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Hadrian Primary School

"An outstanding school where children make excellent progress" Ofsted

Accessibility Plan for Disabled Pupils

Hadrian Primary School

Accessibility Plan for Disabled Pupils

The Purpose of this Plan

This plan shows how Hadrian Primary School intends, over time, to increase the accessibility of our school for disabled pupils, staff, parents/carers and visitors. It has been written to meet the requirements of school to carry out accessibility planning for disabled pupils as stated in the Equality Act 2010 and the SEND Code of Practice 2014. It also identifies the ongoing actions of the staff and Governing Body to ensure access to education for disabled pupils.

Definition of Disability (Equality Act 2010)

A person has a disability if “he or she has a physical or mental impairment that has an adverse, substantial and long-term adverse effect on his or her ability to carry out normal day-to day activities’.

Contextual Information

Hadrian Primary School maintains an important role within the local community.

The school is on one level with all classrooms on the same level.

At present we have no wheelchair dependent pupils, parents or members of staff.

Current Range of known disabilities

The school has children with a range of disabilities which include moderate and specific learning disabilities and complex medical conditions.
We have a very small number of pupils and parents who have a hearing impairment or a visual impairment.

Areas of planning responsibilities

  1. Increasing access for disabled pupils to the school curriculum (this includes   teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits)

 

  1. Improving access to the physical environment of schools (this includes improvements to the physical environment of the school and physical aids to access education)

 

  1. Improving the delivery of written information to disabled pupils (this will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils). The information should take account of pupils’ disabilities and pupils’ and parents’ preferred formats and be made available within a reasonable timeframe.

 

 

1.  Increasing access for disabled pupils to the school curriculum.

Improving teaching and learning lies at the heart of the school’s work. Through self- review, staff appraisal and Continuous Professional Development (CPD), we aim to enhance staff knowledge, skills and understanding to promote excellent teaching and learning for all children. We aim to meet every child’s needs within mostly mixed ability (with some setting where appropriate), inclusive classes.

It is a core value of the school that all children are enabled to participate fully in the broader life of the school. Consequently, all children have always been permitted to attend age relevant after school clubs, leisure and cultural activities and educational visits. The only exception would occur if a child had breached school rules when deprivation of club attendance may be used as a suitable short term sanction and to ensure the safety of others.

Target

Strategies

Time-scale

Responsibility

Success Criteria

Increase confidence of all staff in differentiating the curriculum

Be aware of staff training needs on curriculum access
Assign CPD for dyslexia friendly classrooms, Autistic Spectrum Disorder (ASD) friendly classrooms and differentiation Online learning modules if required


ASD focus – 2017 Differentiation focus - 2018

Inclusion manager

Raised staff confidence in strategies for differentiation and increased pupil participation

Use ICT software to support learning

Make sure software installed where needed

As required

ICT

Wider use of SEN resources in classrooms

All educational visits to be accessible to all

Develop guidance for staff on making trips accessible Ensure each new venue is vetted for appropriateness

As required

Out of Hours Co-ordinator

All pupils in school able to access all educational visits and take part in a range of activities

 

 

 

2. Improving access to the physical environment of the school

Provision, in exceptional cases, will be negotiated when a pupil’s specific needs are known as they enter the school.

Target

Strategies

Time-scale

Responsibility

Success criteria

The school is aware of the access needs of disabled pupils, staff, governors, parent/carers and visitors

To create access plans for individual disabled pupils as part of the IEP process when required Be aware of staff, governors and parents access needs and meet as appropriate Consider access needs during recruitment process

As required Induction and on-going if required

Inclusion manager

IEPs in place for disabled pupils and all staff aware of pupils needs

All staff and governors feel confident their needs are met Parents have full access to all school activities Access issues do not influence recruitment and retention issues

Layout of school to allow access for all pupils to all areas

Consider needs of disabled pupils, parents/carers or visitors

As required

Head/ Governors/
caretaker/ asset management

Access for all

 

Ensure access to reception area for all

Make repairs to allow entry for wheel chair users – repair to automatic doors

By 2019, when funds allow

Head teacher

Disabled parents/carers/ visitors feel welcome

Improve external and internal environment access for visually impaired people

Renew yellow strip mark step edges Regularly replace broken blinds in classrooms and other spaces

On-going and as required

Head Teacher

Visually impaired people feel safe in school grounds and in school buildings

Ensure all disabled pupils can be safely evacuated

Develop a system to ensure all staff are aware of their responsibilities in relation to disabled pupils

As required

Head Teacher

All disabled pupils and staff working alongside are safe in the event of a fire

Ensure hearing and visual environment in classrooms is regularly monitored to support hearing impaired and visually impaired children

Seek support from LA HI and VI advisory teachers

Ongoing

LA HI and VI advisory teachers in conjunction with Inclusion manager

All children have access to the appropriate environment

3. Improving the delivery of written information to disabled pupils

This will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils and parents. Examples might include handouts, textbooks and information about school events. The information should take account of pupils’ disabilities and pupils’ and parents’ preferred formats and be made available within a reasonable timeframe.

 

Targets

Strategies

Time-scale

Responsibility

Success Criteria

Review information to parents/carers to ensure it is accessible.

Provide information and letters in clear print in “simple” English. School office will support and help parents to access information and complete school forms

During induction On-going Current

School Office IT technician

All parents receive information in a form that they can access

All parents understand what are the headlines of the school information

Improve the delivery of information in writing in an appropriate format

Provide suitably enlarged, clear print and use matt laminates for pupils with a visual impairment

As required

Office

Excellent communication.
On-going appropriate use of resources

Ensure all staff are aware of guidance on accessible formats

Guidance to staff on dyslexia and accessible information

On-going

Inclusion manager

Staff produce their own information

Provide information in other languages for pupils or prospective pupils

Access to translators, sign language interpreters to be considered and offered if possible

As required

Inclusion manager

Pupils and/or parents feel supported and included

 

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