This plan covers all three main strands of the planning duty:

This strand of the planning duty covers aids to improve the physical

environment of the school and physical aids to access education. The

physical environment includes things such as steps, stairways, kerbs,

exterior surfaces and paving, parking areas, building entrances and exits

(including emergency escape routes), internal and external doors, gates,

toilets and washing facilities, lighting, ventilation, lifts, floor coverings, signs

and furniture. Aids to physical access include ramps, handrails, lifts,

widened doorways, electromagnetic doors, adapted toilets and washing

facilities, adjustable lighting, blinds, induction loops and way-finding

systems.

Physical aids to access education cover things such as ICT equipment,

enlarged computer screens and keyboards, concept key boards, switches,

specialist desks and chairs and portable aids for children with motor

coordination and poor hand/eye skills, such as extra robust scientific

glassware and specialist pens and pencils

2. Increase the extent to which disabled pupils can participate in schools’

curriculums.

This strand of the planning duty will help to improve access to a full, broad

and balanced curriculum. It covers a range of elements including ensuring

that teaching and learning is accessible through school and classroom

organisation and support, especially deployment of staff, timetabling,

curriculum options and staff information and training.

3. Improving the delivery of information to pupils with disabilities

This part of the duty covers planning to make information normally provided

by the school in writing to its pupils – such as handouts, timetables,

textbooks, information about school events – available to disabled pupils.

This will include alternative formats such as Braille, audio tape and large

print and also the provision of information orally, through lip speaking or sign

language, through a recognised symbol system or ICT. This information

should also be made available within a reasonable time frame and take

account of the pupils’ disabilities and pupils’ and parents’ preferred formats.