KIRKBY COLLEGE SCHOOL ACCESSIBILITY PLAN Introduction This plan is drawn up in accordance with the planning duty in the Disability Discrimination Act, 1995, as amended by the SEN and Disability Act, 2001 (SENDA). It draws on the guidance set out in “Accessible Schools: Planning to Increase Access to Schools for Disabled Pupils”, issued by DfES in July 2002. Definition of Disability Disability is defined by the Disability Discrimination Act 1995 (DDA) “A person has a disability if he or she has a physical or mental impairment that has a substantial and long term adverse effect on his or her ability to carry out normal day to day activities” Key Objective To reduce and eliminate barriers to access to the curriculum and to full participation in the school community for students, and prospective students, with a disability. Principles Compliance with the DDA is consistent with the school’s aims and Equal Opportunities Policy, and the operation of the school’s SEN Policy The school recognises its duty under the DDA (as amended by the SENDA) Not to discriminate against disabled students in their admissions and exclusions, and provision of education and associated services Not to treat disabled students less favourably To take reasonable steps to avoid putting disabled students at a substantial disadvantage To publish an Accessibility Plan In performing their duties, governors and staff will have regard to the DRC code of Practice (2002) The school recognises and values parents/carers’ knowledge of their child’s disability and its effect on his/her ability to carry out normal activities, and respects the parents/carers’ and the child’s right to confidentiality The school provides all students with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual students and their preferred learning styles.
Kirkby College School Accessibility Plan 2016 -2019 Priority Area Action Required Method Timeline Outcome High visibility paint on exterior steps and handrails Regular annual checks and renovation Visually impaired students able to move around school site safely Improve the working environment for students with visual impairment Incorporate appropriate colour schemes when refurbishing Ongoing Visually impaired students able to work comfortably and independently in all teaching areas Improve access to all ground floor teaching areas Ramped access to school entrances Planned use of devolved capital allocation as part of planned refurbishments Ongoing Majority ground/floor areas accessible Improve access and safety on steps and stairs High visibility hand rails on steps and stairs Planned use of devolved capital allocation as part of planned refurbishments Completed Students able to move around more safely To provide disabled toilets Disabled toilets to be placed in lower school and in upper school buildings Planned use of devolved capital allocation as part of planned refurbishments Completed Disabled school students and Adult Education students (and other adults) have suitable toileting facilities Curriculum delivery/delivery of materials in other formats Staff have an understanding of additional time requirements in practical work and plan accordingly SIMS and written form SEN/Medical information available to Ongoing Disabled students able to access the curriculum
Diagrams described and OHTs/whiteboard screens read out loud Copies of slides and diagrams available to students School Reprographics to produce large print documents as and when required Use of alternative resources for SEND or disabled students to also include use for exams: Laptops Reader/scribe Extra time Large print Discrete groups An extra Teaching Assistant Voice activated recorder Coloured papers LA Visually impaired Resource Centre accessed to print large print books and exercise books Continued liaison with primary schools to ascertain any special requirements Year 6 transition students all staff and further training on implementation and differentiation through CPD time If needed school can provide written information in alternative formats, e.g. website Ongoing Ongoing Ongoing more effectively Delivery of this information to staff and students, parents/carers and other stakeholders
To provide at least one parking space for disabled drivers (Outside Art Room by the wall) Easier access for disabled drivers In place No students are disadvantaged in public examinations by reason of disability Ensure students are screened/tested for exam access arrangements in line with current required practice Ongoing Information given to all stakeholders All students with auditory impairments have access to appropriate support from school and external agencies Regular visits from relevant SFCS staff Ongoing Staff have relevant information to support students, access school curriculum