Accessibility Plan April March 2018

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1 Accessibility Plan April March 2018 Introduction: This plan is drawn up in accordance with the Equality Act 2010 and Children s and Families Act 2014 It draws on the guidance set out in Accessible Schools: Planning to Increase Access to Schools for Disabled Pupils, issued by the DfE in July 2002 and guidance from What Equality Law Means For You As An Education Provider: Schools, issued by the Equality and Human Rights Commission All schools are required to plan for: 1. Improving Access to the Physical Environment for Schools This includes improvements to the environment of the school, which can include visual, acoustic and physical environments. All new school buildings have to comply with the Buildings Regulations and the Education Regulations 1999 (school premises) and should physically be accessible to disabled pupils. Much of the work in this area will therefore be to improve access to existing buildings. 2. Increasing Access for Disabled Students to the Curriculum Access to the curriculum covers not only teaching and learning, but also the wider curriculum such as after school activities, leisure, sporting and cultural activities or out of school visits. The school will meet this requirement by offering training to teachers on teaching techniques, classroom management, curriculum material and strategies for planning extra-curricular activities. 3. Improving the Delivery of Written Information to Disabled Pupils This covers planning to make written information normally provided by the school to its pupils, available to disabled students. Information should take account of the nature of the disability and any preferences expressed by either the pupil or his/her parents. St John s College School undertakes to: Identify and remove barriers to access to the school for children with disabilities by using such resources as the Identifying Barriers to Access Checklist (Department for Education and Skills 2002 Accessible Schools: Planning to Increase Access to Schools for Disabled Pupils See Appendix 1) Provide a written plan on Accessibility covering the three key strands and covering the time from April 2015 to March Keep the plan under review and revise it as necessary Resource and implement the plan Publish the plan for parents Train the staff on SEN and Disability (formally SENDA) The Disability Policy sets out the school s approach to disability in general. The school s Individual Needs Policy deals particularly with problems of curriculum access associated with learning difficulties or other disabilities. To that end the Accessibility Plan and the Individual Needs Policy overlap and complement each other. Please use the links above to view the Disability Policy and the Individual Needs Policy. This is a whole school policy which includes the Page 1 of 11

2 St John s College School Accessibility Plan A- Improving Access to the Curriculum Targets Action Resources (staff or To manage the care of a child with severe type 1 diabetes who is a chorister. Liaise with parents and doctors/nurse to put a care plan in place Care Plan School Nurse Child and staff feel confident to manage the condition. Minimal impact on child s learning. Extra staffing in place. To manage the care of a child with type 1diabetes. Liaise with parents and doctors/nurse to put a care plan in place Care Plan School Nurse Child and staff feel confident to manage the condition. Minimal impact on child s learning. Extra staffing in place. To manage the care of a child with anorexia Liaise with parents and doctors/nurse to put a care plan in place Care Plan School Nurse Child and staff feel confident to manage the condition. Minimal impact on child s learning. Extra staffing in place.. To manage the transition of a child with anorexia to senior school to liaise with future school to ensure the smooth transition of the pupils to new school Senior Tutor June 2015 Child has positive start at new school. School has all of the relevant welfare information to plan effectively.. To manage the care of a pupil who is missing a hand Liaise with parents and school nurse to put a care plan in place Hd of the Junior Dept School Nurse Effective forward planning in place to ensure child has full access to all activities. To manage the care of a pupil with diminishing sight. Liaise with parents and doctors/nurse to put a care plan in place. Effective forward planning in place to ensure child has full access to all activities. To apply for a statement for a child with diminishing eye sight Liaise with local authority to apply for an EHC plan to support pupil Reviewed every 6 months EHC plan in place No. Turned down by Local Authority. School to reapply This is a whole school policy which includes the Page 2 of 11

