Woodland Community Primary School - Accessibility Plan

The Disability Discrimination Act placed new duties upon schools to remove discrimination against pupils with disability in their access to education.  The Act required schools to make 'reasonable adjustments' to their policies, procedures and practices to accomodate pupils with disabiity more fully in school life.  To aid this process, schools are required to prepare and have in place, written plans to increase accessibility. 

Please view our current Accessibliity Plan below.

 

 

Woodland Community Primary School

 

 

 

 

Accessibility Plan 2014-2017

 

The Governors and staff at Woodland Community Primary School want all children to enjoy school, to be challenged to achieve their very best, and to ensure each and every child exceeds their own expectations of themselves. We are committed to giving all of our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. The achievements, attitudes and well-being of all our children matter

 

Purpose of this Plan

This plan shows how Woodland Community Primary School intends, over time, to increase the accessibility of our school for disabled pupils, staff, parents/carers and visitors.

 

Definition of disability

A person has a disability if he/she has a physical or mental impairment that has a substantial and long-term adverse effect on his/her ability to carry out normal day-to-day activities.

 

Areas of planning responsibilities

  • Increasing access for disabled pupils to the school curriculum (this includes teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits)

  • Improving access to the physical environment of schools (this includes improvements to the physical environment of the school and physical aids to access education)

  • Improving the delivery of written information to disabled pupils (this will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils). The information should take account of pupils’ disabilities and pupils’ and parents’ preferred formats and be made available within a reasonable timeframe.

     

Contextual Information

Woodland Community Primary School opened in September 2006 and was formed following the amalgamation of three local primary schools.  We serve a wide catchment area within the township of Heywood. The area within which the school is located, the west ward of Heywood, is regarded as being within top 20% deprived areas nationally.  We are also in the highest percentile for Free School Meals and the size of the school. There are a large number of very young parents; one parent families living on benefits or low incomes, and there is an increasingly diverse population, as more children from ethnic minority backgrounds join the school.  There is high mobility into the school, yet little movement out, unless due to house moves etc.

The school is in its fourth year of being a  year of being a two/three form entry Primary School – we have one Nursery class; 3 cohorts that have 3 classes, and 4 with 2 classes.  There has been extensive building and remodelling of existing buildings and grounds to accommodate these growing numbers and make the facilities suit our needs as a 21st Century School, over the past 12-18 months.  The latest building work completed in August 2014 is around giving the school and its families, a new school library.

 

Increasing access for disabled pupils to the school curriculum

Improving teaching and learning lies at the heart of the school’s work. Through self-review and Continuous Professional Development (CPD), we aim to enhance staff knowledge, skills and understanding to promote excellent teaching and learning for all children. We aim to meet every child’s needs within mixed ability, inclusive classes.

It is a core value of the school that all children are enabled to participate fully in the broader life of the school. Consequently, all children have always been permitted to attend age relevant after school clubs, leisure and cultural activities and educational visits.

Target

Strategies

Time-Scale

Responsibility

Success Criteria

Increase confidence of all staff in differentiating the curriculum

Be aware of staff training needs on curriculum access

Assign CPD and monitoring for dyslexia, differentiation and recording methods

Initially Autumn 2014

 

On-going and as required

 

Reviewed termly

SENCo

HT/DHT’S/SLT

Raised staff confidence in strategies for differentiation and increased pupil participation

Ensure classroom support staff have specific training on disability issues

Provide CPD from Ed Psych: Metacognitive Strategies

 

Training for support TAs on writing /using ‘social stories’ for use with ASD children (RANS)

 

Be aware of staff training needs

Staff access appropriate CPD

Autumn 2014

 

 

 

 

Autumn 2014

 

 

 

 

 

 

As required

SENCo

Raised confidence of support staff

 

Children able to access the curriculum with more independence and confidence

Ensure all staff are aware of disabled children’s curriculum access

Create and maintain individual access/medical plans for disabled pupils when required

Information sharing with all staff and agencies involved with individual children

Updated termly when writing IEP’s/ provision updates.  Relevant information in class green files

 

As new children enter school and additional needs become apparent

SENCo

 

All staff aware of individual children’s needs

Audit and review PE curriculum to ensure PE is accessible to all

Audit current provision to identify areas in which access to PE could be improved

Gather information on accessible PE and disability sports

Seek disabled sports people to come into school

Autumn 2014

 

 

 

 

 

Spring 2015

 

 

 

 

Summer 2015

SENCo

PE Leader (MA)

HT/SLT

All children to have equal access to PE arrangements and able to excel in this subject

 

 

Improving access to the physical environment of the school

Woodland is situated on a large, predominantly flat site with a large car park to the front and rear. To ensure access to pupils, or their parents, with disabilities; the school has two disabled parking bays, which have dropped curbs to ease access to the main school entrance. There are further disabled parking bays to the rear of the school, also with dropped kerbs.  There is access to the rear of the building from these bays. The entrance to the main office is via automatic double doors which lead, with easy access for all, to the ground floor environment. Access to the first floor environment is provided by a lift which is easily accessed from the main entrance.

