ACCESSIBILITY PLAN

 

This Action Plan outlines aspects of duty and actions to be taken with regards to meeting the Disability Equality Duty.

REVIEWED SEPTEMBER 2016

 

Aspect of Duty

Action to be taken

Responsible persons.

Timescale/

Review dates?

Update Comments (September 2016)

Review April 2017

1.Promoting Equal Opportunities

    1. Buildings are accessible for all pupils, staff and visitors.









    1. Facilities and resources are physically accessible for all staff, pupils and visitors to centres.








    1. Curriculum is accessible for pupils with disabilities.












    1. Equal opportunities for pupils with disabilities in examinations.







    1. Mainstream school re-integration placements are suitable to meet needs of pupils with disabilities.





    1. Information to all pupils, parents and staff is accessible.





1.7 Pupils, parents and staff with disabilities are able to travel to and from centres.











2. Eliminating Unlawful Discrimination

2.1 Staff and pupil data is constantly updated and accurate registers are maintained.






2.2 Staff are given the opportunity to disclose information regarding personal disability, secure in the knowledge that it will remain confidential.



2.3 Progress of all pupils will be monitored.








2.4 Conduct Impact Assessments on existing policies.






2.5 Pupils with disabilities are not excluded as a result of their disability.









3. Eliminating Harrassment

3.1 Pupils, staff and visitors with disabilities will not be harassed on account of their disabilities.







3.2 All incidents of bullying related to disability are recorded and a clear policy of action is in operation.










4 Promoting Positive Attitudes

4.1 Improve pupil’s awareness of disabilities and promote increased understanding and empathy.





4.2 Ensure all staff are fully aware of the legal duties around disability and equality and promote awareness of the needs of people with disabilities.
















5. Participation in Public Life

5.1 Pupils with disabilities will be able to participate in all centre activities.




5.2 Pupils with disabilities will be able to participate in activities outside the centres.


5.3 Pupils with disabilities will have opportunities to be involved in activities organised by external agencies.















5.4 People with disabilities will be represented on Educational Diversity committees and on the Management Committee.



6. More Favourable Treatment

6.1 Reasonable adjustments will be made for pupils, parents and staff with disabilities to provide equality of opportunity.  



















6.2 Staff are aware of medical conditions of pupils and how to manage their daily requirements and what to do in emergencies.









6.3 Staff are aware of dietary needs of pupils.


6.4 Uniform requirements are suitable for pupils with disabilities.


6.5 Communication with parents/carers with disabilities is clear and accessible.



6.6 Pupils with disabilities are not disadvantaged in examinations.





6.7 Staff with disabilities will have enough time to mark coursework.

Consider accessibility for new sites and refurbishment of existing buildings. Eg.corridor widths, handrails, ramps, lifts, door openings.







Disabled toilets available at all centres.

Consider height and design of furniture. Make ‘reasonable adjustments’ to increase access for people with disabilities.

Consider ‘Soundfield system’ for Hearing Impaired.



Make reasonable adjustments to provide broad and balanced curriculum.

Provide differentiated materials, eg. Larger font, coloured overlays, laptops, ‘huggy’ pens etc.

Provide adapted sports equipment.

Ensure differemtiation is at a consistently high standard in all lessons.  Audit SLCN  and recongifurre learning environments



Apply for Access Arrangements (AAs)/Special Consideration for external examinations.

Consider offering wider range of certificated courses.




Meet individual needs of pupils when planning re-integration into school.





Use alternative ways to written communication to convey information Eg. Phone calls, meetings, Internet etc.



Arrange taxi transport for pupils and parents with disabilities who are unable to use public transport or provide their own transport.

Provide adequate car parking spaces for disabled drivers. Ensure disabled parking spaces are kept vacant for disabled drivers’ use only.

Provide safe drop off/loading bay for people with disabilities.






Develop database so that information regarding personal details of staff and pupils is accurately recorded during recruitment/induction process.

Constantly analyse data to make ‘reasonable adjustments’ to improve provision.

Provide a ‘named person’ for staff to declare their personal disabilities, should they wish to do so.

