2023-2026
Introduction
Compliance with the Equality Act is consistent with our setting’s aims and equal opportunities policy and SEN information report. Our staff recognise their duty under the Equality Act:
o Not to discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services
o Not to treat disabled pupils less favourably
o To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage
o To publish an accessibility plan
In performing their duties governors have regard to the Equality Act 2010.
Our setting:
o recognises and values the young person’s knowledge/parents’ knowledge of their child’s disability
o recognises the effect their disability has on his/her ability to carry out activities,
o respects the parents’ and child’s right to confidentiality
The setting provides all pupils with a broad and balanced curriculum that is differentiated, personalised and age appropriate.
It is a requirement that the school’s accessibility plan is resourced, implemented and reviewed and revised as necessary. Attached is a set of action plans showing how the school will address the priorities identified in the plan.
Date of Plan: March 2023. To be reviewed every three years
Definition of Disability
The definition of disability is set out in the Equality Act 2010, Part 6:
‘A physical or mental impairment which has a substantial and long term effect on a person’s ability to carry out normal day to day activities.’
The purpose and direction of the school’s plan: vision and values
At Cherry Garden School we are committed to giving all of our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. The achievements, attitudes and well-being of all our children matter. Cherry Garden School promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background.
Our school aims to be an inclusive school. 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:
• Girls and boys;
• Minority ethnic and faith groups;
• Children who are vulnerable;
We liaise with parents and professionals involved with the children to ensure we provide the right care for their needs.
Views of those consulted during the development of the plan
All people consulted value the ability of the school to cater for the differing needs of pupils. No issues were raised on the most recent parent questionnaire.
The main priorities in the school’s plan
We take advice on support needed for children with disabilities and work with experts to ensure they have the support necessary to fully include them in the life of the school.
The action plan ensures that we continue to:
• Increase the extent to which pupils with disabilities can participate in the curriculum
• Improve the physical environment to enable pupils with disabilities to take better advantage of the education, benefits, facilities and services provided
• Improve the availability of accessible information to pupils with disabilities
Accessibility Plan: February 2023 – February 2026
The proposed actions below are in order of priority:
| Issue | Action | People/Resources | Timescale | Success criteria | Monitoring method. Who? How? |
| Pupils who attend Cherry Garden School classes at the Bellenden School site do not have as broad access to physical development activities and resources to support their regulation and development of more complex gross motor skills. | Work in conjunction with Bellenden School and the Local Authority to further expand the playground provision for physical development activities, particularly those that will increase opportunities for sensory regulation and more complex gross motor skills | Occupational Therapists
PD Lead Playground Lead at Bellenden School Funding from Southwark’s SEND Capital Funding Grant if successful for larger scale equipment. £800 for loose equipment to resource outdoor sensory area. |
Initial loose playground equipment, OT training for staff and weekly schedule for playground resourcing Summer 2026.
Large scale playground equipment summer 2027 |
Pupils at the Bellenden site will have regular access to challenging physical development activities such as climbing and this will enable them to make additional progress in these gross motor skills.
Pupils will have access to a wide range of sensory regulation opportunities throughout the school day, leading to increased engagement and regulation. |
Premises Manager, Headteacher, Behaviour/PD lead |
| Pupils and their families face many barriers in understanding information provided by the services which surround them and are involved in their care.(this can be due to anguage barriers, learning disability and complex systems) | Provide key information in a range of Easy Read and accessible formats for parents and pupils, working with outside organisations to coordinate approaches where possible.
Continue to integrate home languages into the curriculum and parent support offer. Further strengthen systems for pupils to have a voice during key discussions which affect them (eg annual reviews, observations of learning, social care meetings) |
Speech and Language Therapists
Family Support Team PSED Lead Multi-agencies Parent room space and training room for family support networks |
March 2027 for initial in school adjustments to pupil voice systems.
March 2028 for in school communications and parent support. Summer 2028 for multi-agency partner work. |
Families will feel better supported to understand some of the systems and processes within school and where possible multi-agencies.
Families will have further access to networks of support within the school. Pupils will have further access to information about the school values, vision and growth in away which is accessible to them. Pupils will have further opportunities to use their voice to advocate for themselves and celebrate achievements in their learning journey. |
Headteacher, PSED Lead, Family support Team |