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Accessibility plan

Adopted September 2017

The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, the Governing Body has had three key duties towards disabled students, under Part 4 of the DDA: 

  • Not to treat disabled students less favourably for a reason related to their disability; 
  • To make reasonable adjustments for disabled students, so that they are not at a substantial disadvantage; 
  •  To plan to increase access to education for disabled students.

This plan sets our proposals to increase access to education for disabled students in the three areas required by the planning duties in the DDA: 

  • Increasing the extent to which disabled students can participate in the school curriculum; 
  • Improving the environment of the school to increase the extent to which disabled students can take advantage of education and associated services; 
  • Improving the delivery to disabled students of information which is provided in writing for students who are not disabled. 

It is a requirement that the school’s Disability Access Plan is resourced, implemented and reviewed and revised as necessary. This Plan should also read in conjunction with the Equalities Policy. 

The purpose and direction of the school’s plan: vision and values 

We seek to make all students welcome. We have high aspirations for all our students and expect each to achieve and participate in every aspect of school life. 

Information from pupil data and school audit 

The DDA 1995 defines a disabled person as someone who has a physical or mental impairment which has a substantial and long term adverse effect on his or her ability to carry out normal day to day activities. Using this definition, the range of disabilities currently experienced by our students include: physical, visual, hearing, communication, learning and medical. As a result of this wide range of disabilities and a history of supporting students with disabilities, the staff has a good awareness of what the DDA requires of them and of health and safety regulations associated with the day to day care of a pupils affected. 

Disabled students have access to most aspects of school life. 

Extra-curricular activities are open to all, including overseas visits. Most areas (with the exception of labs 3 and 4 on the second floor) of the school are accessible to non-disabled students are accessible to our disabled students. 

Disabled toilet provision is available. 

To help those visually impaired and after professional advice, appropriate ‘colouring – yellow’ was added to edges as necessary. 

Views of those consulted during the development of the plan 

Prior to this Disability Access Plan Prior being written, stakeholders were consulted – disabled students, parents, staff and outside agencies. Their views were taken into account when writing this Plan and making appropriate changes to the school’s infrastructure. 

The main priorities in the school’s plan

  • Increasing the extent to which disabled students can participate in the school curriculum 
    • Pupil profiles are written to advise staff on inclusive strategies to enhance access to the curriculum for disabled students. Learning support assistants are appointed (where necessary) to assist with physically disabled students. Learning support assistants are “disability champions” for the students in their care. 
  • Improving the physical environment of the school to increase the extent to which disabled students can take advantage of education and associated services: 
    • At the moment, all of the ground floor is physically accessible to all disabled students. Ramps have been installed at various key locations. 
    • The main car park has clear DDA car parking spaces identified in close proximity to the school’s entrance and there is an area set aside for the safe storage of wheelchairs in school. 
    • A full Disability Audit was carried out in 2017 and the consequent work identified has been scheduled over the next three years to address issues raised. This work is ongoing. 

Future planning priorities 

  • Hearing loops to be provided at all reception areas and a mobile loop to be provided for events including parents’ evenings etc. 
  • Further work will be carried out to improve areas mentioned by the sensory audit e.g. window shading, door edging etc. 
  • Handrails to be installed as required around school. 
  • Further doors to be fitted with automated features, commencing with the ground floor corridor doors adjacent to the senior yard. 

Improving the delivery to disabled students of information that is provided in writing for students who are not disabled

The majority of stakeholders seem confident with the way information is delivered to students and parents. An accessible font is used in all written correspondence, this increases readability. Letters/circulars/information booklets are stored centrally on the school’s website to make them available for further adaptation if necessary. 

Management, coordination and implementation 

It is the responsibility of the school’s leadership team and governors, through the premises and environment committee, to see that the areas identified on the Disability Access Plan are addressed.