Purpose of the Plan
The purpose of this plan is to show how Prince Avenue Academy and Nursery intends, over time, to increase the accessibility of our school for disabled pupils, staff, parents/carers and visitors.
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 on progress of the Accessibility Plan over a prescribed period.
We are committed to providing an accessible environment which 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 challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and
Definition of 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.
Areas of planning responsibilities
- 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 access to the physical environment of schools (this includes improvements to the physical environment of the school and physical aids to access education)
- improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled. eg. handouts, timetables, textbooks and information about school events. The information should take account of the pupils' disabilities and the preferred format of pupils and parents and be made available within a reasonable timeframe
Prince Avenue Academy completed a range of modifications in 2011 when the new school entrance opened containing the Prince Avenue Children’s Centre as an integral part of the school. The school building and playground is accessible for wheelchair access with ramps to enter and leave the building at various points. The upstairs of the building is not accessible as We do not have a lift however this area is used for teaching space that can be relocated to meet a need as required.
Current range of known disabilities
The school community has a range of disabilities to include moderate and specific learning disabilities and wheelchair dependent parents.
When children enter the school with specific disabilities the school contacts appropriate professionals for assessments, support and guidance.
Equality and Inclusion - Increasing access for disabled pupils to the school curriculum
Improving teaching and learning lies at the heart of the school’s work. Through self-review and Continuous Professional Development (CPD), we aim to enhance staff knowledge, skills and understanding to promote excellent teaching and learning for all children. We aim to meet every child’s needs within mixed ability, inclusive classes.
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 risk assessment identified a risk that could not be overcome through reasonable adaptation or modification or 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.
Equality and Inclusion - Increasing access for disabled pupils to the school curriculum.
|To ensure all policies consider the implications of disability access.||Consider during review of policies.||Ongoing||All staff||All policies reflect current legislation.|
|Increase confidence of all staff in differentiating the curriculum||
Be aware of staff training needs on curriculum access
Ongoing as required
Whole Staff meeting Summer 16
|Raised staff confidence in strategies for differentiation and increased pupil participation|
|Ensure all staff are aware of disabled children’s curriculum access||
Detailed transition information
Start of each academic year
|SENCO||All staff aware of individuals needs|
|Use ICT software to support learning||Make sure software installed where needed||As required||ICT lead/technician/SENCO||Wider use of ICT SEN resources across school|
|All educational visits to be accessible to all||
Develop guidance for staff on making trips accessible
|As required||SLT/CT||All pupils in school able to access all educational visits and take part in a range of activities|
|Review PE curriculum to ensure PE accessible to all||
Gather information on accessible PE and disability sports
Seek disabled sports people to come into school
Liaise with appropriate professionals such as OT.
|All to have access to PE and be able to excel|
Provision, in exceptional cases, will be negotiated when a pupil’s specific needs are known.
We keep resource provision under constant review. The schools Improvement planning process is the vehicle for considering such needs on an annual basis.
The school is aware of
the access needs of
disabled pupils, staff,
To create access
plans for individual
disabled pupils as part
of their one page
profile process when
Be aware of staff,
governors and parents
access needs and
meet as appropriate
Through questions and
discussions find out
the access needs of parents/carers –
One page profiles in place
for disabled pupils and all staff aware of pupils needs
All staff and governors feel confident their needs are met
To ensure that, where
possible, the school
buildings and grounds
are accessible for all
children and adults
and continue to
improve access to the school’s physical environment for all.
Audit of accessibility of
school buildings and grounds using Essex Tools.
Suggest actions and implement as budget allows.
Modifications will be made
to the school building to
Review information to parents/carers to ensure
it is accessible.
Provide information in
symbols, large print for
prospective pupils or
may have difficulty
with standard form of
School office will
support and help
parents to access
complete school forms
Ensure website and all
via the school website
are fully compliant and
can be accessed by
the visually impaired.
School Office /Class teacher
All parents receive
information in a form that
they can access
All parents understand
what are the headlines of
the school information
Improve the delivery of information in writing in
an appropriate format
enlarged, clear print
for pupils with a visual impairment
|As required||Office||Excellent communication|
Ensure all staff are
aware of guidance on
Guidance to staff on
|Training Spring 17||SENCO||Staff produce their own information|
Languages other than
English to be visible in
Some welcome signs
to be multi-lingual
|To review Autumn 16||EAL lead||
Confidence of parents to
access their child’s
Provide information in
other languages for
pupils or prospective pupils who may have difficulty with hearing or language problems
Access to translators,
interpreters to be considered and offered
|SENCO||Pupils and/or parents feel supported and included|
|Inclusive discussion of access to information at parent forum.||Ask parents about preferred formats for accessing information||Parent forum Summer Term annually||SENCO||
Staff more aware of
preferred methods of communication and parents feel included.