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Accessibility Policy

We believe that all pupils should have equal access to education.  However, we recognise the limitations of our buildings. The main school building is a grade 2 listed pair of semi-detached Victorian houses.  There are additional buildings: a hall, Art Room and Laboratory.  There is disabled access to the hall, by means of ramps to the playground and car park.  Access is available also to the Art Room.  However, the laboratory and the front of the main school building are accessible only by steps.  In addition, only one set of rooms is accessible to the rear of the building without using several steps. Temporary ramps are available to enter these areas.

As the main building is listed, there are restrictions to alterations, with the prohibition of lifts being the most significant issue. Access for some people is therefore restricted to the hall, Art room, Infant classroom and dining rooms, all of which are on one level and have direct access to the outside in the event of a fire or other emergency.

Every effort is made to accommodate all to access the school including the use of additional teaching and care assistants. All staff are welcoming and supportive and where possible classrooms are rearranged to accommodate children who require ground floor accommodation.

 

We aim to increase accessibility by:

  • increasing participation in the curriculum
  • improving the physical environment in school
  • improving the delivery of information

 

Increasing participation in the curriculum:

  • through early identification of children in need of support
  • through differentiation and learning support assistants
  • by regularly updating IEPs for children with additional needs and implementing their plans
  • by liaising closely with parents and relevant specialists

 

Improving the physical environment:

  • by increasing the number of ramps to areas requiring them
  • installing additional handrails to steps

 

Improving the delivery of information:

  • by recognising that people learn in different ways
  • by using a range of teaching strategies to engage individuals, groups and classes
  • by ensuring that able children are given appropriate high level information and challenges
  • by ensuring that behaviour is managed so that all can learn at all times
  • by repeating instructions as required, rewording and using various forms of communication
  • by using differentiated activities to ensure all are able to make progress
  • by ensuring that applications for children who are entitled to extra time in examinations are made
  • by acting upon expert advice from outside agencies

 

Review frequency: annually

Date of last review: September 2016

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