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

inclusion.

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

   Contextual Information

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.

 

 

 

end faq

 

 

Equality and Inclusion - Increasing access for disabled pupils to the school curriculum.

 

Target

Strategies Time-scale Responsibility Success Criteria
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


Assign CPD for specific disabilities/ differentiation and recording methods


Online learning modules if required


Complete staff skills audit and identify further training needs.

Ongoing as required

Whole Staff meeting Summer 16


Autumn term 1:1 SEN review for new class with teachers


Summer 17

 

 

SENCO

 

 

SENCO

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
Online learning modules if required
Set up a system of individual access plans for disabled pupils when required
Information sharing with all agencies involved with child

Start of each academic year

As required

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
Ensure each new venue is vetted for appropriateness

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.

As required

PE co-ordinator
SENCO

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.

 

 

 

Target Strategies Time-scale Responsibility Success Criteria

The school is aware of

the access needs of

disabled pupils, staff,

governors, parent/carers

and visitors

To create access

plans for individual

disabled pupils as part

of their one page

profile process when

required

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 –

annual reminder

through newsletter

Consider access

needs during

recruitment process

As required
Induction and on-going if required
Annually
Recruit
ment
process

SENCO


Headteacher



Headteacher/
SENCO

Headteacher

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


Parents have full access to all school activities


Access issues do not influence recruitment and retention issues

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.

2016-17

Headteacher/

Site Manager

Modifications will be made

to the school building to

improve access

 

Improving the delivery of written information to disabled pupils 
 
This will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils. Examples might include handouts, textbooks and information about school events. The information should take account of pupils’ disabilities and pupils’ and parents’ preferred formats and be made available within a reasonable timeframe. 
 
In planning to make written information available to disabled pupils we again need to establish the current level of need and be able to respond to changes in the range of need. The school will need to identify agencies and sources of such materials to be able to make the provision when required. The schools ICT infrastructure will enable us to access a range of materials supportive to need.
 
 
Targets Strategies Time-scale Responsibility Success Criteria

Review information to parents/carers to ensure

it is accessible.

Provide information in

simple language,

symbols, large print for

prospective pupils or

prospective

parents/carers who

may have difficulty

with standard form of

printed information

School office will

support and help

parents to access

information and

complete school forms

Ensure website and all

documents accessible

via the school website

are fully compliant and

can be accessed by

the visually impaired.

On-going



On-going


On-going

School Office /Class teacher


Website design team

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

Provide suitably

enlarged, clear print

for pupils with a visual impairment

As required Office Excellent communication

Ensure all staff are

aware of guidance on

accessible formats

Guidance to staff on

dyslexia and

accessible information

Training Spring 17 SENCO Staff produce their own information

Languages other than

English to be visible in

school

Some welcome signs

to be multi-lingual

To review Autumn 16 EAL lead

Confidence of parents to

access their child’s

education

Provide information in

other languages for

pupils or prospective pupils who may have difficulty with hearing or language problems

Access to translators,

sign language

interpreters to be considered and offered

if possible

As required
Subscription to EMAS to continue

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.