DOROTHY GOODMAN SCHOOL
Draft Accessibility Policy

Accessibility Statement

Dorothy Goodman School is accessible to all students who require a specialised education for children with generalised learning difficulties, and whom Leicestershire LEA feels would benefit from placement with us.

When consulted about an individual pupil being placed here, we will only express the opinion that this should not happen where:

"the child's inclusion would be incompatible with the efficient education of other children". (SEN Code of Practice, DfEE, 2001)

Reasonable Adjustments

All reasonable adjustments will be made by the school in terms of;

- curriculum access, e.g. making available resources with large print
- additional staffing for the class requirements (based upon the level of need in the class at the time)
- access to ICT, which may include the provision of lower cost communication aids, software etc.
- the provision of small items of equipment
- minor building alterations, e.g. the widening of a door
- occasional support from external specialists
- alterations in teaching styles, e.g. the wearing of a tactile personal identifier, or the use of objects of reference
- changes in the way that a class works, e.g. grouping lessons in different ways depending upon pupils' needs

- regular, dedicated 1-1 support, either from an LSA or a specialist teacher
- a significant piece of equipment, e.g. a PC computer, a hoist sling, a standing frame
- the regular involvement of non-educational agencies, e.g. physiotherapist, speech therapist, music therapist
- major building alterations, e.g. the building of a 1-1 work room

Provision for Pupils' Individual Needs

Staffing

A significant factor in catering for pupils' educational needs is the provision of appropriate levels of staffing. At the beginning of each academic year an audit of all new classes will be undertaken, based on pupils' bandings levels. Bandings levels will either be agreed by all staff through a staff meeting, or provided by SENA. Available staffing will then be distributed according to pupil need. This audit will be carried out by at least two members of the senior leadership team, in order to ensure that the process is conducted fairly. The final distribution of time will be as close to the desired figures as is possible, bearing in mind the following:

Resources

Where it is felt that the school is responsible for purchasing items of equipment for individual pupils then these will be purchased from a contingency fund, and not from individual class budgets.

Specific Needs

Dorothy Goodman School provides for a wide range of pupils, all with very specific individual needs. Within that range there are groups of pupils who share similar characteristics, and the school must ensure that it is able to meet those identified needs. Provision made includes:

Profound and Multiple Learning Difficulties

Autism

- Work rooms specifically geared to the needs of pupils with autism
- TEACHH approach available where needed
- Autism-specific computer programmes
- On-going staff training in autism
- Support from the Autism Outreach Service
- For all pupils with autism, Annual Review targets which address the triad of impairment in autism

Development Points - continued programme of staff training

Physical Needs

- Ramp access to most parts of the school
- Hoists and changing areas
- Staff training in Moving & Handling

Development Points

- Provision of further ramp access
- Improvements to Bungalow front door

Hearing Impairment

- Makaton signing policy in place throughout the school
- On-going Makaton signing training
- Support from LEA Hearing Impairment team

Visual Impairment

- Staff training in visual impairment
- ½ day training day from VI specialist
- Former VI teacher on the staff, available for advice
- Large amount of sensory equipment

Development Points

- Teachers to be more aware of contrast and colour in the resources they use
- Matt laminate to be used rather than gloss
- Sensory room to be re-worked, under the direction of the LEA VI teacher
- On-going training in visual impairment (2 further staff during academic year 2002 / 2003

Other Specific Needs

Requirements for pupils who have other, specific needs will be accommodated as they are known, in discussion with parents and other professionals, e.g. the educational psychologist.

Monitoring & Evaluation

The operation of this policy will be monitored by the governing body - in particular the Health & Safety Sub-Committee and the parent governors, and the policy document will be reviewed every two years.