Purpose of the Plan
The purpose of this plan is to show how Kilmorie Primary School intends, over time, to increase the accessibility of our school for disabled pupils, parents and carers, staff and visitors to the school.
Definition of Disability
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.
Areas of planning responsibilities
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 (this will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils). The information should take account of pupils’ disabilities and pupils’ and parents’ preferred formats and be made available within a reasonable time frame.
Contextual Information
Kilmorie Primary School is a large building on 4 floors, the top floor of which is an art, science and DT workshop. There is also a single storey nursery building, a single-storey music room and a single storey year 2 classroom. The buildings have disabled facilities and toilets. Wheelchair access is available into and throughout the buildings and up to the third floor via a lift. The art workshop on the top floor is not at present accessible to wheelchair users. A majority of the outdoors areas are accessible to wheelchair users apart from the ‘Time Garden’.
At present we have one wheelchair dependent pupil and two pupils with mobility issues.
The Current Range Of Disabilities Within Kilmorie Primary School
The school has children with a range of disabilities, which include moderate and specific learning difficulties. When children enter school with specific disabilities, the school contacts the LA professionals for assessments, support and guidance for the school and parents.
We have a number of children who have asthma. In Reception and Year 1 inhalers are kept in the classrooms, in older years the children keep their inhalers with them at all times.
Disability - Equality and Inclusion
| TARGET | STRATEGIES | RESPONSIBILITY | SUCCESS CRITERIA | TIME FRAME |
|---|---|---|---|---|
| To ensure that the Accessibility Plan becomes an annual agenda item at KGB meetings. | Clerk to Governors to add to list for KGB meetings. | Governors | Adherence to legislation. | Annually |
| To improve staff awareness of disability issues. | Children will be assessed, in accordance with regular classroom practice. Support such as additional time, use of amanuensis, etc., will be applied as needed. | SENCO/DH | Whole-school community aware of issues. | On-going |
| To ensure that all policies consider the implications of disability access. | Consider during review of policies. | Governing body | Policies reflect current legislation. | On-going |
Disability - Physical Environment
| TARGET | STRATEGIES | RESPONSIBILITY | SUCCESS CRITERIA | TIME FRAME |
|---|---|---|---|---|
| To continue to maintain outside areas so are accessible to all. | Premises officer to regularly audit the outside area to insure signs and painted steps are maintained for those with visual impairments and to ensure the playground is safe for wheelchair users. | Premises officer | School playground safe and accessible for all. | On-going |
| To maintain and develop accessibility of building. | 1. PEEPs for individual pupils maintained and up to date. 2. All plans for new works include accessibility. | Governing body/DH/HT | 1. All staff working with children who have PEEPs are aware of these. 2. All plans for new works include accessibility. | On-going |
Disability - Equality and Inclusion 2
| TARGET | STRATEGIES | RESPONSIBILITY | SUCCESS CRITERIA | TIME FRAME |
|---|---|---|---|---|
| To continue to train staff to enable them to meet the needs of children with a range of SEN. | SENCO to provide training for staff as needed. | SENCO/DH | Staff continually developing their skills to help children access the curriculum based on need. | On-going |
| To meet the needs of individuals during statutory end of KS2 tests. | Children will be assessed, in accordance with regular classroom practice, and additional time, use of amanuensis etc will be applied for as needed. | Class teachers/SENCO | Barriers to learning will be reduced or removed enabling children to achieve their full potential. | Annually |
Disability - Written - Other Information
| TARGET | STRATEGIES | RESPONSIBILITY | SUCCESS CRITERIA | TIME FRAME |
|---|---|---|---|---|
| Website accessible for all. | Parents who are identified as having disabilities to contribute to website development. | DH/SBM | Website accessible to all. | On-going |
| To ensure that all parents and other members of the school community can access information. | Written information will be provided in alternative formats as necessary. | Office manager | Written information will be provided in alternative formats as required. | As needed |
| To ensure that parents who are unable to attend school, because of a disability, to access parent’s evenings. | Parents evenings can be delivered remotely over Microsoft Teams. | Class teachers | Parents are informed of children’s progress. | As needed |