TPL_GK_LANG_ASSISTIVE_TEXT_CONTENT

Accessibility Plan

Mulberry School for Girls Accessibility Plan

STRAND 1: Communications – Improving the delivery of information topupils and parents of pupils with disabilities

 

ACTIONS

PERSON(S) RESONSIBLE

TIMESCALE

IMPACT ON ACHIEVEMENT

Short Term

 

Monitor info from capture forms, which include pupils and parents’ needs.

Identify overlap between accessibility and EAL. Use both criteria in revising action-plan.

SENCO & YLC 7

Sept 16 – Sept 17

A clear picture of pupils and parents needs on entry to Mulberry

Action-plan to be revised and communicated to staff

 

Make use of LBTH staff and Mulberry staff specialist expertise to continue the program of staff training. Training to include working with speech and language and visually and hearing impaired pupils.  and pupils with a full range of disabilities

SENCO & EAL Coordinator

 

Actions arising to be included in SIP

 

Monitor inclusion in FIPs, YIPs & SOL

SLT

 

Ongoing training program to be included in school CPD plan for SEN and other relevant staff

 

Continue to identify pupil need regarding other disabilities and devise action-plans, where necessary, for each individual with strategies and any relevant staff training.

SENCO  / training AHT

 

Whole staff training as required

 

Disseminate advice regarding use of  technology & equipment (ipads, interactive whiteboards, radio aids & specially adapted furniture and tools) for visually impaired as well as pupils with different sensory disabilities

SENCO / ICT team

 

Inclusion in ICT training plan

 

Continue to identify needs of parents regarding accessibility of school communication and ensure clear communication systems are in place for all parents.

Extended School team / AWA / EAL & SEN specialist TAs / Community Learning Team

 

Support staff plan in place.

 

Review Medical Policy and  individual student risk assessments and disseminate where necessary

SENCO / Director of Pastoral Provision / School Health Advisor

 

Improved access of pupils on regular medication including injections.

 

To develop the role of TAs in conjunction with the SHA with regards to medication.

SENCO / Director of Pastoral Provision / School Health Advisor

   
 

Ensure school highlighting (SIPS) meetings include liaison with CAMHS and other relevant agencies

Director of Pastoral Provision / Year Learning Coordinators.

 

Further improve communications between agencies

 

Medium Term

Continue staff training, making use of LBTH and Mulberry staff expertise

SENCO /               AHT (CPD)

Jan 2017– Jan 2018

Disabled pupils have full access regarding communication

 

Continue to monitor plan re. parent accessibility & communication: implementation of system as previously identified in accessibility plan and SIP

SENCO / Extended school team

 

All pupils benefit from automatically differentiated strategies

 

Identify points for development in SEN, EAL, Inclusion through FIPs, YIPs and SIP

SENCO / Director of Pastoral Provision / HOFs / YLCs

 

School has clear strategies & procedures for making communication accessible to parents

 

Long Term

              

Review accessibility plan

Review training cycle

Review implementation of plan

Review communication systems for parents

Evaluate and refine planning cycle for continuing accessibility

SENCO / YLCs / DHT (CPD / Community Learning Team/ Headteacher / Stephen Beadle

Director of Estates

Jan 2018 – Jan 2019

All disabled pupils to have full access regarding communication

All pupils benefit from automatically differentiated strategies

School has clear strategies & procedures for making communication accessible to parents

 

STRAND 2: Increasing the participation of disabled pupils in the school curriculum

 

ACTIONS

PERSON(S) RESONSIBLE

TIMESCALE

IMPACT ON ACHIEVEMENT

Short Term

 

KS3: Ongoing training of teachers in the use of a variety of teaching styles suitable for including all pupils with different learning styles including multi-sensory.

Widen use of ‘P’ scales practice

SENCO / CPD AHT / Multi-Sensory Coordinator

Sept 16 – Sept 17

Teachers are aware of variety of strategies and styles

Faculty continue to develop understanding of assessment below level 1

 

Expand training of teachers and TAs by going on regular training, especially with regards to pupils with severe and complex needs and medical conditions

CPD AHT / SENCO

 

Improved teacher knowledge and awareness

 

14 - 19

Continue to develop curriculum options suited to all pupils including those with SEN and disability by forming flexible groupings such as ‘SPARKs’ and KS5   entry level

SENCO / DoPP / HOFs / YLCs

 

A suitable curriculum is maintained throughout the school.

 

Medium Term

KS3

Continue to develop and implement lesson plans using a variety of teaching styles suitable for including pupils with different learning styles.

DHT / SENCO / SfL Faculty

Jan 17 – Jan 18

Lesson plans are in place and a variety of styles and strategies are observable.

Pupils are motivated in lessons.

 

Continue to develop and implement SOL and assessment using the ‘P’ Scales (or new government assessment equivalent) in EPA, Technology and PE

SENCO / Multi -Sensory Coordinator

 

Improve planning for SEND and EAL pupils

 

14 – 19

Continue to develop and implement curriculum options suited to all pupils including those with SEN and disability and embed the KS 4 & 5 courses

Curriculum AHT / HOFs / responsible staff

 

Improvement in achievement.

Appropriate courses are running in KS4 &

 

Develop links with other providers in the borough including other schools and Tower Hamlets College

SENCO

   

Long Term

KS3

Review impact of teaching styles on pupils with SEN and disability.

Appraisers / HOFs / SENCO

Jan 18 – Jan 19

Areas which pupils do not find accessible are identified

SOLs include activities for pupils working at all NC levels.

 

14 – 19

Review courses being offered to ensure they meet the needs of pupils.

Curriculum DHT / SENCO / 6th form SEN specialist teacher

 

All pupils with SENDS and disability have access to courses within the borough that match their need

STRAND 3: Increasing access to the physical environment of the school for pupils with disabilities

ACTIONS

PERSON(S) RESPONSIBLE

TIMESCALE

IMPACT ON ACHIEVEMENT

Continue to train SfL Faculty and Teaching Assistants in use of specialist equipment in multi-sensory room for targeted pupils

Maintain evacuation chairs at strategic points in the building

SENCO / TA Team Leader / Stephen Beadle Director of Estates

Sept 16 – Sept 17

Access gained to all curriculum areas

Plan for known needs of each intake of pupils with disabilities

SENCO / Multi Sensory Coordinator

 

Adaptations made where possible

Monitor inclusion requirements into SIP and Faculty Handbooks

SLT

   

Continue to liaise with LA Health & Safety Officer to ascertain procedure for responding to pupils with specific disabilities, especially during evacuation of the building.

SENCO / Stephen Beadle / TA Team Leaders

 

LA Health & Safety procedures complied with

Retrain staff in use of evacuation chairs

TA Team Leaders / Stephen Beadle

   

Ensure appropriate transportation is provided for students with mobility needs for trips and visits.

SENCO / HOFs / Trips & visits DHT