Accessibility Statement and 3 Year Plan

1. Introduction

This policy outlines our commitment to ensuring that every pupil, staff member, parent, and visitor has equal access to our school environment, learning, and information. Under the Equality Act 2010, we are dedicated to:

• Treating all disabled children and adults with equal care, respect, and fairness.

• Making reasonable adjustments so no one is placed at a disadvantage.

• Maintaining and carrying out a clear Accessibility Plan to continuously improve our school.

This policy reflects our core values of inclusion, equity, and personalised support, ensuring every child can participate fully in all aspects of school life within our specialist primary setting.

Disability is defined by the Disability Discrimination Act 1995 (DDA):

"A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities.".

2. Aims

We aim to:

• Remove barriers to learning and participation for all pupils with diverse additional needs.

• Enhance our physical spaces so children, staff, and visitors can move around safely and comfortably.

• Improve how we share information so it is clear and accessible for everyone.

• Embed accessibility into every part of our school culture, policies, and daily practices.

3. Scope

This policy applies to:

• The school site, buildings, and outdoor spaces.

• Our curriculum, teaching methods, and learning resources.

• Communication with parents, carers, pupils, staff, and visitors.

• School trips, after-school club, and special events.

4. Legal Framework

This policy is written in accordance with:

• The Equality Act 2010;

• SEND Code of Practice 2015;

• Children and Families Act 2014;

• DfE Guidance on Accessibility Plans.

5. Roles and Responsibilities

• Governors: Approve and monitor the Accessibility Plan, ensuring the school fulfils its statutory duties.

• Headteacher: Oversees the overall implementation of the plan, ensuring staff have the necessary training, resources, and support.

• Deputy Head: Leads curriculum adaptations and coordinates specialist support, collaborating closely with Speech and Language Therapists (SALT), Occupational Therapists (OT), and other visiting professionals.

• All Staff: Make reasonable adjustments every day, adapt teaching methods, and foster an inclusive, welcoming environment.

Accessibility Plan: 2026–2029

Objective 1: Improving Physical Access

• Annual Audits: Carry out yearly checks of the school site to identify and remove physical barriers.

• Sensory Spaces: Review and adapt internal room spaces to create calming environments for pupils experiencing sensory or emotional overwhelm.

• Outdoor Provision: Reconfigure and equip a variety of outdoor spaces to create accessible, calming environments designed to support emotional regulation and relaxation for pupils, staff, parents, and visitors.

Objective 2: Increasing Curriculum Access

• Staff Development: Provide continuous training for all staff—with tailored induction for new team members—focusing on adaptive teaching, relational practices, and individual communication strategies.

• Inclusive Enrichment: Ensure all school trips, life-skills, clubs and special activities are fully accessible through tailored adjustments.

• Personalised Support: Ensure every single pupil receives the dedicated attention and adapted learning they need to flourish.

Objective 3: Improving Information Accessibility

• Transition Support: Enhance end-of-year transition processes, providing clear, helpful guidance for parents to support their children through the summer break.

• Maintaining transparent and systematic communication: Continue to develop communication strategies with families and the Local Authority through the effective application of of Annual Review documentation, end-of-year reports, and scheduled consultation evenings.

Monitoring and Evaluation Progress is reviewed every term by the Senior Leadership Team and annually by the Governing Body. We actively adjust our actions based on site audits, feedback from parents, pupils, and staff, and guidance from visiting specialists.