Accessibility Plan Approved: November 2020, local Education Consultative Committee Next review due: November 2023 - Astrea St Ivo
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Accessibility Plan
Approved: November 2020, local Education Consultative Committee
Next review due: November 2023
Introduction
It is our intention to remove, as far as we can, those barriers which make it hard for children and
adults with a disability to take part in the day to day life of our academy and benefit from the
educational experiences and services we provide.
We aim to ensure that our academy is a welcoming place that understands and responds effectively
to children and adults with disabilities and we recognise the importance of a review and planning
procedure associated with continuous development and improvement.
The Equality Act 2010 defines disability as a ‘physical or mental impairment which has a long-term
and substantial adverse effect on their ability to carry out normal day-to-day activities’
This definition provides a relatively low threshold and includes more children than many realise:
‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’.
This definition includes sensory impairments such as those affecting sight or hearing, and long-term
health conditions such as asthma, diabetes, epilepsy, and cancer. Some specified medical conditions,
HIV, multiple sclerosis and cancer are all considered as disabilities, regardless of their effect. Children
and young people with such conditions do not necessarily have SEN, but there is a significant overlap
between disabled children and young people and those with SEN.
The Equality Act 2010 sets out the legal obligations that schools, early years providers, post-16
institutions, local authorities and others have towards disabled children and young people:
They must not directly or indirectly discriminate against, harass or victimise disabled children
and young people
They must not discriminate for a reason arising in consequence of a child or young person’s
disability
They must make reasonable adjustments, including the provision of auxiliary aids and
services, to ensure that disabled children and young people are not at a substantial
disadvantage compared with their peers.
This duty is anticipatory – it requires thought to be given in advance to what disabled
children and young people might require and what adjustments might need to be made to
prevent that disadvantage.
Schools are allowed to treat disabled children / young people more favourably than non-
disabled children / young people, and in some cases are required to do so, by making
reasonable adjustments and making changes to practices to ensure, as far as is reasonably
possible, that a disabled person can benefit from what the school’s offer to the same extent
that a person without that disability can i.e. to put them on a more level footing with
children / young people without disabilities
Public bodies, including further education institutions, local authorities, maintained schools,
maintained nursery schools, academies and free schools are covered by the public sector
equality duty and, when carrying out their functions, must have regard to the need to
eliminate discrimination, promote equality of opportunity and foster good relations betweendisabled and non-disabled children and young people. Public bodies also have specific duties
under the public sector equality duty and must publish information to demonstrate their
compliance with this general duty and must prepare and publish objectives to achieve the
core aims of the general duty. Objectives must be specific and measurable.
The duties cover discrimination in the provision of services and the provision of education, including
admissions and exclusions. All providers must make reasonable adjustments to procedures, criteria
and practices and by the provision of auxiliary aids and services.
Schools, trusts and proprietors must also publish information about the arrangements for the
admission of disabled children, the steps taken to prevent disabled children being treated less
favourably than others, the facilities provided to assist access of disabled children, and their
accessibility plans.
The Responsible Body
The responsible body (for St Ivo Academy this is Astrea Academy Trust) must prepare—
an accessibility plan;
further such plans at such times as may be prescribed.
An accessibility plan is a plan for, over a prescribed period—
increasing the extent to which disabled children / young people can participate in the
school’s curriculum;
improving the physical environment of the school for the purpose of increasing the extent to
which disabled children / young people are able to take advantage of education and
associated services provided or offered by the school; and
improving the delivery to disabled children / young people—
(i) within a reasonable time, and
(ii) in ways which are determined after taking account of their disabilities and
any preferences expressed by them or their parents,
of information which is provided in writing for children / young people who are not disabled.
an accessibility plan must be in writing.
during the period to which the plan relates, the responsible body must keep its accessibility
plan under review and, if necessary, revise it.
it is the duty of the responsible body to implement its accessibility plan.
Schools have had a duty to produce an accessibility plan since September 2002.
The Statutory Policies for Schools (Sept 2014) states that it is a requirement that maintained
schools, academies, free schools, independent schools, sixth-form colleges, further education
colleges and Pupil Referral Units must review their accessibility plan every three years. It also states
that approval should be by the governing body however, they are free to delegate the approval right
to a committee of the governing body, an individual governor or the head teacher.
