Targets

Current good practice

Strategies

Timescale

Success criteria

Increase access to the curriculum for pupils with a disability. 

We are a fully inclusive school.

The SENCo, Bettina Houghton), meets termly with other local primary schools where areas of pupil needs and strategies to support students can be discussed to ensure pupils can access the curriculum. 

The staff receive training in making the curriculum accessible to all pupils, and they are aware of its importance. 

The school will follow the advice of LA services, such as specialist teacher advisers and SEN inspectors/advisers, and of appropriate health professionals from the local NHS Trusts to ensure barriers are minimised. 

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Risk assessments are undertaken for all school trips which take accessibility and movement around sites into consideration. 

 Continue to develop staff understanding and commitment to an inclusive approach to teaching and learning – revisit in light of newly appointed staff. 

Promote and ensure 'Quality First Teaching' delivered in all classes.  To extend curriculum diversity and creativity 

Greater differentiation within curriculum planning including foundation subjects. 

New visits have to be checked for appropriateness. Guidance for staff and parents on suitability for  disability.

Ongoing

 All teachers and support staff are knowledgeable of how to ensure the curriculum, including learning opportunities outside the classroom, is  accessible to all. 

Improve and maintain access to the physical environment. 

The school is a Victorian school building which has been added to over the years. It is a two-story building with a staff room, headteacher’s office and resources rooms all up a flight of stairs. The main entrance has a ramp to ensure access into the building; class 2 and 3 can be accessed by the main hall or external classroom doors. Entry into class 1 is restricted by a step.

There are toilet facilities for disabled staff and pupils in the main building. 

Ensure all new builds/alterations take into account accessibility needs and meet current building regulations. 

All reasonable adaptations will be made for any pupil in the school to ensure maximum access and minimum barriers to facilities and learning. 

Solutions to classrooms without ramps to be found if they present a barrier to individual pupils. 

Ongoing

Access improved. Evidence of consideration of accessibility in all new builds/alterations. 

Improve the delivery of written information to pupils. 

Staff make use of coloured backgrounds on the interactive TV, overlays for books and printing on coloured paper when necessary. 

Staff are encouraged to use a multisensory approach to learning to ensure access for all.  Teachers enlarge texts or reduce/differentiate text to ensure access for all. 

A TA is available to provide emotional support for transition.

The school is aware of local services, including those provided through the LA, for providing information in alternative formats when required or requested.

Ensure that all staff are aware of pupils’ specific needs and signals that may be used to indicate that action is required, e.g. diabetes, use of toilet facilities. 

To raise the profile of strategies used to communicate information about pupils with specific needs.

Ongoing

All pupils can access written information. 

Accessibility plan to be an annual item at Governors meetings. 

Governors meet regularly. 

Governors are involved in new building work and are aware of accessibility issues. 

Ensure it is added to the annual premises/finance action plan. 

Annually

Governors are aware of the existence of the plan and promote it.