Logo

DDA Policy

Official School Policy Document

SV ACADEMY EQUALITY, DISABILITY AND ACCESSIBILITY POLICY

Including Accessibility Plan and Reasonable Adjustments Framework

Policy Owner | Executive Headteacher / Headteacher / SENCO
Strategic Oversight | Executive Headteacher
Operational Lead | Headteacher
Accessibility / SEND Lead | SENCO or delegated senior lead
Approved by | Directors of SV Academy
Effective from | September 2026
Policy review | Annually, or sooner if law, guidance, provision or premises change
Current plan coverage | September 2026 to 31 March 2030
Statutory 3-year plan period | 1 April 2027 to 31 March 2030
Next statutory plan | To be prepared by 1 March 2030, subject to any change in legislation


1. Statement of Intent

SV Academy is committed to an inclusive environment in which disabled students, prospective students, staff, parents/carers and visitors are treated with dignity and respect and are able to participate as fully as reasonably possible in Academy life.

The Academy will not discriminate unlawfully because of disability. It will anticipate and remove or reduce barriers, make reasonable adjustments where required, and plan over time to improve access to the curriculum, the physical environment and information for disabled pupils.

This policy replaces the former Disability Discrimination Act (DDA) Policy. The Disability Discrimination Act framework for schools was replaced and consolidated by the Equality Act 2010. The current legal framework is therefore expressed throughout this policy by reference to the Equality Act 2010 and related education legislation and guidance.

SV Academy recognises that disability and special educational needs are related but are not the same. A student may be disabled without having SEND, may have SEND without meeting the Equality Act definition of disability, or may fall within both frameworks.

2. Purpose and Scope

This policy applies across SV Academy, including compulsory school-age / statutory and commissioned provision and Post-16 provision, where the relevant legal duties apply. It covers admissions, enrolment, curriculum, teaching, assessment, behaviour, attendance, educational visits, careers, work-related learning, facilities, information, examinations and other benefits, services and activities provided by the Academy.

  • Prevent unlawful disability discrimination, harassment and victimisation.
  • Ensure reasonable adjustments are identified, agreed, implemented and reviewed promptly.
  • Increase participation by disabled students in the curriculum and wider Academy life.
  • Improve physical accessibility in a planned, proportionate and sustainable way.
  • Improve access to written, digital and other information.
  • Ensure disability is considered in strategic planning, procurement, staffing, risk assessment and quality assurance.
  • Give students and parents/carers a clear route for raising accessibility needs and concerns.

3. Legal and Regulatory Framework

This policy has been prepared with regard to the following legislation and current guidance, as applicable to SV Academy:

  • Equality Act 2010, including sections 6, 15, 20, 21 and 85 and Schedule 10 (accessibility for disabled pupils).
  • Disability Discrimination (Prescribed Times and Periods for Accessibility Strategies and Plans for Schools) (England) Regulations 2005, as carried forward for Equality Act accessibility planning.
  • Education (Independent School Standards) Regulations 2014, as amended, and Department for Education Independent School Standards guidance (April 2026).
  • Children and Families Act 2014 and Education, Health and Care plan duties where applicable.
  • SEND Code of Practice: 0 to 25 years, where directly applicable and as relevant good practice for supporting pupils with SEND and EHC plans.
  • Department for Education Equality Act 2010: advice for schools.
  • Department for Education Inclusive education estates guidance (2026).
  • Current awarding-organisation, Ofqual and examination access-arrangement requirements where relevant.

For schools, the Equality Act reasonable-adjustment duty and the Schedule 10 accessibility-planning duty work together. The reasonable-adjustment duty includes appropriate auxiliary aids and services. Improvements to physical features are addressed through accessibility planning rather than by treating every structural change as an individual reasonable adjustment.

4. Definition of Disability

Under section 6 of the Equality Act 2010, a person is disabled if they have a physical or mental impairment which has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.

Some disabilities are visible and others are not. Disability may include physical or sensory impairment, learning disability, neurodevelopmental conditions, long-term medical conditions, and mental-health conditions where the statutory test is met. Certain progressive conditions receive specific protection under the Act.

SV Academy will focus on the functional impact and barriers experienced by the individual. A formal diagnosis may be useful, but staff should not delay reasonable, proportionate support where a barrier is clear and action can safely be taken while evidence or professional advice is being obtained.

5. Principles

  • High expectations: disability must not lead to unnecessarily reduced educational ambition.
  • Anticipatory planning: barriers should be considered before they cause exclusion or disadvantage.
  • Individual approach: the same diagnosis does not mean the same adjustment for every student.
  • Student voice: the student should be involved in decisions about support wherever practicable.
  • Parent/carer and professional partnership: relevant views and advice will be considered.
  • Proportionality: adjustments should be effective, safe, practicable and reasonable in the circumstances.
  • Confidentiality: disability and health information will be shared only where there is a lawful and appropriate need to know.
  • Review: adjustments must be checked for effectiveness and amended when needs, provision or circumstances change.

6. Leadership and Responsibilities


6.1 Directors / Proprietor

  • Hold ultimate responsibility for ensuring the Academy meets its legal duties and has an implemented accessibility plan.
  • Ensure adequate resources are considered when approving accessibility priorities.
  • Receive assurance on implementation, significant barriers, complaints and planned improvements.

