Rosebery School
Disability Accessibility Plan
(April 2012 – April 2015)
1. Improving the physical environment in order to increase the extent to which disabled students and staff can take advantage of the educational
provision on offer.
Target
By When
To review the cost implications of making the first floor of the sixth form area and Resources area available to
wheelchair users and ascertaining whether future funding may become available.
April 2014
ACCESSIBILITY PLAN
2. Increasing the extent to which disabled students can participate in the curriculum/extra curricular activities (where reasonably possible)
Target
Strategies
Maintain high but realistic expectations of all students.
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As with all students, continue to give staff accurate
base line information, linking this information to
Family Fisher Trust criteria. Additionally, disabled
students will need to be very closely monitored.
For pupils who tire quickly or have significant
medical needs, homework may be reduced or
priority given to certain subjects.
Part-time timetables may need to be implemented,
possibly reinforced with 1:1 tutoring in English and/or
Maths.
By When
Ongoing
To ease the difficulties faced by disabled students, by
quickly and positively reacting to unexpected situations.
Disabled students and their parents should, in the first
instance, contact the Head of House regarding
concerns about accessibility.
Ongoing
Family Support worker is available to support disabled
students and their families.
The school timetable should be adjusted to support
access.
To train an adequate number of Teaching Assistants to
support disabled students so that these students are not
dependent upon a limited number of key support workers.
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To actively support the social as well as the academic
development of disabled students.
Peer group support, sixth form volunteers, peer
mentoring, 1:1 adult mentoring. Develop circle time
ideas.
When required.
To include disabled students in extra curricular activities.
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Early planning.
Group deliberations that include parents.
Use of County Adviser for Physical Disabilities.
Have written undertakings from Travel companies
involved in taking students on foreign trips.
When required.
To introduce and develop a laptop loan scheme initially for
sole use in school but possibly to use at home.
Quickly replace staff that leave.
Review the Pay & Conditions of Teaching Assistants
as they can currently give one month’s notice
before leaving. This is an inadequate time to
appoint and train a new Teaching Assistant for a
severely disabled student.
Laptops centrally held in Resources. Two Alpha Smart
word processors in SENCO office.
Use of the IT package Read aloud and Co Writer.
Ongoing
Dates placed in diary in
September.
September 2012
Ongoing
Explore the purchase of other software packages and
auxiliary aids.
To further improve access arrangements.
3. Improve the delivery of information to disabled students
Access arrangements: look into awarding students 10%
as well as 25% extra time. Use of prompts and live voice.
Exams/assessments printed on coloured paper.
September 2012
To ensure that disabled students who are absent through
illness or other medical needs (eg physiotherapy) are given
full access to the work that they have missed and are sent
information on whole school issues and social events.
Family Support Worker liaises with subject staff.
Ongoing
To make reasonable efforts to provide, where necessary,
information housed in the first floor Resources Centre, to
disabled students.
Move appropriate resources temporarily onto the
ground floor. Disabled students on the ground floor
should continue to work with other students, ie not in
isolation.
Ongoing
To train teachers in the wearing and use of radio
microphones.
New teachers are given INSET.
When required.
During Open Evening, SEN information and the SENCO are
placed in a room accessible to wheelchair users.
Annually.
Monitoring Review and Accessing Impact
Rosebery School will monitor the Plan on an ongoing basis. Whilst every attempt is made to anticipate concerns, the school will quickly respond to
needs as they arise. Students’ needs are regularly assessed through discussions with students and parents.
A report to Governors will be made annually. This report will be available to parents on request. Annual adjustments to the Plan will be made at this
time. A new Plan will be written in April 2014.
Linked Policies and Documents
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Equality Policy
Equality Scheme
SEN Policy
Sex and Relationship Education Policy
Curriculum Policy