Spring Hill CP School
Accessibility Plan - 2013 - 2016
Introduction
This plan has been drawn up in accordance with current legislation and requirements as specified in
schedule 10, relating to Disability, of the Equality Act 2010. School Governors are accountable for ensuring
the implementation, review and reporting on progress of the Accessibility Plan. This plan ensures that we
continue to improve all aspects of the physical environment, the curriculum and written information so that all
pupils can take full advantage of all opportunities of school life.
Definition of Disability (Equality Act 2010)
‘A person has a disability 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 carry out normal day to day activities.’
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’
The definition is broad and balanced and includes children and adults with a wide range of impairments,
including learning disabilities, dyslexia, autism, speech and language impairments, Attention Deficit and
Hyperactivity Disorder (ADHD), diabetes or epilepsy, where the effect of the impairment on the pupil’s
ability to carry out normal day-to-day activities is adverse, substantial and long-term. All of those with
cancer or surviving cancer; HIV or Multiple Sclerosis are now included from the point of diagnosis.
Normal day-to-day activity
The test of whether the impairment affects normal day-to-day activity is whether it affects one or more of the
following:
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Mobility
Manual dexterity
Physical co-ordination
Continence
Ability to lift, carry or otherwise move everyday objects
Speech, hearing or eyesight
Memory or ability to concentrate, learn or understand
Perception of risk of physical danger
The Accessibility Plan will be reported upon annually and provide an action plan over the given period. This
plan reflects statutory requirements for the setting of Equality Objectives. It complements and supports these
objectives and is published on the school website. We are committed to providing an environment that
enables full access to the curriculum, which values and includes all pupils, staff, parents and visitors,
regardless of educational, physical, sensory, social, spiritual, emotional and cultural needs. The Accessibility
Plan contains actions to increase access to the curriculum for pupils with a disability.
Main Objective
To reduce and eliminate barriers to access to the curriculum and to fulfil participation in the school
community for existing and new pupils with a disability.
Principles
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Compliance with the Equality Act is consistent with the school’s aims
The school recognises its duty
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Not to discriminate against disabled pupils in their admissions and exclusions, and provision
of education and associated services.
o Not to treat disabled pupils less favourably.
o To ensure disabled pupils are not put at a disadvantage (e.g. school trip).
o To publish an Accessibility Plan.
In performing their duties, governors and staff will have regard to the Code of Practice 2014.
School recognises and values parents’ knowledge of a child’s disability and its effect on his or her
ability to carry out normal activities.
The school respects the parents’ and child’s right to confidentially.
The school provides all pupils with a broad and balanced curriculum which is differentiated and
adjusted to meet the needs of individuals and their preferred learning styles. The school ensures
that:
o Suitable learning challenges are set.
o Pupils’ diverse learning needs are met and responded to accordingly,
o Potential barriers to learning and assessment for individuals and / or groups are overcome.
a) Access to the Curriculum
The school will continue to seek and follow the advice of LA’s services, such as specialist teacher
advisers, IDSS and SEN advisers, and of appropriate health professionals from the local NHS
Trusts.
Summary of current position and progress in the last 3 years
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At Spring Hill, we ensure that all teachers and support staff who work with disabled pupils
have received the necessary training in order to teach and support them. If required, we
employ Specialist teachers to work with pupils and all staff. Where necessary we work with
Occupational Therapists and Physiotherapists, Speech and language Therapists, specialist
nurses.
Classes are organised and adapted in a way that best meets the needs of the particular
disabled child. School employs a VI specialist TA who advises class teachers of the best
seating etc, to allow optimum access to the curriculum. There is enough space between
tables to allow wheelchair or rollator access.
Lessons allow opportunities for all pupils to achieve. The visually impaired pupils have
individual laptops linked to the Smart board in order to allow full participation and interaction
in the Wave 1 delivery of the lesson.
I pads, Braille note and other aids such as Dictaphones have been purchased to assist
access to the curriculum.
Lessons are responsive to pupil diversity. Books depicting disabilities have been purchased
and are used throughout the school. A set of books describing children’s disabilities are in
the library. Key stage 1 holds two sets of dolls with equipment for play use which meets the
needs of varying disabilities. It is also used when the teacher is using props for stories.
Displays reflect our diversity.
