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ࡱ>  9bjbjHH *j*jo1'D]o4( "| #@rototototototosudtoI# I#I#to4o+'+'+'I#ro+'I#ro+'+'.eH6l,]َ#~h@^oo0oNhvm%v6l6l8vnlI#I#+'I#I#I#I#I#toto[&I#I#I#oI#I#I#I#vI#I#I#I#I#I#I#I#I# _: Accessibility plan King Street Primary and Pre-School  INCLUDEPICTURE "http://kingstreetpri2750.wp-sch.durham.gov.uk/wp-content/uploads/sites/174/2015/12/King-Street-Primary-logo-white1.png?w=1400" \* MERGEFORMATINET  Approved by:Joanne BromleyDate January 2026Next review due by:January 2028 Contents  TOC \o "2-2" \t "Heading 1,1" 1. Aims  PAGEREF _Toc1036879 \h 3 2. Legislation and guidance  PAGEREF _Toc1036880 \h 4 3. Action plan  PAGEREF _Toc1036881 \h 5 4. Monitoring arrangements  PAGEREF _Toc1036882 \h 8 5. Links with other policies  PAGEREF _Toc1036883 \h 8 Appendix 1: Accessibility audit  PAGEREF _Toc1036884 \h 9  1. Aims Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to: Increase the extent to which disabled pupils can participate in the curriculum Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided Improve the availability of accessible information to disabled pupils Our school aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind. King Street Primary School provides a safe, secure and welcoming environment in which respect for cultural diversity, celebration of achievement and commitment to shared values fosters the growth of confidence and self esteem in every child and their family. Every child is valued. The quality of teaching and learning will reflect the high value the school places on the achievement of all the pupils, reflecting diversity of race, equality of gender and awareness of individual need. The quality of care provided throughout the school day will promote independence and self esteem in all pupils. Careful planning of the curriculum and consistent assessment of pupil progress will ensure the provision of learning experiences which are appropriate to each child, building on present understanding in order to develop and extend skills and knowledge. Well informed transition between Key Stages will ensure progression and continuity of curriculum provision from the Foundation Stage to the end of Key Stage 1 and beyond to KS2. Teaching and Support staff will be deployed across the school to best meet identified need. This will ensure that curriculum provision and the use of resources supports the schools stance on issues of equal opportunity in terms of race, gender and special educational need, contributing to the personal development of all pupils. The school will encourage the growth of such personal qualities as empathy, consideration for others and the ability to co-operate; promoting community cohesiveness, fostering the development of self discipline and the awareness that each person is responsible for their own actions. The school Gem Powers help us to promote this to children. A Home for Sharing and Caring -nurturing and caring for our children and their families, appreciating individuality, identifying special needs early and loving teaching and learning. Sharing our experiences, our ideas and our resources amongst others so everyone has the chance to achieve. The plan will be made available online on the school website, and paper copies are available upon request. Our school is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues. The school supports any available partnerships to develop and implement the plan. King Street Primary Schools Accessibility Plan has been developed and drawn up based upon information supplied by the Local Authority, pupils, parents, staff and governors. Where necessary, other outside agencies and specialists have also been consulted. The document will be used to advise other planning documents and policies and will be reported upon annual in respect of progress and outcomes. The intention is to provide a projected plan for a 3 year period ahead of the next review date. The Accessibility Plan is structured to complement and support the schools Equality Objectives and will similarly be published on the school website. We understand that the Local Authority will monitor the schools activity under the Equality Act 2010 (and in particular Schedule 10 regarding Accessibility) and will advise upon the compliance with that duty. Our schools complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in school, this procedure sets out the process for raising these concerns. 2. Legislation and guidance This document meets the requirements of  HYPERLINK "http://www.legislation.gov.uk/ukpga/2010/15/schedule/10" schedule 10 of the Equality Act 2010 and the Department for Education (DfE)  HYPERLINK "https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools" guidance for schools on the Equality Act 2010. The Equality Act 2010 defines an individual as disabled 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 undertake normal day to day activities. Under the  HYPERLINK "https://www.gov.uk/government/publications/send-code-of-practice-0-to-25" Special Educational Needs and Disability (SEND) Code of Practice, long-term is defined as a year or more and substantial is defined as more than minor or trivial. The definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer. Schools are required to make reasonable adjustments for pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled pupil faces in comparison with non-disabled pupils. This can include, for example, the provision of an auxiliary aid or adjustments to premises. This policy complies with our funding agreement and articles of association. 