Accessibility Plan

2014-2017

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Introduction

At Lincewood Primary School all staff are committed to creating “The Best Possible Introduction to Education” for all pupils. Children are provided with high quality learning opportunities so that each child attains and achieves all that they are able to. Everyone in our school is important and included. We promote a positive ethos thereby ensuring that the staff and pupils are happy and motivated.  Happy children learn!

 This Accessibility Plan is drawn up in compliance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. School Governors are accountable for ensuring the implementation, review and reporting of progress of the Accessibility Plan over a prescribed period.

 The Equality Act 2010 replaced all existing equality legislation, including the Disability Discrimination Act. The effect of the law is the same as in the past, meaning that “schools cannot unlawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation”.

 According to the Equality Act 2010 a person has a disability if:

 (a)  He or she has a physical or mental impairment, and

 (b)  The impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.

 The Accessibility Plan is structured to complement and support the school’s Equality Objectives, and will similarly be published on the school website. We understand that the Local Authority will monitor the school’s activity under the Equality Act 2010 (and in particular Schedule 10 regarding Accessibility) and will advise upon the compliance with that duty.

 Aims

Lincewood Primary School is committed to providing an environment that enables full curriculum access that 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 taking positive action in the spirit of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within the school.

 At Lincewood Primary School we are committed to working together to provide an inspirational and exciting learning environment where all children can develop an enthusiasm for life-long learning. We believe that children should feel happy, safe and valued so that they gain a respectful, caring attitude towards each other and the environment both locally and globally.

 The school recognises and values parent’s knowledge of their child’s disability and its effect on their ability to carry out everyday activities and respects the parent’s and child’s right to confidentiality.

 Current good practice:

  • 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
  • We have had 2 fully-accessible buildings with 4 classrooms and a purpose-built music room (to replace the inaccessible demountable classroom) built within the past 3 years.
  • The school has purchased a site licence for Clicker 6, which provides alternative recording opportunities for identified pupils
  • There is a designated disabled parking space and, as a direct result of introducing the request for disability information for all new pupils, the school has established procedures for anyone who has a Blue Badge to access the school grounds at the beginning and end of the school day
  • The school has a member of staff trained to AMBDA standard, who can administer dyslexia assessments
  • We monitor and analyse pupil achievement of all vulnerable groups on a half termly basis, identifying and acting on any trends or patterns in the data that require additional support for pupils
  • We routinely liaise with all local pre-school providers to review the potential intake for the following September
  • All classroom support staff have weekly training on specific disability issues

 Accessibility Plan

The Lincewood Primary School Accessibility Plan shows how access is to be improved 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.It has been developed and drawn up based upon information supplied by the Local Authority, and consultations with pupils, parents, staff and governors of the school. Other, outside agencies and specialists have also been consulted. The document will be used to advise other school planning documents and policies and will be reported upon annually in respect of progress and outcomes. The intention is to provide a projected plan for a three year period ahead of the next review date.

The Accessibility Plan is structured to complement and support the school’s Equality Objectives, and is published on the school website. We understand that the Local Authority will monitor the school’s activity under the Equality Act 2010 (and in particular Schedule 10 regarding Accessibility) and will advise upon the compliance with that duty.

The Accessibility Plan contains relevant and timely actions to:-

  • Increase access to the curriculum for pupils with a physical disability and/or sensory impairments, expanding the curriculum as necessary to ensure that pupils with a disability are as equally prepared for life as the able-bodied pupils; (If a school fails to do this they are in breach of their duties under the Equalities Act 2010); this covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities and school trips – it also covers the provision of specialist or auxiliary aids and equipment, which may assist these pupils in accessing the curriculum within a reasonable timeframe;
  •  Improve and maintain access to the physical environment of the school, adding specialist facilities as necessary – this covers improvements to the physical environment of the school and physical aids to access education within a reasonable timeframe;
  • Improve the delivery of written information to pupils, staff, parents and visitors with disabilities; examples might include hand-outs, timetables, textbooks and information about the school and school events; the information should be made available in various preferred formats within a reasonable timeframe.

Whole school training recognizes the need to continue raising awareness for staff and governors on equality issues with reference to the Equality Act 2010.

 This Accessibility Plan should be read in conjunction with the following school policies, strategies and documents:

  • Teaching and Learning Policy
  • Behaviour and Discipline Policy
  • Curriculum Policies
  • Health & Safety Policy
  • Special Educational Needs Policy
  • Equality Policy
  • Supporting Children with Medical Needs Policy

The Accessibility Plan for physical accessibility relates to the Access Audit of the School, which remains the responsibility of the governing body. It may not be feasible to undertake all of the works during the life of this accessibility plan and therefore some items will roll forward into subsequent plans. An accessibility audit will be completed by the school prior to the end of each period covering this plan in order to inform the development of a new Accessibility Plan for the ongoing period.

Equality Impact Assessments will be undertaken as and when school policies are reviewed. The terms of reference for all governors’ committees will include the need to consider Equality and Diversity issues as required by the Equality Act 2010.

The Accessibility Plan will be monitored by the Governing Body.

The Accessibility Plan may be monitored by OFSTED during inspection processes in relation to Schedule 10 of the Equality Act 2010.

 It is a requirement that the school’s accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. Attached is an action plan showing how the school will address the priorities identified in the plan.

 Action Plan

Targets

Strategies

Timescale

Responsibilities

Success Criteria

CURRICULUM

New vocabulary webs devised for all curriculum areas, based on the new national curriculum

Inclusion Manager to liaise with subject co-ordinators to ensure that year groups are focusing on appropriate vocabulary

By the end of 2015/16 academic year

Inclusion Manager / all staff

Vocabulary targets on pupils’ One Plans and annual reviews will be more specific and relevant to their personal learning needs

Increase confidence of all staff in supporting children with ASD

All staff to have Level 1 training, delivered by AET certified trainers

Follow-up training for support staff on specific strategies

Autumn Term 2015

Spring/Summer Terms 2016

Inclusion Manager to organise

Inclusion Manager to deliver

Staff confidence in supporting pupils with ASD is increased

To support pupils with emotional needs to maintain a stable frame of mind and return quickly to classroom activities

All staff to have Step On training, key identified staff to have Step Up training

Summer Term 2016

SLT

Staff confidence in de-escalation strategies is increased

To ensure that pupils with SEND have access to extra-curricular activities

Regular monitoring that the % of pupils with SEND attending at least one extracurricular activity reflects the total % of SEND in the school

Ongoing – twice a year

All extracurricular activity leads

Inclusion Manager to collate data and discuss anomalies with SLT

% of pupils with SEND attending at least one extracurricular activity at least reflects the total % of SEND in the school

PHYSICAL ENVIRONMENT

Create a sensory space within school which children with ASD or SEMH can use to calm down

Redesign room behind Inclusion Manager’s office

 

By the end of 2016/7 academic year

Inclusion Manager

Regular timetabled use of the room by identified pupils

 

 

WRITTEN/OTHER INFORMATION

To ensure that all parents and other members of the school community can access information

Written information will be available in alternative formats, eg. large print, on request.

Where necessary, the school will make itself aware of the services available through the LEA for converting written information into alternative formats.

As needed

Office Staff / Inclusion Manager

The school will be able to provide written information in different formats when required for individual purposes.

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

 

T: 01268 412888 - Jane Dyer or Adrienne Lewis

office@lincewood.essex.sch.uk

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