Accessibility Plan

ED:SUCCESS School

Purpose of the Accessibility Plan

ED:SUCCESS School is committed to ensuring equality of opportunity for all pupils, staff and visitors, regardless of disability, need or background.

This Accessibility Plan outlines how the school:

• Increases access to the curriculum for pupils with disabilities

• Improves access to the physical environment

• Improves the delivery of information to pupils with disabilities

This plan is written in accordance with the Equality Act 2010.

Our Context

ED:SUCCESS School is a specialist setting supporting pupils with additional needs, including social, emotional and mental health (SEMH) needs and other SEND.

Accessibility planning is embedded within:

• Individual Education, Health and Care Plans (EHCPs)

• Personalised learning pathways

• Risk assessments and support plans

• Ongoing review of provision and practice

Increasing Access to the Curriculum

ED:SUCCESS School ensures pupils can access learning through:

Teaching and Learning

• Differentiated teaching approaches matched to pupil need

• Flexible timetabling and reduced cognitive load where appropriate

• Regulation-first approaches to support engagement and readiness to learn

• Small group and individualised learning opportunities

Support and Adjustments

• Reasonable adjustments to teaching methods and expectations

• Use of visual supports, assistive technology and alternative recording methods

• Adapted resources to meet sensory, communication and processing needs

• Individualised support strategies linked to EHCP outcomes

Staff Training

• Regular training on SEND, SEMH and inclusive practice

• Safeguarding and behaviour training linked to accessibility and wellbeing

• Ongoing professional development informed by pupil needs

Improving Access to the Physical Environment

ED:SUCCESS School recognises its responsibility to ensure the physical environment is accessible and safe.

The school:

• Conducts regular health and safety and risk assessments

• Makes reasonable adjustments to classroom layouts and learning spaces

• Uses calm, low-arousal environments to support regulation

• Ensures clear signage and safe movement around the site

• Reviews physical accessibility when changes to the environment are planned

Where full physical adaptation is not immediately possible, alternative reasonable adjustments are considered to ensure access is not disadvantaged.

Improving Access to Information

Information is made accessible through:

• Clear, plain-English communication with pupils and families

• Use of visual aids, symbols and structured formats

• Adapted written materials where required

• Verbal explanations supported by visual or practical demonstrations

• Flexibility in how information is shared with pupils and parents

The school website is designed to be clear and easy to navigate, and documents are available in alternative formats on request.

Review and Monitoring

This Accessibility Plan is reviewed annually and updated as required.

The effectiveness of accessibility arrangements is monitored through:

• Pupil progress and engagement

• Parent and carer feedback

• EHCP reviews

• Staff feedback

• Health and safety reviews

Accessibility is treated as a continuous improvement process rather than a fixed outcome.

Responsibility

The Headteacher and Proprietor are responsible for:

• Ensuring the implementation of this Accessibility Plan

• Reviewing accessibility arrangements

• Ensuring compliance with relevant legislation

All staff share responsibility for promoting inclusion and accessibility within the school.

Availability

This Accessibility Plan can be provided in alternative formats on request.

Reviewed Annually.