YSGOL BRO PEDR

PHYSICAL ACCESS
Timescale
Target
To ensure school and LA are
aware of all areas of the school
premises where there are potential
barriers to physical access. This
will include indoor and outdoor
facilities.
To identify aspects of the school
where there are particular barriers
for pupils with Sensory impairment.
To identify areas which cannot be
made physically accessible.
To use the above
information to start drawing
up an action plan.
Use Appendix A.
Strategy
To complete LA Access Self-audit Questionnaire
as part of
annual visit by
Property and Assets
Manager.
Outcome
2018 audit to be completed by end of December 2018.
Feedback with updated audit to be received by school by start
of spring term 2019.
Short
Sept. 2018 - July. 2019
Costed and phased detailed plan of action over three years
(2018-21) for continuing to improve the physical environment
based on result of LA Access Self Audit Questionnaire and
school’s use of Appendix A. Plans need to include all necessary
works regardless of source of funding. The plan will need to
make clear which areas are not feasible / necessary to make
accessible, where this is applicable. Timing will depend on the
nature of the work required related to agreed responsibilities for
that work as shown in the LA Access Strategy.
Progress included in School Improvement Plan 2018-19.

Outcome
Phased programme of adaptations to buildings is complete.
Staff training and awareness programme in place with updates
for new staff who missed initial training.
Building work commissioned through LA
Timescale
Target
To continue to raise staff
awareness of a range of barriers to
learning for pupils with sensory
impairment, including classroom
layout, décor, poor acoustics,
classroom management strategies,
levels of lighting, etc.
To implement phased Plan for
Physical Access to the curriculum.
Strategy
To continue to provide
training for all staff.
To make staff aware of LA
support services available
to advise on adaptation
work.
To ensure any building work
being undertaken by the
school is accessible and
continues to improve the
accessibility of the school
as a whole.
To review school plans for
improving accessibility in
line with the LA Schools
Accessibility Strategy,
discuss with LA where
appropriate, and initiate any
works which it is the
responsibility of the school
to complete.
To incorporate access plan
into SIP.
Medium
Sept. 2018 -
Dec. 2020
Headteacher to do this annually.

Outcome
Full physical access to the curriculum.
Regular review of premises (undertaken by governors as part of
Health and Safety tour).
Accessibility Plan progress included as part of SIP.
Timescale
Target
To review regularly, and at least
annually as part of the review of
SIP, all areas of the school, in
order to ensure that there are no
physical barriers to access for
pupils with a range of disabilities.
Continue implementation of plan.
Strategy
To track progress against
original audit information.
To update the LA annually
on progress and works
carried out.
Long
Sept. 2018 -
July 2021

CURRICULUM ACCESS


Timescale
Short
Sept. 2018 - July. 2019
Target
To ensure that staff who have joined the
school since initial training are made aware of
the implications of the DDA and the National
Curriculum Inclusion Statements i.e.
• Setting suitable Learning challenges
• Responding to pupils’ diverse Learning
needs
• Overcoming potential barriers to Learning
and assessment for individuals and groups
of pupils.
To ensure all staff use these to inform
differentiated planning and provision across
the school.
To make all staff aware of available specialist
support and new roles in the light of
development of a Children’s Services
Authority.
To identify INSET needs.
To carry out school audit of the ‘wider
curriculum’ e.g. clubs, school visits etc to
ensure that disabled pupils can participate.
Audit of all activities.
Use Appendix B
Strategy
Staff meeting.
Outcome
Staff awareness.
The quality of planning and teaching in
class/subject lessons meets the needs of
pupils with SEN/AEN and reflects the
National Curriculum Inclusion Statement.
Discussion with Team
Leaders and monitoring of
planning.
Differentiation a school
priority ’18-‘21 (BP Entitlement Model)
Plan for necessary INSET devised.
Section for disabled access to the curriculum
included in SIP.
Staff to be made aware of
available Support Services.

Timescale
Target
To look at potential intake for
following term/year to identify
training needs.
Strategy
To provide access training
relevant to whole school and
individual pupil needs.
Outcome
All staff feel competent and supported in dealing with
wide range of ability/disability.
Medium
Sept. 2018 -
Dec. 2020
To consider the range of
SEN/AEN provision and establish
whether pupils with disabilities are Provision Mapping to establish
making adequate and sustained range of provision offered and to
progress. identify gaps in provision.
Analysis of assessment relating to
progress of pupils with disabilities.
Investment in new teaching materials and methods to
support pupils with SEN/AEN and appropriate
teaching and support staff training.

