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Accessibility Policy

Accessibility Plan

 

This accessibility plan was written by the school SENDCo Mr Emmett Patel on 18.5.2020 and is due for review May 2021

 

1. 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 that 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 must be reviewed every three years and approved by the Governing Body. This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas outlined by the Equality Act 2010. These are:

• Increase access to the curriculum for pupils with a disability

• Improve and maintain access to the physical environment

• Improve the delivery of written information to pupils.

Vision

Moorhouse Primary School is an inclusive school. We strive to create the best possible learning opportunities for all our children to achieve. We ensure consistency of approach in a positive, caring and encouraging atmosphere within which all our children can thrive, educationally and emotionally.

 

At Moorhouse we aim to educate all our children to their full potential within a broad and balanced curriculum. All children are a unique part of our school community and are treated equally and fairly. We take full account of the rights of everyone to be treated with respect, tolerance, honesty, justice and security.

The school has worked to a more inclusive curriculum by:

  • Setting suitable learning challenges
  • Responding to pupils’ diverse needs
  • Overcoming whole school and subject specific barriers to learning
  • Developing strong links with outside agencies
  • Welcoming parents and being proactive in addressing their children’s needs
  • Offering a wide range of training for our staff
  • Having an experienced

The Accessibility Plan is structured to complement and support other policies covered by the Equality Act 2010 e.g. Inclusion and SEND Policy, Single Equality & Community Cohesion Policy and the Equal Opportunity Policy. The Plan will be monitored annually by the Senior Leadership Team and the Local Authority.

 

 

Accessing the curriculum

Aims

Good Practice in School

Actions

Person responsible

Timescale

Increase access to the curriculum for pupils with a disability.

Provision mapping & IEPs to ensure inclusion and support.

Quality first teaching with differentiation across all curriculum areas; identified in plans and evident in classes.

All children’s progress monitored and reviewed in structured meetings

Access to high quality structured intervention to support learning & close the gap in attainment

Staff training in provision mapping & IEP writing and reviewing using a graduated approach

 

IEPs & class provision maps reviewed using a person centered approach that involves consultation with families

 

Process of monitoring of IEPs & class provision maps with feedback for staff

 

Whole school provision mapping

 

Pupil progress meetings with SLT and class teachers

 

Classroom support staff running regular structured intervention

SLT

SENDCo

Class Teachers

Staff training & CPD ongoing with regular updates

 

IEPs & class provision maps reviewed at least once termly

 

IEP & class provision maps monitored at least once termly

 

Whole school provision mapping reviewed at least once termly

 

Pupil progress meetings once half termly

 

Intervention running daily with access reviewed regularly

 

 

 

Physical environment

Aim

Current accessibility

Action

Persons Responsible

Timescale

To improve and maintain access to the physical environment.

Ramp access to front.

Wide corridors.

Disabled parking available.

Disabled toilets are available near the entrance.

 

Personal evacuation plans reviewed at least once per academic year

 

Any issues of accessibility / health & safety logged on school system (CPOMS) and reviewed in whole staff meetings, staff team meetings and leadership team meetings

 

SLT

Inclusion Lead (SENDCo)

Regular site checks by Caretaker

Site checks daily.

 

Staff meetings weekly

 

Staff team meetings and leadership team meetings biweekly

 

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