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Accessibility Plan

Accessibility plan

Co-op Academy Woodslee

Approved by:


Date:  27/04/23

Last reviewed on:

April 2023

Next review due by:

April 2026


1. Aims        3

2. Legislation and guidance        3

3. Action plan        4

4. Monitoring arrangements        6

5. Links with other policies        6

Appendix 1: Accessibility audit        7


1. Aims

Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to:

  • Increase the extent to which disabled pupils can participate in the curriculum
  • Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided
  • Improve the availability of accessible information to disabled pupils

Our school aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind.

At Co-op Academy Woodslee we are a fully inclusive school who ensures that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum regardless of their gender, ethnicity, social background, religion, physical ability or special educational needs, (SEND).

The plan will be made available online on the school website, and paper copies are available upon request.

Our school is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues.

The school supports any available partnerships to develop and implement the plan.

This plan goes hand in hand with the Trust Equality, Diversity and Inclusion Policy.

Our school’s complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in school, this procedure sets out the process for raising these concerns.

We will include a range of stakeholders in the development of this accessibility plan, including pupils, parents, staff and governors of the school.

2. Legislation and guidance

This document meets the requirements of schedule 10 of the Equality Act 2010 and the Department for Education (DfE) guidance for schools on the Equality Act 2010.

The Equality Act 2010 defines an individual as disabled 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 undertake normal day to day activities.

Under the Special Educational Needs and Disability (SEND) Code of Practice, ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. The definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.

Schools are required to make ‘reasonable adjustments’ for pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled pupil faces in comparison with non-disabled pupils. This can include, for example, the provision of an auxiliary aid or adjustments to premises.

This policy complies with our funding agreement and articles of association.

3. Action plan

This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010.


Current good practice

Include established practice and practice under development


State short, medium and long-term objectives

Actions to be taken

Person responsible

Date to complete actions by

Success criteria

Increase access to the curriculum for pupils with a disability

Our school offers a differentiated curriculum for all pupils.

We use resources tailored to the needs of pupils who require support to access the curriculum.

Curriculum progress is tracked for all pupils, including those with a disability.

Targets are set effectively and are appropriate for pupils with additional needs.

The curriculum is reviewed to ensure it meets the needs of all pupils.

Effective use of Resources

Effective Communication


Use of specialised equipment

Staff training

Outreach support

Speech and Language support

Access Arrangements

Specialist supplies and equipment


In place and ongoing

Needs of learners met

Positive impact

Barriers to learning removed

Increased access to curriculum

Records of staff training

Improve and maintain access to the physical environment

The environment is adapted to the needs of pupils as required.

This includes:

  • Ramps
  • Corridor width
  • Disabled parking bays
  • Disabled toilets and changing facilities
  • Library shelves at wheelchair-accessible height

Maintain access

Designated parking

Visual sounders

Outdoor access kept clear of vegetation

Areas well lit

Awareness of flooring, furniture and layout

Check that any alterations or amendments still fit in with the plan


In place and ongoing

Access to school increased

Hazards removed

People can move safely around the school

Improve the delivery of information to pupils with a disability

Our school can use a range of communication methods to ensure information is accessible. This includes:

  • Internal signage
  • Large print resources
  • Braille
  • Induction loops
  • Pictorial or symbolic representations

Use of magnifier where appropriate

Large, clear fonts used where appropriate

Translated documents provided where appropriate

Specialist equipment provided where appropriate

Ensure that items are in place for any person that requires them


In place and ongoing

Information available in alternative formats

Ability to access documentation

4. Monitoring arrangements

This document will be reviewed every 3 years, but may be reviewed and updated more frequently if necessary.

It will be approved by the Local Governing Body.

5. Links with other policies

This accessibility plan is linked to the following policies and documents:

  • Health and safety policy
  • Equality information and objectives (public sector equality duty) statement for publication
  • Special Educational Needs and Disability (SEND) Policy
  • Special Educational Needs and Disability (SEND) information report
  • Supporting pupils with medical conditions policy

Appendix 1: Accessibility audit



Actions to be taken

Person responsible

Date to complete actions by

Number of storeys


Whole site is on the level

Site Manager


Corridor access


Corridors are kept clear

Site Manager




Parking bays


1 dedicated disabled bay provided, others can be made available

Site Manager



Staff entrance

Not possible to install a ramp at this location but other entrances are available



Ramps in place at all external exits where necessary





2 fully equipped disabled toilets available for us by all


Reception area

Low access counter

Buzzers, door handles etc. all at accessible level


Internal signage

Classrooms are identified

Signage to be put in place where relevant

Site Manager


Emergency escape routes

All clear and accessible

Staff exit not suitable – assistance would need to be offered. Routes Kept clear

Site Manager