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”. 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 Accessibility Plan is listed as a statutory document of the Department for Education’s guidance on statutory policies for schools. The Plan will be reviewed every 3 years or where operational needs dictate and approved by the Governing Body. The review process can be delegated to a committee of the Governing Body, an individual or the Head. At Grace academy you we will have a Strategic team who will undergo the review.
At Grace Academy Coventry, we are committed to working together to provide an inspirational and exciting learning environment where all children can develop an enthusiasm for life-long learning. We believe that children should feel happy, safe and valued so that they gain a respectful, caring attitude towards each other and the environment both locally and globally.
Our Aims are:
- To Increase access to the curriculum for pupils with a disability, medical condition or other access needs
- To continuously monitor the physical environment of the school to increase the extent to which pupils, staff and other members of the school community with a disability, medical condition or other access needs can access education
- Improve the delivery of information to pupils, staff, parents/carers and other members of the school community
1) The Accessibility Plan is structured to complement and support the school’s Equality Objectives, and will similarly be published on the school website. We understand that the Local Authority will monitor the school’s activity under the Equality Act 2010 (and in particular Schedule 10 regarding Accessibility) and will advise upon the compliance with that duty. The Accessibility Plan will be published on the school website. The Accessibility Plan will be monitored through the Governor Finance and Premises Committee. The school will work in partnership with the Local Authority in developing and implementing this Accessibility Plan. The Accessibility Plan may be monitored by Ofsted during inspection processes in relation to Schedule 10 of the Equality Act 2010.
2) Grace Academy Coventry is committed to providing an environment that enables full curriculum access that values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to adhering to the principles of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within the school.
3) The Grace Academy Accessibility Plan shows how access is to be monitored consistently
The Grace Academy Coventry Accessibility Plan relates to the key aspects of physical environment, curriculum and written information:
- Increase access to the curriculum for pupils with a disability, adapting the curriculum as necessary. This includes teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or schools visits – it also covers the provision of specialist or auxiliary aids and equipment, which may assist these pupils in accessing the curriculum within a reasonable timeframe (If a school fails to do this they are in breach of their duties under the Equalities Act 2010).
- Monitor and maintain access to the physical environment of the school, adding specialist facilities as necessary
- Where needed, adapt the delivery of written information to pupils, staff, parents and visitors with disabilities; examples might include adaptations to hand-outs, timetables, textbooks and information about the school and school events; the information should be made available in various preferred formats within a reasonable timeframe.
4) Whole school training will recognise the need to continue raising awareness for staff and governors on equality issues with reference to the Equality Act 2010.
5) This Accessibility Plan should be read in conjunction with the following school policies, strategies and documents:
- Health & Safety Policy
- Special Educational Needs Policy
- Medical Needs Policy
- Off site visits and journeys guidance
6) The Accessibility Plan for physical accessibility relates to the Access Audit of the School, which remains the responsibility of the governing body. It may not be feasible to undertake all of the works during the life of this accessibility plan and therefore some items will roll forward into subsequent plans. An accessibility audit will be completed by the school prior to the end of each period covering this plan in order to inform the development of a new Accessibility Plan for the ongoing period.
7) Equality Impact Assessments will be undertaken as and when school policies are reviewed. The terms of reference for all governors’ committees will include the need to consider Equality and Diversity issues as required by the Equality Act 2010.
Current good practice
We gather information about any disability or health condition in early communications with parents and carers of children who are new to school. For parents and carers of children already at the school, we ask parents to keep the school informed of any changes to the information they have provided. Regular meetings are held for parents whose children have access difficulties.
Due to the modern building access to the three storey building is effective. Lifts are situated in easy to access areas and children who require to use them are given a pass to leave class early.
Disabled Refuge Procedure
6.1 When the fire alarm sounds proceed to your nearest disabled refuge in Rooms 1010, 1023, 1065, 1079, 1095 or Room 2018 on the second floor. An additional refuge point is available on the second floor staircase next to room 2012.
6.2 These rooms should only be used for those students with wheelchair or crutches.
6.3 Students with other SEND needs should follow once the other students have been dismissed, escorted closely by the supervising staff member.
6.4 Press the “Press Help” button once to initiate a call (Do not continue to press or hold during a call)
6.5 This will also indicate at the fire panel that someone is in the specified refuge point.
6.6 The call will be answered
6.7 Remain in the refuge until assistance arrives
Note: This system is only operational on activation of the fire alarm.
All staff and students with mobility difficulties should have a Personal Emergency Evacuation Plan (PEEP) drawn up by the Academy and be attached to this procedure.
