DDA (Accessibility) plan
By School Admin
St Bartholomew’s school accessibility plan
(2007-2010)
Introduction
The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, the Governing Body has had three key duties towards disabled pupils, under Part 4 of the DDA:
-> not to treat disabled pupils less favourably for a reason related to their disability;
-> to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;
-> to plan to increase access to education for disabled pupils.
This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:
-> increasing the extent to which disabled pupils can participate in the school curriculum;
-> improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
-> improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.
It is a requirement that the school’s accessibility plan is resourced, implemented and reviewed and revised as necessary. Attached is a set of action plans showing how the school will address the priorities identified in the plan.
1. Starting points
1A: The purpose and direction of the school’s plan: vision and values
Our schools mission statement is: ‘flying high… learning, working, playing together… to achieve our best. This logo sets out our responsibilities under the national curriculum inclusion statement that states that: ‘Schools have a responsibility to provide a broad and balanced curriculum for all pupils. The National Curriculum is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils’.
As an inclusive school we try to provide effective learning opportunities for all pupils by modifying, as necessary, the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each key stage. We aim to follow the following three principles for inclusion :
A. Setting suitable learning challenges
B. Responding to pupils' diverse learning needs
C. Overcoming potential barriers to learning and assessment for individuals and groups of pupils
As a small school we are committed, as far as we are able, to offering the best opportunities for all pupils in this community and to the wider community which we serve, and we pride ourselves on the adaptability of staff, parents and pupils alike to make education work for all in our care.
The school has set the following priorities for the development of the vision and values that inform the plan:
to communicate our vision and values to staff, pupils, parents and wider community through formal and informal channels
to consult with staff, parents, pupils and wider community on the development and review of the vision and values
1B: Information from pupil data and school audit
The school currently caters for up to 36 pupils aged from 3 to 9 years although it can cater for children up to 11 years. We understand the wide nature of disability as defined under DDA with regard to mobility, manual dexterity, physical co-ordination, ability to lift/carry, speech, hearing and sight, memory/concentration, continence, and perception of physical danger and whilst some of our children are identified as having specific learning difficulties at school action level and one child has visual, some fine motor impairment and medical needs at school action plus no child is currently identified as ‘disabled’ within the definition. However we do recognise the responsibility to cater for all as far as we are able and that we need to plan for all eventualities as is practicable given realistic expectations and very limited budget.
As a school we have close links with specialist support services whose expertise we can draw upon for training and advice for specific needs of pupils. As a small school we try to be forward looking and plan flexibly for the needs of all our pupils on a long and short term basis. Our policies are as inclusive as we can make them and are adaptable.
The access audit commissioned by the County Property Services team highlights areas for development to improve access in and around the building. There are currently areas where access is limited for wheelchair users without leaving the building to seek another access to a different level. Some pupils would find access to the playing field difficult.
The school has set the following priorities for the development of information and data to support the school’s accessibility plan:
an annual review of needs of pupils currently in school and likely to come with regard to access to building and curriculum
an annual consultation with the local community, in particular out of school hours users with regard to access to areas of the school
2. The main priorities in the school’s plan
2A: Increasing the extent to which disabled pupils can participate in the school curriculum
The school is organised into 3 separate classes all with flexible furniture layout which can be moved about depending on the needs of the pupils or the curriculum. The SENCO has a broad view of the needs of all pupils and meets regularly with the SENSS team to identify areas of need, programmes of study, specialist involvement etc which are then discussed with key staff to ensure everyone can plan for the differing needs in the classroom. The help of hearing impairment unit, the physiotherapy units, sight impairment units and outreach from the local PH school are all sought when a child presents with some physical disability, and the aspergers and autism outreach team are also consulted for advice where necessary.
The school is pursuing full dyslexia friendly status and has a continuous programme of training for staff to enable pupils access to the curriculum. There needs to be a list of useful contacts who can be called upon for advice when children present with a ‘disability’ so that prompt action is taken. Specific items and learning programmes are bought in to help children access the curriculum eg talking tins, active literacy kit, pencil holders, coloured papers etc.
