Accessibility plan

All Saints Primary School, Great Oakley

Accessibility Plan

2017 -2020


The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education.

At All Saints Primary School we aim:

  • not to treat disabled pupils less favourably for a reason related to their disability;

  • to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;

  • to ensure access to education for disabled pupils.


Definition of Disability:-

Disability is defined by the Disability Discrimination Act 1995 (DDA):

‘A person has a disability if he or she has a physical or mental impairment that has a substantial and long term adverse effect on his or her ability to carry out normal day to day activities.’

The purpose and direction of the school’s plan: vision and values

At All Saints Primary School we are committed to giving all of our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. The achievements, attitudes and well-being of all our children matter. All Saints Primary School promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background.

Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. This means that equality of opportunity must be a reality for all our children:

  • girls and boys;

  • minority and faith groups;

  • children who need support to learn English as an additional language;

  • children with special education needs;

  • children who are vulnerable.

We currently have a range of children of all backgrounds, needs and abilities.

We collect information from pre-schools and previous schools so that we are prepared for children when they arrive in school.

We liaise with parents and professional involved with the children to ensure we provide the right care for their needs.

  • The school draws on the expertise of external agencies to provide specialist advice and support.

  • The SENCO has an overview of the needs of disabled pupils.

  • There are high expectations.

  • There is appropriate deployment and training of learning support staff.

  • Successful practice is shared within the school.

  • The school works with groups of schools.

  • Disabled pupils have access to extra-curricular activities.


Recent improvements:

  1. The sound quality and acoustics in the small hall have been improved by fitting a carpet.

  2. The Reception Classroom has been fitted with a new floor covering to ensure ease of access and enable all children to participate in craft activities in the classroom.

  3. Hot water has been installed closer to the Reception Classroom.

  4. A sensory garden has been created in the school grounds.


Overview of the premises.

The school is a single-story building that was built in the 1960s. As the school population has grown the building has had a number of extensions and as a result it lacks a sense of flow. A ramp for disabled use is an addition and some doorways have been enlarged to improve access for wheel chair users. There is a disabled toilet situated off a wide entrance hall.

Accessibility Plan September 2017-2020







Success Criteria



Access to disabled toilet for younger children.

Ensure appropriate adults are made available should the issue arise.

If necessary, nominate a named person with appropriate training


Pupils able to access disabled toilet

EYFS/KS1 staff as appro-



Raise staff awareness of disabilities issues whenever appropriate

School to seek advice from experts.

Consider the needs of specific pupils, both for school and off-site activities.

Local Authority,

Health Authority,

School staff


All staff aware of issues. Detailed information and support made available.

Head Teacher, SENCo, Class Teachers,

LSAs, other non- teaching staff.

Promote disability equality during

  • Staff meetings

  • PHSE lessons

  • Assemblies

  • Celebrating difference


Whole staff

September 2017 onwards

Increased whole school awareness of disability issues.


All staff.


Ensure that all school trips and residential visits are accessible for pupils with learning or physical disabilities

Through planning.

Advance visits.

EVEOLVE for and risk assessments.

Visit leaders,

Educational visits co-ordinator,

Head Teacher



School trips ad residential visits are accessible for all pupils

Head Teacher,

School visits co-ordinator,

Trip leaders

Feedback from pupils


Ensure that after-school clubs and breakfast club is accessible to all pupils

Ensure access is available for all pupils

including those with physical or sensory disabilities. Provide adult support if necessary. Make physical adaptions as required.

Leaders of after- school clubs and breakfast club


After school clubs and breakfast club is available for all pupils

Head Teacher, feedback from parents and pupils


Strive to ensure curriculum is fully accessible to pupils with any type of difficulty or disability

Consider alternative communication systems. Consider the way in which information is presented to pupils. Consider ways in which pupils can communicate their ideas.

All Staff.

Subject leaders,

Advisors for sensory impairments, subject advisors

September 2017 onwards

Curriculum is fully accessible for all pupils

Head Teacher