Disability and Accessibility at Canada Hill

At Canada Hill Community Primary School, we are committed to ensuring that our school is accessible and welcoming to disabled pupils, parents and carers, staff, governors and visitors.

We recognise that disability should not be a barrier to participation, learning or involvement in school life. We work to identify and remove barriers and to make reasonable adjustments where necessary so that disabled people can participate fully in the life of the school.

Our approach is based on the principles of equality, inclusion, dignity and respect. We recognise that accessibility needs are individual and can change over time, and we work with pupils and families to understand and respond to these needs.

Accessibility for pupils

We aim to ensure that disabled pupils can access the full range of opportunities available at Canada Hill. This includes:

• the curriculum and classroom learning;
• assessment;
• PE and sporting activities;
• Woodland School and outdoor learning;
• educational visits and residential activities;
• clubs and extra-curricular activities;
• assemblies and Collective Worship;
• school events and performances;
• transition between classes and schools.

Teachers adapt teaching, resources, equipment and learning environments where necessary. Adjustments may include changes to presentation, seating, communication, equipment, timing, activity or adult support.

Our Accessibility Plan sets out how we work to increase disabled pupils' participation in the curriculum, improve the physical environment and provide information in accessible formats.

Physical accessibility

Canada Hill has facilities and arrangements to support physical accessibility.

The school has a lift providing access within the school building and an accessible toilet. We also have accessible parking and drop-off provision immediately outside the school reception to support disabled drivers and passengers.

We aim to keep routes into and around the school clear, safe and accessible. We consider accessibility when planning maintenance, building work, activities and events.

We also consider access to our outdoor learning areas, including Woodland School, when planning activities for pupils with disabilities.

Our Accessibility Plan requires the school to consider the needs of pupils, staff, governors, parents, carers and visitors when reviewing the physical environment.

Accessibility for parents, carers, staff and visitors

We recognise that accessibility applies to the whole school community.

We aim to ensure that disabled parents, carers, staff, governors and visitors can access our buildings, information, meetings, events and other aspects of school life.

Where a disability creates a barrier, we will work with the individual to identify appropriate and reasonable adjustments. This may include:

• physical access to the school;
• accessible parking and drop-off arrangements;
• access to meetings and events;
• alternative formats for written information;
• electronic or digital communication;
• communication support;
• adjustments to meeting arrangements;
• access to school facilities.

Parents and carers are encouraged to let us know about any accessibility requirements so that we can work with them to find an appropriate solution.

Accessible information

We recognise that information needs to be accessible as well as the physical environment.

We aim to provide school information in formats that meet individual accessibility needs, including accessible electronic or modified written formats where reasonably required. We also consider accessibility when producing school publications, presentations, online information and website content.

Parents and carers are encouraged to let us know if they have particular communication or accessibility requirements. We will work with them to identify an appropriate way of sharing information and enabling them to participate in their child's education.

Removing barriers

We do not assume that every disabled person has the same needs. Accessibility arrangements are considered on an individual basis.

We will:

• listen to pupils and families;
• identify barriers to participation;
• consider reasonable adjustments;
• adapt teaching and resources where required;
• consider accessibility when planning visits and activities;
• review accessibility needs when circumstances change;
• provide staff with appropriate information, training and support;
• challenge disability-related prejudice, stereotypes, bullying and discriminatory language.

We seek the views of pupils and their parents/carers when identifying barriers and reviewing the effectiveness of adjustments.

Our Accessibility Plan

Our Accessibility Plan 2026–2029 sets out our priorities and actions for improving accessibility across the school.

The plan focuses on three key areas:

1. Curriculum accessibility – ensuring disabled pupils can participate fully in learning.
2. Physical accessibility – identifying and reducing physical barriers within the school environment.
3. Accessible information – ensuring information can be accessed by those who require adjustments.

The plan is reviewed annually, with a full review at least every three years.

Further information

For further information, please see:

• Accessibility Plan 2026–2029
• SEND Information Report
• SEND Policy
• Equality Policy
• Equality Curriculum Statement

If you or your child has an accessibility requirement, please contact the school office. We will work with you to understand your needs and consider appropriate adjustments.