Accessibility Audit & Plan 21/10/2020

Reference 

Audit Aspect 

Outcome 2020

Access to Information

10.1.1 

Staff Training – Is awareness training provided to enable all  staff to understand and recognise disability issues?

Compliant

10.1.2 

Arrangements for providing information in simple language,  large print, via digital audio, by Braille

Compliant

10.1.3 

Is the school Website and social media content accessible? 

Compliant

10.1.4 

Is information presented to groups in a user-friendly way for  people with disabilities which affect their vision?

Compliant

10.1.5 

Staff familiarity with technologies and support strategies and  processes developed to assist people with disabilities

Compliant

10.1.6 

Complaints process 

Compliant

Access to Site and Facilities

10.2.1 

Access via Public Transport 

Compliant

10.2.2 

Arrangements for disabled parking 

Improvement 

Recommended

10.2.3 

Security gates and barriers 

Exemplary

10.2.4 

Access through the site to Reception 

Compliant

10.2.5 

Reception facilities 

Improvement 

Recommended

10.2.6 

External areas, movement between buildings 

Improvement 

Recommended

10.2.7 

Emergency Evacuation and Lockdown Procedures 

Compliant

10.2.8 

Internal movement – corridors and evacuation routes 

Compliant

10.2.9 

Internal movement – stairs and lifts 

Improvement 

Recommended

10.2.10 

Accessible Toilets 

Improvement 

Recommended

10.2.11 

Changing Rooms 

Compliant

10.2.12 

Medical Facilities 

Compliant

10.2.13 

Internal Signage 

Improvement 

Recommended

10.2.14 

Internal décor and finishes 

Compliant

10.2.15 

Lighting 

Compliant

10.2.16 

Dining and Catering 

Compliant

10.2.17 

Social spaces & quiet spaces 

Improvement 

Recommended

10.2.18 

Doors 

Improvement 

Recommended

10.2.19 

Teaching and study spaces 

Compliant

10.2.20 

Furniture & teaching Equipment 

Improvement 

Recommended

Access to Education

10.3.1 

Training & accreditation of Teachers and Teaching Assistants 

Exemplary

10.3.2 

Pre-admission visits 

Compliant

10.3.3 

Admission 

Exemplary

10.3.4 

Safeguarding 

Compliant

10.3.5 

Pupils with Temporary, Emerging or ongoing Health Care  Needs

Compliant

10.3.6 

Access to the Curriculum 

Compliant

10.3.7 

Lesson planning and support for pupils with disabilities and  SEN

Compliant

10.3.8 

Access to Educational Visits and Extra Curricular Activities 

Compliant

10.3.9 

Pupil Outcomes 

Exemplary

10.3.10 

Staffing & Leadership 

Compliant

Reference No. 

The reference number of the audit item. This links through to the  Action Plan.

Best Practice 

A brief summary of accepted best practice in the area being considered,  including where appropriate a perspective from the point of view of  disabled persons.

Audit findings 

Captures what was observed or stated to be the case during the audit  process. Where appropriate a photo will provide visual support to the  evidence.

Grade 2020 

The Audit aims to take a non-judgemental stance. However, it is  perhaps inevitable that grading findings may feel judgemental.  Feedback indicates that many schools find ranking the findings to be  helpful. Understand that the grades are intended to help focus  attention where it is most required, for the benefit of those affected,  and are not intended as a judgement on the quality of leadership or  management.

Previous Grade (if  

stated)

Allows progress to be compared with previous audits.

Suggestions to  

improve/resolve

Constructive suggestions as to how further actions will help improve  accessibility. Significant actions will be referred to in the Action Plan.

In an audit item

Exemplary 

Highly effective, exemplary or innovative  practice that fully supports accessibility for all  pupils or visitors.

Compliant 

Effective practice that supports accessibility for  a significant majority of pupils or visitors

Requires Improvement 

Practice supports accessibility for most pupils,  however a significant minority of pupils or  visitors could be more effectively supported. 

In some cases, there may be potential health  and safety risks or where failure to implement  changes would be highly likely to attract legal  

implications. Immediate action is recommended  to put changes into effect – see Action Plan.

10.1.1 

Staff Training – Is awareness training provided to enable all staff to understand  and recognise disability issues?

Best Practice 

You must not discriminate against a pupil in your school, in the provision of  education, or access to any benefit, facility or service, by excluding them or by  subjecting them to any other detriment. It is your school’s responsible body that  is liable for any acts of discrimination. All staff should receive disability  awareness training as part of their Induction. 

Refresher and update training should be provided. 

Training in medical conditions pertaining to individual pupil medical conditions  shall be provided to those staff working with such pupils.

The school is aware that staff need to understand and recognise disability issues.  There are regular updates and training organised during INSET days and weekly  staff briefings. This will ensure that your students, whether disabled or not, get  the best possible level of care and support from all of the staff. 

A performance review and objective setting process is implemented.

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.1.2 

Arrangements for providing information in simple language, large print, via  digital audio, by Braille

Best Practice 

Providing a school's annual report, quarterly newsletter or a child's school report  in Braille, large print, 'easy-read' or on CD. 

Examples of how and when schools can support parents with disabilities include: 

∙ using a pen and notepad to communicate with you if you are deaf or  hearing impaired and/or providing induction loops in a certain room. ∙ arranging for an interpreter, for example, in British Sign Language (BSL)  and/or allowing more time for one-to-one meetings. 

∙ updating you on your child's progress by telephone or email if you are  unable to go to a meeting because of your impairment. 

∙ holding a meeting in an accessible location, for example, to avoid stairs,  if you have impaired mobility. 

∙ providing a script of a school play if you are deaf or hearing impaired to  help follow the action.

Audit Findings 

Arrangements for providing information in simple language, large print, via  digital audio, by Braille can be provided if requested but not available at the  moment.

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.1.3 

Is the school Website and Social Media content accessible?

Best Practice 

The Schools Information Act 2012 requires the online publication of many  documents and policies. These should be displayed on the school website. 

∙ Chose a content management system that supports accessibility. ∙ Use headings correctly to organize the structure of their content and  include proper alt text for images. 

∙ Links should have unique and descriptive names and colour should be  used with care. 

∙ Design forms for accessibility and use tables for tabular data and notfor layout.

∙ Ensure that all content can be accessed with the keyboard alone in a  logical way. 

∙ Use ARIA roles and landmarks and make dynamic content accessible. 

Information that is normally provided in writing (such as handouts, timetables  and textbooks) can be made more accessible by providing it: in Braille, in large  print, on audio format and using a symbol system. It is essential that the website  be accessible in order to provide equal access and equal opportunity to people  with diverse abilities.

Audit Findings 

The Schools Information Act 2012 requires the online publication of a large  number of documents and policies. 

It is essential that the school’s website accessible in order to provide equal  access and equal opportunity to people with diverse abilities. Ensure information  is up to date. 

The website does not currently allow access via text to speech and user adjustable font sizes. A user adjustable font size option on a website is useful for  users with a visual impairment and, although it is possible to manually adjust  font sizes on individual browsers, not many people know how to do this. This  may be particularly true of older people who are learning about computers later  on in life or people with cognitive disabilities. 

All policies relating to equality, access, and medical support processes are  available on the website.

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.1.4 

Is information presented to groups in a user-friendly way for people with  disabilities which affect their vision?

Best Practice 

Sight is key to communication, learning and movement. It co-ordinates other  senses and helps people to understand what they have heard, touched, tasted  or smelled. The more people can see, the easier it is for them to make sense of  the environment around them. 

Assistance with a sight problem may include medical intervention or specialist  equipment. However, simple changes in our behaviour or in the environment  can be the most affective and cost nothing. The following are some of the  things that may be considered in the treatment of an eye condition: 

It is often believed that people with intellectual disabilities will automatically  reject glasses. Yet many people have benefited from carefully prescribed and  chosen glasses. Glasses should be introduced in a planned way and involve the  individual wearing them for motivating activities (that are obviously  appropriate to the function of the glasses, e.g. near vision) and should always  be clean.

All people with intellectual disabilities should obtain regular eye checks. (RNIB  advises annual checks). 

All those involved in the support of a person with intellectual disabilities who  has a sight problem should know the details of the condition. 

All those involved in the support of a person with intellectual disabilities should  have an understanding of how they can adapt the environment and their own  behaviour to meet the individual's visual needs. 

All those involved in the support of a person with intellectual disabilities know  how to use and maintain any specialist equipment (e.g. people know what  tasks a specific pair of glasses should be used for).

Audit Findings 

All information is sent electronically, so parents are able to use electronic  devices to help them to access the information. However, if requested,  information can be presented in a different way.

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.1.5 

Staff familiarity with technologies and support strategies and processes  developed to assist people with disabilities

Best Practice 

Learning disabilities impact the way children are able to process and  understand information; they are neurological disorders that might manifest  themselves as difficulty listening, thinking, writing, speaking, spelling, or doing  mathematical calculations. Dyslexia, dyscalculia, dysgraphia, dyspraxia, visual  perception disorders, auditory processing disorders, and language disorders  fall under the umbrella of learning disorders. Many children with ADHD also  have comorbid learning disorders. 

An idea that teachers must understand is that students with special needs  such as learning disabilities need to be taught differently or need some  accommodations to enhance the learning environment. 

Not everyone learns in the same way, and you can follow some tips to create  a well-rounded learning atmosphere: 

∙ Maintain an organized classroom and limit distractions 

∙ Use music and voice inflection. 

∙ Break down instructions into smaller, manageable tasks. 

∙ Use multi-sensory strategies. 

∙ Give students with special needs opportunities forsuccess.

Audit Findings 

The School understands their obligations to provide auxiliary aides to those  pupils who require them where it is reasonable to do so without putting the  disabled pupil at a substantial disadvantage. Where it is necessary to provide auxiliary aids or support for pupils which goes beyond a reasonable

adjustment then the cost of this is usually passed on to the parents and will be  agreed with them in advance. 

The School is aware of the various methods designed to assist children with  their learning and has the resources to use the following strategies if required:  text-to-speech software, coloured printed papers, portable hearing induction  loops in classrooms, magnification aids and various accessibility features  within computer software.

