Accessibility Plan April 2015- March 2018
Introduction:
This plan is drawn up in accordance with the Equality Act 2010 and Children’s and Families Act 2014 It draws on the guidance set out in ‘Accessible Schools: Planning to Increase Access to Schools for Disabled Pupils’, issued by the DfE in July 2002 and guidance from ‘What Equality Law Means For You As An Education Provider: Schools’, issued by the Equality and Human Rights Commission 2010.
All schools are required to plan for:
1. Improving Access to the Physical Environment for Schools
This includes improvements to the environment of the school, which can include visual, acoustic and physical environments. All new school buildings have to comply with the Buildings Regulations and the Education Regulations 1999 (school premises) and should physically be accessible to disabled pupils. Much of the work in this area will therefore be to improve access to existing buildings.
2. Increasing Access for Disabled Students to the Curriculum
Access to the curriculum covers not only teaching and learning, but also the wider curriculum such as after school activities, leisure, sporting and cultural activities or out of school visits. The school will meet this requirement by offering training to teachers on teaching techniques, classroom management, curriculum material and strategies for planning extra-curricular activities.
3. Improving the Delivery of Written Information to Disabled Pupils
This covers planning to make written information normally provided by the school to its pupils, available to disabled students. Information should take account of the nature of the disability and any preferences expressed by either the pupil or his/her parents.
St John’s College School undertakes to:
• Identify and remove barriers to access to the school for children with disabilities by using such resources as the Identifying Barriers to Access Checklist (Department for Education and Skills 2002 Accessible Schools: Planning to Increase Access to Schools for Disabled Pupils See Appendix 1)
• Provide a written plan on Accessibility covering the three key strands and covering the time from April 2015 to March 2018.
• Keep the plan under review and revise it as necessary • Resource and implement the plan
• Publish the plan for parents
• Train the staff on SEN and Disability (formally SENDA)
The Disability Policy sets out the school’s approach to disability in general. The school’s Individual Needs Policy deals particularly with problems of curriculum access associated with learning difficulties or other disabilities. To that end the Accessibility Plan and the Individual Needs Policy overlap and complement each other. Please use the links above to view the Disability Policy and the Individual Needs Policy.
St John’s College School Accessibility Plan 2015-2018 A- Improving Access to the Curriculum
Targets Action Resources (staff or
budgeting) Timeframe Outcomes Achieved
To manage the care of a child with severe type 1 diabetes who is a chorister.
Liaise with parents and
doctors/nurse to put a care plan in place
Care Plan School Nurse
Reviewed termly Child and staff feel confident to manage the condition. Minimal impact on child’s learning. Extra staffing in place.
Yes. Lent, Summer & Michaelmas 2015. To manage the care of a child with
type 1diabetes. Liaise with parents and doctors/nurse to put a care plan in place
Care Plan School Nurse
Reviewed termly Child and staff feel confident to manage the condition. Minimal impact on child’s learning. Extra staffing in place.
Yes. Lent, Summer & Michaelmas 2015. To manage the care of a child with
anorexia Liaise with parents and doctors/nurse to put a care plan in place
Care Plan School Nurse
Reviewed termly Child and staff feel confident to manage the condition. Minimal impact on child’s learning. Extra staffing in place.
Yes.
To manage the transition of a child
with anorexia to senior school Deputy Head to liaise with future school to ensure the smooth transition of the pupils to new school
Deputy Head Senior Tutor
June 2015 Child has positive start at new school. School has all of the relevant welfare information to plan
effectively.
Yes.
To manage the care of a pupil who
is missing a hand Liaise with parents and school nurse to put a care plan in place Hd of the Junior Dept Deputy Head School Nurse
Reviewed termly Effective forward planning in place to ensure child has full access to all activities.
Yes. Lent, Summer & Michaelmas 2015. To manage the care of a pupil with
diminishing sight. Liaise with parents and doctors/nurse to put a care plan in place.
Director of Studies Deputy Head
Reviewed termly Effective forward planning in place to ensure child has full access to all activities.
Yes. Lent, Summer & Michaelmas 2015. To apply for a statement for a child
with diminishing eye sight Liaise with local authority to apply for an EHC plan to support pupil
Director of Studies Reviewed every 6
months EHC plan in place No. Turned down by Local
Authority. School to reapply
Michaelmas 2015. To manage the care of a pupil with
diminishing sight. Purchase adapted resources to enable the child to access all aspects of the curriculum, including extra-curricular activities. The need for different resources will be reviewed each term.
