Accessibility Plan 2018-2021
Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to:
- Increase the extent to which disabled students can participate in the curriculum
- Improve the physical environment of the college to enable disabled students to take better advantage of education, benefits, facilities and services provided
- Improve the availability of accessible information to disabled students
The college aims to treat all of its students fairly and with respect. This involves providing access and opportunities for all students without discrimination of any kind. The college prides itself on being a fully inclusive school. Policy, procedures and practices within the college ensure that the needs of all students are addressed in every aspect of college life. For students with disabilities, reasonable adjustments are made to policy and practice to ensure that they are not placed at a disadvantage compared to their peers.
The plan will be made available online on the college website, and paper copies are available upon request.
The college is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues.
The complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in college, this procedure sets out the process for raising these concerns.
- Legislation and guidance
This document meets the requirements of schedule 10 of the Equality Act 2010 and the Department for Education (DfE) guidance for schools on the Equality Act 2010.
The Equality Act 2010 defines an individual as disabled 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 undertake normal day to day activities.
Under the Special Educational Needs and Disability (SEND) Code of Practice, ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. The definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.
Schools are required to make ‘reasonable adjustments’ for pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled pupil faces in comparison with non-disabled pupils. This can include, for example, the provision of an auxiliary aid or adjustments to premises.
- Action Plan
This action plan sets out the objectives of our accessibility plan in accordance with the Equality Act 2010.
Objective 1: to increase the extent to which pupils with disabilities can participate in the curriculum
|Short / Medium / Long term||Target||Action||Outcome||Timeframe|
|Short||All students with medical conditions have robust IHPs in place.||Audit of students with medical conditions.|
Meet with parents and relevant health professionals.
IHPs written and implemented.
|IHPs in place and reviewed annually.||March 2019|
|Medium||All students on SEND register have up to date individual pupil profile in place.||Audit of all pupil profiles for SEND pupils|
Timetable of updates to be scheduled for the academic year
Parent and student consultations to be undertaken
Pupil profile to be updated and saved to SIMs system
|Staff are provided with updated advice and guidance for addressing needs of SEND pupils.||By September 2019|
|Short term||To establish an access arrangement tracker.||Tracking document to be established detailing access arrangements for all relevant pupils.|
Access arrangement training for faculties to ensure staff are aware of the need to evidence normal ways of working.
Ensure all staff are providing the resources required to ensure appropriate access arrangements.
|All students receive appropriate access arrangements for tests, assessments and examinations.|
Normal ways of working can be evidenced in lessons.
|Medium||To ensure that students with disabilities make progress in line with their peers.||Establish robust tracking system for students with a disability.|
For the SENCO to work in liaison with the achievement team to ensure appropriate academic intervention for students with disabilities who are not making expected progress.
|Disabled students make progress in line with their peers.||Ongoing|
|Long||To continue to develop staff knowledge and understanding of the range of special educational needs and disabilities||To provide a range of continuous professional learning opportunities on a range of SEND eg ASD, dyslexia for teaching and teaching support staff.|
To provide external training opportunities for learning support staff to extend their knowledge and skills required for delivering in class and withdrawal support for pupils with SEND.
|Staff have a high level of knowledge and skill required to provide effective SEND support for all students.||Ongoing|
|Long||To develop the use of sensory and therapeutic therapies for relevant students.||To establish a sensory area within The Fold.|
To train and upskill relevant staff in implementing sensory and therapeutic therapies.
|Students benefit from appropriate sensory and therapeutic therapies alongside the taught curriculum.||Ongoing|
|Long||Ensure succession planning for all vital student support roles to ensure constant expertise within the college.||Use of staff appraisal to identify CPL needs of teaching and support staff. For an additional member of staff to undertake the National Award for Special Educational Needs Co-ordination.||Staff expertise retained despite staffing changes.||Summer term 2020|
Objective 2: Improve the physical environment to increase access to education by disabled pupils.
|Short / Medium / Long term||Target||Action||Outcome||Timeframe|
|Short||Disabled parking facilities made available for students for all events.||Parking facilities to be reserved for all college events e.g. Parents’ Evening.||Disabled students have access to the college building.||Immediate|
|Short||PEEPs in place for all relevant students.||Review of current PEEPs and updates.||PEEPs in place for all relevant pupils||Immediate|
|Short||EVAC bed and chairs used for all Evacuation procedures.||Refresher training for all Learning Support Assistants|
Staff to be identified at each EVAC bed/chair staircases to undertake relevant training.
Review of fire drill, evacuation and invacuation procedures to ensure appropriate procedure is identified for all disabled students.
|Robust procedures in place for swift and safe evacuation of disabled students.||January 2019|
Objective 3: Improve the delivery of information for students with a disability
|Short / Medium / Long Term||Target||Action||Outcome||Timescale|
|Long||To extend use of technological aids and software packages to support effective communication with disabled students.||SENCO and Learning Support Manager to liaise with external agencies such as Occupational Therapy, HI and VI service to investigate available technology and software.||Communication with disabled students is effective.||By September 2019|
|Medium||To establish use of a SEND vlog to extend ways of communicating with SEND pupils and their families.||Termly SEND VLOG to be provided to share updates and key information with SEND pupils.||Regular communication with SEND students and their families.||Termly|
- Monitoring arrangements
This document will be reviewed every 2 years, but may be reviewed and updated more frequently if necessary.
- Links with other policies
This accessibility plan is linked to the following policies and documents:
- Health and safety policy
- Special educational needs (SEND) policy and information report
- Supporting pupils with medical conditions policy