Accessibility Plan

“We want to live in communities where we can participate fully and equally. We want all our children to do well at school, to take part in all areas of school life and reach their potential. We know that for many disabled children at school, and disabled people in employment, this hasn’t yet happened and there remains considerable work to be done. The Disability Equality Duty is a new way for public authorities to tackle disability discrimination in a practical way by introducing policies that actively promote opportunities and so prevent discrimination taking place”

Bert Massie Chairman Disability Rights Commission

At St Winifred’s RC Primary School, we are ‘…concerned with the whole person, with living as well as learning, valuing all members of the school family as well as the diverse and changing world in which we live… ‘(St Winifred’s RC Primary School’s Mission Statement)

This document should be read in conjunction with our school’s Inclusion policy which details how St Winifred’s RC Primary School will ensure that our school is socially and academically inclusive, that all pupils have access to the national curriculum, in order to meet their full potential. It should also be read in conjunction with our Managing Medical Conditions policy.

At St Winifred’s, we strive to ensure that the culture and Catholic ethos of the school are such that, whatever the abilities and needs of members of our school community, everyone is equally valued and treats one another with respect. Pupils should be provided with the opportunity to experience, understand and value diversity.

Aims

St Winifred’s Primary School aims to include all pupils, including those with disabilities, in the full life of the school.

Our strategies to do this will include:

 having high expectations of all pupils

 finding ways where reasonably possible in which all pupils can take part in the full curriculum

 planning out-of-school activities including all residential school visits and excursions so that pupils with disabilities can participate where reasonably possible

 setting admissions policy and criteria which does not discriminate against pupils with disabilities or treat them unfairly

 devising teaching strategies which will remove barriers to learning and participation for pupils with disabilities

 

 

 ensuring the physical environment of the school caters for the needs of pupils with disabilities where reasonably possible

 Including disability awareness as part of our PHSE programme

 Monitoring of the achievement of all pupils and use of this data to raise standards and ensure inclusive teaching and learning.

 The elimination of unlawful discrimination.

Special Educational Needs and Disability (SEND)

At St Winifred’s, our Inclusion Policy takes into account The Children and Families Act 2014, the Special Educational Needs and Disability Code of Practice 2015, The Equality Act 2010 (EqA) and the aims of our school.

Definition of disability

The EqA imposes obligations in respect of all pupils who have a disability within the meaning of the EqA. Under the planning duties, schools and local authorities have a general duty to improve the accessibility of schools for pupils with disabilities. The EqA defines a disabled person as someone who has ‘a physical or mental impairment which has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities’ (see definition below of normal day-to-day activities).

Physical or mental impairment includes sensory impairments and also hidden impairments. In the EqA ‘substantial’ means ‘more than minor or trivial’.

‘Long-term’ means has lasted or is likely to last more than 12 months.

The definition is broad and includes children with a wide range of impairments, including learning disabilities, dyslexia, autism, speech and language impairments, Attention Deficit and Hyperactivity Disorder (ADHD), diabetes or epilepsy, where the effect of the impairment on the pupil’s ability to carry out normal day-to-day activities is adverse, substantial and long-term.

All those with cancer or surviving cancer; HIV or Multiple Sclerosis are now included from the point of diagnosis.

A significant number of pupils are therefore included in the definition. Normal day-to-day activities

To determine whether the impairment affects normal day-to-day activity, it is necessary to consider whether it affects one or more of the following:  mobility;  manual dexterity;  physical co-ordination;  continence;  ability to lift, carry or otherwise move everyday objects;  speech, hearing or eyesight;  memory or ability to concentrate, learn understand;  perception of risk of physical danger.

Special Educational Needs Both SEN and Disabled Disabled
Mild dyslexia

Emotional Behavioural Difficulties (EBD – social factors)

Mild Dyspraxia

Minor speech impairment Mild Learning difficulties

Motor Impairment (long term)

More severe Learning difficulties

Hearing impairment / Deaf

Visual Impairment/Blind

Incontinence Significant

Dyslexia

Epilepsy

Non –verbal

ADHD Autism

EBD (factors other than social e.g. medical conditions/mental health)

Asthma (severe)

Diabetes

Cancer (including recovery)

Mental health Issues

Disfigurement

Eating disorder

Lack of limbs

Sickle cell

Anaemia

Very Short Stature