Executive Principal: Sir J A Townsley BA (Hons) NPQH
Chair of the Board: Mr D Morgan
Accessibility Plan
2016-2019
Morley Newlands
Academy
Designated Teacher:
Principal/ Assistant Principal
Reviewed by:
Governors Policy Committee
Date:
February 2016
Review Cycle:
3 Years
Fountain Street, Morley, Leeds LS27 0PD
T 0113 253 2952 F 0113 253 1483
E [email protected]
W www.morley.leeds.sch.uk
Accessibility Plan – Morley Newlands Academy
Document Status
Date of Policy Creation
February
2016
Author
Jane Handley
Date of Policy adoption by
Board of Governors
Responsibility
Board of Governors
Date of Policy
Implementation
by Academy Principal
Responsibility
Academy Principal
Author
Policy Amendments
Date of next Policy Review
As required
Responsibility
3 Years*
Responsibility
Jane Handley
All/as above
* To be reviewed every three years or subject to any building/ curriculum or statutory
amendments
1.
PRINCIPLES
1.1.
We are committed to the inclusion of all pupils. Every individual is valued and their
achievements celebrated.
1.2.
We support the entitlement of all pupils to a broad and balanced curriculum.
1.3.
Each pupil is helped to achieve their maximum potential by identifying and meeting
their needs and by overcoming potential barriers to learning.
1.4.
This plan sets out the proposals of how Morley Newlands Academy will seek 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;
 improving the delivery to disabled pupils of information, which is provided in
writing for pupils who are not disabled.
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2.
LEGISLATION
2.1.
This Policy takes account of:
 Special Educational Needs Code of Practice 2014
 The Children’s and Families Act 2014
 The Special Educational Needs and Disability Act (SENDA) 2001
 Education Act 2002, Education Act 2011
 Education (Special Educational Needs Co-ordinators) (England) Regulations
2014
 The Equalities Act 2010
2.2.
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:
a) not to treat disabled pupils less favourably for a reason related to their disability;
b) to make reasonable adjustments for disabled pupils, so that they are not at a
substantial disadvantage;
c) to plan to increase access to education for disabled pupils.
3.
ASSOCIATED POLICIES
3.1.
This Policy should be read in conjunction with the following Trust Policies:
 Academy Admissions Policy
 Complaints
 Educational Visits
 Equality Policy (Students)
 Examinations Procedures
 First Aid
 Health and Safety
 Managing and Administering Prescribed Medications
 Positive Discipline
 PSHCEE
 SEND
 SMSC
 Teaching and Learning
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4.
POLICY DEFINITIONS
4.1.
Children have special educational needs if they have a learning difficulty which calls
for special educational provision to be made for them.
Children have a learning difficulty if they:
a) have a significantly greater difficulty in learning than the majority of children of
the same age; or
b) have a disability which prevents or hinders them from making use of educational
facilities of a kind generally provided for children of the same age in schools
within the area of the local education authority
c) are under compulsory school age and fall within the definition at (a) or (b) above
or would so do if special educational provision was not made for them.
Children must not be regarded as having a learning difficulty solely because the
language or form of language of their home is different from the language in which
they will be taught.
4.2.
Special educational provision means:
a) for children of two or over, educational provision which is additional to, or
otherwise different from, the educational provision made generally for children
of their age in schools maintained by the LEA, other than special schools, in the
area
b) for children under two, educational provision of any kind.
See Section 312, Education Act 1996
4.3.
A person has a disability for the purposes of the Act if he or she has a physical or
mental impairment and the impairment has a substantial and long-term adverse
effect on his or her ability to carry out normal day-to-day activities
See Chapter 1, Section 6, Equalities Act 2010
5.
MORLEY NEWLANDS ACADEMY CONTEXT
5.1.
Morley Newlands Academy is a larger than average sized primary school which is
part of The GORSE Academies Trust. There are currently approximately 550 pupils
on role
5.2.
In 2013 the school changed from a two-form to a three-form entry primary school
and in September 2014 the pupils moved into a brand new, purpose built, two-storey
fully accessible building. The new building has been designed to be as inclusive as
possible. The entrances are wide, without steps, so that wheelchair users can use
the same entrance as other children or adults. To access the upper floor there is a
‘fire-safe’ lift. Every section of the building has an access toilet for the disabled.
There is also a care suite that has been built so that it can be adapted to suit the
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medical or other needs of children or adults with Special Educational Needs or
disabilities. The paint scheme, flooring and signage have been designed to meet
the needs of the visually impaired and there are also hearing loop systems in key
rooms. .
5.3.
The Academy is located on Wide Lane in Morley.