Grade 2020 

Compliant

Previous grade,

Suggestions to  

improve/resolve

Maintain existing action and processes.

10.1.6 

Complaints Process

Best Practice 

∙ It’s in everyone’s interest that complaints are resolved at the earliest  possible stage. Many issues can be resolved informally, without the  need to follow formal procedures. Schools should take informal  concerns seriously and make every effort to resolve the matter as  quickly as possible. 

∙ Pupils, parents and visitors should be able to complain if their  accessibility needs are not being met. 

∙ If a school's complaint procedure says you should write to the  Headteacher, you should be allowed to make a verbal complaint if you  are unable to write because of your impairment. 

∙ A school complaints procedure is an Ofsted publication requirement.

Audit Findings 

The school has their complaints procedure on their website. Their policy is that  concerns and complaints should be dealt with locally, that is, at school level. This is because they want to build and maintain good relations with parents  and to work with them to provide the best possible education for their  students. Wherever possible, they prefer to resolve any concerns informally,  so as to make the best use of valuable time in supporting all the children in  their care. 

They ask, therefore, if parents have any concerns at all about their child's  education or welfare at school, that they contact them via the school office to  arrange an appointment to discuss concerns with the appropriate member of  staff. 

The school realise that from time to time, situations can arise where parents  feel that they must state their concern more formally. The procedures are set  out on their website. They recognise that parental concerns can give rise to  stressful situations for families and the school's staff. They therefore ask  parents to bring their concerns to them in a spirit of positive willingness to seek  a solution, and they will respond accordingly.

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.2.1 

Access to Public Transport

Best Practice 

The most accessible schools will have effective access to public transport.  Depending on the locality, this could include airports, National & local bus  routes, Railways, trams, underground or other light transit systems, cycle lanes,  local taxi infrastructure. People with disabilities may rely on such services to  reach the school.

Audit Findings 

The nearest bus stop to the school is 50 metres from the school gate. 

Does the school website provide links to route planning sites (e.g. Google maps  etc)? Yes

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.2.2 

Arrangements for disabled parking

Best Practice 

For a number of wheelchair users and mobility impaired people it is very  important that designated, well sized, accessible parking bays are provided as  close as possible to the entrance points. 

If there is not sufficient size to allow a person to transfer from the car to a chair  it may actually prevent that person from visiting the building at all or could  result in them parking improperly causing an obstruction to other users. 

As a result, it is essential that an adequate number of well-designed accessible  bays are provided. 

For a site of this type and use there is no specific guidance to follow but we  would suggest that 5% of the overall parking provision should be made  available for disabled use. 

Having provided well designed accessible parking it is equally important to  ensure that pedestrian routes to and from the main disabled entrance are  accessible as well as routes for other pedestrians. 

Routes should be level, free from steps, bollards and steep slopes which  present difficulties for many disabled people. Moveable street furniture such  as bins, seating and A-boards should be carefully located so as to not obstruct  walking routes. 

Well-designed dropped kerbs with appropriate tactile paving should be  provided where necessary. 

In addition, the hatched areas should allow a 1.2m access zone between bays  at the side and 1.2m at the rear for easy boot access. Disabled users are likely  to be more vulnerable to collision with traffic and a mobility impaired or  elderly person is unlikely to be able to move as quickly as a disabled person.  Equally a visually impaired person will be less aware of oncoming traffic. As a  result, a safe route should be provided from accessible parking bays to the  nearest exit or entrance. 

Any new bays should be designed to meet the requirements of BS8300: 2001.  In effect this design ensures that the surface is relatively level, have a hard  finish and free from stones, gravel etc. 

As well as a sign on the ground as provision for disabled drivers or passengers  only, there should also be a sign immediately in front of the space, or to the  side of the space, which is good practice. This is needed in case of snow or leaf  covering on the ground. For wheelchair users, signs should be placed between  1000mm and 1100mm above floor level. The lettering should be in small case  and should contrast with the sign board, and the sign should have a matt  surface. Symbols can be used to supplement written signs.

Directions to the disabled car parking are required to be placed at the entrance  to the site so any disabled visitors know which way to go to access the  designated disabled car park space.

Audit Findings

This kerb should have a  dropped kerb fitted.

The school has a large car park which is  approached from the main road and electronic  gates are in place with an intercom for entry.  Parking is for staff and deliveries only although  visitors are allowed into the car park. There is  one accessible bay close to the main entrance  door and a further two spaces by the school hall  where there is ramped access. The bay next to  the main entrance would benefit from a dropped  kerb as a person in a wheelchair would have to  manoeuvre their wheelchair to the zebra  crossing 20 yards away. 

There are no safe walkways in the car park but  there are zebra crossings where pedestrians  need to cross the flow of the traffic. 

How does school remind parents to park sensibly  and safely when collecting children? Through  school communication tools; Newsletters,  Parents App, Twitter, Email, Website. 

Yellow zigzag lines are in place in front of the  vehicular entrance to the school. School Keep  Clear road markings were initially introduced in  the 1964 Traffic Signs Regulations. They were  originally consisting of broken white lines that  formed a box containing the words ‘School  Entrance'. In 1975 these markings were changed  to the current yellow zig zag lines with the words  ‘School Keep Clear’ placed between the zig zag  lines. Due to the success in helping to prevent  accidents between motorists and children, these  yellow zig zag lines are now seen at the majority  of school entrances and exits throughout the UK. 

There are no signs at the entrance to the site  showing the location of the disabled parking and  no signs in front of the bays. They have been  correctly marked out.

Grade 2020 

Improvement Recommended

Previous grade,

Suggestions to  improve/resolve

Place a sign at the entrance to the car park showing the location of the  disabled parking. Example: 

Place a sign immediately in front of the bays (in case of snow covering on the  ground) 

Mark out safe walkways in the car park.

10.2.3 

Security Gates & Barriers

Best Practice 

Security and safety in schools is a highly emotive subject and one which is  never far from the conscience of the head teacher, facilities team, governing  body and LEA who all have roles to play in the implementation of an effective  school security strategy. 

Through initiatives such as the Building Schools for the Future campaign,  funding may be available for schools to upgrade perimeter security to the  “duty of care” levels commensurate with the school/pupil relationship. 

Schools have a basic requirement to safely contain students in their care during  school hours, keeping them protected from unwanted intruders and away from  any danger within the confines of the grounds. After hours the school also needs to be able to ’lock-down’ to deter acts of vandalism, theft, concealment and even arson. 

The physical security that surrounds a school site needs to be interfaced with  intelligent access control solutions across the entire campus. Generally  speaking, most schools (and nurseries) will require segregated access to the  main reception from the car park, at which point all visitors are vetted and  their reason for wanting to gain entry to be qualified prior to being granted  access to the site. In the interest of safety, all access controls must work in  conjunction with any fire alarm installation to ensure a speedy evacuation of  the site when required

All fencing, gate and access control solutions must be carefully considered to  ensure they are compliant with the stringent safety regulations designed to  minimise the risk of accidents. In infant and junior schools and for play areas, it  is important to look for RoSPA approved and BS EN 1176 compliant products  which have been tested for their ability to provide a safe fencing or gate  solution, reducing the risk of puncture wounds or the entrapment of limbs. Schools selecting these products will significantly reduce the risk of public  liability claims– an all-important consideration in today’s increasingly litigious  society. 

Controls need to be accessible. 

Intercoms should be easy to use and have good signage.  

User operated parts to be highlighted including gate handles.

Audit Findings 

Schools are private property. People do not have  an automatic right to enter. Parents have an ‘implied licence’ to come on to school premises at certain times, for instance: 

for appointments 

to attend a school event 

to drop off or pick up younger children 

Schools should set out their rules for this and tell  parents what they are. Anyone who breaks those  rules would be trespassing. 

The school site is secure and the access to the  main school is through the reception, at which  point all visitors are vetted and their reason for  wanting to gain entry to be qualified prior to  being granted access into the building. 

The site is very secure with locked gates and  entry to school by either code of fobs.

Grade 2020 

Exemplary

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.2.4 

Access through the site to Reception

Best Practice 

The approach from gate to entrance doors should have: 

∙ vehicular circulation that allows for public and private transport,  including set-down and drop-off without congestion (for example, one  way or roundabout traffic flow), and makes provision for emergency access and maintenance

∙ designated safe pedestrian routes – some people have less awareness of the risks of traffic (or cannot see/hear vehicles). 

∙ easily accessible, level or ramped slip-resistant and well-drained  surfaces along the route, without trip hazards and with an accessible  stepped route nearby to give a choice. 

∙ suitable car parking, with accessible parking bays near the entrance ∙ good quality external lighting for routes, clear legible signage, visual  contrast and sensory wayfinding to help independence. Children may  all enter the school through the main entrance, or there could be  separate entrances, depending on the way the school is organised. ∙ For younger pupils, entry might be via a gated or fenced area, with  sheltered access and waiting areas. 

The school building’s entrance should be easily identified from a distance by its  design, location, lighting and signage (tactile signs are generally not  recommended for external use), and have: 

∙ a level threshold with a safe, level drop-off zone that has, ideally, only  shallow gradient ramps. 

∙ a canopy or covered access to the pavement for children transferring  to or from buses or taxis. 

∙ sheltered, accessible waiting spaces - for parents with other children, if  appropriate, and for children with SEN and disabilities to wait for  assistance - with a visible, easily operated entry phone or intercom to  reception. 

∙ easily operated doors, such as automatically operated sliding doors,  with appropriate fail-safe mechanisms, wide enough and in a safe and  secure position. 

∙ sufficient circulation space for people (including those in wheelchairs)  to gather inside the building at the start and finish of the school day,  avoiding congestion – safety is paramount, since this can be a  particularly stressful time for some children. 

∙ a good visual link between inside and outside, so that reception staff  can oversee and supervise easily (CCTV cameras should be discreet and  not detract from the welcome or reduce accessibility).

Audit Findings 

There is one main pedestrian entrance into the  school grounds which is at the front of the  school. There is a further pedestrian entrance. 

