Landscore Primary School Accessibility Plan 2015 - 2016
Strand A – Increasing the Extent to which disabled pupils can participate in the school curriculum
Objectives
Actions
Timescale
Success Criteria
Who?
To ensure that all members
of the school community
have access to the Equality
Act and the updated
Accessibility Plan.
To ensure that all members
of staff are fully aware of the
obligation to provide an
inclusive education by
appealing to different
learning styles and abilities
within the planning of
activities and the nature of
tasks given to children.
To ensure that children of all
abilities can access
homework aimed at
supporting their learning
outside of school.
Copies of documentation are disseminated to all
staff.
Disability discrimination act will be a
supplementary document to the accessibility plan.
January
2016
All staff are aware of the
accessibility plan and the
targets that we will be working
on.
GR, AS, Stu
(Friday 15th
January 9:00
– 10:30)
Planning will show evidence of a range of activities
which will support different learning styles.
Planning will also show evidence of differentiated
activities. Resources will be differentiated
appropriately for children as and when required.
Learning Strategy to make reference to the
learning styles of individual or groups of children
within the class.
Ongoing
Range of learning styles will be
evident in planning and
activities/resources, where
relevant, will be tailored
towards the child’s style of
learning.
All teachers
and LSAs
N/A
Staff continue to provide appropriately
differentiated homework in line with the schools
new homework policy.
For Bug Club/Abacus/My Maths to be used to
support childrens’ learning – activities
differentiated to their individual needs.
Targets within the IEP will be linked to reports/
comments/ recommendations made by
professionals involved with the children e.g.
Vranch House recomemndations.
Teachers to be reminded about the importance of
referring to multi-agency targets within IEPS and
reviews show evidence of this having occurred.
THRIVE assessments to continue.
PSHE programme to continue.
SEALS work at whole school, class and individual
level to continue.
Ongoing
All children can access relevant All teachers
homework tasks.
N/A
Ongoing
Quality of IEPs continue to
improve and are more specific
to individual children and their
needs.
AS
N/A
Ongoing
Children with social and
emotional needs are provided
for in an appropriate manner.
GR, AS
Refer to
SEN
Action
To ensure that IEPS are
created for disabled pupils
which focus on their
individual needs.
To continue to provide for
the child’s social and
emotional wellbeing through
a range of interventions
Cost
aimed at supporting
development within and
outside of school, supported
by parents and people
working with the child.
To ensure that all staff are
aware of THRIVE approaches,
interventions and practical
ways of working.
To continue with the
implementation of the PIPPS
training regarding behaviour
management. Ensure all staff
are successfully employing
techniques taught during
training day, record keeping
is appropriate and the school
policy is adhered to.
To ensure that information
about an SEN child, including
information on learning
styles, is communicated
effectively to the next class
teacher.
To ensure that specific
children have their
curriculum presented in a
multi-sensory way and that
they have sensory input
provided to prepare them for
learning.
Gardening SEALS to continue.
Family SEALs work to continue.
DAFs to continue.
Plan for
costings.
AS to provide training for specific activities which
Ongoing
can be used with children linked to the appropriate
developmental stage.
Train relevant staff in THRIVE approach and create
IEPs directly linked to THRIVE action plan.
For key staff to be trained on a regular basis.
Ongoing
Staff are using THRIVE
AS and AV
activities with their children
and the language of THRIVE is
commonplace with the work
that we are doing.
PIPPs continues to be used
GR
very effectively at Landscore
to manage children with
behaviour needs.
Scenarios used in staff meeting
– providing staff with
opportunity to reflect on
choices an decisions.
N/A
For statemented LSAs to meet with next class
teacher to pass on relevant information.
AS to meet with LSAs to discuss transition
paperwork.
Ongoing
Cost for
LSAs to
meet with
teachers.
Gina to train LSAs and teachers in appropriate
techniques that she has used, including the types
of activities that can be done to prepare them for
learning (proprioception)
Regular Input from GW at SEN Team Meetings.
Ongoing
June 2015 –
Whole Staff
Training
Communication between
previous and next class
teacher remains of a good
standard.
SEN Staff Meeting – Transfer
of Information to new teacher
(12th July 2015)
There is evidence within a
timetable showing the
importance of preparing for
learning. All LSAs carry out
exercises in advance of
intervention work with
children.
AS
GW
Cost of
training.
To ensure that regular SEN
Team meetings occur where
children are reviewed by a
group sharing specialist
knowledge relevant to the
child’s needs.
To ensure that all relevant
staff are re-trained in the
moving and handling/feeding
required for Imogen’s arrival
at Landscore.
To monitor the effectiveness
of provision for SEN Children
(in particular those who
require additional access
arrangements).
AS will co-ordinate these meetings on a half termly
basis. Children will be discussed based on their
needs.
Ongoing
Continued multi-skilled
support given to key children.
Programmes show evidence of
these skills being applied.
AS
Ongoing training requirements
Ongoing
Appropriate approaches are
used with Imogen on a day to
day basis.
AS and GR
AS and GR to carry out learning walks – focus will
include provision and access for SEN children.
February
2016
For SLT to monitor
effectiveness of SEND
provision across the school. To
gain additional pupil voice on
their SEN provision.
AS, GR and
AG
Strand B – Improving the Physical Environment of Schools
Objectives
Actions
Timescale
Success Criteria
Who?
Cost
To regularly review using the
schools access self-audit
questionnaire to determine
school priorities and needs.
To ensure the efficient and
effective maintenance of
current modifications for
disabled access.
To ensure that all future
building work takes account
of disabled access.
To ensure that school
managers and governors
with responsibility for
premises are aware of how
to access appropriate
building modifications as
required for pupils with
specific needs.
To ensure that the school has
an adequate supply of
specialist physical aids,
particularly sloping boards
and equipment suggested in
OT assessments.
To ensure that ipads have
relevant software which can
be used by a range of
children with a variety of
needs.
Document reviewed on a yearly basis.
Every year
Evidence of objectives met and
new targets established.
Sam Tutton
Supply
costing.
Where relevant, and based on evidence from
outside observation and report, alterations will be
considered.
When
required
School environment is
appropriate for the needs of
children within the school.
GR,
premises
committee.
Where relevant, and based on evidence from
outside observation and report, alterations will be
considered.
Where relevant, and based on evidence from
outside observation and report, alterations will be
considered.
Specialist support will be accessed as required.
When
required
School environment is
appropriate for the needs of
children within the school.
School environment is
appropriate for the needs of
children within the school.
GR,
premises
committee.
GR,
premises
committee.
For allocation of SEN Budget to be made available
for Specialist Physical Aid equipment.
For SGo to order sloping boards to support
children
Feb 2015
Appropriate resources are
available to SEN children.
AS
£60
For AS and OH to continue to consider the range of
apps that are available for SEN children.
Dee Saunders to attend training by Ginny Coggles
on appropriate Apps that can be used with IPads –
Dee to feed this back to OH and AS.
February
2016
ICT applications are available
which support the children with
the development of key skills.
AS, OH
£50
When
required
Strand C – Improving the Delivery of Information to Disabled Pupils
Objectives
Actions
Timescale
Success Criteria
Who?
To ensure that signs and
symbols are used
consistently across the
school and are evident in a
range of forms.
For corridor displays, and where relevant
classroom environments, to show evidence of
Makaton symbols alongside the written word.
For teachers/LSAs to carry signs and symbols cards
for communication with key children.
For Signs and symbols to be incorporated into
whole school assemblies for example through
greetings (Good Morning Mr Read) and songs
(Landscore Family).
For Specific children to have access to
Communication Boards – relevant to their needs
and interests.
For classes to receive training in key modes of
communication, particularly those symbols
commonly used by a classmate.
For a Visual timetable to be used which is
consistent across the school, containing the
recognised makaton symbol.
Makaton Basic Level Training provided to all staff.
Ensure all necessary staff are appropriately trained
and have relevant updated schemes of work to
use.
Early identification will continue through the
assessment of all children when they arrive in
reception (speech and language link).
SENDCo to Consider the purchase of Junior
Language Link in order to identify those children in
KS2 that have language concerns.
We will continue to gain advice on the different
resources available to support SEN through ICT.
January
2016
Makaton and signs are used
across the school. All staff and
children have a very basic
understanding of key signs and
symbols which can be used.
AS, Stu,
Makaton
trainer
To continue training of staff
in relation to speech and
language development.
To continue to increase the
use of specific ICT software
to support the needs of
children with SEN.
Communication in Print to be
brought – 4 to 5 site licence.
All Staff to have Communication
Cards on their person.
Ongoing
training.
All children are receiving
appropriate speech and
language provision. Staff are
trained in the delivery of these
programmes.
Junior Language Link
JHu and SGo
Ongoing
Appropriate and relevant SEN
software is used with the
relevant children.
AS, OH
Cost
To ensure that SEN children
are aware of protocol for fire
evacuation.
PEEPs will continue to be used where relevant.
To investigate the possibility of visual prompts in
the classroom to support what needs to happen in
the event of a fire.
Additional training given to staff in the event of
specific handling training being required.
Ongoing
All children who require a PEEP
have this and consideration is
given to the support required
for SEN pupils.
AG and ST
Objectives
Actions
Timescale
Success Criteria
Who?
Cost
To seek parental perspective
on the effectiveness of the
schools equality policy and
provision.
To review quality of SEN
basis on a regular basis.
We will ensure pupil/parent/staff consultation is
regularly sought in the development and review of
this policy. Identified parents are asked to join
school to review at an annual meeting.
To continue to use devon’s audit toolkit, to analyse
information about pupils with special educational
needs and disabilities (SEND)
Participation of pupils with protected
characteristics in extra-curricular activities will be
monitored as part of the quadrant of care,
including residential trips and activities out of
school, the student council and positions of
student responsibility
Parental feedback informs the
quality policy.
AS and GR
None
SEN quality provision remains of
a very good standard and the
school is responsive to need.
School is able to analyse the
data showing the participation
of groups and plan activities
accordingly.
There is an appropriate level of
representation of groups in
extra-curricular activities.
School events continue to
promote diversity and cultural
understanding.
AS and AG
SEN Time
GR and CS
Admin
Meeting
Time.
AS, AG and
LW
None
EQUALITY OBJECTIVE
To monitor the involvement
of protected characteristics
groups in extracurricular
activities.
For School to plan on-going
events that will embrace
diversity, encourage positive
attitudes and understanding
of pupils with protected
characteristics including
different forms of disability,
Key members of staff will look at opportunities
across the year to promote multi-cultural
understanding, for example:




Anti-Bullying Week (GR) and SEALS unit for Say
No to Bullying.
Key Historical Dates (GR)
National Deaf Awareness Week (STu)
Increase understanding of different religions by
visits to different places of worship (part of the
RE Curriculum)


For school to actively
promote protected
characteristics groups
through display, planning and
within the choice of topics.
Language of the Month (DO)
Plan assemblies on cultural events throughout
the year, e.g. Chinese New Year, and invite
speakers into school (LW and AS). Link kitchen
to celebrate this with relevant meals for
children.
For staff, including school’s resource assistant are
aware of the need to promote protected
characteristics groups through display, planning
and within the choice of topics.
Celie Albeiz to monitor this will displaying work
across the school.
School continues to promote
protected characteristic groups
in all elements of their work.
All staff and
CA.
None