Other relevant legislation, regulations & guidance;
Children & Families Act (2014)
The Special Educational Needs & Disability Regulations (2014)
The SEND Code of Practice (revised April 2015)
Supporting pupils at school with medical conditions (2014)
Working Together to Safeguard Children (2013)
Reasonable adjustments for disabled pupils (2012)
Disability Discrimination Order (2006)
The Mental Capacity Act Code of Practice: Protecting the vulnerable (2005)
The Children Act 1989 Guidance and Regulations Volume 2 & 3
DfES “Accessible Schools: Planning to increase access to schools for disabled pupils”Health Standards (England) Regulations 2003
The School’s Context
We are an academy for children / young people who age from 11 to 19 years. The school comprises 6
main buildings covering a large site, mostly of one and two storey construction, with one section of
Main Block having three stories.
In the years 2020-2021 we had 1795 on roll and have XXXXX children / young people identified as
having a disability under the given definition.
The School’s Aims
The aims of the academy align with the Astrea Academy Trust ethos to “inspire beyond measure” and
are underpinned by five core Value Partners, which are equally applicable to students and staff:
Responsibility and leadership
Enjoyment and innovation
Aspiration and development
Collaboration and inclusion
Honesty and integrity
Formulating our Accessibility Plan
The priorities for the Accessibility Plan for our school were identified by a planning group who
consisted of:
Principal
SENDCO
Assistant Principal with oversight of inclusion
Process
Our accessibility plan has been developed as follows:
1) Access audit and review of current activities completed
2) Actions to eliminate barriers identified (with short-term, medium term and long term
targets).
3) Goals and targets set which can be measured & include time frames.
4) Consultation with school staff, governors and other bodies.
5) Evaluated the plan every 3 years (with ongoing review and revision as necessary).
In addition to this we will:
continually review the environment of the school, the way we plan, prepare and deliver
curriculum and the information we provide for children / young people so that we can
improve the access for both individuals and groups;
work to provide an atmosphere where all children / young people feel safe and valued;
promote understanding of disability and work to show positive models of people with a
disability. We will avoid stereotypes and use language which emphasises the person rather
than the disability.
examine those parts of our active and extra-curricular activities which may have limited
access for children / young people with a disability and see if it is possible to provide learning
experiences which promote similar development of knowledge and understanding.
Other School Policies & Documentation
The Accessibility Plan should be read in conjunction with the following policies, strategies and
documents:
Curriculum
Equality Health & Safety
Educational visits
Inclusion
Special Educational Needs Policy and the school’s SEN Information Report.
Behaviour
Academy Improvement and Development Plan
Access Audit, October 2020
Lead member of staff: Mr David West (SENDCO)
Section 1 The school can deliver the curriculum to all children / young people. Give details of items
developed, current practise and things to be developed.
Statement Fully Partly Not Plan Prompt
Teachers and assistants X The majority of staff have taught
have training to teach and children with a variety of disabilities in
support disabled children / the past. If any new child come to St Ivo
young people. Staff are Academy with a disability, multi agency
confident about meeting working would ensure that knowledge
the needs of children / would be obtained.
young people with a
disability.
All school staff and the X Staff are given training using INSET or
governors have access to meetings when appropriate or when
training on disability new updates/ information needs
equality and inclusion. sharing. Training also available via
Educare.
We take advice to ensure X We regularly review classrooms for their
our classrooms are access and resources to ensure they are
optimally organised and suitable for disabled persons to access.
resourced for disabled Some classrooms would not be suitable
children / young people. for wheelchair access as they are on the
second and or third floor, with no lift
access. If required, room swaps are put
in place for mobility access.
Positive images of people X Discussed as part of assemblies and
with different abilities are PSHE but limited images around school.
apparent in the classrooms Discuss with staff at various points
and the school generally. throughout the year.
Staff plan alternative ways X All children have full access to a broad
of providing experience and balanced curriculum and
and understanding of parts appropriate support is offered or
of the curriculum. i.e. all sourced if additional to school resources.
children / young people If a student cannot access a specific
are encouraged to take activity, an alternative one will be
part in music, drama and sourced and implemented.
physical activities. Residential visits and school visits are
Alternative forms of available to all children (with
exercise are given in PE appropriate adjustment if required).and games for disabled
children / young people.
