Great Alne Primary School Accessibility Plan & Disability Equality Scheme
3-year period covered by the plan: 2010-2013
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:
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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:
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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. A set of action plans show
how the school will address the priorities identified in the plan.
The purpose and direction of the school’s plan: vision and values
We hope that all our children will come to school because they want to, because
they find that Great Alne Primary School is a happy, stimulating and exciting
place to be.
We believe that they all have something to offer of which they can be proud;
we want them to realise that every individual is important.
We provide an environment where children are cared for, and where there is a
culture of respect for themselves and for others.
The National curriculum Inclusion Statement reminds us that all teachers are
required to follow three inclusive principles:
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Setting suitable learning challenges, enabling all children to experience
success and achieve as high a standard as possible through appropriate
differentiation.
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Responding to pupils’ diverse learning needs by:
o creating effective learning environments;
o securing their motivation and concentration;
o providing equality of opportunity through teaching
approaches;
o setting targets for learning.
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Overcoming potential barriers to learning and assessment for individuals
and groups of pupils.
To enable all pupils, staff, parents, carers and users of the school site to have
equal access to the curriculum, activities and facilities that the school and
partner school’s provide. To ensure that the school meets its responsibilities
and duties under the Disability Discrimination Act part 5, Health and Safety,
Equal Opportunities and Race Relations Act of 2001. The plan also encompasses
the broader aims and outcomes of the Every Child Matters framework.
The school works specifically to:
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Eliminate discrimination
Eliminate harassment
Promote equal opportunity
Takes steps to take account of disabilities
Promotes positive attitudes towards disabilities
Encourages the participation of disabled people in public life.
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Make reasonable adjustments
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The Disability Discrimination Act defines a disabled person as someone
who has ‘a physical or mental impairment which has a substantial and long
term adverse effect on his or her ability to carry out normal day to day
activities.’
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Physical or mental impairment includes sensory impairments and also
hidden impairments. In the DDA ‘substantial’ means ‘more than minor or
trivial.’ ‘Long term’ means has lasted or is likely to last more than 12
months.
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The definition is broad and includes a wide range of impairments,
including learning disabilities, dyslexia, diabetes or epilepsy where the
effect of the impairment on the person’s ability to carry out normal dayto-day activities is adverse, substantial and long-term.
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The definition can include a wide range of impairments, including hidden
impairments such as dyslexia, autism, speech and language impairments,
Attention Deficit Hyperactivity Disorder (ADHD). An impairment does
not of itself mean that a person is disabled. It is the effect on the
person’s ability to carry out normal day-to-day activities that has to be
considered.
Information from pupil data and school audit:
There are currently 115 full and time children on the school roll (May 2010) of
these 5.2% meet the definition to have a disability definition and for whom
reasonable adjustments and additional provision has been made.
Views of those consulted during the development of the plan
The SEN Code of Practice and School policies require and promote consultation.
Consultation is currently carried out through the implementation of the SEN
Code of Practice.
An initial consultation with children and parents revealed some problems
relating to accessibility in particular circumstances. These are referred to in
the accessibility survey and will be addressed in future school improvement
plans. Further consultation is planned.
The main priorities in the school’s plan:
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Increasing the extent to which disabled pupils can participate in the
school curriculum
Improving the physical environment of the school to increase the extent
to which disabled pupils can take advantage of education and associated
activities
Improving the delivery to disabled pupils of information which is provided
in writing for pupils who are not disabled
Management, coordination and implementation
The Head Teacher is the responsible person and reports to the Governing Body.
The Governors’ Resources and Curriculum committees monitor and review the
School’s Accessibility Plan. There is a named Governor for SEN and Child
Protection.
The School will report on its scheme annually at the second Governing Body
Meeting of the autumn term. The scheme will be revised and reviewed every
three years and will involve disabled pupils, staff and parents.
Publication
The scheme is available at the school office.