Barlaston C.E. (VC) First School

Disability Equality Scheme and Access Plan 2019-2022.



Our Vision Statement


Let your light shine through family, friendship and faith



Our Spirituality Vision


Spirituality is an ever changing journey through life, connecting each individual with something bigger than themselves


Equality Statement

The school is committed to providing the full range of opportunities for all pupils, regardless of gender, disability, ethnicity, social, cultural or religious background. All pupils have access to the curriculum, and the right to a learning environment, which dispels ignorance, prejudice or stereotyping.


 Dyslexia Statement


To ensure that children on the dyslexic spectrum have equal opportunities and that their diverse strengths are celebrated and built on.


Safeguarding Statement


The school is committed to safeguarding and promoting the welfare of children and young people/vulnerable adults and expect all staff and volunteers to share this commitment.


As a church school, working through our Christian values, we aim to provide a secure, inclusive and purposeful environment to learn and work in. All our pupils, staff and visitors should feel valued, cared for, listened to and encouraged to challenge themselves to be the best that they can be and to flourish.


In this scheme we will outline how we can promote disability equality for all disabled pupils, staff, parents and other users of our school.


Our school has a duty to promote disability equality and also to publish a Disability Equality Scheme which explains how we are doing this now and what we plan to do over the next three years.


Our Duty is to make sure that

  • We do not discriminate against anyone as explained in the Disability Discrimination Act 1995
  • We do not allow any form of harassment of people with a disability
  • We will promote positive attitudes towards anyone living with a disability
  • We remove any barriers which may discourage disabled people from playing a full part in our school life
  • We encourage full participation by everyone in our school activities


What Do We Mean By Disabled?

There is a definition in the Disability Discrimination Act 1995, which indicates that we consider someone to have a disability if he or she has a physical or mental impairment which has a substantial and long-term effect on his or her ability to carry out normal day to day activities. A fuller idea of what disability means in our school can be seen in the section ‘Is Tom Disabled?’ in Appendix A.


Our school is situated within Barlaston village. Barlaston is a small village and serves a population of approximately 3,000 people. There is a mixture of public and private sector housing.


Employment is mainly small consumer or light industrial and rural. Although Wedgwood has its headquarters within Barlaston only a small percentage of parents are employed on the site. The bulk of the working population commutes.


The school currently has 150 children on roll aged from 3-9. The school has six classes ranging from nursery to year 4


Collecting and Using Data Effectively

The data we collect and collate can inform our school of developing patterns and trends. This information will be used to support the school’s self review process and also to inform future planning.


Creating a list of people with a disability

  • We have created a list of pupils who have a disability that fits the description given in the Disability Discrimination Act 1995. We have included some pupils on the Special Educational Needs Register then added pupils with a known medical condition. Finally any other children, known to staff, that may be considered to be disabled. This is now part of the school’s data available to all staff.
  • Staff have the opportunity to disclose any disability to the Head Teacher in confidence. New staff will have this opportunity on an application and following appointment. (When we recruit new staff we follow the County’s Human Resources guidelines.)
  • Development of data showing disabilities of governors, parents, carers, guardian and other users of school will be ongoing.
  • An audit of pupil performance in KS1 SAT will be used to look for trends and areas to improve.


Developing the Scheme with as Many Views as Possible

To achieve a welcoming school for everyone it is important that all users of our school have chance to voice their thoughts.  Where adjustments need to be made, the best people to inform about those adjustments are the people with the disabilities and/or their parents. Different groups within the school have offered their ideas.


We appreciate the range of views from all users of our school. This has and will help us to focus on removing the barriers that disabled people may feel they have to overcome in order to take part in all that the school offers.

This includes;

  • Being able to move around the building easily and confidently.
  • Being able to have an equal opportunity to access the lessons and activities in school life.
  • Feeling that communication between home and school is always improving and that school can think ahead to anticipate better ways to provide information for all pupils, parent/carers, staff and other users of the school.
  • Improving everyone’s awareness of this scheme – through training and ‘awareness raising’ – so that staff and pupils are thinking about being proactive in including disabled people in every aspect of school life.


Our school offers good access to disabled users at the moment but we are keen to find out how we can improve this.


School building is;

  • Built on one level but with steps or ramp access to all rooms. The main entrance has a ramp rather than steps into the building.
  • Access to the playground is via DDA compliant ramps
  • Refurbishment of all toilets, a number of years ago, included appropriate mixed tiling to provide guidance for anyone with a sight impairment. We have a disabled toilet in the main building.
  • Any further projects to develop the school buildings will take account of the needs of disabled pupils/staff and users of the school.
  • We will review mobility & access issues relating to the building each year at the Governors Health, Safety & Premises Committee.


