Shavington Academy Accessibility Plan 2021-2024
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Shavington Academy Accessibility Plan 2021-2024 Forward At Shavington Academy we pride ourselves on providing our students access to a broad and balanced curriculum along with the support they need to access it. We believe that this allows our students to start their journey on the best footing to achieve their potential. In our recent Ofsted Inspection parent responses stated ‘This is a safe environment and the school does so much to raise the confidence of our children.’ This plan shows how Shavington Academy intends, over time, to increase the accessibility of our school for disabled pupils, staff, parents/carers and visitors. Introduction For the purpose of this document we will use the definitions as stated in the SEN Reform Act 2014. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: • has a significantly greater difficulty in learning than the majority of others of the same age, or • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions Under the Equality Act 2010 schools should have an Accessibility Plan. The Equality Act 2010 replaced all existing equality legislation, including the Disability Discrimination Act. The effect of the law is the same as in the past, meaning that “schools cannot unlawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation” The Disability Discrimination Act 1995 was extended to include education by the SEN and Disability Act 2001 (SENDA). The board of Governors of Shavington Academy recognises the following duties that this places upon them; • Not to treat disabled pupils less favourably for a reason related to their disability • To make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage • To increase the extent to which disabled pupils can participate in the school curriculum • To improve the environment of the school to increase the extent to which disabled pupils can take advantage of the facilities provided to them. Schools are required to resource, implement and review their accessibility plan as necessary. This plan will be monitored and evaluated by the board of governors. The plan attached sets out the Governors’ proposals for increasing access to education for disabled pupils and ensuring quality first teaching by: 1
- Giving details of alternative provision that some students may need to access when their learning needs are additional to or different from that which Quality First Teaching would largely support. - Review how the curriculum meets the needs of all students and their needs - Review access to the physical environment to allow equality of access. - Review of how written information is delivered to pupils and parents - The timetable for the continued professional development of staff to allow for Quality First Teaching. Provision MAP KS3 KS4 Whole School Reading intervention Small English and Maths GCSE groups (10/11) Paired reading Appropriate curriculum ie. BTEcs Maths support Guided option choices Break club/ Lunch Club Setting based on ability Pupil Passports Pupil Passports Access to in class support – as Access to in class support – as highlighted on highlighted on teacher’s teacher’s seating plans seating plans Exam Access support Homework Club Literacy mats, connectives and extended writing Transition programs checklists Literacy mats, connectives Assertive mentoring and extended writing Nerdy in thirty checklists Action support DC reviews Assertive mentoring Personalised Homework support Pupil Passports shared with all teachers Intervention, 1:1, Literacy interventions School Focussed Plans small group Social stories Work placement actions Anger Management Modified timetable Support during assessments Exam access support Use of ICT for extended Use of ICT for extended writing writing English, maths and science form time interventions Pre-Teaching LGBT support LGBT support Personalised Specific in class support with Specific in class support with TA learning TA Pupil Passports plans shared with all teachers Pupil Profile plans shared with Work placement all teachers Modified timetable Modified timetable Alternative Qualifications Specialist 1:1 language Specialist 1:1 language support support Social skills Modified curriculum and Anger Management modified resources Modified curriculum and modified resources 1:1 maths Reinforcement of key language Pre-teaching. Pre-teaching. Coloured books, papers and overlays. 2
Coloured books, papers and Round robins overlays. Mentor meetings Round robins How’s your engine cards Removal from RE/assemblies at request Increasing access for disabled pupils to the school curriculum. Target Strategy Timescale Responsibility Success criteria To liaise with feeder To identify At least one SENCO, SEND lead Clear procedures in primary schools to students who term before Transition Co- place in time for review potential may need entry ordinator intake intake for 2018 additional support To establish close To ensure Ongoing SENCO, AHT, Clear collaborative liaison with outside collaboration Outside agencies, working approach Short Term agencies for pupils between all Pastoral team. with on- going key personnel needs. Increase confidence Be aware of On-going and SENCO, SLT, Raised staff of all staff in staff training as required, Literacy/ confidence in differentiating the needs on within an numeracy strategies for curriculum curriculum annual CPD coordinators differentiation and access plan increased pupil participation Ensure classroom Be aware of As identified SENCO Raised confidence of support staff have staff training and planned support staff specific training on needs within the disability issues Staff access annual CPD appropriate plan. CPD To finely review SENCO/Class Termly, at Class teachers DC’s show pupils with attainment of all teacher Data Captures SENCO SEND making SEN pupils. meetings/SEND progress lead/SEND Medium Term Gov. Achievement meetings Regular liaison with parents To evaluate and To review in Annually SENCO/SEND lead Students have Long Term review the above line with EHCP appropriate targets, short and long term and update and make targets annually Statements to appropriate progress. EHCP 3
To deliver findings SEND meeting Regular SENCO Governors fully to Governing body meetings with informed about SEN SEN Governor provision Ensuring access to the physical environment of the school Target Strategy Timescale Responsibility Success Criteria Maintain ramps On a cycle of Site Manager Reviews of EHCPs Ensure that pupils repair and indicate full access to the with physical Respond to maintenance curriculum disabilities can changes in access the full physical As and when Assistant curriculum limitations, by required Head re rooming class (Curriculum) teachers, when Short Term necessary Supporting pupils Extended Ongoing SEND Attendance of pupils with sensory needs transition Lead/SENCO with sensory need. to manage the How’s your Reviews of SFP/EHCPS school engine cards show pupils accessing environment Working with the full curriculum Medium Term CEAT and implementing recommended strategies for that child To deliver findings SEND meeting Regular SENCO/SEND Governors fully informed Long Term to Governing body meetings with lead about SEN provision SEN Governor Termly meetings Improving CPD for Quality First Teaching Target Strategy Timescale Responsibility Success Criteria 4
To enable staff to Regularly up -date the Ongoing SENCO Evidence of meet the needs of SEND register, pupil pupil progress. all students with passports and SFPs SEND through effective communication of needs and Short Term appropriate strategies To provide staff Provide relevant CPD Within an AHT Pastoral/AHT Pupils with with understanding in line with emerging annual CPD CPD these of dyslexia, ADHD needs schedule conditions and autism and make expected medical conditions progress. such as asthma how Medium Term to differentiate/assist pupils effectively with these conditions. Complete all actions Action plan to be Ongoing AHT Pastoral Pupil progress Long Term identified on the completed with mental ACSEED award health issues improved Approved at the Summer P, C & CPDL Committee Signed: ______J. Chapman_______________________ (Chair of) Signed: _____E. Casewell_________________________(Headteacher) Dated: ________17.05.2021________________ Review Date: Summer 2024 5
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