- Anti Bullying Policy
- Accessibility Plan
- Accessibility Plan Objectives 2019-2020
- Attendance Policy
- Behaviour Management
- Behaviour Policy
- Capability Policy
- Charging and Remissions Policy
- Child Protection including Safeguarding
- Addendum to Child Protection Policy - COVID19
- Code of Conduct Policy
- Complaints Procedure
- Data Protection Policy
- Dealing with Allegations of Abuse against Members of Staff and Volunteers
- Dorset Admissions Policy 2019-2020
- E Safety Policy
- Early Years Foundation Stage (EYFS) Policy
- Exclusion Policy and Procedures
- GDPR Regulations
- Guidance for schools on records made when there are safeguarding or child protection concerns
- Appendix 1 - Procedure for Access to Personal Information
- Fair Processing Notice
- First Aid
- Grievance Policy
- Health and Safety Policy
- Intimate Care Policy
- Instrument of Government of Community Schools
- Lettings Policy
- Looked After Children
- Mobile Technology
- Offsite Events and Adventurous Activities Policy
- Paying Governors Allowances
- Policy for supporting pupils with medical conditions and managing medicines
- Prevent Risk Assessment
- Private Fostering
- Protection of Biometric Information
- Recruitment and Selection Policy & Procedure
- School Information Report 2018 - 2019
- Social Networking
- Special Educational Needs & Disability (SEND) Policy
- Violence at Work
- Bereavement Policy 2020
- Term Dates
- Pupil Premium
- Disadvantaged Strategy 2020-2021
- Disadvantaged Strategy 2019-2020
- Disadvantaged Strategy 2018-2019
- Sports Premium
- Sports Premium Funding 2020-2021
- Sports Premium Funding 2019-2020
- Sports Premium Funding 2018-2019
- Emergency Closure
- Reading Support
- Accessibility Policy
- KS1 Phonics Support
- Year 2 SATS Support
Accessibility Policy and Plan
Staff Lead: Mr A Joyce Governor Committee: Curriculum & School Improvement Committee (CSI)
This Accessibility Policy and Plan are drawn up in compliance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010.
Governors are accountable for ensuring the implementation, review and reporting on progress of the Accessibility Plan over a prescribed period.
We are committed to providing an accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
Sturminster Marshall plans, over time, to ensure the accessibility of provision for all pupils, staff and visitors to the school.
An Accessibility Plan will be drawn up to cover a three year period. The plan will be updated annually.
The Accessibility Plan will contain relevant actions to:
Improve access to the physical environment of the school, adding specialist facilities as necessary. This covers reasonable adjustments to the physical environment of the school 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 are the able-bodied pupils; (If a school fails to do this they are in breach of the DDA). This covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits. It also covers the provision of specialist aids and equipment, which may assist these pupils in accessing the curriculum.
Improve and make reasonable adjustments to the delivery of written information to pupils, staff, parents and visitors with disabilities. Examples might include hand-outs, timetables, textbooks and information about the school and school events. The information should be made available in various preferred formats within a reasonable time frame.
The Action Plan for physical accessibility relates to the Access Audit of the School, which is undertaken regularly. It may not be feasible to undertake some of the works during the life of this first Accessibility Plan and therefore some items will roll forward into subsequent plans. The audit will need to be revisited prior to the end of each first three-year plan period in order to inform the development of the new Plan for the following period.
As curriculum policies are reviewed, a section relating to access will be added to that on Equality and Diversity. The terms of reference for all LGBs will contain an item on “having regard to matters relating to Access”.