3 Targets Action Resources (staff or To manage the care of a pupil with diminishing sight. Purchase adapted resources to enable the child to access all aspects of the curriculum, including extra-curricular activities. The need for different resources will be reviewed each term. Cost of resources to be determined. Termly Necessary resources purchased so that the child is able to access all parts of the curriculum (including extra-curricular activities) independently. To manage the care of a pupil with progressive hearing difficulties. Staff are trained in strategies to support him. Care plan in place. Care plan Effective forward planning in place to ensure child has full access to all activities. To manage the care of a pupil with NF1 Liaise with parents and doctors/nurse to put a care plan in place. Hd of Junior Dept School Nurse Effective forward planning in place to ensure child has full access to all activities. Effective forward planning in place to ensure child has full access to all activities. Absences for hospital appts planned in advance. To manage the care of a child with Asperger s Syndrome who has a statement Liaise with parents and local authority to maintain IEP and statement plans so that he meets the targets on the statement. The child is able to cope independently with school life, both socially and also academically. To manage the care of a child with Asperger s Syndrome who has a statement Liaise with future school to plan a smooth transition of the pupil to the next school. Support Max with social development and understanding in preparation for the new school, through the use of social stories with his TA. Use of 1:1 TA time Head of Form 6 The child makes a smooth transition to the next school. This is a whole school policy which includes the Page 3 of 11

4 Targets Action Resources (staff or To provide sloping boards to support children with poor muscle tone and upper body strength. IN department to assess long term needs of children and provide boards where necessary Boards Termly Review Children have improved access to the curriculum To provide access to laptops to children who will benefit by having increased access to the curriculum IN department to assess long term needs of children and provide laptops where necessary (or parents to purchase laptops) Run touch typing lessons for children to learn to type at a suitable speed to enable them to use a laptop in lessons. Laptops Teacher for Touch Typing Annual Review Termly review of touch typing attendance. Children with learning needs are able to demonstrate their understanding effectively. Children who need to use laptops are able to touch type at a speed that is faster than their writing speed.. To review the range of learning resources that is accessible for students with different disabilities. Heads of Department to review resources in their curriculum areas collaborating with the Individual Needs Co-ordinator Time/Training Annual and as necessary for individual pupils Students with disabilities have increased access to curriculum materials.. Summer To provide a Reader for tests where children have an identified phonological learning need. IN Co-ordinator and Director of Studies to plan for the availability of a Reader for tests where needed. Possible cost of TA / Gap time Annual and as necessary for individual pupils Students with phonological learning needs are able to access written tests and perform at the level of which they are capable.. To enable children with dyslexia or weak working memory to remember instructions and access the curriculum effectively. Teachers to provide written instructions / hand outs of information. Class teachers Termly reviews of strategies for children Students with dyslexia or weak working memory are supported to retain information and access the tasks in class independently. To provide children with scotopic sensitivity with appropriate coloured overlays. Internally assess children presenting with reading / tracking difficulties. Provide coloured overlays where needed. Cost of one coloured overlay for each child who needs it (any additional overlays needed will be paid for by Termly review Children with scotopic sensitivity are able to read more easily and without strain. This is a whole school policy which includes the Page 4 of 11

5 Targets Action Resources (staff or For severe difficulties, children will be referred on for prescription glasses. parents) To ensure that children with medical conditions that lead to a high level of absence from school make good progress and are able to catch-up. Write care plans for children with severe medical conditions such as severe asthma or ME to include provision of catch-up work where relevant for absence or a reduced timetable. Nurse Termly review of care plans Children with medical needs are able to access the curriculum and make good progress despite absence from school. Liaise with outside agencies and parents to understand the provision needed. To enable children with learning needs to make good progress and attain in line with their underlying ability. Provide individual lessons with specialised members of staff. Review the attainment for all SEN pupil IN teachers IN Co-ordinator Termly progress reviews. Children with SEN make good progress in learning. Provide group spelling support using individualised computer programmes. Provide group curriculum support For children with weak working memory to know and be able to use a range of strategies to support their working memory in a range of contexts. Plan for the provision of group teaching of strategies to support children with weak working memory. Train all staff in the strategies being taught to children. IN staff IN Co-ordinator Plan developed 2015 for inclusion in budget Children with weak working memory know and use a range of strategies independently to help with their memory. Working Memory groups started To increase the confidence and skills of all staff in noticing and supporting children with learning needs. Develop a plan of training for all staff in supporting and noticing the needs of children with SENDA. IN Co-ordinator Annual review Staff are confident to notice and support children with learning needs and disability. Improved focus on strategies in Pupil Improvement meetings from This is a whole school policy which includes the Page 5 of 11

