Disability Access Plan May 2008

1.1 King Alfred School (KAS) is an independent, fee paying school. The KAS community includes all pupils, all members of staff, parents and members of the King Alfred School Society. KAS is committed to equality of opportunity for all current and prospective members of its community. Since its formation in 1898, it has been open to boys and girls, with a mixed ability range and to those of any faith or none. The school welcomes applications from prospective students with and without additional needs, including those with Statements of Educational Needs. This is the school’s second disability access plan and it supersedes the 2003 - 2006 plan.
1.2 The King Alfred School (KAS) seeks to achieve a successful fit between the school and its pupils through its Admissions Policy. A copy of our Admissions Policy and Entry Procedure are attached to this document.
1.3 To maintain the character of the school and support its ethos there must be:
• a reasonable balance of pupils between the sexes;
• a reasonable spread of ability.
1.4 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. Parents are expected to support the school and to trust us. We are honest with parents about KAS; we ask parents to be honest with us and to be open about any issue relating to their children. We look for children who will thrive at KAS and who will contribute to the school community.
1.5 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, parents and visitors with disabilities.
1.6 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 reasonable adjustments
• The extent to which aids and services will be provided via a Statement of Educational Needs statement, or by provision paid for outside the school’s resources
• Health and Safety requirements
• The interests of other pupils
1.7 Parents or guardians of children with disabilities or additional needs are expected to notify the school of them at the point of registration. If these are not known at the time, the school should be notified as soon as they are recognised. Prior to any interview or visit, parents will be asked to complete an “Additional Needs Form” and will be asked to provide copies of any professional reports e.g. Educational Psychologist’s report or professional reports from other agencies or a 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.
1.8 KAS values all members of its community; all students, including those with additional needs, play a full part in its activities, participating in sports, plays, music, camps and trips. Adaptations for a pupil’s participation in these activities are provided for through his or her Individual Educational Plan (IEP) in the Lower School and Pupil Profile in the Middle and Upper School.
1.9 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 advise additional assessments for further clarification. 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.
1.10 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 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.
1.11 Most pupils stay at KAS for many years. It is possible that during their education a pupil may become disabled or his or her additional needs may first be identified, or 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.
1.12 If the school decides that it can no longer provide an environment suitable for the student to 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.
1.13 The Manor and Ivy Wood sites are both on slopes and the buildings are spread over an 8 acre area, with a public road between. This means that they can be difficult to move around. 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 impaired.
1.14 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 sites, classrooms, laboratories and specialist rooms, often up steps or stairs in buildings without lifts. During the life of this second Disability Access Plan, the school will continue to improve access to its buildings. In the shorter term, depending on the age of the pupil, it will seek to make adjustments to the timetable in such a way that, with additional support, physically disabled pupils will be able to access the curriculum.
1.15 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.
1.16 The school has a Disability Access Group, which consists of the Bursar, the Heads of the Lower and Middle Schools, the Head of Curriculum Support in the Middle and Upper Schools, the Lower School Learning Support Coordinator (SENCo), the Estates and Facilities 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 additional 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 revise 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
1.17 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 The School’s admissions and entry procedures are detailed in the Admissions Policy and Entry Procedure (attached) and these are kept under regular review.
2.2 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 pupils’ peers. The school operates an inclusion policy which it believes enriches school life, but the prospective pupil must be able to access the mainstream curriculum at an age appropriate level. 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 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 supporting learning. Setting is restricted and additional in-class support is provided in some subjects. Withdrawal for learning support is limited. We are used to teaching students with a range of abilities, but the school acknowledges that it may not be able to provide the level of intensive support required by some children.
2.4 At KAS we are particularly mindful of the importance of home school links. The SEN Code of Practice highlights, “The relationship between parents of children with Special Educational Needs and the school which their child is attending has a crucial bearing on the Child’s educational progress and the effectiveness of any school-based action.”
3.0 Adjustments to the School Buildings and Grounds
3.1 The school has 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 As part of the first Disability Access Plan (2003 – 2006) the school researched common forms of physical, medical and cognitive disability to gain a greater understanding of the major issues facing students with these conditions and practical methods of supporting them. As a result of this research and our experience of supporting pupils with additional needs, it is clear that students tend to have a range of needs. Individual programmes of support need to be prepared for them and reviewed on a regular basis. The school will continue to collate up to date information on disability.
4.3 Access to the Curriculum
4.31 In all parts of the 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 and other children with additional needs to enable them to gain maximum benefit.
4.4 General inclusion
4.41 The requirements of any student with additional needs admitted to KAS will be discussed with departmental heads, subject coordinators, class teachers and teaching assistants and special provisions will be made. In some cases the school may ask parents to pay for a learning support 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.
