Accessibility Policy

The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, the Governing Body has had three key duties towards disabled pupils, under Part 4 of the DDA:

  • not to treat disabled pupils less favourably for a reason related to their disability;
  • to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;
  • to plan to increase access to education for disabled pupils.

This plan sets out the proposals of the Governing Body of the school 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 school’s accessibility plan is resourced, implemented and reviewed and revised as necessary. Attached is a set of action plans showing how the school will address the priorities identified in the plan.


1a. The purpose and direction of the school’s plan: vision and values

Our commitment to equal opportunities is driven by the National Curriculum Inclusion Statement. Crowlees CE ( C) J& School sets

  • suitable learning challenges
  • responds to pupils’ diverse needs
  • overcomes potential barriers to learning and assessment for individuals and groups of pupils

Crowlees CE ( C) J& School has a Christian ethos.

Crowlees CE ( C) J& School aims to identify and remove barriers for disabled pupils in every area of school life.

Crowlees CE ( C) J& School makes all children feel welcome.

1b. Information from pupil data and school audit

Crowlees CE ( C) J& School has approximately 426 pupils on roll (14 classes in all). Our pupils come from the local community and from families in the wider area.

A Special Needs register is kept which identifies pupils who have learning and / or physical needs. In addition, some pupils have a Health Care Plan. We treat all pupils as individuals and therefore, also identify disabled pupils who do not fit into the previous categories. These groups of pupils represent the School’s identified disabled pupils. This information is shared with all teaching staff and Support Staff where appropriate.

School Strengths and Areas to Develop in working with pupils


  • Christian ethos
  • Differentiated teaching
  • Experienced staff
  • Well established procedures for supporting disabled pupils e.g. care plans
  • Good working relationships with local authority agencies
  • Most disabled pupils make good progress.
  • Use of school monitoring systems.
  • High expectations of pupils.
  • Disabled pupils have opportunity to join in all school extra curricula activities

Areas to develop

  • Equality training for all staff
  • Identify barriers to learning for disabled pupils
  • Ensure all relevant and appropriate information available to parents on school website