How is Lakey Lane School accessible to children with SEN?
Lakey Lane is an inclusive school. In line with section 69(2) of the Children and Families Act 2014, and paragraph 3 of schedule 10 of the Equality Act 2010, the school is committed to ensuring accessibility and inclusion for all pupils regardless of need or disability. Our accessibility Plan is available to view on request.
Adjustments are made to ensure curriculum access for all, which aims to meet the needs of all our children. As a school we are committed to meeting the language and communication needs of our pupils ensuring that opportunities to develop these skills are embedded in all areas of the curriculum. We aim to develop early talk through interventions and train staff to support speech and language interventions.
Lakey Lane will support children where they have a disability that requires extra help with accessing the school building or the curriculum. Children may need help with their hearing, vision, sensory needs or have a physical disability which requires support to move around the building. Staff are trained to support pupils where they will need to use specialist equipment such as hearing loops, wheelchairs, walking aids or handheld writing equipment. We endeavor to ensure that Lakey Lane is as accessible and safe as possible for all of our pupils. We work with the Physical Difficulties Support Service and Sensory Support for visual and hearing impairments, asking these agencies to review our setting for children with particular needs. Where possible, appropriate adaptations will be made to the school building to ensure accessibility for all pupils and their parents. There are some limitations to this due to the age and design of the building. In addition we aim to ensure that all children have access to our extra-curricular activities, through physical adaptations or staff to support with identified needs.
For children with ASD or anxiety based conditions, we aim to review the school environment (often with the children), in order to ensure that children feel as comfortable and confident as possible when accessing learning. For example, a sensory questionnaire may be undertaken with the child to explore the child's likes / dislikes. Staff, children and parents then have a better understanding of what can be done in order to support the child in school and attempts are made to remove any barriers to learning.