5.4.
The school predominantly serves the pupils in the surrounding locality, but can also
be accessed by public transport.
6.
ACCESS TO THE CURRICULUM
6.1.
Morley Newlands Academy will seek to increase the extent to which pupils can
access the curriculum by:
 Linking closely with other schools and settings to ensure effective transition
 Linking with external services to support and accommodate the needs of pupils
 Ensure all staff adhere to Trust Policies regarding personalisation within the
classroom and the continued review of Individual Learning Plans / Pupil
Passports
 Ensuring all pupils with SEND are appropriately accommodated during the
completion of statutory assessments, for example, the provision of additional
time, the provision of a scribe etc
 Ensure enrichment activities are as inclusive as possible and plans for
Educational Visits take into account individual student needs
6.1.2.
In order to make continuous improvements for pupils, Morley Newlands Academy
will:
 Monitor and review those areas of the curriculum which are normally difficult for
SEND pupils to access and make all required reasonable adjustments, for
example, using the lift etc
 Scrutiny of data of SEND students after every assessment point and the sharing
of findings at Senior Leadership Team level, followed by implementation of
intervention strategies (where appropriate)
 To further investigate avenues for supporting students with SEND external to the
academy
 Provide a suitable transition process to alternative provisions outside of Morley
Newlands Academy
 Local Governing Body meetings to consider the progress and performance,
finance and provision for students with SEND
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7.
ACCESS TO PASTORAL SUPPORT
7.1.
Morley Newlands Academy will provide access to pastoral support for all its pupils
as necessary
7.2.
The Assistant Principal / SENDCo will be the SLT Lead for the Pastoral strand within
the Academy
7.3.
Pupils may work with / have support from a teaching assistant (TA) as necessary to
provide 1-2-1 support and challenge both in relation to their personal and academic
life
7.4.
Morley Newlands Academy will ensure that pupils with an Education Health Care
Plan (EHCP) or Statement receive the provision to which they are entitled and that
all staff are aware of those pupils’ needs
7.5.
In order to make continuous improvements for pupils Morley Newlands Academy
will:
 Ensure all staff receive appropriate training and development to meet the needs
of the pupils with whom they work, appropriate to their individual roles and
responsibilities
 Provide quarterly reviews of performance data with specific reference to the
performance outcomes of SEND pupils, Children who are looked after (CLA)
pupils etc
 Ensure there are timely reviews of individual pupil risk assessments and any
issues are appropriately investigated in a timely manner
8.
SITE ACCESSIBILITY
8.1.
Morley Newlands Academy has in place full disabled access.
8.2.
Designated parking for Blue Badge Holders is available at the front of the school site,
close to the main Reception
8.3.
Additionally there are sufficient washroom facilities throughout the site designed
specifically for disabled individuals to access. There is a disabled toilet in each area
of the Academy
8.4.
In order to make continuous improvements for pupils, Morley Newlands Academy
will:
 Conduct an annual review of incidents reported via School Asset Manager
(SAM) regarding required site improvements, incidents and near misses, and
also essential maintenance works
 Provide quarterly reviews to the Local Governing Body regarding Estates and
Safety matters
 Ensure that all areas have a full and in date Risk Assessment and that a dynamic
risk assessment is carried out at the very least when conducting ad hoc works
 Ensuring all pupils receive a Personal Emergency Evacuation Plan (PEEP) in
order to safely evacuate a building in the case of an emergency
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 Ensure compliance with the Trust Managing and Administering Prescribed
Medications Policy
9.
ACCESS TO INFORMATION
9.1.
Morley Newlands Academy will provide access to information and performance
updates in a variety of ways including:
 The Morley Newlands Flyer
 Morley Newlands Academy website
 Open Days
 Parent/Carer evenings/meetings
 SEND review processes
 Additional meetings with parents as required
9.2.
In order to make continuous improvements for pupils, Morley Newlands Academy
will:
 Produce all literature in the correct size font and on the appropriate colour
background to assist visually impaired students
 Investigate alternative ways of providing access to information, software and
activities
 Investigate ways of communicating with SEND parents/carers and other adult
users of the site
 Make full use of external providers of support including the Local Authority for
providing information in alternative formats (for example Braille or audiotape) if
required
 Seek to use text alerts and e-schools notifications to communicate with specific
user groups
10.
CONSULTATION
10.1.
All sections of the Morley Newlands Academy community will be included in the
development of this accessibility plan with specific input sought from:
 Morley Newlands Academy Local Governing Body
 Pupil voice / School Council
 Parents/Carers
 SENDCo
 Staff
 Pupils
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 TGAT Director of Inclusion
10.2.
