Live - Accessibility Policy 2023-2026
Accessibility Policy 2023 -2026
Policy details
- Date created - 01/07/2024
- Date approved - 01/07/2024
- Next review date - 01/07/2025
- Policy owner - Shirley Carrigan and Paul Atkins
Contents
1. Aims 2
2. Legislation and guidance 3
3. Action plan
4. Monitoring arrangements 8
5. Links with other policies 8
1. Aims
Academies 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 pupils can participate in the curriculum
- Improve the physical environment of the academy to enable disabled pupils to take better advantage of education, benefits, facilities and services provided
- Improve the availability of accessible information to disabled pupils
Our academy aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind.
We are uncompromising in holding children at the centre of everything we do and it is our ambition to ensure ALL of our children reach their full potential.
We will constantly challenge ourselves, take risks and innovate to ensure our curriculum is broad, balanced, challenging and linked to our children’s interests.
All staff lead by example, we recognise and value diversity, respecting everyone for who they are. Our staff ensure everyone can take part and everyone has the opportunity to be all they can be. We do not tolerate any prejudice.
All staff share our commitment to improvement, and we have a commitment to develop all staff through induction, empowerment and supported delegation.
Our Appraisal systems challenge and support teachers’ improvement so that teaching is highly effective.
Everyone matters and everyone is special within our academy and we welcome both internal and external challenge and feedback because we are committed to using our resources most effectively to achieve the best standards possible.
The plan will be made available online, on the academy website.
Our academy is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues.
The academy supports any available partnerships to develop and implement the plan.
Our academy’s complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in academy, this procedure sets out the process for raising these concerns.
We have included a range of stakeholders in the development of this accessibility plan.
2. 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.
Academies 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.
3. Action Plan
Access to the Curriculum
Aim | Current good practice | Objectives | Actions to be taken | Person responsible | Date to complete actions by | Success criteria |
Increase access to the curriculum for pupils with SEND | Our Academy offers to all children:
Curriculum progress is monitored and tracked regularly for all pupils, including those with a SEND need. Where progress in not evident, adaptations and adjustments are made in line with the ‘plan, do, review’ approach and in consultation with parents. Targets are set and are appropriate for pupils with additional needs. The curriculum is reviewed annually with subject leaders The academy works closely with parents, external agencies and other academies to meet the needs of the children where appropriate | To increase the awareness of SEND needs across the academy and to provide training in how to support. To improve the provision for pupils with SEND needs To identify area of need on individual pupil passports and ensure teachers planning shows clear differentiation for SEND pupils Use resources tailored to the needs of pupils who require support to access the curriculum. | Review the school SEND register to ensure all chn are identified Complete pupil profiles for all chn on the SEND register Complete provision maps to identify support for all SEND chn Deliver staff CPD on interventions and class-based support SENCO to offer regular drop ins for staff SENCO to monitor provision, complete lesson observations and provide coaching support Teachers to be given the opportunity to observe good practitioners to support pupils with SEND needs SENCO to continue to attend pupil progress meetings to support with identification of pupil needs and review plans in place Develop a ‘sensory hub’ Order resources for the ‘sensory hub’ to support self-regulation SENCO to update and review pastoral folders to show support required Interventions to be delivered consistently SENCO to liaise with outside agencies to ensure the correct provision is in place for all chn on the SEND register | SENCO / teachers SENCO / teachers SENCO / teachers SENCO SENCO SENCO SENCO/ teachers SENCO SENCO SENCO SENCO SENCO / teachers / TA’s SENCO | End of Autumn 2023 End of Autumn 2023 & Ongoing Termly
Annually / As required Weekly Ongoing Annually Termly End of Autumn 2023 End of Autumn 2023 Annually Ongoing Ongoing | Staff feel confident in meeting the needs of all pupils identified as SEND Planning shows a differentiated approach and adaptations to enable all pupils with SEND needs to access the curriculum Personalised plans show adaptations made to support individual pupils Specific needs are met and supported. SEND pupils make expected progress SEND chn access a broad and balanced curriculum Staff are able to meet children’s needs effectively Pupils have access to appropriate resources that will support their SEND needs |
Improve and maintain access to the school environment to ensure all SEND chn can access learning | The environment is adapted to the needs of pupils as required. This includes:
Pupil profiles are in place and identify support chn require Pastoral folders are in place to identify child details and support Meet and greets are in place for all children There is a clear behavior policy in line with Paul Dix, when the adults change, across the whole school Access to MHST (Trail Blazers) for pupils with SEMH needs | To ensure that access to the academy grounds and building is accessible and clearly sign posted To implement a gate system that is easily accessible to pupils with SEND To ensure the learning environment is suitable to meet the increasing needs of children with Social, Emotional and Mental Health needs. To ensure that the learning environment is suitable to meet the needs of pupils with SEND needs | Obtain visual resources to ensure access is clearly signposted Advice and costing to be sought from Premises manager Develop a ‘sensory hub’ Order resources for the ‘sensory hub’ to support self-regulation Implement advice provided e.g. visual timetables, now and next and resources, to support SEND chn in the classroom Audit SEND support resources available in school Order class-based support resources e.g. pencil grips, wobble cushions, ear defenders | Site Manager / Office Manager Site Manager / Office Manager SENCO SENCO SENCO / teachers SENCO SENCO | Summer 2024 Summer 2024 Autumn 2023 Autumn 2023 Ongoing Annually Annually | Children feel safe at Co-op Academy Grove and know how to respond appropriately to the emotions they are feeling. Behaviour policy is consistently implemented. All SEN pupils are able to fully access the environment Improved independent access to the academy grounds for those with a disability. |
Improve the delivery of information to parents of pupils with a SEND need | Our academy uses a range of communication methods to ensure information is accessible. This includes:
We operate an open-door policy and parents can meet with teachers / SLT as required Annual reviews take place for all chn with EHCP Parents evenings take place twice a year | To develop effective channels of communication for parents of pupils with SEND. | All parents of SEND pupils to be set up on Class Dojo Regularly update SEND page on the school website To develop pictorial communications to go home Complete regular parent and pupil questionnaires to gather voice Parent consultations to take place 3 times a year for chn with SEND (Additional end of year meeting to share pupil profiles) SENCO to set up a drop-in session for SEND parents during all parents evening | All staff SENCO SENCO/All staff SENCO SENCO / teachers SENCO | On arrival to academy / Ongoing Termly Ongoing Annually Termly Twice a year | Information to parents is clear on the academy website SEND parents feel supported and know who to go to for advice SEND parents preferable choice of communication is used SEND parents are kept up to date about all aspects linked to their child’s development / progress |
4. Monitoring arrangements
This document will be reviewed every 3 years, but may be reviewed and updated more frequently if necessary.
It will be approved by the Trustees.
5. Links with other policies
This accessibility plan is linked to the following policies and documents:
- Health and safety policy
- Multi Academy Trust Equality, Diversity & Cohesion Policy & Scheme
- First Aid and Medical Policy
- Positive behaviour Policy
- Well-being Policy