Skip Navigation LinksAccessibility-Plan

ADMINISTRATIVE

HPS 2/17                                                            

 

 

ACCESSIBILTY FOR DISABLED CHILDREN

 

 

"…… it is unacceptable to treat a disabled person, or a person helping a disabled

person, less favourably for a reason relating to their disability"

 

                        Disability Discrimination Act 1995

 

Purpose

 

The purpose of this policy is to ensure that the needs of all disabled learners are recognised as an integral part of the overarching aims and principles of Hankham School, and that disabled learners are not placed at additional disadvantages in their access to learning opportunities.

The policy and Accessibility Plan must address the three strands of:

Curriculum Access

Physical Access

Accessing Information

and show how resources will be appropriately targeted to meet its objectives.

 

Aims and Principles

 

The aims and principles for Hankham Primary School are clearly set out in the school's 'Values and Vision' document (www.hankhamschool.co.uk/policies1/values-and-vision)  The entitlement of disabled learners to equal access to the learning opportunities at Hankham is fundamental to that document and our SEND offer (www.hankhamschool.co.uk/policies1/SEND)

As a school, we are committed to inclusion and to preventing and responding to disadvantage and discrimination in all its forms.  This should be obvious from:

  • The culture of the school: recognising and valuing diversity, encouraging the pupils' 'voice'.
  • School policies: ensuring equal opportunities for all our children
  • Our practices: across a wide variety of teaching and learning styles

     

    Definition of a Disability

     

    "A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her  ability to carry out normal day to day activities Such activities may impact on aspects such as:-

     mobility, manual dexterity; physical co-ordination; continence; ability to lift, carry or move everyday objects;  speech, hearing or eyesight; memory or ability to concentrate, learn or understand and, the perception of the risk of physical danger.

     
  • Mental impairment covers a wide range of mental functioning, which may be defined as learning difficulties.  It includes disorders like autism and Attention Deficit Hyperactivity Disorder (ADHD) but it does not necessarily include mental illness.
  • Physical impairment includes physical and mental impairments, such as those affecting sight or hearing, but specifically excludes visual impairment corrected by the wearing of spectacles etc.
  • Long term is defined as the effects of a disability lasting at least 12 months, but possibly lasting for the rest of the life of the person affected.

     

    1.

     

     

     

    Pupils who are subject to an Education Health Care plan (EHC) or Statement of Special Educational Need will be eligible for additional support in school but this does not automatically mean that they are disabled pupils.

     

    Responsibilities

     

    Hankham School has a responsibility to ensure that, by its  Admission Policy, children with identified  disabilities are admitted, as well as identifying and providing for children not previously identified.

    This school is entitled to resources to assist in making provision for children with disabilities.  Also access to training and information to enable them to carry out their responsibilities.

    Hankham will need to make all necessary reasonable adjustments and anticipate future ones in implementing the Accessibility Plan.

     

    The Governing Body has responsibility to ensure children with disabilities are not discriminated against.  This policy must be reviewed and amended annually, or as appropriate. 

    The Governing Body should ensure that funding arrangements for meeting the needs of children with disabilities are clear and sufficient.

    The Governors have a monitoring role and obligations include the need to ensure children are not treated less favourably in the activities and life of the school, and that teachers and support staff are aware of the importance of ensuring that disabled children are not discriminated against.

    This policy and the Accessibility Plan should be subject to a regular cycle of monitoring, evaluation and review.   

     

    The Headteacher has responsibility for the day-to-day management of disability provision.  Also, the Headteacher should keep the Governing Body fully informed about disability provision and pupil progress.

     

    All the staff , and not just designated staff or teams, have a responsibility for children with a disability.  Teaching and Support Staff should be fully aware of the procedures for meeting their statutory duty towards disabled children. (See SEN Policy and SEND offer)

     

    Pupils

     

    Children with a disability  are entitled to an inclusive system of  education which offers them equal access to the curriculum.  They should, where possible, participate in all decision-making processes, including the setting and review of learning targets.

    The children are entitled to learn in classrooms where the teacher and support staff are fully aware of their needs and the actions required to support them.

    Children with disabilities are entitled to protection from discrimination arising from:
  • Less favourable treatment without justification
  • A failure to make reasonable adjustments to include them

     

     

    Parents

     

    Support to parents should empower them to :
  • Play an active and valued role in their children's education
  • Express their preferences about how their child is educated
  • Have access to advice and support during any decision making processes related to their child
  • Have knowledge of the arrangements for conciliation and the confidential advice service provided by the Disability Rights Commission.

