Disability Access plan

1.0 Introduction

1.1 King Alfred School (KAS) was founded in 1898. Since its formation is has been open to both sexes, a wide ability range and to those of all faiths and none. The school welcomes applications from prospective students with disabilities, with and without Statements of Educational Needs. The detail of our Admissions Policy is laid out in the attached document,
“Admissions at KAS – A Summary of Policy and Procedure”.
1.2 The admissions procedure aims to ensure that there is a “fit” between school and pupils. Each party must understand the other and the school must feel confident that both the prospective pupil and his or her parents understand and support the ethos of King Alfred School. In order to maintain its identity and ethos the school needs to;
      1. Keep a reasonable balance between the sexes
      2. Maintain a balanced spread of ability
1.3 Before accepting a pupil onto the school roll, KAS wants to be confident that it can support the prospective pupil and his or her peers in achieving their potential.
1.4 KAS’s policy is to apply the admissions policy to all pupils, regardless of any disability of which the school is aware, and to make reasonable adjustments to accommodate pupils with disabilities.
1.5 In determining what is reasonable the school will have regard to: The financial resources available to the school The costs of any particular alteration to the premises, staffing arrangements, or special equipment required The practicality of making adjustments The extent to which aids and services will be provided via a SEN statement, or by provision paid for outside the school’s resources Health and Safety requirements The interests of other pupils
1.6 Parents or guardians of children with disabilities are requested to notify the school of the disabilities at the point of registration. If these are not known at the time, they may be notified at a later date. Prior to any interview or visit, parents will be asked to complete a “Disability Form” and will be requested to provide copies of any Educational Psychologist’s report or Statement of Educational Needs (if applicable). Early notification is of great value, as it will enable the school to liaise with parents and/or existing schools to establish what reasonable adjustments can be made at KAS to support the child’s future education.
1.7 KAS values all members of its community and all students including those with special needs play a full part in its activities, participating in sports, plays, music, camps and trips. The school places great emphasis on being inclusive, but must ensure that no pupil’s education or safety is impaired by the needs of others.
1.8 As part of the admissions process, staff will meet with parents to discuss whether or not a prospective pupil will be able to access the curriculum and what reasonable adjustments can be made to facilitate this. In determining this, the school may take advice and carry out assessments. If after consultation the school decides that it cannot discharge its legal and moral responsibilities to educate the prospective pupil and/or its contractual duties to the parent(s), KAS will be unable to offer a place. 1.9 If the school is satisfied that with reasonable adjustments (and/or additional support provided from outside the school’s resources) the prospective pupil can participate fully in the school, then, subject to availability, a place will be offered. Where the school agrees to provide additional services or equipment, parents may be charged for this service at a level which reasonably reflects the cost to the school of providing the service.
1.10Most pupils stay at KAS for many years. It is possible that during their education pupils may become disabled, or their disability may become more serious. Continuing communication between parents and staff is vital for ensuring that reasonable adjustments are made to facilitate the pupil’s participation in school.
1.11 If the school decides that it can no longer provide an environment suitable for the student to fully participate and thrive, it will consult with parents and where appropriate KAS will request and support the move of the student to another educational establishment.
1.12 One of the obvious problems (and attractions) of the Manor and Ivy Wood sites is that they are on slopes and the buildings are spread over a 6-acre area, with a public road between. Lifts, ramps and disabled WCs have been included in the more recent constructions and conversions and future developments will take account of access for the physically disabled.
1.13 In order to provide the best facilities for pupils, the school operates a system of fixed classrooms for particular subjects; this is particularly apparent in the Middle and Upper Schools, but even in the Lower School the pupils use specialist facilities for music, gym, art, CDT, French and the Library. Pupils need to move between classrooms, laboratories and specialist rooms, often up steps or stairs in buildings without lifts. As part of this Disability Access Plan the school will be examining what can be adjusted to improve access and establish the initial priorities. In the shorter term, depending on the age of the pupil, it may be possible to make some adjustments to the timetable in such a way that, with additional support, physically disabled pupils will be able to access the curriculum.
1.14 King Alfred School is a charity and does not have a large financial endowment. All improvements to the school have to be funded from its activities and there are budgetary constraints on development and adaptations. If outside funding can be made available in advance, it may be possible for the school to advance its programme of access improvements or purchase additional specialist equipment or support for individual pupils.
1.15 The school has set up a Disability Access Group, which consists of the Bursar, the Heads of the Lower and Middle Schools, the Head of Learning Support, the Estates Manager and the School’s architectural advisor. The Group reports directly to the senior management team and Council. In addition the group seeks advice and input from the School Nurse and Doctor and others with expert knowledge of disability issues.
The Group’s responsibilities are:
      1. To review the school’s polices, procedures and facilities to maximise accessibility to the school by those with special needs
      2. To make recommendations to improve accessibility by means of reasonable adjustments and by planning future improvements and by preparing and reviewing this plan
      3. To prepare the school’s Disability Access Plan
      4. To monitor the implementation of this plan and to review as necessary, and at least every 3 years
1.16 The Disability Access Group has met and prepared this plan. In doing so it has given consideration to the following issues:

