The school and the Local authority are committed to the integration of all students regardless of disability or learning difficulties. This is reflected in our admissions and inclusions policies. The school promotes a caring environment which is positive and supportive to all and is very conscious of the need for equality of opportunity. The school does everything possible to reduce and, where possible, eliminate barriers to accessing the curriculum and to enable full participation at Hatch Warren for pupils, staff, parents and visitors with a disability into the day to day life of the school.
In line with the Disability Discrimination Act 1995 the school has an accessibility plan which will gradually provide disabled access to the building. The Accessibility Plan is available for parents to see on request and includes; short, medium and long term targets for increasing access for disabled pupils to the school curriculum; improving access to the physical environment of the school; and improving the delivery of written information to disabled pupils. The accessibility Plan is reviewed and updated annually. The School has multiple changes of level and many sets of steps within the building which need to be modified on a rolling programme. Classrooms are on multi levels and the stairs are very narrow which makes it impossible to make the building completely accessible for wheelchair users without extensive building works. Current access to the building is good with the exception of the library and drama room, which are only accessible via steps.  Level access is available around the school site and to the school office, but only by prior appointment. We do have ambient friendly toilets which are not suitable for all wheelchair access. Signage at the front of the school indicates access routes. Parents of pupils with physical disabilities that restrict mobility will need to visit the school site well in advance of the child’s entry date to discuss and plan ways for access to the school to be achieved. Hatch Warren Infant school is regarded as a school where inclusion is managed successfully, however as detailed above, this is achieved best when school and parents work closely together and parents have considered carefully, prior to entry, if the school has the expertise, facilities and resources to meet their child’s educational needs.   All information is available from school in a range of other alternative formats on request, e.g. Braille, audio cassette etc. Please let us know beforehand of any special arrangements, or facilities that may be needed. We would ask that you phone ahead if on site parking is required so that a space can be reserved close to the entrance.
 

School Accessibility Plan

Hatch Warren Infant School

Introduction

This plan is drawn up in accordance with the planning duty in the Disability Discrimination Act 1995, as amended by the SEN and Disability Act 2001 (SENDA). It draws on the guidance set out in “Accessible Schools: Planning to increase access to schools for disabled pupils”, issued by DfES in July 2002.

Definition of Disability

Disability is defined by the Disability Discrimination Act 1995 (DDA):

“A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities.”

Key Objective

To reduce and, where possible, eliminate barriers to accessing the curriculum and to enable full participation in North Farnborough for pupils, staff, parents and visitors with a disability. However, as Hatch Warren has two classrooms upstairs, and the stairs are very narrow it would not be possible to make the building completely accessible for wheelchair users without extensive building works.

Principles

Compliance with the DDA is consistent with Hatch Warren's aims and equal opportunities policy, and the operation of our SEN policy. We recognise our duty under the DDA (as amended by the SENDA):

• not to discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services
• not to treat disabled pupils less favourably
• to take reasonable steps to avoid putting disabled pupils at a substantial disadvantage
• to publish an Accessibility Plan which increases access to education for disabled pupils

In performing their duties, governors and staff will have regard to the DRC Code of Practice (2002);

• The school recognises and values parents’ knowledge of their child’s disability and its effect on his/her ability to carry out normal activities, and respects the parents’ and child’s right to confidentiality;
• The school provides all pupils with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual pupils and their preferred learning styles; and endorses the key principles in the National Curriculum 2000 framework, which underpin the development of a more inclusive curriculum:
• setting suitable learning challenges
• responding to pupils’ diverse learning needs
• overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Activity

a) Education & related activities

The school will continue to seek and follow the advice of LEA services, such as

specialist teacher advisers and SEN inspectors/advisers, and of appropriate health professionals from the local NHS Trusts.

b) Physical environment

The school 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.

c) Provision of information

The school will make itself aware of local services, including those provided through the LEA, for providing information in alternative formats when required or requested.

Linked Policies

This Plan will contribute to the review and revision of related school policies, e.g.

• School development plan (Excellence Plan)
•   Health and Safety policy
•  Inclusion policy
•  Single Equality policy
•  Curriculum policies.