BARLBOROUGH PRIMARY SCHOOL ACCESSIBILITY PLAN (UPDATED JUNE 2015)
A – IMPROVING ACCESS TO THE CURRICULUM
Target / Action
Lead Person / Date
Monitor / Review /
Evaluation
As required.
Staff meeting agenda and notes.
Observations in the classroom
Teachers Planning.
Target tracking data – SEN.
Training is ongoing
SENCO to liaise with
external agencies to provide
support, as and when
necessary
- ongoing
Non-contact time for
SENCO
Staff have greater
understanding of how to
support disabled pupils within
school and therefore improve
provision.
Observations.
Discussions with external agencies.
Progress of identified pupils.
Discussions with staff.
No specific disability identified
Subject Co-ordinators to
review resources in their
curriculum areas as required.
Co-ordinator time and
resource cost as required.
Students with disabilities have
increased access to suitable
curriculum materials.
Co-ordinators reports
Improved resources
Confidence of students
Staff Planning time (PPA)
Non-contact time for ABC
(Anti-Bullying co-ordinator)
Students have greater
understanding of disability
issues. Reduction in disability –
related name calling.
Fewer ‘name calling’ incidents.
Observations in class & on
playground.
Monitoring of planning.
No incidents witnessed or reported
& School awarded the DCC STOP
aware for anti-bullying
Communications with QCA
& External Agencies
Improved provision for identified
pupils eg:
enlarged / modified text,
reading of mental maths
rather than CD recording,
additional time
Provision in place of KS2 SATs
each year and for Optional SATs –
whenever necessary.
Increased confidence of pupils
allowing pupils to fulfil potential.
Successfully supported a child
through their SATS
HEADTEACHER + all staff
- September 2014 – refresher
training as required.
2. Work with outside agencies to
develop teachers’ skills on how to
support students who have specific
disabilities eg:
Visually Impaired
Physically Impaired
3. Develop range of learning
resources that are accessible for
students with different disabilities.
5. To provide alternative methods of
assessment, particularly in KS2 SATs /
Optional SATs
Outcomes
Teachers are able to more fully
meet the requirements of
disabled children’s needs with
regards to accessing the
curriculum.
1. Training and support for
teachers/teaching assistants on
differentiating the New Curriculum and
improving their knowledge of different
learning styles to cater for specific
disabilities.
4. Disability equality issues are
incorporated into the PSHCE
curriculum, including the use of SEAL
materials, Brain Gym and Circle Time.
Resources / Costing
HEADTEACHER, SENCO
ABC and all staff
- ongoing
HEADTEACHER, Y2 and Y6
teachers
Ongoing – as required.
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BARLBOROUGH PRIMARY SCHOOL ACCESSIBILITY PLAN (UPDATED JUNE 2015)
6. To provide ICT to assist disabled
pupils to record and to read their work.
7. To provide differentiated homework
which pupils with learning difficulty
would be encouraged to complete.
ICT Co-ordinator and SENCO
as required
- ongoing
Class teachers/Teaching
Assistants
8. Ensure appropriate deployment of
Teaching Assistants to provide
necessary support.
Additional training, where needed.
HEADTEACHER + SENCO
Regular review of timetables
9. Providing peer support through
School Council, mini-first aiders, Buddy
Reading and Mini Leaders
ABC and mini leaders and
first aid
HEADTEACHER (council)
Purchase of new
equipment if necessary or
loan of equipment from
external agencies eg
laptop
Improvement in literacy and
presentation skills.
Increased access to the
curriculum and raising of
standards in pupils with learning
disabilities.
Increased confidence /
motivation of pupils.
Resources used effectively.
Tracking grids – progress /
attainment.
Observations
In 2015 one child was given an ipad
and one child a PC to aid them in
their school work..
Staff planning time/PPA
Improvement in quality of
homework and levels of
attainment.
Improved access to the
curriculum.
Attendance at club.
Progress tracking data.
Confidence of pupils.
Attendance on additional
courses, when relevant
Improved provision for disabled
students focused on specific
needs.
TA timetables.
Observations in class / playground.
Disabled pupil accessing all areas
of school life.
Ongoing TA support
Greater confidence of disabled
pupils around school.
Observations
Discussions with pupils
Support also available from Antibullying ambassadors and house
captains
Training / Meetings
B – IMPROVING THE PHYSICAL ENVIRONMENT
Target / Action
1. Incorporation of appropriate colour
schemes, when refurbishing, to benefit
pupils with visual impairments.
Ensure window blinds used effectively.
2. Access to as many parts of the
building as possible, for disabled pupils
/ staff / visitors.
Provision of disabled toilets at ground
floor level.
Alternative provision for staff breaks if
cannot use upstairs facilities.