There are disabled toilets situated on both floors of the building, 4 in total, and 2 changing facilities are also available. A medical room which houses a shower and medical bed is situated on the ground floor of the building. Access from classrooms direct into the school playground are flat and those who access the playground via doors off corridors are either flat too or have ramps installed. All doors throughout school are wide enough to accommodate a wheelchair, although some support would be needed to open the doors.

We have a wide range of equipment and resources available for day to day use. We keep resource provision under constant review. The schools Improvement planning process is the vehicle for considering such needs on an annual basis. Further provision, will be negotiated when a pupil’s specific needs are known.

Target

Strategies

Time-Scale

Responsibility

Success Criteria

The school is aware of the access needs of disabled pupils, staff, governors, parent/carers and visitors

To create access plans for individual disabled pupils as part of the IEP process when required

 

 

Be aware of staff, governors and parents access needs and meet as appropriate

Through questions and discussions find out the access needs of parents/carers through newsletters/questionnaires

Consider access needs during recruitment process in order to plan ahead

Written and updated termly and when children join the school or additional needs are identified

 

Induction and on-going if required

 

Annually

 

 

 

 

Fair recruitment

process

SENCO

 

 

 

 

 

 

HT

 

 

HT/SLT

 

 

 

 

HT/SLT

IEPs in place for disabled pupils and all staff aware of pupils needs

 

 

All staff and governors feel confident their needs are met

 

Parents have full access to all school activities

Access issues do not influence recruitment and retention issues

Maintain signage and external access for visually impaired people

Ensure yellow markings are maintained and re-painted as necessary

Maintain external lighting

Ensure walkways are free from litter and hazards

Visually inspect and maintain signage in terms of damage and cleanliness

 

Annually

 

 

 

Daily

 

Daily

Site Manager

Visually impaired people feel safe in school grounds

Ensure all disabled pupils can be safely evacuated

Put in place Personal Emergency Evacuation Plan (PEEP) for all pupils with difficulties

Develop a system to ensure all staff are aware of their responsibilities

Completed on a ‘needs basis’ in response to personal need

 

Annually in September

SENCo

 

 

 

SENCo

All disabled pupils and staff working alongside are safe in the event of a fire or emergency

All fire escape routes are suitable for all

Egress routes visual check

Weekly

Site Manager

All disabled staff, pupils and visitors able to have safe independent egress

 

Improving the delivery of written information to disabled pupils

This will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils. Examples might include hand-outs, textbooks and information about school events. The information should take account of pupils’ disabilities and pupils’ and parents’ preferred formats and be made available within a reasonable timeframe.

In planning to make written information available to disabled pupils we again need to establish the current level of need and be able to respond to changes in the range of need. The school will need to identify agencies and sources of such materials to be able to make the provision when required. The schools ICT infrastructure will enable us to access a range of materials supportive to need.

Target

Strategies

Time-Scale

Responsibility

Success Criteria

Review information to parents/carers to ensure it is accessible.

Provide information and letters in clear print in “clear” English

School office will support and help parents to access information and complete school forms

Ensure website and all document accessible via the school website can be accessed by the visually impaired (possible link through you tube/external links).

During induction

 

 

 

On-going

 

 

 

 

 

Current

Office

 

 

 

School Office

 

 

 

 

 

Website design team/SLT

All parents receive information in a form that they can access

 

 

 

 

 

 

All parents understand what are the headlines of the school information

Improve the delivery of information in writing in an appropriate format

Provide suitably enlarged, clear print for pupils with a visual impairment

 

1-1 work (both child and class teacher) with the Visual Impairment Team (RANS)

Daily for class resources

 

 

 

Fortnightly

Class Teacher

SENCo

School Office

Excellent communication

 

Pupils are able to access the curriculum  independently and with confidence

Ensure all staff are aware of guidance on accessible formats

Guidance to staff on dyslexia and adjustments to make information accessible

 

Autumn 2014

 

Review annually or during new staff induction

SENCo

Class Teachers

Staff produce their own information

Languages other than English to be visible in school

Some welcome signs to be multi-lingual

Academic year 2016/2017

HT/DHT’s/SLT

SENCo

Site Manager

Confidence of parents to access their child’s education

Provide information in other languages for pupils or prospective pupils who may have difficulty with hearing or language problems

Access to translators, sign language interpreters to be considered and offered if possible

As required

HT

SENCo

Pupils and/or parents feel supported and included

Provide information in simple language, symbols, large print for prospective pupils or prospective parents/carers who may have difficulty with standard form of printed information

Ensure website is fully compliant with requirement for access by person with visual impairment.

Ensure Prospectus is available via the school website

2015

SENCo

HT/DHT’s

School Office

Website design team

Fair and equal access to information about the school

 

 

 

Management, coordination and implementation

The SENCo and governing body of Woodland Community Primary are responsible for this plan and will report on it annually.  The SENCo will review and revise the plan on a termly basis and report to governors.  Detailed analysis of termly tracking assessments end of key stage assessment data will be used to evaluate the plan and the views of parents and pupils will also be considered in the evaluation process.

 

Availability of the school’s plan

This plan is available to view/download from the school’s website: www.woodland.rochdale.sch.uk, or can be obtained as a paper version from the school’s office.

Melanie Backhouse

Deputy Head teacher/SENCo

September 2014