Oldfield Primary School

Accessibility and Disability Scheme

To enable every individual regardless of ability to achieve their full potential, to prepare for future life and to become life long learners, developing a thirst for learning and to become good citizens equipped for the challenges of the 21st century.

Our motto is – It’s fun to learn

The values that underpin this vision can be set out under the following headings.

To Develop An Understanding Of Self
Each child should
• Develop an appreciation and awareness of self
• Become independent learners and thinkers
• Achieve their fullest potential regardless of their ability
• Have high personal expectations of work and behaviour
• Have a positive attitude towards their own learning
• Show a healthy attitude to living an active life through sport and other recreational activities

To Develop An Understanding Of Relationships
Each child should
• Care for others
• Show mutual respect and tolerance for spiritual and cultural diversity
• Understand the importance of learning together as a team

To Develop An Understanding Of Society
Each child should endeavour to become
• Good citizens
• Effective and constructive members of the community
• Able to appreciate and celebrate their own and others success
• Valuable members of the school community

To Develop An Understanding Of The Environment
Each child should
• Appreciate the learning environment of the school
• Be safe and cared for in a stimulating learning environment
• Appreciate and respect the environment of the school

Through exposure to a wide range of teaching and learning experiences, pupils will achieve their full potential as independent, THINKING learners. Relevant, enjoyable and enriching activities will develop their thirst for life-long learning.

As a school our belief is that every child deserves to succeed regardless of his or her ability.

This Policy is drawn up in accordance with the planning duty in the Disability Discrimination Act 1995, as amended by the SEN and Disability Act 2001 (SENDA).

The main duties identified as:

• Not to discriminate against disabled people
• Not to treat disabled pupils less favourably without justification
• To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage
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Definition of Disability

The disability discrimination duties are owed to pupils who are defined by the DDA as being disabled and under the planning duties schools and local authorities have a general duty to improve the accessibility of schools for disabled pupils. The DDA defines a disabled person as someone who has a ‘physical or mental impairment which has a substantial and long-term adverse effect on his or ability to carry out normal day-to-day activities’.

Physical or mental impairment includes sensory impairments and also hidden impairments. In the DDA ‘substantial’ means ‘more than minor or trivial’. ‘Long-term’ means has lasted or likely to last more than 12 months.

The definition is broad and includes children with a wide range of impairments, including learning disabilities, dyslexia, diabetes or epilepsy where the effect of the impairment on the pupil’s ability to carry out normal day-to-day activities is adverse, substantial and long-term.

Key Objective
At Oldfield we aim to reduce and eliminate barriers to access the curriculum and to full participation in the school community for pupils, and prospective pupils, with a known disability.

Principles
Compliance with the DDA is consistent with Oldfield’s aims, Equal Opportunities Policy, and the operation of the Special Educational Needs Policy.

We recognise our duty under the DDA (as amended by the SENDA):

• Not to discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services
• Not to treat disabled pupils less favourably
• To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage
• To plan to increase access for disabled pupils

We recognise and value parents’ knowledge of their child’s disability and its effect on his/her ability to carry out normal activities.

We respect the parents’ and child’s right to confidentiality.

We aim to provide all pupils with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual pupils and their preferred learning styles; and endorses the key principles in the National Curriculum 2000 framework, which underpin the development of a more inclusive curriculum.

Activity
There are three main areas for Accessibility Planning activity:

1. Education and related activities

We will continue to seek and follow the advice of LA services, such as specialist teacher advisers and SEN inspectors/advisers, and of appropriate health professionals from the local NHS Trusts.

We continue to further the awareness and expertise of Teachers and support staff in areas relating to Special Educational needs.

2. Physical Environment

We will take account of the needs of pupils, staff and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting, acoustic treatments and colour schemes, and more accessible facilities and fittings.

3. Provision of Information

We will make every effort to be aware of local services, including those provided by the LA, for providing information in alternative formats when requested or required.

Linked Policies and Documents:

School Development Plan
SEN Policy
Curriculum Policies
Equal Opportunities
Disability Equality Scheme
Emergency Evacuation Procedure
PEEPS for Children with Physical Disabilities