Accessibility Plan

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. We are a nurturing school, where children are encouraged to be independent, resilient, creative and adventurous in their learning, and aspirational in their lives. Our most recent Ofsted report states: “Pupils are happy to come to this friendly school where everyone is made to feel welcome and included.”

This plan is 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. The school works closely with the TISS team who are the Thanet Inclusion Support Service and we have a link tutor who visits at least termly.

Our school’s 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. We have included a range of stakeholders in the development of this accessibility plan, including staff and governors of the school.

Priory School Accessibility Plan

Aim	Current good practice	Objectives	Action to be taken
Increase access to the curriculum for pupils with a disability	Our school offers an adapted curriculum for all pupils to meet their individual needs. 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. Targets are set effectively and are appropriate for pupils with additional needs	Termly topics organised. Discuss at termly Pupil Progress meetings. Increase our availability of quality texts. The curriculum is continuously reviewed to ensure it meets the needs of all pupils.	Appropriate resources available for pupils. Purchase new quality texts for school as and when released. Timely interventions put in place for pupils not making expected progress. Staff meetings/curriculum team develop school curriculum through subject leadership.
Improve and maintain access to the physical environment	The environment is adapted to the needs of pupils as required. This includes: • Ramps • Corridor width • Disabled parking bays • Disabled toilets and changing facilities • Library shelves at wheelchair-accessible height	All aspects are currently in place for children’s access to the physical environment. These resources would be reviewed in light of any new children starting school requiring specific communication methods to meet their individual needs.
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 • Induction loops • Pictorial or symbolic representations		These resources would be reviewed in light of any new children starting school requiring specific communication methods to meet their individual needs.

The full Accessibility Plan can be found here.