Cost of resources to
be determined. Termly Necessary resources purchased so that the child is able to access all parts of the curriculum (including extra-curricular activities) independently.
Yes. Lent, Summer & Michaelmas 2015.
To manage the care of a pupil with
progressive hearing difficulties. Staff are trained in strategies to support him. Care plan in place. Care plan Director of Studies Reviewed termly Effective forward planning in place to ensure child has full access to all activities.
To manage the care of a pupil with
NF1 Liaise with parents and doctors/nurse to put a care plan in place.
Hd of Junior Dept School Nurse
Reviewed termly Effective forward planning in place to ensure child has full access to all activities. Effective forward planning in place to ensure child has full access to all activities.
Absences for hospital appts planned in advance.
Yes. Lent, Summer & Michaelmas 2015.
To manage the care of a child with Asperger’s Syndrome who has a statement
Liaise with parents and local authority to maintain IEP and statement plans so that he meets the targets on the statement.
Deputy Head Director of Studies
Reviewed termly The child is able to cope
independently with school life, both socially and also academically.
Yes. Lent, Summer & Michaelmas 2015. To manage the care of a child with
Asperger’s Syndrome who has a statement
Liaise with future school to plan a smooth transition of the pupil to the next school.
Support Max with social
development and understanding in preparation for the new school, through the use of social stories with his TA.
Use of 1:1 TA time Director of Studies Head of Form 6
Reviewed termly The child makes a smooth transition
to the next school. Yes. Lent, Summer & Michaelmas 2015.
Targets Action Resources (staff or
budgeting) Timeframe Outcomes Achieved
To provide sloping boards to support children with poor muscle tone and upper body strength.
IN department to assess long term needs of children and provide boards where necessary
Boards Termly Review Children have improved access to
the curriculum Yes. Lent, Summer & Michaelmas 2015. To provide access to laptops to
children who will benefit by having increased access to the curriculum
IN department to assess long term needs of children and provide laptops where necessary (or parents to purchase laptops)
Run touch typing lessons for children to learn to type at a suitable speed to enable them to use a laptop in lessons.
Laptops
Teacher for Touch Typing
Annual Review Termly review of touch typing attendance.
Children with learning needs are able to demonstrate their understanding effectively. Children who need to use laptops are able to touch type at a speed that is faster than their writing speed. Yes. Yes. Lent, Summer & Michaelmas 2015.
To review the range of learning resources that is accessible for students with different disabilities.
Heads of Department to review resources in their curriculum areas collaborating with the Individual Needs Co-ordinator
Time/Training Annual and as
necessary for individual pupils
Students with disabilities have increased access to curriculum materials.
Yes. Summer 2015.
To provide a Reader for tests where children have an identified phonological learning need.
IN Co-ordinator and Director of Studies to plan for the
availability of a Reader for tests where needed.
Possible cost of TA /
Gap time Annual and as necessary for individual pupils
Students with phonological learning needs are able to access written tests and perform at the level of which they are capable.
Yes.
To enable children with dyslexia or weak working memory to
remember instructions and access the curriculum effectively.
Teachers to provide written instructions / hand outs of information.
Class teachers Termly reviews of strategies for children
Students with dyslexia or weak working memory are supported to retain information and access the tasks in class independently.
Yes. Lent, Summer & Michaelmas 2015. To provide children with scotopic
sensitivity with appropriate coloured overlays.
Internally assess children presenting with reading / tracking difficulties.
Provide coloured overlays where needed.
Cost of one coloured overlay for each child who needs it (any additional overlays needed will be paid for by
Termly review Children with scotopic sensitivity are able to read more easily and without strain.
Yes. Lent, Summer & Michaelmas 2015.
For severe difficulties, children will be referred on for
prescription glasses.
parents)
To ensure that children with medical conditions that lead to a high level of absence from school make good progress and are able to catch-up.
Write care plans for children with severe medical conditions such as severe asthma or ME to include provision of catch-up work where relevant for absence or a reduced timetable.
Liaise with outside agencies and parents to understand the provision needed.
Nurse Deputy Head Director of Studies
Termly review of
care plans Children with medical needs are able to access the curriculum and make good progress despite absence from school.
Yes. Lent, Summer & Michaelmas 2015.
To enable children with learning needs to make good progress and attain in line with their underlying ability.
