School Council
  • All pupils are involved at playtimes
  • Buddies appointed and friendship stops in place
  • 2 Senior MDAs appointed as Games Supervisors
  • Games equipment purchased
  • Additional MDAs for individual pupils as appropriate
Teachers and nonteaching staff have necessary training to teach and support pupils
  • Needs analysis of appropriate training required and bring appropriate training events to the attention of the staff
  • Staff trained and supported
  • Governors aware of our disabled pupils
  • Ongoing Epipen
  • Assistant Head (Inclusion) to organize appropriate training when children with specific disabilities attend the school
  • Intervention training
  • Attachment training
To achieve The Wellbeing Award for Schools
  • To ensure mental health is a priority for all staff and children
  • The mental health of staff is support and prioritized
  • CAMH staff INSET provided by knowledge of possible mental health triggers and strategies to implement before it escalates out of-control



Curriculum Access
Children are fully integrated within the classroom
  • Teaching Assistants are used to support appropriate children on an identified needs basis
  • Learning Mentors deployed to support identified pupils
  • Needs of all children are met through appropriate deployment of TAs and Learning Mentors
  • All children are included in the classroom
  • We are a fully inclusive school
  • Inclusion Profile in place
Children have access to appropriate IT facilities
  • Laptops/iPads allocation for effective use of technology
  • All children have access to appropriate IT facilities to meet their needs and enable access to the curriculum
  • Multi-touch Interactive Whiteboards in all classrooms
Evaluate day visits and residential trips in the light of our pupils at the time
  • Review school trips and school journey
  • Only sites that are suitable for all children can be selected
  • Review modes of transport if necessary so that disabled pupils can be included
  • All pupils able to participate in school trips
  • Evolve trip planning
  • School Journey Venue continues to be suitable for our present cohort and the cohorts for the next year
  • All day visits have been suitable
  • Additional adults have accompanied where appropriate
Ensure assessment review and evaluations are fully in place
  • Evaluation of programmes offered
  • Inclusion Profile kept up-to date by Inclusion Team
  • Formative Assessment in place throughout the school to support the achievement of all pupils
  • Assessment is ongoing and progress of individual pupils and groups of pupils is monitored
  • Formative Assessment training
  • Inclusion Profile regularly updated
  • Inclusion Team meet on a half termly base
  • Use of Pira and Puma in Literacy and Numeracy



Ed Psych to embed the Nurtured Heart Approach to meet the needs of families with Attachment difficulties
  • 12 week programme for targeted families to be implemented by Ed Psych
  • Barriers to learning and social emotional health of children is improved
  • September 2019 ongoing to July 2020
  • Teachers have had training on Attachment.
  • This is ongoing
Staff Specific
Access to Work
  • Contact Access to Work as and when required to meet the needs of individual staff members
  • Support to Staff members to meet their needs in accessing work
Physical Environment
Installation of Y6 corridor
  • LA
  • Health and Safety
  • Y6 able to move safety through the school
  • Installed
Decoration plans to take into consideration colour contrasts – particularly on doors and suitable floor coverings
  • Ensure that decoration plans in the future consider colours in relation to partially sighted pupils with yellow lines on floor and suitable flooring for wheelchairs
  • Decoration is suitable
Improve access and facilities for Extended Schools – access for community
  • Accessible entrance to designated area
  • Accessible baby changing facilities
  • Accessible entrance
  • Accessible toilet completed
  • Changing facilities available at FIS to be implemented FJS
  • Easy access for wheelchairs and buggies



Improve acoustics in the Dining Hall
  • Lower the echo/sound levels in the Dining Room particularly for those pupils for whom loud noise is a problem eg., autism
  • Sound levels in the Dining Room have been reduced to make it comfortable for all
  • Summer 2020
Thrive to be embedded at a whole school level so all are using the Thrive Approach
  • INSET training
  • The SEMH and behavior needs of children are met across the Federation reducing the risk of exclusion and removing barriers to learning
  • One member of staff is Thrive trained
Create resourced provision for SEN pupils to access facilities to support needs
  • Create Sapling ASD suite to incorporate:
  • Individual workstations
  • Sensory facilities
  • Practical activity provision eg., cooking
Management, Coordination and Implemented
  • Annual review by the Governing Body and priorities highlighted in SDP
  • Plan reviewed annually
  • Inclusion in SDP