Hebden Bridge School is a co-educational secondary school for a maximum of one hundred 11-17 year olds, offering democratic, soulful, creative education in classes of no more than 20 students. We seek to create a learning environment that nurtures each individual, whether student or staff. We opened in Hebden Bridge on September 5th 2016. We foster optimum receptivity to learning through yoga and meditation, democratic decision making, cross-subject learning and community service. Small class sizes enable closer teacher- student relationships. For us the “classroom” is an exciting learning place which also includes the natural world.


Hebden Bridge School aims to provide a curriculum accessible to all its students, differentiated to meet individual needs and abilities and free from discrimination. This plan aims to ensure that barriers to learning are, over a period of time, eliminated.


The purpose of this plan is to show how Hebden Bridge School intends, over time, to increase the accessibility of our school for disabled pupils. The Accessibility Action Plan is included as an appendix to this document.


Definition of Disability

A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.




  • To ensure that all students have equal access to a broad, balanced and differentiated curriculum.
  • To provide access to the curriculum for disabled students without disadvantaging the education of other students in the school.
  • To ensure disabled students can participate fully in extra-curricular activities, clubs and school trips.
  • To continue to improve the physical environment of the school to enable disabled students to take better advantage of education, benefits, facilities and services provided, and to improve the availability of accessible information to any disabled person.
  • To challenge negative attitudes about disability and accessibility and to develop a culture of awareness, tolerance and inclusion.




3.1 Increasing the extent to which disabled students can participate in the school curriculum


  • to monitor those areas of the curriculum that are normally difficult for disabled students to access; where necessary, re-rooming to more easily accessible classrooms;
  • to further investigate what support or alternative approaches can be adopted to increase the choice/participation of disabled students;
  • to investigate alternative provision/routes and collaboration that will assist disabled students to learn, including liaison with Special Educational Needs and Disabilities (SEND).

The school plans to monitor access to the curriculum for students with a disability, expanding the curriculum as necessary to ensure that students with a disability are as prepared for life as are able-bodied students. This covers teaching and learning beyond the school curriculum such as participation in after-school clubs, leisure and cultural activities or school visits. It also covers the provision of specialist aids and equipment, which may assist these students in accessing the curriculum. The school will continue to seek and follow the advice of LA services, such as specialist teacher advisers and SEN inspectors/advisers, and of appropriate health professionals from the local NHS Trusts.


3.2 Improving the physical environment of the school to increase the extent to which disabled students can take advantage of education and associated services


As described above, the school has disabled toilet facilities. Blue Badge parking spaces in close proximity to the main school entrance will be provided. The school will continue to take account of the needs of students and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting, acoustic treatment and colour schemes, and more accessible facilities and fittings.


Hebden Bridge School will strive to:


  • produce all school literature at the correct font size to help visually impaired students;
  • investigate alternative ways of providing access to information, software and activities;
  • investigate ways of communicating effectively with disabled parents and carers and other disabled adult users of the site.


The school will monitor ways to improve the delivery of written information to students, staff, parents and visitors with disabilities, providing information in alternative formats (e.g. Braille or audio) when required or requested.


3.3 Financial Planning and Control


The Lead Teacher and the Board of Trustees will review the financial implications of the School Accessibility Plan as part of the normal budget review process. The objective is that over time the School Accessibility Plan actions will be integrated into the School Development Plan.

Hebden Bridge School will finance the plan by identifying costs and incorporating them into current and future budget commitments.




4.1 Management, Coordination and Implementation


  • The Governing Body has overall responsibility for the operation and monitoring of this plan.
  • The Lead teacher has responsibility for the co-ordination of the physical and information access aspects.
  • The Special Educational Needs Co-ordinator (SENCo) is responsible for co-ordinating the aspects of this policy that relate to the curriculum.
  • Having liaised with the SENCo, the Lead teacher will report to the Premises Sub-Committee each spring term on progress towards full accessibility and will also plan and cost a yearly programme of physical improvements to the buildings and site for the Finance Committee to consider as part of the annual budget plan.
  • The SENCo will plan and cost the required staff training each year, and will forward the plan to the Lead teacher for consideration as part of the annual staff development plan.


4.2 Monitoring


Hebden Bridge School recognises that monitoring is essential to ensure that students with disabilities are not being disadvantaged, and that monitoring leads to action planning. Areas to be monitored include:


  • Provision of information and training for staff to ensure that they are able to support students with a range of disabilities; that they have high expectations of all students, and that they strive to remove barriers to learning and participation.
  • Information and training provision to enable staff to conduct lessons and meetings in a user-friendly way.
  • Success in meeting identified targets.
  • Recorded evidence that increased numbers of students with disabilities are actively participating in all areas of school life.


4.3 Accessing the School’s Plan Through:


  • presentation in a section on the school website open to all visitors to the site
  • mention in the head teacher’s newsletter of the availability of the plan.


The school will achieve successful implementation of the accessibility plan with continued support in the areas of:


  • providing training and awareness opportunities to staff, trustees and parents/carers on issues regarding equality and inclusion;
  • providing targeted training for particular groups of students/staff;
  • promoting collaboration through the provision of information and the sharing of good practice;
  • encouraging liaison between other local schools including special schools;
  • seeking support/advice from outside the school, from services, other agencies and organisations;
  • ensuring that Hebden Bridge School is aware of support services that provide advice to schools and



Approved by Board of Trustees: September 2016

Reviewed September 2017

Reviewed September 2018

Next review September  2019















Targets Strategies Outcome Timeframe Achieved
To ensure that the accessibility Plan becomes an annual item at the Trustee meetings. Chair to add to list for meetings. Adherence to legislation. Annually
To improve staff awareness of disability issues. Review staff training needs. Provide training for members of the school community as appropriate. Whole school community aware of issues. Ongoing.
To ensure that all policies consider the implications of disability access. Consider during review of policies. Policies reflect current legislation. Ongoing.
To ensure child recovering from serious medical condition has minimal risk of contracting infections. Parents to be reminded of need to inform school about infections that might cause problems. Child continues to make good recovery. Half termly.
To arrange, where possible, that school buildings and grounds are accessible for all children and adults and continue to improve access to the school’s physical environment. Trustee audit of accessibility of school buildings and grounds. Suggest actions and implement as budget allows. Modifications made to the school building to improve access. Ongoing.
To continue to train staff to enable them to meet the needs of children with a range of SEN. SENCo to review the needs of children and provide training for staff as needed. Staff can enable all children to access the curriculum. Ongoing.
To ensure that all children are able to access all out-of school activities. eg. clubs, trips, residential visits etc Review of out of school provision to ensure compliance with legislation. All providers of out-of-school education will comply with legislation to ensure that the needs of all children are met. Ongoing.
To provide specialist equipment to promote participation in learning by all pupils. Assess the needs of the children in each class and provide necessary equipment, eg. special pencil grips, headphones, writing slopes etc. Children will develop independent learning skills. Termly by SENCo.
To meet the needs of individuals during statutory end of KS2 tests. Children assessed in accordance with regular classroom practice. Additional time, use of equipment etc. will be applied as needed Barriers to learning will be reduced or removed, enabling children to achieve their full potential Annually.
To ensure that all parents and other members of the school community can access information. Written information will be provided in alternative formats as necessary. Written information will be provided in alternative formats as necessary. As needed.
To ensure that parents who are unable to attend school, because of a disability, can access parents’ evenings. Staff to hold parents’ evenings by phone or send home written information.  Parents are informed of children’s progress. Termly