     

     

    2.

     

    Increasing accessibility to the Curriculum

     

    All disabled children must have equal access to the curriculum and be offered opportunities  to extend their experiences and understanding in a range of contexts.  Other than in exceptional circumstances, disabled children should receive the full National Curriculum, and not be subject to the formal processes of disapplication.

    The LA will support Hankham School in fulfilling its duty to ensure equal access by:
  1. The extension of the target setting policy and practice to include all children at all levels of ability
  • Providing expert advice, guidance and assessment to schools on meeting the curricular needs of children with SEN and disabilities.
  • Providing a full programme of training and development for teachers and support staff on meeting the curriculum needs of children with SEN and disabilities, within specialist and inclusive settings.

     

    Hankham School can access guidance and advice from support services for specific types of disability, including the Service for Children with Sensory Needs and Learning Support Service.  The County Psychological Service will also offer support, as appropriate.

     

    The LA will provide advice and guidance on the use and purchase of specialist aids and equipment which may assist disabled children in accessing the curriculum.

     

    Increasing Physical Access to the School Buildings

     

    Hankham School will ensure that routine maintenance and improvement programmes are used as an opportunity to improve accessibility, e.g. through the choice of finishes and colour schemes, or including disabled facilities in toilet improvements.  The LA will provide guidance for this.

     

    The Service for Children with Sensory Needs will continue to provide support and guidance on how improvements to finishes, colour schemes, lighting and signage can improve accessibility for children with visual or hearing impairments.

     

     

    Improving access to Information

     

    Disabled children and their families or carers are entitled to receive information about their education and the opportunities available to them in a format which is accessible for them, e.g.  large font, audio versions etc.  Hankham School will continue to keep under review the accessibility of all documents which it produces.

    The Service for Children with Sensory Needs will continue to provide advice and guidance  on alternative formats for the presentation of information and the use of computer programs to produce  customised materials, e.g. for children with severe visual or hearing impairments.

    Information provided to parents of disabled children will continue to be developed in consultation with the Information, Advice and Support  Services (IAS) network.

     

    Further Support for Schools

     

    The LA continues to offer training and support to school staff and Governors on the requirements of the SEN and Disability Act.

    It is the duty of this school to consider and access the training opportunities in order to ensure compliance with the requirements of this policy.

     

     

     

     

    Funding

     

    In drawing up future School Development Plans and when making purchasing decisions, the school should consider how improvements will help to fulfill the accessibility duties.

    Routine maintenance and improvement programmes which are part of the overall budget plan can also be used to achieve accessibility improvements.

    Major funding considerations in order to provide access to buildings will be discussed at Governors' meetings.

     

     

    Links with other Policies and Plans

     

    Please also refer to:-
  • The School Development Plan
  • The SEN policy
  • The SEND offer
  • The Equal Opportunities policy
  • The Admissions policy
  • The Educational Visits policy

     

     

    Resources

     

    Further guidance and resource materials can be obtained from:
  1. DfES website:  www.dcsf.gov.uk

     
  1. Disability Rights Commission website:    www.drc-gb.org

     
  1. Disability Equality in Education (DEE)  website:   www.diseed.org.uk

     

     

     

     

     

     

     

     

     

     

     

    4.

     

    HPS 02/17


 

 

ADMINISTRATIVE                                                         APPENDIX 1

 

ACCESSIBILTY FOR DISABLED CHILDREN

 

The Accessibility Plan  

 

 

Where  we want to make progress

 

Key Activity

 

 

What we will do

 

 

Action to be taken

 

When it will be done

 

 

Time Scale

 

How  we know we have made progress

 

Success Criteria

 

Curriculum Access

 

   
Continue to improve our  assessment, pupil tracking and target setting policies and practices

Extend the scope of assessing school performance data through SIMS Assessment Manager and Teacher Assessment.

 

 

From 2014/15 onwards, progress to targets for vulnerable groups will be available - under-achievement will be clearly identified in terms of value added data Target setting process clearly identifies achievement for children with SEN or disabilities
Develop the Continuing Professional Development (CPD) opportunities on offer to teachers and support staffEnsure that an appropriate programme of training is available for all staff via the LA and external providers

From Autumn Term

2014/15 onwards

There was a good take up of training opportunities by teachers and support staff
Establish clear links with other school policies as regards consideration of accessibility mattersEvaluate and amend school policies and plans, as part of the planned evaluation and review programme.

