This Accessibility Plan (Plan) has been drawn up in consultation with staff, the CLF executive team, parents and pupils of the Trust. The plan is available in large print or other accessible format if required.
The plan takes account of the Academy’s public sector equality duty set out in section 149 of the Equality Act 2010.
We are committed to providing an environment which values and includes all pupils, 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.
The Academy’s layout and facilities
The Academy is committed to making reasonable adjustments to allow disabled pupils to access educational provision at the Academy. The Academy occupies a site located in Haywood Village just outside of Weston-Super-Mare. The school building has one level and all classrooms as wheelchair accessible. Within the main building there is a large open plan area which facilitates group learning activities and a large sports hall. Facilities also include two disabled toilets and a shower room.
We plan, over time, to increase the accessibility of provision for all pupils, staff and visitors to the Academy in the following areas:
Attached are three action plans relating to the above. These will be reviewed as and when necessary. It is acknowledged that there will be need for ongoing awareness training for all staff in the matter of disability discrimination and the potential need to inform attitudes on this matter.
The Accessibility Plan should be read in conjunction with the following policies, strategies and documents:
The Plan will be monitored by Airfield Primary Academy Council and CLF colleagues. There will be a full review of plan every 3 years.
Where it is practicable to make reasonable adjustments to enable a prospective pupil to take up a place at the Academy and to satisfy the current admissions criteria, the Academy is committed to providing those reasonable adjustments.
In order to meet the needs of disabled pupils, the Academy requires full information. The Academy will ask prospective pupils to disclose whether they have received any learning support, have had an educational psychologist’s report or have any disability or other condition of which the Academy should be aware. Where a pupil has a statement of special educational needs, or an Education, Health and Care (EHC) plan the Academy will work with the Local Authority (LA) who makes and maintains the statement / EHC plan to ensure that the identified provision is delivered in an appropriate manner.
In assessing the pupil or prospective pupil, the Academy may need to take advice and require assessments as appropriate. The Academy will be sensitive to any issues of confidentiality.
| Targets | Strategies | Outcome | Timeframe | Goals achieved | |
| Short term | Enable staff to increase their knowledge and understanding of needs of disabled pupils and differentiating the curriculum. | Training of staff. | Staff confidence in providing appropriate teaching and support to more fully meet the requirements of disabled pupils’ needs with regards to accessing the curriculum. | Ongoing | Flexible approach to disabled pupils and increase in access to the National Curriculum.
Success of disabled pupils in examinations, teacher assessments, goals detailed on EHCP |
| Short term | Increase confidence of all staff in providing adaptations to support mainstream education and differentiating the curriculum, where appropriate. | Training of staff. | Staff confidence in providing appropriate teaching and support to more fully meet the requirements of disabled pupils’ needs with regards to accessing the curriculum. | Ongoing | Curriculum design meets the needs of pupils with SEND. |
| Short term | Teachers and L.P s aware of individual needs and organise their classrooms to promote the participation and independence of all pupils. | In the summer and autumn term, SLT meet with the staff to ensure they understand the individual needs that will be in their new class.
Provide opportunities for collaborative working with the previous teacher to share strategies and good practice. Ensure all recommended strategies are implemented |
100% of staff who have a child with complex needs in their class will understand how to best meet those individual needs and will have put the recommended strategies in place.
Throughout the year, strategies suggested by outside agencies will be put in place for a sustained period of time |
Term 1
Ongoing. |
Strategies successfully used to support pupils with complex needs to access the curriculum. |
| Medium term | Interventions accessible where appropriate need identified, as result of expertise support | Pupils’ views are gathered.
Interventions to be proactively planned between inclusion lead, pupil and class teacher. Meet with parents/carers prior to interventions for permission and to develop understanding of intervention purpose. Liaise with professionals known to support family/child. Hold regular meetings for all stakeholders to discuss progress in interventions. All teachers to attend training on writing SMART (Specific, Measurable, Achievable, Relevant and Time-bound) and targets for pupils individual ‘Pupil Passports or ‘My Plan provision Maps’. |
Pupils are parent’s views heard and considered.
Interventions are accessible and planned to meet all pupils’ needs. Class teachers are included and informed about interventions. |
As required.
Ongoing. |
Pupils are able to access the curriculum to facilitate individual progress being made. |
| Long term | To liaise with Nursery and Pre-school providers to review potential intake for September. | Contact Nurseries/ Preschools in the Summer Term to discuss children with additional needs coming into Reception.
