ࡱ> RTQ` )bjbj .:! 402@0B0B0B0B0B0B0$1h[4f0f0{0ZZZ@0Z@0ZZ- 0 [YLR.@0000.\5P50 05 0 bhZTf0f0P 0 Grange Infant School Accessibility Plan School Mission Statement The staff and Governors at Grange Infant School aim to provide a rich and stimulating environment where children are given the opportunity to work and grow in mutual respect and appreciation of the world about them. Each child is able to improve skills and increase knowledge and understanding according to age, ability, and degree of maturity. We strive to present a broad, balanced, relevant and differentiated curriculum to all our children regardless of gender, culture or ability. Grange Infant School strives to ensure that the culture and the ethos of the school are such that, whatever the abilities and needs of members of the school community, everyone is equally valued and treats one another with respect. Pupils should be provided with the opportunity to experience, understand and value diversity. The definition of disability is A person suffers a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse affect on his or her ability to carry out normal day-to-day activities. Physical or mental impairments can include sensory impairments (such as those affecting sight and hearing) and learning difficulties. The definition also covers certain medical conditions when they have a long term and substantial effect on pupils everyday lives. We recognise our duty under the Disability Discrimination Act (295) as amended by the SENDA (2001). from September 2002, it will be unlawful for schools and LEAs to discriminate against disabled pupils in their admissions and exclusions, education and associated services Schools and LEAs must: not treat disabled pupils less favourably; and take reasonable steps to avoid putting disabled pupils at a substantial advantage (the reasonable adjustment duty). that Local Education Authority and school governors have the duty to publish Accessibility Strategies and plan. Scope of the Plan This plan covers all three main strands of the planning duty: Improving the physical environment of school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and associated services. This strand of the planning duty covers aids to improve the physical environment of the school and physical aids to access education. The physical environment includes things such as steps, stairways, kerbs, exterior surfaces and paving, parking areas, building entrances and exits (including emergency escape routes), internal and external doors, gates, toilets and washing facilities, lighting, ventilation, floor coverings, signs and furniture. Aids to physical access include ramps, handrails, widened doorways, electromagnetic doors, adapted toilets and washing facilities, adjustable lighting, blinds. Physical aids to access education cover things such as ICT equipment enlarged computer screens and keyboards, concept key boards, switches, specialist desk and chairs and portable aids for children with motor co-ordinator and poor hand/eye skills. In maintained schools the provision of a special piece of equipment or extra assistance will be made through the SEN framework and to a lesser extent through the planning duty which applies to all schools. The distinction between auxiliary aids and services provided through the SEN route and those provided under the planning duty is that the SEN duties relate to the individual, whereas the planning duty relates to the provision of aids or services in terms of the population (and future population) of the school. For example, a pupil with visual impairment might have low vision aids provided through the statement of SEN but the school might as a general measure provide blinds and adjustable lighting though the planning duty. Increase the extent to which disabled pupils can participate in schools curriculums. This strand of the planning duty will help to improve access to a full, broad and balanced curriculum. It covers a range of elements including ensuring that teaching and learning is accessible through school and classroom organisation and support, especially deployment of staff, timetabling, curriculum options and staff information and training. Schools will be expected to plan to improve progressively access to the curriculum for all disabled pupils although many adjustments to access will be dependent on individual needs and may be provided through the SEN framework. The accessibility strategies and plans will help to ensure that schools are planning and preparing to respond to the particular needs of individual pupils. Improving the delivery of information to pupils with disabilities. This part of the duty covers planning to make information normally provided by the school in writing to its pupils such as handouts, timetables, textbooks, information about school events available to disabled pupils. This will include alternative formats such as Braille, audio tape and large print and also the provision for information orally, through lip speaking or sign language, through a recognised symbol system or ICT. This information should also be made available within a reasonable time frame and take account of the pupils disabilities and pupils and parents preferred formats. Other related school policies Equality for disabled pupils is included as an explicit aim in all of the schools policies and is supported by the schools other policies including: Teaching and Learning Equal Opportunities Policy Behaviour Policy Admissions policy/criteria School Improvement Plan School Asset Management Plan Policy for school trips and excursions SEN policy Exclusions Grange Infant School aims to include all pupils, including those with disabilities, in the full life of the school. Our strategies to do this will include: having high expectations of all pupils finding ways in which all pupils can take part in the full curriculum including sport, music and drama planning out-of-school activities including all school trips and excursions so that pupils with disabilities can participate setting admissions policy and criteria which does not discriminate against pupils with disabilities or treat them unfairly devising teaching strategies which will remove barriers to learning and participation for pupils with disabilities planning the physical environment of the school to cater for the needs of pupils with disabilities raising awareness of disability amongst school staff (teaching and non-teaching) through a programme of training by providing written information for pupils with disabilities in a form which is user friendly by using language which does not offend in all its literature and make staff and pupils aware of the importance of language by examining our library and reading books to ensure that there are examples of positive images of disabled people Actions to ensure equality for pupils with disabilities We shall undertake a disability audit using: Identifying Barriers to Access (checklist). As a result of the audit, we shall: write an action plan which includes targets make the policy and targets known to all teaching and ancillary staff, pupils and parents monitor the success of the plan the Plan will be reviewed annually by the Headteacher, staff and governing body The Governing Body will report on how targets have been met in their annual report to parents (and what impact they have had on the achievements of pupils with disabilities). The school will set up a working party to monitor and further develop good practice. Monitoring Grange Infant School recognises that monitoring is essential to ensure that pupils with disabilities are not being disadvantaged, and that monitoring leads to action planning. We will monitor (select): Admissions Attainment Attendance Punctuality Effects of pastoral strategies Rewards Sanctions Exclusions Response to teaching styles/subject SEN Register Setting/groups Effects of the Literacy & Numeracy Strategies Extra-curricular activities Homework Selection of recruitment of staff Governing body representation Parents attending consultation meetings Parents involvement in the life of the school (representation on PTA, attendance at parents evenings, in the classroom, school productions, sports day, fetes etc) Date of policy: January 2004 Date of review: January 2007 Member of staff responsible - Mrs C E Lewis This plan was formulated in consultation with the staff. 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