Accessibility Plan

Statement of intent

This plan outlines the proposals of the governing body of Broadstone Hall Primary School to increase the accessibility of our school for pupils, staff, parents/carers and visitors with disabilities, in the three areas required by the planning duties in the Equality Act 2010:

  1. Increasing the extent to which pupils with disabilities can participate in the school curriculum;
  2. Improving the environment of the school to increase the extent to which pupils with disabilities can take advantage of education and associated services;
  3. Improve the delivery of written information to pupils, staff, parents and visitors with disabilities.

The governing body also recognises its responsibilities towards employees with disabilities and will:

  • Monitor recruitment procedures to ensure that persons with disabilities are provided with equal opportunities;
  • Ensure that employees with disabilities are supported with special provision to ensure that they can carry out their work effectively without barriers;
  • Undertake reasonable adjustments to enable staff to access the workplace.

The plan will be resourced, implemented, reviewed and revised in consultation with the:

  • Parents of pupils
  • Employees
  • Governors
  • External partners

Signed by

  1. Langley              Headteacher Date: 06/05/15

         L.Oliver                 Chair of Governors                             Date: 06/05/15

Next review date: April 2018

School Mission Statement

At Broadstone Hall we provide a secure, happy and caring environment in which everyone can learn.

We aim to create a school where all children and staff feel valued and are encouraged to fulfil their potential.

We celebrate all achievements great and small.

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.”

Broadstone Hall Primary 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 is active in promoting positive attitudes to disabled people in the school. Our Schoola) Curriculum provision

Broadstone Hall Primary School provides all pupils with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual pupils and their preferred learning styles. We endorse the key principles in the National Curriculum, 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.

As well as a planned programme of INSET to improve the effectiveness of classroom practice in meeting the needs of all children, there is regular liaison with a range of outside support agencies who offer advice, guidance and support in meeting the needs of children with SEND. These agencies include:

  • Learning Support Service
  • Educational Psychology Service
  • Behaviour Support Service
  • Speech and Language Therapy Service
  • Occupational Therapy Service
  • Primary Jigsaw
  1. b) Physical environment

Broadstone Hall Primary School is a1940’s build school and is a one floor building with minimal steps. Access to pupil areas is generally manageable and there are ramps to ease entrance to the school at several doors. There are small flights of steps to the dining hall, the Numbers Count room and the hall stage. There are 2 disabled parking bays within the school car parks and a specially adapted, disabled access toilet has been recently added to our provision. All areas of the school grounds are accessible to wheelchair users.

We currently have an induction loop system installed in one KS1 classroom, on loan from LSS, to help address the needs of any children with hearing impairments.

All classrooms have recently been upgraded with touch screen interactive whiteboards. These have height manoeuvrability to enhance physical accessibility as well as the ability for full colour, font and sound adjustments to be made to allow greater access for those children with sensory impairments.

We will take account of the needs of pupils and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishment of the site and premises.

  1. c) Provision of information

At Broadstone Hall Primary School, we currently enlarge any printed literature to address the needs of any children with visual impairments.

We will continue to make ourselves aware of local services, including those provided through the LA, for providing information in alternative formats when required or requested.
Linked Policies This plan will contribute to the review and revision of related school policies, e.g.

  • School Development Plan
  • SEND Policy
  • Equal Opportunities Policy
  • Curriculum Policies
  • Behaviour Management Policy
  • Health & Safety Policy
  • Critical Incident Support Plan
  • Staff CPD Policy


Audit of the extent in which pupils with disabilities can access the curriculum on an equal basis with their peers – action identified to address specific gaps and improve access.

Target/Issue Actions Responsibility Time/Budget Outcome criteria
Increase the extent to which pupils’ can participate in the whole school curriculum Revision of curriculum planning to ensure it makes provision for all pupils, including those with SEND


Monitoring of pupils to ensure significant progress is made.

Monitoring of planning and lessons to ensure provision

Headteacher / SENCO / all teachers & TAs/LSAs




All teachers/ SLT



All teachers/ SLT

Ongoing with whole school audit in Autumn 2015








Staff are aware of pupils’ individual needs.


All lessons cater for a variety of learning styles and are differentiated appropriately.

Management and teaching staff are aware of any accessibility gaps in the curriculum.

Each teacher has a provision map which contains needs and provision made for all children in their class with SEND Class teacher assesses children’s needs/progress and updates provision maps at least termly. Note of concern passed to SENDCO with request for special equipment or provision. Parents of child informed. Class teachers/



To be in place for June 2015 – updated on an ongoing basis Clear process in place for identifying SEND. Central records kept and reviewed/updated termly. Parents fully aware of each stage of process and any provision made.
Staff members have the skills to support pupils with SEND Employ trained staff with relevant skills.


Deliver /organise INSET to staff members as needed eg. training on teaching children with ASD, MLD, SpLD, ADHD, SLCN, specific medical needs

Headteacher / External Advisors / SENCO ongoing Staff members have the skills to support children with SEND.
Relevant equipment is used to effectively support children with SEND Assessment of equipment needs for effective support and access to the curriculum eg. hearing induction loop Headteacher / SENCO / all teachers & TAs/LSAs ongoing School has relevant equipment needed to effectively support/allow access to the curriculum for all children
Ensure that all children are able to access school trips Needs of children with SEND incorporated into planning process.



Teachers / SENCO/ EV Leader ongoing Planning of school trips takes into account children with disabilities.
Ensure that the Accessibility Plan becomes an annual agenda item at FGB meetings Clerk to Governors to add to list for FGB meetings Headteacher & Chair of Governors July 2015 Adherence to legislation
Ensure that all policies consider the implications of disability access Consider implications during review of all policies Headteacher/



ongoing Policies reflect current legislation


Audit of the extent in which pupils with disabilities can access the physical environment on an equal basis with their peers – action identified to address specific gaps and improve access.

Target/Issue Actions Responsibility Time/Budget Outcome criteria
Improve the environment of the school to increase the extent to which pupils with disabilities can take advantage of education and associated services SBM to inform architects of disabled access improvements needed for dining hall before dining extension is built


Explore the possibility of installing permanent induction loop system to cater for hearing impaired pupils

Headteacher /SBM/Governors








May 2015







July 2015

New dining extension plans include & cost disabled access improvements




SLT/SENCO/governors are aware of cost and plausibility of installing induction loop system in school

Improve knowledge of parent/carer disability Ask about any disability/long-term health condition of parents/carers in early communications about new pupils.


Collect information about disability as part of surveys/data collection for parents of children already in school.



School Secretary



Target/Issue Actions Responsibility Time/Budget Outcome criteria
Improve information delivery to pupils with disabilities Audit of information delivery procedures e.g. IWB, website, printed materials Headteacher /SENDCO/ICT Manager/teachers/communication subgroup May 2015




Written information is fully accessible to children or adults with visual impairments
Ensure that all parents and other members of the school community can access information Written information to be provided in alternative formats if necessary eg. phone call, verbal translation.


Parents unable to attend school meetings due to disability, have alternative access to information





School Secretary

ongoing All parents have equality of access to school information and are kept fully informed and updated on school events, child’s progress etc.

Audit of the extent to which pupils with disabilities can access information on an equal basis with their peers. Audit of the extent to which other members of the school community can access information. Action identified to address specific gaps and improve access.

Policy written              10/04/15                                  by: MT

Governor signed off    6/5/2015                                by: NC

Review date                April 2018                                version            2