Select a Service
Select a Service
Our aim is for all learners to access a broad and balanced curriculum in a safe learning environment and there will be clarity of provision for them. All learners are valued and every child matters.
Our school aims to treat all its students fairly and with respect. This involves providing access and opportunities for all students without discrimination of any kind. Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to:
Our school is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues. The school supports any available partnerships to develop and implement the plan.
Our school’s complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in school, this procedure sets out the process for raising these concerns.
The plan will be made available online on the school website, and paper copies are available upon request.
This plan has been created to meet the requirements of schedule 10 of the Equality Act 2010 and the Department for Education (DfE) guidance for schools on the Equality Act 2010.
The Equality Act 2010 defines an individual as disabled 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 undertake normal day to day activities.
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.
Schools are required to make ‘reasonable adjustments’ for students with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled Student faces in comparison with non-disabled students. This can include, for example, the provision of an auxiliary aid or adjustments to premises.
Access to the physical environment
| Action | Strategy | Timescale | Responsibility | Success criteria |
| Plan access requirements as conversion and adaptation work continues. | Reference to current best practice during design and implementation. | On going | Company | All works supported by school surveyor and in-line with regulations in the Equality Act 2010. |
| Develop high quality learning environments for children with disabilities. | Research and identify areas where enhanced facilities will benefit young people with disability. | In line with construction phases | School and company | The range of facilities for young people is enhanced on site. |
| Support parents, carers who need adaptations to access school resources better. | Ensure school is aware of the access needs of parents/carers. | As young people join the school | School | No parent is left unable to understand communications from the school, evidence through survey. |
| Increase access to the curriculum for pupils with a disability. | The school to offer a fully differentiated curriculum We use resources tailored to the needs of pupils who require support to access the curriculum. Curriculum resources include examples of people with disabilities. |
Subject to ongoing writing and annual review formally | School | Students with disabilities perform in line with the progress made by peers. |
| School visits accessible to all students. | Audit of visits in terms of accessibility. Staff to check with EVC as part of the trip checklist. Individual Risk Assessments completed as required. Reasonable adjustments made to ensure access to visits. |
Activity audit is ongoing as trips and visits are undertaken | School and company | All children are able to engage in trips and visits. |
| Ensure PE activities are accessible by all, include activities that do not need physical strength. |
Liaise with outside agencies for any students requiring adaptations. Appropriate individualised resources available. |
Ongoing | School | All children are able to fully engage in a meaningful curriculum for physical education. |
The company and the school understand their responsibilities with regard to ensuring that this policy is implemented and that its application is treated professionally and fairly.
Under the Equality Act 2010 we have a duty not to discriminate against people on the basis of their age, disability, gender, gender identity, pregnancy or maternity, race, religion or belief and sexual orientation.
This policy has been equality impact assessed and we believe that it is in line with the Equality Act 2010 as it is fair, it does not prioritise or disadvantage any student and it helps to promote equality at this school.