Disabled Access

Glebefields Primary School Accessibility Plan 2014-2017

Purpose of the Plan

The purpose of this plan is to show how, over time, Glebefields Primary School intends to improve the facilities and access for pupils with Special Educational Needs and Disabilities.

Definition of Disability

According to the Equality Act (2010),  person has a disability 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 carry out normal day- to -day activities’.

Legal background

From September 2002, the Disability Discrimination Act 1995 outlaws discrimination by schools and LEA`s against either current, or prospective. disabled pupils in their access to education.   It is a requirement that the school’s accessibility plan is resourced, implemented and reviewed and revised as necessary.

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

  • increasing the extent to which disabled pupils can participate in the school curriculum (this includes teaching and learning and the wider curriculum of the school such as participation in after school clubs, leisure and cultural activities or school visits);
  • improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services (this includes improvements to the physical environment of the school and physical aids to access education;
  • improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled (this will include planning to make written information that is normally provided by schools to its pupils available to disabled pupils. Examples might include handouts, timetables, textbooks and information about school events etc). The information should take account of the pupils’ disabilities, the preferred format of pupils and parents, and be made available within a reasonable timeframe.

Glebefields Primary School aims to treat all stakeholders, including pupils, prospective pupils, staff, governors and other members of the school community favourably and, wherever possible, takes reasonable steps to avoid placing anyone at a substantial disadvantage. The school aims to work closely with disabled pupils, their families and any relevant Outside Agencies, in order to remove or minimise any potential barriers to learning, which puts them at a disadvantage, but allows them to learn, achieve and participate fully in school life. The school is active in promoting positive attitudes to disabled people in the school and in planning to increase access to education for all disabled pupils.

As part of the school’s continued communication with parents, carers and other stakeholders we continually look at ways to improve accessibility through data collection, questionnaires and parental discussions.

Contextual Information

The school is a one storey building which has some disabled facilities and toilets. There is an accessible toilet adjacent to the front entrance, and one in the Year 5/6 Block.  There are changing facilities and a changing bed in the Medical Room.  Ramped wheelchair access is available into most classrooms in the main building, the Nursery and the Y5/6 Block. From these points, the whole of the school is accessible.  All areas of the school grounds are accessible to wheelchair users, although access to the MUGA may be restricted unless accompanied by an adult, due to the steepness of the ramp.

At present we have no wheelchair dependent pupils, although we have several pupils who use wheelchairs to travel to and from school, which may be used in school if pupils are tired. We also have some parents with mobility difficulties.

The Current Range Of Disabilities Within Glebefields Primary School

The school has children with a range of disabilities, which include physical difficulties, visual and hearing impairments, speech and language difficulties, emotional, social and behavioural difficulties and moderate and specific learning difficulties. When children enter school with specific disabilities, the school contacts the appropriate Outside Agencies for assessments, support and guidance for the school and parents.

We have a number of children who require regular medication in school for conditions including asthma and allergies. Medication is stored and administered appropriately according to school policy. We have competent First Aiders and Paediatric First Aiders who hold current First Aid certificates, and one of our staff is a First Aid Trainer.

For pupils who require physical support, we have a number of staff who hold current Manual Handling Certificates and a member of staff who is a Manual Handling Trainer.  Through the use of Care Plans, the needs of pupils are identified and met appropriately.  Care Plans are also used to ensure that the needs of any child with medical issues are met appropriately and with sensitivity.  Currently, we have ten pupils in school with Care Plans and a further two due to start in September 2014.

Glebefields Primary School Accessibility Plan 2014-2017






Equality and Inclusion

To ensure that the Accessibility Plan becomes an annual agenda item at full Governing Body Meetings.

Clerk to the Governors to add the item to the agenda for FGB Meetings.

Adherence to legislation



To improve staff awareness of disability issues.

Review staff training needs.

Provide / arrange training for members of the school community as appropriate.

Whole school community aware of issues.



To ensure that all policies consider the implications of disability access.

Consider during review of policies.

Policies reflect current legislation



Physical Environment

To ensure that all areas of the school buildings and grounds are accessible for children and adults alike, and to improve access to the school’s physical environment for all.

Audit of accessibility of school buildings and grounds by SLT and Governor representatives. 

Suggest actions as significance of need and finances allow.

Alterations made to improve access to the school environment.

Audit in Autumn 2014


Actions ongoing


To improve the school environment for pupils with Visual Impairments.

Audit of accessibility of school buildings and grounds by Sensory Support Team Mobility Officer. 

Suggest actions as significance of need and finances allow.

Alterations made to improve access to the school environment.

Audit of Foundation Stage building and outdoor areas in July 2014.


Audits of the wider school buildings and grounds ongoing as needed.


Actions ongoing



To empower Teaching Staff and Support Staff to confidently meet the needs of pupils with a range of SEND.

Inclusion Manager to review the needs of children and provide training and support as appropriate.

Teaching and Support Staff able to enable all pupils to access the curriculum and make progress.

Makaton Training – July 2014


Additional training ongoing


To enable pupils with SEND to access out of school activities.

Inclusion Manager to review out of school activities to ensure compliance with current legislation.

Pupils with SEND able to access out of school activities.



To provide specialist equipment to promote participation in learning by all pupils.

Inclusion Manager / Outside Agencies to assess the needs of pupils in each class and provide / recommend appropriate equipment.

Children will develop independent learning skills.

Observations and discussions in class – Autumn 2014





To meet the needs of individuals during Statutory Tests

Children will be assessed, in accordance with regular classroom practice, and additional time, use of amanuensis etc will be applied for as needed.

Barriers to learning will be reduced or removed, enabling children to reach their full potential.

Annually in accordance with the Assessing and Reporting Arrangements Guidelines.


Written / Other Information

To ensure that all pupils, parents and members of the school community can access information.

Written information will be provided in alternative formats as necessary.

Written information will be provided in alternative formats as necessary.

As needed


To ensure that parents/carers who are unable to attend school due to disability are able to access parent’s evenings.

Staff to provide information about a pupil’s progress by alternative means.

Parents/carers have access to information about their child’s progress.