The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, the Governing Body has had three key duties towards disabled pupils, under Part 4 of the DDA:
- not to treat disabled pupils less favourably for a reason related to their disability;
- to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;
- to plan to increase access to education for disabled pupils.
This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:
- increasing the extent to which disabled pupils can participate in the school curriculum;
- improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;>
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: February 2023. To be reviewed every three years.
Definition of Disability
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.’
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:
- The school draws on the expertise of external agencies to provide specialist advice and support.
- The management team has an overview of the needs of the pupils.
- There are high expectations.
- There is appropriate deployment and training of learning support staff.
- Successful practice is shared within the school.
- The school works with partner schools.
- Disabled pupils have access to extra-curricular activities
Accessibility Plan: February 2023 – February 2026
The proposed actions below are in order of priority:
|Monitoring method. Who? How?
|For pupils who rely on their wheelchair to access the playgrounds and outdoor spaces, there is no provision for them to have time out of their supported equipment outdoors, in order to further develop their MOVE skills or experience a change in position.
|Purchase and install outdoor hoists in three playground areas.
Install additional canopies and ramps in the KS2 playground to allow for the installation and access to the new hoist.
Premises Manager, Headteacher
|July 2023, subject to external provider availability
|Pupils in all key stages will have the opportunity to spend time out of their supportive equipment in the outdoor areas across the school day. They will use this to extend learning opportunities and generalise their MOVE skills.
|Premises Manager, Headteacher
|Pupils with additional sensory regulation needs do not have a dedicated space to support their regulation across the school day. A dedicated space, with specialised equipment designed to support sensory regulation, would allow them to more effectively regulate their sensory needs and spend more of the day ready to engage and learn.
|With support from the OT, research specialist equipment which would be most suitable to the regulation needs of the school’s cohort of pupils.
Get quotes for the necessary equipment needed for the ‘sensory gym’.
Install matting and equipment in the satellite classroom space.
|Pupils with sensory regulation needs will have regular, well planned and effective sensory breaks, which impact positively on behaviour and the amount of time spent engaged in learning across the school day.
|Premises manager, behaviour/PD coordinator, Headteacher