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Maytree Nursery andInfants' SchoolCaring, Sharing, Aiming High

Welcome toMaytree Nursery andInfants' SchoolCaring, Sharing, Aiming High

Accessibility

S6A ACCESSIBILITY PLAN 2017-2020

 

Vision Statement

 

Under the Equality Act 2010 schools should have an Accessibility Plan. 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 listed as a statutory document of the Department for Education’s guidance on statutory policies for schools. The Plan will be reviewed every 3 years or where operational needs dictate and approved by the Governing Body.  

 

At Maytree 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.

 

Aims:

 

Our Aims are:

 

• Increasing the extent to which disabled pupils can participate in the school curriculum; which 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 the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services

 

• •Improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled

 

1) The Accessibility Plan 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. 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 Accessibility Plan is structured to complement and support the school’s Equality Objectives, and will similarly be published on the school website.  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 school will work in partnership with the Local Authority in developing and implementing this Accessibility Plan. It is a requirement that our accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. The Accessibility Plan may be monitored by Ofsted  during Inspection processes in relation to Schedule 10 of the Equality Act 2010.

 

2) Maytree 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 adhering to the principles of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within the school.

 

3) Maytree Accessibility Plan shows how access is to be improved for disabled pupils, staff and visitors to the school within a given timeframe and anticipates the need to make reasonable adjustments to accommodate their needs where practicable.

 

The Maytree Accessibility Plan relates to the key aspects of physical environment, curriculum and written information:

 

• Increase access to the curriculum for pupils with a disability, adapting the curriculum as necessary. This includes teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or schools visits – 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 (If a school fails to do this they are in breach of their duties under the Equalities Act 2010)

 

• 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

 

• Where needed, adapt the delivery of written information to pupils, staff, parents and visitors with disabilities; examples might include adaptations to 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

 

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

 

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

 

• Curriculum Policy

• Equality Policy

• Health & Safety Policy (including off-site safety)

• Special Educational Needs Policy

• Behaviour Management Policy

• School Improvement Plan

• School Brochure / Prospectus and Vision Statement

 

6) 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.

 

7) 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.

 

Current good practice

 

We gather information about any disability or health condition in early communications with parents and carers of children who are new to school. For parents and carers of children already at the school, we ask parents to keep the school informed of any changes to the information they have provided.

 

Physical Environment

 

There are no areas of the school to which disabled pupils have limited or no access at the moment. Disabled pupils participate in extra-curricular activities. Some aspects of extracurricular activities present particular challenges, for example lunch and break times for pupils with social/interaction impairments, after-school clubs for pupils with physical impairments and school trips for pupils with medical needs, however all reasonable adjustments are made to support as full an involvement as possible.

 

Curriculum

 

Through planning for individual need, we aim to provide as inclusive an approach as practically possible. Some areas of the curriculum present particular challenges, for example: PE for pupils with a physical impairment, however all reasonable adjustments are made to support as full an involvement as possible. We seek advice and support from the relevant professionals in order to ensure that we have made adequate and reasonable adjustments.

 

Information

 

Different forms of communication are made available as needs are identified to enable all disabled pupils to express their views and to hear the views of others. Access to information is provided in a range of different formats available for disabled pupils, parents and staff as needed.

 

Access Audit

 

The school is housed in one storey building with two modular buildings. All entrances to the school are either flat or ramped and all have wide doors fitted. The main entrance features a secure lobby and has been fitted with a low reception hatch, this being fully accessible to wheelchair users. Whilst we acknowledge that the size of the school site could potentially present challenges when moving between buildings, we make reasonable adjustments as the need arises. The school does have any dedicated visitor parking. Parents visiting the School use on-street parking, however suitable arrangements for disabled visitors are made when appropriate. There are disabled toilet facilities available in School and the Nursery. These are fitted with a handrail and a pull emergency cord. The school has internal emergency signage and escape routes are clearly marked. Personalised evacuation plans are put in place as required.

 

Management, coordination and implementation and review

 

• We consult with other professionals and services when new situations regarding pupils with disabilities are experienced

• The Governors and Senior Leadership Team work closely with the Local Authority

• We work closely with parents to consider their children’s needs

• The policy is reviewed annually and/or as children’s needs change

• The annual review is then shared with staff

• We make links with other schools to share best practice through regular SENCoSenco network meetings and other communications as needed

 

Complaints

 

The school works, wherever possible, in partnership with parents to ensure a collaborative approach to meeting pupils’ needs. If there are any complaints relating to the provision for pupils with access needs these will be dealt with in the first instance by the SENCO and/or Deputy Headteacher and/or Headteacher. The SEND governor or chair of governors may be involved if the complaint is not resolved satisfactorily.

