01536 515 644

CCF CPOMS Show My Homework Online Payments Webmail Twitter @KBuccleuchA SIMS Parent Evening System

Enter Title

Kettering Buccleuch Academy

SEN, Disability & Accessibility plan

REVIEWED BY: Safeguarding Committee




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 include:

  • Changes to physical features, eg creating a ramp so that students can enter a classroom
  • Providing extra support and aids (like specialist teachers or equipment)

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 effect.

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.

  • Section 18 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 people;

· Eliminating discrimination that is unlawful under the Disability Discrimination Act, including protected characteristics;

· Eliminating harassment of disabled people that is related to their disability;

· 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 favourable treatment.

· 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;

  • sex,
  • race,
  • disability,
  • religion or belief
  • sexual orientation
  • gender reassignment,
  • 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 schools.

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 individual needs.

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 academy curriculum.

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 staff.

Ø Share successful practice within the academy and the United Learning group.

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

Lowered pavements

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.

Specific Notes:

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 disabilities.

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 leaders.