Use ‘Return to work’ pro-formas and interviews to inform of ways to make ‘reasonable adjustments’.  


Continue to develop Assessment, Recording and Reporting (ARR) procedures.

Compare progress of pupils with disabilities with other pupils and make ‘reasonable adjustments’ to improve provision and achievement.



Review existing policies.

Review existing Action Plans.

Review existing Risk Assessments.

Embed disability equality in all practices and policies.



Review Exclusions Policy.

Take account of any Education, Health and Care Plans and physical and mental disabilities. Also be aware of CLA status.







All pupils to be made aware that bullying, name-calling or teasing related to a disability or health condition is not acceptable.

Raise awareness through lessons, anti-bullying campaigns and in PSHE/Citizenship lessons.



Encourage pupils to report incidents of bullying.

Keep a record of bullying incidents and actions taken.

Review bullying policy.

Provide staff training to recognise different forms of bullying and harassment and appropriate action to take.







Promote positive attitudes to disability through ethos and Citizenship and PSHE lessons.

Celebrate key events surrounding disability eg. McMillan Coffee morning (Cancer awareness), Disability Awareness Day.

Develop Emotional Literacy in all centres through SEAL.


Organise visits to Special Schools for pupils to meet pupils with disabilities.

Organise talks from people with disabilities.

Organise visits to Sport Centre to experience using equipment for people with disabilities. (eg. Wheelchairs, sensory room, adapted sports facilities)

Arrange work experience opportunities in placements where pupils can experience working with people with disabilities.



Provide staff INSET / training on the updated legislation.



Provide training on categories of need, eg. Visual, Hearing impairments, Physical Disabilities, Autistic Spectrum Disorders, Medical conditions etc.


Ensure pupils of all abilities access drama productions and school councils.


Ensure all activities and trips are accessible to all regardless of ability.

Choose suitable venues, which accommodate people with disabilities. Conduct risk assessments and health and safety checks. (Link to Health and Safety Policy)

Consider transport arrangements.



Liaise with young peoples’ services, eg. Youth Service, YOT etc. and encourage participation of pupils with disabilities.




Invite parents and teachers with disabilities to committee meetings.

Invite parents and teachers with disabilities to be representatives on the Management Committee



Make arrangements for pupils with disabilities to leave lessons early to facilitate movement around the building and to allow extra time for

moving to next lesson/ break room etc.

Make arrangements for pupils with disabilities to have priority lunch pass to avoid queuing.

Provide Special Support Assistants/Project Workers to assist with practical requirements of pupils with disabilities and to support learning in lessons.

Arrange classroom seating plans to accommodate individual needs of pupils with disabilities. Eg. More space, closer to window, light source, closer to whiteboard, height of chair, table.


Provide training for staff who are teaching or supporting pupils with medical conditions so that they can recognise potential problems and know what to do in an emergency.

Liaise with parents/ carers regarding medication requirements, responsibility for administering medication and emergency contacts.

Produce care plans where applicable.


Make alternative provision for pupils with special dietary needs. Eg. Nut allergies etc.

Adapt uniform requirements for pupils with disabilities, where applicable.

Offer alternative forms of communication for parents/ carers with disabilities such as telephone calls, home visits, email appointments.

Apply for Access Arrangements, Special Consideration and Modified Test Materials for examinations.

Provide assistants for access arrangements, eg. Readers, amanuenses.

Allow extra time for staff with disabilities to mark  work if necessary.





SLT and

Buildings Dept.

Site manager









SLT

Site manager




PD advisors

HI advisors




SLT

Teachers and Support Assistants.

SENCO

Lead/Senior Teachers


P.E. teachers


SENCO





Lead Teachers/SENCO







SLT, SENCO, Staff involved /SSAs





Lead/Senior Teachers/Teachers/SSAs.




SLT/Lead Teachers/ Site managers














Lead teachers /Office personnel/SENCO







HT


Lead Teachers





Lead Teachers/DHT teachers/ SENCO


SLT






Lead Teachers / SLT/

SENCO






Lead Teacher / SLT/Designated Teacher









Advice on Anti-Bullying from Behaviour and Learning Network


All staff




Lead/Senior Teachers / Teachers













Post 16 careers advi ser



SLT






SLT/ teachers/SSAs/careers adviser




SLT / Lead Teachers centre staff/ Young Peoples’ Services.




