Accessibility Plan 2020
Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to:
- Increase the extent to which disabled pupils can participate in the curriculum
- Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided
- Improve the availability of accessible information to disabled pupils
Our school aims to treat all its pupils fairly and with respect as we put children and families at the heart of everything we do. This involves providing access and opportunities for all pupils without discrimination of any kind.
Co-op Academy Parkland is committed to improve access to school education for disabled pupils.
The plan will be made available online on the school website, and paper copies are available upon request.
Our school is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues.
Our 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.
We have included a range of stakeholders in the development of this accessibility plan, including pupils, staff and governors.
2. Legislation and guidance
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 pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled pupil faces in comparison with non-disabled pupils. This can include, for example, the provision of an auxiliary aid or adjustments to premises.
3. Action plan
This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010.
Current good practice
Include established practice and practice under development
State short, medium and long-term objectives
Actions to be taken
Date to complete actions by
Increase access to the curriculum for pupils with a disability
Our school offers a differentiated curriculum for all pupils.
We use resources tailored to the needs of pupils who require support to access the curriculum such as a sensory room.
Curriculum resources include examples of people with disabilities.
Curriculum progress is tracked for all pupils, including those with a disability.
Targets are set effectively and are appropriate for pupils with additional needs.
The curriculum is reviewed regularly to ensure it meets the needs of all pupils.
To Liaise with LA and Nursery settings regarding children with specific needs for each intake.
To review all statutory policies to ensure that they reflect inclusive practice and procedure.
To develop the curriculum further to ensure that it is inclusive of all children
To review attainment of all SEN pupils
To evaluate and review the above short-term and medium-term targets annually
To report findings to the Governing Body
EYFS Leader and/or SENCO to speak to & visit any settings where children have additional needs.
SLT to work through policies to ensure they reflect Equality Act 2010
Curriculum development work with Teamworks/ Trust and staff team
Teachers to deliver some specified interventions.
Use of an academic mentor to provide pre and post teaching interventions.
Monitor the impact of Interventions.
Audit of engagement during quality first teaching.
HT/ SENCO/Class teacher pupil progress meetings
Scrutiny of assessment systems and provision mapping
Regular parent consultation meetings
Annual review of pupil progress and discussions of how to address any issues arising through ADP evaluation and subsequent target setting.
Full Governing Body meetings
HT/ SENCO/ Class teachers
SLT / SENCO /
Each year by July visits to have taken place for September intake
Pupils' needs are met from the onset of their education with us.
All policies clearly reflect inclusive practice and procedures.
Inclusive curriculum in place
Progress made towards targets for SEN pupils
Provision mapping shows clear steps and progress made with entry and exit data.
All pupils make expected progress from their entry points.
Governors fully informed about SEN provision and progress
Improve and maintain access to the physical environment
The environment is adapted to the needs of pupils as required.
To ensure paths and playgrounds around school are as safe as possible (including upgraded signage)
To ensure that corridors and escape routes are as safe as possible
To provide temporary ramps as appropriate
Improve safe and easy access to entrances and exits
To provide audio visual sensory aids
Audit current facilities
Plan necessary works or changes to provision
Staff meetings and assemblies raise awareness
Clearance of areas
keep area clear
Audit areas needing access ramps
Audit entry and exit points
HT/SENCO/ Site manager
Children will evacuate the buildings calmly and safely and know the systems in place.
Any pupils requiring ramps can exit and enter the building with ease.
All pupils have access to learning
Improve the delivery of information to pupils with a disability
Our school uses a range of communication methods to ensure information is accessible. This includes:
To review and improve the information and experience provided online by the school
To ensure that the medical needs of all pupils are met fully within the capability of the Academy.
To review children’s records ensuring school’s awareness of any disabilities
Website up to date.
Ensure Child files up to date
Integrate SIMS use for all teaching staff
Update and integrate records as appropriate
All policies up to date and all information on our website.
Access to up to date information improves. Parents and children are able to access school information online. Homework access improves.
Children’s files contain all data.
Teachers have access to data.
4. Monitoring arrangements
This document will be reviewed every 3 years, but may be reviewed and updated more frequently if necessary.
It will be approved by the Governing body. This Plan will contribute to the review and revision of related school policies, e.g.
• Academy development plan
• Continuing Professional Development Plan
• Building and site development plan
• SEN policy
• Equal Opportunities policy
Reviewed by M Connors: October 2020
Ratified by Full Governing Body: October 2020
To be reviewed: October 2023
Appendix 1: Accessibility audit
Actions to be taken
Date to complete actions by
Number of storeys
Ensure they are clear at all times.
1 lift to get to second floor
Lift key remains in office when out of use.
3 disabled parking spaces near the back door
Only allocated staff/parents to use these bays.
no ramps between KS1 hall and KS2 hall
Need to install a ramp
2 disabled toilets
One children/ one adults. Changing facilities. Review needs for changing facilities regularly.
Accessible from outside
Review need for a ramp from main reception to ks2 corridor.
disabled toilets sign
Review needs for any visually impaired staff/pupils.
Emergency escape routes
Anyone who required a wheelchair would be based on the lower floor of school.