Action

Timescale

Responsibility

Success Criteria

Use IPP data to identify barriers to learning and rates of progress for pupils with disabilities.  Intervention and support put in place

Twice a year for all pupils

DHT (L); HODs; HOYs

Disability does not hinder progress nor prevent potential being achieved

Discrete group of pupils with disabilities monitored as part of the school’s ECM review

Interview once a year

DHT(L); HOYs

Pupils feel supported and guided on maintaining or improving progress

Specialist support groups and agencies signposted in school

ongoing

HOY

Specialist support is easy to locate and access for all pupils

Ensure that all Year Offices are fully aware of the specific needs of disabled pupils and have regular contact with parents and carers

ongoing

DHT (L); HOY

Good consistent quality of attention and care for disabled pupils across all year groups

Extended school activities – both recreational and curriculum based –  are accessible with reasonable adjustment

ongoing

Assistant Head – extended services; CIP manager; SEN department

Disabled pupils can safely attend after school activities

Action

Timescale

Responsibility

Success Criteria

To improve access to the school site for people with disabilities including wheelchair users

2012 – 2014

PCC (BSF programme)

All parts of the school will be accessible for pupils, staff and visitors with disabilities

Action

Timescale

Responsibility

Success Criteria

Update the school website and ensure all information for parents and pupils about the school day, after school activities and relevant specialist services and support are signposted clearly.

2009 – 2010 (SIP 2C)

Assistant Head – extended services; AST ICT; Network Manager

All parents and pupils can access all information provided by the school