Date of policy: 25 April 2017. To be reviewed every three years.
Member of staff responsible: Business Manager
Bishop Luffa School strives to ensure that the culture and ethos of the school are such that, whatever the abilities and needs of members of the school community, everyone is equally valued and treats one another with respect. Pupils should be provided with the opportunity to experience, understand and value diversity.
The definition of disability is as below
- Someone with a physical or mental impairment
- The impairment is such that it has a substantial and long-term adverse effect on an individual’s ability to perform normal day-to-day activities.
Physical or mental impairments can include sensory impairments (such as those affecting sight and hearing) and learning difficulties. The definition also covers certain medical conditions when they have a long-term and substantial effect on pupils’ everyday lives.
We recognise our duty under the Equality Act 2010
The Equality Act has simplified and strengthened the discrimination laws which protect people from unfair treatment. It is unlawful for a school or other education provider to treat a disabled student unfavourably. Such treatment could amount to:
- Direct discrimination
- Indirect discrimination
- Discrimination arising from a disability
Schools and LEAs must:
- not treat disabled pupils less favourably; and
- take reasonable steps to avoid putting disabled pupils at a substantial disadvantage (the ‘reasonable adjustment’ duty)
The Local Education Authority and School Directors have the duty to publish Accessibility Strategies and Plans
Aims of the plan
The aims of the Accessibility Plan are to ensure that Bishop Luffa School continues to work towards increasing the accessibility of provision for all pupils, staff and visitors to the school. The Accessibility Plan will contain relevant actions to:
- Improve access to the physical environment of the school, adding specialist facilities as necessary. This covers improvements to the physical environment of the school and physical aids to access education.
- Increase access to the curriculum for pupils with a disability, expanding the curriculum as necessary to ensure that pupils with a disability are as, equally, prepared for life as are the able‐bodied pupils. This covers teaching and learning and the wider curriculum of the school such as participation in after‐school clubs, leisure and cultural activities or school visits. It also covers the provision of specialist aids and equipment, which may assist these pupils in accessing the curriculum.
- Improve the delivery of written and electronic information to pupils, staff, parents and visitors with disabilities. Examples might include handouts, timetables, textbooks and information about the school and school events. The information should be made available in various preferred formats within a reasonable time frame.
Action Plans are maintained, relating to these key aspects of accessibility and showing how the School will address the priorities identified. These plans will be reviewed and adjusted on an annual basis. New plans will be drawn up every three years.
|Target||By Whom||By When||Funded||Achieved|
|Install wheelchair ramp access to Reception||Business Manager||February 2017||Condition Improvement Fund||April 2017|
|To install lift to access K Block first floor and Art classrooms||Business Manager, Premises Development Plan||February 2017 – lift access to K Block first floor||Condition Improvement Fund||Lift access to First Floor K Block – completed April 2017. First floor corridor link to Art classrooms to form part of future CIF bids.|
|Ensure access to first floor English block for disabled||Site Officer||On-going||N/A||Lift key provided to supervising staff member to allow use of lift|
|Ensure the visually/hearing impaired can access the curriculum||SENCO/Business Manager - Environmental Audit||On-going||WSCC/School||Yes, but continuing|