The Woodlands Community Primary School Accessibility Plan 2015 Aim 1: To increase the extent to which disabled pupils can participate in the school curriculum SHORT TERM Targets Strategies Timescale Responsibilities Success Criteria To liaise with Nursery Providers to review potential intake for September 15. To identify pupils who may need additional to or different support from provision for Sept 15 intake. Sept 2015/2016 HT EYFS Teachers Procedures/equipment/ideas set in place by Sept 15. To review all statutory policies to ensure that they reflect inclusive practice and procedure. To comply with the Equality Act 2010. Ongoing HT SENDCO All subject leaders All policies clearly reflect inclusive practice and procedure. To establish close liaison with parents. To ensure collaboration and sharing between school and families. Ongoing HT All teachers Clear collaborative working approach. To establish close liaison with outside agencies for pupils with on-going health needs. To ensure collaboration between all key personnel. Ongoing HT TAs Outside agencies Clear collaborative working approach. To ensure full access to the curriculum for all children. Outside Play visits; Employment of specialist advisory teachers; CPD for staff and: • A differentiated curriculum with alternatives offered. • The use of P levels to assist in developing learning opportunities for children and also in assessing progress in different subjects • A range of support staff including trained teaching assistants • Multimedia activities to support most curriculum areas Ongoing Teachers SENDCO Ed Psych Advice taken and strategies evident in classroom practice. ASD (Autism Spectrum Disorder) children supported and accessing curriculum.
• Use of interactive ICT equipment • Specific equipment sourced from occupational therapy. MEDIUM TERM Targets Strategies Timescale Responsibilities Success Criteria To finely review attainment of all SEN pupils. SENCO/Class teacher meetings/Pupil progress Scrutiny of assessment system Regular liaison with parents Termly Class teachers SENDCO Progress made towards IEP targets. Provision mapping shows clear steps and progress made. To monitor attainment of Gifted and Talented Pupils. Policy and Able G&T list to be updated Able G&T booster groups/activities Monitor Able G&T list Ongoing Annually HT SENDCO Class Teachers G & T children making proportionate progress. Achieving above average results. To promote the involvement of disabled students in classroom discussions/activities To take account of variety of learning styles when teaching Within the Curriculum, the school aims to provide full access to all aspects of the curriculum by providing (where appropriate) Wheelchair access Giving alternatives to enable disabled pupils to participate successfully in lessons Creating positive images of disability within the school so that pupils grow into adults who have some understanding of the needs of disabled people. Ongoing Whole school approach Variety of learning styles and multi-sensory activities evident in planning and in the classrooms. Ensuring that the needs of all disabled pupils, parents and staff are represented within the school. LONG TERM Targets Strategies Timescale Responsibilities Success Criteria To evaluate and review the above short and long term targets annually See above Annually SMT Core curriculum All children making good progress.
Governors To improve paths around school and install handrails for access Work with Staffordshire CC to make improvements. Annually HT Staffordshire CC Janitor All paths improved and maintained. Handrails installed. To deliver findings to the Governing Body Finance and Premises and Curriculum Governors meetings Annually Termly SEN Governor / SENDCO meetings SENDCO SMT / SEN Governor Governors fully informed about SEN provision and progress. Aim 2: To improve the physical environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services. SHORT TERM Targets Strategies Timescale Responsibilities Success Criteria To improve physical environment of school environment The school will take account the needs of pupils, staff and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting, and colour schemes, and more accessible facilities and fittings. Ongoing SMT Enabling needs to be met where possible. To ensure visually stimulating environment for all children Colourful, lively displays in classrooms and inviting role play areas. Ongoing Teaching and staff Lively and inviting environment maintained. To ensure all children with a disability are able to be involved in day to day school life. Create access plans for individual disabled children as part of IEP process Undertake confidential survey of staff and governors to ascertain With immediate effect, to be constantly reviewed Teaching and staff Enabling needs to be met where possible.