Shavington Academy Accessibility Plan 2021-2024

Page created by Neil Lewis
 
CONTINUE READING
Shavington Academy Accessibility Plan 2021-2024
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
You can also read