Accessibility Plan
Footprints Federation: Ingrow Primary 2025-27
Approved by: Governors Spring 2025
Last reviewed on: Jan 2025
Next review due by: Jan 2027
Purpose of the Plan
At Ingrow Primary we aim to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils and visitors 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, they 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 be.
According to the Equality Act 2010, a person has a disability if:
a) He or she has a physical or mental impairment.
b) 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 non-disabled 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 | Differentiated curriculum for all pupils. Resources tailored to individual needs. Curriculum includes examples of people with disabilities. Progress tracked for all pupils. Effective targets set. Curriculum reviewed regularly. | Train staff in use of specialised equipment. Train staff in use of Widgit online to create visual aids. | INSET/support for staff. Specialised teachers to advise and support. | SENCO, Teaching Staff | Ongoing | Efficient use of resources. Increased access to curriculum. Needs of all learners met. |
| Audit inclusivity of school trips | Teachers consider SEND needs in planning. Risk assessments adapted for pupils with disabilities. | Ensure staff trained in completing risk assessments. | SENCO to provide training. | SENCO, Deputy Head, Teaching Staff, Head Teacher | Ongoing, monitored via SLT trip risk checks | Evidence of inclusive practice in trips. |
| Parental and pupil feedback | Pupil and parent voice collected regularly in SEND meetings. | Ensure feedback acted upon promptly. | Questionnaires/consultation with SEND parents. | SENCO, Teaching Staff | Termly | Parents feel valued; concerns dealt with promptly. |
| Develop provision for children with Speech, Language and Communication Needs (SLCN) in EYFS | Commissioned speech and language therapist. Use of Widgit online for visual aids. | Upskill staff and provide therapy. | SALT to deliver training and 1-1 therapy. | SENCO, SALT | Ongoing | Improved provision and staff skills. |
| Maintain access to the physical environment | Environment adapted (ramps, lift, corridor width, disabled toilets, changing facilities, library shelves at accessible height). | Ensure environments accessible to all. | Audit of physical environment. | Site Manager | Ongoing | All pupils able to access areas. |
| Assistance/guide dog access | N/A | Create management plan for assistance dog visitors. | Ensure dogs trained and identifiable. | Site Manager | Ongoing | Safe and inclusive visitor access. |
| Improve learning environment for pupils with visual impairments | Larger text, iPads mirroring IWB, tailored resources. | Ensure building/playground accessible. | Advice from Visual Impairment team. | SENCO | Ongoing | School fully accessible for visually impaired pupils. |
| Whole school evacuation | PEEPs in place for pupils with physical disabilities. | Ensure all disabled pupils can be safely evacuated. | Staff trained in manual handling and evac chair use. | SENCO | Annually & as new pupils join | All disabled pupils can be evacuated safely. |
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:
- EVC 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
- SEND policy