4.42 The KAS ethos, organisation and culture encourage and support pupil participation.
4.5 Staff training
4.51 It is stipulated in the Code of Practice; “All teachers are teachers of children with special educational needs. Twenty per cent of children are deemed likely to have a special educational need at some point in their school career”. All teaching staff are expected to have the skills required to teach pupils with additional educational needs and this is supported by a programme of Inset training on learning, medical needs and effective social support strategies. Consideration will be given to suitable training for non-specialist teachers and support staff.
4.6 Physical access and access to activities requiring manual dexterity
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 the accessibility for all students. One school minibus has a disabled lift and can be used by wheelchair users. Risk assessments for trips and camps are prepared on a regular basis and take account of the particular needs of disabled pupils.
4.62 As part of the 2006 fire risk assessment, the school will designate safety areas for each building, review door opening and closing mechanisms and highlight other adaptations to accommodate the needs of disabled people.
4.63 As the school is redecorated, the lighting and colour contrast of finishes will be reviewed to aid orientation within the school.
4.64 As new furniture is required, consideration will be given to purchasing items of variable or flexible height.
4.65 Details of the booking systems for the disabled car parking spaces and their locations will be published on the school’s website www.kingalfred.org.uk
4.66 One focus for the three years of this second Disability Access Plan will be supporting pupils with physical disabilities to participate as fully as they can in CDT, ICT, Art, Craft and other activities requiring manual dexterity and in PE or Choice subjects where physical agility is required.
4.7 Outside contractors
4.71 When educational sessions are run by outside parties, they will be made aware of students’ additional needs. The school will provide detailed information and any assistance possible.
4.8 Trips and Camps
4.81 The medical needs of all students will be carefully considered when deciding on Camp locations, transport arrangements 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 has attended camps to assist a child who might have needed emergency medical support. The school supported this by employing a supply nurse at the school for a week.
5.0 Public Transport
5.1 Golders Green and North End Road are well served by public transport. The following information was advised as being correct in April 2006.
5.2 Buses with wheelchair access: 13, 83, 183, 226, 268, 328, 210, 240,245, H2 and H3.
5.3 Induction loops are installed at the ticket office at Golders Green Station, but there is no lift to the platforms. There are three flights of 11 steps to each platform.
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. Consideration is being given to including the cost of lunch within fees.
6.2 The school employs a nurse who will give medication to pupils in accordance with written guidance from parents or guardians. Medication can be refrigerated and stored securely. If a pupil feels unwell he or she can visit the nurse and seek assistance. Information on any medical condition should be provided to the school nurse (preferably in writing) as soon as it is diagnosed so she can brief staff on any emergency procedures to be followed.
7.0 Welfare
7.1 King Alfred School has a long tradition of inclusion. Our ethos is of accepting and valuing differences. Our policies support this approach and are embodied in the Bill of Rights and Responsibilities (attached), Class Contracts and our systems of counselling and pastoral care. The School’s Anti-Bullying Policy was prepared by students and endorsed by Council.
7.2 If any student feels excluded or subject to bullying, the school takes this very seriously. 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. School counsellors are used by a large proportion of our students to help with the difficult times that almost everyone faces at some point in their lives. They liaise with teachers with pastoral responsibilities, maintaining confidentiality.
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. Similarly in Lower School, the SENCo regularly liaises with Class teachers, subject specialists, support staff, parents and pupils.
7.4 If staff consider it appropriate they make recommendations to parents for a meeting with the Head of Curriculum Support (in Middle and Upper School) or the Lower School SENCo who may then advise a referral to an educational psychologist and/or other specialist. If pupils find it difficult to fulfil the full timetable of activities, staff in consultation with parents may consider a reduction in the number of subjects studied to allow time for greater personal study and/or learning support.
7.5 If parents believe that their child has been unfairly treated by the school they may utilise the published complaints procedure (attached). 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. Copies are disseminated to all teaching staff and those involved in the admissions process. Parents of existing pupils have been advised of this policy via post and the school supplies copies of this policy to all who request it. Reference to this plan will be made in the school admissions literature and copies are supplied on request. Copies are sent to all new members of the teaching staff.
8.2 The Disability Access Group meets at least once a term to monitor implementation of this plan and to revise it tri-annually. The Bursar reports on the activities of the group and implementation of the plan to Council at least annually.
8.3 Those with special needs have been part of the community at KAS for many years: this plan is a mechanism to improve inclusion. Most of the support mechanisms for disabled students and those with additional needs are already in place and physical alterations to the premises will continue. KAS is not complacent and is actively working 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
Entry Procedure
Additional Needs Form
Equal Opportunities Policy
Complaints Procedure
Bill of Rights and Responsibilities
Anti-Bullying Policy
Bullying Report Form
Drugs policy
A full copy of this policy is available from the Bursary.

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