All lessons involve work to be done at individual, pairs, small group and whole class level
and all children with disabilities are guaranteed full access.
All pupils are encouraged to take part in music, drama and physical activities. They are
allocated the level of support required to achieve this. This applies both in the classroom and
as part of the Creative Curriculum activities.
Staff are regularly made aware of the additional effort required by pupils with a disability in
comparison to another child in the class. At least once yearly training is given to staff and
also Deaf Awareness and Visual Impairment Awareness days. High quality training in
aspects of questioning and Literacy also takes place regularly.
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Down Syndrome training took place for all Foundation staff in preparation for September
entry.
Development of Circle Time in both key stages.
Awareness that some disabled pupils need additional time to complete tasks or use practical
equipment. School applies for additional time and modified or enlarged papers for the pupils
at KS1 and KS2 taking SATs.
Staff and TAs provide alternative activities for pupils with disabilities in order for them to
participate during PE lessons. For pupils in wheel chairs this can involve some sort of ball
work. There is a pack of sensory PE equipment available for pupils with VI, HI, Down
Syndrome and Autism. When visiting Sports coaches come to school, e.g. football clubs,
pupils with disabilities are included.
VI pupil took part in a VI cricket afternoon at a local sports college.
Pupils with VI have books in Braille and enlarged print delivered to school to ensure they
receive as wide a variety of reading materials as pupils who can access the library books.
There are also Braille signs to all relevant rooms in school.
Computer technology is used extensively in school, especially for pupils with a visual
impairment. They have access to personal laptops, linked to Smart boards, personal
printers, CCTV screens for enlargement. Braille Writer and screens are in place. Their
computers are equipped with enlarged keyboards, screens adapted to accessibility and
different coloured and enlarged pointers,
All school trips are risk assessed and adapted if necessary to include all children. If this is
not possible an alternative trip is organised. Children are never excluded from school visits
because of a disability.
All pupils who have support because of disabilities or concentration / attention difficulties
receive 1:1 support throughout any off site activity.
Activities such as swimming in Year 5 and 6 have been risk assessed by a Specialist
teacher working for the LA. Necessary changes have been made to achieve their successful
inclusion in this activity, including in water support.
Spring Hill has high expectations for all pupils, and pupils with disabilities are encouraged to
play a full part in the curricular and extracurricular life of the school. They are encouraged to
be part of the School Council, join in out of school clubs and societies and are included in
class and school productions.
All staff seek to remove any of the barriers to learning and participation that are reasonably
possible and liaise closely with parents and families to ensure the highest quality provision
that is possible for children with disabilities.
Progress and attainment data is used to ensure progress of all pupils with disabilities is good
or better.
Effective liaison with feeder nurseries and high schools takes place.
B) Access to the Physical Environment
Summary of current position and progress over the past 3 years.
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Spring Hill School is a new building which has been built within accessibility guidelines. There are 4
all access toilets, a medical changing and shower room, grip handles in the pupils’ toilets. The
school is on one level with contrasting walls and skirting boards to aid people with visual impairment.
It has wide corridors to allow wheelchair access. There are coloured tags on the coat trolleys for VI
pupils. Pupils in wheelchairs have easy access all round the school. As already stated, school is on
one level with access ramps for wheelchair entry.
A visual and environmental audit is carried out at least once per year and more if required.
Pupils with VI or physical difficulties receive mobility training, both for inside and outside the school.
Mobility training is also given for educational visits. When necessary, parents are included in this
training. The training is carried out by a qualified Mobility Trainer from IDSS. Mobility training for
Year 6 VI / blind pupils who are transferring to high school also takes place.
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There are two parking bays in the staff car park which are reserved for people who require this
facility. These are clearly marked and visible in yellow. These parking bays are made available to
parents of children with disabilities and are situated next to the ramped path.
There is ramped outdoor access to all classrooms and the hall. There are yellow lines on the steps
for visually impaired people and pupils visiting the school. There is tactile paving at the gate leading
to the car park. There is a ramped path leading to the all weather sports area. The paths leading to
the outside garden are all wide enough to allow wheelchair access.
All areas both inside and outside are well lit.
The school caters very well for pupils with hearing impairments. All classrooms are carpeted and
there is a loop system fitted in the school hall. Flooring has been laid in the central resource areas
chosen to absorb noise impact and also to reduce overall background noise, especially that caused
by pedestrian movement through school.
