Accessibility Strategy

The purpose of this strategy is to:

(a)       increase the extent to which disabled students can participate in the school’s curriculum;

(b)        improve the physical environment of the school for the purpose of increasing the extent to which disabled students are able to take advantage of education and benefits, facilities or services provided or offered by the school;

(c)        improve the delivery to disabled students of information which is readily accessible to students who are not disabled.

 

Definition of disability under the Equality Act 2010. You are disabled under the Equality Act 2010 if you have a physical or mental impairment that has a 'substantial' and 'long-term' negative effect on your ability to do normal daily activities.

Current Position:

The school has a policy of inclusivity and does not discriminate on the grounds of disability. Places are offered according to our admissions criteria or via formal consultation to establish our capacity to meet any special needs for those with Education, Care and Health Plans.  

The school has toilets, dining and hall facilities and many classrooms on the ground floor, with access to all necessary buildings through ramped entrances. There are a number of disabled toilet facilities in various parts of the school including a disabled toilet for visitors. Access to the first floor and second floors are available through the use of lifts.  All staircases have handrails. Students in wheelchairs or mobility disabilities are able to access the subject specialist provision.

The school is painted with due care to the visually impaired, with contrasting colours between floors, walls and entrances. 

Individual arrangements for children with particular medical needs are made, taking the advice of health professionals.

The special needs department also provides additional support for individuals as appropriate; this may include adaptation of visual materials, additional support to access lessons, small group tuition or to deliver programmes as advised by specialists (eg speech and language).  

The school also supports students with social, emotional and behavioural needs through a range of strategies including: ELSA (Emotional Learning Support); small group specialist programmes or mentoring; 1-1 mentoring and coaching; outreach. 

The school works closely with external providers to support students’ progress within the school.

How views and information from those with disabilities have been involved in developing the plan

The school has existing systems which collect a range of information from students, staff and visitors both formally and informally.  Outcomes of these consultations and information gathering processes are used to inform the plan.  Particular aspects include the following:

  • Risk assessments around the site against needs of students/staff/carers
  • Education and Health Care Plan Annual Reviews (annual, interim as required)
  • SEND Support Reviews
  • Medical information for new and existing staff, linked to discussion of needs
  • Consultations with the SEND Team regarding needs of individual students
  • Input from our staff teams that focus on pastoral, social, emotional and health needs
  • Meetings with parents/carers or students to identify and implement strategies
  • Discussions with students
  • Performance management processes – e.g. barriers to job (annually)
  • Return to work interviews where there are areas of concern – e.g. support needed to do job properly (as need identified)
  • Referral to occupational health (as need arises)
  • Input from specialists e.g. Visual Impairment, Hearing, ASC, EP, Occupational Therapist, Clinical Psychologist, Physiotherapist, School Nurse (usually related to particular students but can also be making general comments)
  • Feedback from visitors, parents or other community users on provision.

 

Outcomes of this information inform planning each year.  This includes:  special educational needs; staff development and support; pastoral support; premises planning; teaching and learning developments.

 

Current Equality Objectives (2020/21 - 2024/25) include access strategy objectives and are:

Closing gaps for different groups of students including PP students, with a focus on improving attendance, supporting aspirations; building relationships.

Continuing to develop the access to the site and site events for students, parents/carers, staff and visitors through discussion with individuals as to how to meet their needs.

Ensure the LIFE programme continues to look at protected characteristics and other issues as part of its content, developing contexts and discussion opportunities to support student understanding and positive approaches to different groups.  Supplement these with topical events or significant incidents to make links with everyday life and changes in society.

Useful Policies for reference include:

  • SEN
  • Medical Needs
  • Equality (staff)
  • Equality
  • Behaviour Policy

 

Access to changing rooms and toilets – for Trust agreed approach. July 2025.

The Trust and its schools provide single sex toilet areas, as well as individual toilet spaces for those with disabilities, anxieties, medical needs or where access to the group facilities are problematical.  Similarly, for PE activities, there are changing rooms that are single sex with other areas that can be used for changing where accessing the group changing area is not feasible.

For those students whose presenting gender differs from their biological sex, then the Trust will provide arrangements to ensure that students are not expected to access the group facilities of their biological sex for either changing or toilet use.  This is because we accept that using the toilet or changing space of their biological sex does not align with their gender-based identity and we recognise that trans students may feel that they cannot safely use the bathroom or changing facilities of their biological sex. In addition to this, we also recognise that this would go against their current lived experience and could potentially be awkward, embarrassing and go against their right to privacy regarding their biological identity and gender based presentation with regards to their peers. With this in mind, we do also need to consider the felt experience of students who require single sex spaces where their presenting gender and identity align with their biological sex as described in the Equality Act 2010. 

Group toilet access

Where a student whose biological sex does not align with their presenting gender wishes to use the group toilets rather than a private individual toilet area, then this may be possible, subject to the following conditions:

  • Toilet facilities within the group area must be private from each other and within secure cubicles e.g., similar to those often found in restaurants or other public spaces for multi gender use.  Where this is not the case, then access will not be agreed. This is to uphold the right to access single sex spaces, which are biologically determined as per the Equality Act 2010 and to avoid potential risk factors, awkwardness or embarrassment for any parties using the toilets.  In these circumstances, alternative toilets will be made available that are private.
  • The situation has been discussed with the students and family so that the potential risks or any challenges are understood and the student knows what to do if there are any concerns.
  • Any access agreed is at breaks or lunchtimes, i.e., where the relevant year group is on social breaks and when staff are on duty.  At other times, the students should follow arrangements for out of break access, using the designated toilets agreed for their use at this time.
  • The school and family mutually agree that access to group toilets at social times, including before and after school, is in the best interests of the student and does not expose them, or others, to any additional risk of loss of privacy and does not contravene the rights set out to single sex spaces as described within the Equality Act 2010.

Changing room access

We do not allow use of single sex changing rooms by those students whose biological sex does not align with their presenting gender.  This is to uphold the right to single sex spaces, as determined by the Equality Act 2010 and to safeguard all parties from any uncomfortable situations, misunderstandings and to ensure students feel safe in areas where they are at risk of increased vulnerability.  It will also help those students who wish to maintain their right to privacy regarding their biological sex.  

Within the Trust, there are a number of students who have different arrangements for changing.  This includes a number of our students who find it anxiety inducing to change in front of other students.  For many, the changes during puberty accentuate this anxiety, and we find secondary age students are more self-conscious and aware of differences than when younger.  There are also those who find the changing room environment overwhelming for sensory reasons. 

We, therefore, provide an alternative space to get changed before and after PE for students where accessing group facilities is not feasible. This is the provision also provided for those who present as a different gender to their biological sex. 

We do not share with other students the reason for any separate arrangements and have found that this is rarely cause for curiosity, it being accepted by the student body as a reasonable and common place provision.

Inclusion for students whose biological sex differ from their presenting gender

Clarification on single sex spaces contained within this policy does not undermine the steps set out and action taken by other policies to ensure the inclusion and safety of students whose biological sex differs from their presenting gender. The Trust recognises the need to provide safe spaces for LGBTQIA+ students, who may present as at greater risk of peer led abuse and/or compromised mental health. In addition to this, the Trust also recognise the importance of an inclusive environment and curriculum, which ensures the rights, needs and visibility of students who fall within the LGBTQIA+ community. Steps taken to safeguard and include students who fall within this particular category can be found within individual school’s Safeguarding and Child Protection Policies, Relationships, Sex and Education Policies and individual school’s Anti Bullying Policies.