Accessibility Policy

Valley School Accessibility Policy


Valley School is a primary special school with a specialist early years provision. We cater for pupils with learning difficulties along with associated physical, medical and sensory needs. We also cater for pupils who have social and communication needs. This plan identifies

  • how the school meets the needs of children in response to the Special Educational Needs and Disabilities Code of Practice 2014
  • how it take into account and respond to the Equality Act 2010

Valley School’s Accessibility Plan relates to the key aspects of physical environment, curriculum and written information.


Special Educational Needs

A child or young person has SEN if they have a learning difficulty or a disability if he or she

  • Has significantly greater difficulty in learning than the majority of others of the same age
  • Has a disability which prevents or hinders him or her making use of facilities that are provided for children of the same age

Our children in school have an Education, Health and Care Plan. Some of our nursery children will have their needs assessed to see if they may require an EHC plan.

Access to the physical environment

Valley school is fully accessible for all people including those who use wheelchairs. It has

  • Overhead tracking
  • Fully accessible toilets and changing areas
  • Low distraction environments and spaces for small group work
  • ‘Haven’ and ‘Blue Room’ for children to de-escalate
  • Specialist sensory room
  • Hydrotherapy pool
  • Dropped kerbs
  • Safe and secure outside area

Access to the school curriculum

The school strives to provide a caring environment according equal value to each individual regardless of ability or background.  Within this framework, it aims to create opportunities for the intellectual, personal and social development of all students.  This is so they may realise their full potential experience success and become responsible and fulfilled members of the school, of the Community and of the rapidly changing society around them.

Our curriculum at Valley has evolved over many years based on our collective experience of working with unique children with a diverse range of needs.  It is tried and tested but continues to be modified to meet the changing needs of the children.

Staff are skilled and trained in delivering a wide variety of teaching approaches and to implement therapy programmes. Access to information  /Communication with parents / carers

Valley School is committed to open and honest communication with families. This is achieved by:

  • Home-school diaries
  • Regular parent meeting including annual reviews, parents evenings and school events
  • Individualised communication e.g. texting and emails, use of interpreters
  • School website and prospectus

Access to specialist support on site

Valley School provides a base for a range of professionals who offer advice, guidance and support in meeting pupil’s needs. These agencies include:

  • A full time school nurse
  • Speech and Language Therapy Service
  • Physiotherapy Service
  • Occupational Therapy Service

There is regular input into the school from:

  • Sensory Support Service
  • Educational Psychology Service
  • Child and Adolescent Mental Health Service
  • Children’s Community Learning Disability Team
  • Paediatric Consultant clinics are hosted in school

Some children at Valley School have been identified as requiring 1:1 health care support. This is provided by Continuing Care

The following school policies outline how the school addresses and continues to review and improve the school curriculum. These include

  • The aims of the school
  • The School Offer
  • Curriculum statement
  • Teaching and Learning Policy
  • SEN policy
  • Behaviour Policy
  • Disability Equality Scheme


This policy will be monitored by the Governing Body and published on the school website.

The School Improvement Plan is the main document which drives our practice forward and is central to the delivery of the School Accessibility Plan.

The key actions to increase accessibility for pupils to the curriculum, the physical environment and to information are:


Actions to achieve objective


Success criteria

To improve curriculum access for the changing cohort of pupils

Individual provision maps

Specialist teaching input (IT and music)

Further develop resources to support communication (AAC and ICT)

Increase off-site visits including PE

Increase experience of live music and drama


Whole staff team

Raise pupil achievement in core areas of the curriculum

Enhance life experiences

To improve the physical environment

Re-build of the hydrotherapy pool

Plan to develop Sensory Integration facilities

Refurbishment/re-location of soft play/ball pool

Re-furbish the wheelchair swings

Improve the quality of play opportunities for children in Key Stage 1 playground

Maintain and develop resources for all pupil groups e.g. sensory trail for VI children, low distraction working spaces for ASD children

Senior Leadership Team with support of individual staff members

Raise achievement for pupils

Improved safety for all involved

Attractive and suitable environment maintained/improved

Increase personal and social learning opportunities for children throughout the school day

To improve communication

a. Access for children  to a Total Communication Environment  

b. for parents/carers


Communication champions in each class to promote Total Communication

Multi-disciplinary communication working party to re-write speaking and listening scheme of work

Communication working group – staff, governors and parents

Introduce new format to annual review reflecting the Education, Health and Care plans

Develop school website

Whole school team

Effective communication within school and with all stakeholders





New opportunities to increase our children’s views/voice

Increase access to key school documents and information

To ensure that staff are trained to meet the full range of pupils’ needs

Full training for new staff. Annual/bi-annual up-date training for existing staff

–      Medical conditions

–      Team Teach

–      Manual Handling

Plus specialist training linked to individual need

Comprehensive Inset programme  for all staff linked to SIP and appraisal targets

Headteacher and multi-disciplinary team

Staff are trained and competent

Staff are proactive in self-identifying training needs