Ore Village Primary Academy
Accessibility Plan
Ratified by governors: February 2015
Review: February 2016
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OVPA Accessibilty Plan
Access to Buildings and Classrooms
Areas of the Building
Classrooms
Features
All classrooms are accessible from outside.
There is a ramp into the reception classroom
area, and a ramp into a Year 2 classroom.
From the Y2 area, the lift is easily accessed
to gain access to all other classrooms.
There is a disabled toilet.
Corridors are wide enough for wheelchairs to
be used.
Doors have low fitting handles.
Hall
There is a ramp from outside into the hall.
Outside areas
All playgrounds are accessible, some by way
of a ramp. The KS2 field is accessible by
way of a ramp.
Evacuation Procedures
The school’s fire and evacuation policy lays down basic procedures for the safe and efficient
evacuation of the school buildings.
These procedures will be adapted to meet the specific needs of an individual. Such
procedures will be discussed with a pupil and parents/carers and will be set out in the
healthcare plans.
Curriculum Access: Teaching, Learning and Assessment
Our aim is that pupils with disabilities should, as far as possible, have access to a full and
broad curriculum, similar to that of their peers.
As a mainstream primary school we cannot replicate the range of support and resources that
a local authority can provide. However the school has successfully supported pupils with a
range of disabilities – hearing, physical disabilities and learning difficulties of varying
degrees. Decisions are taken on an individual basis following a full assessment of a pupil’s
needs. Such assessment is carried out within the terms of the school’s SEN policy and
guidelines on Assessing children who may have special educational needs.
Access to the curriculum is a key issue for consideration at the stage of admission, transition
with the school or when a disability develops. The school based plan for the pupil will
address the issue and reviewed 3 times a year.
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Advice is sought from the appropriate national and local agencies. Support can come in a
variety of formats through the school’s staged intervention strategy.
In constructing the school timetable the school will give sympathetic consideration to
individual needs. Also, furniture, seating arrangements and whether the classroom used can
be altered to facilitate access and learning. However, the location of specialist equipment
may preclude some possibilities.
In conjunction with the school’s SENCO teachers will assess a pupil’s need for support with
assessment procedures. This will include both internal assessment
Information for Pupils and Parents
Parents/carers are routinely involved in reviewing provision for their child. The child will also
be involved depending on their ability and willingness to participate.
Large print format materials are available when required.
If either pupils or parents/carers have difficulty accessing information normally provided in
writing by the school such as hand-outs, newsletters, homework etc, then the school would
be happy to consider alternative forms of provision in consultation with outside agencies.
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Target
Increase
confidence of all
staff in
differentiating the
curriculum
Strategies
Be aware of staff
training needs on
curriculum access
Time Scale
On-going and
as required
Success Criteria
Raised staff confidence in
strategies for
differentiation and
increased pupil
participation
As required
All staff aware of
individuals’ needs
As required
School based plans in
place for disabled pupils
and all staff aware of
pupils needs
Assign CPD for
dyslexia, differentiation
and recording
methods
Online learning
modules if required
Ensure all staff are
aware of disabled
children’s
curriculum access
School based plans to
address difficulties
The school is aware
of the access needs
of disabled pupils,
staff, governors,
parent/carers and
visitors
To create access
plans for individual
disabled pupils using
school based plans
when required
Information sharing
with all agencies
involved with child
All staff and governors
feel confident their needs
are met
Be aware of staff,
governors and parents
access needs and
meet as appropriate
Parents have full access
to all school activities
Through questions
and discussions find
out the access needs
of parents/carers
through newsletter
Access issues do not
influence recruitment and
retention issues
Consider access
needs during
recruitment process
Ensure access to
reception area to all
Improve access to
reception area during
any re-design
Consider in any
new
development
Disabled
parents/carers/visitors feel
welcome
Develop system to
allow entry for wheel
chair users
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Ensure all disabled
pupils can be safely
evacuated
Put in place
Personal
Emergency
Evacuation Plan
(PEEP) for all
pupils with
difficulties
As required
All disabled pupils and
staff working alongside
are safe in the event of a
fire
On-going
All parents receive
information in a form that
they can access
Develop a system
to ensure all staff
are aware of their
responsibilities
Review information
to parents/carers to
ensure it is
accessible
Provide information
and letters in clear
print in “simple”
English
School office will
support and help
parents to access
information and
complete school
forms
All parents understand
what are the headlines of
the school information
Ensure website and
all document
accessible via the
school website can
be accessed by the
visually impaired.
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