Signage has been provided indicating the  different entrances. There are no obstructions  from the main pedestrian entrances to the  school entrances and the routes are smooth and  free from loose stones. The routes are free from  hazards and easily accessible and are also well  lit. 

Although I surveyed the buildings in the day  time, the routes are free from shadows and  would not cause a problem for the partially sighted. External street lighting is provided

throughout and is available on approach to the  site. Adequate lighting is essential for all visitors 

Are there separate pedestrian and vehicle  entrances to the site? Yes 

Are pedestrian routes marked on the ground,  signposted, and separated from vehicle routes  by barrier so far as is reasonably practical? Yes 

Are pavements in sound condition? Yes  Is tactile paving used? Yes 

Are approaches to Pedestrian entrances clear?  Yes 

Are grit bins provided for easy gritting of  pedestrian routes in case of ice and snow? Yes 

Are main entrance doors automatic or manual  entry? Manual 

The main entrance to the school offers disabled  access through a wide, single door, with a side  panel, which is opened manually. The Entrance  is wide enough for a wheelchair to enter and is  easy to locate. It is clearly distinguishable from  

the building front. It is well lit and free from  shadows. The door is constructed mainly of glass  and aluminium.

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.2.5 

Reception Facilities

Best Practice 

The reception space should be attractive, friendly and welcoming, with: 

∙ a secure, draught-free, convenient and welcoming lobby, with outer  and inner doors and security controls, giving reception staff better  access control. 

∙ an easily identifiable reception counter, ideally facing onto the secure  lobby, with a sliding window or glazed screen at an accessible height, a  lower section and knee recess for wheelchair users, and a hearing loop. 

∙ waiting and seating areas with sufficient space for wheelchair users or people with buggies. 

∙ visual and/or tactile signage, sited where users can take time to read it.

An individual with a disability should be able to move about in the reception  area without interference by furniture, planters or similar movable objects.  Remember to consider persons with mobility and visual disability issues. 

The entrance/reception can offer a transition lighting zone where people with  visual impairments can adjust between a bright exterior and a subdued interior - the receptionist’s face should be clearly visible, avoiding down-lighting that  casts shadows on the face of the receptionist or visitor. The following are also  recommended: 

∙ well organised safe display of children’s work to promote a sense of  achievement and belonging (without impeding circulation, causing  hazards or obstructing lighting). 

∙ safe storage of personal belongings and mobility equipment, with  battery charging close by, so that there can be easy transition between  equipment from home and school. 

∙ accessible toilet(s)/changing room signposted nearby. 

∙ a parents’ room (often) located nearby

Audit Findings 

∙ Intercoms / video phones at appropriate  height? Yes 

A wheelchair user can enter principal main  entrance unaided. 

∙ Are manual doors heavy to operate? No 

Reception staff are aware of the needs of  disabled visitors and communication is inclusive  and supportive. 

∙ Wheelchair accessible counter? Yes ∙ Space for a wheelchair to wait? Yes ∙ Reception Chair with arms? Yes 

∙ Alternative Signage in large fonts available?  Yes, if required. 

∙ Permanent hard-wired or Portable Induction  Hearing Loop available? No 

An induction loop with appropriate signage  should be provided to assist hearing-aid users to  communicate with the receptionist. There is no  induction loop fitted to assist visitors who have  impaired hearing in the reception area. Hearing  (induction) loops help people with hearing loss  to hear sounds more clearly by reducing the  effect of background noise. 

When a staff member speaks into that  

microphone, sound is transmitted as a magnetic  field which can be picked up by hearing aids when set to the ‘T’ setting or hearing loop  program. This applies to different types of  hearing aids, including digital.

A portable hearing loop provides limited  coverage and is designed for one to one  conversation for people with hearing aids. 

Accessible toilet available nearby? Yes

Grade 2020 

Improvement Recommended

Previous grade,

Suggestions to  improve/resolve

Install a portable hearing loop and clearly display the sign. 

Place signage next to your intercoms which will greatly assist any visually  impaired visitors to your school. (Car park entrance, pedestrian entrance and  main entrance to the school.)

10.2.6 

External areas, Movement between buildings

Best Practice 

(See Part M Access to buildings other than dwellings) 

Ramps should have the following dimensions: 1.5m wide with a minimum  unobstructed width of 1.5m. Have a maximum individual flight of 10m and  maximum gradients of 1:20 if longer than 5m, 1:15 if longer than 2m or 1:12 if  shorter than 2m. Have 100mm high raised kerbs to any open side of ramp or  landings 

Have a continuous suitable handrail on each side which is easy to grip: slip  resistant, non-reflective and not cold to touch. Handrails to project 300mm  beyond top and bottom landings with closed ends. Handrails to be between  900mm and 1000mm above surface or steps pitch line / 900mm and 1100mm  above surface of landings. Handrail profile to be diameter between 40mm and  45mm (where circular) or Oval 15mm min radius (preferred solution) min  50mm width (refer diameter 7 A.D.M). Max 100mm projection into surface  width of steps, landings or ramps. Clearance of between 60mm and 75mm  between handrail and any wall surface. Min 50mm clearance between the  cranked support and the underside of the handrail. Inner face to be N.M.T  50mm beyond the surface width of the ramp or step access. 

All steps in frequent use should be painted with contrasting nosings OR have  tactile paving at the top and bottom of the flight of steps. This will alert a sight

impaired person to a change in level. Nosings should be 2-inch strips which are  painted or attached to the front and top of each step. Usually yellow is used as  it is a good contrasting colour. If nosings are not painted, then tactile paving  should be used. Nosings, (stair edgings) are used to define the edges of steps in  line with guidelines in Approved Document M (ADM) of The Building  Regulations 2010 and BS8300:2009+A1:2010. Nosings can help to reduce  accidents on stairs and steps as well as helping to provide an ‘inclusive’  environment giving access to all school users. 

Pedestrian walkways are designated areas in car parks and school grounds,  intended for those on foot. They lead to specific areas, such as entrances. The  intent behind pedestrian walkways is safety, to keep people walking apart from  those in vehicles and to reduce the incidence and possibility of accidents in the  car park. 

The way in which information is relayed is important. Not everyone is able to  read a variety of text styles, sizes and formats. Clear and concise signage is  particularly important for people who find communication more difficult (such  as people with hearing loss or speech impairments). 

Signs should be provided at each decision point where a choice of routes is  available, for example more than one pathway or corridor, or a series of doors. 

External spaces can be a particular issue, as there is often limited visual  contrast around green space and the route someone may take is not as  regulated as indoors. 

Making routes and directions clear is very important. Some disabled people  need to conserve their energy and not waste it walking around areas trying to  find their destination. Others will experience fatigue, breathlessness or pain  and discomfort.

Audit Findings 

Paths and routes are safe and clearly marked,  with surfaces and kerbs free from trip or safety  hazards. They are also separate from all vehicle  movements. 

∙ There are several external ramps offering  level access into the school buildings.  

Accompanying handrails are important for  people with walking difficulties and impaired  balance. There should be handrails either  side in a contrasting colour. Normally people  who have difficulty negotiating changes of  level need the support of handrails. For  example, someone with cerebral palsy would  only have strength to one side of the body  and so would require a rail to be fitted either  side of the ramps for ascent and descent. 

Adequacy of wayfinding and signage - 

appropriate fonts, Braille provision? Yes,  adequate signage but no braille provision.

Grade 2020 

Improvement Recommended

Previous grade,

Suggestions to  improve/resolve

Ensure all outside ramps are fitted with 2 handrails. 

Incorporate braille into all future signage.

10.2.7 

Emergency Evacuation & Lockdown procedures

Best Practice 

Schools must comply with the Regulatory Reform (Fire Services) Order 2005 to  ensure that they have adequate fire precautions in place to allow the safe  escape of all occupants in case of fire. Staff and students with disabilities  should be able to evacuate a building promptly in the case of an emergency. Ensuring safe evacuation in an emergency is a complex issue, requiring  consideration of a broad range of factors that it is not possible to cover in  detail in this audit. 

Some areas for consideration include: 

∙ the use of both visual and audible alarm systems, escape doors with  opening devices and opening forces designed to meet the needs of  both students and staff. 

∙ balancing personal dignity and independence with safety and speed of  evacuation. 

∙ the risk of using lifts or evacuation chairs to evacuate people with  mobility difficulties down or up to ground level. 

∙ ensuring that evacuation chairs are suitable for the intended users,  ensuring that emergency contact facilities inside lifts (phones or  intercom systems) are monitored at all times that the School may be  used. 

∙ the needs of students who require personal care – for example,  someone could be toileting with a career when the alarm is raised or  other respiratory conditions in particular the possible impact of smoke on everybody, particularly students with asthma. 

∙ the use of zones and compartmentation to support phased evacuation  of the building. 

∙ the use of vibrating alarms or other assistive technologies to raise the  alarm for staff or students who are deaf or hard of hearing. 

∙ the location of assembly points to be reachable by allstudents. ∙ Personal Emergency Evacuation Plans (PEEPs) for staff and students  who may need assistance during evacuation. 

∙ making students aware of evacuation procedures, which should be  practiced regularly throughout the school year.

Audit Findings 

Do pupils with SEND needs have Personal  Emergency Evacuation Plans in place? Yes, there  are 4 pupils with PEEPS in place. 

Fire drills/emergency evacuations are rehearsed  termly, and certain members of staff are trained  in helping mobility impaired people evacuate.

All necessary fire risk assessments have been  carried out with all fire extinguishers checked  and serviced annually.

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.2.8 

Internal movement – corridors and evacuation routes

Best Practice 

According to ADM the following apply: 

∙ Corridor unobstructed widths of 1200mm with 1800mm by 1800mm  passing places or 1800 width without passing places. Passing places to  be at reasonable intervals. 

∙ Projections in to the corridor to have contrasting guardrails. ∙ Floors to be level – max gradient 1 in 60. Any gradients steeper than 1  in 20 to be designed as ramps. 

∙ Ramps less steep than 1 in 20 to have max rise 500mm with 1500mm  long rest landings. 

