Accessibility Plan Solent Junior School - The Solent Schools
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Accessibility Plan
Solent Junior School
“We aim for all our children to develop a love of learning that will last them a lifetime, caring for
and respecting the world around them, valuing differences and broadening moral values”
The Solent Schools, Vision, Values and Aims
Responsibility for policy review Resources Committee
Date reviewed 5 February 2019
Review/Monitoring Cycle Three years. Next review: Spring 2022
Health and Safety; Equality Information and
Linked Policies and Documents Objectives; SEND Information Report & Policy;
Supporting Pupils with Medical Conditions
Signature: 5 February 2019
Chair of Governors Date1. 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.
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.
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.
We have included a range of stakeholders in the development of this accessibility plan.
2. 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 The De Curci Trust funding agreement and articles of association.
3. Action plan
This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010.
Current good practice Objectives Date to
Person
Aim Include established practice and State short, medium and Actions to be taken complete Success criteria
responsible
practice under development long-term objectives actions by
Increase Our school offers a differentiated Short – Ensure that day Audit and monitor the Senior Development Excellent reasonable
access to the curriculum for all pupils. to day provision enables use of reasonable Leadership Days adjustment ensures
curriculum for all learners to access the adjustment across The Team November that all pupils are able
pupils with a We use resources tailored to the curriculum. Solent Schools – Autumn 2018 to access learning.
disability needs of pupils who require term 2018. Class Teachers
support to access the curriculum. Medium – Ensure that the Termly pupil Class teachers and SLT
school is providing Track the progress of progress have a clear
Curriculum resources include excellent resources to
examples of people with those pupils with a meetings understanding about
equip staff to do this disability termly. the progress of disabled
disabilities. successfully. pupils as they move
Curriculum progress is tracked for Long – all pupils make Include these specific through the school.
all pupils, including those with a excellent progress in their pupils in termly pupil
disability. learning throughout their progress meetings. Underachievement is
Targets are set effectively and are time at The Solent addressed and
appropriate for pupils with Schools. challenged as part of
additional needs. the pupil progress
meetings ensuring all
The curriculum is reviewed to barriers are removed.
ensure it meets the needs of all
pupils.Current good practice Objectives Date to
Person
Aim Include established practice and State short, medium and Actions to be taken complete Success criteria
responsible
practice under development long-term objectives actions by
Improve and The environment is adapted to the Short: Ensure that the Set up weekly site walks Site manager, End of Sept Any concerns regarding
maintain needs of pupils as required. This environment is being with site manager, bursar HoS, Bursar and 2018 when accessibility to be raised
access to the includes: kept in a way that is and head of school EHT. new site immediately and
physical conducive with free (executive headteacher manager in addressed –
environment Ramps movement around school to attend routinely) post. comprehensive minutes
Wide doorways for all pupils and staff. Teachers are kept at each site
Ongoing
Corridor width Teachers to discuss with walk and photographs
termly at
Disabled parking bays Medium: Audit the needs parents and carers during taken – at the beginning
parent
Disabled toilets and changing of current pupils to parent appointments. Head of School
appointments
of a new site walk,
facilities ensure that the previous discussions are
Library shelves at wheelchair- environment has been Head of School to Ongoing revisited and actions
accessible height suitably adapted. conference pupil to termly pupil taken discussed.
Disabled toilet and shower gauge their opinion conferencing
facility Long: Ensure all about accessibility. whilst at the Parents and pupils have
adaptations are proactive school. a means to discuss
rather than reactive in all When a pupil applies to positively about a
circumstances. (This is join the school, who has a Within 5 pupil’s current needs –
sometimes limited as a disability – Senco to set working days school are able to
result of the information up pupil site visit to of application / action immediately.
received on application) assess needs and take notification of
actions (wherever the disability All actions relating to
possible) prior to start HoS to make environmental changes
date. contact with are proactive rather
the family. than reactive.Current good practice Objectives Date to
Person
Aim Include established practice and State short, medium and Actions to be taken complete Success criteria
responsible
practice under development long-term objectives actions by
Improve the Our school uses a range of Short: Ensure that Set up twice half termly Head of School To be set up Excellent environmental
delivery of communication methods to ensure throughout the school staff meeting learning for the rest of resource ensures that
information information is accessible. This signage & communication walks. Class Teachers the year by all pupils and adults feel
to pupils with includes: systems are highly October half that communication is
a disability accessible for all. Include user friendly Learning term. strong.