3. Action plan This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010. AimCurrent good practice Include established practice and practice under development Objectives State short, medium and long-term objectivesActions to be takenPerson responsibleDate to complete actions bySuccess criteriaIncrease access to the curriculum for pupils with a disability or complex need.Our school offers a fully differentiated curriculum for all pupils. School currently offers a complex needs supported provision (Rainbow Room) where children can access a more personalized curriculum in a quitter environment. School offers support for Social and emotional needs and can offer resources such as decompression and movement breaks. We use resources tailored to the needs of pupils who require support to access the curriculum. Curriculum resources include examples of people with disabilities. Curriculum progress is tracked for all pupils, including those with a disability. Outcomes are set effectively and are appropriate for pupils with additional needs. The curriculum is reviewed to ensure it meets the needs of all pupils. The building has disabled access and consideration of childrens mobility needs are considered when making decisions on classroom provision. School SENDCo signposts parents/carers to support within the community when help is required within the home. Sign language interpreter used to communicate more effectively with deaf parents. Ensure thorough handover of information from each year group including different nursery providers. Review all policies and ensure they reflect inclusive practice and procedures. Keep up to date with all safeguarding training. Ensure lessons are appropriately differentiated. Review attainment of all SEN pupils. Take account of variety of learning styles when teaching within the Curriculum, the school aims to provide full access to all aspects of the curriculum by providing (where appropriate) Handovers to take place at the end of each year in preparation for the following year or when a pupil is transferring into school. Continue to plan provision using advice from SENDCo and external agencies. Continue to make referrals to external agencies to support childrens complex needs and disabilities. Head teachers Teachers SENDCoongoing Procedures / equipment / ideas set in place by the time the child starts the new class. All policies clearly reflect inclusive practice and procedure. Pupils safe at all times and staff are aware of reporting protocol. Children make good progress in accordance with their ability and achieve their targets. Progress made towards Support Plan targets. Variety of learning styles and multisensory activities evident in planning and in the classrooms. Ensuring that the needs of all disabled pupils, parents and staff are represented within the school. Improve and maintain access to the physical environmentThe environment is adapted to the needs of pupils as required. This includes: Ramps for rear entrance to school where reasonably possibly Disabled toilets and changing facilities in all toilets Ramp to Sports yard entrance/Kitchen Improve lighting down the access strip Contact the Local Authority about getting ramp fitted. Consult with highways and electricians to discuss feasibility. Discussion with highways to include this on the gritting plan. The buzzer will be lowered to an appropriate level.Ashley Longhorne July 2027 Access strip will be appropriately lit. Wheelchair users will be able to reach the buzzer. Improve the delivery of information to pupils with a disability Our school uses a range of communication methods to ensure information is accessible. This includes: Internal signage Large print resources Braille Pictorial or symbolic representationsSign advising that other forms of communication are available upon request. Consider how text messages and emails can be more user friendly and be modified for a range of different users- including for deaf and EAL families. Ensure families are aware of support available. Contact interpreter/ sign language assistant to support families as required.Ashley Longhorne July 2027School will be able to provide written information in a variety of forms and disabled pupils and their families will be aware that this is a possibility. 4. Monitoring arrangements This document will be reviewed every 3 years, but may be reviewed and updated more frequently if necessary. It will be approved by the governing board and the Head teacher. 5. Links with other policies This accessibility plan is linked to the following policies and documents: Risk assessment policy Health and safety policy Equality information and objectives (public sector equality duty) statement for publication Special educational needs (SEN) information report Supporting pupils with medical conditions policy Appendix 1: Accessibility audit Feature DescriptionActions to be takenPerson responsibleDate to complete actions byNumber of storeys1 plus 1 additional room upstairsConsideration for pupils, staff or visitors in wheelchairs. Movement of cohort if applicable where child needs wheelchair access- stair lift added if room is required for longer term useHead teacher Governing body As issue arises Corridor accessCompliant and ramped None LiftsN/AnoneParking baysDisabled bay now available None EntrancesRamped access to all main entrances. NoneRampsPermanent ramps for access NoneToiletsFull disabled access in the boys KS2 toilets and EYFS toilets, including hand rail, adapted taps. Look at disabled access in the and KS2 girls toilets in the future. Head teacher July 2027 Reception areaRamp accessible Reception has a glass front which is a suitable height for wheelchair users to accessContinue to keep ramp free from pushchairs and childrens bikes.   Internal signageSignage has been changed to include an image as well as wording. Emergency exits all have symbol to accompany wording Consider how messages sent to parents can also display alternative forms are available- speak to team for Deaf re Apps available. Ashley Longhorne February 2027 Emergency escape routesEscape routes ramped and arranged in place for emergency evacuations. Kitchen/sports door exit needs to be ramped- LA to fit where reasonably possible. PEP plans in place for children who require one. 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