ACCESSIBILITY PLAN 2018-2019 RATIFIED BY THE TRUST BOARD IN: OCTOBER 2018 NEXT REVIEW DATE: SEPTEMBER 2019 October 2018 1
ACCESSIBILITY PLAN 2018-2019 Person responsible for this policy: Policy author: Angela Ransby Angela Ransby Date to Trust Board: 12 th October 2018 Date Ratified: 31 ST October 2018 Date to be Reviewed: 1 ST September 2019 Policy displayed on website: Yes Policy displayed in reception: CEO Signature: Angela Ransby Trust Board Signature: Roger Fern October 2018 2
Introduction The SEN Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, schools have had three key duties towards disabled, under Part 4 of the DDA: Not to treat disabled /students less favourably for a reason related to their disability To make reasonable adjustments for disabled /students, so that they are not at a substantial disadvantage; To plan to increase access to education for disabled /students. Raedwald Trust is committed to providing a fully accessible environment (at all sites) which values includes all, staff, parents visitors regardless of their education, physical, sensory, social, spiritual, emotional cultural needs. We are committed to challenging negative attitudes about disability accessibility to developing a culture of awareness, tolerance inclusion. At each site, our approach is to implement continuous improvement in accessibility provision for all, staff visitors to each school. The Accessibility Plan will contain relevant actions to: Improve access to the physical environments of schools in the Trust, developing specialist facilities as necessary. This covers making reasonable adjustments improvements to remove physical barriers to access the buildings provide physical aids to access education as necessary. Increase access to the curriculum for SEND, exping the curriculum as necessary to ensure that a disability are as equally prepared for life as able-bodied. This covers teaching learning the wider curriculum. It also covers the provision of specialist auxiliary aids equipment, which may assist these in accessing the curriculum. To continually improve the communication of, both written electronic, to, staff, parents visitors. The will be made available in various preferred formats in a reasonable time frame. The Accessibility Plan relates to the key aspects of physical environment, curriculum written. Please read this plan alongside the following Trust policies documents: Inclusion Policy, Health Safety Policy, Complaints Policy, Single Equality Policy, Fire Emergency Plan, School Development Plans. October 2018 3
Accessibility Plan 2018 Improving Physical Access Planning Area Physical Access Targets Strategies Timescales Oversee Success Criteria Provision for physical will be regularly reviewed assessed. All staff make classrooms accessible Review of door access (as needed) maintenance of ramps, lifts access points. Ensure classroom doorways wheelchair accessible training in disability awareness. Head Teacher Head of School Head teacher at each site CEO Pedagogical Lead Pupils physical difficulties have the opportunity to access the classrooms other facilities. Reasonable adjustments are reviewed maintained consistently updated to improve access safety. Continuous review of classroom access for SEND Notes Refer to SEN policy, staff meeting notes, pupil review meeting notes Continually monitor develop lighting signage to support those visual impairments Annually review needs at each site in support of visually impaired users. As required SENCO/Head of School Safety for the visually impaired access around each site is improved. Ensure all fire escape routes are suitable for all free from obstruction at all times Review means of escape for disabled /visitors during review of fire risk As necessary Head Teacher Head of School All fire escapes kept clear have safe exit at all times. October 2018 4 Refer to Fire Risk assessment at each site
assessment fire drill practices, ensure staff are aware of the need to keep fire escapes clear at all times Ensure that access to school buildings site can meet diverse needs Awareness of independent access Clear identification of room functions. Ongoing Head Teacher Head of School Access to school buildings site improved/mai ntained Refer to staff meeting notes as well as Health Safety policy Disabled bay signage/mark ings Keep under review the need for disabled parking. As necessary Head teacher Business manager Accessible parking bay for disabled staff visitors. Any redecorating or alterations in the school is sympathetic to the visually impaired or those other visual difficulties. Advice taken re-lighting colour schemes before any further decorating takes place. As necessary Head Teacher, Head of School SENCO The school decorates in a way that is sympathetic to the Visually impaired. Improving Access to the Curriculum Planning Area Curriculum Access Targets Strategies Timescales Oversee Success Criteria Additional staff training in disability awareness to reflect diverse needs Use staff SEN audit to identify training needs inform professional development process. HEG/SENCO Raised confidence of staff in strategies for differentiati October 2018 5 Notes Academic progress will reflect equivalent progress for those
of students in the school any associated duties. on increased pupil participatio n from a disability equality perspective. those out Ensure all staff are aware of disabled curriculum access. Information communicated through pen pictures/case studies/pupil profiles HEG/SENCO All staff aware of individual access needs. All staff are aware of individual care plans for specific allergies, medical needs, etc. Discussion in staff meetings briefings. Regular discussions feedback from staff during staff meetings. Ensure access to computer technology for. Reflect identified areas of need in lesson planning delivery. Purchase of resources to increase student participation Review of computer technology available, as required by, train staff as for use. Incorporate Quality First teaching into all planning As required HEG / Business manager / SENCO Ongoing Head of School, SENCO / Teachers Access to computer technology will be improved for all disabled Improved access to curriculum for all October 2018 6 Pupils will demonstrat e progress engagemen t through tracking monitoring.