The school is housed in a three storey building. All entrances to the school are either flat or ramped and all have wide doors fitted. The main entrance features a secure lobby and has been fitted with a low reception hatch, this being fully accessible to wheelchair users. The school has dedicated visitor and disabled parking. There are disabled toilet facilities available in our buildings. These are fitted with a handrail and a pull emergency cord. The school has internal emergency signage and escape routes are clearly marked. Personalised evacuation plans are put in place as required. Management, coordination and implementation and review.
The school works, wherever possible, in partnership with parents to ensure a collaborative approach to meeting pupils’ needs. If there are any complaints relating to the provision for pupils with access needs these will be dealt with in the first instance by the Headteacher. The SEND governor or chair of governors may be involved if the complaint is not resolved satisfactorily.
Aim 1: To increase the extent to which disabled pupils can participate in the school curriculum.
Our key objective is to reduce and eliminate barriers to access to the curriculum and to ensure full participation in the school community for pupils, and prospective pupils, with a disability, medical condition or other access needs. Provision may include: Liaison with specialists, CPD for staff, a differentiated curriculum, specialist resources to support learning and access to the curriculum, a range of support staff including trained teaching assistants and access arrangements in place for statutory testing.
|Targets||Strategies||Time scale||Responsibility||Success criteria|
|To liaise with primary school providers to prepare for the new intake of children into year 7||Ensure a dedicated team and transition system is in place||May – Dec||SEND team||Effective communication and information collected. Year 7 pupils settle well in the autumn term|
|To liaise with educational establishments to prepare for the intake of new children who transfer within year||Ensure a dedicated team and transition system is in place||Ongoing and when needs arise||SEND team||Effective communication and information collected. Year 7 pupils settle well in the autumn term|
|To liaise with parents at the point of transition to ensure new pupils are well supported||Ensure a dedicated tea and transition system is in place.||Ongoing and when necessary||SEND Team||Effective communication and information collected. Year 7 pupils settle well in the autumn term|
|To establish and maintain close liaison with outside agencies for pupils with additional needs||Continue to use agencies which reflect the needs of the SEND pupils at Grace Academy||Ongoing||SEND team||Targeted and individualised support
Measured impact on the teaching and learning experience of the pupils
Increase in Staff SEND subject knowledge
|To review subject specific teaching and learning to develop a clear school response to SEND||Support subject leads in the development of SEND teaching and learning in their department.
Staff training and CPD
|Initial review – Autumn 2019
Subject focus to be developed as a result
Subject focus reviewed In spring 2020
Whole school SEND strategy to be developed Summer 2020
Autumn 2020 review of progress
|Improved teaching and learning response for SEND
Measured impact on progress and outcomes for pupils with SEND
|To regularly monitor SEND data in line with Points of assessment||A review of SEND progress will be completed termly and will provide evidence on achievement and trigger additional input where required.||Termly||SEND team
|Improved assessment leading to more targeted support|
|To include pupils with a disability, medical condition or other access needs as fully as possible in the wider curriculum including trips and residential visits as well as extra-curricular provision||Create personalised risk assessments and access plans for individual children. Liaise with external agencies, identifying training needs and implementing training where needed. Ensure that actions, including emergency evacuation procedures, are clear and that staff are capable of carrying them out.||Ongoing and reflective of all extra -curricular activities||SLT, SEND lead and all teaching staff, extra-curricular service providers and educational visits settings||Evidence that appropriate considerations and reasonable adjustments have been made|
Aim 2: To continuously monitor the physical environment of the school to increase the extent to which pupils, staff and other members of the school community with a disability, medical condition or other access needs can access education.
|To complete regular health and safety audits||Health and Safety manager to co-ordinate Health and Safety audit||2 per school year||Safeguarding officer||A clear Health and Safety report for Grace Academy Coventry|
Aim 3 – Improve the delivery of information to pupils, staff, parents/carers and other members of the school community
|To enable improved access to written information for pupils, parents and visitors.||Create and offer information in alternative formats
Access arrangements are considered and put into place for statutory testing
|Ongoing||SLT and SEND team||Evidence that appropriate considerations and reasonable adjustments have been made|
|Ensure that reasonable adjustments are made for parents with a disability, medical condition or other access needs so as they can fully support their child’s education||Adopt a proactive approach to identifying the access requirements of parents and make reasonable adjustments where possible||Ongoing||SLT and SEND team||Evidence that appropriate considerations and reasonable adjustments have been made, so that parents can fully support their children in their education.|
|Staff CPD and the use of the focused Four profiles to support subject knowledge.||Focused four profiles developed and fine-tuned to support strategy implementation in the classroom||SENDco – SEND team||Evidence of improved subject knowledge and staff confidence in SEND|