Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to:

  • Increase the extent to which disabled pupils can participate in the curriculum
  • Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided
  • Improve the availability of accessible information to disabled pupils

Our school aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind.

Our school is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues.

The school supports any available partnerships to develop and implement the plan.

Our school’s complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in school, the complaints procedure sets out the process for raising these concerns.

Legislation and Guidance

Our Accessibility Plan meets the requirements of schedule 10 of the Equality Act 2010 and the Department for Education (DfE) guidance for schools on the Equality Act 2010.

The Equality Act 2010 defines an individual as disabled if they have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ adverse effect on their ability to undertake normal day to day activities.

Under the Special Educational Needs and Disability (SEND) Code of Practice, ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. The definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.

Schools are required to make ‘reasonable adjustments’ for pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled pupil faces in comparison with non-disabled pupils. This can include, for example, the provision of an auxiliary aid or adjustments to premises.

Action Plan 21-24

Aim Current good practice Objectives Actions to be taken Person responsible Date to complete actions by Success criteria
Increase access to the curriculum for pupils with a disability We use resources tailored to the needs of pupils who require support to access the curriculum

Curriculum progress is tracked for all pupils, including those with a disability

Targets are set effectively and are appropriate for pupils with additional needs

The curriculum is reviewed to make sure it meets the needs of all pupils

 To improve curriculum resources to include examples of people with disabilities Audit current resources. Ensure that when purchasing new resources, disabilities are reflected. Lisa Wilson- Class teacher

Lucy Naylor-


July 24 Curriculum resource list available for disability and cultural overview.
Improve and maintain access to the physical environment  

The environment is adapted to the needs of pupils as required. This includes:

·  Ramps

·  Corridor width

·  Disabled parking bays

·  Disabled toilets and changing facilities

·  All resources are available at children’s level

Access to a quiet area for children with sensory needs. Set up sensory room.

Move provision to ensure quiet and calm areas.

Lisa Wilson- Class teacher

Lucy Naylor- Headteacher

July 22 Sensory room being used and accessed by children.

Two year olds sleeping area in place.

Improve the delivery of information to pupils with a disability Our school uses a range of communication methods to make sure information is accessible. This includes:

·  Internal signage

·  Large print resources

·  Pictorial or symbolic representations


To ensure the use of signs and visuals to support transitions and functional language. Signing training

Key PEPs in place throughout setting

Daily agenda for children

Colour coded areas and area teams.

Lisa Wilson- Class teacher

All key workers

July 22- ongoing through until 24 Children will start to show functional language.

Children will be secure with the daily routine.

Children will use sign to express their needs when non-verbal.