Accessibility Plan - January 2022 -2025

Introduction  

Schools’ duties around accessibility for disabled pupils  

Schools and LAs need to carry out accessibility planning for disabled pupils. These are the same duties as previously existed under the Disability Discrimination Act and have been replicated in the Equality Act 2010    

Part 5A of the Disability Discrimination Act 1995 (DDA) requires the governing body to:  

• promote equality of opportunity for disabled people: pupils, staff, parents, carers and other people who use the school or may wish to; and  
• prepare and publish a Disability Equality Scheme to show how they will meet these duties.  

This Accessibility Plan and the accompanying action plan forms part of the Disability Equality Scheme and sets out how the governing body will improve equality of opportunity for disabled people. The SEN and Disability Act 2001 extended the DDA to cover education, so since 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 reasons related to their disability  
• To make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage including potential adjustments which may be needed in the future.  
• 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;  
• improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.  

It is a requirement that the school’s Accessibility Plan is resourced, implemented and reviewed and revised as necessary. Attached is an action plan, (Appendix 1) showing how the school will address priorities identified in the plan.  

This plan incorporates the school’s intention to increase access to education for disabled pupils.  

In drawing up the Accessibility Plan the school has set the following priorities:  

• To provide safe access throughout the school for all school users, irrespective of their disability.  
• To ensure that the teaching and learning environment and the resources used are suitable for all staff and pupils, tailoring the requirements to suit individual needs.  
• To provide training to all staff regarding the needs of disabled people and how to provide assistance to enable them to enjoy the school experience as fully as possible.  

At Meridian Primary School and Nursery we are committed to establishing equality for all pupils, their parents, staff and other users of the school. This is reflected in our school vision and core values, which states: 

• have high expectations of all 
• have excellent inclusive teaching 
• develop positive and trusting relationships 
• ensure that all children have the basic skills of literacy, numeracy and ICT 

• promote and support personal development, well being, mutual respect and citizenship 
• provide a safe, stimulating and challenging learning environment 
• provide a broad, balance, relevant and exciting curriculum 
• promote a positive attitude to learning and behaviour 
• promote working independently, co-operatively and as part of a team 

• recognise and celebrate achievement and diversity 

Meridian Primary School and Nursery values the contribution that every child can make and welcomes the diversity of culture, religion and intellectual style. We are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils, whatever their needs and abilities. The school seeks to raise achievement, remove barriers to learning and increase physical and curricular access to all. All children with SEND are valued, respected and equal members of the school.   Through extensive consultation the Haven’s schools worked together to create the Local Offer for Peacehaven and Newhaven 

Equality of Opportunity  

This school does not discriminate against children on the grounds of race, gender or ability. We seek to enable all children to have reasonable access to the curriculum. 

It is the responsibility of the whole school community to implement this scheme in a manner which promotes the inclusive ethos of our school. 

School Context 

Meridian School is built on four levels, and has no lifts.  A report by the Health and Safety department stated that it is not possible to install stair lifts because the stairs are too narrow.  The KS1 and KS2 corridors are accessible to wheelchairs. There is no access for wheelchairs to the top level of the school.  However, ramps provide access to all levels of the playground.  There is a disabled toilet on the Reception/Year 1 corridor.  There are two mobile classrooms to accommodate additional numbers of children in one bulge year.  These mobile classrooms all have ramp access into the main entrance.  All maintenance and building work are overseen by EMCOR, a maintenance contractor. 

The Involvement of Disabled Children and Young People, Staff and Parents  

 This accessibility plan will be shared with different stakeholders. 

 According to the Act a “disabled person is defined as someone who has a physical or mental impairment which has an effect on his or her ability to carry out normal day-to-day activities”. The effect must be substantial, long term and adverse. The DDA definition of disability covers physical disabilities, sensory impairments and learning disabilities.  

 Meridian Primary School is committed to equal opportunities and inclusion. This strategy should be considered alongside the following school policy documents:  

• Disability Equality Scheme  
• Special Educational Needs and Disability Policy 
• Equality Policy 

 This plan considers the following three areas as identified in the introduction:  

4.1 Increasing the extent to which disabled pupils can participate in the school’s curriculum by securing relevant staff training and ensuring appropriate classroom organisation 

 4.2 Improving the physical environment of the school such as ramps and handrails as well as physical aids to access education such as specialist desks and ICT equipment. 

4.3 Improving the delivery of information to disabled pupils which is already provided to pupils who are not disabled. This should be done within a reasonable period of time and in formats that take account of any views expressed by pupils or parents about their preferred means of communication such as Braille, audio tape, large print and the provision of information orally. 

5. Increasing the extent to which disabled pupils can participate in the school curriculum  

The school SEND policy ensures that staff identify, assess and arrange suitable provision for pupils with disabilities and special educational needs. Working with the LA and Educational Psychology Service, the SENCo manages the Statutory Assessment Process, ensuring additional resources are available where appropriate.  

The school Pastoral Team provides additional support for pupils and supports teachers in implementing strategies for improving pupils’ behaviour and access to learning.  

The school works closely with specialist services including:  

• English as an Additional Language Service 
• Sensory Needs Service 

• Occupational Therapists and physiotherapists  
• Speech and Language Therapy 
• CLASS (Communication, Learning and Autism Support Service) 
• Education Support, Behaviour and Attendance Service 
• Teaching and Learning Provision 

• Assessment and Planning Service 
• Children’s Integrated Therapy and Equipment Service 
• ISEND Early Years Service 
• Dialogue Counselling Service 
• School Nursing Service 

• Educational Psychologist Service   

6. Improving access to the physical environment of the school  

This element of the Planning Duty covers all areas of the physical environment such as external areas, buildings and fixtures and fittings. The aim is to continue to enhance the environment to meet the needs of all pupils and ensure that they have access to all aspects of education offered by Meridian Primary School and Nursery.  

7. Improving the delivery of information to disabled persons Staff are aware of the services available through the LA for converting written information into alternative formats.  

8. This Access Improvement Plan is reviewed annually by the Governing Body. In addition it will be reviewed three yearly by a Working Party following consultation with the larger school community, the PTA, school council and questionnaires. 

9. Information on how to view this plan is included on the school website and in the school prospectus. 

Access to the Curriculum 

Access for the wider community to school documents and written communication