ACCESSIBILITY STATEMENT

This statement should be read in conjunction with the setting’s Equality and Diversity Policy and the Admissions Policy. We are committed to being an inclusive setting and supporting learners, parents and visitors to play a full part in the life of the setting whatever their disability or additional needs. We also recognise that we have a duty to promote disability issues and within our context it is particularly important that we consider disability issues within the curriculum and take every opportunity to demonstrate to our learners that we value and promote diversity. We are a ‘listening setting’ and hope that through our relationships with parents/carers and learners we are alert to any difficulties they may experience. 

 

Context 

Prudentia Education is a small setting for learners aged 11-18. Many of our learners have challenging behaviour and additional needs. We will always endeavour to make reasonable adjustments to enable staff and learners who have a disability or other additional needs to play a full part in the life of the setting subject to Risk Assessments, when required. 

Many of our learners have invisible disabilities including mental health diagnoses such as ADHD, ASD, ODD, Conduct disorders, Speech and Language disorders and /or learning difficulties. It is aim to make our buildings to these learners all of whom who have experienced difficulties with and been excluded from mainstream provisions. It is also our purpose to work alongside parents/carers in order to provide an inclusive service to our learners. Our roll is constantly changing. We know our learners and their parents well but we are also aware that we need to be alert for hidden disabilities and vulnerabilities. 

The setting operates in two buildings. Our Garston Centre is a two-storey building. The ground floor (which includes all the public areas) is fully accessible and care is always taken to ensure that disabled parents are able to participate fully in parent/teacher consultation events, celebratory events and other meetings. We have one teaching room on the second floor, which would not be accessible for physically disabled learners. However, we have an additional formal teaching room on the first floor and another teaching area, which are fully accessible. 

There is no on site parking, however on street parking is available a very short distance from the centre entrance. 2 ‘Nurturing, Inspiring, Educating’ 

 

Our Wavertree Centre is a one - storey building, which is fully accessible. Disabled learners, parents and carers are able to participate fully in all parent/teacher consultation events, celebratory events and other meetings. We have two formal teaching rooms and an additional teaching area, which are fully accessible. Physically disabled learners can choose which centre they would like to attend, in order for us to meet their needs. 

There is ample on site parking, including designated disabled parking bays. 

Our roll is constantly changing and as a result pupil and parent/carer needs are also constantly changing. Formal consultations/surveys do not capture this well and so we try 

  1. a) To anticipate likely needs and ensure we plan reasonable adjustments into our day to day practice. 

  2. b) To actively listen to learners and parents/carers and hear both what they say and what they do not say and make adjustments to ensure our services are accessible. 

 

Improving Physical Access 

Prudentia Education are committed to continually improve physical access to our provision. We will continue to ensure that interview and induction procedures are robust so that setting is aware of all difficulties experienced by parent/carers and learners hidden and overt. This will help us inform our awareness of any ‘reasonable adjustments that need to be made ahead of a learner starting at our setting or when planning events / meetings for parents and carers. 

Improving Curriculum Access 

Our robust interview and induction procedures also inform us of any additional needs that learners may have. EHCP, risks assessments and other learner information is shared with staff to inform initial and subsequent learning plans. 

Teaching Assistants are deployed to offer group or one to one support with reading, writing, speaking and listening and other educational tasks. Staff attend a range of CPD events to help them understand learner needs and effectively support learners to overcome barriers to learning, so that all can achieve. 

Staff use new technologies (including ICT, mobile phones etc) to motivate and engage learners and enable them to record their thinking alongside other traditional methods.

 

Improving the provision of written material 

All written material provided to parents / carers is followed up with a phone call so that parents with literacy 

difficulties are not stigmatised. Mobile phones are also utilised to text parents reminders of meetings, important events etc. This helps to ensure that no parents / carers with literacy needs are disadvantaged and can attend all events that are organised. 

Our website is also continually updated to provide an additional source of accessible information for learners, parents and carers. The layout is simple and easy to navigate.

 

Produced date: August 2016 

Version number: 3 

Reviewed by: SLT August 2020 

Approval Date: August 2020 

Review Date: August 2021