Blue Coat CE (Aided)Junior School
Table of Contents
Section 1: Starting points
Section 2: The main priorities in the school’s plan
Section 3: Making it happen
Management - Funding - Schools’ Initiative Fund
Annex 1 - Minutes from Consultation Group
Annex 2 - Evacuation of disabled people
Annex 3 – Email to Highways Action Line (HAL)
Annex 4 – Email to Travel Planning Line
Annex 5 – IPF Audit
Annex 6 – School Floor Plan
Annex 7 – Suitability Survey
Annex 8 – Condition Survey
The agreed aims of Blue Coat C E (Aided) Junior School are:
Ø Provide a stimulating, well-ordered, secure and caring environment in which each individual is valued, feels personally and emotionally secure and where learning can flourish;
Ø Help children develop spiritually and morally, finding inspiration in Christian values while developing tolerance of other religions, races and ways of life;
Ø Enable all children to develop lively, enquiring minds and the ability to think logically and creatively, question and discuss rationally, and to apply themselves to realistic tasks and challenges, supported by an ethos of mutual respect;
Ø Through an inspiring curriculum, support children in gaining an informed view of the world in which they live and the interdependence of individuals, groups and nations;
Ø Encourage individuals to celebrate their own and others’ achievements, develop self-awareness and a personal vision for their future aspirations;
Ø Enable all children and staff to fulfil their potential and in so doing acquire knowledge, skills, concepts and attitudes relevant to their present and future lives;
Ø Present the Christian faith as a real and living faith.
Everyone at Blue Coat is firmly committed to all aspects of inclusion. Our School has high ambitions for all pupils, including pupils with disabilities. We aim to provide the correct environment for them to participate and achieve in every aspect of school life.
Our school also intends to increase accessibility for staff and members of the public with disabilities.
b) Pupil Data
As part of our anticipatory duty we attempt to identify potential pupils with disabilities who will attend the school.
We do this by contacting the feeder schools (mainly Newton Hall Infants’ School) and County Hall.
At present we have a number of children with a disability that are known to us and others, that we are aware of, who have needs that could be described as a disability should they, or their family, choose to do so. We make reasonable adjustments for all of these pupils.
c) Consultation Group
In order to ensure that we take into consideration a wide range of views regarding accessibility issues in the school we have a Disability Equality Working Party that consists of:
Ø Chair of Governors
Ø Parents who have direct experience of disability, either because of a family member, or in a professional capacity.
Other members of the school community are drawn on for advice and consultation where appropriate (particularly to aid with advice on specific issues).
Details of the findings from the group are given in Annex 1.
If our circumstances change we will appoint other relevant members.
THE MAIN PRIORITIES IN THE SCHOOL’S PLAN
The Main Priorities In The School’s Plan
In compiling its Accessibility Plan the school utilises the “support package” provided via the schools extranet. These resources are used in conjunction with the database software that highlights issues relating to all three areas from the planning duties:
Ø Increasing access to the curriculum;
Ø Improving the physical environment;
Ø Providing information in different formats.
(a) Following the schools physical audit we have taken the issues of non-compliance detailed in our database and have addressed each item individually and put forward our action plan, timescale and funding methods.
(b) Using the curriculum section and the database we have answered all questions and again proposed our action plan, timeframe and funding to address any areas of shortfall.
(c) Again using the information section and the database we have answered all questions and again proposed our action plan, timeframe and funding to address any areas of shortfall.
(d) We also used the additional information section within the database in order to cover any issues that are not detailed within the audit, curriculum and information sections.
(e) We have developed and will implement an evacuation of disabled people plan using the guidance and instructions from British Standards if necessary (BS 5588-12:2004) (See Annex 2).
MAKING IT HAPPEN
(i) The Headteacher coordinates the gathering and input of information into the database. This is an on-going process. The Disability Equality Working Party meet at least termly in order to provide updates on the progress and implementation of the plan and the Disablity Equality Scheme. This information is shared with members of the Every Child Matters Committee of the Governors.
(ii) As an agenda item of their Summer Term ECM meeting Governors are informed and understand that it is their key responsibility to have a current school’s access plan in place and identify priorities within their responsibilities. Governors are kept up-to-date and monitor and evaluate any changes against the plan on an annual basis.
(iii) As an agenda item of staff meetings we provide staff development and training to ensure that all staff are aware of the DDA duties as they apply to the school and also to secure the commitment of staff to removing barriers and increasing access and identify any specific training needs. The Accessibility Plan is embedded in the School Improvement Plan (SIP), Disability Equality Scheme and the Buildings Strategic Plan. Minutes relating to this item are circulated to Governors to enable them to carry out their evaluation and monitoring role.
(iv) Aspects of DDA are highlighted to the pupils, during SEAL and PSHCE and once a year pupils are consulted on their views on whether they think that the school has become more accessible to all (as part of annual pupil questionnaires). The results of this survey are fedback to the Governors to enable them to carry out their evaluation and monitoring role.
(v) Once estimates of costs are received regarding any relevant works these are considered by the Finance & Premises Committee and reported to the full Governing Body meeting. Governors will then determine the priority and source of appropriate finance.
· The school’s Accessibility Plan is available in school. Any interested parties should contact the Headteacher in the first instance to view the Plan. The Plan will be available in an easy to read paper copy format. This information is communicated via the web site and any interested parties can request a copy (information is also included in the School Profile*). Direct questionnaires on disability are distributed to parents on a regular basis. Any comments are fed back to Governors to enable them to carry out their evaluation and monitoring role.
· The indication and expected outcomes/performance criteria and timescales are all highlighted within the plan and this is reported back to parents as part of the consultation process.