« November 2021 »

Accessibility Plan

Accessibility Plan 2018-2021


The Purpose of this Plan

This plan shows how Lincewood Primary School intends, over time, to increase the accessibility of our school for disabled pupils, staff, parents/carers and visitors.


Definition of disability

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


Areas of planning responsibilities

  1. 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)


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. Staff training regularly revisits questioning skills, strategies and support for children with all aspects of SEND, implementation of interventions.


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.


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


Due to the relatively high numbers of pupils with physical disabilities attending Lincewood Primary School since it opened as a primary school, there have already been a substantial number of adaptations to the building, to enable these pupils to access all areas. These include:

  • a hygiene room with height adjustable changing bench, toilet with rails, shower facilities
  • height adjustable computer bench in ICT suite
  • seven ramped exits from various areas of the school, enabling easy access for all children with disabilities
  • pool hoist in the swimming pool
  • the Reception and KS1 playground have been assessed by the Local Authority mobility officer and recommendations from that report have been put into place by our site manager
  1. 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.


Action Plan for 2018-2021


Area of planning responsibility


How will the impact of the action be monitored?

Who is responsible for implementing?

What are the timeframes?

Early success indicators

Increase access to the curriculum


The school will achieve the Gold Level of the Essex Language and Communication Award

Classroom observations

Inclusion Manager – training for staff; class teachers and LSAs –implement strategies in the classroom

Silver - July 2019

Gold  - July 2021

Strategies to support children with SLCN will be evident during observations

All staff to receive training on hypermobility and how this impacts on children’s access to the curriculum

Feedback from parents at consultation meetings

Reports from outside professionals, eg. physiotherapy, OT

Inclusion Manager – training for staff; class teachers, LSAs and sports coaches –implement strategies in the classroom/PE lessons/after school clubs

Training – Spring Term 2019


Parents and professionals report that pain levels are within manageable levels

Make improvements to the physical environment of the school to increase access


Ensure that hazards in the KS2 playground are identified and marked so that the playground areas are all safe for children with visual impairments

Monitor playground accident reports for child(ren) with visual impairment - playground accidents do not result from poor visual identification of hazards

Inclusion Manager, Local Authority mobility officer and Site Manager

By July 2019

Child (ren) with visual impairments moves confidently around the playground with peers and without needing close hover support of an adult

Make written information accessible to pupils in a range of different ways


Children with SEND confidently use voice activated software on I-Pads as a form of alternate recording

Half termly tracking meetings

Target Tracker analysis

Inclusion Manager, ICT coordinator, LSAs supporting identified children, class teachers

LSAs trained in use of voice activated software by October 2018.

Writing attainment and progress increases when children use alternative methods of recording



Lincewood Primary School
Berry Lane, Langdon Hills,
Essex. SS16 6AZ

T: 01268 412888 

Chair of Governors: Niki Lamont


Office: Jane Dyer or Jane Tyson


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