Catcote Academy Accessibility Plan
Catcote Academy caters for secondary and post-16 students with special educational needs. Catcote Futures caters for students aged 19- 25 years and life long learners and is managed by its own board of directors and governors.
The school caters for a wide range of needs including students with profound and multiple learning difficulties (PMLD), severe learning difficulties (SLD), moderate learning difficulties (MLD), those who have an autistic spectrum disorder (ASD) and those with identified social, emotional and mental health needs (SEMHD).
All students have a statement or Education, Health and Care Plan (EHC).
The proportion of students known to be eligible for pupil premium funding is well above the national average. In 2015-2016 the percentage eligible is 53%.
Attainment on entry of all students is well below those expected of students of a similar age nationally. Students range from P Level 1i to L2 on entry.
The vast majority of students are of White British origin.
We believe that this Accessibility Plan is compliant with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. Academy Governors are accountable for ensuring the implementation, review and reporting on progress of the Accessibility Plan over a 3-year period.
Vision and mission statement:
To be an outstanding provider of education‘ services to all learners’
Catcote Academy is accessible, inclusive and has close links to the local community. It is an Academy where diversity is celebrated and strong partnerships are built. It provides an environment where students are offered every opportunity to maximise their potential, grow in confidence and above all be happy.
Access and Academy Policy and Procedures
We adhere to Equality Act of 2010 throughout all our policies and practise to ensure pupils access learning and the Academy environment.
1. Access to the Curriculum
As a school we have a curriculum that addresses the needs of the students as well as any statutory requirements to provide access to the National Curriculum. At Catcote Academy we follow NC POS (Programmes of Study) wherever possible; in practice this will mean that most students will follow modified POS and may use POS from earlier key stages. There are some students whereby it is stated within their EHC plan that the full range of NC subjects will not be followed due to personalised timetables and the need to address personal priority needs.
We ensure all students can access activities that we offer and adaptations to equipment and activities are made to fulfil this aim. For students to access the curriculum lessons are highly differentiated and take account of individual learning difficulties. Priority is placed on pupil participation, in as independent a way as possible. Adults are clear about the learning objectives of the lesson, class and individuals.
Good communication is supported by the use of signing, symbols and low and high tech communication aids (Alternative and Augmentative Communication (AAC) devices) overseen by our TLR for communication. All students have access to appropriate computer technology.
A full time health care assistant and part time physiotherapists and occupational therapists work alongside staff and parents to ensure that we meet the health and physical needs of our pupils. We use adapted curriculum materials and sensory approaches for children with sensory impairments and provide suitable environments and teaching methods for ASD students.
Our minibuses are designed to take wheelchairs to ensure no child misses out on Academy activities that take place off site. As an Academy we encourage independence in our students and strive to ensure that they experience full and rewarding lives.
The Academy will continue to seek and follow the advice of LA services, such as the SEN team, and of appropriate health professionals to ensure barriers to learning are reduced and enable pupils to reach their full potential.
2. Access to the Academy Environment
The Academy is fully accessible for all pupils, staff and visitors. The Academy has a fully accessible, specialist therapy room, soft play and sensory rooms. The outdoor environment is also fully accessible.
On admission to Catcote comprehensive individual risk assessments are carried out where appropriate to ensure facilities are accessible and where necessary adaptations are made.
The Academy will take account of the needs of pupils and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting, acoustic treatment and colour schemes, and more accessible facilities and fittings.
3. Access to Information
All information issued by the Academy aims to be user friendly. Makaton signing and symbols (Communication in Print) are used throughout the Academy to support the pupils’ communication, reading and understanding.
4. Academy Access Planning (refer to SDP for actions and success criteria)
• Develop our outdoor area to create an inclusive specialist outdoor learning environment, specifically designed for students with special educational needs, accessible for all learners: September 2015 – September 2018
• Extend Life skills area in school, ensuring access for all: April 2016
• Renewing personal care areas for toileting and changing: July 2016
• Create a larger reception area with further space for wheelchair users: July 2016
• Renew ramp on entrance to class 7,8 and Link 4: January 2016
Associated policies and plans
This plan should be read in conjunction with other relevant documents including:
Equality Opportunity Policy; Lifting & Handling Policy; Teaching & Learning Policy; Facilities Management Policy; Medical conditions and Medication Policy; SEN Policy and Risk Assessment Policy.
Date approved by the Governing Body: January 2013
Date for policy review: January 2016