There are blinds fitted to all windows to benefit VI pupils.
All light switches in corridors are at wheelchair height.
When required, specialist equipment is bought. Advice is taken from external specialist agencies,
including education and health, and then acted upon.
C) Access to written Materials and Information in other Formats
Summary of the current position and progress over the past 3 years
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Spring Hill provides bi lingual interpreters for any meetings such as Parents’ Evenings, or
meetings, Annual Reviews, general queries, CAF assessments and TAF meetings or any
other Social Care meetings.
Child friendly version of the SEN and disability provision is published on the school’s website.
Braille signs have been put on doors of key areas of the school alongside the original signs.
A Dictaphone is used for a pupil who is unable to write.
Braille resources have been purchased for staff to access the Braille in printed form.
Makaton training has taken place to facilitate communication with a Down syndrome pupil.
Texts to Parents facility in regular use
Appendix 1
Priorities for 2013 – 2016 C – Curriculum access P – Physical Access W- written access
Targets
Action
Time
frame
monitoring
Success criteria
C – To continue to develop
links with external agencies
and specialists to ensure
technology gives best access
to the new 2014 curriculum
Regular meetings
with health services,
Service Level
agreements with
IDSS, training and
INSET as required
Regular liaison with
parents, close
contact with TA
build confidence
Ongoing
IDSS record provision
in SSA visit reports;
reports to governors x
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Pupils achieve good
or better progress
from their own
particular starting
point.
Ongoing
Attendance registers
for extracurricular
activities, attendance
registers for parental
events
C – To continue to monitor
the progress and attainment
of SEND pupils and provide
further interventions if
required
P – To install visual fire alerts
in key areas of the school
Termly tracking of
progress data and
compare with non
SEND data
Ongoing
Investigate
companies who
provide this service
Dec 15
P – To provide alternative
disabled seating in the
playgrounds for pupils with
Obtain estimates
from companies
who make
July 15
Included in reports to
SLT, governors termly
reports and
Governors annual
report for SEND
Added to the Local
Offer and other
relevant documents,
report to govs
Added to the Local
Offer and other
relevant documents,
Increased confidence
and participation in
school life, greater
independence in
managing the
disability.
Pupils with SEND
make good or better
progress in
comparison with
peers.
Greater safety for
people with HI
difficulties
C – To work closely with
parents / carers to encourage
greater independence and
participation in extracurricular activities
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Comfortable resting
area for pupils with
disabilities
Date
completed
physical disabilities
P – To appoint additional
TAs to support pupils with
SEND at break, lunch and
after school
W- to produce a fortnightly
audio film of spotlight and
post on the school website
W – To produce an audio
version of the school
prospectus for the school’s
website
W – To provide a translator
for the parents of the new
pupils from Latvia
accessible outdoor
seating
Place job
advertisement on
the LA website
‘Roving Reporters’
read out newsletter,
ICT technician to
record and put on
the website
The School council
read out the
prospectus, with
visual aids, then
published on the
school website
Advertise for a
Latvian speaker,
ask EMA for support
report to govs
July 14
Added to the Local
Offer and all other
relevant documents,
report to govs
September
15
Added to the Local
Offer and all other
relevant documents,
report to govs
July 16
Added to the Local
Offer and all other
relevant documents,
report to govs
ASAP
Added to the Local
Offer and all other
relevant documents,
report to govs
All pupils who need
1:1 support for
mobility or lack of
danger awareness, or
medical needs are
kept safe during all
break times in school
Greater accessibility
for those who cannot
read English,
therefore information
is being accessed
Greater accessibility
for those who cannot
read English,
therefore information
is being accessed
Communication with
parents about school
aspects and their own
children established
Appendix 2
Prepared by: J Trickett..........................Inclusion Leader
Approved by: S E Grimshaw..................Head Teacher
Approved by: E Barrass........................SEN / Inclusion Governor
Approved by full Governing Body
Review date: June 2015
The plan was compiled and should be read in conjunction with the following policies and
documents:
Single Equalities Policy
SEN Policy
Behaviour Policy
Medical Needs Policy
Health and Safety Policy
The School Prospectus
We will also ensure that the plan is co-ordinated with other services and agencies such as,
NHS Trusts, Children’s Social Care and local children’s centres.
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