1                Introductory Statement

This Accessibility Plan (Plan) has been drawn up in consultation with staff parents and pupils of the Academy and covers the period from September 2024 – September 2025. The plan is available in large print or other accessible format if required.

The plan takes account of the Academy’s public sector equality duty set out in section 149 of the Equality Act 2010.

We are committed to providing an environment which values and includes all pupils, staff, parents and visitors regardless of their educational, physical, sensory, social, spiritual, emotional and cultural needs. We are further committed to challenging attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.

Background

The Academy’s layout and facilities

The Academy is committed to making reasonable adjustments to allow disabled pupils to access education at the Academy. The Academy has accessible classroom and toilets on every site. LPA is a site on one ground floor only

The Accessibility Plan should be read in conjunction with the following policies, strategies and documents:

• disability equality scheme
• equal opportunities policies
• health and safety policy
• special educational needs policy

The Plan will be monitored through the EDI team and the academy council. Welcoming and preparing for disabled pupils

Where it is practicable to make reasonable adjustments to enable a prospective pupil to take up a place at the Academy and to satisfy the current admissions criteria, the Academy is committed to providing those reasonable adjustments where able to do so.

In order to meet the needs of disabled pupils, the Academy requires full information. The Academy will ask prospective pupils to disclose whether they have received any learning support, have had an educational psychologist’s report or have any disability or other condition of which the Academy should be aware. In assessing the pupil or prospective pupil, the Academy may need to take advice and require assessments as appropriate. The Academy will be sensitive to any issues of confidentiality.

Increasing the extent to which disabled pupils can participate in the Academy curriculum

Key points to consider when completing this table

• do teachers have the necessary training to teach and support disabled pupils?
• are classrooms optimally organised for disabled pupils?
• are lessons responsive to pupil diversity?
• do lessons involve work to be done by individuals, pairs, groups, whole class?
• do staff recognise and allow for additional time required by some disabled pupils to use equipment in practical work?
• do staff recognise and allow for the mental effort expended by some disabled pupils, g. lip reading?

• do you provide access to computer technology appropriate for pupils with disabilities?
• are there realistic expectations of all pupils?
• do staff seek to remove all barriers to learning and participation?
• are pupils encouraged to take part in music, drama and physical activities?
• do staff provide alternative ways of giving access to experience or understanding for disabled pupils who cannot engage in particular activities, e.g. some form of exercise in physical education?

Improving the physical environment of the school to increase access to education by disabled pupils

Key points to consider when completing this table

• does the size and layout of areas, including all academic and social facilities, classrooms, canteen, library and common areas allow access for all pupils?
• can pupils who use wheelchairs move around the Academy without experiencing barriers to access such as those caused by doorways, steps and stairs, and toilet facilities?

• are pathways of travel around the Academy site and parking arrangements safe, routes logical and well signed?
• are emergency and evacuation systems set up to inform all pupils, including pupils with SEN and disability; including alarms with both visual and auditory components?
• are non-visual guides used, to assist people to use buildings?
• could any of the décor or signage be considered to be confusing or disorientating for disabled students with visual impairment, autism or epilepsy?
• are areas to which pupils should have access well lit?
• are steps taken to reduce background noise for hearing impaired pupils such as considering a room’s acoustics, noisy equipment? is furniture and equipment selected, adjusted and located appropriately?

Improving the delivery of information to disabled pupils

Key points to consider when completing this table

• do you provide information in simple language, symbols, large print, on audiotape or in Braille for pupils and prospective pupils who may have difficulty with standard forms of printed information?
• do you ensure that information is presented to groups in a way which is user friendly for people with disabilities g. by reading aloud overhead projections and describing diagrams?
• do you have the facilities such as ICT to produce written information in different formats?
• do you ensure that staff are familiar with technology and practices developed to assist people with disabilities?

Increasing the extent to which disabled pupils can participate in the Academy curriculum

Improving the physical environment of the Academy to increase access to education by disabled pupils

Improving the delivery of information to disabled pupils