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Canklow Woods Primary School Accessibility Report

Canklow Woods Primary School is a newly built school completed in 2008.  The classrooms are all on one level and the doorways are wheelchair accessible. There is disabled parking at the front and rear of the building and 3 disabled toilets across the school.

          Priority

                      Action Required

Resources

Monitoring  Lead

           Success Criteria

Timescale

Identify pupils who have disabilities, including new entrants

Ensure current definition of disability is understood by all staff so pupils are identified and are not “missed out”.

Equality Act 2010

Termly Meetings

Headteacher

SENCO

  • All staff has a clear understanding of current definitions of disability.

September

2015

Enable participation by disabled pupils in all aspects of school life

Promote the inclusion of pupils with disability through School Council.

Data is collected on participation

 

  • Pupils with a disability are represented through School Council and are supported in articulating needs of all disabled pupils.

Ongoing

Pupils with disabilities and their parents/carers identify the barriers they face in participating in the school community.

Termly Meetings

Governing Body

HT

SENCO

  • A formal process exists for meetings with Parents/Carers
  • Meeting feedback identifies targets for plan.
  • Prompt action is taken to remove barriers.

Ongoing

Audit participation of pupils with disabilities to ensure that they are able to participate in all aspects of school life, including extracurricular activities and identify any barriers

External Specialist Agencies. Data is collected on participation

SENCO,

LSS

Curriculum Leaders

  • Immediate action is taken to make “reasonable adjustments” for each pupil to remove any exclusion. 

Ongoing

Monitor the physical access of disabled pupils into the school environment

 

HT

Buildings Supervisor

Business Manager

  • Physically disabled students are able to access all parts of the school that able bodied students can access (With the exception of toilet areas)

Ongoing

Ensure recruitment policy considers all appropriately qualified people who have a disability and does not discriminate intentionally or unintentionally

 

Governing Body

HT

  • People who have disabilities are welcomed to apply for jobs and are able to state that they have been treated equally, regardless of outcome.

Ongoing

Information and advice is obtained  from LA, external specialist and other agencies/schools on specific need, teaching and inclusion strategies as well as promoting good practice

LA

Specialist agencies

schools

Governing Body

Headteacher

SENCO

 

  • School is regularly consulting external agencies for advice and information to have the necessary knowledge and expertise to meet the needs of pupils with disabilities

Ongoing

Monitor how well pupils with disabilities are achieving academically and socially

Identify which pupils with disabilities are SEN and those who are not. Include personalised learning plans, as appropriate.

All new staff to be aware of plan through induction.

Equality Act 2010

Data

SENCO

  • Systems in place monitoring academic and social progression and differentiation.
  • Parents/carers are involved in process.

Ongoing

 

Priority

Action Required

Resources

Monitoring  Lead

           Success Criteria

Timescale

All Curriculum programmes, schemes of work and resources cater for the needs of pupils with disabilities  to ensure achievement

All subject leaders together with the SENCO monitor all programmes and resources to ensure they are fit for purpose.

All new staff to be aware of plan through induction. Ensure teaching staff develop their knowledge of different teaching and learning styles

Training

Subject Leaders

SENCO

  • All Curriculum programmes, schemes of work and resources cater for the needs of pupils with a disability without discrimination.
  • Teaching staff show competence and confidence in using different teaching and learning styles.

Ongoing

All school policies actively promote the educational opportunities, welfare and inclusion of all pupils with disabilities

All policies must be “live”, constantly updated and are the basis of good practice to meet changing needs, as required.

All new staff to be aware of plan through induction.

All staff

Staff/team meetings

School Council

Parents/Carer

Governing Body

HT

SENCO

  • All policies are constantly updated in response to changing needs.
  • Cohesive and robust polices promote a framework of current good practice.

Ongoing

Ensure all staff are aware of Access Plan

Plan to be available to all staff an

Implementation of plan to be discussed at staff meetings. All new staff to be aware of plan through induction.

All staff

HT

 

  • All staff are implementing plan.

September 2015

Zero tolerance to all discrimination and harassment of disabled pupils.

Strict reporting and recording procedures to ensure that pupils with disabilities are not being bullied or harassed.

