1. Introduction and Purpose

This Accessibility Plan sets out how the school will increase access for disabled pupils over time. It reflects the school’s commitment to providing an inclusive environment where all pupils can participate fully in school life and achieve their potential.

This plan is written in line with the Equality Act 2010 and supports the school’s duty to:

·         Eliminate discrimination

·         Advance equality of opportunity

·         Foster good relationships

The plan should be read alongside the school’s SEND Policy, Equality Policy and Health and Safety arrangements.

2. Aims of the Accessibility Plan

The school aims to:

·         Increase access to the curriculum for disabled pupils

·         Improve the physical environment to enable better access for disabled pupils

·         Improve the availability of accessible information for disabled pupils and their families

3. Improving Access to the Curriculum

The school is committed to ensuring that disabled pupils can access a broad, balanced and ambitious curriculum. This includes making reasonable adjustments and removing barriers to learning wherever possible.

Current and planned actions include:

·         High-quality differentiation and adaptive teaching in all classrooms

·         Reasonable adjustments made to teaching strategies, resources and assessments

·         Use of visual timetables, now/next boards and structured routines

·         Access to assistive technology and specialist equipment where appropriate

·         Support from trained staff including the specialist teachers, SENDCo and support staff

·         Inclusion of disabled pupils in educational visits, enrichment activities and extra-curricular clubs

·         Individual risk assessments and planning for trips and visits

·         Ongoing staff training in SEND, autism, speech and language needs, SEMH and medical needs

The school regularly reviews pupil progress and adapts provision to meet individual needs.

4. Improving the Physical Environment

The school seeks to ensure that the physical environment is accessible, safe and welcoming for all pupils, staff and visitors.

Current and planned actions include:

·         Step-free access to key areas of the school where reasonably practicable

·         An accessible toilet available for pupils and visitors

·         Consideration of classroom layouts to support mobility and sensory needs

·         Clear signage and visual cues to support navigation around the school

·         Safe access to playgrounds, the hall and dining areas

·         Calm or low-stimulation spaces available to support pupils with sensory needs

·         Individual evacuation plans for pupils who may require additional support in an emergency

Where adaptations are not immediately possible, the school will plan reasonable adjustments and alternative arrangements.

5. Improving Access to Information

The school is committed to ensuring that information is accessible to all pupils and parents.

Actions include:

·         Providing information in alternative formats where required, such as large print or simplified text

·         Use of symbols, visuals and communication aids to support understanding

·         Visual supports used consistently across classrooms

·         Support for pupils with hearing or visual impairments through appropriate adjustments

·         Flexible communication methods with parents, including meetings, phone calls and written communication

·         Translation or additional support offered to families where appropriate

Access to physical environment

 Targets

Strategies

Timescale

Responsibility

Success Criteria

To be aware of the access needs of disabled children, staff, governors and parents/carers.

Ensure the school staff & governors are aware of access issues

a) to create access plans for individual disabled children as part of the SEND needs process.

b) to ensure staff and governors can access areas of school used for meetings

c) Annual reminder to parents, carers through newsletter to let us know if they have problems with access to areas of school.

d) circulate information to relevant staff on Access to Work scheme

e) Staff to share SEND knowledge with volunteers and support staff to ensure continuity of care for the children

As required

Ongoing process

In place.

All staff clear about SEN needs in class.

SENDCO / class teacher

Headteacher

Deputy Head

SENDCO

SBM

Class teachers /  SENDCO

Plans are in place for disabled pupils, and all needs.

All staff & governors are confident that their needs are met.

Continuously monitored to ensure any new needs arising are met.

Parents have full access to all areas of school.

Access to Work Information on staffroom notice board.

Volunteers are always aware of needs of SEN children

Ensure everyone has access to reception area

Ensure layout of reception does not prevent wheelchair access

Complete September 2026

Headteacher and SSO

Disabled parents / carers / visitors feel welcome.

Wheelchair users can access the office staff in the same manner as able bodied.

Maintain safe access for visually impaired people

Check condition of yellow paint on step edges regularly

Check exterior lighting is working on a regular basis

Ensure any areas such as poles etc around the school grounds are highlighted in contrasting colours or covered in appropriate padding.

Ongoing checks

Autumn term 2026

Site Supervisor

SENCO/Site Supervisor

Visually impaired people feel safe in school grounds. Yellow edges to be re-done as needed throughout the school year.

Children know where equipment ends

Ensure all disabled people can be safely evacuated

a) Ensure there is a personal emergency evacuation plan for all disabled pupils.

b) Ensure all staff are aware of their responsibilities in evacuation by being aware of the fire evacuation plan.

c) Ensure there is emergency equipment available for evacuation and relevant staff are trained in its use.

In place

In place

In place – fire marshal training

SENDCO

Headteacher to remind staff

SENDCO/Headteacher

All disabled pupils and staff working with them are safe in the event of a fire. There is constant supervision for disabled children who would need help in the event of an evacuation.

Disabled people in wheelchairs can be evacuated quickly and easily

Provide hearing loops / aids in classrooms to support pupils with a hearing impairment

Take advice from LEA on appropriate equipment if this becomes necessary

In place currently in Year 6.

As required

SENDCO

All children have access to the curriculum

Ensure there are enough fire exits around school that are suitable for people with a disability

Ensure staff are aware of need to keep fire exits clear.

Daily

All staff/Headteacher

All disabled personnel and pupils have safe independent exits from school

Embed adaptive teaching strategies across the school

High-quality teaching in all classrooms

Reasonable adjustments made to teaching strategies, resources and assessments

Access to assistive technology and specialist equipment where appropriate

Ongoing staff training in SEND, autism, speech and language needs, SEMH and medical needs

Ongoing

SENDCo

Pupils access learning with reduced barriers

Access to the curriculum

Targets

Strategies

Timescale

Responsibility

Success Criteria

Ensure all staff have specific training on disability issues

Identify training needs at regular meetings

Ongoing

SENCO / Headteacher

Raised confidence of staff

Ensure all staff are aware curriculum access

Share knowledge and IEP information with all agencies involved with each child

In place

SENCO/inclusion team

All staff are aware of

All school visits and trips need to be accessible to all pupils

Ensure venues and means of transport are vetted for suitability.

Develop guidance on making trips accessible

Ongoing

EVC / SENCO

All pupils are able to access all school trips and take part in a range of activities

Review PE curriculum to ensure PE is accessible to all pupils

Review PE curriculum to include disability sports adapt existing provision if necessary.

Autumn term

SENCO & PE co-ordinator

All pupils have access to PE and are able to excel.

Review curriculum areas and planning to include disability issues

Include specific reference to disability equality in all curriculum reviews

ongoing

SENCO, curriculum leaders

Gradual introduction of disability issues into all curriculum areas

Ensure disabled children can take part equally in lunchtime and after school activities

Discuss with Out of school Club staff and people running other clubs after school. Support would have to be available especially after school.

As required

SENCO

Disabled children feel able to participate equally in out of school activities.

Access to information

Targets

Strategies

Timescale

Responsibility

Success Criteria

Opportunities for information to be in other languages

Ensure translation link on the website and translate letters when appropriate, in particular those relating to SEND children.

Website is translatable

Headteacher / SENCO

ALL People feel they are welcome in school

Inclusive discussion of access to information in all parent/teacher annual meetings

Ask parents about preferred formats for accessing information eg braille, other languages

Annually

SENCO / Headteacher

Staff more aware of preferred methods of communication, and parents feel included.