Equality & Accessibility
Accessibility Plan 2019-2022
This plan shows how access is to be improved for disabled pupils, staff and visitors to the school, anticipating the need to make reasonable adjustments to accommodate their needs where practicable.
Aims:
disabled students have full access to all areas of learning
Academy routines and the curriculum are reviewed to ensure that disabled students are not placed at a disadvantage
Academies will use specialist furniture and equipment for students with specific physical needs
disabled students can take advantage of all that the Academy has to offer
This plan has been developed in conjunction with pupils, parents, staff and the Regional Director and will advise other school planning documents.
The plan will be reviewed by the academy and monitored by the Regional Director.
We will:
- Gather information on registration from children and families, for example, information about disabilities, health and medical needs
- Take into account individual children’s disabilities and their and their families preferences
- Ask about reasonable adjustments that can be made to support staff needs (usually set out in individual risk assessments in accordance with Occupation Health guidance)
Curriculum
We believe children learn best when they have opportunities to engage in meaningful first hand experiences that take into account their strengths and next steps for development. We tailor the curriculum and our provision by:
- Finding out about children’s interests
- Observing and assessing children’s knowledge, skills and understanding and using this to inform planning
- Supporting children in both English and home language where possible
- Developing, implementing and reviewing individual play and education plans as required
- Working with partner agencies and acting on their advice eg, Portage, Learning Support Service, Occupational Therapy, Hearing Impaired Service
Physical Environment
There is a flat access to the school building via the main entrance. The school is two storeys and there is a life. There are designated disabled parking bays in the car park. There are accessible toilets in school.
Accessibility of Information
We aim to make information we provide more accessible by:
- Use of visual aids, gestures and Makaton
- Use of talking tins, talking postcards and Ipads
- Support from specialist practitioners
- Verbal translation
Accessibility Plan
Click here to download our Accessibility Plan
Equality Act Action Plan 2019-2022
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Objectives |
Actions Required |
Person(s) Responsible |
Resources and Timescale |
Monitoring |
Evaluation / Outcomes |
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Objective 1: To diminish the attainment difference and ensure that children identified as disadvantaged progress well from their starting points across EYFS, KS1 and KS2
Improving equality of opportunity |
See PPG spend plan |
HR, AD, RH |
PPG grant |
Regional Director
Academy Council
|
Annual attainment targets
Annual progress scores above 0 and floor |
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Objective 2: To raise achievement (progress & attainment) and enjoyment in reading at all phases
Improving equality of opportunity
|
Book bags and accessible reading diaries for every child
Take home library in class
Reading buddies - introduce
Translated community traditional tales book
5 day reading/story session plan – embed in all classes |
RH |
Leadership time for RH
English consultant support
English SLE support
|
Principal
Regional Academies Director
Academy Council
|
Reading attainment and progress data
Consistently 100% good or better teaching
100% of core children make at least expected progress
Pupil voice |
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Objective 3: To promote spiritual, moral, social and cultural development through all appropriate curricular opportunities, with particular reference to issues of equality and diversity
Eliminating discrimination |
Quality circle times in all key stages daily
Investigate schemes of work eg, Jigsaw
CRESST peer mediation project – introduce and embed
Embed Anti-bullying Ambassadors & Play Leaders
Work to achieve school of sanctuary award
Equality champion to access Stonewall training |
HR, TB, CW, RH |
Time
Resources - £s |
Regional Director
Academy Council
|
Child voice
Decrease in behaviour incidents and exclusions
SMSC provision judged as ‘good’ by Ofsted and Oasis
School of sanctuary award |
|
Objective 4: To develop a process to better engage with all communities in our local area
Consulting and involving those affected by inequality in the decisions taken to promote equality and eliminate discrimination
|
Strategy to publish equality information taking account of General Data Protection Requirements
Develop a parent forum and appoint a parent Academy Council rep
You said, we did on website and information screens and display board
Hub building feasibility study |
HR & AF
|
School data system
Time – parent champion
|
Regional Director
Academy Council
|
Data is collected and analysed to develop a better understanding of the local area so provision of extended services meets community need
Hub progresses from ‘Seedling’ to ‘Infant hub’
100% of families would recommend OAFV - parent view
|
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Objective 5: To review levels of parental and pupil engagement in learning and school life, across all activities to ensure equity and fairness in access and engagement.
Improving equality of opportunity |
Parent consultation attendance tracking
Promotion of celebration assembly through special events and invites
Menu of activities for families to access throughout the year – family learning, adult learning, community events, parenting group
|
AF |
Time – parent champion
Language support
|
Regional Director
Academy Council
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Success Measure: Attendance at school events improves and is representative of the characteristics of the school
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