Accessibility Plan 2017 - 2020

Responsibility:Resources Committee
Reviewed:October 2019
Next review date:June 2020
Key legislation:Equality Act 2010
This policy should be read in conjunction with:Curriculum policy, Equality Objectives, Single Equality Policy, Staff development policy, Health and Safety policy, Special Educational Needs policy, Behaviour Management policy, School Development plan, Asset Management plan, School prospectus and Vision Statement

Vision and values

Purpose of the Plan

The purpose of this plan is to show how Axe Beacon Federation Schools intend, over time, to increase the accessibility of our school for disabled pupils.  Axe Beacon Federation is committed to providing an environment that enables full curriculum access that values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs.

Definition of Disability

According to the Equality Act 2010, a person has a disability if:

  1. He or she has a physical or mental impairment.
  2. The impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.


Legal Background

Under the Equality Act 2010 all schools must have an Accessibility Plan. The Equality Act 2010 replaced all existing equality legislation including the Disability Discrimination Act (DDA). The effect of the laws is the same as in the past, meaning that ‘Schools cannot lawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation’.

This plan has been drawn up based upon information supplied by the Local Authority, and in conjunction with pupils, parents, staff and governors of the school and will advise other school planning documents.

This Accessibility Plan sets out the proposals of the Governing Body of our school to increase access to education for disabled pupils in the following three areas:

  1. Increasing the extent to which disabled pupils can participate in the school curriculum; which 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;
  2. Improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
  3. Improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled.


Documents and policies

The Accessibility Plan should be read in conjunction with the school policies, strategies and documents set out at the start of this document.

Our complaints procedure covers the accessibility plan.



Whole school training will recognise the need to continue raising awareness for staff and governors on equality issues with reference to the Equality Act 2010.


Plan Availability

The school makes the Accessibility Plan available in the following ways:

  • A copy is posted on the school’s website
  • A paper copy is available from the school office


Review and Evaluation

It is a requirement that our accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. The appendices below are a set of action plans showing how Axe Beacon Federation Schools will address the priorities identified in the plan. The plan is valid for three years 2017-20. It is reviewed annually.

Appendix 1 - Shute aims and objectives

AimCurrent good practice Include established practice and practice under developmentObjectives State short, medium and long-term objectivesActions to be takenPerson responsibleDate to complete actions bySuccess criteria
Increase access to the curriculum for pupils with a disabilityShute offers a differentiated curriculum for children of all abilities and uses specific resources to ensure certain pupils are able to access the curriculum fullyTraining for staff (including medical) - Monitor CPD training within performance management - Training undertaken by TAs (see PMs) - Review effectiveness of training and implementation of interventions relating to training - Success of interventions to be monitored HoS SENDCo Ongoing June 2020- Training has led to the use of targeted, specific and successful intervention - Further gaps in training needs identified - Children with disability are able to access the curriculum and are closing the gap in attainment
Support from outside agencies is sought when needed Staff and pupils are supported by outside agencies effectively - Agencies invited to all meeting when required - Advice is fed back to teachers and TAs - Advice needs to be reflected on individual plans, my plans and behaviour care plans. HoS SENDCo Teaching staff Ongoing June 2020- My Plans and individual plans reflect advice from outside agencies and are reviewed termly and with parents - Children’s academic attainment, presentation and engagement with education is improved and measured
Improve and maintain access to the physical environmentChildren with physical difficulties are able to access most areas of school. There are ramps to access every classroom. Both playgrounds (upper and lower) are accessible as is the FS playground/little playground. The large wooden structures in the FS outside has been removed to improve wider access to Y1/2 classroom. There is an accessible toilet. There is good provision for children with sensory needs through individual sensory programmes. The sensory impact of the school environment is minimised. Remove wooden structures in the FS outside are to improve wider access to Y1/2 classroom. Sensory audit of the school to ensure all areas are accessible to children with sensory needs. HoS SENCo Premises Manager June 2020All classrooms are accessible. Updated audit shows that all areas of the school are accessible to children with sensory needs or that the effect is minimised as much as possible.
Improve the delivery of written information to pupilsChildren with disabilities are supported with visual aids in classrooms such as visual timetables. Individual pupils have visual aids to help with emotion regulation/communication needs e.g. emotion cards. Children with dyslexia use coloured overlays for reading. Staff use now/next boards with individual children. 5 point scale is used with individual children. All classes have visual timetables.Improve the quality of written information around school and in classrooms- Ensuring all classes have visual timetables - Ensure labelling is accompanied by visual aids e.g. photographs/widgit symbols and that this is consistent throughout school. All staff to be trained in using Widit Online. - Interactive whiteboard backgrounds should not be white to reduce visual stress for those children with dyslexia. - For those children with dyslexia, use coloured exercise books/coloured worksheets. SENCO All staff June 2020Audit shows: All written material used in school readily is accessible to all children. All staff actively use visual timetables with their classes. Classrooms are Dyslexia friendly. Labelling around school is accessible and consistent.

Appendix 2 - Access audit

FeatureDescriptionAction to be takenPerson responsibleDate to complete actions by
Number of storeysYear 1 and 2 – There is 1 step to the main door of the classroom, and a ramp to the back door of the classroom. Staff Room - Staff room has steep steps, would need to consider changing if member of staff could not access steps. This area rarely accessed by children. Access to the school office is via steep steps. The HoS and Administrator are accessible on the playground every morning between 8.45am and 9.05am. Rest of school has level access or ramps Access would need to be considered for Staff Room if required Long term plan to erect a new classroom and move the School Office downstairs Premises ManagerIf required
Corridor accessCorridors are accessible by wheelchairsEnsure enough storage so that cloakroom is clear enough to pass throughHead of SchoolOn going
SignageSign displayed on the accessible toilet
Fire alarmsAuditory fire alarms in placeEnsure that routine practices include all areas. Come up with a plan so that classes can be evacuated without the siren going off Head of School Premises Manager At least termly
SignageSign displayed on the accessible toilet
Fire alarmsAuditory fire alarms in placeEnsure that routine practices include all areas. Come up with a plan so that classes can be evacuated without the siren going off Head of School Premises Manager At least termly
DoorsAll external doors open outwards and are wide enough to accommodate a wheelchair, they all have windows in them so that they can see through the door from wheelchair heightEnsure that the window parts are not obscured Doors that do not have windows to be replaced as part of maintenance All staff
Emergency escape routesWell labelled throughout the schoolBe vigilant to missing signs Ensure clear access at all times All staff