Disability Equality Scheme/Accessibility Plan

January 2015


The Blue Coat School is a fully inclusive school which aims to give every student the opportunity to access a full and broad curriculum and feel valued and included within the school community. Despite the difficulties associated with a mixed estate including a landmark listed building on a sloping multi level site, we aim to make all adjustments possible to support full access for students and staff. We are committed to actively promoting equal opportunities with all staff and students.


In line with the Equality Act 2010 the aims of this policy are to:

  1. Ensure all students, including those with a disability as defined within the Equality Act, have access to a full and broad curriculum
  2. Ensure that reasonable and suitable adjustments are made to the physical environment to ensure students with a disability are able to participate fully in school life
  3. Respond to individual student need to make suitable adaptations to the physical environment
  4. Overcome potential barriers to learning and assessment for students with a physical or learning disability


Reasonable Adjustments:

The school’s duty to make reasonable adjustments is summarised in the Equality Act 2010 as:

  • Where something a school does places a disabled pupil at a disadvantage compared to other pupils then the school must take reasonable steps to try and avoid that disadvantage.
  • Schools will be expected to provide an auxiliary aid or service for a disabled pupil when it would be reasonable to do so and if such an aid would alleviate any substantial disadvantage that the pupil faces in comparison to non-disabled pupils.

The Blue Coat School is committed to making reasonable adjustments for students with physical disabilities and learning disabilities. These are explained in further detail below.

Information of Students’ Needs and plans for Accessibility

  • Whole staff training is provided to share information on individual students
  • Where appropriate, specific advice is provided from Advisory services such as QEST, the Visual Impairment or Hearing Impairment Team
  • Individual drop in surgeries and workshops are provided throughout the year to respond to individual student need or specific change in circumstances
  • Feedback from lesson observations or student tracking activities provide specific support on improving accessibility where appropriate
  • Details of reasonable adjustments to be made by teachers and support staff are provided on e-portal
  • Summary reports of Health Care reports are written, shared with staff and stored in centrally accessed electronic files
  • Individual students are reviewed at Year Group review and any relevant actions for modifying reasonable adjustments are made

Accessibility and Reasonable Adjustments for Students with Physical Disabilities:

  • During transition procedures, the Pastoral and Inclusion team request information from previous schools about any physical disabilities
  • Assistant Headteacher for Inclusion review all information and arrange for a meeting with the student and family before the point of transition
  • Where the student also has a Statement of Special Educational Needs or an Education, Health and Care plan (EHC), the SENDCo or AHT for Inclusion attends the relevant statement review
  • Where appropriate, students have access to physical aids such as adapted equipment and tools in Technology or Art
  • Where appropriate, students have access to ICT to support with visual impairments
  • During the first two weeks of transition, a Teaching Assistant track and monitor how well students are accessing the physical environment and report back to the SENDCo or AHT for Inclusion who liaises with support staff
  • There are a number of lifts and ramps across the site and new buildings have full lift and ramp access
  • Where appropriate, students are permitted to leave lessons 5 minutes earlier than other students with a peer to allow for ease of accessibility across the site
  • All school visits are planned to accommodate any students with physical disabilities and have a named member of staff for support throughout
  • Transport arrangements are made with the family or local authority where appropriate so students have easy access to the school buildings

Accessibility and Reasonable Adjustments for Students with Learning Disabilities

Please read this in conjunction with the Special Educational Needs and Disability Policy

  • The Assistant Head for Inclusion alongside the SENDCo, lead the development and management of the provision for students with learning disabilities
  • CPD activities are available for staff at regular points throughout the year. This includes Autism awareness, and supporting students with ADHD
  • The school promotes dyslexic friendly approaches as an effective way of providing Quality First Teaching for all students
  • Support and advice on effective differentiation strategies are provided through workshops, surgeries, on bloodle, through feedback from observations and learning walks and as part of whole staff training, NQT training and new staff training
  • Where appropriate, a modified or alternative curriculum is provided to ensure students have equal opportunities to achieve
  • At key stage 4, through consultation with the student and their family, students embark on an option package
Action Success Criteria Lead Person Timescale  
Continue to develop the environment and Quality First Teaching strategies to meet the requirements of a Dyslexic Friendly School  All lessons will include effective differentiation strategies so that all students can access the curriculum and make progress  SCRAW/VJB January 2016
Develop access to, and availability of, technology for students with Visual Impairment or Hearing Impairment VI or HI students will have equal access to curriculum materials and will be engaging fully in all lessons
VI or HI students will become more independent and less dependent on additional adult support to access learning
 SCRAW/CAH/CH January 2016
Improve consultation with students and their families around issues relating to accessibility Reasonable adjustment will be modified or considered with a greater focus on meeting individual student need  SCRAW/MD January 2016
Estate improvement projects to incorporate and highlight specific access / use improvements Specific improvements to be identified and reviewed as part of the project planning & evaluation  MD January 2016
ICT strategic plan to incorporate specific improvements to support accessibility and differentiation Specific improvements to be identified and reviewed as part of annual ICT review CH/SCRAW/MD July 2015
Report to governors and stakeholder with progress in accessibility Governors informed at annual meeting SCRAW/MD September 2016



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