Accessibility Plan

Accessibility Plan

The Fulbridge Academy


Introduction


This plan is drawn up in accordance with the planning duty in the Disability Discrimination Act 1995, as amended by

the SEN and Disability Act 2001 (SENDA).

It draws on the guidance set out in “Accessible Schools: Planning to increase access to schools for disabled pupils”,

issued by DfES in July 2002.


Definition of Disability

Disability is defined by the Disability Discrimination Act 1995 (DDA):

“A person has a disability if he or she has a physical or mental impairment that has a substantial and long­ term

adverse effect on his or her ability to carry out normal day to day activities.”


Key Objective

To reduce and eliminate barriers to access to the curriculum and to full participation in the school community for

pupils, and prospective pupils, with a disability.

Principles

● Compliance with the DDA is consistent with the Academy’s aims and equal     

opportunities policy, and the

operation of the Academy’s SEN policy;

● The Fulbridge Academy recognises its duty under the DDA (as amended by the SENDA): not to

discriminate against disabled pupils in their admissions and exclusions, and provision of education and

associated services

● not to treat disabled pupils less favourably

● to take reasonable steps to avoid putting disabled pupils at a substantial disadvantage

● to publish an Accessibility Plan.

● In performing their duties, governors and staff will have regard to the DRC Code of Practice (2002);

● The school recognises and values parents’ knowledge of their child’s disability and its effect on his/her

ability to carry out normal activities, and respects the parents’ and child’s right to confidentiality;

● The school provides all pupils with a broad and balanced curriculum, differentiated and adjusted to meet

the needs of individual pupils and the different learning styles; and endorses the key principles in the

National Curriculum 2000 framework, the SEND Code of Practice and the New Primary Curriculum

2014, which underpin the development of a more inclusive curriculum:

● setting suitable learning challenges

● responding to pupils’ diverse learning needs

● overcoming potential barriers to learning and assessment for individuals and groups of pupils.


Activity

[This section outlines the main activities which the Fulbridge Academy undertakes, and is planning to undertake, to

achieve the key objective (above).


a) Education & related activities

The Fulbridge Academy will continue to seek the advice of LA services, such as specialist teacher advisers and

SEN inspectors/advisers, and of appropriate health professionals from the local NHS Trusts.

b) Physical environment

The Academy will take account of the needs of pupils and visitors with physical difficulties and sensory impairments

when planning and undertaking future improvements and refurbishments of the site and premises, such as improved

access, lighting, acoustic treatment and colour schemes, and more accessible

facilities and fittings.

c) Provision of information

The Fulbridge Academy will make itself aware of local services, including those provided through the LA, for

providing information in alternative formats when required or requested. These are available from the Academy’s

SENCO or from the front office.

Share this page: