St George s Primary School

Transcription

1 St George s Primary School ACCESSIBILITY POLICY AND PLAN Policy written September P a g e

2 This Accessibility Policy and Plan are drawn up in compliance with current legislation and requirements as specified in Schedule 10 relating to Disability, of the Equality Act School Governors are accountable for ensuring the implementation, review and reporting on progress of the Accessibility Plan over a prescribed period. 1. We are committed to providing an 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. St George s C of E Primary School plans, over time, to ensure the accessibility of provision for all pupils, staff and visitors to the school. 3. An Accessibility Plan will be drawn up to cover a three year period. The plan will be updated annually. 4. The Accessibility Plan will contain relevant actions to: Improve access to the physical environment of the school, adding specialist facilities as necessary. This covers reasonable adjustments to the physical environment of the school and physical aids to access education. Increase access to the curriculum for pupils with a disability, expanding and making reasonable adjustments to the curriculum as necessary to ensure that pupils with a disability are as, equally, prepared for life as are the able-bodied pupils; (if a school fails to do this they are in breach of the DDA). 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 and make reasonable adjustments to the delivery of written information to pupils, staff, parents and visitors with disabilities. Examples might include handouts, timetables, textbooks and information about the school and school events. The information should be made available in various preferred formats within a reasonable time frame. 5. The Action Plan for physical accessibility relates to the Access Audit of the school, which is undertaken regularly. It may not be feasible to undertake some of the works during the life of this first Accessibility Plan and therefore some items will roll forward into subsequent 2 P a g e

3 plans. The audit will need to be revisited prior to the end of each first three-year plan period in order to inform the development of the new Plan for the following period. 6. As curriculum policies are reviewed, a section relating to access will be added to that on Equality and Diversity. The terms of reference for all governors committees will contain an item on having regard to matters relating to Access. 7. The school brochure will make reference to this Accessibility Plan. 8. The school s complaints procedure covers the Accessibility Plan. 9. Information about our Accessibility Plan will be published on the school website The plan will be monitored through the Curriculum and the Premises Committees of the Governors. 11. The plan will be monitored by Ofsted as part of their inspection cycle. 12. We acknowledge that there is a need for on-going awareness raising and training for staff and governors in the matter of disability discrimination and the need to inform attitudes on this matter. 3 P a g e

4 SHORT TERM Aim 1: To increase the extent to which disabled pupils can participate in the school curriculum. At St George s a key objective is to reduce and eliminate barriers to access to the curriculum and to ensure full participation in the school community for pupils and prospective pupils, with a disability. Responsibilities Success Criteria Targets Strategies Timescale To liaise with Nursery/ pre - school providers to review the potential intake for September. To liaise with s/staff when children transfer to St Georges from another school. To review all statutory policies to ensure that they reflect inclusive practice and procedure. Plan provision for children with medical needs as identified on the SEN register. Children identified: diabetes/ heart condition/ visual impairment/ hearing impairment/ physical disability To establish close links with parents. To identify pupils who may need additional or different provision. To identify children with Early Help Assessment, SEN support, Medical Health care plans and EHCPs. Comply with the Equality Act 2010 Review school offer SEN policy Medical Needs Policy To liaise with medical team/ school nurse/ key worker/ TAs/ class teacher and parents. Update health care plans in school and ensure that Personal Evacuation Plans are in place where necessary. To ensure a collaborative approach; sharing between families and school. September 2016/ July 2017 As appropriate during the year. and as appropriate in line with new medical advice. to update all staff termly at staff meeting. Foundation stage manager School Business Manager All teachers and relevant TAs All teachers/ TAs Procedures/ resources/ staff and equipment in place. All policies clearly reflect inclusive practice and procedure. Pupils to be safe in school and pupils make good progress. Clear collaborative approach with the child and their family at the centre. 4

5 To establish close liaison with outside agencies for pupil s ongoing health needs. To ensure full access to the curriculum for all. To ensure collaboration between school and other agencies. School staff to attend relevant training/ meetings. CPD for staff Specialist advisory teachers: Ladywood Outreach service/ EP service/ Sensory support / BBSS A differentiated curriculum with Personal Learning Plans in place for children with additional needs. The use of P levels or other appropriate assessment (awaiting Government guidelines) to develop learning opportunities for children and also in assessing progress Support staff involved in training Specific equipment sourced Teachers/ TAs Outside agencies Teachers Ac lear collaborative working approach. Advice is shared and taken and strategies are evident in classroom practice in all classes. 5