Meet with other service providers who support children who will be joining Reception. Analyse the Reception intake list to ensure all preschool providers are contacted. Offer additional transition opportunities for parents and pupils with additional needs. Participate in the link programme for children with additional needs. |
EYFS / Inclusion lead will have a good knowledge of the children with additional needs who are joining reception and the support they will need.
Principal will have a clear picture of the staffing required to support these children. Reception staff will be able to plan for these children before they start in September |
Term 6 | All staff fully aware of the needs of pupils joining reception. |
| Long term | Complete Academy Council report annually. | Complete Academy Council report annually. | Academy Council will have a clear picture of the provision for SEN children across school and the impact on progress. | Annually | Academy Council fully aware of provision and Progress for pupils with additional needs. |
| Targets | Strategies | Outcome | Timeframe | Goals achieved | |
| Short term | The school is aware of the access needs of disabled pupils, staff, Academy Council, parent/carers and visitors | To create access plans for individual disabled pupils as part of the Provision Map process when required
Be aware of staff, Academy Council and parents access needs and meet as appropriate. Through questions and discussions find out the access needs of parents/carers. Consider access needs during recruitment process. Ensure staff aware of Environment Access Standard |
Pupil Passports and My plan provision Maps in place for disabled pupils and all staff aware of pupils needs.
All staff and Academy Council feel confident their needs are met. Parents have full access to all school activities. Access issues do not influence recruitment and retention issues. |
As required
Induction and ongoing if required. Annually Recruitment process. |
The needs of all staff, pupils, parent and academy councillors is met. |
| Short term | Ensure all disabled pupils can be safely evacuated. | Put in place Personal Emergency Evacuation Plan (PEEP) for all pupils with difficulties
Develop a system to ensure all staff are aware of their responsibilities. |
Disabled pupils to be safely evacuated from the building. | As required | All disabled pupils and staff working alongside are safe in the event of a evacuation. |
| Medium term | Ensure that the medical needs of all children are met fully within the capability of the school. | Conduct parent meetings to establish the need of each child.
Liaise with external agencies including school nurse to review support. Identify training needs and book where needed. Ensure ‘health care plans’ are completed for all children with complex medical conditions. |
All children with a medical condition will have a ‘health care plan’ with details of their condition and treatment required including emergency procedures.
Asthma records will be up to date. The catering company will be informed of all children with confirmed food allergies. All children with complex medical conditions, epilepsy or diabetes will have a Health care plan written in conjunction with outside agencies who support the child. |
Ongoing | All relevant staff are fully aware of pupils medical needs. |
| Long term | Ensure hearing and visual environment in classrooms is regularly monitored to support hearing impaired and visually impaired children. | Seek support from LA advisory teachers or external support agencies. | All children have access to the appropriate environment. | As required | Hearing and visually impaired pupils are supported to access the physical environment. |
| Targets | Strategies | Outcome | Timeframe | Goals achieved | |
| Short term | Mid-year and Annual review information to be as accessible as possible. | Use child friendly ‘Pupil Passports’ containing individual targets.
Pupil Passports to be shared with the parents both verbally and in written format. Mid-year / Annual review format to be shared verbally and in written form. (Translated to alternative languages where necessary) |
All parents, pupils and staff will fully understand a child’s pupil passport and Midyear/ Annual review information. | Ongoing. | Information provided in a variety of ways to ensure it is accessible for pupils or parents who may have a disability. |
| Medium term | Provide information in other languages for pupils or prospective pupils, supporting adults | Access to translators, sign language interpreters to be considered and offered if possible | All parents and pupils will have access to information in a language that is understood. | As required. | Pupils and/or parents feel supported and included |
| Long term | To establish parent support groups for parents of children with complex needs. | Invite all parents of children with SEN to a meeting to introduce new Inclusion Team.
Invite parents of children with complex needs to attend a parent support group every term. Plan theme of each session collaboratively with parents, involving outside agencies as needed. |
50% of parents of children with complex needs or disabilities will attend at least 1 parent support group session in the first year.
In the second year, the support group will be attended regularly by a core group of parents. In the third year, the parent group will run collaboratively across the Trust. |
Ongoing. | Parents of pupils with complex needs and disabilities regularly attend parent support groups. |