∙ No door to open across the corridor (doors should be recessed back  from corridor) - except a unisex toilet door where the corridor is  1800mm wide. 

∙ Some minor utility cupboards can outward open i.e. small store  cupboards. 

∙ Slip resistance floor surfaces. Avoid patterns to floor coverings. ∙ Glazed screens alongside the corridor to have manifestation at two  levels. 

∙ Projections to be protected with contrasting guardrails.

Audit Findings 

All corridors and circulation routes have a clear  unobstructed width of 1.2M. 

∙ Is there a system in place to systematically  check that corridors and escape routes are  free from obstructions? Yes 

∙ Are wheelchair users able to reach and  operate emergency fire exit devices when  unaccompanied? Yes

All corridors and circulation routes have surfaces  that are not slippery, and are free from trip  hazards. 

Is there a system in place to systematically check  that floor surfaces are free from slip and trip  hazards? Yes

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.2.9 

Internal movement – stairs and lifts

Best Practice 

The design for internal stairs, steps and ramps is the same as the external stair  dimensions. see previous notes which also apply to handrails. Steps 12 risers  maximum to a landing, but exceptionally no more than 16 in small premises  where plan area is restricted. Rise of between 150mm and 170mm and going  at least 250mm. (150mm max rise / min 280mm going for schools). No need  for tactile warnings as external stairs. Provide guarding under landings less  than 2100mm to prevent visually impaired walking into them. 

Ramps - Where the change in level is more than 300mm – 2 or more clearly  signposted steps must be provided in addition to ramp. Where the change in  level is less than 300mm – a ramp is to be provided instead of a single step. All  landings to be level – subject to a max 1 in 60 gradient along their length. Provide guarding under landings less than 2100mm to prevent visually  impaired walking into them. 

A.D.M recommends: 

Lifting Devices 

Passenger lifts preferred option for all buildings, however for existing buildings  in exceptional circumstances a platform lift may be considered and in  exceptional circumstances, in an existing building giving access to a small area  with a unique function, a wheelchair platform stair lift could be considered. All new developments to have a passenger lift provided serving all storeys. An  unobstructed manoeuvring space of 1500mm x 1500mm or 900mm straight  access route to the lift. 

Landing call buttons located between 900mm and 1100mm – 500mm from any  return wall, with raised symbols for tactile reading. Controls to have  contrasting finish from background. Avoid dark colours to car floor and  ensure floor frictional qualities similar or higher than the landing floor. 

A handrail on one wall 900mm above the floor.  

An emergency communication system.

Passenger Lifts 

Lift car to be designed in accordance with A.D.M. - 1100mm wide x 1400mm  deep and the provision of a mirror to allow wheelchair user to see behind. Min  800mm clear width of opening doors – doors to have timing and re-opening  activators to allow for people to enter or leave car. Doors to contrast  surrounding surfaces. Car controls between 900mm and 1200mm. Audible and  visual indication of lift arrival and location in and out the car. Avoid use of  visually and acoustically reflective wall surfaces 

Lifting Platforms 

Vertical travel distance of 2.0m maximum with no enclosure and no floor  penetration. More than 2.0m with a lift enclosure. Over 3m travel a product  certificate issued by a Notified Body is required. Continuous pressure controls  located between 800mm and 1100mm and at least 400mm from any return  walls. Landing call buttons located between 900mm and 1100mm – 500mm  from any return wall, with raised symbols for tactile reading. Controls to have  contrasting finish from background. Three platform sizes depending on  enclosures and accompanied or not; 800mm wide x 1250mm deep minimum – non-enclosed platform and no provision made for wheelchair companion. 900mm wide x 1400mm deep minimum – enclosed platform and no provision  made for wheelchair companion. 1100mm wide x 1400mm deep minimum – 2  doors at 90 degrees relative to each other / enclosed platform and provision  made for wheelchair companion.

Audit Findings

Handrails and nosings on  edge of steps needed. 

Extra handrail and nosings  needed. 

Good example of stairwell  with handrails fitted on  both sides and continuous  with the landing.

There are 4 sets of internal steps in the 2  buildings. The treads and risers are all the same  height. The nosings are readily identifiable and  unlikely to create trip hazards. The lighting on  the stairs is free of shadows and when measured  a maintained illuminance of 100 lux was  achieved. 

∙ Do internal stairs and steps have correctly  designed and installed continuous handrails?  Yes 

∙ Are the start and end points clearly  demarcated? Yes 

∙ Where practical are correctly designed  ramps with clearly demarcated start and end  points provided? No internal ramps. 

∙ Do all stairs and steps have high contrast  nosings, visible on both horizontal and  

vertical planes? Yes, apart from the steps  which lead onto the stage. 

∙ Are lifts between floors suitable for  wheelchair users available? N/A

Grade 2020 

Improvement Recommended

Previous grade,

Suggestions to  improve/resolve

Fit handrails to the steps in the hall and paint nosings on the edge of the steps.

10.2.10 

Accessible toilets

Best Practice 

Each toilet for disabled pupils needs to contain one toilet and one washbasin  (and possibly a shower or other wash down fitting) and have a door opening  directly onto a circulation space that is not a staircase and which can be  secured from the inside. Where possible, the number and location of  accessible toilets will be sufficient to ensure a reasonable travel distance for  users that does not involve changing floor levels 

A.D.M recommend: 

Wheelchair accessible unisex toilet provision 

One located near to entrance and/or waiting area in a building.  Not located in a way that compromises privacy of users. 

Located in similar position of each floor of a multi-storey building with choice  of transfer layouts on alternate floors. Choice of transfer layouts when more  than one unisex toilet is available. Where W.C is the only one in a building the  width must be increased to 2000mm to accommodate an additional standing W.C located on accessible routes that are direct and obstruction free. 40m  maximum travel distance to an accessible toilet. Travel between floors  restricted to one floor if a lifting platform is only provided. Doors to outward  open – with horizontal closing bar to rear. Heat emitters not to restrict  wheelchair manoeuvring space or space beside W.C 

Toilets in separate sex washrooms 

Ambulant disabled people should be able to use a W.C compartment within  any separate sex toilet washroom. 450mm diameter manoeuvring space is  provided in cubicle between door swing and edge of pan. Minimum  dimensions of compartments for ambulant disabled people. Compartment  doors for ambulant disabled people preferably open outward. One low level  washbasin and urinal with vertical grab bars.

Audit Findings

The disabled toilet near the  sports hall has no alarm  cord

∙ There are 10 accessible toilets spread  throughout the school. Reception area,  Sports area and year 5 area are the main  accessible toilets. There is no accessible  toilet in the second building where the year  6 pupils’ classrooms are located. 

∙ State whether designed for single sex or  unisex or gender neutral? Gender Neutral ∙ State whether they are stand alone or  integrated within blocks of toilets used by  able bodied users.? Stand Alone 

∙ Are the fittings complaint with code of  practice? Yes

The cord has been tied back in the toilet in the reception area and items are blocking a person in a wheelchair being able to manoeuvre. 

Cord out of reach.

∙ Sink, hand drying facility, mirror, coat hooks,  shelf for belongings, – provided and at an  accessible height? Yes, but no coat hooks in  any of the toilets. 

∙ Are the floor surfaces slip-resistant? Yes ∙ Are emergency aid cords fitted, are the  tangled, tied back, or in ready to use  

condition? Yes, fitted but not all in use. ∙ Are emergency aid beacons provided outside  the toilet with a repeater beacon in a staffed  area? Yes 

∙ Have staff been trained and know how to  respond to an activation of the emergency  beacon? Yes

Grade 2020 

Improvement Recommended

Previous grade,

Suggestions to  improve/resolve

Ensure in each accessible toilet: 

Cords are left to hang freely and available if needed. 

No items will prevent a person in a wheelchair to manoeuvre.  Coat hooks are fitted at an accessible height. 

Consider installing a further accessible toilet in the year 6 building.

10.2.11 

Changing Rooms

Best Practice 

It is preferable for showers to be in areas separated from toilets and they need  to provide adequate privacy and be accessible. Consideration may also be  given to providing changing rooms, with or without showers, at primary  schools for pupils who need to wear sports kit for physical education, but this is  not required under the regulations.

Audit Findings 

∙ There are two fully accessible changing rooms  but due to COVID – 19 these are not in use and  are being used for storage. 

∙ State whether designed for single sex or unisex  or gender neutral? Single Sex 

∙ Are the fittings complaint with code of practice?  Yes 

∙ Sink, hand drying facility, mirror, coat hooks,  shelf for belongings, – provided and at an  

accessible height? Yes 

∙ Are the floor surfaces slip-resistant? Yes

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.2.12 

Medical Facilities

Best Practice 

The requirements for medical and therapy rooms enable pupils that are ill or  injured to be looked after appropriately, and for therapy to be offered to those  with special educational needs or disabilities who need it. In mainstream  schools this may involve assistance from visiting specialists, such as a  physiotherapist or speech therapist. 

SS Regulation 23B — 

(1) The standard in this paragraph is met if the proprietor ensures that suitable  accommodation is provided in order to cater for the medical and therapy  needs of pupils, including— (a) accommodation for the medical examination  and treatment of pupils; (b) accommodation for the short term care of sick  and injured pupils, which includes a washing facility and is near to a toilet  facility; and (c) where a school caters for pupils with complex needs, additional  medical accommodation which caters for those needs. 

2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be  used for other purposes (apart from teaching) provided it is always readily  available to be used for the purposes set out in sub-paragraphs (1)(a) and (b). 

(3) For the purposes of sub-paragraph (1)(c), a pupil has “complex needs” if the pupil has profound and multiple learning difficulties in addition to other

significant difficulties, such as a physical disability or sensory impairment,  which require provision which is additional to or different from that generally  required by children of the same age in schools other than special schools or by  children with special requirements. 

Some therapy can take place in a teaching space or in a small quiet room, such  as an office. The dedicated accommodation can be used for other purposes,  except teaching, so long as it is readily available for medical use when needed.