Timescale
Target
To develop and maintain the
above on an annual basis
Strategy
To provide training with
appropriate support services for
relevant staff
Outcome
School to have a wide range of teaching styles and
resources available for all areas of the curriculum.
All practice reviewed on an annual basis.
Progress reported in Governors’ report on progress in
meeting the Access Plan in School Profile.
Long
Sept. 18 -
July 21

ACCESS TO INFORMATION

Timescale

Target
To identify in consultation with the
LA any materials and events where
access to information may need to
be altered in order to ensure that
disabled pupils and/or parents have
full access to information.

Strategy
Use Appendix C

Outcome
Plan written indicating
a) Formats which need changing.
b) Strategies needed to do this.
• Support Services consulted for advice.
• Use of support service guidance from the intranet.
• Progress reported through Governors’ annual report
in School Profile.
• Section for disabled access to information included
in SDP.
Outcome
Designated DDA co-ordinator to maintain database for
use as needed.
Short
Sept. 2018 - July. 2019
Timescale
Target
To audit current client groups of
parents and pupils in partnership
with LA support services.
Strategy
Create alternative means of
communication as needs
are identified e.g. strategies
for parents’ meetings.
Invest in computer
Programmes / explore
weblinks that will enable
better use of symbols.
Medium
Sept. 2018 -
Dec. 2020
To begin to implement plan.
Symbols are regularly used to support written
information.

Timescale
Target
To maintain above practice
and review on an annual
basis.
Strategy
Regular review of need and
delivery of alternative formats as
needed.
Outcome
Information available for parents and pupils in a
variety of formats.
Long
Sept. 2018 -
July 2021

PHYSICAL ACCESS
APPENDIX A
.
Statement
The size and layout of
areas allows access for all
pupils including
Academic areas e.g.
classrooms, assembly
hall, library
Sporting areas e.g.
gymnasium, outdoor
sporting facilities
Evidence
Plan of buildings
Tour of the school
Action needed
Lever taps to be installed in
KS2 when needed.
Hoist to be installed when
needed
Social facilities e.g.
canteen, common
rooms
Play areas
Playgrounds
Pupils who use
wheelchairs can move
around the school without
experiencing barriers to
access such as those
caused by doorways,
steps and stairs. Toilet
facilities have adequate
room to accommodate a
hoist and changing beds if
needed. Showers are
available and accessible.
Pathways of travel around
the school site and parking
arrangements are safe
logical and well signed.
Plan of buildings
Tour of the school
Install ramps as per plan. Ensure that timetable facilitates curriculum delivery, and avoids areas of difficult access – these being noted in the A. Plan.
Keep to monitoring use of toilet
and whether equipment
provided is hygienic and
appropriate
Tour of site
Signs needed from additional
Footpaths / areas.

Emergency and
evacuation systems inform
and include all pupils and
are accessible to ALL
pupils, including pupils
with SEN and disability.
Risk assessments have
been carried out. All pupils
have been informed of
alert systems.
Alarms have visual and
auditory components.
Refuge areas are provided
where needed.
Non-visual guides are
used to assist disabled
people when using
buildings. e.g. lifts with
tactile buttons.
Décor and signage are not
confusing or disorientating
for pupils with visual
impairment, autism or
epilepsy.
All areas to which pupils
have access are well lit.
Steps are taken to reduce
background noise for
hearing impaired pupils
e.g. consideration given to
a room’s acoustics, noisy
equipment, provision of a
sound field system,
timetabling to provide
reasonable adjustments to
room provision.
Furniture and equipment
are selected, adjusted and
located appropriately: e.g.
height adjustable tables
available, low level sinks.
Record of risk
assessments
Fire safety folder
Risk assessments in place for
all SEN pupils at risk when
emergency evacuations






Fitted as / when required.
Tour of building
Seek guidance on this, assess
annually and implement
Décor designed to be clear
Tour of building
Lighting improved
throughout the building
Tour of building
Continue to monitor / Upgrading ongoing
All areas carpeted.
Audit issues of noise where
classrooms have no doors and
plan action


Fitted as required to follow audit of needs.
Purchase plans
Plan for purchase of new
equipment for classrooms
Continue to use advice from
external agencies for specialist
equipment

