Accessibility Plan 2015

Harton Technology College’s Accessibility Plan will be compiled by using information provided by the Local Authority and the results of consultations with students, parents, staff and governors of the school. The advice of agencies and professionals outside the school will also be solicited and incorporated. This Plan will inform all future school development policies and documentation. It will be designed to cover a three-year period and will be reviewed annually.

0. Introduction

The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, the Governing Body has had three key duties towards disabled pupils, under Part 4 of the DDA:

  • not to treat disabled students less favourably for a reason related to their disability;
  • to make reasonable adjustments for disabled students, so that they are not at a substantial disadvantage;
  • to plan to increase access to education for disabled students.

This plan sets out the proposals of the Governing Body of Harton Technology College to increase access to education for disabled students in the three areas required by the planning duties in the DDA:

  • increasing the extent to which disabled students can participate in the school curriculum;
  • improving the environment of the school to increase the extent to which disabled students can take advantage of education and associated services;
  • improving the delivery to disabled students of information, which is provided in writing for students who are not disabled.

It is a requirement that the school’s accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. Attached is a set of action plans showing how the school will address the priorities addressed in the plan.

1. Starting points

1A: The purpose and direction of the school’s plan: vision and values

Harton Technology College:

  • Has high expectations of its disabled students to engage and achieve in all aspects of school life;
  • Will seek to identify barriers to achievement and encourage disabled students to overcome them;
  • Values all members of its community and the contribution they make to the life of the school;
  • Will strive to ensure that its disabled students have full access to the curriculum and all available teaching resources during their education here;
  • Acknowledges its obligation to comply with the key requirements set out in the National Curriculum Inclusion Statement;
  • Has a commitment to ensure equal opportunities for all students.

1B: Information from student data and school audit

  • During the school year 2014-2015 Harton Technology College identified as disabled under the terms of the DDA:
    • 30 students with autistic spectrum disorders;
    • 7 students with hearing impairment;
    • 11 students with physical disabilities;
    • 62 students with social, emotional and mental health issues;
    • 3 students with visual impairment.
  • The school has an Inclusion Resource Base with two specialised units supporting students with autistic spectrum disorders and/or speech, language and communication needs.
  • When the school liaises with feeder primary schools in the catchment area, information about prospective students with disabilities is solicited, recorded and acted upon when they arrive.

Data currency, accuracy and distribution will be ensured by:

  • Liaising with feeder schools and the Local Authority well before student with a disability arrive in order to identify and formulate an appropriate response.
  • Improving the dissemination of information about disabled students to subject departments.
  • Devise a system permitting parents to inform the school if they themselves have a disability.
  • Identify obstacles to the effective learning of disabled students early in their secondary education.
  • Harvest all available data when planning an individual student’s learning path.

1C: Views of those consulted during the development of the plan

Harton Technology College will:

  • Create a structure enabling the views of students, both able and disabled, to be recorded.
  • Consult parents to find out what they think about the existing provision for disabled students and to establish what they believe would improve current practice.
  • Involve outside agencies already engaged in supporting the education and career prospects of disabled students.
  • Liaise with the local authority to ensure that Harton Technology College provides the best provision for every student on its roll.

 

 

2. The main priorities in the school’s plan

2A: Increasing the extent to which disabled students can participate in the school curriculum

Harton Technology College will:

  • Identify strategies to improve access to areas of the curriculum that are particularly challenging for disabled students.
  • Determine what support or alternative approaches can be adopted to afford disabled students more opportunity for choice and participation.
  • Investigate whether alternative educational provision, routes or collaboration may result in disabled students having a better learning experience.

2B: Improving the physical environment of the school to increase the extent to which disabled students can take advantage of education and associated services:

Harton Technology College will:

  • Work with the local authority to establish how the site might be improved.
  • Respond as necessary to reports auditing provision for the visually impaired and the hearing impaired.
  • Improve, as the situation allows, accessibility to curriculum areas presenting difficulty.
  • Find ways of making the site more accessible to both disabled parents and adult users where practicable.

2C: Improving the delivery to disabled students of information that is provided in writing for students who are not disabled:

Harton Technology College will:

  • Reproduce all school written communications at an appropriate font size to assist visually impaired students.
  • Find alternative ways of providing access to information, software and activities.
  • Strengthen relations with local authority disability services.
  • Find better ways of communicating effectively with disabled parents and carers and other disabled adult users of the site.

3: Making it happen

3A:  Management, coordination and implementation

Harton Technology College will:

  • Create action plans, with time scales for carrying out the actions arising from the plan.
  • Provide briefing opportunities for staff to “buy into” the accessibility plan and to not to see it as an add-on.
  • Pass the plan to the governing body for its approval.
  • Review the plan and its associated action plans each year to determine whether all projected steps have been taken.

3B: Getting hold of the school’s plan

Harton Technology College’s plan will be:

  • Posted in an area of the school website open to all visitors to the site.
  • Mentioned in the school’s newsletter, where parents will be told how to obtain a copy.
  • Introduced at a school open evening.

The plan will be reviewed annually and a revised plan will be published in the Autumn term of each academic year.

 

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