Accessibility Plan



The school 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.


The 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; and endorses the key principles in the National Curriculum 2000 framework, 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.


The school building is recently extended and modernised. Despite some of the building being well over 150 years old, it is now fully accessible with the exception of a small area that is used infrequently by small groups and as storage.


Drawing up an Action Plan


The 3 areas to be considered in this action plan are:


  1. a) Improving Education & related activities

The school will continue to seek and follow the advice of LEA services, such as specialist teacher advisers and SEN inspectors/advisers, and of appropriate health professionals from the local NHS Trusts.

 [See checklist provided on page 29 DfES Guidance “Accessible Schools:

Planning to increase access to schools for disabled pupils”]


  1. b) Improving the Physical environment

The school 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.

 [See checklist on page 30 of DfES Guidance.]


  1. c) Improving the Provision of information

The school will make itself aware of local services, including those provided through the LEA, for providing information in alternative formats when required or requested.

 [See checklist on page 30 of DfES Guidance.]


Signed on behalf of staff ……………………………………..……………..   Date: ……………………………….



Signed on behalf of Governing Body …………………………….………   Date: ……………………………….






Goals Achieved

Short Term

Ensure parents/carers with visual disability have equal opportunity to access information from school.

Ensure the curriculum can be accessed by all children


Any redecorating work within the school is sympathetic to the visually impaired

Highlight on all school documentation that goes to parents that it is available in larger print on request.

Check timetables and resources are not a barrier to any individual or group’s access to the curriculum.

Advice taken re-lighting and colour schemes before any further decorating takes place.

Format of documentation altered appropriately.


All children access all aspects of the curriculum.


The school decorates in a way that is sympathetic to the VI.

As required





As required



The school reacts to the needs of both adults and children so that the curriculum is accessible.




Medium Term

To ensure the school develops children’s

awareness of disability.

Ensure there are some learning resources (books etc) that show positive examples of people with disabilities in a positive light.

Invite people with disabilities in to school: E.g. Ravenscliffe Signing Choir, Katy Higgins.

Engage with SEND weeks in school.

Use opportunities to show people with disabilities in a positive light: example = Paralympics (Hannah Cockroft)

When needed, the school provides written materials in alternative formats.

As required






From June ‘16




Long Term

Plans to further develop the building take DDA issues in to account.

Work with LA and architects when planning modernisations.

The building continues to be accessible for all where possible.