Internal signage signage in the ‘excellent Support
Large print resources Senco to update all staff learning environment’ Prior to a pupil
Braille on any pupil who uses checklist. Senco starting school User’s views and
Induction loops specific resources so that – within 5 days opinions are taken into
Pictorial or symbolic they are able to provide Liaise with service users Executive account and the
representations these. with a disability via Headteacher Before the responsive approach
annual audits noting end of each quickly eradicates any
Medium: Termly review feedback. term on a barriers that may have
of environment in direct rolling basis. arisen.
response to any disability
plans that are live at that
time.
Long: Ensure that
permanent signage and
equipment is accessible
and equipment is
routinely serviced.4. 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 local governing body.
Appendix 1: Accessibility audit
Feature Description Actions to be taken Person Date to complete
responsible actions by
Number of storeys All ground floor – there is a set of If a pupil or member of staff joins who is unable to Head of School. When necessary – within
stairs in the central corridor (7 access any areas due to these steps – careful half term of notice point.
steps) – this splits the north from thought will be taken into where to locate them so
the south side of school. There are that they are not at all disadvantaged. There
alternative routes around school would not need to be any alterations to the fabric,
via external ramps this would involve assessing building use and
locating bases where required.
Corridor access All corridors are wide and have no Annual reminder to be sent out to all staff by Head Head of School. End of September annually.
obstacles for negotiation. of School about keeping corridors clear. Ongoing check during
weekly site walk.
Lifts None
Parking bays There is no disabled parking bay If a pupil or staff member joins the school who School Bursar Ongoing.
provided in the school car park as requires a disabled parking space then this would
the school car park gates are need to be actioned prior to their arrival. This Site Manager
locked before the pupils arrive for person would also need to arrive earlier to school
safety purposes – there is no to avoid being locked into the car park.
pedestrian access via this route
when pupils are on site.Feature Description Actions to be taken Person Date to complete
responsible actions by
Entrances All external doorways are wide Annual reminder to be sent out to all staff by Head Head of School. End of September annually.
enough to allow room for a frame of School about keeping all doorways clear.
or wheelchair to enter and exit Ongoing check during
Assessment of site internal doorways would need weekly site walk.
to be made bespoke to the arrival of a pupil or staff
member with a disability
Ramps The site is accessible via the use of None
ramps or dipped curbs.
Toilets There is no specific disabled toilet Investigate whether there is a practical adjustment School Bursar Easter 2019
available for use by pupils, staff or that could be made to provide a disabled facility.
visitors
Find out if this has been investigated before and
what the outcome was.Feature Description Actions to be taken Person Date to complete
responsible actions by
Reception area There is a hearing loop in the None Executive September 20
entrance area. A ramp at the West Headteacher
entrance provides access to the Future CIF bid to focus upon making the entrance
main entrance when the school is to the school safer and to provide better access for
open for picking up and dropping all users, especially those that are disabled.
off.
During the school day there is no
disability friendly entrance in use –
the office team have to walk out
and unlock the Western entrance
so that the wheelchair can enter
the site.Feature Description Actions to be taken Person Date to complete
responsible actions by
Internal signage Permanent signs are all printed in a Ensure that learning walks during staff meetings Heads of School At least once a term each
large font with use of visually and development days regularly focus upon the term.
friendly colour and fonts. development and inclusion of internal signage to
Much signage has symbols or make the school accessible for all.
photographs to accompany
wording.
Emergency escape All emergency escape routes used Annual reminder to be sent out to all staff by Head Head of School Annual reminder to be sent
routes within school are disability friendly of School about keeping all emergency exit out.
– they are wide enough for a chair doorways clear.
and a frame.
This has not been identified as a problem at all
during site walks and staff are very aware of this.You can also read
