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Accessibility plan

Adopted: November 2017

Aims

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 pupils can participate in the curriculum
  • Improve the physical environment of the school 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 school aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind.

At the Hewett Academy we work together as a community to be an exceptional school, promoting respect, high aspirations and a love of learning. We provide exceptional teaching and outstanding opportunities beyond the classroom. We aim to create well rounded, respectful, happy individuals, who are ready to take their next steps into society.

The plan will be made available online on the school website, and paper copies are available upon request.

Our school is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues.

The school supports any available partnerships to develop and implement the plan.

The Hewett Academy is part of the Inspiration Trust. The Inspiration Trust is an inclusive trust where we focus on the well-being and progress of every child and where all members of our community are of equal worth. We believe that the Equality Act provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality of opportunity and fostering good relationships between people. 

Our school’s complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in school, 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.

This policy complies with our funding agreement and articles of association.

Action plan

This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010. 

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 a disability

The academy tailors resources to ensure all students can access the curriculum.

The timetable is designed to ensure access for any student with a disability. This includes enrichment and extra-curricular opportunities.

Progress of all students is monitored closely, with timely and accurate interventions taking place to ensure all students make progress.

Targets are set effectively and are appropriate for all students, including those with additional needs.

The curriculum is reviewed annually to ensure it meets the needs of all learners. 

To ensure all students have access to a varied curriculum.

To ensure all students can participate in extracurricular activities and enrichment. 

Annual curriculum reviews.

Reviews of the timetable annually and whenever required if a persons need should change.

Principal and Vice Principal with curriculum responsibility  Continuously reviewed All students actively make progress, enjoy their curriculum and have access to all areas of the curriculum.
Improve and maintain access to the physical environment The environment is adapted to the needs of pupils as required.
This includes:
  • Ramps
  • Corridor width
  • Disabled parking bays
  • Disabled toilets and changing facilities
To ensure all students, staff and visitors can access the school with or without assistance. Continue to update the signage around the school. Lee Watkins  July 2018 The school will be accessible to all individuals.
Improve the delivery of information to pupils with a disability Our school uses a range of communication methods to ensure information is accessible. This includes:
  • Internal signage
  • Large print resources
To ensure students, staff and visitors have informative accessibility to the site and curriculum within the school. To investigate installation & costs of induction loops at main reception and in the WRT. Lee Watkins July 2018 All individuals will have the information required to successfully access the site and the curriculum.

                  
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 Principal, Rebecca Handley-Kirk, and THA Governing Body.

Links with other policies

This accessibility plan is linked to the following policies and documents:

  • Risk assessment policy
  • Health and safety policy
  • Equality information and objectives (public sector equality duty) statement for publication
  • Special educational needs (SEN) information report
  • Supporting pupils with medical conditions policy

 
Appendix 1: Accessibility audit

Feature Description  Actions to be taken Person responsible Date to complete actions by
Number of floors Ground & first floor only To discuss installation of a lift to enable disabled access to first floor LWS & RHK July 2018
Corridor access Via main entrance and stairs to first floor Requires a ramp on the student entrance steps (outside house office)  LWS July 2018
Reception area One main reception None - -
Parking bays Many including disabled Re-paint disabled bays LWS     July 2018
Entrances Two, one main & one student None - all effective and in good order - -
Ramps At the rear of the building None - all effective and in good order - -
Toilets Two student, two staff & one disabled To ensure this is unlocked at all times MWE     Every day
Internal signage Clear signage on all routes To continue replacing the old signs with new ones LWS March 2018
Emergency escape routes On all routes New signs - no action required - -