Accessibility Plan

 

This plan is drawn up in accordance with the planning duty in the Disability Discrimination Act 1995 as amended by the SEN and Disability Act 2001. It draws on guidance set out in “Accessible Schools: Planning to increase access to schools for disabled pupils,” issued by DFES in July 2002.

Definition of Disability

Disability is defined by the disability Discrimination Act 1995 (DDA):

“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.”

Key Objective

To reduce and eliminate barriers of access to the curriculum and to ensure full participation in the school community for pupils and prospective pupils with a disability.

Principles

Compliance with the DDA is consistent with the school’s aims and Equal Opportunities Policy and within the operation of the school’s SEN policy and has regard to the new SEN Code of Practice (2015);

The school recognises its duty under the DDA:

  • Not to discriminate against disabled pupils in their admission and exclusions and provision of their education and associated services
  • Not to treat disabled pupils less favourably
  • To take reasonable steps to avoid putting disabled pupils at a disadvantage
  • To publish an accessibility plan

In performing their duties, the Governors and staff will have regard to the DRC Code of Practice (2002);

The school recognises and values parents’ knowledge of their child’s disability and its effect on his/her ability to carry out normal activities and respects the parents’ and child’s rights to confidentiality;

The school provides all pupils with an inclusive and differentiated curriculum which is adjusted to meet the needs of individual pupils and endorses the key principles within the National Curriculum.

The school will continue to seek and follow the advice of Local Authority services such as specialist teacher advisors and appropriate health professionals from local NHS trusts.

The school will take account of the needs of the pupils and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises.

Mengham Junior School Accessibility Action Plan 2015-2018

Objective

What will happen?

When will it happen and who is responsible?

Success Criteria

To ensure information is communicated effectively to parents.

The SENCo will:

  • Update the SEN/D report each year and add to the school website.
  • Inform parents of children on on the SEN/D register and why.
  • Meet with parents as needed.
  • Inform parents which interventions are taking place, what the purpose is and the impact.

 

Teachers will:

  • Discuss individual children’s needs at parents’ evenings.
  • Ensure individual needs are referenced in school reports.
  • Meet with parents on an informal basis as needed.

All parents will have access to School information.

Ensure that children with SEN/D are given appropriate support.

Teachers in conjunction with Teaching Assistants and SENCo:

  • Identify children with SEN/D
  • Research needs if required
  • Discuss needs with parents
  • Create Inclusion Partnership Agreements (IPA) where needed
  • Ensure targets and provision are selected to develop identified needs
  • Monitor the impact of interventions and progress for individual  children

Children with SEN/D make progress in line with SEN/D national expectations.

Clicking on this link produces the Accessibility Plan to print.

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