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Accessibilty Plan

Eastling Primary School

Accessibility Plan 2018-19

Eastling Primary School is a welcoming and happy environment in which pupils thrive and want to do their best. We want all children to enjoy school, to be challenged to achieve their very best, and to consider their time at the school as a positive experience that will live                              long in their memories.

We are committed to giving all of our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied lives and needs. We offer a broad and balanced curriculum and have high expectations for all children. The achievements, attitudes and well-being of all our children matter.

Purpose of Plan:

This plan shows how Eastling Primary School intends, over time, to increase the accessibility of our school for disabled pupils, staff, parents/carers and visitors.

Definition of disability:

A person has a disability if he/she has a physical or mental impairment that has a substantial and long-term adverse effect on his/her ability to carry out normal day-to-day activities.

Areas of planning:

Increasing access for disabled pupils to the school curriculum, (this includes teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits)

Improving access to the physical environment of schools, (this includes improvements to the physical environment of the school and physical aids to access education).

Improving the delivery of written information to disabled pupils to make written information that is normally provided by the school to its pupils available to disabled pupils.

 

 

Context:

Eastling Primary School consists of a Victorian building housing 2 classrooms, an activity area, a library, toilets and SEN room. There is a link corridor to the newer modern building, which houses a further two classrooms, computer suite, kitchen and school hall. The offices and staff facilities are located in the Victorian schoolhouse. The schoolhouse has extremely limited access for wheelchair users. The accessibility for wheelchair users to the main school building is via the school hall. There is an accessible toilet in the main building.

Current Range of known disabilities:

The school has children with a range of disabilities that include moderate and specific learning disabilities. We have a small number of pupils with aspersers and autism.

Increasing access for disabled pupils to the school curriculum.

Improving teaching and learning lies at the heart of the school’s work. Through self-review and Continuous Professional Development (CPD), we aim to enhance staff knowledge, skills and understanding to promote outstanding teaching and learning for all children. We aim to meet every child’s needs in inclusive classes, and all SEND children make progress in line with other children. It is a core value of the school that all children are enabled to participate fully in the broader life of the school. Consequently, all children have always been permitted to attend age relevant after school clubs, cultural activities and educational visits. The only exception would occur if a child had breached school rules when deprivation of club attendance may be used as a suitable short-term sanction and to ensure the safety of others.

 

Not started

 

In progress

Effective Implementation

 

 

Target

What?

Who and How?

Time Scale

Success criteria

Completed

(date)

AEN

 

1

Improve the staff expertise in supporting the range of disabilities of children in the school.

Staff CPD

SENCO/HT

As and when identified

Adult support has a positive impact on children’s learning.

Ongoing – log kept of training which has been attended.

2

Class teachers to track pupils with AEN and liaise closely with SENCO and TA’s.

Pupil progress meetings and staff meetings.

Teachers/SENCO/

HT

Ongoing and when required

AEN children to progress in line with their peers.

July 2019

3

Interventions are regularly evaluated.

Termly meetings to assess the progress of SEND children.

Teachers/SENCO/

HT

6 times a year

SEND children progress at the same rate as others.

July 2019

4

Ensure SEN information is clear and shared with staff.

Clear support plans in place for all children on the SEN register.

SENCO

Ongoing and as required

Parents and children fully understand their targets and progress from the support plans.

July 2019

Building

 

5

Keep corridors free from obstructions

Daily checks of the corridors to ensure that they are clear of clutter.

Teachers and children

Ongoing

Children aware of the dangers of a cluttered corridor.

October 2018

6

Time table information is clear for every child

Visual timetables are used daily in every class

Class teachers

Ongoing

Visual timetables are used by children to prepare

October 2018

7

Educational visits to be accessible to all.

All visits assessed for accessibility for all children.

Class teachers

Ongoing

No child misses a school visit through exclusion due to disability.

September 2018

8

Children lacking confidence have timetabled opportunities for small group work in social communications.

Develop use of lego therapy

SENCO/TA’s

July 2019

Number of children needing Lego Therapy increased.

July 2019

9

Children needing time to control themselves are handled safely.

Positive handling training undertaken by additional staff.

TA’s/HT/CT’s

Ongoing

Two staff available at all times that are trained in positive handling.

Ongoing

(as training identified)

Medical

 

10

Medical plans kept up to date and staff attend training for individual pupils.

Plans reviewed annually or as required. Training for new members of staff.

Class teachers/TA’s/SENCO

Ongoing

Staff trained and able to work with identified children.

Ongoing

11

More members of staff trained as First Aiders.

More staff trained to deliver first aid.

TA’s/Office staff/Class teachers

March 2019

First Aid cover for trips easier.

March 19

12

Additional member of staff trained in Paediatric First Aid.

Second staff member trained as Paediatric First Aider.

EYFS teacher

March 2019

At least one member of staff trained in Paediatric First Aid on site at all times.

May 19

13

Risk assessments for Diabetic children for swimming.

All children able to access swimming lessons.

Class teachers

May 2019

No child misses swimming due to a disability.

May 19

Curriculum and Classroom

 

14

Differentiation in teaching

Monitor planning to ensure that the needs of all the children are met in order to fully access the curriculum.

Class teachers/SLT

Ongoing

All children to make at least good progress in line with their need.

Ongoing

15

Classroom organisation

All staff will check the access around the classrooms to ensure it is accessible.

Class teachers/TA’s

Ongoing

Children are able to move around the classroom safely and access resources as required.

September 2018

16

School trips and residential visit

All trips assessed for wide accessibility for all children.

Class teachers/SENCO

Ongoing

All children are able to access school trips and the residential safely.

November 2018

Communication

 

17

All parents are able to understand and respond to school communications.

Idenitfy parents with communication difficulties. Ensure that all school communicatipms are accessible to all the parents.

Office staff

Ongoing

Send emails to parents rather than telephone them.

Newsletters send by school.

September 2018

18

Install a new phone system with a second line.

Parents are able to speak with staff at after school clubs and leave messages more readily.

Office staff

February 2019

Second line increases ease of communication for parents.

April 2019

19

Increase use of social media to promote the school and as a means of communication.

Parents are able to keep up to date with daily events on social media.

HT and office staff

Ongoing

More parents accessing social media and promoting the school.

Ongoing

 

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