New Horizons Academy Accessibility Plan (2024–2027)
At New Horizons Academy, we believe that every child should have equal access to a rich, creative, and supportive education. This plan outlines how we reduce and eliminate barriers to access, ensuring that disabled pupils can participate fully in our school community.
Increasing Participation in the Curriculum
Our goal is to ensure that the "what" and the "how" of learning are accessible to all, regardless of physical or cognitive needs.
- Adaptive Teaching: Teachers use "Quality First Teaching" to adapt lessons in real-time. This includes using scaffolds, visual aids, and varied recording methods.
- Specialist Support: We work closely with external partners such as Educational Psychologists, Occupational Therapists and Speech and Language Therapists to integrate therapeutic goals into the daily classroom routine.
- Curriculum Audits: We regularly review our curriculum to ensure representation of disabled people and to remove "hidden" barriers in subjects like PE, Art, and Science.
- Alternative Provision Strengths: As an alternative school, we leverage our smaller class sizes to provide high-intensity support and personalised learning pathways for our pupils.
Aims for Improving the Physical Environment
We are committed to ensuring that the school buildings and grounds are inclusive and safe for everyone.
|
Target |
Action |
Outcome |
|
Physical Access |
Regular audits of ramps, doorways, and floor surfaces to ensure wheelchair and frame access. |
Unobstructed movement for all pupils and visitors. |
|
Sensory Environment |
In-class displays including visual timetables and SEMH regulation support resources Head phones Low-level lighting Sensory room |
Reduced sensory overload for pupils with ASD or sensory processing needs. |
|
Safety & Signage |
Use of high-contrast signage and braille/tactile markers where required. |
Increased independence for pupils with visual impairments ( at this point no pupils with visual impairments). |
|
Evacuation |
Bespoke Personal Emergency Evacuation Plans (PEEPs) for every pupil with a physical disability. Individual RA are regularly updated and reviewed and Individual PEEPS introduced where required. EVAC Chair and training for staff |
Guaranteed safety during emergency procedures. |
Aims for Improving the Delivery of Information
This strand focuses on how we communicate with pupils and families who may find standard written English or traditional formats difficult to access.
- Alternative Formats: We provide school information (newsletters, reports, and homework) in various formats upon request, including large print, simplified "Easy Read" versions, or translated text.
- Digital Accessibility: Our school website is designed to be compatible with screen readers, and we use digital platforms that allow for "text-to-speech" functionality.
- Visual Communication: We use symbols such as Widgit or Makato throughout the school site to help pupils with communication and interaction difficulties navigate their day.
- Parental Engagement: We offer verbal briefings or video summaries for parents who may have literacy or accessibility barriers themselves.
How We Monitor Progress
The school leadership team and Governing Body review this plan annually. We measure success through:
- Pupil Progress Data: Ensuring disabled pupils are achieving in line with their personalised targets.
- Attendance & Inclusion: Monitoring participation in school trips and extra curricular activities
- Stakeholder Feedback: Regular surveys with parents, carers, and pupils to identify any new barriers that may have arisen.
Statutory Note: This plan is compliant with Paragraph 3 of Schedule 10 to the Equality Act 2010 and is a core component of our commitment to the Special Educational Needs and Disability (SEND) Code of Practice.
Legislation and guidance
This document meets the requirements of schedule 10 of the Equality Act 2010 and the Department for Education (DfE) guidance for schools on the Equality Act 2010.
The Equality Act 2010 defines an individual as disabled if they have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ adverse effect on their ability to undertake normal day to day activities.
Under the Special Educational Needs and Disability (SEND) Code of Practice, ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. The definition includes sensory impairments, such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.
Schools are required to make ‘reasonable adjustments’ for pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a pupil with disabilities faces in comparison with a pupil without disabilities. This can include, for example, the provision of an auxiliary aid or adjustments to premises.
Links with other policies
This accessibility plan is linked to the following policies and documents:
- Risk assessment policy
- Health and safety policy
- Equality information and objectives (public sector equality duty) statement for publication
- SEND policy and information report
- Access Arrangements policy
- Supporting pupils with medical conditions policy