Feeder settings will be contacted to assist with the planning and information
gathering of incoming Foundation Stage pupils
10.3.
All pupils with an Education Health and Care Plan (EHCP) (or statement) will have
an annual review where pupils and parents/carers are consulted about the provision
they are offered and are able to contribute to an evaluative commentary
11.
MONITORING AND REVIEW
11.1.
The Accessibility Action Plan will be monitored at each Local Governing Body AGM
meeting.
11.2.
This policy will be reviewed every three years by the Governors Policy Committee.
12.
PROFESSIONAL CONFIDENTIALITY
12.1.
Confidentiality is an issue which needs to be understood by all those working with
students, particularly in the context of Safeguarding. The Trust recognises that the
only purpose of confidentiality in this respect is to benefit the pupil.
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m
Annex A – Morley Newlands Academy Accessibility Plan 2016-2019
Access to the curriculum
Priority Objective
Medium
Term
Monitor and review those areas of
the curriculum which are normally
difficult for SEND students to
access and make all required
reasonable adjustments.
Long
Term
Scrutiny of data of SEND pupils
after every assessment point and
the sharing of findings at Senior
Leadership Team level, followed by
implementation of intervention
strategies (where appropriate)
To further investigate avenues for
supporting pupils with SEND
external to school
Short
Term
Short Medium
Term
Provide a suitable transition
process to provisions both into and
out of Morley Newlands Academy,
for example on entry to Foundation
Stage, onto secondary school or
other specialist SEND provision
Long
Term
Local Governing Body meetings to
consider the progress and
performance, finance and provision
for students with SEND
TGAT
Action
Outcome
Timescale
Responsibility
All pupils with SEND to have their
needs recorded in an Individual
Learning Plan or Pupil Passport and
appropriate Risk Assessment/
PEEP completed.
Lessons to be personalised to meet
individual student needs
Data of SEND pupils is scrutinised
as part of termly pupil progress
meetings.
Findings shared with SLT.
Implement intervention strategies
where appropriate.
Regularly review progress of pupils
with SEND and support strategies
in place.
Where appropriate, refer to external
agencies
Ensure suitable transition
processes are in place for all pupils
with SEND, both into and out of
Morley Newlands Academy.
This to include additional visits from
and to other settings, discussion
with SENDCo and other appropriate
adults and additional meetings with
parents and carers as necessary
Ensure progress and performance,
finance and provision for pupils with
SEND to be considered at Local
Governing Body meetings
Ensure all pupils are able to access
their learning and make progress
Ongoing
Senior Leadership Team
SENDCo
Site Manager
Appropriate interventions / targeted
support in place for pupils with
SEND
Ongoing
Principal
Vice Principal
SENDCo
Appropriate support strategies in
place for pupils with SEND
Ongoing
Assistant Principal
Trust Director of
Inclusive Support
Suitable transitions processes in
place for all pupils with SEND
Ongoing
SENDCo
Phase leaders
Class teachers
Progress and performance, finance
and provision for pupils with SEND
is considered at Local Governing
Body meetings
Ongoing
Local Governing Body
Principal
Trust Performance
Director
Trust Finance Director
MNA Accessibility Plan
Access to Pastoral Support
Priority Task
Short
Term
Ensure all staff receive appropriate
training and development to meet
the needs of the pupils with whom
they work, appropriate to their
individual roles and responsibilities
Medium
Term
Provide quarterly reviews of
performance data with specific
reference to the performance
outcomes of SEND pupils, CLA
pupils etc.
Ensure there are timely reviews of
Individual pupil risk assessments
and any issues are appropriately
investigated in a timely manner
Medium
Term
Site Access
Priority Task
Long
Term
Long
Term
Conduct an annual review of
incidents reported via School Asset
Manager (SAM) regarding required
site improvements, incidents and
near misses, and also essential
maintenance works
Provide quarterly reviews to the
Local Governing Body regarding
Estates and Safety matters
TGAT
Strategy
Outcome
Timescale
Responsibility
Review needs of pupils with SEND.
Identify staff training needs.
Ensure staff receive appropriate
training and development to meet
the needs of the pupils with whom
they work.
Include whole staff training in
commonly occurring needs such as
autism, dyslexia as well as more
specialist training such as support
for hearing impaired, visually
impaired and Down’s Syndrome
pupils
Performance data with specific
reference to the performance
outcomes of SEND pupils, CLA
pupils etc is provided as required
All staff are appropriately trained to
meet the needs of the pupils with
whom they work, appropriate to
their individual roles and
responsibilities.
Annually and
ongoing
Principal
SENDCo
Reviews of performance data with
specific reference to the
performance outcomes of SEND
pupils, CLA pupils etc provided.
Quarterly
Local Governing Body
Principal/ SLT
Trust Performance
Director
Review Individual pupil risk
assessments as appropriate.
Ensure any issues are appropriately
investigated in a timely manner.
Timely reviews of Individual pupil
risk assessments and any issues
are appropriately investigated in a
timely manner
Ongoing
Principal
SENCo
Trust Director of
Inclusive Support
Strategy
Outcome
Timescale
Responsibility
Review of incidents reported via
School Asset Manager is conducted
annually
Required site improvements,
incidents and near misses and
essential maintenance works are
reviewed annually
By June
2016
Annually
Principal
Site Manager
Trust Operations Team
Ensure quarterly reviews to Local
Governing Body regarding Estates
and Safety matters in place
Quarterly reviews to Local
Governing Body regarding Estates
and Safety matters in place
Ongoing
Local Governing Body
Principal
Trust Performance
Director
Trust Finance Director
MNA Accessibility Plan
Short Medium
Term
Short Medium
Term
Short
Term
Ensure that all areas have a full and
in date Risk Assessment and that a
dynamic risk assessment is carried
out at the very least when
conducting ad hoc works
Ensuring all pupils receive a
Personal Emergency Evacuation
Plan (PEEP) in order to safely
evacuate the building in the case of
an emergency
Ensure compliance with the Trust
Managing and Administering
Prescribed Medications Policy
ACCESS TO INFORMATION
Priority Task
Short Medium
Term
Medium Long
Term
Medium Long
Term
Medium
Term
Carry out full Risk Assessments for
all areas of the Academy
Ensure a dynamic risk assessment
is carried out when conducting ad
hoc works
Review needs of pupils with regard
to Personal Emergency Evacuation
Plans to ensure that they can safely
evacuate the building in the case of
an emergency.
Ensure staff are clear about the
Trust Managing and Administering
Prescribed Medications Policy
Full and in date Risk Assessments
are in place for all areas of the
Academy
Ongoing
Principal
Site Manager
Trust Operations Team
Pupils are able to safely access the
building and staff are clear on
individual evacuation needs
From
September
2015 and
ongoing
Staff are clear about the Trust
Managing and Administering
Prescribed Medications Policy and
comply
From
September
2015
Principal
Assistant Principal
Trust Director of
Inclusive Support
Trust Operations Team
Principal
Strategy
Outcome
Timescale
Responsibility
Produce all resources in the correct
size font and on the appropriate
colour background to assist visually
impaired pupils
Investigate alternative ways of
providing access to information,
software and activities
Investigate ways of communicating
with SEND parents/carers and other
adult users of the site
Ensure staff have access to and
provide appropriate resources to
support the needs of visually
impaired pupils
Alternative ways of providing
access to information, software and
activities are investigated
Ways of communicating with SEND
parents/carers and other adult
users of the site are investigated.
Communication methods are all
inclusive and able to support pupils’
learning style and needs
From
September
2015
Principal
Ongoing
Principal
Assistant Principal
Trust Director of IT
Principal
Assistant Principal
Trust Director of IT
Make full use of external providers
of support including the Local
Authority for providing information in
alternative formats (for example
Braille or audiotape) if required
Continue to access support from
external providers such as:
SENIT (Leeds SEN Inclusion Team)
Educational Psychology Team
Speech and Language Therapy
DAHIT (Deaf and Hearing Impaired
team)
VIT (Visually Impaired Team)
STARS (Autism support)
School nursing
Alternative ways of accessing
information, software and activities
are provided.
Ways of communicating with SEND
parents/carers and adult users of
the site are investigated and used
as appropriate.
Full use of external providers is
utilised to ensure appropriate
support for pupils with SEND
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Ongoing
Ongoing
Principal
Assistant Principal
Trust Director of
Inclusive Support
Policy Amendment Form
To be used by all staff across the Trust, for amendment, insertion/deletion as required.
Any amendments for submission are to be raised on this form and passed via the Principal for
consideration, who will then arrange for the amendment to be presented to the Policy Board for
their review, inclusion or rejection/re-submission within the Policy.
1
Copy the text for amendment into this section as per the Policy.
2
Re-type the text as amended, for review, inclusion or rejection, for Board
consideration.
3
Reasons for amendment to be entered here in full.
4
Seen by Academy Principal.
Date
Comments
Signature
Seen by Policy Board on:
Date
Result
Reject
Reasons
Signature
Include
5
6
TGAT
Remarks
To be included and amended into the Policy by:
Date
Responsible
Appointment
Signature
MNA Accessibility Plan
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