Template for a school accessibility plan · Web viewThis Accessibility Plan is drawn up in...
Transcript of Template for a school accessibility plan · Web viewThis Accessibility Plan is drawn up in...
Template for a school accessibility plan
Prince Edward Primary School
Accessibility Policy
Approved by Governors September 2017
At Prince Edward Primary School our values reflect our commitment to a school where there are high expectations of everyone. Children are provided with high quality learning opportunities so that each child attains and achieves all that they are able to. Everyone in our school is important and included. We promote an ethos of care and trust where every member of our school community feels that they truly belong and are valued. We work hard to ensure there are no invisible children here, recognising everyone’s uniqueness and success. We recognise learning in all its forms and are committed to nurturing lifelong learners. We are a safe school, committed to improving children's confidence and self-esteem. We know that safe and happy children achieve.
This Accessibility Plan is drawn up in compliance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. School Governors are accountable for ensuring the implementation, review and reporting of progress of the Accessibility Plan over a prescribed period.
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 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.
Objectives
Prince Edward Primary School 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 taking positive action in the spirit of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within the school.
The school recognises and values parent’s knowledge of their child’s disability and its effect on their ability to carry out everyday activities and respects the parent’s and child’s right to confidentiality.
The Prince Edward Primary School Accessibility Plan shows how access is to be improved for disabled pupils, staff and visitors to the school within a given time frame and anticipating the need to make reasonable adjustments to accommodate their needs where practicable.
The Accessibility Plan contains relevant and timely actions to:
· Increase access to the curriculum for pupils with a physical disability and/or sensory impairments, expanding the curriculum as necessary to ensure that pupils with a disability are as equally prepared for life as the able-bodied pupils; (If a school fails to do this they are in breach of their duties under the Equalities Act 2010); this covers 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.
· Improve and maintain access to the physical environment of the school, adding specialist facilities as necessary – this covers improvements to the physical environment of the school and physical aids to access education within a reasonable timeframe;
· Improve the delivery of written information to pupils, staff, parents and visitors with disabilities; examples might include 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.
The Prince Edward Primary School Accessibility Plan relates to the key aspects of physical environment, curriculum and written information. 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.
This Accessibility Plan should be read in conjunction with the following school policies, strategies and documents:
· Behaviour Management Policy
· Curriculum Policies
· Health & Safety Policy
· School Improvement Plan
· Special Educational Needs Policy
· Teaching and Learning Policy
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.
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.
Last Review Feb 2021Created by M SieczkarekTo be Reviewed Feb 2022
The Accessibility Plan will be published on the school website.
The Accessibility Plan will be monitored through the Governor Resource Committee.
The Accessibility Plan may be monitored by Ofsted during inspection processes in relation to Schedule 10 of the Equality Act 2010.
Approved
Date
It is a requirement that the school’s accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. Attached is a set of action plans showing how the school will address the priorities identified in the plan.
The priorities for the Accessibility Plan for our school were identified by:
· The Governing Body
· Head Teacher
· Inclusion Leader
· SENDCos
· Building’s Manager
A plan of the school buildings showing areas of accessibility is shown below
An Access Audit was carried out by the HT and the SLT in April 2020. A number of recommendations were made as follows:
Schedule 21: Action Plan A – Improving Physical Access
Improvement Identified
Recommendations
Time Scale
Priority
Cost
Date Completed
Corridor
Keep corridors clear from obstructions.
Continuous
High
None
Ongoing
Disabled toilets are fit for purpose and monitored frequently.
In place in KS2, KS1 and EYFS and in the Hygiene Room. All toilets are inspected monthly. All toilets meet the legal requirements.
2021: to lower the sink units in the KS1 shared toilets. Currently they are too high for the smallest of children and small, steps are needed for them to have correct access. A company will make these adjustments in February 2021.
Continuous
Low
£3500
TBC
To ensure that the top floor is accessible to everyone.
