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SEND (Special Educational Needs or Disabilities)

Ms Roxby Deputy Head Teacher/SENDCO

If you would like to speak to Ms. Roxby our school SENDCo, please contact school to make an appointment.

SEND Support Leaflet

 

 

Accessibility Plan 2020/2021

To be reviewed January 2024

 

 

Purpose of Plan

 

The purpose of this plan is to show how our educational setting intends, over time, to increase accessibility to the physical environment, the curriculum and written information so that all pupils/students with a disability can take full advantage of their education and associated opportunities.

 

Definition (Equality Act 2010) 

“A person has a disability 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 carry out normal day to day activities” Physical or mental impairment includes sensory impairments and also hidden impairments. In the DDA ‘substantial’ means ‘more than minor or trivial’. ‘Long-term’ means has lasted or is likely to last more than 12 months. 

The definition is broad and includes children with a wide range of impairments, including learning disabilities, dyslexia, autism, speech and language impairments, Attention Deficit and Hyperactivity Disorder (ADHD), diabetes or epilepsy, where the effect of the impairment on the pupil’s ability to carry out normal day-to-day activities is adverse, substantial and long-term. All those with cancer or surviving cancer; HIV or Multiple Sclerosis are now included from the point of diagnosis. 

A significant number of pupils are therefore included in the definition. 

 

Aims and Objectives

 

Our aims are:

  • Increase access to the curriculum for pupils with a disability
  • Improve and maintain access to the physical environment
  • Improve the delivery of written information to pupils
  • total access to our setting’s environment and information,
  • A broad, balanced and accessible curriculum,
  • full participation in the school community,
  • Fulfil our obligations under the Special Educational Needs and Disability Act 2001.

 

Our key objectives are to:

  • Extend access to the curriculum for pupils with SEN;
  • Monitor progress in improving inclusion;
  • Implement a well-constructed accessibility plan that responds to individual pupil need and proactively plans for the future taking into account value for money;
  • Improve physical access to school;
  • Ensure that written information from the school is accessible to all.

 

Information from pupil data and school audit

 

The Disability Discrimination Act definition (see: Introduction, above) is broad and includes a wide range of impairments including learning disabilities, dyslexia, diabetes or epilepsy, asthma, arthritis and cancer. These impairments sit within the definition of disability when they are in the context of ‘substantial and long term’. Like most schools, we have pupils and staff of all backgrounds, needs and abilities.

 

Existing good practice

 

We aim to ask about any disability or health condition in early communication with new parents and carers. For parents and carers of children already at the school, we collect information on disability or health conditions through parent consultation meetings or arranging a meeting where the parent or carer can update on any changes. Measures put in place include

 

  • Visual prompts and resources
  • Disability awareness promoted through the curriculum and assemblies
  • Continued staff CPD – specialised training where appropriate
  • Individual risk assessments and Individual Health Care plans in place where  necessary
  • Intimate care plans in place for pupils who need assistance by an adult
  • Thorough risk assessments in place for individual pupils where necessary
  • Disabled pupils are able to access a range of activities and clubs beyond the school day
  • Specific computer software used to support the learning of pupils e.g. Units of sound, Number shark
  • Regular Educational Psychologist service in place for early identification of need and advice
  • Regular SaLT input and early intervention
  • Liaison with professionals e.g physiotherapists, Occupational Therapists, Hearing Impairment Team,

Definition of Disability

According to the Equality Act 2010 a person has a disability if:

 

(a) He or she has a physical or mental impairment, and

 

(b) The impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities. 

 

The test of whether an impairment affects normal day-to-day activity is whether it affects one or more of the following:

  • Mobility
  • Manual dexterity
  • Physical co- ordination
  • Continence
  • Ability to lift, carry or otherwise move everyday objects
  • Speech, hearing or eyesight
  • Memory or ability to concentrate, learn or understand
  • Perception of risk of physical danger
  • Medical
  • Social, Emotional and Mental Health

A child’s ability to memorise, concentrate, learn, speak, move, make and maintain positive relationships, is central to their education. An impairment that has a long-term and substantial effect on a child’s ability to do these things may amount to a disability.

 

Principles

 

  • Compliance with the Equality Act is consistent with our setting’s aims and equal opportunities policy and SEN information report.
  • Our setting will:
  • Not  discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services
  • Not treat disabled pupils less favourably
  • To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage
    • Recognise and value the young person’s knowledge/parents’ knowledge of their child’s disability
    • Recognise the effect their disability has on his/her ability to carry out activities,
    • Respect the parents’ and child’s right to confidentiality
    • Publish an accessibility plan
  • The setting provides all pupils with a broad and balanced curriculum that is differentiated, personalised and age appropriate.

 

Areas of planning responsibilities

  • Increasing access for disabled pupils to the school curriculum (this includes teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits)
  • Improving access to the physical environment of schools (this includes improvements to the physical environment of the school and physical aids to access education)

 

  • Improving the delivery of written information to disabled pupils (this will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils. The information should take account of pupils’ disabilities and pupils’ and parents’ preferred formats and be made available within a reasonable timeframe

 

Access to Physical environment

 

Accessibility outcome

Action

Timeframe

person responsible

Evidence of achievement

School safer and more accessible for children, staff and parents

New gates for pedestrian access and carpark

Summer 2020

JC

STH

Gates are installed, children are safe and parents have access in the appropriate gate.

Access to all areas of school

Ramps at strategic access points around the building

On-going

JC AM AC – check for maintenance.

Children, parents, staff have access to all parts of the building.

Disabled parking bays in carpark

Disabled parking bay marked and kept clear

On-going

AM/ AC check for maintenance.

Users of the school have access to the carpark and easy access into the school from there.

Lighting in carpark

Light follows movement round car-park to give increased accessibility

On-going

AC to check and maintain

Users have carpark have adequate lighting to see their way

Toilets

Toilets have wide access doors and trip hazards removed.

On-going

AC check and maintain

Users of the school have access to the toilets

Signage put up round school.

Signs put up round school to enable visitors to locate toilets etc.

On-going

JC/ AM

Adequate signage so visitors can find their way round (feedback from visitors to improve this)

Narrow path – difficulties with distancing

Path by year 3,4,5 widened to provide access with social distancing

On-going

JC/AC /AM

 

 

 

Path widened, parents, children  able to move round easier

 

 

 

 

 

 

Access to Curriculum

 

Accessibility outcome

Action

Timeframe

 person responsible

Evidence of achievement

Staff are aware of need of all children and have adequate training to deliver effective help.

To continue with CPD through staff meetings and training to ensure staff are knowledgeable in terms of the needs of pupils with disabilities and strategies to support them

On-going

SR KT

All staff

Increased access to an appropriate curriculum for all pupils because all teachers fully meet the requirements of disabled children’s needs with regards to accessing the curriculum Pupil Progress meetings Parent meetings

All out-of-school activities are planned to ensure the participation of the whole range of pupils wherever possible

Complete a review of  out-of-school activities to ensure they are conducted in an inclusive environment.

Provide extra staff/ resources

On-going

JC/SR /KT

And all staff

Increase in access to all school activities such as trips out, residential visits, extended school’s activities and sporting events for all pupils

To ensure classrooms are organised to promote the participation and independence of all pupils and maintain social distancing

Review and implement a

preferred layout of furniture and

equipment to support the

learning process in individual

class bases

On-going

SR/JC

All classrooms are arranged to support full participation and to minimise disruption for all pupils

To deploy staff effectively to support pupils’ participation

Staff are aware of how to utilise LSAs to ensure all children are able to participate fully and the needs of staff are reviewed regularly to ensure staffing is matched to pupil need

On-going

SR/JC

Children have access to a broad and balanced curriculum. Pupils needs are appropriately met

through effective deployment of skilled support staff

To ensure the curriculum is appropriate to meet the needs of the children

The curriculum and long term planning  is reviewed each year to meet the needs of the current cohort of children.

On-going

SR /JC

All children have access to a broad and balanced curriculum.

 

Access for inclusion to school community

 

Accessibility outcome

Action

Timeframe

 person responsible

Evidence of achievement

Parents attending events ( when COVID restrictions allow)

Review to ensure all events are accessible to all parents. Alternative timings given. Sometime s alternative locations given Whole school events put in private youtube channel

On-going

JC/SR/SW

All parents attend or have access to viewing the event.

All Governors aware of the issues around disability access.

Training for Governors in terms of Raising Awareness of Disability Issues

Summer 2021

JC/SR/SW

All Governors understand what school needs to meet the requirements of the Equality Act.

Applications for Governors from a representative selection of the community

Applications encouraged from all members of the school community. Governors are active in seeking out new members to represent all aspects of the community.

On-going

JC/SW

Governors represent a wide cross section of the community and work together to improve the school and awareness of issues.

 

 

 

 

 

 

Access to written information, guidance and support

 

Accessibility outcome

Action

Timeframe

 person responsible

Evidence of achievement

Parents are able to read and understand written communications

All documentation available as a hard copy and through email and on website.

School will use translation service when required.

On-going

JC 

website KC/KM

photocopying when needed

 

All parents will know what is happening in school

Parents are given accurate information about their children

The school will be able to provide written information in different formats when required for individual purposes such as use of symbols, communicate in print, large print or through augmentative communication technology, contrasting colours.

Teams meetings to allow for COVID restrictions and phone calls if parents do not have access to the internet.

On-going

JC/ SR

All staff

Parents know information about their child and how to support their child.

Parents are given guidance in a variety of formats

All documentation available as a hard copy and through email and on website.

School will use translation service when required.

School will use large formats if required.

School will ring parents if needed

On-going

JC

SR

KT

Staff

Parents know who to contact for support

That the school website meets accessibility requirements

Make changes possible to ensure that information on the website is accessible to all

Publish an accessibility statement on the school website making explicit that school are happy to provide content in any format by request

 

Ongoing

JC

KC

Website statement in place

No stakeholders are unable to access key information

 

 

 

 

 

 

 

SENDIASS

SENDIASS are a service which offers support to children and young people with special educational needs and disabilities (SEND) and their parents and carers to help with any concerns or questions. They do this by providing a free, impartial and confidential service through their website and online resources. You can also contact then through their helpline 0113 3785020.

 

Further information is displayed below.

 

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