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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.

 

  1. Ensure all staff are aware of disabled children’s curriculum access.

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.