Accessibility Plan 

Footprints Federation: Ingrow Primary 2020/2022

Last reviewed on: 04.02.20 

Next review due by: Feb 2021 

At Ingrow Primary we aim to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind.

Our Federation aims to be fully inclusive. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. This means that equality of opportunity must be a reality for our children are welcomed onto our school roll and become a valuable part of our community. At Ingrow we value the individuality of all the children in our care. We are committed to giving all of our children every opportunity to do the best that they can and even a bit more.

According to the Equality Act 2010, a person has a disability if:

  • He or she has a physical or mental impairment.
  • The impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.

Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to:

  • Increase the extent to which disabled pupils can participate in the curriculum, which include teaching and learning and the wider curriculum of the school, such as participation in after school clubs, leisure and cultural activities and cultural activities.
  • Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided
  • Improve the availability of accessible information to disabled pupils

Schools are required to make ‘reasonable adjustments’ for pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled pupil faces in comparison with nonKdisabled pupils. This can include, for example, the provision of an auxiliary aid or adjustments to premises.

Our whole school is committed to ensuring all staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues. 

The school supports any available partnerships to develop and implement the plan.

Plan Availability

The school makes The Accessibility Plan available in the following ways:

  • A copy is posted on the school website
  • Paper copies are available upon request from the front office

Our school’s complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in school, this procedure sets out the process for raising these concerns.

This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010. 

Aim Current good practice Objectives Actions to be taken Person  responsible Date to  complete actions by
Success criteria
Increase access to the curriculum for pupils with a disability Our school offers a differentiated  curriculum for all pupils. 
We use resources tailored to the  needs of pupils who require  support to access the curriculum. 
Curriculum resources include  examples of people with disabilities. 
Curriculum progress is tracked for all pupils, including those with a disability. 
Targets are set effectively and are appropriate for pupils with additional needs.  
The curriculum is reviewed to ensure it meets the needs of all pupils.		 To train all staff in the use of specialised equipment to benefit individual pupils and staff. 
To ensure all staff are trained in the use of Widgit online to create visual aids.		 INSET/support provided to staff members.  
Specialised teachers to advise and support in the various needs and disabilities. 		 SENCO 
Teaching Staf		 Ongoing More efficient use of existing resources. 
Increased access to the Curriculum. 
Needs of all learners met.
Audit inclusivity of school trips. Teachers consider pupils SEND needs or identified disability issues. Consideration made in risk assessments for any pupils with identified disability issues. SENCO to make sure staff are trained in completing risk assessments. SENCO 
Teaching Staf

Summer 2020

Evidence of consideration of any particular need, ensuring full inclusive practice

Parental and pupil feedback

Pupils and Parent voice is collected regularly throughout the year, during SEND meetings

 Pupil and parent voice are collected and any issues raised in the activity is dealt with promptly.

Questionnaire/consultation with parents of pupils with SEND.

 SENCO 
Teaching Staf

1 each term.

Parents of children with SEND or a disability feel their views and contributions are valued.

Parents and children feel that any matter of concern are dealt with promptly and effectively.
To develop the provision for children with Speech, Language and communication needs. Commissioned speech and language therapist working in school. 
Wigit online to create visual aids to help support children with SLCN.		 Speech therapist to develop staff skills 
SALT to work with individual pupils 		 SALT to support across school to upskill staff through, delivering training, and  delivering 1L1 therapy to identify need.

SENCO

SALT

 Ongoing Development of SALT across school through training
To develop the provision for children with Social, Emotional  We use resources tailored to the needs of pupils with SEMH. Children may access Thrive, Play Therapy, Black Sheep – emotion. To continue to develop the ‘Woodlands’ SEMH Hub.

Support and training provided to staff members working in the Woodlands Hub.

 SENCO
Staff
SLT		 May 2020 Woodlands provision developed to effectively meet the needs of children with SEMH
Mental Health (SEMH) needs. Targets are set effectively and are appropriate for pupils with SEMH needs.           
Improve and maintain access to the physical environment  The environment of Ingrow Primary is adapted to the needs of pupils as required. This includes: 
  • Ramps 
  • Lift 
  • Corridor width 
  • Disabled parking space 
  • Disabled toilets and changing facilities 
  • Library shelves at wheelchairLaccessible heigh
 To ensure that learning environments for the new classrooms for Reception, Nursery and the WoodlandsHub are accessible

Audit of physical environment

 Site manager March 2020 All pupils able to access areas.
Improve the learning environment for pupils with visual impairments. Teachers use resources tailored to the needs of pupils with visual impairments i.e. Larger text, individual iLpads mirroring the IWB. The school building and playground is accessible to pupils with a visual impairment. Advice sought from the Visual impairment team.  SENCO Summer 2020 School building and playground is accessible for pupils with a visual impairment. 
To review information to Parents/Carers/pupils to ensure it is accessible.

As a school we communicate to parents through; letters, texting, twitter and verbally depending on the needs of the parent. 

Ask parents about access needs when their child is admitted to school. Produce newsletter in alternative format, if required. Ensure that all relevant policies and information are available on the school website.

 To review information to parents/cares/pupils to ensure it is accessible Seek advice from external advisors. SENCO
Office Staff		 Summer 2020 All parents have access to school information.

This document will be reviewed every 2 years, but may be reviewed and updated more frequently if necessary. It will be approved by the Governing Body and Headteacher. 

This accessibility plan is linked to the following policies and documents: 

  • Risk assessment policy 
  • Health and safety policy 
  • Equality information and objectives (public sector equality duty) statement for publication 
  • Special educational needs (SEN) information report 
  • Supporting pupils with medical conditions policy