Equality and Accessibility Policy
Equality and Accessibility Policy 2024-2026
Aims
Under the Equality Act 2010, schools are required 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.
In order to fulfil our aim of treating all its pupils fairly and with respect, we need to provide access and opportunities for all pupils without discrimination of any kind.
At Co-op Academy Medlock, we encourage everyone to follow the ‘Ways of Being Co-op’:
- Do what matters most
- Be yourself, always
- Show you care
- Succeed together
By providing a secure, safe environment where children can flourish and reach their full potential.
Co-op Academy Medlock is a proud member of Co-op Academies Trust, we work closely with them to ensure that all children have the best education ensuring that all children have access to a broad and balanced curriculum that prepares them for their future lives. In addition, as a school in Manchester, we work with the Local Authority, particularly the SEND team to ensure accessibility for all pupils.
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.
Our school is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues. Please refer to our Equality Policy
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 day to day activities.
Under the Special Education 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 the auxiliary aid or adjustments to premises.
Action Plan
Aim | Current good practice | Objectives | Actions to be taken | Person responsible | Completion date | Success Criteria |
Increase access to the curriculum for pupils with a disability | Our Academy offers a differentiated curriculum for all children. All staff have received training on supporting pupils with dyslexia Curriculum resources use and include examples of people with disabilities. Resources meet the needs of pupils - other services (ie NHS) inform choices. Curriculum is regularly reviewed and adapted to meet the needs of all pupils. Targets reflect high expectations and reflect both pupil’s profile and their starting points. Progress is tracked | Short term Continue to develop provision for learners with dyslexia. Work with the Trust Speech Therapist to develop Language friendly classrooms. Commissioned NHS S&L services support curriculum delivery Adaptations for learners with SEND are explicitly planned and evident in short term plans / pupil passports. Medium term Monitor and track progress for all groups of children including those with disabilities using Arbor. | Work with SEND Director to fully audit classrooms and action in light of findings. Communication and Interaction focus. Subject leaders and class teachers are supported by Trust Directors to review planning and monitor provision The SENDCo will use the achievement data to analyse progress across the academy and identify strengths and areas for development. SENDCo has ‘open door’ to offer support to staff. EY team represented in SEND / Inclusion teams to support home school liaison & early identification | SENDCo Speech and language therapists and SENDCo Class teachers, subject leaders SENDCo, Class teachers, Subject Leaders | Summer 2025 Autumn 2024 Half-termly Termly | All pupils with needs are identified and directed to support services / networks both internal to school as well as (where appropriate) outside agencies. Pupils with speech and language needs are better supported with learning and make better progress across the curriculum All pupils will have improved outcomes including learners with SEND Gaps in attainment are identified and strategies are actioned to ensure that these gaps are addressed. |
Improve and maintain access to the physical environment | Co-op Academy Medlock is accessible to all the children who currently attend. Building constructed with ‘barrier free’ elements with lift access to all floors and specially sized ‘disability friendly’ toilet spaces. | Short term Ensure the environment supports learners with speech and language needs Medium term research and seek support in further resources to support pupils with social communication needs. | Trust SaLT to support with displays, signage and the physical environment. Look to developing provision for pupils who need provision beyond the mainstream classroom in yr2, yr1, reception and Nursery. | Speech and Language Therapist SENCo Office Manager, Site Manager and Headteacher | Spring 2025 Summer 2025 Summer 2026 | The environment remains accessible to all. All children are able to access the same learning. Specialist provision is developed. |
Improve the delivery of information to pupils with a disability | Information is translatable into a range of different languages and sizes through the use of Classdojo / google translate | Short term Understand the needs of pupils and ensure information is available in relevant formats - large print or Pictorial / symbolic Medium term Ensure signage is suitable for non-readers, is clear and well situated Long term Track language spoken in the school community to ensure all families can access. | Environment walk, site manager, headteacher and office manager SENCO to enquire into this service | SENCO, Headteacher Headteacher, Office Manager, Site Manager SENCO, Headteacher | Autumn term 2025 Half termly January 2022 | Pupils have access to curriculum information and all other school information in a format that meets their needs Pupils are able to navigate the school regardless of any disability |
Monitoring Arrangements
This document will be reviewed every 3 years, but may be reviewed and updated more frequently if necessary.
We have included a range of stakeholders in the development of the accessibility plan, including; pupils, parents, staff and governors of the school.
This Accessibility Plan will be made available on the school’s website, and paper copies are available upon request.
Links with other policies
- Risk Assessment Policy
- Health and Safety Policy
- Equality Policy
- Special Educational Needs Information Report
- Supporting pupils with medical conditions policy.