Royal Wootton Bassett Academy - SEND Accessibility Plan: 2018-2021 - Royal Wootton Bassett ...
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Royal Wootton Bassett Academy – SEND Accessibility Plan: 2018-2021
In accordance with Paragraph 3 of Schedule 10 of the Equality act 2010
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.
RWBA aims to treat all its students fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind.
1. Increasing the extent to which students with SEND can participate in the Academy curriculum
Target Strategy Resource Timeframe Success Criteria
Monitor and review the Evaluation and review of the Evaluation and review of Annually in terms of School SEND Policy last reviewed
agreed policy for identifying, SEND policy. SEND policy by Assistant Improvement Plan (SIP). January 2018.
assessing and supporting Headteacher/SENCO and the
students with SEND, as set SEND Leads and Co- SEND Policy reviewed Amended September 2018.
out in the SEND Policy. ordinators. officially as agreed by
SEND Governor to ratify. Governing Body.
Identify students who exhibit Gather evidence of possible RWBA Admissions Officer & Ongoing Staff confident to help
characteristics associated need from previous school. SEND Lead for Cognition & SENCO and Personalised
with disability or special Screening for SEND of Learning to ensure evidence Learning Team to identify
educational needs students entering the surrounding child’s needs those with specific needs.
Academy. Further diagnostic have been gathered. Any SEND Register regularly
testing if required using missing paperwork updated with student need
standardised norm evidencing need and /or and suggested strategies to
referenced and diagnostic diagnosis to be chased up. support the need.
tests. All relevant paperwork is
appropriately completed Assessment reports and
from previous educational advice on individual support
1Use of Academy SEND forms establishment. All to be from external agencies
to be completed at transition evidenced in SIMS and on available to all.
to identify such pupils. student profiles. Academy staff fully aware
and equipped to teach such
pupils on entry.
Maintain and encourage Communication with parents SENCO and all SEND Leads to Ongoing Informed and consulted
links between child, parents, before and after co-ordinate. parents and students.
Academy, feeder primary assessments with regard to
schools and external results and the support Parents/Students sent
agencies where appropriate. required. electronic copy of meeting
notes/ information packs to
Annual reviews, My Support support and complement
Plan Meetings, Parents meetings.
Evenings and informal
discussions to review and
evaluate effectiveness of
individual support.
Support for all students with Develop and increase the SENCO and SEND Leads to Ongoing Targeted support for pupils
SEND. Differentiated and implementation of individual have contact with individual with SEN or disability.
“quality first teaching” which and group support. students and groups. By January 2019 all student
is supportive of those with information plus any useful Pupils with SEN or disability
SEND. Review and evaluate the Dissemination of information information regarding any make progress in line with
effectiveness of individual regarding needs of specific aspect of SEND to be expectations
support at Annual Reviews, students to members of published for staff on the
My Support Plan meetings, staff. Personalised Learning Involvement of parents in
Academic Review Days and website on the staff portal. review and evaluation of
Parents Evenings. Student information This to be updated regularly individual support.
regarding need, support and by the SEND Lead for
Provide appropriate Exam progress updated in Cognition & Learning. Pupils and parents feel
Access Arrangements for SIMS/ECHO app as well as on informed and supported
internal exams and any Personalised Learning web
preparatory test or page. support updated for Pupils able to access all
assessments creating a examinations and
history of need and Excellent liaising with demonstrate their
parents and SEND team. knowledge and competency.
2demonstrating the student’s
‘normal way of working.’ Personalised Learning Team Appropriate progress made
liaise very effectively with by pupils with SEND.
Ensure examination boards Year teams, subject Carry out an Academy audit
receive comprehensive teachers, Examination of the wider curriculum e.g.
information as required, and Officer, Careers Officer and clubs, visits to ensure that all
that students receive their any external agencies. disabled pupils can
additional time in participate.
examinations where Appointment of personal
appropriate, and/or any carers to support a disabled
other special arrangement as student throughout the day.
necessary,
Relevant and appropriate
INSET available for all staff.
SEND Register accessible to
all.
Advice about high incidence
SEND need posted on the
Personalised Learning
website.
QA walks and Lesson
Observation notes to include
reference to pupils with
SEND
Schemes of work to include
reference to appropriate
schemes of work for the
SEND student.
Raise staff awareness of Dissemination of information SEND information available Ongoing Staff feeling at ease in
disability and Special at staff meetings (beginning to all staff and continued teaching and dealing with
Educational Needs pupils of each term and each training on implementation SEND students.