Lessons are responsive to X Lessons, where possible, celebrate
diversity. Lessons allow diversity and allow students to work
children / young people to individually, in pairs, small groups and
work individually, with a large groups. Collaborative learning and
partner, in groups and independent learning is encouraged and
whole class. There is supported through the planning of the
extensive peer support and five strands.
collaborative learning in At St Ivo Academy, there is evidence of
support of those with a both streamed and mixed ability
learning disability. teaching, supporting academic progress
and disability.
When planning the X Additional support, Teaching Assistants
deployment of additional and Student Support Assistants are used
adults, there is a to support those of the highest need.
consideration of pupils This is regularly reassessed and altered
with disabilities so that if as the need arises by the SEND,
needed, they benefit from Curriculum and Pastoral Teams.
high staffing ratios and
smaller group activities in
order to ensure their
inclusion and raise
attainment.
Staff recognise and allow X Staff are made aware by the SEND or
for the mental effort / Pastoral Team of students with
additional time required by additional needs and/or disabilities with
some disabled children / strategies and support ideas given to
young people, e.g. using lip allow access for all. Specific rest breaks
reading, processing time are offered if needed, and assessed on
for children / young people an individual basis. Access arrangements
on the ASD Spectrum. are provided for exams following
national guidance.
When renewing computer X Computer and ICT equipment is used
hardware and software, through the Academy. This can be
machines and materials adapted to support those with additional
are chosen to support needs, for example through the
children / young people provision of larger monitors on
with a disability, e.g. adjustable arms.
vocalising brailling, touch The SEND team involve the Sensory
screen, assistive Support Team if individuals come to the
technology. school and require additional support
here and those suggestions are actioned.
Provision of laptops is X The SEND Team have a robust system of
considered to aid assessing and offering laptop/tablet
recording and / or devices to use within class for those that
communication. demonstrate a need. This is regularly
reviewed.
School visits are subject to X All school trips are open to all members
a regular review to ensure to the school community and every
increased levels of access attempt is made to ensure that thoseor alternative experience. with an additional need or disability can
gain access to the trip and if not,
alternative arrangements would be
sought.
The school links with other X As part of Astrea Academy Trust, St Ivo
schools to share good Academy works very closely with our
practice. family of schools, and staff at Astrea
Central.
We also operate an outward looking
organisation that explores good practice
in other schools.
Staff seek to remove all X Subject areas plan and deliver lessons
barriers to learning and with ‘access for all’ in mind, delivering
participation. When high quality lessons for all throughout
curriculum units are the curriculum.
developed the originators
always ask if there could
be a disability dimension.
Access Arrangements are X The SEND department assess students
used when appropriate to that present with additional needs,
support children / young though staff referral, professional
people with accessing diagnoses and using assessment data
assessments. such as CAT’s and NGRT’s.
The school signpost X St Ivo Academy share information via
children, young people and the website, parentmail and posters
families to further support. around school to publish local support
for individuals and families. We work
closely in partnership with the Local
Authority, Locality Team and charitable
organisations.
A LECC member takes X There is a specific member of the LECC
particular interest in, and that has a responsibility for inclusion and
responsibility for SEND.
promoting disability
awareness and inclusion.
Section 2: The school is designed to meet the needs of all children / young people.
Statement Fully Partly Not Plan Prompt
The size and layout of X Each of the 6 blocks has step free access
areas allow access for all to at least one floor. There is a lift in the
children / young people, Science block.
including wheelchair users. Where necessary, we make room
changes to accommodate mobility
issues.
If a wheelchair bound student or staff
member began attending St Ivo
Academy, a lift would be sought if the
need arose in order to access the mainhall.
There is a costed plan X Condition surveys are carried out on a
which shows priorities for regular basis and used to inform
major and minor works. business case bidding to Astrea Central.
The school has procedures X All specialist areas are maintained to
to ensure the rigorous ensure teaching and learning can
maintenance of specialist continue.
equipment and facilities.
Emergency and evacuation X Emergency Evacuation plans and
systems set up to inform systems are clear and explained to all
all pupils including children students and staff. Staff have emergency
/ young people with SEN, evacuation and critical incident plans in
including alarms with both their lanyards and these are displayed
visual and auditory throughout the site in each room.
components. Not all alarms currently have visual
components.
