Areas of emphasis

  • Improving access to the physical environment of the school. This covers improvements to
    the physical environment of the school site and physical aids to access education.
  • Increasing access for disabled pupils to the school curriculum. This covers teaching and
    learning and improving access to a full, broad and balanced curriculum for all pupils through
    school organisation and support including participation in after school clubs and school
    visits. We also use a number of offsite education providers to support access to the
    curriculum.
  • Improving the delivery of written information to disabled pupils.
    Examples will include handouts, suitable textbooks and information about school events.
  • Providing support where appropriate for example printing text that would be displayed on
    the board for teaching purposes to assist pupils with SpLD so they do not have to transfer
    information from board to paper.

    The building
  • The main building was built in 1963 and was designed over several floors, with approx. 50%
    of our classrooms currently inaccessible to anyone requiring wheelchair access. Ramps and
    level access have been added to the ground floor so the majority of entrances are now
    accessible. The exception being the door to the school field. Rails and handles have also
    been added in key areas on the ground floor to support disabled students and staff who
    have mobility issues.
  • Access from the main building to the sports hall alongside the school field has previously not
    been accessible during poor weather as the field provides the level access and this becomes
    muddy. A new hard standing covered area has been created and has therefore improved
    level access between the 2 areas.
  • We undertake an annual review of the premises and ensure our provision meets the needs
    of our current students. We ensure all our steps have white nosing strips for visibility and
    safety and that we provide adequate access to the site for wheelchair users. Ferules have
    been added to some stools in classrooms with hard floor to improve the acoustics for
    hearing impaired staff and students.
  • A new building named the POD has been built recently this is used as a base for alternative
    curriculum, curriculum support and for short term mobility issues (e.g. broken leg).
    Issues remaining
  • Many classrooms remain inaccessible to anyone requiring wheelchair access, if a student
    with a wheelchair requirement joined Weobley High School, Herefordshire Council would
    have to assess the site to ensure we have appropriate provisions in place for the individual
    to access all elements of their education and may need to install a lift for wheelchair use if
    required.
  • Access to disabled toilet facilities remains an issue. Although the school had disabled toilets
    these are separate from the main building and predominantly in the sports hall. Within PE
    lessons these disabled toilets are used to support students with ASD to access their PE
    lessons. This works extremely well however using the toilet as a changing room limits
    accessibility to toilets.
  • The ARC has a disabled toilet but currently this is not fit for purpose.

    Resources
    The school has the capability through reprographics equipment to produce appropriate resources
    e.g. enlargement of script on photocopier etc. All teaching staff are responsible for making
    reasonable adjustments within their teaching to make the lesson and classroom environment
    accessible to all pupils. The SENDCO coordinates all additional support for children with special
    educational needs and is assisted by Learning Support Assistants in the appropriate reproduction of
    suitable work materials and resources