Accessibility Plan 2016-19

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Westmorland Primary School

Accessibility Plan 2016-19

Introduction-

This plan identifies how the school meets the needs of disabled children in response to the Special Educational Needs and Disabilities Code of Practice 2014:0 to 25 years. This will be reviewed every three years by the Vulnerable groups Governor a member of the the Governing Body.

Definitions of SEND-

‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or a disability if he or she:

has significantly greater difficulty in learning than the majority of others of the same age or
has a disability which prevents or hinders him or her making use of facilities of a kind generally provided for others of the same age in mainstream schools or colleges.’

( SEND code of Practice 2014)

‘Many children and young people who have SEN may have a disability under the Equality Act 2010- that is’… ‘a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. The definition provides a relatively low threshold and includes more children than many realise: ’long-term’ is defined as ‘a year or more’ and ‘substantial is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight and hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.’ (SEND code of Practice 2014)

The Equality Act 2010

‘The Equality Act 2010 sets out the legal obligations that schools, early years providers, post-16 institutions, local authorities have towards disabled children and young people;

They must not directly or indirectly discriminate against, harass or victimise disabled children and young people
They must make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers. This duty is anticipatory- it requires thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage.
Public bodies, including FE institutions, LA, maintained schools, maintained nursery schools, academies and free schools are covered by the public sector equality duty and when carrying out their functions must have regard to the need to eliminate discrimination, promote equality of opportunity and foster good relations between disabled and non-disabled children and young people. They must publish information to demonstrate their compliance with this general duty and must prepare and publish objectives to achieve the core aims of the general duty. Objectives must be specific and measureable.’ (SEND code of Practice 2014)
The duties cover discrimination in the provision of services and the provision of education, including admissions and exclusions. (SEND code of Practice 2014)

The Accessibility Plan should be read in conjunction with-

The LA admissions policy.
The School Prospectus.
The Equality and Diversity Policy.
The Behaviour and Discipline Policy.
The Special Educational Needs policy.
The School Offer.

All policies will be checked to ensure that they do not, unintentionally, treat children with disabilities less favourably.

The Accessibility Plan

All providers must make reasonable adjustments to procedures, criteria and practices and by the provision of auxiliary aids and services. Most providers must also make reasonable adjustments by making physical alterations. Schools and LA education functions are not covered by this last duty but they must publish accessibility plans’….’setting out how they plan to increase access for disabled children to the curriculum, the physical environment and to information.’ (SEND code of Practice 2014)

‘ Where a child or young person is covered by SEN and disability legislation, reasonable adjustments and access arrangements should be considered as part of SEN planning and review.’ (SEND code of Practice 2014). The full range of needs and required support for all children identified as SEN Support or with a statement/EHC plan will be considered at least termly. The discussions will involve staff, parents and children plus outside agencies, as necessary.

The action plan below identifies key activities that will take place to ensure that the school becomes increasingly accessible for children with disabilities.

