Access to a meeting All students placed in Library shelves at room for those who a suitable are physically environment where height disabled allowing all they can access their parents the learning to suit their opportunity to specific needs i.e. communicate in location of seating to person. address visual or auditory issues. Improve the Our school uses a range of Promote a systematic Develop work SENCo Sept 2019 Improved variety of delivery of communication methods to approach by the use systems and visual appropriate curric Ongoing information to ensure information is of work systems schedules as they are resources for SEN students with a accessible. This includes: providing crucial to reduce students, monitored disability opportunities for all anxiety and behaviour by JDN leading to Internal signage students to produce problems. improved access to work independently. school work for all Large print resources Monitor staff using students. Adopt a bank of words, videos and Pictorial or symbolic appropriate fonts to pictures within Students with representations communicate with , lessons. disabilities are Videos parents/carers, prepared for school outside agencies and life as are able the local community bodied students. July 2019 SENCo SLCN effects the Improved Identify SLCN We use a range of tests to largest group of 12- in identification of Ongoing Implement Makaton, establish stage of learning. 50% of the UK. SLCN. Picture Exchange disadvantaged Interventions for spelling, The second largest Improved access to Communication need intervention dyslexia are in place group in 12 +, the first the curriculum for Systems. in this area. being autism,
Library shelves at height Access to a meeting room for those who are physically disabled allowing all parents the opportunity to communicate in person. All students placed in a suitable environment where they can access their learning to suit their specific needs i.e. location of seating to address visual or auditory issues. Improve the delivery of information to students with a disability Identify SLCN 50% of disadvantaged need intervention in this area. Our school uses a range of communication methods to ensure information is accessible. This includes: Internal signage Large print resources Pictorial or symbolic representations Videos We use a range of tests to establish stage of learning. Interventions for spelling, dyslexia are in place Promote a systematic approach by the use of work systems providing opportunities for all students to produce work independently. Adopt a bank of appropriate fonts to communicate with , parents/carers, outside agencies and the local community SLCN effects the largest group of 12- in the UK. The second largest group in 12 +, the first being autism, Develop work systems and visual schedules as they are crucial to reduce anxiety and behaviour problems. Monitor staff using words, videos and pictures within lessons. Implement Makaton, Picture Exchange Communication Systems. SENCo SENCo Sept 2019 Ongoing July 2019 Ongoing Improved variety of appropriate curric resources for SEN students, monitored by JDN leading to improved access to school work for all students. Students with disabilities are prepared for school life as are able bodied students. Improved identification of SLCN. Improved access to the curriculum for
accessibility_policy_May_2018.docx