impairment and autism. Grey Court School works in partnership with Strathmore @ Grey Court to ensure that students with Profound Learning Difficulties (PLD) have clear access around the school site to extend learning opportunities. There are procedures for the evacuation of the building and student safety is regularly reviewed. The Student Support Centre serves as a learning centre for students who need additional support to address LDD needs; including students who are immobile for a short period of time due to injury and who can use access Centre to ensure their injury doesn’t impact on academic progress. Newman House has been re-developed to promote wheelchair accessibility as part of our review programme. Grey Court School ensures that all students have full accessibility to the curriculum by working in partnership with outside external agencies, such as Sensory Support for Children with Visual and Hearing Impairments team. The SENCO will ensure that teachers have clear information regarding reading and comprehension skills where this could be a barrier to learning. SENCO will monitor the reading age of a range of teaching materials using a SMOG analysis of key texts, including exam papers. Grey Court School is committed to developing provision within PDW and school assemblies to challenge discrimination in regards to disability and to promote positive images of disabled individuals. Grey Court School will work closely with Strathmore @ Grey Court to promote positive images of disabled students and will foster friendships and support through the school’s PSA (peer support assistant) programme and opportunities for where appropriate. Grey Court School will monitor any incidents of bullying in regards to disability and use Restorative Approaches as a means of addressing this discrimination Grey Court School is committed to developing staff training to meet the changing needs of our student cohort, including using Makaton to promote communication with PLD students. Attached are three Action Plans, relating to these three key aspects of accessibility. These plans will be reviewed and adjusted on an annual basis. Grey Court School - Accessibility Plan 2016 -2019
teaching staff A4: Disability equality issues are developed into PDW curriculum and school assemblies Review of PDW programme to address and challenge student thinking on disability TMA with Strathmore led assemblies promoting positive images of disability. This will now be taken up by RGO Opportunities for with PFLD students have taken place Working in partnership with Strathmore @Grey Court. Use of PDW lessons & assemblies, a range of learning opportunities and extra-curricular events including sports day. Students have greater understanding of disability issues and opportunities to foster friendship with students who have PLD A5: Give equal opportunity for students with disabilities to take part in on /off site educational and social experiences. A6: Discrimination is challenged throughout the school in regards to disability Monitor arrangements for school trips, fieldwork and residential visits, to ensure there is access for students with disabilities. This includes both venues and transport. Monitor the DDA for colleges where KS4/5 students study to ensure other educational sites provide good accessibility and support. Use of Restorative Approaches to challenge prejudice, monitoring bullying in regards to disability and to foster positive relationships through Peer Support Programme RGO with VPR to meet monitor DDA for education sites used for vocational studies Risk Assessment to take into account the needs of any SEND students Use of Student Support Officers, development of PDW programme and working in partnership with Strathmore @Grey Court On-going On going SEND students have access to a full range of off- site activities provided by the school. The school leads in breaking any barriers between disabled and students. It celebrates diversity and provides a range of learning opportunities.
B - IMPROVING ACCESS TO THE PHYSICAL ENVIRONMENT Target Action Resources Timeframe Outcomes B1: To have clear procedures and protocol with Strathmore @ Grey Court to ensure there is agreement in regards to accessibility and all students are kept safe. Protocol agreed and clear procedures in place Regular monitoring of procedures with site manager On-going Students (and staff/visitors) are able to navigate easily around school B2: Monitor level access to ground floor facilities Newman House access to all floors completed ; including easy access to Re-Start Centre for students with short term mobility difficulties (eg broken leg) Achieved Students (staff/visitors) with wheelchairs can access ground floor of school. B3: Ensure fire procedures take account of the needs of students with disabilities a) Monitor the needs of the identified students through SEN / Medical needs register b) To work closely with Strathmore @ Grey Court in regards to fire procedures, including evacuation of building. c) Use of appropriate equipment, including as appropriate to needs d) Ensure that procedures take into account easy access for wheel-chair users On going: working with site manager Identified students are safe and have a clearly recognised set of procedures to meet their needs in case of fire. chair
B4: Review external lighting coverage Continue to monitor provision of lighting for external areas in particular walkways from external building and to car park areas. On going Appropriate lighting is provided to all walkways and car park areas contributing to making the school site a safer and more secure environment. B5: Monitor walk and pathways to ensure free access to all areas of the school site. Monitor access ways for their “wheel users Monitor paved pathways to areas the Ingenium and Newman House to ensure they meet H&S requirements Rolling programme of maintenance All parts of the school have appropriate access” via properly maintained paved walkways and the provision of paving to those areas where it is needed. C - IMPROVING ACCESS TO INFORMATION