3Monday morning) as well as and differentiation of
Improve ease of access to specific INSET training curriculum is required. Raised awareness of
information regarding pupils targeting specific groups. SEND information available individual student’s needs.
with specific needs, including to all staff and continued
mental health All SEND information for training on implementation All teachers have ease of
staff to be put on the and differentiation of access to information
Personalised Learning web curriculum required. regarding SEND and know
page. SEND representatives who to approach from the
meetings arranged during SEND Lead staff to support
academic year. each area of concern.
2. Improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able
to take advantage of education and benefits, facilities or services provided or offered by the school.
Target Strategy Resource Timeframe Success Criteria
Identify requirements for Assess needs and determine Personalised Learning Team, Ongoing Personal care arrangements
personal care of disabled options. Student Support Managers. for physically disabled pupils
students. to be improved. E.g. the rest
area with lie down facilities
should not be obstructed
with subject department
materials.
Curriculum delivery Classrooms are organised to Guidance from VI and HI Monitoring to indicate SEND Disabled students are able to
cater for disabled students specialists and medical need taken into account in access learning environment
or an alternative means of profession in arranging organising the environment effectively.
study offered. classrooms for maximum for learning from September
benefit to disabled students. 2018 onwards.
4Curriculum delivery / Strategies to support each SEND information available Monitoring through QA SEND students able to access
delivery of materials in other student as found in SIMS/ to all staff and continued walks and lesson curriculum even more
formats ECHO app used by staff. training on implementation observations will indicate effectively.
Understanding of additional and differentiation of differentiation in place and
time requirements curriculum required. targeted at all students with
understood and planned for. SEND representatives SEND from September 2018
No hearing loops in meetings arranged during and evaluated each term.
Assembly Hall or Lecture academic year.
Theatre. Issues to be
addressed for hearing
impaired students.
School design good for All areas accessible to The Academy campus design Ongoing Disabled students are able to
physically disabled students disabled students. that incorporates disabled access all areas without
and provision for vision The needs for visually access points and 3 lifts to all difficulty.
impaired. More limited for impaired students are floors were an integral part Building will need to be
hearing impaired. regularly assessed. of PFI project. made fully compliant as soon
as possible if there is an
admission for a student with
significant hearing
impairment.
Provide appropriate Plan for the purchase of Academy is able to respond Ongoing Subject to need.
furniture/equipment where furniture/equipment to swiftly in providing
necessary for students with meet the needs of known appropriate
disabilities students with disabilities furniture/equipment.
based on specialist advice
received.
Appropriate signage Signs clear and very Evaluate positioning of all All signs clear and Routes across Academy
understandable for visually signs and maintain white appropriately placed. White campus clear and
impaired. These all in place. strips on each stair tread, strips on stair treads are kept understood.
white strips around floor to clean and in repairable
ceiling pillars in key areas of order.
the building.
5Hearing Impaired Systems No hearing loops and sound Guidance from Accessibility Plans drawn up by Loops and systems in place
field systems in place. Audit by Hearing Impaired December2010 to decide on
System for Fire Alarm Alert Advisory Teacher. areas to be addressed
in place.
Ensure appropriate Risk assessment for all Single fire evacuation chair Suitable evacuation Clear evacuation procedures
evacuation provision for students with a physical required. procedure and facilities in for all students with a
upper floors of Academy disability. place by January 2019 physical disability that are
building. tested and satisfactory.
Training of relevant staff to
ensure procedures clear and
appropriate.
3. Improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled.
Target Strategy Resource Timeframe Success Criteria
To promote positive Review Growth Mindset All teachers and support On-going and as required. SEND Register and One Page
attitudes to disability Values for the Month. staff as appropriate and as Pupil Profiles regularly
Improve staff knowledge and Use of appropriate topics in required. updated. Effective strategies
understanding of pupil Assembly Programme to to support learning needs
disabilities widen focus of disability. are employed.
Involve local disability
groups in assemblies and Improved attitudes to
visits to school disability via PD Day
curriculum.
Regular items for newsletter
highlighting achievements of Assemblies regularly
pupils with disabilities. highlight the achievements
of students with SEND.
Personalised Learning Team
continue to maintain One
Page Pupil Profiles and a
6SEND register, detailing
individual needs which are
updated in SIMS and
distributed regularly via the
ECHO app.
Availability of documents in Large print and audio Admin support. Ongoing All information which goes
alternative formats. formats to be made available out to parents, carers and
as required. All teachers and TAs. students will be available in
a range of formats.
Monitor uptake of
documents in alternative Improved percentage of
formats. engagement with parents of
disabled students.
Review accessibility of
newsletter and letters for
parents.
Homework information
available as information
sheets in alternative formats
as appropriate and not just
post on ‘Show My
Homework’ app.
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