2.0 Admissions

2.1 In light of the acquisition of Ivy Wood in summer 2002, and the consequential change in the admissions points to the school, the school has reviewed its admission policy and procedure. The admissions literature and prospectus is currently being reviewed to take full account of recent legislative changes and will be republished in autumn 2003. Completion Date for review: September 2003
2.2 Entry Into The Lower School
2.21 The admissions process is detailed in the school document “Admissions at KAS - A Summary of Policy and Procedure”.
2.23 The first stage is for parents to complete the registration form and if appropriate, the Disability Form. After completion of the forms, applicants are registered on the waiting list. This list is ordered according to date of registration.
2.24 When places become available parents are interviewed by the Head or Deputies. This interview is an opportunity to discuss the implications of any disability on the assessment process.
2.25 After the parent interview the child is invited to attend the school for a visit. The two main points of intake are Reception (4 yr. olds) and Year 3 (7 yr. olds.) Occasional vacancies occur in other age groups throughout the year. Reception children spend two hours in the classroom. Year 3 and other applicants spend a full day.
2.26 The assessment is an opportunity to determine the child’s learning profile, his/her academic potential and general suitability for the education offered by KAS.
2.27 Before offering a place the school must feel reasonably sure that it will be able to educate and facilitate the development of the prospective pupil to the best of his/her potential and in line with the standards achieved by the pupil’s peers. The school operates an inclusion policy which it believes enhances school life but the prospective pupil must be able to cope with the academic requirements of the school. The school will make reasonable adjustments to cater for the needs of applicants while giving equal importance to ensuring that no other pupil’s education is impaired.
2.3 Entry to Middle School
2.31 Pupils seeking entry to the Middle School in Year 7 will be asked to come in for a morning of assessment.
2.32 The School will make provision for students who have specific requirements in order to perform to the best of their ability in this screening assessment. Where appropriate prospective pupils will be able to use a lap top computer for extended writing, or allowed extra time. KAS will consult with parents and /or feeder school on these special arrangements.
2.33 The assessment consists of:
      1. A mathematics test which is devised by the school to assess numeracy skills and mathematical understanding and
      2. A standardised verbal reasoning test and
      3. A test of English language and
      4. A piece of creative writing
2.34 Some students will then be asked to come for a two day visit to work with the Year Six class they may be joining. The visit is a two way process for the family and school to ensure that K.A.S. is the right school for the child. The parents will be interviewed and given the opportunity to ask any questions and to discuss any special needs that the child may have.
2.35 Places are offered as soon as is practically possible after the visit.
2.36 In deciding whether to offer a place, KAS will be mindful of its responsibilities in meeting the needs of its existing students. We are committed to learning support. We rarely use setting in classrooms and withdrawal for learning support is limited to a maximum of three periods a week. We are used to a range of abilities, but the school acknowledges that it may not be able to provide intensive extra support to children who need it throughout the curriculum.
3.0 Adjustments to the School Buildings and Grounds
3.1 The school has prepared a plan of alterations and adjustments to premises on the Manor and Ivy Wood sites. These are shown in Appendix A.

4.0 Access to Education, Sport, Recreational Activities, Trips and Camps

4.1 The Disability Access Group has considered the problems pupils with particular disabilities may encounter when accessing the curriculum. It has commenced a review whereby a plan will be prepared for each form of common disability, highlighting the major issues facing the student and possible solutions.
4.2 The programme of review is as follows: Autumn 2003: Dyslexia, Dyspraxia, Asperger’s Syndrome, Autism and communications disorders, speech defects and ADHT Spring 2004: Asthma, Epilepsy, Cystic Fibrosis, skin disorders including severe eczema, allergies and Coeliac Disease Summer 2004: Diabetes, Haemophilia, Arthritis, Heart Disease, Kidney Failure, Leukaemia and other cancers Autumn 2004: Cerebral Palsy, hearing and visual impairments, Downs Syndrome, Limited physical mobility, Spina Bifida and incontinence problems Spring 2005: Behavioural disorders, degenerative muscular disorders

4.3 Access to the Curriculum

4.31 In Middle and Upper School and to a lesser extent in the Lower School, students move throughout the campus to specialist rooms while teachers are usually in fixed classrooms and laboratories. There is some scope to consider the needs of an individual student when the timetable is being created, but this will, by the nature of a complex timetable, be limited. The school will make best use of time-limited support for Statemented children to enable them to gain maximum benefit.

4.4 General inclusion

4.41 The needs of any student with a disability admitted to KAS will be discussed with departmental heads and special provisions will be made. In some cases the school may ask parents to pay for an assistant approved by the school to support the delivery of the curriculum. With differentiation in mind, any particular needs will be discussed and consideration given to ensuring the success of the student and the rest of the class.

