Federation of Nonington and Goodnestone Church of England Primary Schools
Mission Statement and Ethos
We seek to serve the local and wider community by offering children a caring and educationally rich learning environment in which to flourish as individuals and become increasingly valuable members of society modelled on Christian Values.
The school is committed to ensuring equal access for all its employees, pupils and any others involved in the school community, with any form of disability and will ensure that disabled people are not treated less favourably in any procedures, practices and service delivery.
This plan is drawn up in accordance with the planning duty in the
Disability Discrimination Act 1995, as amended by the SEN and Disability
Act 2001 (SENDA).
It draws on the guidance set out in “Accessible Schools: Planning to
increase access to schools for disabled pupils”, issued by DfES in July
Definition of Disability
Disability is defined by the Disability Discrimination Act 1995 (DDA):
“A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his
or her ability to carry out normal day to day activities.”
Part 1 para 2 includes persons with past disabilities to be included
“2. – (1) The provisions of this Part and Parts II and III apply in relation to a person who has had a disability as they apply in relation to a person who has that disability.”
To reduce and eliminate barriers to access to the curriculum and to full participation in the school community for pupils, and prospective pupils, with a disability.
• Compliance with the DDA is consistent with the school’s aims and Equal opportunities policy, and the operation of the school’s SEN policy;
• The school recognizes its duty under the DDA (as amended by the
SENDA): not to discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services; not to treat disabled pupils less favourably; to take reasonable steps to avoid putting disabled pupils at a substantial disadvantage; to publish an Accessibility Plan.
• In performing their duties governors and staff will have regard to the DRC Code of Practice (2002)
• The school recognizes and values parents’ knowledge of their child’s disability and its effect on his/her abilities to carry out normal activities, and respects the parents’ and child’s right to confidentiality.
• The school provides all pupils with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual pupils and their preferred learning styles; and endorses the key principles in the National Curriculum 2000 framework, which underpin the development of a more inclusive curriculum: setting suitable learning challenges: responding to pupils` diverse learning needs; overcoming potential barriers to learning and assessment for individuals and groups of pupils.
a) Education & related activities
The school will continue to seek and follow the advice of LA services, such as specialist teacher advisers and SEN inspectors/advisers, and of appropriate health professionals from the local PCT Trusts.
b) Physical environment
The school will take account of the needs of pupils and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting, acoustic treatment and colour schemes, and more accessible facilities and fittings.
c) Provision of information
The school will make itself aware of local services, including those provided through the LA, for providing information in alternative formats when required or requested.
See attached (Appendix 1)
This Plan will contribute to the review and revision of related school policies, e.g.
• School Improvement Plan
• SEN policy
• Equal Opportunities policy