CURRICULUM ACCESS
APPENDIX B.
.
Statement
All teachers and teaching
assistants have the
necessary training to teach
and support pupils with a
variety of disabilities.
Classrooms are optimally
organised for disabled pupils.
Lessons provide opportunities
for all pupils to achieve.
Evidence
Courses attended
Records of peer coaching
Records from external
agencies
Visitors’ book
Tour of the school
Planning
Lesson observations
Pupil interviews
Evaluations
Planning
Lesson observations
Pupil interviews
Planning
Lesson observations
Pupil interviews
Planning
Lesson observations
Pupil interviews
Planning
Lesson observations
Pupil interviews
SEN monitoring
IEP reviews
Action needed
Continue to identify training needs and
match training either by courses, peer
coaching, external agencies, visits to
other schools.
Plan to purchase new furniture
Adjustable furniture needed in ICT suite
Developing Personalised Learning – a PM
objective for teachers and TAs
Lesson observations to identify areas for
improvement
Monitor as part of lesson observation
schedule
Lesson observations to identify areas for
improvement
Lesson observations to identify areas for
Improvement
Reflect philosophy and practicalities of Access Plan in strategies included in the BP Entitlement Model.
Lessons are responsive to
pupil diversity.
Lessons involve work done by
individuals, pairs, groups and
the whole class.
All pupils are encouraged to
take part in music, drama and
physical activities.
All staff recognise, and allow
for, the mental effort
expended by some disabled
pupils e.g. lip reading by
hearing impaired pupils, slow
writing speed for dyslexic
pupils.
All staff recognise and allow
for the additional time
required by some disabled
pupils to use equipment in
practical work.
Lesson observations to identify areas for
improvement
Planning
Lesson observations
Pupil interviews
SEN monitoring
IEP reviews
TA feedback sheets
SEN analysis to identify areas for
improvement

Implement checklists from SENCO on
activities to ensure pupils with SEN can
work independently in group sessions
(as required)
Disabled pupils who cannot
engage in some particular
activities are given alternative
experiences. e.g. pupils who
cannot participate in all forms
of physical education.
Teachers provide a variety of
opportunities for pupils with
SEN/AEN to provide
outcomes in formats that are
not always written.
Access to computer
technology is appropriate for
students with disabilities.
School visits, including visits
abroad, are made accessible
to all pupils irrespective of
attainment or impairment.
Guidance is available through LA.
All staff have high
expectations of all pupils.
Planning
Lesson observations
Pupil interviews
SEN monitoring
IEP reviews
TA feedback sheets
Tour of school
Audit furniture for ICT and implement plan
for improvement
Continue to seek funding from various
sources to enable all pupils to access
residential visits
Risk assessments
Lists of pupil attending
school visits
All staff seek to remove all
barriers to Learning and
participation.
Examination concessions
such as the provision of extra
time, rest time, or support
from a communication
support worker is recognised
and in preparation for public
examinations e.g. in mock
examinations.
Planning
Lesson observations
Pupil interviews
SEN monitoring
IEP reviews
TA feedback sheets
Planning
Lesson observations
Pupil interviews
SEN monitoring
IEP reviews
TA feedback sheets
Records from NAA
Training and induction for new staff
Lesson observation analysis to identify
areas for improvement
Ensure pupils needing concessions
identified as early as possible

ACCESS TO INFORMATION
APPENDIX C

Statement
The school liaises with LA support
services to provide information in simple
language, symbols, large print, on
audiotape or in Braille and MOON for
pupils and prospective pupils who may
have difficulty with standard forms of
printed information.
The school liaises with LA support
services to:
• present information in
an accessible format e.g. use of
power point projection and photocopied
resources;
• provide written reinforcement of the
spoken word, a synopsis / subtitles when
video material is used;
• modify language where appropriate.
The school ensures that both in lessons
and at meetings for parents, information
can be presented in a ‘user friendly’ way
for people with disabilities e.g. by reading
aloud overhead projections and
describing diagrams, making use of lip
speakers / interpreters / note-takers, use
of soundfield system / induction loop
when available.
The school has, and uses, facilities such
as ICT to produce written formats. If this
is not the case the school knows where
to access this facility e.g. the Visual
Impairment Support Service for
Assistance with Braille.
Staff are familiar with technology and
practices developed to assist people with
disabilities.
Evidence
Planning
Lesson observations
Pupil interviews
SEN monitoring
IEP reviews
TA feedback sheets
Tour of the school
Planning
Lesson observations
Pupil interviews
SEN monitoring
IEP reviews
TA feedback sheets
Action needed.
Planning
Lesson observations
Pupil interviews
SEN monitoring
IEP reviews
TA feedback sheets
Parent/carer interviews
Parent/carer questionnaires
School communications file
Staff interviews
Staff to continue with training
as required

SPECIALIST SUPPORT.
APPENDIX D
Specialist support for pupils with a variety of needs is available and schools should always
consult the appropriate service for detailed outreach support.
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Advisory Team for Inclusion
Behaviour Support Service
Educational Psychology Service
Pupil Referral Unit and Integration Service
Children, Young People and Families Intranet
Educational Effectiveness Service
Governor Services
TAF
CHAMS

CHANGE AND APPROVAL
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Approval
Approved by:
Document Owner
Headteacher
Chair of Governors

Signature:
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