6 Targets Action Resources (staff or Lent Pupil Improvement meetings in place on training days from Plan in place for training to begin Lent To train Individual Needs staff so that they are able to undertake high quality assessments internally. Interested staff are trained to Level 7 qualification of Individual needs. Payment for training course. To begin in 2015 Staff are able to assess children internally.. 1 further member of staff fully qualified with a certificate in assessment for individual needs To improve the gross and fine motor coordination of children with dyspraxia or other fine and gross motor difficulties Provide motor skills club for younger children Games staff Termly review Children with fine and gross motor skills develop core, upper body and fine motor strength. To liaise with external assessors to ensure that children are assessed where needed and that provision is made for exam access arrangements. Arrange assessments Ensure we have enough qualified assessors Make provision for exam access arrangements e.g. extra time, lap top use, readers. IN Co-ordinator Administrative Director Termly review Children are able to access exams and teachers have the best understanding of how to support children with their learning. Access to an additional educational psychologist has been arranged, where required. To make reasonable adjustments for a members of staff with type 1 diabetes so that they can manage Provide a private room where insulin can be administered Lockable room Termly review Staff members feel confident dealing with condition at school. This is a whole school policy which includes the Page 6 of 11

7 Targets Action Resources (staff or their condition and carry out their job effectively. Provide support when necessary, including adjustments to teaching. School feels confident adequate support is given to staff members. To make reasonable adjustments for a member of staff suffering from acute hearing loss so that she can carry out her job effectively Plan ahead regarding room allocation keeping acoustics in mind. Provide support when necessary, including adjustments to teaching. Annual Review Staff member feels confident dealing with condition at school. School feels confident adequate support is given to staff member. Staff member has now left the School. This is a whole school policy which includes the Page 7 of 11

8 St John s College School Accessibility Plan B- Improving Access to Information Targets Action Resources To review and adjust revision materials to improve the accessibility for all the children Develop a web based version of revision materials that is accessible for all children. Maintain Google Drive revision materials whilst the development progresses. Appoint a member of staff with responsibility for this development Web based version of revision materials. Google drive resources are maintained and web-based version being developed for To plan a study skills evening for parents of F5 children to help them to understand our revision and study skills programme. to liaise with study skills teachers to plan event Annually Evening held and a success Study skills evening has been delivered to parents of F6 children Similar session planned for F5 parents Lent To provide information to parents about Individual Needs provision. Individual needs policy to be updated annually and kept on the website. IN Co-ordinator Annually Up to date policy available on the website.. To provide information to parents about the external help available to them. List available of Speech and Language Therapists, Sound Therapists, Optometrists, Audiologists, and Educational Psychologists. Individual Needs Co-ordinator Reviewed annually Parents have access to the information necessary to ensure full access to the curriculum for their children. Information is provided to parents as it is required. This is a whole school policy which includes the Page 8 of 11

