The plan is to be reviewed and updated at least every three years.

Transcription

1 Roman Hill Primary School Accessibility Plan Schools need to carry out accessibility planning for pupils with a disability. These are the same duties as proviously existed under the Disability Discrimination Act (DDA) and have been replaced with the Equality Act 2010: To promote equality of opportunity for disabled people: pupils, staff, parents, carers and other people who may use the school or may wish to To prepare and publish a Disability Equality Scheme to show how they will meet these duties. According to the Act, a disabled person is defined as someone who has a physical or mental impairment which has an effect on his or her ability to carry out normal day to day activities. The effect must be substantial, long-term and adverse. The Equality Act definition of disability covers physical disabilities, sensoryand other mental impairments and learning disabilities. This Accessibility plan forms part of the school s Disability Equality Scheme and is a statutory duty. It sets out how the governing body plans to proactively improve the equality of opportunity for those within its school community who have a disability. The duty is to anticipate and plan for their future needs. In accordance with the Act, the plan focuses on three key areas Increasing the extent to which disabled pupils can participate in the school curriculum Improving the environment of the school to to increase the extent to which disabled pupils can take advantage of education and associated services Improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled It is a requirement that the school s accessibilty plan is resourced, implemented and reviewed and revised as necessary. An action plan is attached showing the priorities identified for action along with how they are to be addressed within a given timeframe. Success criteria have been set so progress and outcomes can be measured. The plan is to be reviewed and updated at least every three years. School s Aims: At Roman Hill Primary School we are committed to establishing equality for all pupils, their parents, staff and other users of the school. This is reflected in our school aims which state that Roman Hill Primary; To create a school which is a happy, caring place where all pupils feel secure and safe We value all pupils as important, equal members of the school community Set high expectations and encourage all children to succeed to the best of their abilities through a broad and balanced curriculum

2 To nurture children towards positive self-worth, self-confidence as learners and to help each mature socially and emotionally To secure an inclusive learning environment and to support individual pupils with special educational needs and/or disabilities In drawing up this Accessibility Plan the school set the following priorities; To provide safe access throughout the school for all school users To ensure that the learning and teaching environment and all the resources used are suitable for all staff and pupils, tailoring the requirements to suit individual needs To provide training to all staff regarding the needs of disabled people and how to provide assistance to enable them to enjoy the school experience as fully as possible In addition, parents of children and young people with a disability were consulted to ensure all needs and areas of concern had been picked up. As stated above, Roman Hill Primary School is committed to equal opportunities and inclusion. The Accessibility Plan is not a standalone document but should be considered alongside the following school policy documents: Equality policy SEND Equal opportunities RHPS s Special Educational Needs and Disabilities (SEND) Local Offer Roman Hill s Safeguarding policy and arrangements Health and Safety Policy Staff related policies, eg risk assessments, Return to Work Current good practice which supports this duty The school s commitment to inclusivity has already been recognised by Ofsted who stated in the school s last inspection report that: Disabled pupils and those who have special educational needs make similar progress to other pupils overall.. The closing of gaps between the attainment of groups of pupils reflects the leaders effectiveness at making sure everyone has the same chance to succeed. Current Activities: Increasing the extent to which disabled pupils can participate in the school curriculum Roman Hill has close working relationships with its feeder nurseries and pre-schools with thorough transition arrangements in the summer term before starting at school. This may include multiagency meetings with parents and all professionals involved in supporting the child.

3 The school SEND policy ensures that staff identify, assess and arrange suitable provision for pupils with special educational needs and/or disability. Working with outreach services, health professionals and Educational Psychology Service, the SENCo s manage the Statutory Assessment Process ensuring additional resources including additional staff are provided through additional top up funding The school s Welfare team also provides additional support for pupils and supports teachers with implementing strategies for improving pupils behaviour and accessing learning. The school works closely with specialist services including: Advisory Teacher for hearing impaired EARLY HELP/SOCIAL CARE County Inclusive Resource Occupational therapists Physiotherapists Speech and Language Therapists Ashley Outreach Educational Psychologists CAMHS GPs and paediatricians School nurse team Other advisory services and charities Facilities and support currently on offer at the school include: Designated areas and support for 1:1 or small group work Nurture groups Welfare team to access Early Help and other agencies Advice, assessment and support from our own Speech and Language Therapist SEAL?? Thrive and Boxall assessments BSL 4 TRAINED MEMBERS OF STAFF ELKLAN speech and language provision from trained staff within the school Specific learning difficulties interventions, eg Catch Up Range of Literacy and Maths interventions Access to ALL extra-curricular activities and clubs, school visits, residential and peripatetic instrumental tuition and appropriate risk assessment SEND parent group Use of diagnostic assessments Transition arrangements, planning and support Child councillor The school celebrates diversity and its curriculum promotes tolerance, awarenessand acceptance of all pupils. Resources and activities are chosen to show disability and diversity positively.

