Accessibility and Equality Plan

Transcription

1 Lamberhurst St Mary s Church of England (VC) Primary School Accessibility and Equality Plan This plan covers a 3-year period, from It will be reviewed annually and at any other time if changes are required to comply with changes in legislation, regulation or national or KCC advice. Any amendments will require the approval of the full Governing Body. Date of approval by Governing Body July 2018 Signature of Chair of Signature of Headteacher Mr P Edgesmith Mrs C Bromley Date Due for review Summer Term 2019 This Accessibility and Equality Plan is drawn up in compliance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act School are accountable for ensuring the implementation, review and reporting on progress of the Accessibility and Equality Plan over a prescribed period. The priorities for the Accessibility and Equality Plan for our school were identified and agreed by: The Governing Body Headteacher Senior Leadership Team A focus group of parents who have pupils with disability needs Pupil House forums This plan sets out the proposals of the Governing Body to increase access to education for disabled pupils staff and visitors to the school within a given timeframe and anticipating the need to make reasonable adjustments to accommodate their needs where practicable. The Accessibility and Equality Plan contains relevant and timely actions to: a) increase the extent to which disabled pupils can participate in the school curriculum; b) improve the physical environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services; Page 1 of 9

2 c) improve the delivery of written information to pupils, staff, parents and visitors with disabilities. The Accessibility and Equality Plan shares objectives with the Lamberhurst St Mary s Equality Information and Objectives Statement and the Special Educational Needs Policy and should be read in conjunction with these two documents. The School s Context Lamberhurst St Mary s CEP (VC) School is for boys and girls aged 4 to 11 years old. The school comprises of one building over three floors. The site is not flat and is on 4 terrace levels built into the hillside landscape. We have one disabled parking space, a passenger lift to all floors and 5 disabled toilets on all levels. We have wheelchair (assisted) access to the all-weather pitch. The School s Aims Identify students with special educational needs and disabilities and ensure that their needs are met Ensure that students with special educational needs and disabilities are able to join in with all the activities of the school to make the best possible progress To embrace a partnership between the school and home To offer to each member the opportunity to grow in knowledge fostered through Christian values and guidance Every individual has a right to be part of a community where each member is valued and respected for their own worth irrespective of gender, race, colour, creed or ability Children will be helped to appreciate that they are members of the wider community in its richness and diversity The curriculum provides a setting in which all children have an equal opportunity to grow in understanding and in the acquisition of skills, attitudes and values. The specific areas covered by the Accessibility and Equality Plan that need to be included are: Increasing the extent to which disabled pupils can participate in the school curriculum. should identify action in the school access plan to enhance teaching and learning opportunities for all those in the school community with disabilities. These may include: Consideration of whole-school ways of increasing participation in activities such as afterschool clubs, leisure and cultural activities, as well as out-of school visits, particularly for difficult-to-include pupil groups, such as those with physical or behavioural challenges. How threats to participation have been analysed using risk assessment proforma and action taken to reduce those identified risks. Page 2 of 9

3 Identifying how classroom support arrangements, such as deployment of teaching assistants, provision of ICT, contribute to, and enhance learning opportunities. Deciding how the implementation of specific strategies such as flexible or shared timetabling, nurture groups, counselling provision, access to therapy, first day absence response, have enhanced attendance and participation. Consideration of how classroom/group organisation has been targeted to ensure that all pupils achieved increased levels of school success. Description of action to increase curriculum choice and/or flexibility has enhanced the access to appropriate qualifications/attainments. Consideration of the school response to pupils through the application of the SEN Code of Practice has improved pupil attainment and how effective communication regarding specific pupil needs has been achieved and is monitored. The plan is available from the school office and on the school website. Different formats of the plan including an audio version will be made available according to need and request. Lamberhurst St Mary s School acknowledges 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. The Plan may be monitored by Ofsted as part of their inspection cycle. Page 3 of 9

4 Accessibility and Equality Plan: The main priorities A: Increasing the extent to which disabled pupils can participate in the school curriculum To take account of the achievement of all pupils when planning for future learning and setting targets. Continue to identify staff training needs in order to effectively meet the diverse abilities and disabilities of all pupils who may require manual handling, signing, personal hygiene support etc. Identify pupil peer support mechanisms and ensure that pupils have a voice in decisions that affect them. Take action to ensure that disabled members of the school community are seen in a positive light. This will be achieved through promoting disability and providing positive role models of adults with disabilities to encourage success and achievement. Continue to seek to involve all parents in supporting their child's education. All pupils make good progress and are challenged by their targets. Staff feel empowered to teach all vulnerable children. Pupils make good progress. Pupil voice is central to school life and informs policy and practice. Disability and difference is valued throughout the school. Disabled visitors have been invited into the school to talk to the children. Pupils know more about different disabilities and show understanding and tolerance. All parents see themselves as partners in their child s education and support children s learning and work in partnership with the school to bring better outcomes for pupils. SENCO SENCO and Headteacher SENCO, Leadership team and SENCO, Leadership team, Parents and Termly 6 times per year Termly, reviewed termly Page 4 of 9

