The Accessibility Strategy is a statutory document that the Council must publish under the Equality Act 2010. It provides a clear, high‑level framework for improving accessibility across education, while supporting schools and partners to deliver inclusive practice.
Accessibility is not only about physical access to buildings. It also includes:
- access to learning and the curriculum
- access to information and communication
- participation in school life and wider educational experiences
The strategy focuses on long‑term outcomes and strategic direction. More detailed guidance, support and services are available through the Local Offer and other Council and partner resources.
Who the strategy applies to
The strategy applies to:
- maintained schools, nursery schools and pupil referral units
- all education providers across the borough, including academies, early years settings and post‑16 provision
It also supports joined‑up working across education, health, social care and other services, recognising that access to education is influenced by a wider range of factors.
Our vision is that children and young people with disabilities:
- are welcomed into their local education settings
- feel included and valued
- can participate fully in learning and school life
- are supported to achieve positive outcomes
Accessibility and inclusion are central to improving outcomes, strengthening parental confidence and ensuring consistent practice across education.
Legal framework
The Equality Act 2010 came into force in 2010 and replaced the previous Disability Discrimination Act 1995. The act states that local authorities must have in place a written Accessibility Strategy. For their part, schools (including independent schools) are required to have in place a written Accessibility Plan.
Strategic priorities
The strategy is built around three key priority areas, based on the Council’s statutory duties:
Access to the curriculum
Supporting children and young people with disabilities to participate fully in learning and the wider life of their school through inclusive teaching and effective support.
Physical accessibility of education settings
Improving the physical environment of schools and settings to enable better access to education and associated services.
Accessible information and communication
Ensuring that information is available in formats that children, young people and families can access, understand and use.
These priorities focus on improving access, participation and outcomes for children and young people with disabilities.
Roles and responsibilities
- The Council sets the strategic direction, provides guidance and monitors progress
- Schools and settings must publish and regularly review their own Accessibility Plans and make reasonable adjustments
- Children, young people and families are involved through consultation, feedback and co‑production
Coordination, accessibility and review
Progress is overseen through SEND governance arrangements. The strategy is reviewed at least every three years to ensure it remains effective and up to date.