Curriculum Access

  • We have  achieved full dyslexia status
  • We have a sensory room within school
  • Children are taught using a variety of teaching & learning methods which take account of the varying ways pupils learn, e.g. visual, auditory, and kinesthetic.
  • Development of a creative curriculum enables children of all learning styles and abilities to access exciting ways of learning
  • All lessons have a learning objective which is shared with the children. When necessary learning objectives are modified for individual children to ensure they are learning appropriately for their needs.
  • Success criteria for achievement differ to meet individual needs and are used to identify next steps in learning.
  • All staff (Teaching and support) are trained in assessment and this is regularly updated.
  • Individual Education Plans (IEP) are written, Special Educational Needs (SEN) register is kept up to date and includes details if intervention programmes are offered to pupils.
  • We have achieved Healthy School Status
  • Staff receive information of the learning needs of all SEN pupils plus other pupils where appropriate.
  • Lunchtime staff receive information of reasonable adjustments they may need to make to encourage the best behaviour during the lunch hour. These focus on positive interaction with pupils.
  • Advice is sought from SENSS advisory teacher, Educational Psychologist and many other outside agencies to inform staff, of the best ways to provide reasonable adjustments.
  • Teaching assistants are well trained and work in collaboration with the teaching staff to make sure that disabled pupils are appropriately supported.
  • Impact statements show how effective extra support sessions, for pupils with specific learning needs, have been.
  • ICT is used as an aid to learning and where appropriate for pupils with specific difficulty handwriting.
  • Work is presented to children on buff coloured paper to address needs of children with dyslexic tendencies


Communication Between Home and School

  • School sends a Newsletter home via email every week, but also available on the website.
  • Parents are encouraged to contact school to discuss concerns either personally or by telephone and these are followed up as quickly as possible.
  • We communicate regularly through text2parents.
  • All parents are offered the opportunity whenever they wish to speak to teachers to discuss pupils’ progress. Of the three annual parents evenings, two are to discuss individual children privately and one is to follow up items, as necessary, from the annual written report.


Achievements of Disabled People

Disabled pupils are encouraged to participate fully in school life. We will do our best to encourage other disabled users of the school to become actively involved creating a community for everyone.


All pupils are given roles of responsibility within school, from class helper to Buddy, or School Councillor, with disabled pupils holding these roles successfully.


Looking towards making things better – Evaluation

Our school aims to remove any barriers that we find are making life more difficult for people with disabilities. These barriers may be lessened by making ‘responsible adjustment’ – to

  • The building
  • Learning and teaching styles
  • Variety of methods of communication


The building and grounds will be improved to meet updated guidelines and any development will be done with consideration for disabled users.


Learning and Teaching

There are always adjustments being made to aim to improve everyone’s learning experience. We will focus on checking that disabled pupils progress is in line with their abilities and that should we uncover any discrepancies then we will endeavour to investigate, evaluate and improve our practices appropriately.

  • Academic progress is monitored regularly
  • All pupils on SEN register will be monitored closely and action taken to ensure they can access the curriculum at their level. This may be by working in a set of similar ability or by receiving 1:1 support in specific areas. This could be for dyslexia or may equally be support of a nurturing group to develop communication skills.
  • Pupil Premium money within the budget will be used to address pupils needs through additional teaching assistant hours and other interventions/ developments.
  • A sensory room is on site
  • Children receiving extra support will all have their individual support targets monitored and reported back to parents or carers verbally.
  • Using ASPdata online and lesson observations we track and analyse the achievement of all our pupils.
  • Planning by class teachers will need to identify the reasonable adjustments being made and be included in their formal plans.
  • Reviews of all policies in school is ongoing, but these are specific to children with disabilities
    1. Anti-bullying
    2. Safeguarding
    3. Disability and Equality
    4. Attendance
    5. SEN
    6. Health and Safety
    7. PHSE
    8. Healthier Lifestyle
    9. Equal Opportunities
    10. Behaviour


Communication with all the school’s users

We aim to use a variety of communication method

  • Parents receive a weekly newsletter via email. This is also available on the website.
  • Letters are usually sent home on a Friday with the newsletter, but should a letter be sent home on any other weekday, parents receive a text to inform them.


The effectiveness of these adjustments will be monitored regularly and by asking disabled users if the school fit their opinions regularly.

Feedback will come from 


  • pupil interviews
  • Parent/guardian/carer questionnaire
  • Staff opinion – all staff, teaching and non teaching – at staff meetings and T.A. discussions
  • Governors
  • Users of the school
  • Findings collated by either MC, or Governor
  • Ideas discussed at staff meeting, Senior Management Team
  • Developed during Inset Day and with Governors
  • Discussed with staff/interested parties and School Council
  • Leading to implementation


Reviewing and Monitoring how we are Creating a School which is Welcoming and Inclusive

We will review the Action Plan annually at the Governors Curriculum Committee during the Summer Term. We will look again at the information we have to see if the actions we have taken have had a positive impact on the opportunities and outcomes for disabled pupils.


This can be done by:

  • Regular Pupil Interviews
  • Staff awareness will be constantly raised. Ensuring that staff are aware of the disability plan
  • Parents opinions will be welcomed on a questionnaire sent home during the Summer Term – relating to all school matters. Also parents new to the school will be given the opportunity to complete a questionnaire in the Late September/October.


Revision of The Scheme

Constant reviewing will inform the scheme’s revision, and setting new priorities on the Action Plan. We must always take account of disabled people’s views and the information and data that we collect within our school. The revision will take place after three years – 2022.


Parents, carers and users of our school can request a copy of Barlaston C.E. (VC) First School Disability Equality Scheme and Access Plan from the school office. Requests can be made to have a copy in large print.




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