Eliminate all discriminatio n harassment of disabled /stakeh olders. Strict reporting recording procedures to ensure that /stakeholders disability are not being bullied or harassed. Allocated tracking monitoring system in place HEG, Head of School Incidents of discriminati on harassment are zero Ensure communicati on formats meet the individual needs of others Ensure different communication formats are available in school are accessible. Ensure that communication from school is accessible to all parents carers. This should include website/noticeboar ds/phone calls/ sessions/letters home Office Staff The school is enabling to learn communica te through varied formats that are matching individual needs. The school monitors all communica tion formats to ensure all stakeholder s are able to receive Regular discussions parents ensures concerns are addressed as they arise. Improve range of skills experience available in the school so that the school is better able to assess provide for the needs of learning difficulties Specialists are used to work or provide training for staff HEG, Head of School, SENCO Pupils are able to access the curriculum regardless of their learning difficulties. Specialised support resources are used to meet the October 2018 7 Pupils will demonstrat e progress engagemen t regardless of their or difficulties. Additional support (via interventio n) is tracked to ensure
Heighten awareness of staff in relation to strategies procedures employed by speech therapists educational psychologists Provide training in relation to speech language ( associated difficulties) as well as regular feedback from EP involvement. As required Pedagogical Lead, SEN team needs of children a disability special educational needs Increased confidence of staff in supporting specific learning needs good progress correct use of support. Progress engagemen t demonstrat ed in lessons. Ensure all policies consider the implication of Disability access Consider all policies in view of priorities Trustees Access to all aspects of school life for all Monitor how well are achieving academically socially Recruitment policy Identify which are not making expected progress. Include personalised learning plans as needed use of Person Centred Approach. All new staff to be aware of plans. Ensure recruitment policy considers all qualified people who have a disability does not discriminate intentionally or unintentionally HEG, Head of School, Pedagogical Lead, SENCO Systems in place monitoring academic social progression differentiati on. Parents / carers are involved in process. HR People who have are welcome to apply for jobs are able to state that they have October 2018 8
been treated equally, regardless of outcome Improving Delivery of Written Information Planning Area Targets Strategies Timescales Oversee Success Criteria Delivery of Information Review to parents/carers to ensure it is accessible Provide letters in clear print in simple English Support parents to access complete school forms School office / IT / HEG All parents receive in a form that they can access Parents Supported Notes Regular contact parents / carers helps to address issues quickly. Ensure website all documents accessible via the school website can be accessed by visually impaired Continuously improve the delivery of in writing in an format Provide suitable enlarged, clear print for visual impairment As required ongoing All staff Excellent communica tion positive engagemen t where required. Annual review /PC R to be as Develop child friendly review formats. Pedagogical Lead, SENCO Staff more aware of preferred October 2018 9 Discussions during staff meetings/m orning
accessible as possible Provide in other languages for / parents or prospective / parents who may have difficulty English language documentation Continued use of a pupil centred approach. Access to translators, sign language interpreters to be considered offered if possible. As necessary SENCO / Office staff / SLT method of communica tion Pupils /or parents feel supported included briefings to keep staff informed. Use of LanguageLi ne / translators as Provide in simple language, symbols, large print for prospective or prospective parents/carers who may have difficulty stard printed Ensure website is fully compliant requirement for access by persons visual impairment. Ensure all that goes home is written carefully to allow individuals to access. As required IT/All staff All can access about the school Regular discussions parents/pu pils to ensure is being understood relayed ly. October 2018 10