9 C Improving Access to the Physical Environment The School commissioned an Access Audit report from Vectra Property Consulting, Third Floor. 28, Grays Inn Road, London WC1X 8HR. The aim was to obtain a totally impartial view of what might be needed over time to improve access to the School s spaces and to ensure that the new buildings, proposed for Senior House, should incorporate the necessary elements. In terms of individuals with disabilities, the School has a system for identifying needs well in advance of the arrival of the affected person and has managed its spaces to accommodate those needs by the process of making reasonable adjustments. The Access Audit report has provided terms of reference for planning refurbishments to existing buildings and those recommendations that can be incorporated into such activities have been listed below. However, were there to be a disabled person likely to be affected by any identified deficiency this would be addressed more quickly. The School is fortunate in that the great majority of children join in September and work can be scheduled for the Summer holidays. There are other recommendations that are to be considered on refurbishment, e.g. colour contrasts, door furniture, door widths, which will be referred to as and when refurbishment planning is undertaken. The most recent redevelopment of Senior House and Byron House was undertaken mindful of accessibility to the physical environments. Improvements have been made around the central piazza area with classrooms being designed with multi use in mind to enable relocation of teaching space should the need arise. The new boarding house is equipped with a lift to provide access to all floors of living accommodation. Safety and accessibility to the front of Senior House has been much improved by the provision of fewer allocated parking spaces. The most recent developments in Kindergarten have seen significant improvements made around accessibility to the outdoor learning area, safety of the outdoor areas and movement within and between the new teaching spaces. This is a whole school policy which includes the Page 9 of 11

10 Targets Action / Deficiency Resources (staff or Induction Loop or infra-red system for Hinsley Hall Investigate the potential interaction with the sound system. Facilities Manager to price and check logistics re installation 2012 Easter Holidays at the latest, still to be reviewed. Those with deficient hearing to be able to hear plays or music. 2, Hold open détentes to be fitted to doors where appropriate. Some had been tried. Evaluation and extension as appropriate, Facilities Manager to assess 2012 Summer at the latest Doors held open but close when fire alarms sound. Music School sunken garden to have contrasting edge. Change of tiles to be considered, rather than painting edges. Facilities Manager to assess As achievable but by Summer 2012 Clear visual difference where edge exists This was deemed as an eyesore to the environment of the garden, the lines have been removed Door pressures should be 20 to 30 Newtons. When checking fire doors ensure that door pressures comply Facilities Manager to incorporate pressure level into routine checks requirement On-going Door pressures manageable for everyone Disabled toilet Byron House Flush handle on cistern is on the wrong side. The washbasin is too far from the toilet. The tap on the washbasin should be nearer to the toilet. Plumber A price needs to be obtained for the full works. The current arrangement is sufficient. Holiday job to be linked to redecoration not a high priority but Summer 2012 deadline. Estimate to be done by Easter 2012 Improved ease of operation Staircase s in number 69 the new boarding house development. Install contrasting coloured stair nosing The Disabilities Discrimination Act Part M Building Regulations. Completion of building Clearly visible stair treads to assist people with impaired sight. DeeJak builders Lift in number 69 the new boarding Install a lift from the basement to The Disabilities Discrimination Act Part Completion of building This will allow a wheelchair user safe access to the same This is a whole school policy which includes the Page 10 of 11

11 Targets Action / Deficiency Resources (staff or house development. first floor. M Building Regulations. Disable washroom facilities at number 69 the new boarding house development. Intercom system at number 69 the new boarding house development. Improve the fire exits in the 1994 section of Byron House. Provide designated disable parking Improve access to Science Lab and Hinsley Hall Install disable toilets and washroom facilities, this will include an emergency call system. Install an intercom system allow students to call for assistance, this will be linked to the emergency call system in the disabled toilets. Replace the rear fire exit to the back playground of the 1994 building. During the refurbishment of Senior House disabled parking bays will be provided. No wheelchair specific access to first floor spaces DeeJak builders The Disabilities Discrimination Act Part M Building Regulations. DeeJak builders The Disabilities Discrimination Act Part M Building Regulations. DeeJak builders works Completion of building work Completion of building works facilities as a non-wheelchair user. It will improve manual handling for staff. This will allow a wheelchair user safe access to the same facilities as a non-wheelchair user. To ensure that any student can call an on duty member of staff for assistance. English Carpentry Easter Holidays 2012 To improve access to the Big Room at Byron House. Facilities Manager to include in plans. Facilities Manager to include in plans 2012 Improve access to main school site Improve access to main school site On going This is a whole school policy which includes the Page 11 of 11

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