Accessibility Plan


Sharples Primary School

Accessibility Plan

Reviewed by

Amanda Briggs


March 2019

Approved by Governors

March 2019

Date for renewal

March 2020

Sharples Primary School Accessibility Plan


This plan is drawn up in accordance with the Equality Act 2010, paragraph 3 of schedule 10. Which states:

3(1)The responsible body of a school in England and Wales must prepare—

(a)an accessibility plan;

(b)further such plans at such times as may be prescribed.

(2)An accessibility plan is a plan for, over a prescribed period—

(a)increasing the extent to which disabled pupils can participate in the school’s curriculum,

(b)improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities or services provided or offered by the school, and

(c)improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled.

(3)The delivery in sub-paragraph (2)(c) must be—

(a)within a reasonable time;

(b)in ways which are determined after taking account of the pupils’ disabilities and any preferences expressed by them or their parents.

(4)An accessibility plan must be in writing.

(5)The responsible body must keep its accessibility plan under review during the period to which it relates and, if necessary, revise it.

(6)The responsible body must implement its accessibility plan.

This legislation has brought together previous Disability Discrimination Acts under one instrument.

The Governing Body has three key duties towards disabled pupils, under the legislation:

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


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.


  • Compliance with the Equality Act 2010 is consistent with Sharples CP School’s aims and policies.
  • Sharples Primary School recognises its duty under the Equality Act 2010
  • 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 performaing their duties, governors and staff will have regard to the Equality Act (2010)
  • The school recognises and values parents’ knowledge of their child’s disability and its effect on their ability to carry out normal activities, and respects the child’s and parents’ rights to confidentiality
  • 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.


a) Education & related activities

The school will continue to seek and follow the advice of LA services, such as specialist teacher advisers and SEN inspectors/advisers, and of appropriate health professionals from the local NHS Trusts. Before any off site activity is planned a risk assessment is carried out to determine whether the activity is suitable to be able to incude all pupils including those with disabilities. Within school adaptations are made where necessary to ensure that all disabled pupils are fully included in all lessons.

b) 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. The school is adapted with ramps and lifts to enable access for wheelchair users to access all parts of the building. Wheelchair users are provided with specialist desks that wheelchairs can fit under. The visually impaired pupils are provided with braillers and specialist equipment in line with their visual needs. Hearing impaired pupils are provided with the equipment recommended to assist with their hearing needs.

  1. Provision of information

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

It is a requirement that the school’s accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on every 3 years. Sharples Primary school will review this plan annually.

Part 3 of schedule 10 of the act requires schools to publish a Disability Equality Scheme, which sets out how the school will:

  • eliminate harassment related to a disability
  • eliminate discrimination
  • promote equality of opportunity between disabled people and other people
  • promote positive attitudes towards disabled people
  • encourage participation by disabled people in public life
  • take steps to take account of disabled people’s disabilities even where that involves treating disabled people more favourably than other people.

The Scheme covers pupils, staff, parents and users of the school.

1. Vision and Values: Sharples Primary School’s Disability Equality Scheme

As part of Sharples Primary School, everyone is safe, valued and respected in a friendly, supportive and inclusive community so that we become the best that we can be. We strive for excellence in everything we do, becoming confident, successful, independent learners for the future who value self, others and community, developing lasting skills suitable for life in the wider world.

Our core values are built around providing a secure, collaborative and purposeful

learning culture, where all pupils and staff are valued, cared for, listened to and challenged

to be the best they can be. We are therefore equally ambitious for our disabled pupils and staff.

We are proud of the rich diversity of our school community and it is this diversity which is at the heart of our Scheme. Our response to the needs of our disabled pupils is a vital part of personalising learning for all.

We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. This means that equality of opportunity must be a reality for our children. We make this a reality through the attention we pay to the different groups of children within our school:

  • visually impaired children;
  • girls and boys;
  • minority ethnic and faith groups;
  • children who need support to learn English as an additional language;
  • children with Special Educational Needs;
  • Gifted and Talented children;
  • children who are at risk of disaffection or exclusion;
  • travellers and asylum seekers.

Some pupils in our school may have disabilities and consequently need additional resources. Including the visually impaired children who are fully integrated in school and supported to be so by the visually impaired resource base staff in collaboration with school staff. The school is committed to providing an environment that allows these pupils full access to all areas of learning. All our classroom entrances are wide enough for wheelchair access, and the designated points of entry for our school also allow wheelchair access. Although the school is built on many different levels ramps and lifts have been installed to allow acces for whellchair users to all parts of the building. There is also a disabled toilet with a lifter to enable disabled pupils access to toileting facilities.

Teachers may modify teaching and learning for these pupils. For example, they may give additional time to pupils with disabilities to complete certain activities. In their planning teachers ensure that they give children with disabilities the opportunity to develop skills in practical aspects of the curriculum. Class teachers plan with teachers of the visually impaired pupils to ensure that all activities are adapted appropriately for the visually impaired pupils.

Teachers ensure that the work for these pupils:

  • is adapted or offers alternative activities in those subjects where children are unable to manipulate tools or equipment, or use certain types of materials;
  • allows opportunities for them to take part in educational visits and other activities linked to their studies;

All teachers are required to follow three inclusive principles:

  • Setting suitable learning challenges, enabling all children to experience success and achieve as high a standard as possible through appropriate differentiation.
  • Responding to pupils’ diverse learning needs by:
  • creating effective learning environments;
  • securing their motivation and concentration;
  • providing equality of opportunity through teaching approaches;
  • using appropriate assessment approaches;
  • setting targets for learning.
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

2. Information from data and analysis of need

The Disability Discrimination Act 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.’

Physical or mental impairment includes sensory impairments and also hidden impairments. In the DDA ‘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 a wide range of impairments, including learning disabilities, dyslexia, diabetes or epilepsy where the effect of the impairment on the person’s ability to carry out normal day-to-day activities is adverse, substantial and long-term.

The definition can include a wide range of impairments, including hidden impairments such as dyslexia, attachment disorder, ASD and speech and language impairments . An impairment does not of itself mean that a person is disabled. It is the effect on the person’s ability to carry out normal day-to-day activities that has to be considered.

We continually assess the effect on pupils ability to carry out normal day-to-day activities and act accordingly.

School trips are planned on the basis that all pupils are included

Using RAISE online, pupil progress meetings and lesson observations by senior staff, we track and analyse the achievement of all our pupils.

The school adopts the Local Authority policy of guaranteeing an interview to job applicants with a disability, who meet the essential criteria.

3. Increasing the extent to which disabled pupils can participate in the school curriculum

The school is committed to incorporating “Quality First Teaching” principles into all lesson planning. The PSHE Co-ordinator reviews how well we are developing awareness of disability through the PSHE and Citizenship Curriculum, the assembly programme and through visiting speakers

4. Improving the physical environment of the school to increase the extent to which disabled pupils, staff, parents and others can access education and associated services

The school has ready access for wheelchair and physically disabled persons.

5. Improving the delivery to disabled people of information that is provided in writing for people who are not disabled

The Local Authority provides Admission forms etc for New Parents and follows the LA procedure on disability.

6. Management, co-ordination and implementation

This Scheme will be reviewed annually by the Head and Governors (and will incorporate any changes advised by the SEND coordinator and /or Site Manager). A report updating the Governing Body will be presented annually if changes to the scheme are required.


SENCo – A Briggs

SEN governor – M Slater

Linked Policies

This Plan will contribute to the review and revision of related school policies, e.g.

  • school development plan
  • building and site development plan
  • SEN/inclusion policy
  • curriculum policies.