Accessibility Policy - Part 1

This policy has been developed by the Staff and Governors at Hawkhurst Primary School. It is written in accordance with the Disability Discrimination Act 1995 (DDA) and the Special Educational Needs and Disability Act 2001. This policy addresses the disability discrimination duties and the planning duties of the DDA.

For all Pupils, Staff, Parents and Governors

Introduction

This policy has been developed by the Staff and Governors at Hawkhurst Primary School. It is written in accordance with the Disability Discrimination Act 1995 (DDA) and the Special Educational Needs and Disability Act 2001. This policy addresses the disability discrimination duties and the planning duties of the DDA

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.”
This definition covers physical disabilities, sensory impairments (e.g. sight/hearing) and learning disabilities.

Key Objective

To reduce and eliminate barriers to access to the curriculum and to full participation in the school community for pupils, staff, governors and parents with a disability.

Principles

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 recognises its duty under the DDA (as amended by the SENDA):

• not to discriminate against disabled pupils and parents in their admissions and exclusions, and provision of education and associated services.
• not to treat disabled pupils, staff, parents and governors less favourably.
• to take reasonable steps to avoid putting disabled pupils, staff, parents and governors 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 recognises and values parents’ knowledge of their child’s disability and its effect on his/her ability 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.