Accessibility Plan

The Purpose of this Plan 

The Treasure Box, Hickling:

  • has high ambitions for its children with disabilities and expects them to be able to participate in all aspects of setting life
  • is committed to identifying and then removing the barriers that face children with disabilities
  • values each individual and the contributions they make to all aspects of setting life
  • will strive to ensure that its children with disabilities have access to all areas of the curriculum and teaching resources, so that they fully develop their education
  • acknowledges a commitment to embrace the key requirements set out in the EYFS
  • will continue to focus on removing barriers in every area of setting life
  • is committed to embracing equal opportunities for all members of the setting’s community.

This plan sets out how my setting will increase access to education for children with disabilities in three key areas: 

  1. increasing the extent to which disabled children can participate in the setting’s broad and balanced curriculum
  2. improving the environment of the setting to increase the extent to which disabled children can take advantage of education
  3. focusing on how I deliver information, which is often only provided in writing, to improve accessibility for all, including disabled parents.

My setting’s accessibility plan will be reviewed every three years, in line with best practice.

What does accessibility and inclusion mean for my setting?

I am committed to providing a setting that can be accessed, understood and used to the greatest extent possible, by all people, regardless of their ability or disability. 

When reviewing or redesigning my setting environment (such as my buildings, technology, information, communication or culture) I will be guided by the following:

  • Provide the same means of use to enable access for all users: identical whenever possible; equivalent when not
  • Avoid segregating or stigmatizing any users
  • Provisions for privacy, security and safety shall be equally available to all users
  • Ensure dignity in use for all users.

Definition of disability

The definition of disability is set out in the Equality Act 2010, Part 6:

‘A physical or mental impairment which has a substantial and long term effect on a person’s ability to carry out normal day to day activities’. 

Reasonable adjustments for disabled people

Where something the setting does, places a disabled person at a substantial disadvantage compared with a non-disabled person, I will take all reasonable steps to try to avoid that disadvantage. This may mean changing the way I work, providing extra equipment or removing physical or other barriers.

What I have in place to make my setting accessible

The curriculum:

I offer a differentiated curriculum, to meet the varied needs of the children in attendance.

I use teaching methods and resources tailored to the needs of the children who require additional support to access the curriculum.

All children have Support Plans in place.

I have received training in using alternative methods of communication, including: signing, visual timetables, objects of reference, real objects, photos, now and next boards, pictures.

Curriculum progress is carefully tracked and assessed.

Effective and appropriate targets are set for each child.

The curriculum is reviewed to ensure it meets the needs of the children in attendance and children are actively encouraged to participate.

I work in partnership with parents, carers and other professionals, to help children make the best possible progress.

I use Attention Autism techniques, Intensive Interactions and the Framework for Learning, in order to engage children with their learning.

Children with SEN are identified early, so that referrals can be made in a timely fashion and expertise from other professionals is sought.

Children receive a high level of adult support from me, an experienced and qualified SENDCo.

I work in a child centred and holistic way.

Planning and delivery of the curriculum is flexible, to take into account the changing needs and interests of the children.

I am happy to receive information from other professionals.

The physical environment:

The whole setting is at ground level, with level access from the roadside through to the playroom, making the premises accessible for wheelchair users.

Outdoors has a smooth rubber safety surface and the slide has a crawling board.

The playroom is well lit and is decorated in neutral colours.

Tables are adjustable and set at a height to suit the children in attendance.

Disabled children have access to, and participate in, all the activities on offer, and this includes trips out.

There are safe spaces for children to go, in order to help them to regulate their emotions.

Personal evacuation plans are in place for children.

The playroom’s acoustics have been optimised and background noise minimised, to support children with a hearing impairment and those with attention difficulties.

Doors and gates are fitted with locks to ensure that children are kept safe and secure.

Floor level and private changing facilities are available for children requiring this.

The delivery of information:

Before a new child starts at my setting, I will gather information about the child’s needs, including any disability or health condition. One of my setting’s values is a respect for parents and carers; I put great effort into developing positive relationships with them from the very beginning. Through these close relationships, I enable parents and carers of children to talk openly and honestly with me – sharing information in the child’s best interests.

Communications with parents take place at every session.I use a range of communication methods including signing, visual timetables, objects of reference, real objects, photos, now and next boards, PECS, pictures.

Challenges to accessibility that I want to address

The curriculum:

Improve community links and access.

Post-Covid, I would like to improve the participation my setting has in the local community, to improve social skills progression.

I will do this by becoming involved in the local Toddler Group and activities at the Village Hall Barn site.

I will ensure that I have necessary and up to date training, to meet the needs of the children I educate. Training would be face-to-face or on-line.

I will ensure that the curriculum is regularly reviewed to ensure that it meets the needs of the children in attendance.

I will seek to remove all barriers to learning and participation.

The physical environment:

The playroom toilet and hand washing facilities has a small step down into it, which prevents easy access to wheelchair users. The toilet is too high and the sink is too high for children using wheelchairs.

I would like to raise the floor level in the WC to match the playroom floor. I would like to replace the toilet and sink with lower level units.

These proposals would mean that children using wheelchairs would have easier and more appropriate access to the WC facilities.

These alterations would be completed before any children using wheelchairs start at my setting.

I would make alterations to the setting’s colour scheme, to support a child who is visually impaired.

I will ensure that I have necessary and up to date training, to meet the physical and medical needs of the children in attendance. Training would be face-to-face or on-line, as appropriate.

The delivery of information:

Provide information to parents, carers and children in alternative formats.

I would like to be able to use alternative forms of communication, before new families requiring these, start at my setting, for example via PECS training, or larger print material.

I am available to read through correspondence and support the completion of forms and paperwork, with parents and carers.I will regularly review and update the setting’s Policies and Procedures to ensure that they reflect inclusive practice.