Removing barriers so every child can participate and succeed 

 

At North Mead, accessibility is about making sure children can access learning, information, the school environment and wider opportunities as fully as possible. 

 

We want every child to be able to: 

• enter and move around school safely  

• access an ambitious curriculum  

• understand information  

• communicate effectively  

• participate in trips, enrichment and wider school life  

• develop independence  

• feel that they belong  

 

Our approach is guided by a simple principle: Belong. Participate. Succeed. 

Our responsibilities 

 

Schools have duties under the Equality Act 2010 to make reasonable adjustments for disabled pupils and to plan strategically to improve accessibility over time. 

 

An Accessibility Plan should focus on three key areas: 

1. Increasing access to the curriculum  

1. Improving access to the physical environment  

1. Improving the availability of accessible information  

 

Our plan is reviewed regularly and developed in response to the needs of our pupils and school community. 

 

Accessibility at North Mead 

 

Accessibility is not the responsibility of one person or one team. 

 

 

It is reflected in the way we: 

• teach  

• organise classrooms  

• plan support  

• communicate  

• design routines  

• make reasonable adjustments  

• support transitions  

• plan trips and visits  

• use resources  

• develop the site  

• work with families and external professionals  

 

Accessibility therefore connects closely with: 

• SEND  

• inclusion  

• equality  

• safeguarding  

• attendance  

• pastoral support  

• curriculum  

• enrichment  

 

Increasing access to the curriculum 

 

We believe children with disabilities and additional needs should have access to the same ambitious curriculum as their peers wherever possible. 

 

Teachers remove barriers through approaches such as: 

• adaptive teaching  

• clear modelling  

• visual support  

• practical resources  

• smaller learning steps  

• pre-teaching  

• additional rehearsal  

• alternative recording methods  

• reduced cognitive load  

• vocabulary support  

• assistive technology where appropriate  

• adapted equipment  

• flexible grouping  

• additional processing time  

 

The aim is not to reduce ambition. It is to change the route so that pupils can access the learning successfully. 

 

Reasonable adjustments 

 

Reasonable adjustments are considered according to the needs of the individual child. 

 

These may relate to: 

• teaching  

• communication  

• movement  

• sensory needs  

• behaviour and regulation  

• assessment  

• equipment  

• routines  

• seating  

• transitions  

• trips  

• enrichment  

• access to spaces  

 

What is reasonable will depend on the child, the barrier and the context. 

 

Adjustments are reviewed to make sure they remain useful and proportionate. 

 

Communication and information 

 

Some pupils and families need information presented differently. 

 

We may support access through: 

• simplified language  

• visual timetables  

• symbols  

• photographs  

• social stories  

• translated information  

• bilingual support  

• enlarged print  

• alternative formats  

• verbal explanation  

• additional time to process information  

• digital communication where appropriate  

 

Our aim is to ensure that important information can be understood and acted upon. 

 

Physical accessibility 

 

We regularly consider whether the school environment creates unnecessary barriers. 

 

This includes access to: 

• entrances and exits  

• classrooms  

• toilets  

• corridors  

• outdoor areas  

• PE spaces  

• dining areas  

• intervention rooms  

• specialist provision  

• emergency evacuation arrangements  

 

Where a barrier is identified, we consider reasonable and practical steps to improve access. 

 

Sensory accessibility 

 

Accessibility is not only about physical movement. 

 

Some children experience barriers linked to: 

• noise  

• lighting  

• crowding  

• visual clutter  

• touch  

• movement  

• transitions  

• unpredictability  

 

Where appropriate, support may include: 

• quieter spaces  

• sensory resources  

• reduced environmental demand  

• visual structure  

• predictable routines  

• movement breaks  

• access to regulation spaces  

• adjusted positioning  

• planned transition support  

 

These adjustments are intended to help children remain engaged and able to learn. 

 

Alternative Provision 

 

North Mead’s graduated response includes additional provision for children with higher levels of need. 

 

Pheasants 

 

Our Targeted Plus provision may support pupils through: 

• smaller-group learning  

• increased adult support  

• adapted curriculum pathways  

• communication support  

• regulation support  

• planned mainstream inclusion  

 

Bumblebees 

 

Our specialist provision supports pupils with significant and complex needs. 

 

Provision may include: 

• highly personalised learning  

• specialist communication approaches  

• sensory and regulation support  

• a higher level of adult support  

• adapted environments  

• specialist resources  

• carefully planned access to wider school life  

 

Accessibility remains central to both provisions. 

 

Access to trips and enrichment 

 

We believe additional need should not unnecessarily mean reduced opportunity. 

 

When planning trips, visits and enrichment, we consider: 

• mobility  

• communication  

• sensory needs  

• medical needs  

• staffing  

• transport  

• personal care  

• regulation  

• access to facilities  

• alternative ways to participate  

 

Where reasonable, adjustments are made so that pupils can take part meaningfully. 

 

This reflects our wider commitment that opportunity should never depend on a child’s needs or family circumstances. 

 

Access to PE and physical activity 

 

Physical education is adapted so that pupils can participate as fully as possible. 

 

This may include: 

• adapted equipment  

• modified rules  

• different distances or targets  

• additional modelling  

• smaller groups  

• extra adult support  

• alternative ways to demonstrate success  

 

Swimming provision is also adapted around individual needs where appropriate. 