School is fitted with a lift. School ensures that it is protected from misuse by fitting it with a fob reader. The lift is serviced monthly.
Monthly
Medium
£7785
part of the annual service package for school.
Ongoing
Evac Chairs
To ensure both staircases have working Evac Chairs in case of fire and the lift cannot be used. Annual checks and trained staff.
2021: The new Building’s Officer to familiarize himself with the training and ensure staff know how to operate the evac chairs when they have a child in their class who will need it.
Continuous
Low
None
Ongoing
To ensure the Hygiene Room is fully equipped for pupils who have medical needs.
Equip the room with a changing table and a shower. Ensure at least two staff are medically trained to carry out any medical care and assistance that is needed.
By Aug 2021
Medium
£1000
TBC
Staff with physical disabilities will need work place adjustments.
When staff inform the HT of any disabilities the HT will provide support through Occupational Health and a Work Place Assessment. The HT will act on any recommendations from: lumber chairs, telephone headsets, back supports, grabbers and even year group specific recommendations.
Continuous
Low
£2000 Occ Health budget set annually.
Ongoing
Vulnerable children and pupils with specific SEND will need added support in case on an emergency or evacuation.
School will provide a PEEP alongside the Fire Risk Assessment to ensure all pupils are adequately considered in the event of an evacuation or fire. The PEEP will be shared with all staff and reviewed whenever a pupil arrives in school with a SEND need that hasn’t been accounted for.
Continuous
High
None
Ongoing
Pupils will need individual risk assessments for disabilities or one off physical injuries.
Senior Leaders to liaise with pupils and parents about any physical needs after an injury or the need to use a wheelchair. The risk assessment will take in to account classroom adjustments and adjustments for being on the yard.
Continuous
Medium
None
Ongoing
Schedule 22: Action Plan B – Improving Curriculum Access
Improvement Identified
Recommendations
Time Scale
Priority
Cost
Date Completed
Differentiation in Teaching
SLT to monitor quality of differentiation and provision for SEND pupils.
Continuous
Low
SLT
release costs
Ongoing
Interventions
The SENDCos and Senior Inclusion Manager to audit current interventions and their success/impact on progress. Provision mapping to be used across all year groups and HT and DHT to be notified about any ineffective interventions so these can be re-evaluated.
Continuous
Medium
Various
See Pupil Premium Spending Plan.
Ongoing
Classrooms are organised to promote the participation and independence of all pupils
SLT to monitor quality of differentiation and provision for all pupils by carrying out an audit of resources /QFT to ensure that lessons are planned to meet the needs of all pupils in the class.
Annually
Medium
Possible resource implica-tions
where gaps are identified
Ongoing
Staff training in supporting pupils with SEND – focus on key areas of need within the school: Speech & Language, Autism, Behaviour, Mental health, Stress and Well-being
SENDCos and Interchange (professional counselors and therapists) to deliver training to all teaching staff, including Teaching Assistants.
Academic year 2018-2019
Medium
£10 000 annual package which includes training.
TBC
Provide Counsellors and therapists to enable all pupils to access the curriculum.
Counselors and therapists to work with pupils identified as having emotional needs. Pupils also to be considered in accessing Unravel Mental Health support.
Academic year 2018-2019
Medium
£10 000 as above plus Unravel at £3000
TBC
Provide translators for families with EAL
Some pupils and families struggle to communicate in English and therefore cannot benefit from the teacher/child/parent discussions other families benefit. Translators can remove barriers and support liaison.
Continuous
Low
£1000
Ongoing
Sensory Room
Provide a sensory room for pupils who will benefit from a sensory environment. This will benefit pupils with SEND.
2021 – Ensure all the resources are in good condition. Replace and renew if need be.
Academic Year 2021-2022
Low
£1000
Ongoing
Sensory Provision and resources
Many pupils with SEND and EBD will cope better in a mainstream class with sensory provision and resources within their classrooms. SENDCos to provide resources for any pupil who needs it such as: soft squidgy toys, feely bags, chewellry etc.
Continuous
Medium
£200
Ongoing
Provide Nurture Room at Lunchtime
Some pupils with SEND and in particular ASD struggle to cope with a hectic dining room. Nurture will provide a calming environment with structure. Pupils with ASD will cope with lunchtimes better in smaller, nurturing environments.
Continuous
High
See Pupil Premium Spending Plan.
Ongoing
Schedule 23 Action Plan C – Improving the Delivery of Written Information
Improvement Identified
Recommendations
Time Scale
Priority
Cost
Date Completed
Availability of written material in alternative formats when specifically requested
The school will make itself aware of the services available for converting written information into alternative formats. The school will also provide this facility on the website if there is a requests for paper copies.
Continuous
Low
Not applicable
Ongoing
Review documentation on website to check accessibility for parents with English as an Additional Language
The school will review formats publicised on school website – particularly for new parents to the school, in order to ensure accessibility for parents with English as an additional language. The school will also provide this facility on the website if there is a requests for paper copies.
Continuous
Low
Not applicable
Ongoing
Pupils with communication difficulties will need adjustments to enable them to access the written word and information.
The school provides visual timetables for pupil with ASD and other communication barriers. Coloured overlays are provided to support pupils with dyslexia.
Continuous
Low
Not applicable
Ongoing
12
Rev Date Description ChkBy
-Drawn by Checkedby
Scale
General Notes
Prince Edward Primary School
1203
@
CONTRACTORS PROPOSALS
Rev Date Description ChkBy
N
West
Nor
th
Sou
th
461
AA(21)X99001
7,20
04,
500
7,20
0
6,470 9,870 8,050 7,800 3,000 7,800 7,800 3,000 8,650 8,400
AA
BB
CC
DD
(21)
A(2
1)A
(21)C (21)C
East
Main DBAbove
RWP RWP
RWP
Main Hall055180.028 m2
KS1 Store0421.644 m2
Group room 020239.159 m2
Pupil WCs0267.510 m2
Nursery WCs0198.681 m2
Stair05028.021 m2
SEN Resource 0103612.218 m2
Reception Classroom 0201664.918 m2
Reception Classroom 0101062.624 m2
Stair01726.762 m2
KS1 Classroom 0303955.230 m2
KS1 Pupil WCs04310.571 m2
Cloaks0445.945 m2
Nurture00939.122 m2
KS1 Store0451.644 m2
PE Store05414.087 m2
KS1 Classroom 0102761.468 m2
KS1 Classroom 0203854.102 m2
SEN Therapy / MI Room04112.185 m2
Cloaks0375.916 m2
KS1 Pupil WCs03310.836 m2
KS1 Store0351.658 m2
Nursery W/C's0217.434 m2
Nursery Store0254.619 m2
Hygiene0189.658 m2
Nursery Playroom 0102246.566 m2
Nursery Cloaks0204.337 m2
WC0522.303 m2
Central Stock0483.499 m2 Accessible WCs
0474.566 m2
Reception Storage0113.114 m2
Cloaks0148.052 m2
Lift0493.093 m2
Circulation003118.379 m2
Reception Storage0153.074 m2
Cloaks0128.224 m2
Reception W/C's01313.271 m2
Kitchen05954.651 m2
KS1 Store0321.658 m2
Specialist Store0404.840 m2
Cloaks034a1.399 m2
Cloaks0341.406 m2
Cloaks0281.406 m2
Kitchen Servery / chair Store0569.481 m2
WC025a3.291 m2
Cleaners0601.980 m2
Nursery Playroom 0202443.366 m2