Provide individual lessons with specialised members of staff. Review the attainment for all SEN pupil
Provide group spelling support using individualised computer programmes.
Provide group curriculum support
IN teachers IN Co-ordinator Director of Studies
Termly progress
reviews. Children with SEN make good progress in learning. Yes. Lent, Summer & Michaelmas 2015.
For children with weak working memory to know and be able to use a range of strategies to support their working memory in a range of contexts.
Plan for the provision of group teaching of strategies to support children with weak working memory.
Train all staff in the strategies being taught to children.
IN staff
IN Co-ordinator
Plan developed 2015 for inclusion in budget 2016-17.
Children with weak working memory know and use a range of strategies independently to help with their memory.
Working Memory groups started
Michaelmas 2015. To increase the confidence and
skills of all staff in noticing and supporting children with learning needs.
Develop a plan of training for all staff in supporting and noticing the needs of children with SENDA.
IN Co-ordinator Director of Studies Deputy Head
Annual review Staff are confident to notice and support children with learning needs and disability.
Improved focus on strategies in Pupil
Improvement meetings from
Targets Action Resources (staff or
budgeting) Timeframe Outcomes Achieved
Lent 2015. Pupil Improvement meetings in place on training days from Michaelmas 2015. Plan in place for training to begin Lent 2016. To train Individual Needs staff so
that they are able to undertake high quality assessments internally.
Interested staff are trained to Level 7 qualification of Individual needs.
Payment for training
course. To begin in 2015 Staff are able to assess children internally. Yes. 1 further member of staff fully qualified with a certificate in assessment for individual needs Michaelmas 2015. To improve the gross and fine
motor coordination of children with dyspraxia or other fine and gross motor difficulties
Provide motor skills club for
younger children Games staff Termly review Children with fine and gross motor skills develop core, upper body and fine motor strength.
Yes. Lent, Summer & Michaelmas 2015. To liaise with external assessors to
ensure that children are assessed where needed and that provision is made for exam access
arrangements.
Arrange assessments
Ensure we have enough qualified assessors
Make provision for exam access arrangements e.g. extra time, lap top use, readers.
IN Co-ordinator Director of Studies Administrative Director
Termly review Children are able to access exams and teachers have the best understanding of how to support children with their learning.
Yes. Lent, Summer & Michaelmas 2015. Access to an additional educational psychologist has been arranged, where required. To make reasonable adjustments
for a members of staff with type 1 diabetes so that they can manage
Provide a private room where
insulin can be administered Lockable room Termly review Staff members feel confident dealing with condition at school. Yes. Lent, Summer & Michaelmas
their condition and carry out their
job effectively. Provide support when necessary, including adjustments to teaching.
School feels confident adequate
support is given to staff members. 2015. To make reasonable adjustments
for a member of staff suffering from acute hearing loss so that she can carry out her job effectively
Plan ahead regarding room allocation keeping acoustics in mind.
Provide support when necessary, including adjustments to
teaching.
Annual Review Staff member feels confident dealing with condition at school. School feels confident adequate support is given to staff member
Yes. Staff member has now left the School.
St John’s College School Accessibility Plan 2015-2018 B- Improving Access to Information
Targets Action Resources Timeframe Outcomes Achieved
To review and adjust revision materials to improve the accessibility for all the children
Develop a web based version of revision materials that is accessible for all children. Maintain Google Drive revision materials whilst the development progresses.
Appoint a member of staff with responsibility for this development
2015-16 Web based version of revision
materials. Google drive resources are
maintained and web-based version being developed for 2015-16. To plan a study skills evening for
parents of F5 children to help them to understand our revision and study skills programme.
Director of Studies to liaise with
study skills teachers to plan event Director of Studies Annually Evening held and a success Study skills evening has been delivered to parents of F6 children
Michaelmas 2015. Similar session planned for F5 parents Lent 2016. To provide information to parents
about Individual Needs provision. Individual needs policy to be updated annually and kept on the website.
IN Co-ordinator Director of Studies
Annually Up to date policy available on the
website. Yes.
To provide information to parents about the external help available to them.
List available of Speech and Language Therapists, Sound Therapists, Optometrists, Audiologists, and Educational Psychologists.
Individual Needs
Co-ordinator Reviewed annually Parents have access to the information necessary to ensure full access to the curriculum for their children.
Information is provided to parents as it is required.
