Target

Strategies

Timescale

What will success look like?

To be aware of the access needs of disabled children, staff, Governors and parents/ carers

• Ensure the school staff & Governors are aware of access issues (‘access’ meaning ‘access to’ and ‘access from’)
•  Create access plans for individual disabled children as part of the SEND (Special Educational Needs and Disabilities) process if required
•  Ensure staff and Governors can access areas of school used for meetings
• Use Widget symbols around school to help children’s understanding and visual recognition.

As required

• SEND objectives are in place for disabled pupils, and all staff are aware of pupils’ needs.
• All staff & Governors are confident that their needs are met.
• Continuously monitored to ensure any new needs arising are met.
• Parents have full access to all areas of school

Maintain safety for visually and hearing-impaired people

• Check if any children have a visual impairment resulting in yellow paint being needed on step edges and other edges if appropriate
• Follow advice from School’s and Family’s support service (SFSS) for children with visual or hearing impairment and ensure this forms part of their provision
• Check exterior lighting is working on a regular basis
• Put black/ yellow hazard tape on poles at end of play equipment to help visually impaired children, if appropriate
• Check flashing beacons that signal fire alarm activation regularly

As required

• Visually impaired people feel safe in school grounds.
• Deaf friendly training to be carried out with identified staff annually

Ensure there are enough fire exits around school that are suitable for people with a disability

• Daily health and safety checks of the school and its surroundings.
• Ensure staff are aware of need to keep fire exits clear

Daily

• All disabled personnel and pupils have safe exits from school.

Whole School Evacuation

• Ensure all children with physical disabilities and those children with SEND can be safely evacuated from building in the event of an emergency (ensure all staff are aware of their responsibilities).

As required

• All physically disabled persons can be safely evacuated.

Accessible car parking

• Disabled members of staff and visitors have a place to park in the staff car park near the playground gates into the school
• The gate into the playground can be opened to allow people with mobility issues/ wheel chairs to access the main school building

Ongoing

• There is a place for disabled members of staff and visitors to park throughout the school day.

Target

Strategies

Timescale

What will success look like?

Access to learning/ in class provision

• Review SEND children’s access to curriculum within class sessions.
• Observations to be carried out within class to ensure children can access sessions and have access to equipment and adapted resources where needed.
• Ongoing monitoring from SENCO.
• Liaise with external professions e.g. SALT/OT to incorporate strategies and support within classrooms and around school with children who require specific equipment and adaptions.

On-going

• All pupils have equal access to a broad and balanced curriculum

All school visits and trips need to be accessible to all pupils

• Risk assessments to ensure that all children including children with physical disabilities can access trips.
• Ensure venues and means of transport are vetted for suitability
• Ensure staff are fully briefed with regards to children with SEND and adequate support is in place

On-going

All pupils are able to access all school trips and take part in a range of activities

Ensure disabled children can take part equally in whole school events, lunchtime and after school activities

• Ensure whole school events can be adapted to include all children
• Discuss with staff who run out of school clubs, and people running other clubs after school. Support would need to be available – especially after school

As required

• Disabled children feel able to participate equally in out of school activities.

Ensure all staff have specific training on disability issues

• Identify training needs at regular meetings

On-going

• Raised confidence of staff

Communication with Parents

• Ensure parents have access to our SEN provision/SEN school offer currently on the school website.
• Ensure parents meet and can contact SENCO at any time. 
• Parents meet regularly with SENCO to access further support and advice when required.
• Ensure that the annual report to parents of SEND is accessible and informative for parents.

On-going

• Parent/school communication is strong
• Parents confidently contact SENCO for support and advice.

Pupil Voice

• Children are given opportunities to share their concerns, their views and their ideas.
•  Adaptations are made as needed.

On-going

• Children voice is heard and acted upon.