4.5 Staff training

4.51 Staff are expected to have the skills required to teach disabled students which will be supported by a programme of continuing Inset training looking at the needs of disabled students. Consideration will be given to suitable training for non-specialist teachers and support staff.

4.6 Physical access and access to sport

4.61 The physical constraints limiting access to sports and other school facilities are detailed in Appendix A. When booking an off-site facility the school will check for accessibility for all students. At present the school minibuses are not designed for use by disabled pupils and drivers with special needs. When replaced, subject to financial constraints, consideration will be given to purchasing a minibus which can be used by wheelchair users. Risk assessments are prepared on a regular basis and take account of the particular needs of disabled pupils.

4.7 Outside contractors

4.71 When sessions are run by outside parties, they will be made aware of any special needs that students might have. The school will provide detailed information and any possible assistance.

4.8 Trips and Camps

4.81 The medical needs of all students will be carefully considered when deciding on Camp locations, and whether extra support staff are required. This is part of the risk assessment process and it is done in full consultation with parents. For example in recent years the School Nurse accompanied a Camp as an extra adult and with particular responsibility for a child who was at risk of an epileptic seizure. The school supported this by employing a supply nurse for the school for a week. Such a provision is a mark of K.A.S.’ commitment to the importance of inclusion in School Camps.

5.0 Public Transport

5.1 Golders Green and the North End Road is well served by public transport. The following information was advised as being correct in March 2003.
5.2 Buses with wheelchair access: 83, 183, 226, 268, 328, 210.
5.3 Buses without wheelchair access: 240 (but should be in place by December 2003), 245, 13, H2 & H3 should be getting access in April 2003.
5.4 Golders Green tube station is programmed for a lift installation but no date has been set. There are ‘Induction loops’ at the ticket office for the hard of hearing and the station is experimenting with a ‘React System’ which enables the visually impaired to carry a credit card which takes ‘readings’ from strategically placed boxes that issue directions to the holder.

6.0 Diet and Medication

6.1 For an additional fee the school provides hot and cold lunches to pupils. Within the limits of a small kitchen a number of options are available and it is possible to accommodate the needs of many on special diets. Where this is not possible, pupils may bring in a packed lunch which may be eaten in designated eating areas with other pupils.
6.2 The school employs a nurse who will give medication to pupils in accordance with written guidance from parents. Medications can be refrigerated and stored securely. If a pupil feels unwell they can visit the nurse and seek assistance. Information on any medical condition should be provided to the school nurse who can brief staff on any emergency procedures to be followed.

7.0 Welfare

7.1 King Alfred School has a long tradition of inclusivity. Our ethos is of accepting differences and also valuing them. Our policies support this approach and are embodied in the “Ten Commandments” (attached) and our systems of counselling and pastoral care. The School’s Bullying Policy was prepared by students and endorsed by Council.
7.2 The Disability Access Group accepts that future students may be or feel excluded, and/or be subject to bullying and teasing and find it difficult to cope in a mainstream school. To address this, counsellors, the School Nurse and tutors will be briefed on disabled pupil needs. All students are made aware of the school’s Anti-bullying policy and are regularly reminded of it. Students are encouraged to speak to teachers about any concerns, to feel empowered to challenge unfairness on their own behalf and on behalf of others. The P.S.H.E. curriculum addresses themes of self-esteem, peer pressure, individual strengths, rights and differences as well as specific topics of disability.
7.3 Tutors and Form Teachers seek and receive feedback from staff on the pupil performance, and where concerns are expressed they address these problems directly with the student and/or their parents and develop strategies to support them. 7.4 If pupils find it difficult to fulfil the full timetable of activities, staff consider a reduction in the number of subjects studied to allow time for greater personal study and/or learning support. If Staff consider it appropriate they make recommendations to parents for a meeting with the Head of Learning Support who may then advise a reference to an educational psychologist and/or other specialist.
7.5 If parents believe that their child has been unfairly treated by the school they have the right to appeal to Council. All KAS students have access to school counsellors.

8.0 Awareness of the Disability Access Policy

8.1 The policy has been prepared by the Disability Access Group and endorsed by Council. In September 2003 copies will be disseminated to all teaching staff and those involved in the admissions process. Parents of existing pupils will be advised of the policy through a regular mailing in summer 2003 and the school will supply copies of this policy to all who request it. Reference to this plan will be made in the new edition of the school admissions literature and copies will be supplied on request.
8.2 The Disability Access Group will meet at least once per term to monitor implementation of this plan and to refine it. The Bursar will report on the activities of the group and implementation of the plan to Council at least annually.
8.3 In a school where those with special needs have been part of the community for many years this plan is a further step in improving inclusivity. As can be seen most of the support mechanisms for disabled students are already in place and physical alterations to the premises will continue. KAS will not be complacent and will continue to improve its accessibility to disabled pupils, parents, staff and the public.

9.0 Appendices Appendix

A: Improving Access to Buildings on Manor Wood and Ivy Wood sites Plan of sites
Admissions Policy
10 commandments
Bullying Policy
Drugs policy
A full copy of this policy is available from the Bursary.

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