Centre staff




Lead Teachers/ SSAs




Teachers

PD Advisory Service

Medical Services

SARS



SLT/SENCO/

Centre staff

MedicalServices/School nurse

Centre staff



Asst.Heads








SLT /Administration staff/ Centre staff/

SENCO





Head Teacher







SLT/Lead Teachers






Centre staff




Admin staff/ Lead Teachers



SENCO/Exams Officer


Lead Teachers





Central Training Services

School Nurse

SLT

Lead Teachers








School Nurse

SSAs/Lead/Senior Teachers

2012 - 2017











2012 - 2017










2012 -2017













2012 - 2017








2012 - 2017








2012 - 2017






2012 - 2017















2012 - 2017








2012 -2017







2012 - 2017









2012 - 2017







2012 - 2017











2012 - 2017









2012 - 2017















2012 - 2017















2012 - 2017















2013






Ongoing




2012-2017





2012 – 2017






2008 – 2017







2008 – 2016







2012 – 2017






2012 – 2017




2012 – 2017












2012-2017












2012-2017
















Christ the King site opened as Pegasus in September 2015. Speedwell provision his now called Athena and is at the Oxford Centre site on Whitegate Drive. Chrysalis has now moved to The Willows site and both Oracle and Mountford Centres remain in situ. The Oracle is fully acessible.



The disabled toilet at Athena is through a series of fobbed doors, and is not accessible to all at all times. No disabled toilet at Mountford but toilets on both floors.

Need to consider Soundfield system.



Good developments re sensory practice. SENCO is monitoring specific provision.

PE audit of equipment and use (case study)

SENCO assistant in place with a duty for ordering SEN resources. Regular and rigorous performance management, lesson observation and learning walk schedule in place.



Ongoing. SENCO qualified (2014). A number of staff now able to carry out more in-depth baseline testing to ensure equal opportunities.




Introduction of provision maps and one page-profiles has assisted with this. Most re-integrations take place successfully at KS2 provision.



Often difficult parental barriers. Family support agency support crucial. Website now fully functional.



Disabled parking spaces available in all centres except Chrysalis and Mountford (no car parking facilities).












Ongoing development re SIMs. LA HR procedures followed including optional disclosures.

Single Central Register maintained by HT and Business Manager




In place.  Use of improved induction procedure wih named mentor and review meetings scedhuled




Ongoing developments  re progress tracking and SIMs to evidence progress of groups.  Introduction of Climbing Frames and GL assessments.





Section to be added at review date for each policy.






CLA pupils: first day cover from other schools . Internal exclusion via move to other centre rather than exclusion.

CLA are eligible for managed moves.

Internal Fixed Term exclusion provisions are set up in Mountford and Athena.



Anti bullying week, ambassadors trained. Part of anti bullying network including national initiatives. New policy written and implemented. Inset on on-line bullying. Links with safeguarding.




Recording systems need monitoring.














Ongoing.















To be discussed at SLT







SLT to seek external from SUW then to prioritise.



Training given in 2008. Need to revisit with all staff.



Communication friendly status achieved

Large number of teaching and support staff are ELKLAN trained. Employed speech and language therapist therapist through pupil premium (3 days a week?) Profile of speech and language issues raised across Service.


Evolve on line risk assessment tool now in place and utilised for each trip. Shared tool between school, management and LA.


More info from sports / activities teams





Check this.






Have tried to recruit – further work needed.  Parent Governer / Carer on committee





In place






In place




In place, but training and guidance each exam period is essential.



In place








Medical Needs Policy in place

School Nurse in place . Dedicated member of staff in each centre responsible for administering medication. Dedicated centre for medical needs (Athena). Close liaison with schools/hospital.






Need to emphasise care plans and other dietary / medical needs.


Uniform – work in process



In place but would always be flexible in responding to new needs.



In place

 

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