Audit Findings 

St Margaret Mary’s Catholic Primary School is  committed to providing emergency first aid  provision in order to deal with accidents and  incidents affecting employees, children and  visitors. Their policy is available on the website  and they have ensured the school has adequate,  safe and effective first aid provision in order for  every pupil, member of staff and visitor to be  well looked after in the event of any illness,  accident or injury, no matter how major or  minor. 

∙ Where is the medical room? At the front of  the school, behind the reception. 

∙ Is it wheel chair accessible? Yes 

∙ Is it located for ease of access by ambulance or parent’s car? Yes 

∙ Is there privacy for pupils to maintain dignity  while receiving treatment or taking routine  medicines/inhalers etc? Yes 

∙ Do first aiders know and understand pupils’ medical needs? Yes

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.2.13 

Internal Signage

Best Practice 

In order that signs can firstly be located and then read it is important that  signboards are well contrasted to their background. Arrows can be useful to  signs but they can also be very confusing if not applied correctly. In general,  signs should be designed so that arrows directing users to the left, up or down  are set to the left-hand side of the lettering. Arrows directing to the right  should be to the right-hand side of the lettering. As this is the Standard  method, any sign adopting a different approach may prove confusing for the  visually impaired person or someone with learning difficulties.

Using colour as an additional aid to way-finding works well in schools, as it  works almost subconsciously and can be easily introduced as part of the décor  or on the signs themselves. You can then co-ordinate this with a particular  activity or part of the site. For example, if you had two car halls, you would be  able to ask visitors to “go to the lower hall (follow the orange signs)” or “follow  the brown signs for the sports facilities”. Choose colours that are different to the background they’ll be seen against (for example avoid green signs in areas that are predominantly trees, bushes and grass). 

Tactile information such as Braille and/ or embossed text will be helpful to  some and is critical on certain signs, such as toilet doors. It is possible to add  Braille information using a transparent self-adhesive tape below an existing  sign, on a temporary notice or even on files, lockers and equipment. There is a  Dymo label maker for this, costing circa £50 but you may find a local sensory  services department will offer to do this at the cost of just the tape used. The  most widely used tactile information is a 19 embossed symbol or text. The  RNIB also sell a product called Tactimark pen which is a plastic writing tube  with gel with which you can create freehand text or lines – the substance dries  to give an embossed finish. It is available in black, white and orange at about £6 a tube. Embossed lettering is only helpful when in easy reach (such as on a  door 1500mm high or below) and it needs to be of sufficient size to be legible  by touch - minimum 15mm height of initial capital letter and 1mm raised depth  from the background. 

By matt laminating a simple computer print-out of appropriate text and/or  symbols, and applying Tactimark pen or some Braille self-adhesive labelling it is  possible to create e your own notices and signs in an accessible way. (Always  use matt laminating sheets. They are only marginally more expensive and do  not have the high reflectance which makes most laminated notices difficult to  read under direct light or sunlight.) A painted or taped line in a distinct colour  is a simple solution to some situations that are difficult to cover in signage. This  can be very helpful for external environments, where the destination does not  have line of sight from the departure point. Some people with visual  impairments lose their ability to see colours clearly. It is therefore helpful to  combine a colour with a shape, where possible – for example an orange  triangle or a blue circle etc.

Audit Findings 

There are numerous signs in uppercase. Signs in  uppercase do not conform to the Equality Act  2010 as they are potentially confusing to those  with a visual impairment. 

Constantly review your signage to ensure the  criteria are being met. “Signs should form part  of an integrated communication scheme that  gives clear directions, information and  instructions for use of a building” – BS  

8300:2001. Tactile signage makes visual  information accessible to blind and partially  sighted people. 

Accessible maps and signs ensure blind and  partially sighted people can find their way

around your school. This is a legal requirement  to make sure your signage doesn't exclude  people from accessing your school. Any new  signs should be designed to meet the  

requirements of the Sign Design Guide. This is  published by the JMU & Sign Design Society. 

∙ Are classrooms uniformly signed? Some are  signed and some not. 

∙ Is any internal signage potentially  

confusing? No 

∙ Use of non-verbal signage, Braille? No ∙ Use of floor plan maps? Yes 

∙ Location and sufficiency of signage? Yes

Grade 2020 

Improvement Recommended

Previous grade,

Suggestions to  improve/resolve

Replace any signage in uppercase to lower case.  

Ensure all classroom doors are uniformly signed. 

Incorporate tactile signage in all future signage.

10.2.14 

Internal Décor & Finishes

Best Practice 

For people with good vision, differences in colour and colour intensity provide  adequate visual contrast. However, this is not the case for everybody with  vision loss. The light reflectance value (LRV) of a colour is used by professional  designers to identify those colours which adequately contrast against other  colours. The combination of colour, tonal and visual contrasts between  surfaces and objects placed on them such as switches and litter bins are  important. 

Ceilings should be finished in light colours. 

Movement and travel for people who have reduced vision is challenging and  extremely tiring. The ability to judge distance, depth and speed is often  compromised and therefore the need to negotiate busy, cluttered and  unpredictable environments can increase stress, diminish concentration,  learning and social opportunities while also increasing accident risk. 

All the floor surfaces should be suitable and easy for a wheelchair to  manoeuvre. 

The means of escape should be clearly visible from both a standing and seated  position. 

Carpets are preferred in classrooms as they will absorb sound and will give a  better learning experience for any hearing-impaired pupils.

Throughout the corridors, both the natural and artificial light should avoid  reflection, glare, shadows and silhouette. 

Tonal contrast between different features is important for people with vision  loss in a number of ways: floors that contrast with walls will indicate the size of  a room; handrails that contrast with the wall indicate their location; and doors  that contrast with their surrounding indicate their position and help  wayfinding. 

Improving the visual contrast in a school should be considered when carrying  out maintenance or refurbishment work – for instance when painting walls and  doors, or renewing floor finishes.

Audit Findings 

∙ Is any of the décor confusing or disorienting for disabled pupils with visual  impairment, autism or epilepsy? No

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.2.15 

Lighting

Best Practice 

Lighting has a significant impact on the ability of students to concentrate and  learn in comfort. Controllable lighting systems, which can increase or decrease  light levels in particular parts of the classroom, are very helpful for students  with disabilities. 

It is important that lighting levels are reasonably consistent, so students do not  experience wide variations in light levels when moving their vision from their  own desk to the teacher. 

Lighting should take into account the different needs of all students. Students  with vision loss need good lighting levels to enhance their sight, and may  require additional lighting for certain tasks. 

Deaf and hard-of-hearing students need clear visibility for lip-reading. 

Some students may be particularly sensitive to glare. Therefore, it is important to be able to control the sunlight entering a space by installing suitable blinds. 

Blinds and curtains in classrooms should be installed to reduce glare.  (Important for lip-reading) 

For lighting to be suitable, attention needs to be paid to: 

achieving adequate light levels, including the lighting of teachers’ and  pupils’ faces for good visual communication; giving priority to daylight in  all teaching spaces, circulation, staff offices and social areas; providing adequate views to the outside or into the distance to ensure visual comfort  and help avoid eye strain; providing lighting controls that are easy to use;  providing means to control daylight and sunlight, to avoid glare, excessive internal illuminance and summertime overheating; providing external

lighting to ensure safe pedestrian movement after dark; floodlighting  outdoor sports areas; providing emergency lighting in areas accessible  after dark. Further guidance on lighting in schools can be found in Lighting  Guide 5, “Lighting for Education” (LG5), and British Standard BS EN 12464-

Audit Findings 

All areas to which disabled and SEN pupils have access are well lit. There is a  provision of blinds and curtains to control glare and reflections.

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes

10.2.16 

Dining and Catering

Best Practice 

Where dining, eating or food preparation facilities are provided; care should be  taken to ensure that all students and staff members can safely and  independently use the facility. 

Dining environments should not be viewed as purely functional but should be  structured to facilitate social interaction and inclusion with peers. 

Tables should be accessible to wheelchair users 

Aisles should be wide enough to allow students carrying trays to safely pass 

Self-service shelves and dispensers for cutlery and condiments should be  within reach of wheelchair users and people of small stature. 

Tray slides allow trays to be rested while moving along a counter. These should  be continuous to reduce the chances of dropping trays, and have knee space  underneath to accommodate wheelchair users 

The biggest issue in many dining areas in schools is the acoustics – lots of hard  finishes can create considerable echo, which is very difficult for people with  sensory impairments. 

Introducing some soft finishes, such as chairs or screens with fabric, curtains  etc., will help a little. 

Refreshment areas have similar needs to reception waiting areas in terms of a  mix of seating styles. If all chairs are without arm supports, consider changing  some for sturdy chairs with arm supports. If your tables and chairs are fixed,  these will be quite difficult for many disabled pupils to access and it would be  beneficial to supplement or exchange one or two fixed units with some  freestanding tables and chairs. This offers flexibility for all needs. 

Ensure aisles between tables are kept clear – at least one aisle should be wide  enough for a wheelchair user to turn (1500mm width needed), and the under table clearance height should be at least 700mm for comfortable wheelchair  access.

Whilst ideally serving counter heights should not be too high (850mm  recommended), this can be overcome by someone else bringing items to the  table. This is a recommendation anyway for items where it would be difficult or  potentially dangerous for a physically disabled person to carry (for example hot  drinks). 

The variety of food available should ideally include some finger food items.  Have straws readily available for use with hot and cold drinks. 

Plain crockery is easier for someone with a visual impairment but must  contrast from the tables on which they will be placed. A mix of cups with and  without handles is also useful. 

Menus should be displayed in a large print, easy read format. A few schools  might use a venue with a vending machine. Assistance can be provided to  operate the machine if needed, especially if the coin slot is too high or the  dispenser too low. Braille tape could be added to the selection panel if a need  is identified and there are also self-adhesive labels called “bump-ones”  available in an assortment of colours, shapes and texture that can be added to  particular products.

Audit Findings 

∙ School lunches are cooked on site and children eat  in the hall and canteen. Special dietary needs are  catered for E.g. nut allergies, lactose and gluten  intolerance, from information produced and held in  SIMS for each pupil. 

