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Rowhill School

Rowhill School

Accessibility Plan Rowhill School 2017

The Governors of Rowhill School are aware of their moral and legal duty under the Disability Discrimination Act to improve access to education and educational achievement for children with disabilities.

Rowhill has considered access to the curriculum, Improvements, to the physical environment and improvements to communication.  The school has an action plan to address areas which require improvement and is mindful of its role both as an employer and as part of the wider community and so will aim to improve accessibility not only for pupils but also for staff and visitors with disabilities. We are committed to providing a fully accessible environment which values and includes all pupils, staff, parents and visitors regardless of their educational, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a cultural awareness, tolerance and inclusion.

Currently Rowhill School is accessible easily on the ground floor level and has lift access to the upper floor and meeting rooms.  We are able to provide an extensive curriculum to ensure that students with disability are as equally prepared for life as are the able bodied students. This covers teaching and learning and the wide curriculum of the school such as participation in after school clubs, leisure and cultural activities or school visits.

Improvements to the physical environment have been carried out which include:

  • light paint schemes to help visually impaired children
  • all lighting around the school has been installed to react to daylight outside

Improving the way information is delivered to pupils, parents and visitors with disabilities Information that is normally provided in writing such as handouts, timetables and textbooks can be made more accessible by providing it in other formats such as:

  • Large print
  • Audit format
  • Using a symbol system

Understanding the Curriculum

Students work with Speech and Language Therapists and Literacy and Numeracy HLTAs to support them with their special educational needs. We also have alternative curriculum programmes which support young people who have difficulties in accessing their learning due to their behaviour difficulties. All classes are supported by learning support assistants and the timetable is constructed to ensure that students have regular breaks and opportunities for fresh air and eating and drinking. Students are also provided with visual timetables.

The purpose of the curriculum is to help pupils to:

  • develop lively, imaginative and enquiring minds
  • acquire knowledge and skills relevant to adult life and a world of rapid and continuous technological change
  • have sound numeracy and literacy skills
  • develop personal and moral values, respect for shared values and for other cultures, religions and ways of life
  • develop an understanding of the world in which they live
  • appreciate human achievements and aspirations
  • take their place in society as informed, confident and responsible citizens

Main Principles

  • The curriculum should have the following characteristics: breadth, balance, relevance, differentiation; progression and continuity; coherence.
  • The curriculum should promote knowledge and understanding; mastery of intellectual, physical and interpersonal skills and personal qualities, values and attitudes
  • Equality of access for all pupils to academic experiences
  • The school should provide appropriate tasks and teaching techniques to support high expectations and appropriate challenge
  • The requirements of the 14-19 White paper on “Increased flexibility” will be met
  • All pupils have an entitlement to work related learning at KS4
  • Parents should be provided with curriculum information relevant to their child
  • The curriculum should be subject to planned evaluation and review

Assistive Technology

Microsoft’s Windows 7 & Clicker 7 already comes packaged with a range of accessibility software that is specifically designed for those with varying disabilities; specially designed for the hard of hearing, the visually impaired and those with limited movement or a movement disorder.

These can be accessed through the ‘Control Panel’ or by pressing ÿ+u together, and is entitled ‘Ease of Access’. Anyone who suffers from a hearing/visual/movement impairment and is a competent user of computers will probably be aware of this Microsoft feature.

The package includes:

  • Narrator
  • Magnifier
  • High contrast
  • On Screen Keyboard
  • Sticky and Filter Keys

With regards to dyslexia and coloured screens, we have found that the use of coloured screens is quite a subjective issue and what will work for one person will not necessarily work with another. In the old days of CRT monitors using coloured gels over the screen may have helped, but with the use of LCD/LED monitors the use of gels is considered now null and void, as the screen colour can be altered through the monitor settings quite easily.

However, we can if necessary provide extra appropriate equipment (in terms of both hardware and software) in an attempt to aid members of staff and students with disabilities and impairments.

School Transport

Students who require transport to school apply through KCC the special educational needs panel. Rowhill encourages independence and where possible students receive travel training and are encouraged to become independent travellers.

Medical Reasons

If a child cannot get to school due to medical reasons or health problems we would support the hospital school and would provide work for the child to complete.