Current position The school buildings are fully accessible for wheelchair users The outside play areas are flat and are completely accessible to wheelchair users There are three disabled toilets two being in the main school and one in the Early Years building. For the inclusion of children with complex needs/learning difficulties, some children are supported by experienced 1-2-1 workers under the direction of the SENCO and class teachers. Makaton signing to support learning is used across the school. Mainstream Teaching Assistants support a range of children- delivering learning interventions and therapy programmes. The school is generally well-equipped with a range of learning aids and specific equipment. IPads have been introduced and are used to support learning across school. Recent training has taken place in SEND, diabetes, one page profiles, prevent duty and there are a high number of trained first aiders.
The following details specific anticipatory activities aimed to increase accessibility for children with SEND to the curriculum, the physical environment and to information.
Objectives	Tasks	Resources	Lead	Monitor
To improve the accessibility of the main entrance.	If funding allows, update the main entrance to automatic doors to allow easier access for all.	If funding allows	Head teacher	Resources committee Inclusion working party committee
To ensure that any new building adaptations meet or exceed the DDA access requirements	Adaptations to all learning spaces must be assessed to ensure that they meet or exceed requirements.	None	Inclusion Leader	Head teacher
To continue to create safe spaces.	In addition to ‘the den’, which is already used effectively, class teachers to create safe spaces in class, such as calming areas and workstations for children with ASC or Social, Emotional and Mental Health Difficulties.	Any funding needed to build the safe spaces Staff Meeting	Inclusion Leader	Head teacher Resources committee
To ensure that all staff have a clear understanding of the SEND Code of Practice 2014	Training provided by the Inclusion Leader in staff meetings and through regular updates at staff briefings.	Staff meetings and staff briefings.	Inclusion Leader	Inclusion working party committee
To ensure all staff are trained to support children with ASD- inc. Asperger’s and Autism.	Update training on Children with ASD	INSET	BSS SLT	Head teacher
To ensure all staff are trained to support children with behavioural issues, including those with ADD and ADHD.	Update training on children with ADD and ADHD.	Staff Meeting	BSS SLT	Head teacher
To train staff from extended and after school activities, in ADD, ADHD and ASD.	Staff from extended and after school activities to attend the above training on ASD, ADD and ADHD. This will enable them to enhance provision and accessibility for our pupils in extra-curricular activities.	Staff Meeting	BSS SLT	Head teacher
To ensure that staff are trained to support children with emotional needs.	Most staff are trained every 3 years in TEAM Teach Staff trained by BSS in ‘Planning for Behaviour’.	1 day INSET every 3 years -Spring INSET 2015 -Refresher 2018 Staff Meetings	LA trainers BSS	Head teacher
To ensure that staff are trained to support children with specific behavioural needs.	BSS consultant supports staff as needed through regular visits, classroom/pupil observations and discussion.	Observations by BSS consultant in class time. Follow up release time for class teacher to discuss findings.	BSS	Head teacher
To ensure that staff are trained to support children with physical needs.	Use Team-Teach training to update appropriate staff bi-annually in Manual handling Positive handling	Training day for appropriate staff	LA trainers	Head teacher
To improve accessibility for children with dyslexia.	Purchase a range of acetate coloured slides, tinted paper and a range of writing tools. Staff Meeting to remind staff how to ensure a dyslexia friendly classroom.	Purchase of GM assessment diagnostic tool (dyslexia and dyscalculia screening) Staff Meeting	Inclusion Leader Inclusion Leader	Head teacher Resources commitee Head teacher
To continue to develop the use of visual resources.	Staff Meeting to remind staff about Visual Timetables, Makaton and other resources. This visual structure will be used to help pupils with organisation, increase clarity and provide instruction.	Staff Meeting SLA with SALT	Inclusion Leader	Head teacher
To ensure all staff are trained to support children with specific sensory/ physical needs.	Update training on Children with visual, hearing and multi-sensory impairments. Particular focus of hearing as a lot of pupils coming through the school with HI. Ensure all staff are familiar with our sound system and use it.	INSET/ Staff Meeting SLA with OT Support from Stockport Sensory Service	Inclusion Leader	Head teacher Inclusion working party committee Resource Committee
To ensure staff are trained to support children with medical conditions.	Update staff training annually in Asthma Epilepsy Diabetes and as required in other specific conditions. Update Medical Conditions policy annually. Ensure annual parents return is gathered.	INSET, staff meeting On admission if specific needs are identified.	School nurse team Inclusion Leader	Head teacher Inclusion working party committee
To ensure new 1 to 1 staff trained in relevant skills	New 1 to 1 staff to attend courses such as Phonological awareness and Elklan for CPD.	Funding for courses	Speech and Language Therapy team	Inclusion Leader
To update training of all relevant intervention staff	Ensure existing and new intervention staff receive CPD in relevant courses	Funding for relevant courses	LA trainers	Inclusion Leader
To ensure toileting plans are in place for all children requiring intimate care and reviewed at least annually.	To continue to ensure all relevant pupils have care plan in place and relevant staff are consulted and follow the plan appropriately.	None	Inclusion Leader	Head teacher
To liaise with health providers to support meeting the need of SEN pupils.	SENCo and school mentors continue to liaise with health providers including Speech and Language Therapy, CAMHS and BSS to support meeting the needs of pupils.	None	Inclusion Leader	Head teacher
To continue to support the needs of vulnerable pupils	Mentoring team to continue to support vulnerable children with social, emotional and mental health issues, including those with attachment disorders. Regular professional discussions with class teachers and other appropriate members of staff.	Time with relevant staff and pupils	Mentors	Head teacher
To effectively support the transition of vulnerable and SEN children.	Mentors continue to work with vulnerable children, their families and class teachers in order to effectively support the transition of vulnerable children.	Ongoing	Mentors Inclusion Leader Class teachers	Inclusion Leader
To improve accessibility for reluctant/ struggling writers.	Assess the laptop skills of children who might benefit from a laptop in class to type up work. If they are efficient then provide a laptop for some work.	Time for pupil with Inclusion Leader	Inclusion Leader	Inclusion working party committee
To ensure that one page profiles on all EHCP children and SEN support children are available in their classrooms	All class teachers to complete a one page profile for EHCP and SEN support pupils and ensure that it is available in class, used and updated as and when necessary and at least bi-annually.	Time for class teachers	Staff	Inclusion Leader
To source interpreters for those children and families who require them.	Ensure that any new pupils and their families are assessed as to whether an interpreter (including sign language interpreters) is required. If so, speak to Stockport LEA.	Ongoing basis	Inclusion Leader	Head teacher
To ensure SEN information on our website for pupils and their families is available in hard copy to those who cannot access the internet	Ensure paper copies of our SEN provision for pupils and their families in available in hard copy for families who cannot access the internet. Include contact details for the Stockport Local Offer.	Time for SENCo and ICT/ Website coordinator to liaise and work together	Inclusion Leader	Head teacher

Key

The physical environment of the school

The extent to which disabled pupils can participate in the curriculum

The delivery of information to disabled pupils

Monitoring

The performance of individuals, including those with SEN and/or a disability continues to be monitored on a half termly basis through progress meetings with the Headteacher.

A discussion also takes place between the Inclusion leader and class teacher once a term to monitor progress of their SEND children as part of the reviewing cycle.

The HT maintains a ‘Discrimination Record’ which details any reported incidents of discrimination, including disability discrimination, and the subsequent action that has been carried out by the staff. All such incidents will be reported within 48hrs to the LA and will be included in the termly report to governors. The Inclusion Governor also checks this document on at least an annual basis.

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