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Accessibility Plan 2020

Accessibility Plan

1. Aims

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

This document meets 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 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

Person responsible

Date to complete actions by

Success criteria

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.

Short Term

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.

Medium term

To develop the curriculum further to ensure that it is inclusive of all children

To review attainment of all SEN pupils

Long term

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 resources

Book scrutinies

Audit of engagement during quality first teaching.

HT/ SENCO/Class teacher pupil progress meetings

Scrutiny of assessment systems and provision mapping

Data scrutiny

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



SLT/Subject leaders



HT/ SENCO/ Class teachers


class teachers


Each year by July visits to have taken place for September intake

Dec 20

Spring 21




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.

This includes:

  • Lift access to upper floors
  • Corridor width
  • Disabled parking bays
  • Disabled toilets and changing facilities
  • Books accessible for wheelchair users
  • Lighting and paint schemes to support visually impaired pupils
  • Carpeting and acoustic tiling of classrooms to help hearing impaired pupils
  • Access to a sensory room

Short Term

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

Medium term

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  

Action changes

Staff meetings and assemblies raise awareness

Clearance of areas  


keep area clear

Audit areas needing access ramps

Audit entry and exit points

HT/SLT/Class teachers

HT/SENCO/Site manager

HT/SENCO/ Site manager



When required


As required

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:

  • Large print resources
  • Pictorial or symbolic representations
  • Braille  
  • Audio-CD
  • Sign language/makaton  
  • Google Chrome and iPad apps
  • Software that connects words with pictures  
  • Touch-screen computers  
  • Voice-controlled software
  • Easy-to-use keyboards  

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

HT/SLT/Admin team

Admin team


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

Person responsible

Date to complete actions by

Number of storeys



Corridor access

wide corridors

Ensure they are clear at all times.

All staff



1 lift to get to second floor

Lift key remains in office when out of use.

Office staff


Parking bays

3 disabled parking spaces near the back door

Only allocated staff/parents to use these bays.

All staff



3 entrances



no ramps between KS1 hall and KS2 hall

Need to install a ramp


Sept 21


2 disabled toilets

One children/ one adults. Changing facilities. Review needs for changing facilities regularly.



Reception area

Accessible from outside

Review need for a ramp from main reception to ks2 corridor.



Internal signage

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.

All staff