4 Current Actions: improving access to the physical environment of the school This element of the planning duty covers all areas of the physical environment such as external areas, buildings and fixtures and fittings. There are very few parts of the school to which disabled pupils have limited or no access, following the use of the schools delegated capital funding to make adjustments to improve access and support the needs of its current community. In addition the environment is continually enhanced through the school s building maintenance and redecoration programme. Current Actions: Improving the delivery of information to persons with a disability School staff are aware of the services available for converting written information into alternative formats. Review and implementation The Accessibility plan is reviewed annually by the Governing body. In addition it will be reviewed three yearly following consultations with the larger school community, parents and School Council. The review will look at each action and assess whether the success criteria has been met. Any actions that are incomplete or require further attention will be carried forward to the next action plan. The school s governors, teachers, teaching assistants and midday supervisors have a wide range of qualifications, training and experience of working with children with a varied range of needs including: Hearing impairment Physical disability Visual impairment Specific medical conditions including asthma, eczema, ADHD, diabetes Specific learning difficulties including dyslexia, dyspraxia and dyscalculia Autism Speech, language and communication needs (SLCN) Emotional difficulties including attachment order or bereavement Developmental disorders, eg fetal alcohol syndrome Profound and multiple difficultiesincluding specific genetic disorders, eg Down s Syndrome

5 Section 2: Aims and objectives Our aims are to: Increase access to the curriculum for pupils with a disability Improve and maintain access to the physical environment Improve the delivery of written information to pupils The table below sets out how the school will achieve these aims. Aim Current good practice Objectives Actions to be taken Person Increase access to the curriculum for pupils with a disability Development of dyslexia friendly classrooms Training given (Summer 2016) Checklist shared with teachers/tas Develop inclusive, quality first teaching Training for teachers on differentiating and personalising the curriculum for pupils with additional needs. responsible/time Head/SENCo Success criteria Increased access to the curriculum. Needs of all learners will be met Parents fully informed Supporting children with ASD Regular review of inclusive classroom practice undertaken and whether this meets the needs of individual pupils. Practice altered if needed. (At least half termly) Develop as an autism friendly school Appropriate use of specialised equipment to benefit individual pupils and staff Gain parental and pupil feedback Improve the quality of provision for children with specific needs Meetings with parents to discuss children s needs. Review current use of specialised equipment to ensure it meets the needs of pupils. Review current use of quiet spaces around the school Provide a tranquil space where children who suffer from over stimulation can receive supervision appropriate to their needs. Termly Training for MDSAs/TAs Cost of developing quiet area. Summer 2017 Range of specialist equipment and resources in place to meet the needs of pupils with physical needs. Advice from OT embeddded into inclusive classroom practice. The school experience will be enhanced for pupils with special needs.

6 Increase access to the curriculum for pupils with a disability TAs and teachers already trained in the use of MAKATON and we have 3 4 BSL trained members of staff. Improvements to help children joining Reception with hearing loss and hearing impaired visitors to the school. Hearing loop fitted in Reception, main hall and EYFS By Spring 2017 Cost of installing hearing loop Sound system fitted according to pupil need Head/bursar/Caretaker Spring 2017 Communication will be improved Children will have better access to all aspects of school life Improve and maintain access to the physical environment Designated disabled parking Lifts fitted where necessary and regularly maintained Clear route through school for disabled people, allowing access to all areas Physical accessibility improved to lower floor of the gym block area Sandringham Road entrance improved to allow wheelchair access Access into school and reception to be fully compliant Improve signage to indicate access routes through school. Improve safe access around the exterior of the school. Investigate the possibility of automatic doors into reception Ensure that pathways are kept clear Ensure that grounds contractors know which areas need to be kept clear. Cost of signs to be fitted. Autumn 2016 Disabled people aware of where wheelchair access is available. Disabled people can move unhindered along exterior pathways Improve the delivery of written information to pupils Different forms of contact used website, letters, texts. Staff aware of services provided by the LA Disabled people aware of facilities through signs and newsletters etc Improve availability of information for parents-display appropriate leaflets for parents to collect. Contact details and cost of translation/adaptation Written information available in alternative formats Autumn 2016 Information to disabled pupils/parents as appropriate Written information available in alternative formats including enlarged print, Braille and interpreter

7 Access Audit Feature For example: Number of storeys Corridor access Description Actions to be taken Person responsible Main building 2 storeys (Y6 on upper floor) Access to upper floor by lift. This can be accessed from playground level. Gym Block lower classroom and gym accessible through main entrance. Patio and ramp has been put in so that downstairs classrooms are accessible from outside. Access to corridor through main entrance or from playground None Review lack of access to upper floor. Ensure plans are in place if access is needed, eg move classroom for a child downstairs if a child with wheelchair dependency joined. Review current access to see if automatic doors are required. Head Date to complete actions by Autumn 2016 Governors/HT Spring 2017 Lifts Parking bays Entrances Ramps Toilets Lift up to Y6 area Disabled parking bay situated in carpark All entrances are wheelchair accessible, including outside doors in the gym block New ramp has been installed leading down to patio area of gym block. Gym block has ramp leading up to it. There are two disabled toilets in gym block area. In the main building there is a disabled toilet/shower in the EYFS area. None required bar regular maintenance requirements Review the current provision half termly to ensure that disabled visitors can always access suitable parking. Prompt action taken for users who do not park approriately. Review current provision following the new patio/extension work that has been carried out over Summer Review other areas of school, eg Music block, to ensure wheelchair accessible. Caretaker Headteacher Headteacher Autumn 2016 Headteacher Autumn 2016 Ensure that area is accessible at all times Head/caretaker Autumn 2016 Music block? Reception area Reception area is fully accessible and window is of an accessible height. None HT

8 Internal signage Fire exits are clear. Review current signage and replace/add to as needed to ensure disabled people are aware of the route they can take through school Caretaker.Fire wardens/ht Autumn 2016 Emergency escape routes There is an evacuation chair available in the Y6 area to ensure that safe evacuation can take pla e in the event of a fire/other emergency when the lift cannot be used. Ensure necessary staff are trained in the safe use of the evacuation chair. HT Autumn 2016 Fire exit from the gym is suitable for all to use.