Specialist Post 16 3 For students(aged 16-19) with severe or profound learning Provision attached to difficulties including complex difficulties from across the special schools county Alternative Provision 3 For CYP who have been excluded from their mainstream schools either on a permanent or fixed time basis Schools Provision is also made for pupils with long-term attendance issues and for pupils who move into the County awaiting special school placement The APS also support pupils on a short time basis who are at risk of being excluded. Free School 1 Alternative provision school for CYP aged 11-18 1 For CYP aged 5-19 with short and long term medical needs in Hospital Education addition to support for pregnant teenagers and young Service mothers Specialist centres for 5 For CYP with communication and interaction difficulty that communication and has a severe/profound impact on the to student’s ability interaction needs access the social and academic curriculum but who benefit including autism academically and socially from a mainstream setting comprising 4 Primary Centres/1 Secondary Centre 3. The Legal Position - Statutory Responsibility 3.1 GCC has a legal duty to prepare an accessibility strategy for the schools and settings for which it is responsible under the Act and sets out how the Local Authority will support schools, for which it is the responsible body, to comply with these duties and has elected to extend this duty to other educational settings including those for Early Years and Post 16 within the context of suitability and efficient use of resources. 3.2 Academies and free schools, maintained schools, Early Years settings, Post 16 settings, independent schools and non-maintained special schools must produce their own accessibility plan. 3.3 This accessibility strategy builds on previous Gloucestershire Accessibility Strategies from 2003 onwards (see Appendix 1). It aims to: increase the extent to which disabled CYP can participate in the school curriculum improve the physical environment to increase the extent to which disabled CYP can take advantage of education and associated services improve the access to disabled CYP of written information which is provided to CYP who are not disabled and where necessary alternative communication to written information 3.4 Schools and settings are required to have an accessibility plan, provide adequate resources for implementing their accessibility plan and must regularly review them every 3 years; this is the responsibility of the governing body. An accessibility plan may be published as part of another document such as the school development plan. It must be freely available to parents/carers. 4. Definitions and Legal Framework
Specialist Post 16 Provision attached to special schools 3 For students(aged 16-19) with severe or profound learning difficulties including complex difficulties from across the county Alternative Provision Schools 3 For CYP who have been excluded from their mainstream schools either on a permanent or fixed time basis Provision is also made for pupils with long-term attendance issues and for pupils who move into the County awaiting special school placement The APS also support pupils on a short time basis who are at risk of being excluded. Free School 1 Alternative provision school for CYP aged 11-18 Hospital Education Service 1 For CYP aged 5-19 with short and long term medical needs in addition to support for pregnant teenagers and young mothers Specialist centres for communication and interaction needs including autism 5 For CYP with communication and interaction difficulty that has a severe/profound impact on the student’s ability to access the social and academic curriculum but who benefit academically and socially from a mainstream setting comprising 4 Primary Centres/1 Secondary Centre 3. The Legal Position - Statutory Responsibility 3.1 GCC has a legal duty to prepare an accessibility strategy for the schools and settings for which it is responsible under the Act and sets out how the Local Authority will support schools, for which it is the responsible body, to comply with these duties and has elected to extend this duty to other educational settings including those for Early Years and Post 16 within the context of suitability and efficient use of resources. 3.2 Academies and free schools, maintained schools, Early Years settings, Post 16 settings, independent schools and non-maintained special schools must produce their own accessibility plan. 3.3 This accessibility strategy builds on previous Gloucestershire Accessibility Strategies from 2003 onwards (see Appendix 1). It aims to: increase the extent to which disabled CYP can participate in the school curriculum improve the physical environment to increase the extent to which disabled CYP can take advantage of education and associated services improve the access to disabled CYP of written information which is provided to CYP who are not disabled and where necessary alternative communication to written information 3.4 Schools and settings are required to have an accessibility plan, provide adequate resources for implementing their accessibility plan and must regularly review them every 3 years; this is the responsibility of the governing body. An accessibility plan may be published as part of another document such as the school development plan. It must be freely available to parents/carers. 4. Definitions and Legal Framework
gloucestershire_accessibility_strategy_2015-2018_final_2_.docx