Accessibility Policy


Accessibility Plan – Birdwell Primary School

Statutory Statement


Statement: Accessibility plan
This statement was approved: June 2021
This statement will be reviewed: June 2022
Governor committee responsibility: Safeguarding and SEND

At Birdwell Primary School our values reflect our commitment to a school where there are high expectations of everyone. Children are provided with high quality learning opportunities so that each child attains and achieves all that they are able to. Everyone in our school is important and included. We promote an ethos of care and trust where every member of our school community feels that they truly belong and are valued. We work hard to ensure there are no invisible children here, recognising everyone’s uniqueness and success. We recognise learning in all its forms and are committed to nurturing lifelong learners. We are a safe school, committed to improving children’s confidence and self-esteem. We know that safe and happy children achieve.

This Accessibility Plan is drawn up in compliance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. School Governors are accountable for ensuring the implementation, review and reporting of progress of the Accessibility Plan over a prescribed period.

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 and 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

The Accessibility Plan is structured to complement and support the school’s Equality Objectives, and will similarly be published on the school website. We understand that the Local Authority will monitor the school’s activity under the Equality Act 2010 (and in particular Schedule 10 regarding Accessibility) and will advise upon the compliance with that duty.


Birdwell Primary School is committed to providing an environment that enables full curriculum access that values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and

cultural needs. We are committed to taking positive action in the spirit of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within the school.

The school recognises and values parent’s knowledge of their child’s disability and its effect on their ability to carry out everyday activities and respects the parent’s and child’s right to confidentiality.

The Birdwell Primary School Accessibility Plan shows how access is to be improved for disabled pupils, staff and visitors to the school within a given timeframe and anticipating the need to make reasonable adjustments to accommodate their needs where practicable.

The Accessibility Plan contains relevant and timely actions to:-

  • Increase access to the curriculum for pupils with a physical disability and/or sensory impairments, expanding the curriculum as necessary to ensure that pupils with a disability are as equally prepared for life as the able-bodied pupils; (If a school fails to do this they are in breach of their duties under the Equalities Act 2010); this covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or schools visits – it also covers the provision of specialist or auxiliary aids and equipment, which may assist these pupils in accessing the curriculum within a reasonable timeframe;
  • Improve and maintain access to the physical environment of the school, adding specialist facilities as necessary – this covers improvements to the physical environment of the school and physical aids to access education within a reasonable timeframe;
  • Improve the delivery of written information to pupils, staff, parents and visitors with disabilities; examples might include hand-outs, timetables, textbooks and information about the school and school events; the information should be made available in various preferred formats within a reasonable.

The Birdwell Primary School Accessibility Plan relates to the key aspects of physical environment, curriculum and written information.

Whole school training will recognise the need to continue raising awareness for staff and governors on equality issues with reference to the Equality Act 2010.

This Accessibility Plan should be read in conjunction with the following school policies, strategies and documents:

  • Behaviour Management Policy
  • Curriculum Policies
  • Emergency Plan
  • Health & Safety Policy
  • School Improvement Plan
  • Special Educational Needs Policy
  • Teaching and Learning Policy

The Accessibility Plan for physical accessibility relates to the Access Audit of the School, which remains the responsibility of the governing body. It may not be feasible to undertake all of the works during the life of this accessibility plan and therefore some items will roll forward into subsequent plans. An accessibility audit will be completed by the school prior to the end of each period covering this plan in order to inform the development of a new Accessibility Plan for the ongoing period.

Equality Impact Assessments will be undertaken as and when school policies are reviewed. The terms of reference for all governors’ committees will include the need to consider Equality and Diversity issues as required by the Equality Act 2010.

The Accessibility Plan will be published on the school website.

The Accessibility Plan will be monitored through the Governor Resource Committee.

The Accessibility Plan may be monitored by Ofsted during inspection processes in relation to Schedule 10 of the Equality Act 2010.




It is a requirement that the school’s accessibility plan is resourced, implemented, reviewed and revised as necessary and reported on annually. Attached is a set of action plans showing how the school will address the priorities identified in the plan.

The priorities for the Accessibility Plan for our school were identified by:

  • The Governing Body
  • Head Teacher
  • Inclusion Leader
  • School Business Manager
  • Site Manager

Action Plan A – Improving Physical Access

Ref Question Recommendations Time scale Priority Cost Date completed Responsibility
1. Corridor Keep corridors clear from obstructions. Immediate High None Ongoing
2. Changing facilities Store space in KS2


Birdwell Primary School – ACCESSIBILITY PLAN

Action Plan B – Improving Curriculum Access

Ref Question Recommendations Time scale Priority Cost Date completed Responsibility
1. Differentiation in Teaching? SLT & SENDCo to monitor quality of differentiation and provision for SEND pupils. Tailored provision identified on School Focus Plans (SFP’s) and reviewed termly. Ongoing High Release cost   SLT & SENDCo
2. Are interventions taking place to support children? SENDCo to audit provision maps across all year groups. Monitor through book scrutiny and intervention tracking registers- pre and post assessment. Ongoing High Release cost   SENDCo
3. Are classrooms organised to promote the participation and independence of all pupils? SENDCo to carry out an audit of resources/ QFWT to ensure that lessons are planned to meet the needs of all pupils in the class. Ongoing High Resourcing costs of identified areas to develop   SENDCo
4. Are staff trained in the production, implementation and review of Provision maps and monitoring systems? SENDCo to organise staff training to teaching staff. Ongoing High N/A   SENDCo
5. Are staff trained in supporting pupils with SEND? Focus on key areas of need within the school: SLCN, SPLD, ASD and Dyspraxia. SENDCo to organise training and specialist TA to deliver training where possible. Identify gaps in knowledge and seek external advice if necessary. Ongoing High External specialist costs- Educational Psychologist twilight session   Head teacher, SENDCo and Specialist TA.
6. Are teachers meeting the needs of all learners – identified through educational psychologist training? SENDCo to meet with individual staff to complete EHCP Annual Review documents to ensure a clear understanding from staff. Ongoing High N/A   SENDCo
7. Are staff supported in reviewing and using Educational Health Care Plans and School Focus Plans? To create costed provision maps for children with an EHCP and SFP to ensure needs are able to be met by the school. Ongoing High N/A   SENDCo









Access Audit was carried out by the HT and SBM in June  2021.  A number of recommendations were made as follows: