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.
2Coloured 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
3To 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
4To 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
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