Accessibility Plan

Eastfield Primary Academy

Accessibility Plan

2014 – 2017


Vision Statement

Under the Equality Act 2010, schools should have an Accessibility Plan. The equality Act 2010 replaced all existing equality legislation, including the Disability Discrimination Act. The effect of the law is the same as in the past, meaning that ‘schools cannot unlawfully discriminate against pupils because of sex, race, disability, religion or belief or sexual orientation’. According to the Equality Act 2010, a person has a disability if:

  • He or she has a physical or mental impairment, and
  • The impairment has a substantial and long term adverse effect on his or her ability to carry out normal day to day activities.


The Accessibility Plan is listed as a statutory document of the Department for Education’s guidance on statutory policies for schools.


At Eastfield Primary Academy, we are committed working together to provide an inspirational, exciting and unique learning environments where all children are nurtured to flourish – regardless of gender, race, disability or religion.



The school is a two storey building with wide corridors and several access points from outside. All KS1 areas are on the ground floor which wide doors access to all rooms. The Foundation Stage is also all on the ground floor and easily accessible in all areas. KS2 is currently upstairs. The stairs are wide enough to make them accessible.. As the Academy currently have no physically disabled children or parents, access to these areas are of no issue. However, should the need for access on the ground level be required, the Academy is flexible with its position of classes. The Academy has disabled toilet facilities and a wash room. This is fitted with a handrail and pull emergency cord.


The Academy has the internal emergency signage and escape routed are clearly marked.



Target Strategies Time Scale Responsibility Success Criteria
Increase confidence of all staff in differentiating the curriculum. Be aware of staff training needs on the curriculum access.


Training Day – Autism with Inclusive Solutions


New Curriculum guidelines – Pebbles by Chris Quigley.


School to School improvement in terms of enquiry walks

On going and as required SENCO


Curriculum Lead

Aim 1: To increase the extent to which disabled pupils can participate in the school curriculum

Improving teaching and learning lies at the heart of the school’s work. Through self review, school to school collaboration within the Enquire Learning Trust and Continuous Professional Development, we aim to enhance staff knowledge, skills and understanding to promote the excellent teaching and learning for all children. We aim to meet every child’s needs within mixed ability, inclusive classes.

Target Strategies Time Scale Responsibility Success Criteria
Ensure classroom support staff have specific training on disability issues Be aware of staff training needs.


Online Training materials with NASEN.


Maintain and support links with Hawthorns School (specialist provision within the Trust)


As required SENCO
Ensure all staff are aware of disabled children’s curriculum access Individual Access Plans for disabled pupils when required.


Information sharing with all agencies involved with the child.

As Required SENCO





Target Strategies Time Scale Responsibility Success Criteria
Review PE Curriculum to ensure all PE accessible to all Gather information on accessible PE and disability sports.


Widen children’s understanding of disabled sports by inviting guests in to school and work alongside staff.

As required SENCO


Sports Coach

To liaise with Nursery providers to review potential intakes throughout the year. Liaise with Speech, Language and Communication strategies and health team to conduct screenings and assist out teaching teams in precision teaching from point of entry, December 2015 to establish opportunities with other professionals to conduct this service SENCO


Enquire Learning Trust







Aim 2: To improve the physical environment of the school

Target Strategies Time Scale Responsibility Success Criteria
The school is aware of the access needs of disabled pupils, staff, governors, parents/ carers and visitors To create IEPs for disabled children with a target for access.


Be aware of staff, governors and parents’ access needs and meet as appropriate.


Consider access needs during recruitment process

Sept 14




Induction and on-going if required




Recruitment Process











IEPs in place for disabled pupils and all staff are aware of pupils needs.

All staff and governors feel confident their needs are being met.



Access issues do not influence recruitment and retention issues.

Layout of school to allow access for all pupils to all areas. Consider needs of disabled pupils, parents / carers or visitors when considering redesign. As required Principal / Governors. Site Manager, School Surveyor School design is usable by all stakeholders.
Ensure accessibility of access to IT equipment Liaise with VI / HI teams to ensure all areas are accessible by hearing and visual impaired stakeholders. Ongoing EHTV Service All areas will be suitably equipped and accessible to all hearing and visually impaired stakeholders.
All fire escape routes are suitable for all Children with disabilities are strategically placed to ensure prompt and effective evacuation of the premises. On going (as and when an issue arises) SLT


Site supervisor


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