Havergal Disability Accessibility Plan

Action Plan 2013-2016

At Havergal we aim to:

  • Eliminate discrimination, harassment and victimisation
  • Advance equality of opportunity between people of different groups
  • Foster good relationships between people of different groups

This plan is a plan for:

  1. Increasing the extent to which disabled pupils can participate in the school’s curriculum.
  2. Improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities or services provided or offered by the school.
  3. Improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled.

Action / Success Criteria / Who responsible / Timescale / Impact and Progress
Collaborate with local mainstream and special schools to agree on action to support those in the school community with a disability in line with the Equality Act (2010). (a, b, c) / Meetings will be arranged and attended when necessary. / SENCO
SEN Governor / As necessary / Support sought previously for a specific child: Sherbrook School (School evidence) July 2012.
Support sought from Marshlands Special School in Stafford. May 2014 – agreed date for representative to visit child in school with view to making recommendations (24.6.14)
Action / Success Criteria / Who responsible / Timescale / Impact and Progress
Increase knowledge of disability and disability legislation raising awareness of the whole school regarding duties.
(a,b,c) / Disability awareness legislation training. Embedded in school so that staff have ‘due regard’, for example, in planning educational visits. / Head Teacher / By Autumn Term 2013 / Training by LEA on Equality Act 2010 was attended by staff and governors on 8.10.13. Implications of this training to be further discussed at the autumn termly governors’ meeting.
On 28.11.14 staff had training on implications of the Equality Act 2010 training, particularly in light of educational visits and making ‘reasonable adjustments’. Agreed planning for these would be at least 6 weeks in advance.
Action / Success Criteria / Who responsible / Timescale / Impact and Progress
Undertake audit of school policies and procedures to ensure equality of opportunity and elimination of discrimination.
(a,b,c) / All statutory policies to be reviewed
Equality information and objectives (public sector equality duty) statement for publication (every 4 years and annually publish
Staff discipline, conduct and grievance (procedures for addressing) / Head Teacher
All staff and Governing Body / By end of Summer term 2014 / Completed by AD, July 2014.
SEN Policy updated with Equality Statement – Spring 2014. Review date is September 2014. However, the entire policy will be reviewed due to changing Code of Practice.
Dyslexia Policy updated May 2014. AD to take to governors.
An SEN Information Report is published on school website – September 2014, updated July 2015.
Action / Success Criteria / Who responsible / Timescale / Impact and Progress
Increase the extent to which disabled pupils can participate in the curriculum:
(a) / Ensuring recommendations made by outside agencies are implemented and recorded, for example, Physiotherapy.
Staff deployed to best meet children’s needs through provision mapping through discussion with individual teachers and SENCO, SEN governor and Head Teacher.
Teachers planning educational visits to complete risk assessment and provide time to discuss children with additional needs with parents to ascertain whether visit is accessible to all and adjustments that need to be planned.
After school clubs –ensuring parents have the opportunity to discuss individual needs with club leader. / SENCO
SENCO, SEN governor & Head Teacher
Individual Teaching Staff & Office Manager
Office Manager through communication / Ongoing
To coincide with IEP reviews
Ongoing
January 2014 / Precision Teaching Training for a number of staff in Autumn 2013.
Physiotherapy &
School day adjusted for pupil (2013/14)
Implementing Physiotherapy group with support of Physiotherapy – Autumn 2015.
Recommendations for Year 6 pupil (mobile child) were discussed with SENSS, SENCO at selected High School and parent. Intervention put into place (1:1 20 mins daily). Parent trained by staff to continue at home- weekends and summer holiday to ensure best start for Year 7 (May & June 2014)
SEND transition meeting – June 2015.
Reasonable adjustments made for specific pupils for Sports Day (June 2014). Parent commented in link book (AD has evidence).
Social Skills Group and Widgit training by Autism Outreach for staff member 26.9.14. Children are assessed prior to group and at exit to measure progress. Groups run on 6 week basis.
Autism awareness training for Learning Support Worker.
SENCO attended a TAC and agreed ‘reasonable adjustment’ to meet child’s current needs. Year 1 teacher outlined risks and control measures for a visit for parents to consider. – Autumn 2013 (see HPB). Reception arranged meeting with parent of child to consider ‘reasonable adjustments’ for visit to forest. YK had previously sought advice for Physiotherapy – 6.3.14 in preparation for meeting with parent on 7.3.14. (See Risk Assessment File in Reception Class)
Reception arranged meeting with parent of child to consider ‘reasonable adjustments’ for visit to zoo. June 2014 (See Risk Assessment File in Reception Class)
Action / Success Criteria / Who responsible / Timescale / Impact and Progress
Increase access to the physical environment by:
Improving current accessibility to all - current and future planned improvements (anticipatory)
(b) / Liaison with outside agencies, for example, Occupational Therapy to ensure necessary physical aids are obtained and utilised to meet children’s needs.
Sites and premises committee to prioritise physical environment that may require adjustments, as needs arise. / SENCO
Governors / Ongoing / Pupil with Dyslexia was provided with wobble cushion, following recommendations from Dyslexia Centre. Liaison with Physiotherapy for referral to Occupational Therapy to support a child, Autumn 2013.
Recommendations for a child with Dyspraxia have been implemented, for example, sloping desk and hand hugger pens (June 2014)
Occupational Therapy advice sought and implemented.2014/15
See individual children’s records for evidence.
2014/15 Academy maintenance and Improvement Fund applied for funding-this included improving the accessibility of the school as a whole (rebuild). Outcome – not successful.
Action / Success Criteria / Who responsible / Timescale / Impact and Progress
Agree and formulise systematic procedures that collect views of reasonable adjustments by pupils with a disability, their parent and advocates.
(c) / Re-issue disability questionnaire.
Attendance of relevant meetings where ‘reasonable adjustments’ are discussed and agreed to best meet children’s needs. These are flexible to allow for changes in children’s needs.
School Action Plus reviews that ensure pupil and parent perspectives through proforma and attendance. / Leadership Team
Head Teacher, SENCO & Class Teacher
SENCO / Autumn 2015
Ongoing
Ongoing / SENCO attended a TAC and agreed ‘reasonable adjustment’ to meet child’s current needs. Year 1 teacher outlined risks and control measures for a visit for parents to consider. – Autumn 2013 (see HPB). Reception arranged meeting with parent to consider ‘reasonable adjustments’ for visit to forest. YK had previously sought advice for Physiotherapy – 6.3.14 in preparation for meeting with parent on 7.3.14. Reception arranged meeting with parent of child to consider ‘reasonable adjustments’ for visit to zoo. June 2014.
In place (see individual children’s records for evidence) Ongoing.
Views sought for annual statement review (June 2014, July 2015)
Action / Success Criteria / Who responsible / Timescale / Impact and Progress
Agree and formulise the systematic processes for evaluating the impact of reasonable adjustments on cohorts with a disability and report annually to governors.
(a, b, c) / Adjustments by governors discussed as needed. / Head Teacher / Summer term governors’ meeting
Havergal Equality Statement:
Havergal Primary School aims to be an inclusive school and we seek to remove any barriers to learning. Every child is welcomed at Havergal and we aim to promote the individuality of all our children irrespective of gender, ethnicity, ability or background. All children have a right to an education which offers an equal opportunity to every individual. This will ensure that the school fulfils its duties in line with the Equality Act 2010 and that reasonable adjustments will be made to ensure that no individual is discriminated against.