Accessibility Plan 2017 – 2020 written February 2017
Adopted: March 2017 Review date: April 2020
1. Statutory Requirements
Definition of special educational needs
In this policy, ‘special educational needs’ refers to a learning difficulty that requires special educational provision.
The SEND Code of Practice 0 to 25 Years (DfE, 2014) says children have a learning difficulty or disability if they:
- have significantly greater difficulty in learning than the majority of children of the same age; or
- have a disability which prevents or hinders them from making use of facilities of a kind generally provided for children of the same age in mainstream schools or post-16 institutions; and
- are under compulsory school age and are likely to fall within either of the definitions above when they reach compulsory school age or would do so if special educational provision was not made for them.
Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.
Definition of special educational provision
For children aged two years or older, this is educational provision additional to, or otherwise different from, the educational provision normally available to pupils of the same age.
Public Sector Equality Duties
A single Public Sector Equality Duty was introduced in April 2011 which applies to public bodies including maintained schools and academies and extends to certain Protected Characteristics (including disability). This combined equality duty requires public bodies to:
- Eliminate discrimination and other conduct which are prohibited under the Act.
- Advance equality of opportunity between people who share a Protected Characteristic and people who do not share it.
- Foster good relations across all characteristics – between people who share a Protected Characteristic and those who do not.
Due regard must be given by public bodies to the three element outlined above – giving relevant and proportionate consideration to the duty.
Tang Hall Primary School has adopted this accessibility plan in line with the school’s special educational needs and inclusion policy with the aim of ensuring that our school is socially and academically inclusive, that all pupils have access to a full curriculum, and that all pupils are appropriately challenged.
Our special educational needs and inclusion policy outlines the school’s provision for supporting pupils with special educational needs and disabilities (SEND), and the school’s publication of equality information and objectives explains how we ensure equal opportunities for all our children, increased access to the curriculum, physical access to the school and access to information particular to children with SEND. This accessibility plan provides an outline of how the school will manage this part of the SEND provision.
Please refer to our special educational needs and inclusion policy for an outline of our full provision to support pupils with SEND and our school report posted on the website.
2. Engagement with different communities
To review the previous accessibility plan and identify equality issues and outcomes a number of different communities have been consulted with including:
- Parents and Carers
- Others who use Tang Hall’s school facilities.
Feedback from engagement with the four communities highlighted the following three targets:
|Engagement Feedback||Equality Issue||Equality Outcome|
|1. Planning for school visits/extra-curricular activities should to be discussed with parents/carers prior to the visit||To avoid unintentional discrimination through lack of consideration of specific needs||All pupils have fair and equal access to school visits.|
|2. Children with specific needs can be at risk of limited integration with their peers due to the level of teaching assistant support they need||To avoid children having reduced opportunities to mix with their peers through the contact that they have with the adults around them||For pupils with SEN to show increased engagement with other peers with – this will be shown through Student Voice, lesson observation and social time observations.|
|3. Writing information and accessing learning through writing.||Children with issues regarding conventional recording routines can be disadvantaged if they have to write information.||For all children to have equal access to support either voice activated or scribe and to feel secure in their use of this. This will be achieved through improved communication and the use of alternative technologies.|
3. Impact Assessment
|Area of priority identified||Impact Assessment|
4. Accessibility Plan
The table below is based on our current assessment of accessibility for pupils with SEND. It sets out priorities across the school in a number of areas and the relevant timescales for action to increase accessibility for pupils with SEND. Progress on these measures will be updated annually and reported to the governing body.
|Priority area||Short term||Outcome||Medium term||Outcome||Long term||Outcome|
|All staff to have accessibility training||Yes||Better planning of extracurricular activities||Yes||Fair access for all for all extracurricular activities||Yes||Full inclusion of whole school population in extracurricular activities|
|Staff to plan school visits and inform parents of children with identified needs prior to the visit||Yes||To avoid unintentional discrimination through lack of understanding of specific needs/requirements when away from the school site||Yes||All children to have fair and equal access where needs can be met||Yes||Well established procedures|
|Specific Training to be offered for key staff – teaching or supporting children with differing SEN needs||Yes||Improved knowledge of strategies and techniques to address learning needs.||Yes||To make these annual events||All staff to be fully aware and offering the correct support to children to meet their needs|
|Teaching and learning|
|Teachers to offer individual resources and games for children with special needs||Yes||Detailed information will be given to parents/carers to support their child||Yes||Develop use of IT and other resources to widen access to written texts|
|Ensure children who access 1to1 support are not at risk of limited integration with their peers||Yes||Regular whole class activities outlined on the personal plan||Yes||Regular discussions with children will assess their views||Yes||All staff ensure daily access|
|Increased use of alternative technologies to increase independence||Yes||Review current use of laptops within school||Yes||Develop staff use of specific software||Yes||Embed pupil and staff use of specific software|
|Develop the use of workstations||Yes||Ensure independence and regular use||Yes||Consistent use of work station strategies||Yes|
|Writing information and accessing learning through writing||Yes||Equality of opportunity for children who find conventional methods limiting||Yes||Consistent use of systems||Yes||This becomes an integral part of school systems|
This accessibility checklist and the outcomes will be evaluated annually to monitor the plan’s effectiveness and ensure that it covers all areas of accessibility needed in the school.
Rachel Hiley, SENDCO
Johanna Slack, Head Teacher