Girlington Road, Bradford, West Yorkshire BD8 9NR

01274 493 543

01274 543 874

Girlington Primary School

Access & Disability


School Aims

At Girlington Primary School we offer a fully inclusive provision, to remove barriers to learning and ensure full participation, this includes all pupils, staff parents, carers and other people who use the school, regardless of their disability.

At Girlington Primary School the children are happy, well behaved, confident, numerate, literate life long learners who are socially and emotionally secure. We aim to develop positive attitudes in children towards all people regardless of disability.

As a fully inclusive school we cater for deaf and hearing impaired pupils as well as a range of SEND needs.

 The purpose and direction of the school’s policy

This policy sets out how the governing body will promote equality of opportunity for disabled people and fulfil its requirements under the Disability Discrimination Act Part 5A – the Disability Equality Duty.

 It aims to fulfil the General Duty of the Equality Act 2010 by:


  1. Increasing the extent to which pupils with disabilities can participate in the school curriculum
  • Soundfield system throughout main school and the Early Years Centre (EYC), appropriate signage for hearing impaired pupils, specialist IT equipment for pupils to access all areas of the curriculum
  • The school SEN policy ensures that staff identifies, assess and arrange suitable provision for pupils with disabilities and special education needs. Working with the LA and Education Psychology Service, The SENCo manages the Statutory Assessment Process, ensuring additional resources are available where appropriate.
  • The school mentor team provides additional support for pupils and supports teachers in implementing strategies for improving pupils’ behaviour and access to learning.
  • The school works closely with specialist services including
    Hearing Impaired Children’s Service

Visual Impairment Advisory and Support Service

Occupational Therapist and physiotherapists

  • Increasing access to which disabled pupils can participate in the school curriculum


  1. Improving the environment of the school to increase the extent to which pupils with disabilities can take advantage of education and associated services
  • The environment meets the current needs of all pupils attending Girlington Primary School
  • The element of the Planning Duty covers all areas of the physical environment such as external areas, buildings and fixtures and fittings.
  • The aim is to continue to enhance the environment to meet the needs of all pupils and ensure that they have access to all aspects of education offered by Girlington Primary School.
  • Improve the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated Services;
  1. Improving information delivery to pupils with disabilities
  • Soundfield system throughout main school and the EYC.
  • Ensure teaching tools (e.g. background colour on whiteboard) are appropriate for all learners. All staff are kept up to date on the needs of the pupils in school through regular SEND training.
  • Staff are aware of the services available through the LA for converting written information into alternative formats.
  • Improving the delivery to disabled pupils of information which is provided in writing for pupils which are not disabled

 This responsibility applies to all pupils, staff, parents, carers and other users of the school regardless of their disability

 The school and governing body also recognises its responsibilities towards employees with disabilities and will:

  • Monitor recruitment procedures to ensure that persons with disabilities are provided with equal opportunities
  • Ensure that employees with disabilities are supported with special provision to ensure that they can carry out their work effectively without barriers
  • Undertake reasonable adjustments to ensure staff to access the workplace

 Girlington Primary School is committed to equal opportunities and inclusion.  This policy should be considered alongside the following school policy documents:

  • Special Education Needs
  • Equal Opportunities
  • Inclusion


The whole scheme is linked to the School Development Plan and is reviewed annually. Disabled people in school and in the wider community are consulted in the evaluation of the schools duty to carry out the general duty.

Disabled people, including pupils, have been involved in both the consultation and the evaluation of the scheme. For example, interpreters provided for deaf reviews, regular meetings with parents and pupils who have maple syrup urine disease regarding adjustments made to diets and through school council meetings.

 Accessibility Action Plan

September 2014

Review Date Autumn 2018