At Eaton Park Academy, we pride ourselves on developing the individual. This includes all children, especially those with special educational needs (SEN).

Accessibility Policy and Plan 2021-2023

This policy is drawn up in accordance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. Eaton Park Academy governors, along with the Inclusion leader, are accountable for ensuring the implementation, review and reporting on progress of this policy and plan over a prescribed period.

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

Eaton Park Academy ensures the accessibility of provision for all pupils, staff and visitors. This accessibility plan covers a three year period and is updated and amended annually to reflect current practice.

The accessibility plan contains action to:

  • Improve access to the physical environment at Eaton Park Academy adding specialist facilities as necessary. This includes reasonable adjustments to the physical environment at Eaton Park and physical aids to access education.
  • Increase access to the curriculum for pupils with a disability, expanding and making reasonable adjustments to the curriculum as necessary to ensure that pupils with a disability are as equally prepared for life as their able-bodied peers. This includes teaching and learning and the wider curriculum at Eaton Park including participation in after school clubs, leisure and cultural activities and school trips. It also covers the provision of specialise aids and equipment which may be used to assist pupils in accessing the curriculum.
  • Improve and make reasonable adjustments to the delivery of the written information to staff, parents, pupils and visitors with disabilities. Examples of this include letters, information leaflets, handouts, timetables etc. about Eaton Park Academy and events. The information should be made available in required formats within a reasonable time frame.

The action plan for physical accessibility relates to access audits undertaken at Eaton Park Academy. The plan will be monitored through the Inclusion leader and Health and Safety officer, along with governors. All staff and governors are aware of the matter of disability discrimination and on-going awareness training is provided.

Access to the Physical Environment including physical aids to access the curriculum
Target Actions Outcomes Time frame

Special Educational Needs and Disability Code of Practice

Broad areas of need

Communication and interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

Cognition and learning

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Social, emotional and mental health difficulties

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils.

Sensory and/or physical needs

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

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