From Autumn Term

2014/15 onwards

School policies and plans, when amended demonstrate clear consideration of accessibility matters

 

 

 

5.

 

APPENDIX 1       (continued)

 

ACCESSIBILTY FOR DISABLED CHILDREN

 

The Accessibility Plan  

 

 

 

Where  we want to make progress

 

Key Activity

 

 

What we will do

 

 

Action to be taken

 

When it will be done

 

 

Time Scale

 

How  we know we have made progress

 

Success Criteria

 

Physical Access

 

   
Continue to monitor accessibility in existing areas of the schoolGovernors to check accessibility on a regular basis and report back to Governing BodyOngoing Checks carried out and report made to the Governing Body
Consider improvements/adjustments to school buildings to accommodate staff, pupils and visitors with disabilities. Include programme of building into School Development Plan and  3-Year Budget Plan

From Autumn Term

2014 onwards

A premises programme was included into School Development Plan and the 3-Year Budget Plan
Seek guidance and advice regarding access and fundingObtain guidance and advice from LA on physical access stewardship and funding issues

From Autumn Term

2014 onwards

Guidance and advice was sought and findings incorporated into School Development Plan and 3-Year Budget Plan.

 

 

 

 

6.

 

APPENDIX 1       (continued)

 

ACCESSIBILTY FOR DISABLED CHILDREN

 

The Accessibility Plan  

 

 

 

Where  we want to make progress

 

Key Activity

 

 

What we will do

 

 

Action to be taken

 

When it will be done

 

 

Time Scale

 

How  we know we have made progress

 

Success Criteria

 

Information Access

 

   

School Leadership Team (SLT) to continue to monitor  school and home information in light of SEN and disabled children

 

SLT consider and implement changes as and when appropriate.

 

Establish a continuing process of reviewing all information relating to SEN and disabled children

From Autumn Term

 2014 onwards

Report made to the Governing Body and SEND offer updated annually.

 

 

 

A continuing process of reviewing all information relating to SEN and disabled children

Seek guidance from LASeek guidance from LA regarding producing information aimed at children with SEN and disabilities

From Autumn Term

2014 onwards

Guidance and advice is obtained via the LA's Czone
Seek continued guidance and advice from  the Department for Education and Science (DfES) and the Disabled Rights Commission (DRC)Obtain guidance and advice from DfCSF and DRC regarding national matters relating to SEN and children with disability

From Autumn Term

2014 onwards

Guidance and advice is obtained as and when appropriate from the DfCSF and DRC.

 

7.

                                                                                           APPENDIX 1

  ACCESSIBILTY PLAN  FOR PUPILS WITH DISABILITIES  

 

 

Where  we want to make progress

Key Activity

 

 

What we will do

Action to be taken

 

When it will be done

Time Scale

 

How  we know we have made progress

Success Criteria

Curriculum Access

 

   
Develop the Continuing Professional Development (CPD) opportunities on offer to teachers and support staffEnsure that a appropriate programme of training is available for all staff via the LA and external providers

From Autumn Term

2014 onwards

There was a good take up of training opportunities by teachers and support staff
Establish clear links with other school policies as regards consideration of accessibility mattersEvaluate and amend school policies and plans, as part of the planned evaluation and review programme.

From Autumn Term

2014 onwards

School policies and plans, when amended demonstrate clear consideration of accessibility matters

Physical Access

 

   
Consider improvements/adjustments to school buildings or other areas in accordance with current needsInclude programme of building into School Development Plan and  3-Year Budget Plan

From Spring Term

2014 onwards

A building programme was included in to School Development Plan and the 3-Year Budget Plan
Seek guidance and advice regarding access and fundingObtain guidance and advice from LA on physical access stewardship and funding issues

From Autumn Term

2014 onwards

Guidance and advice was sought and findings incorporated into School Development Plan and 3-Year Budget Plan.

Information Access

 

   

School Leadership Team (SLT) to monitor school and home information in light of SEN and disabled children

 

Consider and implement changes as and when appropriate.

 

 

From Autumn Term

 2014 onwards

A continuing process of reviewing all information relating to SEN and disabled children