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First Base PRU, Lowestoft

First Base Pupil Referral Unit

Accessibility Plan

Date Written: Summer 2016

Review date: Summer 2020

Introduction: Schools’ duties around accessibility for disabled pupils.

Schools and LAs need to carry out accessibility planning for disabled pupils. These are the same duties as previously existed under the Disability Discrimination Act and have been replicated in the Equality Act 2010 Part 5A of the Disability Discrimination Act 1995 (DDA) requires the local governing body to:

  • promote equality of opportunity for disabled people: pupils, staff, parents, carers and other people who use the school or may wish to; and
  • prepare and publish a Disability Equality Scheme to show how they will meet these duties.
  • This Accessibility Plan and the accompanying action plan sets out how the Local Governing Body will improve equality of opportunity for disabled people. The SEN and Disability Act 2001 extended the DDA to cover education, so since 2002 the Local Governing Body has had three key duties towards disabled pupils under part 4 of the DDA.
  • Not to treat disabled pupils less favourably for reasons related to their disability
  • To make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage including potential adjustments which may be needed in the future.
  • To plan to increase access to education for disabled pupils.

    This plan sets out the proposals of the Management committee of the unit to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA.

  • Increasing the extent to which disabled pupils can participate in the school curriculum;
  • Improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
  • Improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.


 It is a requirement that the unit’s Accessibility Plan is resourced, implemented and reviewed and revised as necessary. Attached is an action plan (showing how the unit will address priorities identified in the plan.

This plan incorporates the unit’s intention to increase access to education for disabled pupils. In drawing up the Accessibility Plan the unit has set the following priorities:

  • To provide safe access throughout the school for all school users, irrespective of their disability.
  • To ensure that the teaching and learning environment and the resources used are suitable for all staff and pupils, tailoring the requirements to suit individual needs.
  •  To provide training to all staff regarding the needs of disabled people and how to provide assistance to enable them to enjoy the school experience as fully as possible.
  • It is the responsibility of the whole school community to implement this scheme in a manner which promotes the inclusive ethos of our school.


    Reasonable Adjustments

    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 - for example, creating a ramp so that students can enter a classroom;
  • providing extra support and aids (such as specialist teachers or equipment).

Development area



Outcome and when

Goals achieved

Curriculum delivery

Classrooms are organised to enable all children to access learning

Guidance from specialists taken in arranging classrooms. Also consider dynamics of children.

Monitoring indicates disability / SEN taken into account in organising the environment for learning. Staff to discuss prior point of entry.

Disabled pupils to access learning environment effectively.

Curriculum delivery / delivery of materials in other formats

Targets put in place to support the needs of pupils.


Visual timetables and visual clues are in place for pupils


Differentiated curriculum for pupils according to their needs.


BSA support in class to support pupils.

Monitoring indicates differentiation in place for pupils.

Disabled pupils able to access curriculum.

Physical supports

Pupils to access facilities through base.

All pupils that go upstairs to be escorted by adults and hand rails to be used.

Yellow strips are on stairs for pupils with visual impairment.

Stair case altered to ensure the difference in stairs is no longer a trip hazard. Handrails installed on both sides of the stair case. August 2016.

Individuals able to access facilities throughout base.

Ensure all staff are aware of disabled children’s curriculum access

Set up a system of individual access plans for disabled pupils when required.

Discuss arrangements that are in place with mainstream school. Information to be shared with all agencies involved with the child.

As required as and when pupils are admitted to unit.

Arrangements to be put in place prior to admission of pupil.

All staff aware of individual needs.

All educational visits to be accessible to all

Ensure all trips are accessible for pupils.


Ensure each venue is vetted for appropriateness

As required

As required. All visits have a pre visit by staff so that risk assessments can be made appropriate to the needs of the pupils.

All pupils are able to access all educational visits and take part in a range of activities.


Development area



Outcome and when

Goals achieved

Review information to parent / carers to ensure that it is accessible

Provide information and letters in clear print in “simple” English.


staff will support and help parents to access information and complete forms

During induction





As and when required

All parents receive information in a form that they can access.

To ensure that all policies consider the implications of disability access

Ensure that all new policies consider disability implications

Consider during the review of policies

Policies reflect current legislation.

All policies when renewed reflect the consideration of disability need

Evacuation of all children and staff in the event of a fire

Ensure that all disabled pupils can be safely evacuated

When required put in place personal Emergency Evacuation Plans for all children.


Regular fire drills in place to allow pupils and staff to be aware of evacuation procedures.

When required develop a system to ensure staff are aware of personal Emergency Plans are set up for identified pupil

All disabled children and staff working with them are safe and confident in the event of a fire


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