Adopted: September 2016
- To increase the extent to which students with disabilities can participate in the curriculum
- To improve our physical environment to enable disabled students to take better advantage of the education, benefits, facilities and services provided by the school
- To improve the availability of accessible information for disabled students
This policy sets out how the school will meet its duties under the Equalities Act 2010. On 1 October 2010 the Equality Act replaced previous equality legislation, including the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act. Under under the Equality Act 2010 all schools must have an accessibility plan
You’re disabled under the Equality Act 2010 if you have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.
This document links to other school policies and should be read in conjunction with them;
- SEN information report
- Single equalities policy and equalities action plan
- Curriculum policy
- Teaching, learning, and assessment policy
This document is shared with all staff and students, and also other stakeholders through our website and is reference in annual staff training and induction and in our handbook.
Additional training is provided for staff, dependant on their role within the school and support is offered through the SEND team and also the site and premises team.
As part of the Inspiration Trust, the school is well supported to deliver and implement this policy, and the school also works closely and collaboratively with the local authority and other external agencies in order to implement this policy and plan effectively.
We are committed to providing an environment which values and includes all students, staff, parents and visitors regardless of their educational, physical, sensory, social, spiritual, emotional and cultural needs. We are further committed to challenging attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
Principal features of the school are:
Within their teaching teams, heads of faculty monitor students’ progress, linked to a member of SLT for fortnightly meetings. Weekly curriculum and achievement briefings focus on student progress and outcomes. Where there is a need for a differentiated curriculum or individual support, the SENDCO, assistant principal for teaching and curriculum, and head of faculty(s) will meet to assess and determine the appropriate actions. The head of house will be a key part of all communication.
Our director of student progress and achievement coordinates raising achievement support, including the implementation and monitoring of our provision map.
Children classified as ‘Pupil Premium’ are identified, and their achievement is tracked and supported by curriculum faculties/depts, heads of house, the director of student progress and achievement, and members of the senior leadership team. Interventions at subject level are recorded on provision maps and monitored regularly with the impact reviewed.
At Key Stage 3 students are usually taught in their mixed ability groups; the composition of the groups is carefully determined (from primary schools’ data and can include information from parents) at the beginning of Year 7. Groupings are reviewed at least annually.
A key feature of teaching at the school is our focus on ‘Challenge for all’. Every teacher uses prior attainment data, ongoing assessment, and students’ SEND profiles to create and implement Challenge grids - ensuring all students are challenged and supported.
We operate a three-year Key Stage 4 and there are guided choices for Year 8 students choosing KS4 courses: discussions with students, parents, learning support, curriculum leaders and heads of house and also external careers advisors and our academic mentoring team.
At Key Stage 4 the curriculum is increasingly personalised to meet students’ needs. Students with additional learning needs may take fewer options subjects, enabling them to access increased literacy, numeracy and study support.
There are various learning support interventions at KS3 and 4 to provide an appropriate curriculum for identified students: these include 1:1 literacy and numeracy support, small group intervention, increased academic mentoring, differentiated curriculum, increased pastoral support and study support sessions.
Throughout KS4, and selectively for KS3 students, through whole school data and learning support specialist testing, students are identified for access arrangements (exam concessions).
Our specially designed school day, with an extended form time and prep time every day offers wider opportunities for 1:1 and small group support and intervention without impacting on normal timetabled lessons.
Site and premises
Responsibility for this section of the Access Plan lies jointly with the Principal/SENDCo and the site manager, with contributions from a range of professionals supporting the school and from individuals within the school. Students, staff, parents and visitors to the school on both sites have an equality of opportunity to access the curriculum and we aim to make all areas of the site accessible where possible. Where buildings cannot be adapted, changes will be made to the curriculum - typically this will mean re-rooming to accessible accommodation.
The following policies/documents support these aims:
- Critical incident plan
- Equality policy
- Annual development plan
- Fire risk assessment
- Building risk assessment
- Fire orders
- Health and safety policy
Key features of the school with regards to site and premises
An annual premises and health and safety audit of our site takes place.
A health and safety committee meets termly and has representation from a number of areas in the school including student support. Issues identified and addressed on a continuous basis by a range of people within school - including the health and safety committee, teachers (activities, classrooms) and heads of faculties (departmental areas), ‘common areas’ (premises manager), and SLT.
For trips/activities, or aspects of the site and premises, risk assessments are written principally for two purposes: for activities and for groups of students; and for specific students (as generic for their time in school, and/or for specific activities, or to take into account their specific disability). Risk assessments identify evacuation procedures for individual students whose movements are compromised by their disability.
A register of students with medical conditions affecting health and safety and site accessibility, compiled by the SENCO, is circulated to staff in school.
On a need to know basis the medical conditions of staff affecting health and safety and site accessibility are known by the Principal and related staff.
The SEND team support the integration of specific students within mainstream classes. The senior TA and SENDCO on a day-to-day basis, monitor individual students’ accessibility to the site.