∙ Are there special arrangements for queueing  priorities? Yes 

∙ Are food serving points and tills accessible to  wheelchair users? Yes 

∙ Are dining tables and picnic tables wheelchair  accessible? Yes

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.2.17 

Social Spaces and Quiet Spaces

Best Practice 

Outdoor circulation needs to have a clear rationale and provide a variety of  accessible routes to suit the whole spectrum of children, minimising gradients  so that they can easily access all outdoor facilities. 

There should be shelter available along routes for more vulnerable children,  with seats every 50m on long pedestrian routes, safe and easily navigable  surfaces (wheelchair accessible), with safe changes in level or transitions  between surfaces - both ramps and steps are needed where level access is  absent. 

Good sightlines for overseeing children’s safety, with no hidden spaces, noisy  busy routes separate from quieter sheltered spaces, so more vulnerable  children can make their own way at their own pace, level thresholds for access  by wheelchair users and to avoid staff lifting mobility equipment, wide enough  gates and wide paths with defined edges, well away from outward opening windows and any hazards clearly identified. 

1200mm, preferably 1500mm and 1800mm for busy routes with passing places  as required. 

Bays off circulation routes can be provided for children to sit and talk, rest, re orientate or calm down and let others pass – but they need to allow clear  sightlines and passive supervision, since hidden spaces can encourage  inappropriate behaviour. There should be outdoor access for curriculum and  social activities and for means of escape but it should be controllable for safety  and security, especially where there is a possibility that children might try to  run out of school. 

It is important that all students can access and use the external spaces in a  School, so that they can participate in social and recreational activities. Outdoor space in Schools normally comprises a mix of hard surfaced and  grassed areas. While grass may be a difficult surface for wheelchair users,  access to grassed pitches can be provided using pathways or matting products.  As well as areas for activities such as games and sports, quieter social spaces  with seating should also be provided for students to use. Where playgrounds  are provided, equipment should be carefully selected to ensure accessibility for  all students, including wheelchair users, students who use crutches and  walking frames, and those with hearing loss or vision loss.

Audit Findings 

Quiet rooms / calming rooms are available to pupils who  need such spaces and there are appropriate places for  lonely pupils to seek company and friendship. 

∙ Are school gardens/woodland areas/amenity  spaces/playing fields accessible by wheelchair? Yes 

The library, sensory room and computer room are not  accessible as these are on the first floor of the main  building

Grade 2020 

Improvement Recommended

Previous grade,

Suggestions to  improve/resolve

Consider re locating the library, computer room and sensory room to ground  level so that these are accessible by all pupils.

10.2.18 

Doors

Best Practice 

According to AD M 

∙ Doors to have maximum opening force at leading edge of 20N. Door furniture to be easily operated by a closed fist, visually apparent i.e.  contrasting with door surface and not cold to touch. Door clear width  measured from handle to jamb. Varies according to angle of approach.  Straight approach to door – 800mm clear width / right angle approach to  door with access route min 1500mm - 800mm clear width / right angle  approach to door with access route min 1200mm - 825mm clear width and  doors and side panels to doors wider than 450mm to have vision panels  provided – visibility zone between 500mm and 1500mm and if necessary  interrupted between 800mm and 1150mm above floor level e.g. to  accommodate an intermediate horizontal rail. Unobstructed 300mm min  space on door pull side between door leading edge and wall (not to  powered doors). 

∙ Door frames to contrast with surrounding wall surfaces. Manifestation at  two levels, 850mm to 1000mm and 1400mm to 1600mm. Glass doors in  glass façade to have 150mm high contrast strip at door edges, and door  protection if capable of being left open. Manifestations should visually  contrast inside and out and in all lighting conditions. Fire doors self-closing  either fitted with hold open devices or free swing devices and close on  activation of the fire alarm (to negate requirement for 20N opening force) 

According to BS 8300 - Colour and luminance contrast should be used to  distinguish the boundaries of floors, walls, doors and ceilings, e.g. if the  architrave is the same colour as the door but a different colour from the  

surrounding wall, it may outline the opening for some visually impaired users  when the door is open. 

There should be adequate space alongside the leading edge of the doors for a  wheelchair user to pass through. A space of 300 mm should be provided  alongside the leading edge of the door to enable wheelchair users to reach the  handle. The Department of the Environment Part M Technical Guidance Document notes the importance of a ‘leading edge’ at every door. This is “an  unobstructed space of at least 300mm between the leading edge of a single  leaf door (when it opens towards you) and a return wall, unless the door is  opened by remote automatic control. This enables a person in a wheelchair to  reach and grip the door handle, then open the door without releasing hold on  the handle and without the footrest colliding with the return wall”. 

Doors present some of the most common accessibility issues. They may be too  “heavy” and require too much force to open. Heavy doors are especially  difficult for people with disabilities and seniors with limited upper body  strength and/or skills in using their hands. They may close too quickly for some  people to pass through easily. People who move slowly or use mobility devices like wheelchairs or walkers may not be able to pass through fast enough.

Luckily, these common problems can often be resolved by simply adjusting  door closers. 

Door controls should be at a suitable height. All door furniture and fittings to  be 1000mm above floor level. Switches to be the large touch plate type. All of  the door handles should be the D-shape variety. All door furniture and fittings  to contrast to their background.

Audit Findings 

Incorrect door 

handle 

Correct door handle 

Door handles do 

not contrast with the door.

∙ Are there noisy door closures? No 

∙ Do all doors have the correct D style of handles? No ∙ Are doors accessed by disabled pupils wide enough  for wheelchair access? Yes 

∙ Do doors include vision panels that extend low  enough to enable short or young or wheelchair  pupils to see through and be seen? Yes 

∙ Are door with closers openable with minimum  force? Yes 

∙ Are door handles of a contrasting colour to the  background? No, not all 

∙ Are corridor doors held back in an open position for  ease of access? Yes 

∙ Do held-open doors have high visibility edge  markings for ease of identification? Yes

Grade 2020 

Improvement Recommended

Previous grade,

Suggestions to  improve/resolve

Change non-conforming handles to the D shape handles 

Ensure all door handles contrast in colour to their doors. Either change the  handles or paint in a contrasting colour.

10.2.19 

Teaching and Learning Spaces

Best Practice 

The classroom is the most common type of room in a School building. 

An appropriate classroom environment is important for successful teaching and  learning and for ensuring that all students can participate equally in classroom  activities. It is important that all students can circulate freely around the  classroom, and can access storage areas, equipment, sinks, sockets, and so on. 

The provision of ample space and level access is important for those using assistive devices, such as wheelchairs, crutches or canes. Worktops and sinks  should have knee space underneath to allow a wheelchair user to use them

comfortably. Anti-glare film is recommended on windows in areas which  visually impaired children use frequently. This is due to photosensitivity further  reducing vision, ability to judge speed and distance and also causing eye pain  and headaches. 

Students with disabilities will have certain unique requirements that impact  how they use School facilities. For example: 

∙ Students with mobility disabilities may have particular difficulties  with steps, or heavy doors. They may need additional desk space if  they use a wheelchair, or additional storage space for a walking  frame or crutches. 

∙ Students with visual difficulties will benefit from improved lighting  and clear visual contrasts on doorframes and support columns. ∙ Some students with emotional, psychological or mental health  difficulties will benefit from a calming environment created by  appropriate use of light and colour schemes. 

∙ Many students have particular requirements for access to laptop  computers or other assistive technology. Availability of power  points for recharging will greatly benefit these students 

At secondary level, children progress to a wider ranging and specialised  curriculum, and accommodation can be correspondingly diverse. Rather than  spending most of their day in one classroom as they do in primary school,  children move around the school to spaces with specialist facilities for different  activities. 14–19-year olds often also have vocational training and work  experience. Mainstream schools can be especially large, so some children with  SEN and disabilities need assistance when they move between different spaces  and to take part in school life. 

The range of spaces needed will depend on a school’s curriculum, size and  organisation but will typically provide the following: - general teaching spaces,  larger spaces for a range of practical specialist and performance subjects, small  rooms for individual and group work, resource spaces, including library and ICT  facilities, large spaces for physical education and assemblies, dining and social  spaces, outdoor spaces. 

These will be supported by: staff facilities, storage for personal belongings,  learning aids and resources, accessible toilet and changing rooms, kitchen  facilities 

3 sizes of general teaching space schools are recommended: Small classrooms  (49–56m2 for up to 30 children) If many children have SEN and disabilities or  need a high level of support, adjustments will need to be made to how a space  of this size is used. For example, class numbers might need to be reduced to  allow adequate circulation space for learning aids and teaching assistants. It is  not generally recommended to have small general teaching spaces in new  school buildings because of their lack of flexibility. 

Standard classrooms (56–63 m2 for up to 30 children) Standard teaching spaces  are usually large enough for children with SEN and disabilities to access all  relevant curricular activities, allowing for one child using mobility aids and a  wheelchair, with access to some or all of the space, depending on the layout.

Large classrooms (63–70 m2 for up to 30 children) Large teaching spaces are  especially suitable for children with SEN and disabilities, since they provide  enough room to accommodate one or more children (or staff) using mobility  aids and/or wheelchairs, as well as the necessary support staff.

Audit Findings 

Furniture layouts in the classrooms have been carefully  planned to ensure space at the entrance and access to  key facilities such as the whiteboard, storage areas, and  practical zones. An 1800mm turning space at these  areas has been maintained and a preferred circulation  width of 1200mm for movement between them. A  minimum of 900mm circulation width is available on all  routes. This space is based on the requirements of  wheelchair users, but will also benefit a range of other  users. 

Classroom floors are suitably carpeted and the room  acoustics assist pupils’ abilities to participate. Not all  pupils have access to specialist teaching spaces for all  

areas of the offered curriculum – the library, the  computer room and the sensory room are not  accessible. (See 10.2.17) 

There are no areas of storage which would prevent  pupils from accessing aids and equipment. 

Displays of information/examples of exemplar work are  readable for all pupils (e.g. if viewed from a wheelchair).

