Accessibility Plan

Rationale

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 (SENDA). It draws on the 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 to access to the curriculum and to 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 the operation of the school’s SEN policy;

The school recognises its duty under the DDA (as amended by the SENDA):

• not to discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services;
• not to treat disabled pupils less favourably;
• to take reasonable steps to avoid putting disabled pupils at a substantial
• disadvantage;
• to publish an Accessibility Plan.

In performing their duties, 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 right to confidentiality;

The school provides all pupils with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual pupils and their preferred learning styles; and endorses the key principles in the National Curriculum 2000 framework, which underpin the development of a more inclusive curriculum:

• setting suitable learning challenges;
• responding to pupils’ diverse learning needs;
• overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Activity

a) Education & related activities

The school will continue to seek and follow the advice of LEA services, such as specialist teacher advisers and SEN inspectors/advisers, and of appropriate health professionals from the local NHS Trusts/social enterprises.

b) Physical environment

The school will take account of the needs of pupils and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting, acoustic treatment and colour schemes, and more accessible facilities and fittings. However, it is recognised that Pensford Primary School has access arrangements that may prove challenging for some children and adults with physical difficulties entrance to the school is significantly below the level of the road. Unreasonable alterations (costly and wide ranging adaptations) would need to be made to meet these needs and therefore cannot be justified. If a child is unable to access the school an alternative DDA recommended local school, such as Whitchurch County Primary or Chew Stoke Primary, should be considered.

c) Provision of information

The school will make itself aware of local services, including those provided through the LEA, for providing information in alternative formats when required or requested.

Action Plan - click here

Linked Policies

This Plan will contribute to the review and revision of related school policies, e.g.

• SEND local offer and policy;
• Equal Opportunities statement
• School handbook and prospectus.