General Office00419.684 m2
Reception00118.115 m2
Interview Room0057.311 m2
Chair Store05614.031 m2
Heads Office00814.252 m2
Sick Bay0076.581 m2
Plant05319.951 m2
Appliance Store0301.471 m2
Specialist Store0316.421 m2
Group room 010299.212 m2
Reprographics0068.084 m2
Maintanance Store0585.861 m2
External Store0574.100 m2
KS1 Classroom 0404654.608 m2
D
C
B
A
1 2 3 4 5 6 7 8 9 10 11
2013.07.29 - GF JLS
Main SchoolEntrance
Nursery SchoolEntrance
P1
AccessibilityGround Floor
GF 1:100 A1
PE-AG(-4)X00-001
JLS
CP2
Ramped path nogreater than 1:60Ramped path no
greater than 1:60
Play area ramped fordrainage no greater than
1:60
CP1 2013.09.25 Issued For Contractors Proposals. GF JLSCP2 2013.12.11 JLSJLFenestration updated; landscape removed
KEY
Site Boundary
Accessible Parking
Proposed Site Access
Main Accessible Building Entrances
Site
Main Accessible Route to Building
Accessible Entrance
Accessible Hard Play / Path way
Accessible W/C's / Hygiene Facilities
Travel Distance to Accessible W/C10 m
No 300 mm leading edge - School managedspace
Accessible lift
Refuge area - Minimum dimension (900mm x1400mm)
SCALE BAR
0 10 metres
Rev Date Description ChkBy
-Drawn by Checkedby
Scale
General Notes
Prince Edward Primary School
1203
@
CONTRACTORS PROPOSALS
Rev Date Description ChkBy
N
West
Nor
th
Sou
th
7,20
04,
500
7,20
0
8,4008,6503,0007,8007,8003,0007,8008,0509,8706,470
24 m 24 m23 m
Refuge900 x1400
Refuge900 x1400
AA
BB
CC
DD
(21)
A(2
1)A
(21)C (21)C
East
D
C
B
A
1 2 3 4 5 6 7 8 9 10 11
RWP RWPRWP
KS2 Classroom 0711054.719 m2
Pupil WCs12021.172 m2
KS2 Classroom 0412154.149 m2
KS2 Classroom 0110655.085 m2
KS2 Classroom 0510855.083 m2
KS2 Classroom 0310754.139 m2
Studio10348.943 m2
Senior Management11412.391 m2
Inclusion Manager Office11112.476 m2
Inclusion Room1126.186 m2
Pupil WCs13021.046 m2
Stair 0210926.333 m2
KS2 Classroom 0212555.340 m2
LRC13636.059 m2
Food Tech / DT10151.146 m2
Stair 0113526.377 m2
Food Bay13719.881 m2
Meeting Room10520.455 m2
KS2 Cloaks1045.886 m2
Group room 031229.224 m2
Staff Prep13412.196 m2Lift131
3.093 m2
Staff Room13348.469 m2
KS2 Classroom 0611656.809 m2
KS2 Classroom 0811555.214 m2
Appliance store1321.600 m2
Accessible WCs1293.697 m2
KS2 Cloaks1131.743 m2Accessible WCs
1193.701 m2
Cleaners1281.868 m2
KS2 Store11712.950 m2
KS2 Cloaks1184.797 m2
Main DB1231.934 m2
KS2 Cloaks1241.208 m2
Circulation102110.296 m2
KS2 Cloaks1261.390 m2Server room
1279.231 m2
AccessibilityFirst Floor
GF 1:100 A1
PE-AG(-4)X01-002
GF JLS
JLS
Main SchoolEntrance
Nursery SchoolEntrance
2013.07.29 -P1
CP2
CP1 2013.09.25 Issued For Contractors Proposals. GF JLSCP2 2013.12.11 JLSJLFenestration updated; landscape removed
KEY
Site Boundary
Accessible Parking
Proposed Site Access
Main Accessible Building Entrances
Site
Main Accessible Route to Building
Accessible Entrance
Accessible Hard Play / Path way
Accessible W/C's / Hygiene Facilities
Travel Distance to Accessible W/C10 m
No 300 mm leading edge - School managedspace
Accessible lift
Refuge area - Minimum dimension (900mm x1400mm)
SCALE BAR
0 10 metres