6 To review attainment of all SEN pupils. / class teacher meetings/ PLP review to attend cluster group focus: to standardise assessment across the local authority Scrutiny of assessment data Regular liaison with parents at least termly Termly alongside school assessment procedures Teachers Good progress made towards PLP targets. Provision map shows clear steps and progress made. MEDIUM TERM To monitor attainment of more able pupils. Policy and more able list to be updated More able intervention groups/ activities Monitor provision for more able pupils Enrichment for more able pupils Annually More able coordinator Teachers More able pupils making proportionate progress. More able pupils achieving above average results. 6

7 To promote the involvement of disabled pupils in classroom activities. To take account of different learning styles. Full access to the curriculum through where appropriate: Wheelchair access Software/ appropriate technology for visually impaired Equipment to support hearing impaired FM system etc. Dyslexia friendly strategies and teaching resources Communication friendly school Speech and language support (Foundation Stage therapist) Alternatives for disabled pupils to participate successfully in lessons Creating positive images of disability through SUMMO, PSHE, Growth Mindset and school policy D SUMMO Whole school approach Multi-sensory activities and variety pf learning styles evident in planning and in all classrooms. The needs of all disabled pupils, parents and staff are represented within school. 7

8 To evaluate and review the above short and medium term targets annually. See above Annually SLT Governors All children making good progress. LONG TERM To deliver findings to the Governing Body. SEN report to Governors SENCO regular updates to SEN Governors meeting Liaison with SEN governor Annually to SLT/ SEN Governor 8

9 Aim 2: To improve the physical environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services. SHORT TERM Targets Strategies Timescale Make adaptations to the physical environment as appropriate. St George s will take account the needs of the pupils, staff and visitors with physical difficulties and sensory impairments. Adaptations to the school building and environment will be made as necessary Ensure a visually stimulating environment for all children. To ensure that all with a disability and able to be involved. High quality, lively and child centred displays High quality role play areas Health care plans will be completed and detail access arrangements where appropriate school nurse and other health professionals will be involved where necessary and reviewed constantly Responsibilities SLT Teacher TAs Success Criteria The school environment facilitates learning for all. The building is accessible for all. Lively and inviting environment maintained. Enabling needs to be met where possible. 9

10 To ensure that the needs of all pupils are met fully within the capability of the school. Ensuring that disabled parents have every opportunity to be involved. Liaise with external agencies Staff to attend training where necessary Establish individual protocols where needed to oversee administration and policy Appropriate staff trained to support children with medical needs Ensure that Personal Evacuation plan are in place Maintain parking spaces for disabled people and to be reviewed constantly SBM personal evacuation plan oversee the policy and administration First aiders TAs and teachers Whole school team Disabled parents are encouraged to take part fully and be involved in their child s education. 10

11 MEDIUM TERM LONG TERM To improve community links. Review the quality of the playgrounds and account for accessibility needs in planning for future improvements. To ensure driveway roads, paths around school are as safe as possible. School to continue to have strong links with other schools in the Bolton local authority Involvement with Bolton Outreach and church Make the school playground more accessible Equipment and environment considers the needs of children with physical disabilities and sensory difficulties. Communication with parents safety messages/ letters/ walk to school week SLT Improved awareness of disabilities Caretaker Fund raising Improved community cohesion Access for all to school facilities Quality of play enhanced for children with disabilities. SLT No accidents 11

12 To achieve silver eco schools award and maintain accreditation of Enhanced Healthy Schools award. Continue to work towards the awards eco Healthy schools D PSHE coordinator Whole school collaboration Achievement of awards Aim 3: To improve the delivery of information to pupils with a disability and parents. Targets Strategies Timescale SHORT TERM To ensure that pupils with hearing or visual impairment have access to all areas of the curriculum. To ensure that all children with ASD have access to the curriculum. Support is monitored by the and sensory support service Resources, systems and equipment purchased and maintained to support pupils Teachers and TAs are trained in appropriate areas and aware of how to support pupils with hearing and visual impairment Regular parental communication Individualised PLPs/ EHCs (where appropriate) Responsibilities / sensory support service All staff / Ladywood Outreach Service to oversee Success Criteria Systems are in place ASD children able to access the curriculum 12

13 MEDIUM TERM To review children s records ensuring school s awareness of any disabilities. Multi-sensory teaching strategies Advice from Ladywood Outreach service Information about new children is collected Transition records are passed up each year Annual reviews PLP meetings Medical Health care plans updated Significant health problems are communicated and all staff aware Personal evacuation plans Brief staff termly Teachers TAs Outside agencies Every teacher and TA is aware of the disabilities of the children in their class. 13

14 LONG TERM In school record systems to be improved and reviewed where necessary. Simms/ CPOMs/ SEN staff folder network Record keeping system to be reviewed All staff use CPOMs to record relevant information and communication Continual review and improvement SLT Effective communication of information throughout school. 14