New staff to be aware of plan through induction.

Allocated time

Systems in place

Monitoring time

HT, 

SENCO

All staff

School Council

Parents/carers

  • Incidents of discrimination and harassment are zero.

Ongoing

Promote positive attitudes towards pupils and all others with disabilities

Celebrate and highlight key national/local events such as Paralympics, Deaf Awareness and Learning Disability Week. Review EPR curriculum. Promote outside visits from disability groups.

Curriculum time

Promotion of events

HT

SENCO

All staff

  • Pupils are demonstrating that they understand and have a positive attitude towards disability.

Ongoing

 

 

 

 

 

 

  •  

Ongoing

Ensure appropriate information and communication formats  meet the individual needs of pupils  and others with disabilities

Ensure different communication formats are available in school where appropriate and are accessible.

Ensure that communication from school is accessible to all parents and carers. This should include website/notice boards/phone calls/information sessions and 1:1 meetings.

Allocated time

Planning

HT

Learning Mentors SENCO

Office staff

  • The school is enabling pupils to learn and communicate through varied formats that are matching individual needs.
  • The school monitors all communication formats to ensure all parents and carers are able to receive information.

Ongoing

Ensure ICT is appropriate for pupils with disabilities

Audit ICT provision. Provide training for staff to ensure they are confident in supporting pupils with disabilities to access resources, including ICT when appropriate.

Training

ICT

Resources

HT,

ICT Leader

All staff

  • School has an ICT policy and plan to benefit all pupils with disabilities
  • Teaching staff are competent and confident in using resources

 

All Staff  and Governors undertake training

Ensure adequate opportunity to enable all staff and governors to carry out current legislation and meet action plan.

Training

HT

 

SENCO

All staff

  • Staff and governors are being trained to support the diverse needs of pupils with disabilities.

Ongoing

 

Canklow Woods Primary School Accessibility Plan

Priority

Action Required

Resources

Monitoring  Lead

           Success Criteria

Timescale

All staff make classrooms accessible

 

Circulate a “Reasonable Adjustments”

classroom checklist to all staff. Ensure all classrooms are organised in accordance with pupil need. Ongoing training in disability awareness.

Allocated time

Planning use of space

HT

SENCO

All staff

  • Effective learning environments  for pupils with disabilities have been maximised through:
  • Planning use/changing space
  • Lesson observation
  • Sampling lesson planning

 

Autumn Term 2015

Review dependant upon intake, the accessibility of premises with parents/carers and pupils.

Formal consultation process yearly.

Issues identified by the consultation are considered to ensure that improved access meets the needs of pupils with disabilities.

Premises budget

 

EHT / HT

Governors

Premises Manager

  • A formal process consults with all stakeholders.  Consultation feedback identifies targets for plan to make “reasonable adjustments”.
  • Prompt action is taken to remove barriers
  • Register of “reasonable adjustments” is maintained and consistently updated to improve access and safety

When necessary for a new student.

Review dependent upon intake to ensure the whole school grounds and other provision used by the school are considered

Areas other than those identified by the consultation are considered to ensure that the development of the school grounds and other provision meets the needs of pupils with disabilities.

Premises budget

 

Governors

Committee

EHT / HT

  • A formal process consults with all stakeholders. Consultation feedback identifies targets for plan to make reasonable adjustments”.
  • Prompt action is taken to remove barriers

Register of “reasonable adjustments” is maintained and consistently updated to improve access and safety

When necessary for a new student.

Disabled parking and toilets currently in place

None

N/a

Office Staff

  • Parking and toilets are clear and accessible to all
  • Office checks with visitors before arrival if they have particular needs

Complete

Risk assessment enables pupils with disabilities to full access as far as possible.

Specialist advice sought.

Training for staff in risk assessment for varied school activities to include: trips and extracurricular activities and trips and fire & emergency evacuation

 

 

Consultation and drafting of written risk assessments

 

  • All staff has been trained in risk assessment including extracurricular activities and trips and fire & emergency evacuation.
  • Emergency procedures are in place and clearly understood by all. Have sound procedures in place for fire & emergency  trips evacuation of people with disabilities from premises
  • Physical environment is improved through constant monitoring

Ongoing