3. Review the needs of any identified
individuals to ensure that fire
Lead Person / Date
Resources / Costing
Outcomes
Monitor / Review /
Evaluation
HEADTEACHER +
Governors
- ongoing
Paint, etc.
Caretaker’s time (costings
as & when)
Visually impaired students (+
staff / visitors) are able to
navigate easily around school.
Provision in place & effective
HEADTEACHER +
Governors
- ongoing
Improvements that may
need to be made to
accommodate further
needs of specific
individuals.
Pupils / Staff / Visitors can
access all areas of school.
There is limited access in the old
building due to it being a listed
building, however the school can
accommodate in the new building.
HEADTEACHER + Health &
Safety Governor
Costed – as & when
Identified individuals are safe
and have a clearly recognised
Incidents to be monitored by
Governors – effective procedures
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BARLBOROUGH PRIMARY SCHOOL ACCESSIBILITY PLAN (UPDATED JUNE 2015)
procedures take into account their
disability.
4. Ensure signage is clear around
school and where necessary include
non-visual or pictorial signs as well
(links also with improved
communication)
set of procedures, to meet their
needs in case of fire.
HEADTEACHER +
Governors
- ongoing
Explore costing of
alternative signage &
investigate signs used at
schools with disabled
pupils – when necessary.
Improved information (when
needed) through alternative
signage.
Improved access &
communication.
identified.
No incidents reported, school will
continue to monitor.
Walking around school as part of
Health & Safety check.
No problems found and will
continue to monitor.
To be monitored by Governors as
part of Head’s report.
Health & Safety Governor – risk
assessments.
5. Ensure that school visits are made
accessible to all pupils.
Risk assessments completed outlining
potential hazards & raising staff /
volunteers awareness of these issues.
Educational Visits Coordinator + staff.
As visits are planned
Part of general voluntary
contribution by parents.
Time to communicate with
venues & complete risk
assessments.
All children will be able to
access all Educational visits.
6. Ensure that pathways into &
around the school are free of hazards
eg leaves, clutter.
Caretaker
- ongoing
Caretaker’s time
Site is safe for disabled pupils /
staff / visitors.
Easier access.
Head + governors site checks.
7. Whenever building work is being
undertaken as part of SIP,
consideration is always given to
improving the Accessibility for all pupils
HEADTEACHER +
Governors
Quotes asked for specific
work, when required.
Improved facilities for disabled
people.
Appropriate governors and
committees.
Individual Risk Assessments carried
out for day trips and residential trips
to ensure all children are able to
participate .
C – IMPROVING ACCESS TO INFORMATION
Target / Action
1. Make information more accessible
to pupils (and parents) with disabilities,
by using services available through LA
to convert written information into
alternative formats.
Discuss with individuals as to what
their specific requirements are, to audit
what information may need revising
(part of the Disability Equality Duty).
Website displays key documents and
information.
Text messaging service.
Lead Person / Date
HEADTEACHER and KW as
required
HEADTEACHER, SENCO
and gov – working party –
Disability Equality Scheme
Resources / Costing
Liaison with LA to produce
relevant documents /
information
Meetings with members of
the working party
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Outcomes
Pupils / adults with disabilities
have greater access to
information.
School is able to respond
quickly to requests for
information in alternative
formats
Disability Equality Scheme is in
place.
Monitor / Review /
Evaluation
Discussion with specific individual
to see if we have met their
individual needs / requirements.
Effective provision
Not required this year for any pupil
(and parent).
BARLBOROUGH PRIMARY SCHOOL ACCESSIBILITY PLAN (UPDATED JUNE 2015)
2. Ensure that all staff are familiar
with ways of delivering information to
people with disabilities – eg use of
simple language, size 13 font (LA
recommendation), large print, use of
diagrams, uncluttered text, allowing
sufficient time.
3. Continue to develop
communication with Early Years
Providers to quickly ascertain needs of
individual pupils before entering
school.
HEADTEACHER + SENCO
- ongoing
HEADTEACHER, Reception
Teacher and Early Years
providers - annually
4. Meet with parent s/ carers of
disabled pupil to discuss concerns re
transition.
HEADTEACHER and other
staff as required.
As necessary
5. Meet with new staff, after
recruitment, to discuss specific needs /
requirements – as & when necessary.
HEADTEACHER – as staff
join school
Staff to liaise closely with
external agencies to
provide effective resources
to suit individual needs.
Liaison time between
RECEPTION TEACHER
and relevant staff from
each provider
1 x afternoon – noncontact £100
Improved delivery of information
in other formats.
Improved provision for disabled
pupils / staff.
Improved knowledge about
every individuals needs before
start date – relevant paperwork
will have begun.
Observations in class
Teachers Planning – Discussions /
reports from external agencies.
Examples of using pictures to aid
with the teaching.
Monitored by SENCO + SEN
Governor.
Teachers met with pupils with
specific medical needs
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