 

Access to information for families 

 

We want families to be able to understand and engage with school information. 

 

Support may include: 

• bilingual staff  

• translated information  

• simplified explanations  

• verbal support  

• help with forms and processes  

• access to meetings  

• additional explanation of SEND or school systems  

 

Families are encouraged to tell us if they need information presented differently. 

 

Accessibility and attendance 

 

Some pupils experience barriers to attendance because of: 

• disability  

• SEND  

• anxiety  

• health  

• sensory needs  

• communication  

• transport  

• physical access  

 

Where this happens, we consider reasonable adjustments alongside attendance, pastoral and SEND support. 

 

Our aim is always to help the child access school as successfully and consistently as possible. 

 

Medical needs 

 

Some pupils need adjustments linked to medical conditions. 

 

This may include: 

• individual healthcare plans  

• medication arrangements  

• adapted routines  

• rest or recovery arrangements  

• emergency procedures  

• additional staff awareness  

• liaison with health professionals  

 

Medical needs are considered alongside accessibility, safeguarding and inclusion. 

 

Emergency evacuation 

 

Emergency procedures must be accessible to pupils who may need additional support. 

 

Where required, we put in place individual arrangements to support safe evacuation. 

 

These arrangements are reviewed if a child’s needs change. 

 

Working with families 

 

Families play an important role in accessibility planning. 

 

We listen to: 

• what the child finds difficult  

• what helps  

• barriers outside school  

• medical or professional advice  

• previous successful adjustments  

• family concerns  

 

Adjustments are most effective when school and home work together. 

 

Working with external professionals 

 

Where appropriate, we may seek advice from: 

• Occupational Therapy  

• Physiotherapy  

• Speech and Language Therapy  

• Educational Psychology  

• specialist teaching services  

• health professionals  

• local authority teams  

 

Professional advice can help us identify barriers and plan appropriate adjustments. 

 

Pupil voice 

 

Children should be involved in decisions about accessibility wherever possible. 

 

We ask pupils: 

• what helps them learn  

• what makes things difficult  

• which environments feel challenging  

• what helps them regulate  

• whether current adjustments are useful  

 

This helps us make practical decisions rather than assumptions. 

 

Monitoring accessibility 

 

We review accessibility through: 

• pupil voice  

• family feedback  

• staff feedback  

• SEND reviews  

• learning visits  

• site reviews  

• risk assessments  

• participation in trips and enrichment  

• attendance  

• incident patterns  

• advice from external professionals  

 

We ask: What is the barrier, and what can we reasonably change? 

 

Our Accessibility Objectives 

 

Objective 1 — Improve access to the curriculum 

We will: 

• strengthen adaptive teaching  

• improve consistency of visual and communication support  

• ensure specialist resources are available where needed  

• improve access to subject-specific learning  

• monitor participation and engagement  

 

We will measure: 

• pupil access  

• engagement  

• progress  

• pupil voice  

• teacher feedback  

• SEND review information  

 

Objective 2 — Improve access to the physical environment 

We will: 

• review access to key areas of the school  

• identify physical barriers  

• make reasonable improvements where practicable  

• ensure specialist provision is appropriately accessible  

• review emergency evacuation arrangements  

 

We will measure: 

• site audits  

• pupil and family feedback  

• risk assessments  

• successful participation  

• completed improvements  

 

Objective 3 — Improve access to information 

We will: 

• improve use of accessible formats  

• strengthen visual communication  

• support families through bilingual communication where needed  

• make important school information easier to understand  

• consider individual communication needs  

 

We will measure: 

• family feedback  

• pupil voice  

• use of translated or adapted materials  

• staff evaluation  

 

Objective 4 — Improve access to wider opportunities 

We will: 

• monitor participation in trips, clubs, sport and Fantastic Fifty experiences  

• identify barriers for pupils with SEND and disabilities  

• make reasonable adjustments  

• review whether opportunities are genuinely inclusive  

 

We will measure: 

• participation data  

• pupil voice  

• SEND participation  

• adjustments made  

• family feedback  

 

Reviewing the plan 

The Accessibility Plan should be reviewed regularly and updated when: 

• pupil needs change  

• the site changes  

• new barriers are identified  

• significant works are planned  

• legislation or guidance changes  

 

Accessibility is not a one-off project. 

 

It is an ongoing part of school improvement. 

 

What success looks like 

 

Our Accessibility Plan is successful when: 

• children can access the curriculum  

• pupils can move around school safely  

• information is understandable  

• reasonable adjustments are effective  

• pupils with SEND participate in wider school life  

• trips and enrichment are inclusive  

• families can communicate effectively with school  

• pupils feel confident asking for support  

• barriers reduce over time  

 

Most importantly, we want children to experience North Mead as a school that asks: “What do we need to change so this child can participate?” 

 

Our commitment 

 

Accessibility is about more than compliance. 

 

It is about creating a school where barriers are recognised, understood and reduced. 

 

Belong. Participate. Succeed. 

 

Every Child. Every Lesson. Every Day. 

 Link to Accessibility Plan

Related North Mead Pages 

• SEND 

• Inclusion 

• Pastoral Support