5 Consider how liaison, increased communication and relationships with external agencies support and enhance pupils access to the curriculum and how this is monitored. Consider how classroom/group organisation has been targeted to ensure that all pupils achieve increased levels of school success. Use specific strategies such as flexible or shared timetabling, nurture groups, counselling provision, access to therapy, to enhance attendance and participation. Continue to increase participation in activities such as after-school clubs, leisure and cultural activities, as well as out-of school visits, particularly for difficult-toinclude pupil groups, such as those with physical or behavioural challenges. Ensure that support arrangements, such as deployment of teaching assistants, provision of ICT, contribute to, and enhance learning opportunities. Ensure all disadvantaged pupils continue to make substantial and sustained progress. Ensure that attendance is high for all groups of pupils. Advice and support from external agencies supports pupils well to make progress. All pupils make good progress and thrive because the environment is suited to their needs. The attendance of vulnerable groups is high. All pupils participate in a range of activities. All pupils are able to participate in and enjoy a wide range of activities, clubs and opportunities. Personalised learning needs ensures that all pupils make progress from their starting points. Pupil premium pupils matches or is improving towards that of other pupils with the same starting points. Average attendance is over 95% for all groups of pupils. SENCO and Headteacher SENCO and teachers Teaching teams, club leaders, SENCO, SLT SENCO, SLT SENCO, SLT and Parents, SLT,, reviewed termly, reviewed termly reviewed annually Page 5 of 9

6 Ensure PE curriculum is accessible to all pupils. All pupils are able to participate in and enjoy PE SLT B: Improving the physical environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services: Ensure that all building maintenance and new projects comply with the DDA. Gather and record information relating to disabled people (pupils, parents, staff and carers). Review how quickly all pupils can evacuate the building safely in an emergency, including disabled visitors. Audit of accessibility of school buildings and ground. To check the needs of new Reception intake pupils for Sept 2018, 19 and 2020 Maintain safe access for visually impaired people. The school compliant with majority of areas that are accessible to all. Staff are aware of potential visitors or other stakeholders who may require adaptations so that all stakeholders have equal access to the school buildings and are included in events. Fire escape plan to be reviewed and updated considering any disability as required and at least annually to ensure that all stakeholders are safe at LSM. Improved accessibility planning. Suggested actions implemented as budget allows. Staff are aware of potential needs of new pupils All visually impaired pupils can access whole school H&S Governor To be collected by office upon entry to school in Reception Fire wardens, SLT H&S Governor EYFS teacher H&S Governor, reviewed annually in H&S Check School Office Manager, 3 times per year Annually Annually Annually Page 6 of 9

7 C: Improving the delivery of written information to pupils, staff, parents and visitors with disabilities: To review the requirements of pupils with visual and auditory disability or issues. Ensure equal access to information for parents, regardless of disability or internet access. Monitor written information from school (including reports) to ensure accessibility to a wide range of diverse needs and abilities. Consider how to increase information accessibility for those who have English as an additional language or other communication impairments, at school meetings etc. All parents feel equally informed and included. All parents feel equally informed and included. SENDCo Headteacher Headteacher On going and when new families join LSM D: Race Provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures. Ensure that pupils from different racial backgrounds make substantial and sustainable progress. Pupils are proud of their backgrounds and celebrate their diversity. Pupils with English as Additional Language (EAL) and of different ethnic origin make as good progress as all other pupils based on their differing starting points. All stakeholders SENCO and SLT Page 7 of 9

8 Record racist incidents and report them to the local authority on a regular basis. Review extra curricula clubs and activities to ensure that there is equality of access for all pupils at LSM. Ensure that all new staff are employed with regard to equality of opportunity regardless of colour, race or background. Ensure that displays and resources reflect diversity. Incidents of racial prejudice are reduced. All pupils have equality of access to all opportunities. Staff from a range of diverse ethnic backgrounds, colours and genders are given equal opportunities to work at SLM Displays and resources reflect diversity whilst promoting British Values. DSL, SLT, SLT SLT and E: Gender Identify any disparities in performance of these groups which may arise. Ensure that all new staff are employed with regard to equality of opportunity regardless of gender. All groups make similar progress. Gaps in attainment are reduced. The school offers a good mix of both male and female role models. SENCO and SLT SLT and 6 times per year Page 8 of 9

9 F: General To ensure that the Accessibility and Equality Plan becomes an annual agenda item at FGB Meetings. Clerk to to add to agenda for FGB meetings. Ensure that the curriculum promotes equality and diversity. Accessibility and Equality planning effectively monitored and reviewed. ALL pupils have equality of access to all opportunities at LSM SLT, Teaching teams and Annually Page 9 of 9