Access Plan
Access to the Physical Environment
Targets |
Strategies |
Timescale
|
Success Criteria |
School is aware of the access needs of disabled children, staff and parent/carers.
|
a) Create access plans for individual disabled children as part of ILP process;
b) Whilst maintaining confidentiality access needs of staff and governors ascertained and where necessary met. |
As required
|
Individual plans in place for all disabled pupils and all staff aware of all pupils’ access needs.
Greater inclusivity of all staff and governors enabling participation in meetings etc. |
Ensure that all disabled individuals can be safely evacuated. |
a) Put in place Personal Emergence Evacuation Plans for all as required;
b) Develop a system to ensure all staff are aware of their responsibilities. |
As required |
All disabled individuals and staff working with them are safe and confident in event of fire. |
Access to the Curriculum
Targets |
Strategies |
Timescale |
Responsibilities |
Success Criteria |
Increase confidence of staff in differentiating the curriculum. |
a) Inclusion Policy in place and in use;
b) Regular staff training in inclusive practices and resources including SEN. |
reviewed every 3 years
|
Headteacher |
Raised confidence of staff in strategies for differentiation and increased pupil participation.
|
|
a) Set up system of individual access plans for disabled children; b) Set up system for information to be shared with appropriate staff. |
As required |
Headteacher |
|
Ensure all staff have undertaken disability equality training. Headteacher to disseminate via Equalities Scheme, shared with staff. |
Equalities scheme in place, staff and governors aware of scheme. |
|
|
All staff work from a disability equality perspective. |
Access to Information
Targets |
Strategies |
Timescale
|
Success Criteria |
Review information to parents/carers to ensure it is accessible. |
a) Ask parents/carers about access needs when child is admitted to school b) Be prepared to produce information in alternative formats e.g. large print, Braille. |
As required |
All parents getting information in format that they can access e.g. CDrom, large print, Braille. |
Liaise with Egton Bridge and other relevant pre-school providers.
Liaise with sending school for pupils transferring from another Primary setting.
|
a) Visit the setting to see the children/ talk to parents and staff.
b) Invite children into school before starting date – talk to parents.
c) Make use of all information sent from previous setting to establish baseline and individual needs. |
As required |
Needs are known on entry.
Child is fully included in relevant class.
Appropriate targets are set. |