Accessibility Policy John Hampden Federation of Schools
This plan has been drawn up in accordance with the planning duty in the Disability Discrimination Act 1995, the Equality Act 2010 and The Oxfordshire County Council Schools Accessibility Strategy 2013.
Access Plan Aims
- To increase the extent to which disabled pupils can participate in the curriculum
- To improve the physical environment to increase pupil access
- To improve the delivery to disabled pupils of information
The School will review the plan on an annual basis to evaluate:
- The effectiveness of the action taken in the previous school year
- Relevant targets for the next school year reflecting the changing needs of the current school cohort
- Responses to any legislative changes
Monitoring will be a constant process. The Governors, Head Teacher & SENCo will make the necessary amendments. Health & Safety issues maybe raised and concerns addressed.
If a pupil with special medical requirements and/or a particular disability that will restrict their mobility around the school is offered a place, then a support meeting consisting of the parents, Head Teacher, Class Teacher & SENCo. will be held.
Curriculum
With consideration to reasonable adjustments, reasonable expectations and financial restrictions, the school will endeavour to:
- Give full disclosure of relevant information during transfer to the next teacher
- Hold regular meetings between Parents/Carers, Class Teacher, Support Staff & SENCo to address needs, concerns and progress.
- Address needs and support through training of staff
- Share good practice
- Seek professional, relevant support and advice
Physical Environment
Where physical access to the site is difficult for a prospective pupil, the school recognises the need to be proactive in enabling such access.
When new play or teaching equipment is purchased, the suitability for its use with disabled pupils will be considered.
Where the school can not provide facilities such as large recreation areas suitable for games and swimming lessons, staff will use alternative provision that fulfills curriculum requirements.
Delivery of information
The school will provide documents in relevant forms (eg.large print) if requested.
When necessary, training will be provided for all staff in order to communicate better with children with SEND. In some cases this will be provided by the SENSS service if the needs of the child are such that their expertise if needed.
The school will plan/invest in classroom technology to better facilitate communication with pupils.
Specific Needs
Where resources permit, physical adaptations will be made to provide a quiet area for supporting children with hearing impairments. If an environmental audit is needed to access the physical accessibility for children with a visual impairment, the school will seek external advice & support.
Physical adaptations for children are often specific to the individual child. The school will consider all recommendations made by an occupational therapist or professional from the SENSS team.
February 2023
L.Watson ( SENCO )
P.Hankey (Executive Head)
| Target / Aim | Action | Time-Scale | Responsibility | Success Criteria / Outcomes |
|---|---|---|---|---|
| Ensure the school curriculum is fully accessible to all pupils including those with a disability. | Audit school population (pupils/parents/staff) to identify those with a disability and specific needs in order to identify those who may need additional or different provision. Set up a system of individual access plans for disabled pupils when required. Ensure all staff are aware of disabled children’s curriculum access. Increase confidence of all staff in differentiating the curriculum through relevant CPD and specialist input Ensure classroom support staff have specific training on disability issues Make sure necessary software is installed where needed and appropriate training given. Use ICT software to support learning | Summer 2024 | SENCO SLT | Disability and medical records are up to date for current school population and parents and appropriate provision and adjustments are in place where necessary. All staff aware of individuals needs and plans as appropriate. Raised staff confidence in strategies for differentiation and increased pupil participation and progress. Lesson observations demonstrate improved skills in using a range of strategies to support children’s needs. Wider use of SEN resources in classrooms |
| To ensure that access needs of pupils, staff, governors, parents and visitors with disabilities are known and met. To ensure that the physical and visual environment is engaging, informative and suitable for all Ensure all pupils can be safely evacuated in the event of a fire or other emergencies. | To create access plans for individual disabled pupils as part of the SEN Profile process when required Be aware of staff, governors and parents access needs and meet as appropriate. Consider the needs of pupils, staff and visitors with physical difficulties and sensory impairments when planning improvements. Displays and signs are clear following guidelines for a Dyslexia friendly school Playground, step, fire exit signs and markings need to be clear and regularly refreshed. Put in place Personal Emergency Evacuation Plan (PEEP) for all pupils who require this. | Beginning of the academic year. Ongoing. Ongoing Beginning of the academic year. | SENDCo/ Headteacher SENDCo/SLT All staff SENDCo /Head of Learning / Site Manager | All staff, parents, pupils and governors feel confident their needs are met at school. Parents have full access to all school activities. All pupils Visually impaired people feel safe and confident to access and negotiate the school grounds. All disabled/SEN pupils and staff working alongside them are safe in the event of a fire. All fire drills are successful and children are evacuated efficiently |
| Review information to parents/carers to ensure it is accessible. | Provide information and letters in clear print and clear, simplified English. Meetings with parents include a mixture of communication methods. Ensure website and all document accessible via the school website can be accessed by the visually impaired. Increase the variety of ways parents can access communication from school e.g. text messages and school website | Ongoing Ongoing Beginning of academic year Ongoing | School Office/ all staff School Office Website manager Head of Learning/ Website manager | All parents receive information in a form that they can access. All parents receive the necessary support in completing forms and accessing information. All parents understand what are the headlines of the school information |
| Ensure all staff are aware of guidance on accessible formats | Guidance to staff on dyslexia and accessible information | Ongoing | SENCO | Staff feel confident to produce their own information/ documents that follow these guidelines |