The School commissioned an Access Audit report from Vectra Property Consulting, Third Floor. 28, Grays Inn Road, London WC1X 8HR. The aim was to obtain a totally impartial view of what might be needed over time to improve access to the School’s spaces and to ensure that the new buildings, proposed for Senior House, should incorporate the necessary elements.
In terms of individuals with disabilities, the School has a system for identifying needs well in advance of the arrival of the affected person and has managed its spaces to accommodate those needs by the process of making reasonable adjustments.
The Access Audit report has provided terms of reference for planning refurbishments to existing buildings and those recommendations that can be incorporated into such activities have been listed below.
However, were there to be a disabled person likely to be affected by any identified deficiency this would be addressed more quickly.
The School is fortunate in that the great majority of children join in September and work can be scheduled for the Summer holidays.
There are other recommendations that are to be considered on refurbishment, e.g. colour contrasts, door furniture, door widths, which will be referred to as and when refurbishment planning is undertaken. The most recent redevelopment of Senior House and Byron House was undertaken mindful of accessibility to the physical environments. Improvements have been made around the central piazza area with classrooms being designed with multi use in mind to enable relocation of teaching space should the need arise. The new boarding house is equipped with a lift to provide access to all floors of living
accommodation. Safety and accessibility to the front of Senior House has been much improved by the provision of fewer allocated parking spaces. The most recent developments in Kindergarten have seen significant improvements made around accessibility to the outdoor learning area, safety of the outdoor areas and movement within and between the new teaching spaces.
Targets Action / Deficiency Resources (staff or
budgeting) Timeframe Outcomes Achieved
Induction Loop or infra-red system
for Hinsley Hall Investigate the potential interaction with the sound system. Facilities Manager to price and check logistics re installation
£2,500.00
2012 Easter Holidays at the latest, still to be reviewed.
Those with deficient hearing to be able to hear plays or music.
Yes
Hold open détentes to be fitted to
doors where appropriate. Some had been tried. Evaluation and extension as appropriate,
Facilities Manager to
assess 2012 Summer at the latest Doors held open but close when fire alarms sound. Yes Music School – sunken garden to
have contrasting edge. Change of tiles to be considered, rather than painting edges. Facilities Manager to assess As achievable but by Summer 2012 Clear visual difference where edge exists This was deemed as an eyesore to the environment of the garden, the lines have been removed
Yes
Door pressures should be 20 to 30
Newtons. When checking fire doors ensure that door pressures comply Facilities Manager to incorporate pressure level into routine checks requirement
On-going Door pressures manageable
for everyone Yes
Disabled toilet Byron House Flush handle on cistern is on the wrong side.
The washbasin is too far from the toilet. The tap on the washbasin should be nearer to the toilet.
Plumber
A price needs to be obtained for the full works. The current arrangement is sufficient.
Holiday job to be linked to redecoration – not a high priority but Summer 2012 deadline.
Estimate to be done by Easter 2012
Improved ease of operation Yes
Staircase’s in number 69 the new
boarding house development. Install contrasting coloured stair nosing The Disabilities Discrimination Act – Part M Building Regulations. DeeJak builders
Completion of building Clearly visible stair treads to assist people with impaired sight.
Yes
Lift in number 69 the new boarding Install a lift from the basement to The Disabilities
house development. first floor. M Building Regulations. DeeJak builders
works facilities as a non-wheelchair
user.
It will improve manual handling for staff. Disable washroom facilities at
number 69 the new boarding house development.
Install disable toilets and washroom facilities, this will include an emergency call system.
The Disabilities
Discrimination Act – Part M Building Regulations. DeeJak builders
Completion of building
work This will allow a wheelchair user safe access to the same facilities as a non-wheelchair user.
Yes
Intercom system at number 69 the
new boarding house development. Install an intercom system allow students to call for assistance, this will be linked to the emergency call system in the disabled toilets.
The Disabilities
Discrimination Act – Part M Building Regulations. DeeJak builders
Completion of building
works To ensure that any student can call an on duty member of staff for assistance.
Yes
Improve the fire exits in the 1994
section of Byron House. Replace the rear fire exit to the back playground of the 1994 building. English Carpentry Easter Holidays 2012 To improve access to the Big Room at Byron House. Yes Provide designated disable parking During the refurbishment of Senior
House disabled parking bays will be provided.
Facilities Manager to
include in plans. 2012 Improve access to main school site. Yes
Improve access to Science Lab and