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.2.20 

Furniture and Teaching Equipment

Best Practice 

Furniture layouts in the classrooms should be carefully planned to ensure  space at the entrance and access to key facilities such as the whiteboard,  storage areas, and practical zones. An 1800mm turning space at these areas  should be maintained and a preferred circulation width of 1200mm for  movement between them. A minimum of 900mm circulation width should be  available on all routes. This space is based on the requirements of wheelchair  users, but will also benefit a range of other users. 

Chairs with arms and height adjustable workbenches should be available 

As of September 2012, the Equality Act 2010 (“the Act”) imposed a new duty  on schools to make reasonable adjustments to provide auxiliary aids and  services to disabled pupils.

Examples of auxiliary aids might include hearing loops, adapted PE equipment,  adapted keyboards and special software. Cost will inevitably play a major part  in determining what is reasonable and it is more likely to be reasonable for a  school with substantial financial resources to make an adjustment entailing  significant cost. Even so, many reasonable adjustments are inexpensive,  involving a change in practice rather than the provision of expensive pieces of  equipment or additional staff.

Audit Findings 

There is one main staff room situated in the main  building. 

There are currently no chairs with arms in the staff  rooms. It is important to have chairs with arms available  in staff rooms as people with mobility issues would find  it easier to use them. 

Appropriate furniture & equipment is provided to meet  the needs of individual pupil. The school reviews this on  a case-by-case basis. 

Furniture layouts allow easy movement for pupils with  disabilities and any specialist furniture is correctly  adjusted, serviced and maintained.

Grade 2020 

Improvement Recommended

Previous grade,

Suggestions to  improve/resolve

Provide a high backed chair with arms in the staff room.

10.3.1 

Training & accreditation of Teachers and Teaching Assistants

Best Practice 

Teachers, Teaching Assistants (TAs), and adult helpers all have a specific job to do in the classroom and each role requires careful planning. The effective use

and management of classroom TAs, specifically, also requires a coordinated  approach to that planning. 

By law, all mainstream schools are required to have a SENCO. However, unlike  in mainstream schools, where SENCOs are legally required to be qualified as a  teacher/in the process of qualifying, there is no such requirement in special  schools. Some special schools will employ a member of staff to essentially carry  out the work a SENCO would be required to complete. They may also employ  people to assist with the admin work SENCOs have to deal with. 

Under The Education (Special Educational Needs Coordinators) (England)  Regulations 2014 a SENCO must be either: a qualified teacher; head  teacher/appointed acting head teacher; or, where a person becomes the  SENCO at a relevant school after 1 September 2009, and has not previously  been the SENCO at that or any other relevant school for more than 12 months,  the school must ensure that the person holds “The National Award for Special  Educational Needs Co-ordination” if they are the school’s SENCO at any time  after the third anniversary of the date that person became a SENCO. There are  great similarities in the role of a teacher and a SENCO and so understandably,  the requirement to be a qualified or nearly qualified teacher is necessary. 

The SENCO’s responsibilities are as follows: 

∙ overseeing the day-to-day operation of the school’s SEN policy ∙ co-ordinating provision for children with SEN 

∙ liaising with the relevant Designated Teacher where a looked after  pupil has SEN 

∙ Advising on the graduated approach to providing SEN support ∙ Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively 

∙ liaising with parents of pupils with SEN 

∙ liaising with early years providers, other schools, educational  psychologists, health and social care professionals, and independent or  voluntary bodies 

∙ being a key point of contact with external agencies, especially the local  authority and its support services 

∙ liaising with potential next providers of education to ensure a pupil and  their parents are informed about options and a smooth transition is  planned 

∙ working with the headteacher and school governors to ensure that the  school meets its responsibilities under the Equality Act (2010) with  regard to reasonable adjustments and access arrangements 

∙ ensuring that the school keeps the records of all pupils with SEN up to  date

Audit Findings 

∙ They aim to keep all school staff up to date with relevant training and  developments in teaching practice in relation to the needs of pupils with  SEND. The SENCo and Learning Mentor attend regular cluster meetings to  update and revise developments in SEND and Inclusion. The SENCo attends  relevant SEND courses, Local Authority SEND meetings and  

facilitates/signposts relevant SEND-focused external training opportunities for all staff. Staff meeting time is also dedicated to 14 SEND where

necessary in order to ensure a whole-school approach to meeting the  needs of children with SEND. 

∙ They recognise the need to train all their staff on SEND issues and they  have funding available to support this professional development. The  SENCo, with the Senior Leadership Team, ensures that training  opportunities are matched to school development priorities and those  identified through the use of provision management. All staff have access  to Continued Professional Development opportunities and are able to  apply for additional needs or inclusion training where a need is identified  either at an individual pupil or whole class level. Similarly, support staff are  encouraged to extend their own professional development and the School  Management Team ensure tailor-made or whole-school training where this  is appropriate. Their School supports all their staff to continue learning,  alongside their students. 

They are committed to: 

∙ Providing the time, resources, choice and autonomy to allow effective,  personalised, professional development - within a supportive whole school  structure 

∙ Developing a coaching culture, with an emphasis on deep reflection,  listening for understanding and personalised support 

∙ Providing a wide-range of professional development opportunities ∙ They also offer training opportunities for their non-teaching staff to  support their development and career aspirations. 

∙ Do staff, governors and pupils receive training and education in disability  equality issues? Yes 

∙ Many public and private sector organisations seem to be missing a trick  when it comes to disability training. To many it is taboo. Through training  and discussion, barriers can be broken down and compassionate  understanding can be achieved. Imagine the difference that creative,  practical and stimulating Disability Awareness Training could have on your  staff. It is always refreshing to be greeted by a competent and helpful  member of staff with knowledge of any special requirements.

Grade 2020 

Exemplary

Previous grade,

Suggestions to  improve/resolve

Maintain existing actions and processes.

10.3.2 

Pre-admission

Best Practice 

All schools have admission criteria to decide which children get places. The  school or local council usually set these. 

Admission criteria are different for each school. For example, schools may give  priority to children:

∙ who have a brother or sister at the school already? 

∙ who live close to the school? 

∙ from a particular religion (for faith schools) 

∙ who do well in an entrance exam (for selective schools, for example  grammar schools or stage schools)? 

∙ who went to a particular primary school (a ‘feederschool’) 

∙ in care or being looked after (all schools must have this as a top  priority) 

∙ who are eligible for the pupil premium? 

∙ If a child has SEN their statement or education, health and care plan  will recommend a school for them. If a parent applies there, the school  must give that child a place.

Audit Findings 

The School sets out to liaise with parents in order to encourage them to have  an active role in their child’s education. Parents play a key role in enabling  pupils to reach their potential. Parents are invited to attend parents’ evenings  and additional individual meetings as and when appropriate. They are also  expected to inform the school of any relevant essential information pertaining  to their child’s SEN or indeed any factors that could affect this.

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.3.3 

Admission

Best Practice 

A school’s Information Report must include information for identifying,  assessing and making provision for pupils with SEN and for the admission of  disabled pupils. 

The requirements are set out in legislation (the Special Educational Needs and  Disability Regulations 2014 – see further information). 

The SEN Information Report should contain everything Ofsted – and for that  matter any agency, parent, student or professional – could want to know in  terms of SEN identification, provision and support. It can also act as a guide  

through SEN provision for all members of staff, whatever their career profile. It  must include:

∙ Details of and links to your area Local Offer(s). Remember that if you  work with more than one local authority, then you need to have links  to all of the Local Offers for those authorities. 

∙ In relation to mainstream schools and maintained nursery schools, the  name and contact details of the SENCO. Best practice would be to also  include the same details for your headteacher and your SEND  governor, as well as how parents can make a complaint or raise a  concern. 

∙ Information about the expertise and training of staff in relation to  children and young people with SEN and about how specialist expertise  will be secured. 

∙ How you make provision for pupils with SEN, whether or not they have  Education, Health and Care Plans (EHCPs). 

∙ What interventions you have implemented and their impact. ∙ The additional learning opportunities for pupils with SEN. 

∙ Your procedures, if you are a mainstream school or nursery, for the  identification and assessment of pupils with SEN. 

∙ Your approach to teaching pupils who have SEN. 

∙ How you adapt the curriculum and the learning environment for those  who have SEN. 

∙ How the school enables pupils with SEN to engage in the activities of  the school (including physical activities) together with children who do  not have SEN. 

∙ Details of the support that is available for improving the social,  emotional and mental health and development of pupils with SEN. ∙ How you involve pupils and their parents in decision-making. ∙ How you evaluate the effectiveness of your provision, including  securing feedback and the views of pupils and their parents

Audit Findings 

The school does all that is reasonable to comply with its legal and moral  responsibilities under the Equality Act 2010 and Special Educational Needs and  Disability Act 2001, in order to accommodate the needs of applicants who have  disabilities for which, with reasonable adjustments, the school can cater  adequately. The school is committed to promoting equal opportunities and  treatment for all, regardless of gender, pregnancy or maternity, disability, race,  ethnicity, religion or belief, cultural background, linguistic background, special  educational need, sexual orientation, gender reassignment or academic or  sporting ability. The School is pleased to receive applications for admission  from pupils irrespective of race, nationality, colour, ethnic or national origin,  religion or creed, disability or previous educational background. All applications  are treated equally. In particular, the School takes seriously its responsibilities  to ensure compliance with the Special Educational Needs and Disability and  Equality Acts. Additional meetings and transition days may need to be arranged  dependent upon need. 

The admission arrangements for all pupils are in accordance with national  legislation, including the Equality Act 2010. This includes children with any level  of SEND; those with statements or Education Health and Care Plans (EHCP),  and those without. Children identified, prior to joining their school, as having  additional needs will be considered carefully when being placed with staff and  classes in order to ensure a balance of provision and opportunity. Parents/carers of children with a Statement of SEND, EHCP or EHCP pending

will be invited to discuss the provision that can be made to meet their identified needs. St. Margaret Mary’s Catholic Junior School will accept all  pupils where the school is named in an Education Health and Care Plan. All  Year Two children will attend transition sessions at St. Margaret Mary’s Junior  School, prior to commencing their time in Year Three. Those Year Two children  identified by the Infant school as a vulnerable group, will attend additional  transition sessions. Transition programmes for children with SEND will be  personalised and extensive to ensure smooth movement between Key Stages.  The SENCo and Learning Mentor will attend Team Around the Family (TAF),  Early Help Assessment (EHA), Pastoral Support Programme (PSP) and any other  relevant meetings of children moving from St. Margaret Mary’s Infant School in  to Year 3. Admissions from other schools to St. Margaret Mary’s Catholic Junior  School will be considered on an individual basis and will follow the same  admission arrangements as for our other children. 

