Accessibility Policy

Mission Statement
Adventure Learning Academy Trust (ALAT) AND Bright Tribe Trust (Bright Tribe) brings a new energy and
approach to providing the best education for our students. Through proven practices, ALAT / Bright Tribe will
transform the learning of students, raise standards and provide the highest quality learning environments,
enabling students and teaching staff to thrive and be the best. ALAT / Bright Tribe’s aim is to break down the
barriers that limit educational progress. We do this through adopting a personal learning pathway for every child
– one that takes account of individual needs, aspirations and talents.
ALAT / Bright Tribe’s values:
Learn Grow Prosper
Provide the best education for
every student.
Grow our students’ futures. Lead the way in education.
Ensure the highest quality
teaching and learning.
Develop the best teaching staff. Realise the opportunities.
Work with the family, parent or
carer.
Provide the best learning
environment and supporting
technology.
Be connected to the community.
2. Aims and Objectives of the Policy
The aim of the Accessibility Policy is to ensure that all pupils have full access to the curriculum and Werneth
Primary School and specifically that:
 disabled pupils, staff or parents and carers are not treated less favourably
 Werneth Primary makes reasonable adjustments for all pupils, staff and visitors including disabled pupils,
staff, parents and carers
 the needs of disabled staff and parents/carers are accommodated in the school environment, as far as is
reasonably practical.
3. Definition of Disability
Disability is defined within the Equality Act 2010: “A person has a disability if he or she has a physical or mental
impairment that has a substantial and long-term negative effect on his or her ability to do normal daily activities.”
 ‘Substantial’ is more than minor or trivial – e.g. it takes much longer than it usually would to complete a
daily task like getting dressed
 ‘Long-term’ means 12 months or more – e.g. a breathing condition that develops because of a lung
infection.
The policy and plan is drawn up in accordance with the planning duty in the Equality Act which includes
education. Under the act schools have a duty to make reasonable adjustments for disabled people. This can be
summarised as follows:
 Where something a school does places a disabled pupil at a disadvantage compared to other pupils then
the school must take reasonable steps to try and avoid that disadvantage
3
 Schools will be expected to provide an auxiliary aid or service for a disabled pupil when it would be
reasonable to do so and if such an aid would alleviate any substantial disadvantage that the pupil faces in
comparison to non-disabled pupils.
Schools are not subject to the requirement of reasonable adjustment duty concerned with making alterations to
physical features because this is already considered as part of their planning duties.
In accordance with the Act, the ALAT / Bright Tribe academies will carry out accessibility planning for disabled
pupils. These are the same duties as previously existed under the DDA and have been replicated in the Equality
Act 2010. We will implement accessibility plans which are aimed at:
 increasing the extent to which disabled pupils can participate in the school curriculum
 improving the physical environment of the school to increase the extent to which disabled pupils can take
advantage of education and associated services
 improving the delivery of information to disabled pupils which is provided to pupils who are not disabled.
This should take account of views expressed by the pupils or parents about their preferred means of
communication.
We will also have regard to the need to provide adequate resources for implementing plans and will regularly
review them.
N.B. An accessibility plan may be a freestanding document but may also be published as part of another
document such as the school development plan. OFSTED inspections may include a school’s accessibility plan as
part of their review.
4. Principles
Werneth Primary School recognises their duty to:
 ensure that compliance with the Equality Act is consistent with the Equality Policy; its Equal Opportunities
Policy; the operation of its SEN policy and any other school policy that has a focus and impact on its
disabled pupils, staff and parents/carers
 not discriminate against disabled pupils, staff and parents/carers in admissions and exclusions or in
provision of education and associated services
 not treat disabled pupils, staff and parents/carers less favourably
 make reasonable adjustments to avoid putting disabled pupils, staff and parents/carers at a substantial
disadvantage
 publish an Accessibility Plan.
5. The Accessibility Plan
In performing their duties and developing the Accessibility Plan, the ARC Group and the leadership team of
Werneth Primary along with the Trust will have regard to their duties to disabled people under the Equality Act
to make reasonable adjustments and, where it is reasonable, to provide auxiliary aids.
At Werneth Primary we provide all pupils with a balanced curriculum, differentiated and adjusted to meet the
needs of individual pupils by:
 setting suitable learning challenges
 responding to pupils’ diverse learning needs
4
 overcoming potential barriers to learning and assessment for individuals and groups of pupils
 accommodating the needs of disabled staff and parents/carers as far as is reasonably practical.
5.1. A three-year Accessibility Plan will be drawn up in consultation with the pupils, parents, staff and visitors,
including disabled pupils, parents, staff and visitors. They will review and audit the three areas:
 School Buildings
 School Curriculum
 Information the school provides
At Werneth Primary, we are committed to providing a fully accessible environment which, in line with the Equality
act 2010 values and includes all pupils, staff, parents and visitors regardless of their sex, disability, religion or belief,
sexual orientation, gender reassignment, pregnancy or maternity. We are further committed to challenging attitudes
about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
5.2. The following areas will form the basis of the Accessibility Plan with relevant actions to:
 Improve access to the physical environment of the school including facilities provided within the classroom
 Incorporate reference to accessibility within curriculum planning documents and within Schemes of Work
 Improve the delivery of information to pupils, staff, parents and visitors with disabilities.
It is acknowledged that there will be need for ongoing awareness raising and training for all staff and pupils in
the matter of disability discrimination and the potential need to inform attitudes on this matter.
5.3. The Accessibility Plan should be read in conjunction with the following policies, strategies and documents:
 Equality & Diversity
 Health & Safety
 Equal Opportunities
 Special Needs
 Behaviour Management
 Equal Opportunities in Employment
 Child Protection
 Bullying.
5.4. The Plan will be monitored through the Executive Principal and the Trust.
6. Access to the Plan
The plan (Appendix 1) will be made available upon request to any current parent or prospective parent who
requests it. We will also hand the plan to any parent of a disabled child who makes an enquiry about a place for
their child at the academy. The plan will also be made available to any member of staff or applicant for a post at
the academy who requests it.
The plan will be shared with senior management and will inform relevant aspects of the school’s development
plan. The plan will be made available to upon request.
5
7. Monitor and Review
The Accessibility Plan will be monitored every year by the designated person and the SENDCO.
This policy will be reviewed at least every two years and more frequently if there are changes in any relevant
legislation.