and corresponding action plans which highlight how the school intends to address the priorities identified. Audit of Current Curriculum Access Provision Curriculum access for Physical Difficulties inc. Staff Training – Appropriately differentiated curriculum. Supportive ethos and value system within the school. ICT equipment adapted for children with reduced motor skills. Additional ICT equipment for personal use in the classroom e.g. laptop. Extra support, often on a 1 to 1 basis provided when necessary. Appropriate equipment to ensure full curriculum access. Pupils supported in PE to ensure access to that curriculum area. Pupils supported with in school physiotherapy Regular contact/ liaison with school nurse and all other relevant agencies. All staff provided with a full medical register of concerns. Medical data sheets annually updated by parents. Pupil care plans written and regularly reviewed, supported by appropriate agency. School cook fully aware of all necessary information relating to pupils with food allergies etc. Time is made available for the teacher to talk to specialist support staff as required Link Governor aware of all concerns relating to Physical Difficulties in school. Identified staff have received training in the use of the Epi Pen First Aid Training including Paediatric First Aid Training completed. Medical Awareness and procedure Training completed e.g. Epilepsy, Diabetes. Training appropriate, for the needs of the children currently in school, up to date. Curriculum access for pupils on the Autistic Spectrum inc. Staff Training – Differentiated curriculum in place particularly in relation to social skills, social behaviour and social use of language linked to appropriate national curriculum and literacy/numeracy Identification systems in place for referral to support services School policies address issues for inclusion There is access to small group facilities if required and quiet/withdrawal areas The good practice is publication “autistic spectrum disorders – guidance” available in school and accessible to all staff There is a visually orientated teaching curriculum supported by access to ICT support where appropriate. All staff follow appropriately planned management strategies for the individual pupil in the setting Time is made available for the teacher to talk to specialist support staff as required
and corresponding action plans which highlight how the school intends to address the priorities identified. Audit of Current Curriculum Access Provision Curriculum access for Physical Difficulties – inc. Staff Training Appropriately differentiated curriculum. Supportive ethos and value system within the school. ICT equipment adapted for children with reduced motor skills. Additional ICT equipment for personal use in the classroom e.g. laptop. Extra support, often on a 1 to 1 basis provided when necessary. Appropriate equipment to ensure full curriculum access. Pupils supported in PE to ensure access to that curriculum area. Pupils supported with in school physiotherapy Regular contact/ liaison with school nurse and all other relevant agencies. All staff provided with a full medical register of concerns. Medical data sheets annually updated by parents. Pupil care plans written and regularly reviewed, supported by appropriate agency. School cook fully aware of all necessary information relating to pupils with food allergies etc. Time is made available for the teacher to talk to specialist support staff as required Link Governor aware of all concerns relating to Physical Difficulties in school. Identified staff have received training in the use of the Epi Pen First Aid Training including Paediatric First Aid Training completed. Medical Awareness and procedure Training completed e.g. Epilepsy, Diabetes. Training appropriate, for the needs of the children currently in school, up to date. Curriculum access for pupils on the Autistic Spectrum – inc. Staff Training Differentiated curriculum in place particularly in relation to social skills, social behaviour and social use of language linked to appropriate national curriculum and literacy/numeracy Identification systems in place for referral to support services School policies address issues for inclusion There is access to small group facilities if required and quiet/withdrawal areas The publication “autistic spectrum disorders – good practice guidance” is available in school and accessible to all staff There is a visually orientated teaching curriculum supported by access to ICT support where appropriate. All staff follow appropriately planned management strategies for the individual pupil in the setting Time is made available for the teacher to talk to specialist support staff as required
Accessibility%20Plan%202016%202018.docx