As a junior school 99% of their intake comes directly from the independently  run infant school. SEN pupil assessments/discussions between the infants and  junior schools begin at Easter time with any needs/special arrangements that  are currently in place considered. Following the discussions there is a SEN  transition programme which is delivered by both infant and junior Learning  Mentors over a period of 4-6 weeks; this allows school to see the SEN children  in their setting and determine any support that the children may need when  they arrive. Where required, meetings are arranged in the Summer term with  the parents of SEN children to ensure that the family understand and agree the  provision in place for their child. 

This information is shared with relevant teachers and support staff through  one to one meetings with class teachers and heads of year. Information on  each child is also available via their schools shared drive. 

The school has arrangements in place for admitting disabled pupils and liaises  with the Infant school and parents to ensure a smooth transition. There is a  handover meeting with parents and all relevant documentation is shared with  all who will be working with the child. 

The school’s SENCO is involved in pre-admission open evenings and transition  days and accompanies the child and their parents. 

Pupil needs are identified with their EHCP and discussions all involved with the  child’s care, as well as the parents. Before pupils are admitted, the school,  ensures all the relevant planning takes place.

Grade 2020 

Exemplary

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.3.4 

Safeguarding

Best Practice 

Disabled and impaired children and young people can be amongst the most  vulnerable and may be especially reliant upon the support of adults. Such  groups are potentially vulnerable to being targeted inappropriately. Effective  safeguarding systems are vitally important for the protection of such pupils. 

The DfE publishes Statutory guidance for schools and colleges on safeguarding  children and safer recruitment. The guidance is updated from time to time. 

Statutory guidance sets out what schools must do to comply with the law. You  should follow the guidance unless you have a very good reason not to. 

https://www.gov.uk/government/publications/keeping-children-safe-in education--2

Audit Findings 

The named Safeguarding lead is Ruth Culley, The Deputy Head teacher. 

All staff at the school have been provided with, read, and signed to acknowledge, the current edition of DfE “Keeping Safe in Education”. 

The school takes safeguarding very seriously – they ensure their children are  kept safe in lots of different ways. They only employ qualified and trained staff  who have had an enhanced criminal records check. 

All volunteers and visitors are also checked and issued with identification  badges before they have access to the site. 

The school has a safe and secure building and grounds; they carry out daily,  weekly or yearly risk assessments for the equipment and areas used by all  children, both in the School grounds and whenever they go for trips beyond  their boundaries. 

All staff have regular safeguarding training and they focus on the well-being of  every child individually.

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.3.5 

Pupils with Temporary, Emerging or ongoing Health Care Needs

Best Practice 

Section 100 of the Children and Families Act 2014 places a duty on governing  bodies of maintained schools, proprietors of academies and management  committees of PRUs to make arrangements for supporting pupils at their  school with medical conditions. 

Pupils at school with medical conditions should be properly supported so that  they have full access to education, including school trips and physical  education.

Governing bodies must ensure that arrangements are in place in schools to  support pupils at school with medical conditions. 

Governing bodies should ensure that school leaders consult health and social  care professionals, pupils and parents to ensure that the needs of children  with medical conditions are effectively supported. 

Parents of children with medical conditions are often concerned that their child’s health will deteriorate when they attend school. This is because pupils  with long-term and complex medical conditions may require on-going support,  medicines or care while at school to help them manage their condition and  keep them well. Others may require monitoring and interventions in  emergency circumstances. 

It is also the case that children’s health needs may change over time, in ways  that cannot always be predicted, sometimes resulting in extended absences. It  is therefore important that parents feel confident that schools will provide  effective support for their child’s medical condition and that pupils feel safe. In  making decisions about the support they provide, schools should establish  relationships with relevant local health services to help them. It is crucial that  schools receive and fully consider advice from healthcare professionals and  listen to and value the views of parents and pupils. 

In addition to the educational impacts, there are social and emotional  implications associated with medical conditions. Children may be self conscious about their condition and some may be bullied or develop  emotional disorders such as anxiety or depression around their medical  condition. In particular, long-term absences due to health problems affect  children’s educational attainment, impact on their ability to integrate with  their peers and affect their general wellbeing and emotional health. Reintegration back into school should be properly supported so that children  with medical conditions fully engage with learning and do not fall behind when  they are unable to attend. 

Short term and frequent absences, including those for appointments connected with a pupil’s medical condition, (which can often be lengthy), also  need to be effectively managed and appropriate support put in place to limit  the impact on the child’s educational attainment and emotional and general  wellbeing. 

Some children with medical conditions may be disabled. Where this is the case  governing bodies must comply with their duties under the Equality Act 2010.  Some may also have special educational needs (SEN) and may have a  statement, or Education, Health and Care (EHC) plan which brings together  health and social care needs, as well.

Audit Findings 

How are pupils with health care needs supported? Parents complete an  Individual Health Care Plan. Schools act on the plan accordingly. Children are  allocated a key worker if they have a specific medical need - usually R Culley.  Only prescribed medication is administered once the relevant forms are  completed. 

How are Individual Health Care Plans agreed and communicated? Allocated based on previous year’s historical paperwork. Year 2 (infant school) pass on the names of children who have an IHCP. If children’s medical needs change as

the year progresses, the parent inform class teacher who informs Ruth Culley – Safeguarding Lead. 

The school has accessibility and educational support arrangements in place for  pupils with temporary medical or physical impairments such as broken limbs,  post-operative recovery periods.

Grade 2020 

Compliant

Previous grade,

Suggestions to  improve/resolve

Maintain existing action and processes.

10.3.6 

Access to the Curriculum

Best Practice 

Ensuring access to the curriculum is vital in providing equal opportunities to  children and young people with SEND. Considerable progress has been made to  improve the accessibility of the curriculum, covering both teaching and  learning, as well as Early Years, trips and visits, after school activities and  extended school activities in our schools. 

Schools and educational settings (including Early Years) are responsible for  providing a broad and balanced curriculum for all pupils and play a key role in  planning to increase access to the curriculum for all pupils. Therefore, schools  are required to have in place an ‘Accessibility Plan’ that demonstrates what  actions the school is taking to increase access to the curriculum, particularly for  those pupils with SEND. 

Adjustments that would help children with disabilities have better access to  the curriculum might include: 

∙ changes to teaching and learning arrangements, classroom  organisation and timetabling. 

∙ Technology suited to a child's needs can help them learn faster and  more easily. This can increase their access to the curriculum. Examples  of technology that can help include: 

∙ touch-screen computers, joysticks and trackerballs, easy-to-use  keyboards, interactive whiteboards, text-to-speech software, Braille translation software, software that connects words with pictures or  symbols. 

The following is considered good practice: 

∙ Develop effective classroom partnerships by differentiating the  learning objectives and outcomes, ensuring all staff are fully briefed  and can adjust the lesson to meet the needs of individual pupils. This  partnership should be underpinned by encouraging independence  amongst pupils. 

∙ Develop a whole school approach that raises the capability of all school  staff to assist in the teaching of pupils with SEND in mainstream settings. In particular this approach should focus on ensuring school

staff can provide care and support for vulnerable pupils and know who  to speak to find out more. 

∙ Make SEND a priority by ensuring there is a member of the governing  body, or a sub-committee, with specific oversight arrangements for  SEN and disability. This should include regular reviews between the  Headteacher, SENCO and the governing body on how resources are  being allocated and the impact of this allocation.

Audit Findings 

They are committed to whole school inclusion. In their school they support  children with a range of special educational needs. They will seek specialist  SEND provision and training from SEND services where necessary. Every effort  will be made to educate pupils with SEND alongside their peers in a  mainstream classroom setting. Where this is not possible, the SENCo will consult with the child’s parents for other flexible arrangements to be made.  Regular training and learning opportunities for staff on the subject of SEND and  SEND teaching are provided both in school and across the family of schools. Staff members are kept up to date with teaching methods which will aid the  progress of all pupils including those with SEND. Pupils with SEND will be given  access to the curriculum through the specialist SEND provision provided by the  school as is necessary, as far as possible, taking into account the wishes of their  parents and the needs of the individual. 

In class provision and support are deployed effectively to ensure the  curriculum is differentiated where necessary. They make sure that individual or  group tuition is available where it is felt pupils would benefit from this  provision. They set appropriate individual targets that motivate pupils to do  their best, and celebrating achievements at all levels. Learning opportunities at  St. Margaret Mary’s Catholic Junior School are appropriately rewarding and  effectively differentiated, using diverse teaching styles. All staff will work to  ensure that children are supported effectively in accessing the curriculum. Whole school curriculum maps are in place and plans are differentiated in  order to ensure appropriate learning outcomes for all pupils. Differentiation  takes a variety of forms within teacher’s planning and this is closely monitored  by the SENCo through termly book and planning scrutiny and Learning  Walks/observations of classroom practice. Learning intentions are always  made explicit and activities are adapted or planned separately as appropriate  in order to ensure access to learning for all children. 

Alternative methods of responding or recording are planned for where  appropriate and children with SEND may access the curriculum through  specialist resources such as ICT where this is appropriate. Staff use a range of  assessment procedures within lessons (such as recording, role-play/drama,  drawing, photography etc.) to ensure children with additional needs are able to  demonstrate their achievement appropriately. All children requiring  information in formats other than print will have this provided. They adapt printed materials so that children with literacy difficulties can access them, or  ensure access through extra adult/peer support/scribing etc. 

Disabled pupils can participate in all curriculum areas. It is the Policy of the  School that any pupil with any type of special need should be as fully  integrated into the school as possible. They will have full access to the  curriculum unless special arrangements have been made, in full consultation with all concerned. It is recognised that all pupils have something to offer to