Accessibility

"Love, Laugh, Learn"
Respect – Resourcefulness – Reciprocity (Teamwork) – Reflectiveness – Resilience

At Wrockwardine Wood Infant School & Nursery, we believe the dreams we have for our children are too strong to let obstacles get in the way. We are committed to ensuring every child, including those with disabilities, can participate fully in all aspects of school life.

Our Aims

As a federation, we aim to:

Have high expectations of all pupils.
Ensure every pupil can take part in the full curriculum, including sport, music and drama.
Plan school trips and out-of-school activities so that children with disabilities can participate as fully as possible.
Have an admissions policy that does not discriminate or treat pupils unfairly.
Use teaching strategies that remove barriers to learning.
Adapt our physical environment to meet a range of needs.
Raise staff awareness of disability through training.
Provide information in a user-friendly format.
Use positive and respectful language.
Ensure our library and resources reflect positive images of disabled people.

What We Mean by Disability

Under the Equality Act 2010, a disability is defined as:

“A physical or mental impairment that has a substantial and long-term adverse effect on a person’s ability to carry out normal day-to-day activities.”

This includes sensory impairments, hidden disabilities, and conditions such as autism, ADHD, diabetes, epilepsy, and more. The law also automatically covers anyone diagnosed with cancer, HIV, or Multiple Sclerosis.

Scope of Our Accessibility Plan

Our plan covers three main areas:

1. Improving the Physical Environment

We ensure our buildings, playgrounds, and facilities are safe and accessible. Examples include:

Wheelchair access to main entrances and fire escapes.
Disabled toilets at both sites.
Handrails, coloured kerbs, and clear signage.
Two disabled parking spaces.
Sound system in the hall for hearing support.
Adapted equipment (specialist chairs, tables, ramps).

2. Increasing Curriculum Access

We make our curriculum inclusive through:

Differentiated teaching and assessment.
Early identification of needs.
Specialist resources such as chewellery, sloping boards, special grip pencils, wobble cushions, and weighted toys.
Accessible school trips.
Peer support and buddy systems.
Staff training in autism, Developmental Coordination Disorder (DCD), and other needs.

3. Improving the Delivery of Information

We adapt communication to meet the needs of pupils and families:

Visual timetables and Makaton signs.
Text/email alerts for hearing-impaired parents.
Translators or signers where required.
Large print, coloured overlays, or alternative formats.
Accessible home learning resources.

Monitoring and Review

The Governing Board conducts an annual disability audit and reviews the Accessibility Plan. We monitor:

Admissions
Attainment
Attendance
Exclusions
Recruitment of staff
Governing Board representation
Parent feedback

Our Accessibility Plan is published on our website and available on request. It is fully compliant with the Equality Act 2010, Schedule 10.

Accessibility Policy

Accessibility Plan