School Accessibility Plan

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  1. Schools are required under the Equality Act 2010 to have an Accessibility Plan.
  2. Under that Equality Act 2010 a person has a disability if:
    1. the person has a physical or mental impairment, and
    2. the impairment has a substantial and long term adverse effect on the person's ability to carry out normal day-to-day activities
    3. Under the Special Educational Needs and Disability (SEND) Code of Practice, ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. The definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.
  3. Schools are required to make ‘reasonable adjustments’ for students and staff with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled student/staff member faces in comparison with non-disabled students/staff members. These changes could include:
    1. changes to physical features - for example, creating a ramp so that students can enter a classroom;
    2. providing extra support and aids (such as specialist teachers or equipment).

Purpose and aims of the Accessibility Plan

  1. The nature of this policy dynamic, as the profile of our students changes further plans, adaptations and 'reasonable adjustments' will be made.
  2. Bourne Grammar School aims to treat all students and staff fairly and with respect. This involves providing access and opportunities for all students and staff without discrimination of any kind. The purpose of this Accessibility Plan is to:
    1. increase the extent to which disabled students can participate in the curriculum
    2. improve the physical environment of the school to enable disabled students and staff to take better advantage of the education, facilities and services provided
    3. improve the availability of accessible information to disabled students and staff.

Examples of Good Practice

Where the School is made aware there is a need, it will consider making reasonable adjustments. The following are examples of reasonable adjustments:

Participation in the Curriculum

  1. Teachers make reasonable adjustments for students in appropriate ways for example:
    1. Students are provided with large print/colour specific resources where appropriate.
    2. Seating arrangements are altered to suit the needs of students where appropriate.
  2. Effective communication takes place in relation to students with needs.

Access to the Physical Environment

  1. Lifts have added into buildings to allow access for all into the higher floors.
  2. The School has purchased evacuation chairs and has trained members of staff in using these.
  3. The School is currently budgeting for a new multi-sensory alarm system.

Delivery of Information

  1. Signage has been reviewed to ensure clarity.
  2. All 'major events' are meticulously planned to ensure help is available to assist visitors who wish/need to use lifts.
  3. All staff have regular SEND updates and training.

This is not an exhaustive list.

School Accessibility Plan

Development Area Targets Strategies Outcome and by when Goals achieved
Curriculum delivery Classrooms are accessible for, and are organised as necessary for disabled students. Guidance from specialists (hearing impaired service, autism service) taken in account in arranging classrooms for maximum benefit to disabled students. Monitoring indicates disability/SEN taken into account in organising the environment for learning. Disabled students able to access learning environment more effectively.
Curriculum delivery / delivery of materials in other formats Individual statement plans used by classroom staff and understanding of additional time requirements in practical work understood and planned for. Diagrams described /read out loud. Copies of slides and diagrams available to students. SEN information available to all staff and further training on implementation and differentiation of curriculum required. Monitoring indicates differentiation in place targeted at disabled/SEN/ other nominated students. Disabled students able to access curriculum more effectively.
School design for disabled students All teaching areas are accessible to disabled students. A lift ensures access to the main hall for students. Disabled access points will be prioritised as an integral part of rebuild improvement works. Plans drawn up show clearly how disabled access will be undertaken. All new building will be fully DDA compatible. Log any difficulties or on-going issues. Disabled students and staff able to access all physical areas without difficulty.
Signs clear and understandable for visually impaired. Replacement of signs takes account of appropriate colour schemes/size for signs. New signs clear and updated as required.

Ownership and Date of next review

  1. Policy owned by: Pastoral and Community committee.
  2. Last reviewed and approved on 2 March 2022.
  3. Next review due: March 2024