work with schools and Responsible Bodies to facilitate the access of individual children and young people with physical or sensory impairments, or complex medical conditions, where required
ensure that all key services within the Local Authority are joined up to assist with issues regarding individual placements
undertake/commission audits to advise on the required adaptations and additional resources needed to accommodate children and young people with physical or sensory impairments or complex medical conditions, in compliance with accessibility legislation and requirements
when planning or undertaking building works at maintained or academy schools, including new buildings and extensions, consider how access to the physical environment can be improved
where a child has an EHCP provide funding for larger adaptations to support access requirements, make sure EHCPs are specific about the adaptations required to make the school environment more accessible for individual children and young people with a disability
Schools will:
where a child does not have an EHCP, be responsible for meeting the accessibility needs of pupils
keep the physical accessibility of the school building and site under review and make timely arrangements to accommodate access
include improvements that increase access to the physical environment in an accessibility plan that is published on the school website
comply with the anticipatory duties as set by the Equality Act 2010
respond to the expectations set out in local and national guidance on meeting the Equality Act 2010 and Children and Families Act 2014 about SEND
fund projects that increase access to the physical environment from their own resources and, where appropriate, liaise with the Local Authority about these projects
undertake any improvement projects in liaison with their property surveyors and adhere to building regulations and health and safety requirements
apply advice provided through environmental audits conducted by relevant services and professionals across Health and Education
make sure curriculum needs are met by providing access to appropriate classroom facilities
carry out risk assessments for school trips, before and after school clubs and extracurricular activities to make sure these provisions are accessible for children and young people with mobility, sensory or medical difficulties
provide effective professional development for staff and governors
involve parents and carers in decision making and keep them informed of their child’s progress