Personal Evacuation Plans X PEPs are being put in place this year for
(PEPs) in place to provide those individuals highlighted by
people with any form of pastoral and SEND team. These are
disability, who cannot be regularly updated as required by new
adequately protected by diagnoses and changes in circumstance
the standard fire safety of individuals.
provisions within a Specific students with PEPs may not
premises, with a similar meet with the majority students in the
level of safety from the evacuation area, if their needs require a
effects of fire as all other dedicated space, but this will be
occupants. communicated via radio contact with
member of SLT with responsibility for
critical incidents.
With regards to X Medical conditions and personal
‘Supporting pupils at hygiene considerations are dealt with
school with medical by the medical officer and other first
conditions (2014)’, there a aid trained staff.
policy in place for the Medicines are held in a lockable safe
effective and safe locational and administered in
administration of conjunction with clear instructions from
medication. prescriptions and following national
guidance.
Personal hygiene and We do not currently have any students
medical issues are dealt or staff requiring intimate care, where
with full attention to the this to be the case advice would be
safety and dignity of all taken from Astrea Central colleagues.
concerned i.e. children /
young people taking
medication, those with
limited toileting training.
Pathways of travel around X Disabled parking bays are available close
the school site and parking to the entrance of the school.
arrangements are safe. Pathways around the school are
Disabled parking spots are monitored continually and repairsavailable. completed as and when needed.
Path edges and steps are marked with
yellow paint and or metal caps to
highlight changes in level.
Ramps are available in most areas of
school.
As above, some areas of some blocks are
not easily accessible to wheelchair users
and room swaps would then be made.
There is a positive attitude X All recruitment panels have at least one
to the recruitment and member of safer recruitment trained
employment of staff with a staff. There are a number of current staff
disability and a good with disabilities.
knowledge about the
levels of support they are
entitled to.
Furniture and equipment is X Equipment is selected with access in
selected, adjusted and mind and furniture is available for all. If
located appropriately. additional equipment is needed for a
Steps are taken to reduce particular student or staff member,
the background noise for steps are taken to procure this and
HI children / young people adjust it to suit the individual.
and advice sought from The Sensory Support Team is often
other agencies to take involved in assessing the needs of HI or
appropriate measures in VI students. Suggestions are taken on
the classroom. board and actioned.
The décor and / or signage X Clear signage is present around the
is not confusing or school.
disorientating for children The school would consider replacing
/ young people with a door signs with tactile and/or braille
visual impairment, autism signs so easily read by visually impaired
or epilepsy. Colour students and staff if the need arose, on a
schemes provide colour & rolling programme.
tonal contrast for VI
children / young people.
Labels and signs are
presented pictorially and
in written word if needed
for people with a disability.
Section 3: The school delivers materials in other formats.
Statement Fully Partly Not Plan Prompt
Information is provided in Following guidance from the SEND
simple language, symbols, and/or Sensory Support Team the
large print, on audiotape academy provides support material in
or in braille for children / various forms, such as enlarged texts,
young people and exams and access materials in class. This
prospective pupils who would be tailored to the specific needsmay have difficulty with of an individual with the expertise from
forms of printed the Teaching Assistants trained in these
information. specific areas. If further needs arose, we
would be able to gain support from
relevant agencies and support to provide
for those individuals.
Information is presented X Teachers plan lessons with detailed
to groups in a way which is knowledge of their classes, and present
user friendly or people information in a way that can be access
with disabilities e.g. by all. This can be around colour, size
reading aloud, overhead and even printing relevant resources as
projections and describing and when needed.
diagrams.
ICT facilities are used to X Various ICT programmes are available to
produce written use in school and at home to all
information in different students. Specific programmes such as
formats as appropriate. DocsPlus are available for those that
need it and this will be directed by the
SEND team.
Staff are familiar with X Staff are aware of using technology to
technology and practices support those with disabilities. There is
developed to assist people relevant expertise in the Academy for
with disabilities. staff to ask or be trained if the need
arises.
External agencies have The SEND team work closely with
raised staff awareness i.e. outside agencies to help support those
VI, HI, ASCETS, with additional needs such as the
occupational / Sensory Support Team and other Health
physiotherapists, speech and Care workers to support additional
and language therapists, needs.
school nurses, Health
visitors…
There is an effective X The Astrea complaints policy is clearly
process to deal with both available on both the academy and trust
complaints and positive websites.
suggestions from the Email is used to keep an open dialogue
parents of children / young with parents and carers.
people with a disability.You can also read