Support staff are deployed carefully and flexibly to support pupils where there is greatest need and the timetable is also flexible to ensure appropriate support. Training will be targeted at specific staff for specific pupils as necessary.
Awareness of ‘disabilities’ is raised with pupils through circle times where programmes such as ‘the circle of friends’ are introduced, stories are read and difficulties are explained to help other children and staff to understand, as much as they are able, why people sometimes act as they do and how they can help.
Each ‘disability’ must be considered individually in a small school such as ours, especially in regard to access to extra curriculum and recreation activities. We can ensure that appropriate transport and support is ordered for school trips and ensure that the activities are accessible and appropriate. For special events staff need to ensure children are placed appropriately to maximise their inclusion eg near front, back, away from light etc and that people delivering the sessions are aware of specific disabilities.
Free movement around both levels of the school and onto the playground for assemblies, lunch, PE and playtimes would be difficult at present for wheelchair users/ children with limited mobility as there are steps down to the lower level and no handrails. The alternative would be to access the hall and playground by going round the outside of the school from the fire exit to the main entrance.
The school has set the following overall priorities for increasing curriculum access:
reviewing all activities to ensure inclusion of all pupils in school at that time
ensuring all staff fully briefed on the needs of pupils
creating internal access to both levels of the school
2B: Improving the physical environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services:
Following the priorities laid out in the disability access audit and considering the major priorities which may present in school it would seem that there are several areas that need to be dealt with. Access to the school and safety when once here seem to be the main priorities therefore it would seem logical to ensure that the two main doors into the school are DDA compliant and therefore need to have door controls at suitable heights that are easy to operate. Similarly, once inside, we need to provide a lift to ensure ease of access from one level to the other. The disabled WC also needs upgrading to become compliant. For safety we need to assess the need for disabled exit routes for emergency use. Classroom doors also need to be replaced with doors with upper and lower visual panels so people can be seen on both sides. The outside ramp areas, particularly the main ramp from the entrance to the playground, also need to be considered and redeveloped with a change of gradients and steps and handrails to make them compliant . As the school is repainted and areas refurbished visual contrasts, elimination of glare when choosing materials/ colours will be considered. Advice will be sought re induction loops as and when there is a need for pupils/staff with hearing impairments. Similarly changes/ replacement of signage will be carried out either during refurbishment or when the need arises. Finally there is a need to provide disabled parking spaces and drop off/turning areas. School transport drop offs are already in the agreed areas at the rear of the school, other designated areas will be provided according to the access audit plan.
The school has set the following priorities for physical improvements to increase access:
Easy access through main doors into school
Access from one level to another
Upgrade disabled WC
Door replacement
Ramps
Parking
2C: Improving the delivery to disabled pupils of information that is provided in writing for pupils who are not disabled:
Bearing in mind the age of the pupils who attend this school and the close relationship that we build with parents/carers information will be provided in the format which is most suitable for the needs of individual children. Consideration will be made concerning information which is sent home, depending on the needs of parents and also differentiated approaches in the delivery of information, either written, auditory or though face to face.
3. Making it happen
3A: Management, coordination and implementation
The school has set the following priorities for the management, coordination and implementation of the accessibility plan:
Improve the accessibility of the main school entrance and the route onto the playground to the standard set out in the audit (as part of the resurfacing work)
Alter the features around the building reducing accessibility or likely to cause a hazard (e.g. entrance gate, vehicle barrier)
Identify and mark out accessible parking facilities (not sure if this should be here)
Improve visual contrast where necessary within and between classrooms (redecorate)
Provide an internal means of access between the two floor levels for wheelchair users (could be made to assist on fire evacuation too)
3B: Getting hold of the school’s plan
The school has set the following priorities for making its plan available:
the plan will be posted on the school notice board
the plan will be included in the school prospectus
The plan will be linked to the school website