 

Action Plan

 

Aim 1: To increase the extent to which disabled pupils can participate in the school curriculum.

 

Our key objective is to reduce and eliminate barriers to access to the curriculum and to ensure full participation in the school community for pupils, and prospective pupils, with a disability, medical condition or other access needs. Provision may include: Liaison with specialists, CPD for staff, a differentiated curriculum, specialist resources to support learning and access to the curriculum, a range of support staff including trained teaching assistants and access arrangements in place for statutory testing.

 

 

TARGET

STRATEGY

OUTCOME

TIMEFRAME

ACHIEVEMENT

To liaise with pre-school providers * Healthy Care Workers to

prepare for the new intake of children

into /Nursery &Foundation each year

To identify pupils who may need adapted or

additional provision

April to July

annually

HT

Nursery & YR R Leader and teachers

Provision set in place ready for

when the child/ren start school

To liaise with educational

establishments to prepare for the

intake of new children who transfer

within year

To identify pupils who may need adapted or

additional provision

Ongoing as

need arises

 

 

HT & Deputy/Senco

 

Provision set in place ready for

when the child/ren start school

To review policies to ensure that they reflect inclusive practice and procedure

To comply with the Equality Act 2010

Ongoing

SLT and all staff

Clear collaborative working

approaches through regular

meetings, risk assessment reviews,

provision reviews and action

planning

To establish and maintain close liaison

with parents

To ensure collaboration and information sharing

between school and families.

Ongoing

SLT, Senco and Teaching Staff

Clear collaborative working

approaches through regular

meetings, risk assessment reviews,

provision reviews and action

planning

 

To establish and maintain close liaison

with outside agencies for pupils with

additional needs

To ensure collaboration between all key personnel

Ongoing

SLT/Senco, all teaching

staff and outside

professionals

Clear collaborative working

approaches through regular

meetings, risk assessment reviews,

provision reviews and action

planning

 

To include pupils with a disability,

medical condition or other access

needs as fully as possible in the wider

curriculum including trips and

residential visits as well as extracurricular

provision

Create personalised risk assessments and access

plans for individual children. Liaise with external

agencies, identifying training needs and

implementing training where needed. Ensure that

actions, including emergency evacuation procedures,

are clear and that staff are capable of carrying them

out

Ongoing

SLT, Senco and all

teaching and support staff, extracurricular

service

providers and

educational visits

settings

 

Evidence that appropriate

considerations and reasonable

adjustments have been made

 

Aim 2: To improve the physical environment of the school to increase the extent to which pupils with a disability, medical condition or other access needs can access education and associated services.

 

 

TARGET

STRATEGY

OUTCOME

TIMEFRAME

ACHIEVEMENT

Improve the physical school

environment

The school will take account the needs of pupils with

physical difficulties and sensory impairments when planning and undertaking future improvements and

refurbishments of the site and premises, such as improved access, lighting and colour schemes, clear

signage and more accessible facilities and fittings.

Ongoing

SLT, site manager and

governors

 

Evidence that appropriate considerations

have been made wherever physical

school improvements are carried out.

 

Ensure that reasonable adjustments

are made for pupils with a disability,

medical condition or other access

needs

Create personalised risk assessments and access plans for individual pupils. Liaise with external agencies, identifying training needs and implementing training where needed. Ensure that actions, including emergency evacuation procedures,

are clear and that staff are capable of carrying them out.

Ongoing

SLT, Senco, all

teaching & support staff and site

manager

As full as possible inclusion for all pupils.

Safe evacuation in an emergency.

 

 

Aim 3: Improve the delivery of information to pupils, staff, parents/carers and other members of the school community

 

TARGET

STRATEGY

OUTCOME

TIMEFRAME

ACHIEVEMENT

To enable improved access to written information for pupils,

parents and visitors.

Create and offer information in alternative formats

Access arrangements are considered and put into

place for statutory testing

ongoing

SLT, teachers,

admin team and

Senco

 

Evidence that appropriate

considerations and reasonable

adjustments have been made

 

Ensure that reasonable adjustments are made for parents with a

disability, medical condition or other

access needs so as they can fully

support their child’s education

 

Adopt a proactive approach to identifying the access requirements of parents and make

reasonable adjustments where possible

 

Ongoing

Whole School Team

Evidence that appropriate

considerations and reasonable

adjustments have been made, so that

parents can fully support their children

in their education

 

Policy reviewed 3 years

 

Review Date: Autumn 2020

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