3. Action plan This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010. Aim Current good practice Objectives Actions to be taken Person Completion Success criteria responsible date Increase access to To provide students Continuation of India Campbell On going Increased access to Teaching and Learning the curriculum for Teaching and Dawn Ellery the curriculum for all briefings have a SEN/D focus with a broad and pupils with a Learning briefings with learners, including each half term. balanced disability SEN/D focus. those with a disability. Support staff have 1 hour curriculum, CPD SEN/D training each half differentiated and Support staff CPD Dawn Ellery On going term on top of whole school adjusted to meet the SEN/D sessions to planned INSET organized by needs of students; continue for 1 hour each the SENCO. responding to a half term. Support staff have diverse range of disaggregated INSET time needs and Support staff to continue Dawn Ellery On going over the course of the year for overcoming to have disaggregated CPD. potential barriers to INSET time for self We have access to training learning and study. for one afternoon each half assessment for term and an annual UCC to continue to be Dawn Ellery On going individual groups of conference from our ‘SEN/D part of the ‘SEN/D’ students. of schools within cluster’ cluster and send Eden. relevant staff to Planning identifies organized training. differentiation and personalized learning. SENCO and Assistant India Campbell July 2019 Support staff and teaching Head Teacher for staff are encouraged to plan Teaching and Learning together and this has been a to liaise regarding focus for CPD. LSAs’ teaching staff and School MER procedures. support staff planning. Students with SEN/D have a support plan that outlines SMT MER process, India Campbell Ongoing strengths, needs and which is on the school suggests strategies that are calendar. useful for the student. These
3. Action plan This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010. Aim Current good practice Objectives Actions to be taken Person responsible Completion date Success criteria Increase access to the curriculum for pupils with a disability Teaching and Learning briefings have a SEN/D focus each half term. Support staff have 1 hour CPD SEN/D training each half term on top of whole school planned INSET organized by the SENCO. Support staff have disaggregated INSET time over the course of the year for CPD. We have access to training for one afternoon each half term and an annual conference from our ‘SEN/D cluster’ of schools within Eden. Planning identifies differentiation and personalized learning. Support staff and teaching staff are encouraged to plan together and this has been a focus for LSAs’ CPD. School MER procedures. Students with SEN/D have a support plan that outlines strengths, needs and suggests strategies that are useful for the student. These To provide students with a broad and balanced curriculum, differentiated and adjusted to meet the needs of students; responding to a diverse range of needs and overcoming potential barriers to learning and assessment for individual groups of students. Continuation of Teaching and Learning briefings with SEN/D focus. Support staff CPD SEN/D sessions to continue for 1 hour each half term. Support staff to continue to have disaggregated INSET time for self study. UCC to continue to be part of the ‘SEN/D’ cluster and send relevant staff to organized training. SENCO and Assistant Head Teacher for Teaching and Learning to liaise regarding teaching staff and support staff planning. SMT MER process, which is on the school calendar. India Campbell Dawn Ellery Dawn Ellery Dawn Ellery Dawn Ellery India Campbell India Campbell On going On going On going On going July 2019 Ongoing Increased access to the curriculum for all learners, including those with a disability.
accessibility_plan_2017-2018.docx