Kettering Buccleuch Academy
SEN, Disability & Accessibility plan
REVIEWED BY: Safeguarding Committee
DATE AGREED BY GOVERNORS: September 2015
DATE OF NEXT REVIEW: July 2017
This plan sets out the proposals of the Local Governing Board of the
academy to increase access to education for disabled pupils as required by
the planning duties in the DDA and Equality Act:
An education provider has a duty to make ‘reasonable adjustments’ to make
sure disabled students are not discriminated against. These changes could
Changes to physical features, eg creating a ramp so that students can
enter a classroom
Providing extra support and aids (like specialist teachers or
It is a requirement that the academy’s accessibility plan is resourced,
implemented and reviewed and revised as necessary.
Definition of disability
EQUALITY ACT 2010
The Act defines disability as when a person has a ‘physical or mental
impairment which has a substantial and long term adverse effect on that
person’s ability to carry out normal day to day activities.’ Some
specified medical conditions, HIV, multiple sclerosis, fibromyalgia,
ME, and cancer are all considered as disabilities, regardless of their
The Disability Discrimination Act 2005 has also extended the definition of
disability as follows:
· People with HIV, multiple sclerosis and cancer (although not all cancers)
are deemed disabled before they experience the long-term and substantial
adverse effect on their activities.
has been amended so that individuals with a mental illness no longer
have to demonstrate that it is “clinically well-recognised”, although
the person must still demonstrate a long-term and substantial adverse
effect on his/her ability to carry out normal day-to-day activities.
The Duty of the Academy
The Disability Discrimination Act 2005 places a general duty on Schools
& academy’s, which need to have due regard for the following when
carrying out their functions:
· Promoting equality of opportunity between disabled people and other
· Eliminating discrimination that is unlawful under the Disability
Discrimination Act, including protected characteristics;
· Eliminating harassment of disabled people that is related to their
· Promoting positive attitudes towards disabled people;
· Encouraging participation in public life by disabled people;
· Taking steps to meet disabled people’s needs, even if this requires more
· Academies and local authorities will (when provisions are implemented) be
under a duty to supply auxiliary aids and services as reasonable
adjustments where these are not being supplied through Special Educational
Needs (SEN) statements.
The following are referred to as ‘protected characteristics’ and
individuals cannot be discriminated against because of these or their
association with any of the following;
religion or belief
pregnancy or maternity
This is also known as the Disability Equality Duty (DED) and applies to all
disabled pupils, staff and those using services provided by academy’s and
We are committed to giving all of our children every opportunity to achieve
the highest of standards.
We actively seek to remove the barriers to learning and participation that
can hinder or exclude individual pupils, or groups of pupils.
We will do our upmost to take all reasonable actions to accommodate all
Information from pupil data and academy audit
Any individual needs are assessed as necessary.
We liaise with parents and professionals involved with students to ensure
we provide the right care for their needs.
The main priorities in the academy’s plan
We take advice on support needed for children with disabilities and work
with experts to ensure they have the support necessary to fully include
them in the life of the academy.
Increasing the extent to which disabled pupils can participate in the
Ø Within the rolling programme of curriculum policy review and academy
improvement, ensure that policies relate to disabled pupils and the
outcomes in every individual situation.
Ø Draw on the expertise of external agencies to provide specialist advice
and support as required. We have developed close working relationships with
specialist these agencies e.g. Specialist teachers visually impaired
Ø SENCO to have an overview of the needs of disabled pupils and information
shared with all staff when appropriate.
Ø Ensure there is appropriate deployment and training of learning support
Ø Share successful practice within the academy and the United Learning
Ø Work with partner academy’s both locally and within the group.
Additional Facilities across the academy include –
Person and service lifts – to all floors
Disabled toilets – in all areas
Lifting gear to assist with physical mobility
Loop hearing system in the main reception
Portable loop system for use across the building
Sound field systems throughout primary area
Portable sound field system for secondary and other areas
Specialised allocated facilities for hearing impaired
Monitored disabled parking at high peak times
Supporting Parents with Disabilities:
When providing newsletters and information for parents and carers,
academies should make this information available in an accessible format so
that parents or carers, who may be, for example, visually impaired, can
access the information. - This is upon request
Special Education Needs and Disability
At Kettering Buccleuch Academy the Learning Support Department provides
support for students who have been identified as having Special Education
Needs. In accordance with the Children’s Act 2014, these children have
additional and different arrangements to enable them to make accelerated
progress in their learning and achievement.
Identification of need is assessed using a range of base line assessments
such as on school entry assessment data, Cognitive Ability Tests (CATs),
end of Key Stage levels (SATs), progress over the last three years and/or
current assessment levels and individual diagnostic assessments such as
tests for the probability of dyslexia, or dyscalculia. Referrals for
support from the Learning Support Department can be made by teachers,
parents/carers or students. Requests for outside professional support are
made by the SENCo in accordance with the Code of Practice (2015).
The Academy provides targeted intervention matched to the individual needs
of the student. This is supported via partnership between staff, parents,
students and outside agencies. A universal offer of effective quality first
teaching environments is a foundation on which more specialised and
personalised programmes of support are built. Students identified needs,
once assessed, are supported by targets that are planned and detailed on,
Individual Education Plans.
Support for students is provided in many different ways depending on the
needs of students but could be through:
Specialist resources or programmes
Advice and guidance for teaching staff
1:1 mentoring or tutoring
Small group mentoring or tutoring
Alternative curriculum choices
Access Arrangements for examinations
Support from Academy Nurse
Support from Outside Specialists
Support for parents
Support via group workshops
The Learning Support Department is led and managed the SENCo.
q We offer parental training on an individual basis for pupils with
disabilities to ensure they reach their potential. This will be delivered
through the academy pastoral support department. – including drop-in and
home visiting services.
q Provide training on needs, as the academy receives new pupils with
q Plans to support parents of pupils with individual needs as they enter
KBA as soon as the needs are identified.
q Continuing the promotion of Non- uniform and fundraising initiatives for
specific charities- particularly as selected by the House Am, Student