6.2 Executive Headteacher

  • Provides strategic oversight of equality, disability and accessibility across all SV Academy provision.
  • Ensures accessibility is reflected in Academy improvement, curriculum, quality assurance and commissioning decisions.
  • Provides senior escalation where a significant barrier, resource decision or cross-provision issue cannot be resolved operationally.

6.3 Headteacher

  • Leads day-to-day implementation of this policy and the accessibility plan.
  • Ensures reasonable adjustments are implemented consistently by staff and reviewed.
  • Coordinates operational action on premises, staffing, timetabling, curriculum access and student participation.
  • Ensures accessibility concerns are addressed promptly and escalated where necessary.

6.4 SENCO / Accessibility Lead

  • Coordinates identification of barriers and individual support arrangements.
  • Advises staff on reasonable adjustments, SEND, EHC plans and specialist support.
  • Works with students, parents/carers, commissioners and external professionals.
  • Supports staff training and maintains appropriate evidence of agreed adjustments and reviews.

6.5 All Staff

  • Implement agreed adjustments and accessible teaching practices.
  • Identify and report barriers or emerging needs promptly.
  • Avoid assumptions about ability based on disability or diagnosis.
  • Maintain confidentiality and record relevant actions appropriately.

7. Reasonable Adjustments

SV Academy will take reasonable steps to avoid disabled students being placed at a substantial disadvantage compared with students who are not disabled. The duty is anticipatory as well as responsive: the Academy will consider common barriers in advance and will respond to individual needs as they arise.

Adjustments may include, depending on individual need and the circumstances:

  • changes to seating, classroom layout, lesson routines or transitions;
  • accessible or adapted learning materials and alternative formats;
  • assistive technology, specialist software or auxiliary aids;
  • communication support, visual supports or simplified/repeated instructions;
  • sensory adjustments, planned breaks or access to a quieter space;
  • adaptations to teaching, homework, assessment methods or pace without removing essential learning outcomes;
  • timetable or room changes where necessary and practicable;
  • support for educational visits, enrichment, PE, careers activities and work placements;
  • exam and assessment access arrangements in accordance with awarding-body requirements;
  • individual emergency arrangements, including a Personal Emergency Evacuation Plan (PEEP) where required.

The Academy will consider effectiveness, practicality, health and safety, cost and available resources, the effect on other students and the need to maintain academic or competence standards where those standards are genuinely essential. A decision that a requested adjustment is not reasonable must be based on the individual circumstances and recorded with the reasons and any alternative measures considered.

8. Admissions, Enrolment and Transition

SV Academy will not refuse admission or disadvantage a prospective student because of disability where that would be unlawful. Disability must be considered separately from the legitimate question of whether the Academy can safely and appropriately deliver the commissioned or chosen programme within its registered provision.

  • Accessibility and support needs should be identified as early as possible during referral, admission and enrolment.
  • The Academy may seek relevant information from the student, parent/carer, referring school, local authority, health professionals and other agencies, subject to information-sharing law.
  • Where an EHC plan applies, the Academy will have regard to the provision and outcomes relevant to the placement and will work with the responsible local authority/commissioner as appropriate.
  • A lack of complete paperwork must not be used as a reason to ignore an obvious immediate accessibility need; interim support and risk controls should be considered.
  • Transition information should include successful strategies, communication needs, mobility or sensory needs, medical information, equipment and emergency arrangements where relevant.

9. Curriculum and Participation

SV Academy will work to increase the extent to which disabled students can participate in the curriculum and wider Academy life. Curriculum planning must consider access at the design stage rather than relying solely on individual exceptions after difficulties occur.

  • Teachers will use accessible, adaptive teaching and appropriate scaffolding.
  • Subject and programme leaders will identify barriers created by resources, practical activities, specialist equipment or off-site delivery.
  • Educational visits and enrichment will be risk assessed and planned so that disabled students can participate wherever reasonably possible.
  • Alternative arrangements should provide equivalent educational value where a particular activity cannot reasonably be made accessible.
  • Reading, communication, digital access and assistive technology needs will be considered across the curriculum.
  • Post-16 careers, IAG, work experience and progression activity will be made accessible and adjustments agreed with external providers where necessary.

10. Physical Environment

SV Academy will progressively improve the physical environment to increase access to education, benefits, facilities and services. The Academy will use accessibility audits, student needs, incident learning, planned maintenance and building works to set priorities.

  • Review entrances, internal routes, stairs and any lifts, doors, thresholds, toilets, classroom layouts, furniture, signage, lighting, acoustics and external approaches where relevant.
  • Keep accessible routes free from unnecessary obstruction and consider room allocation as an immediate adjustment where this removes a barrier.
  • Consider evacuation needs and ensure PEEPs or other individual emergency arrangements are in place where required.
  • Take accessibility into account when purchasing or replacing furniture, equipment and technology.
  • For substantial structural works, liaise with the landlord, competent professionals and relevant planning/building-control bodies as required.
  • Use the Department for Education Inclusive education estates guidance as a reference point when planning significant estate adaptations.

11. Accessible Information and Communication

The Academy will improve the delivery of information that is readily accessible to non-disabled pupils so that disabled pupils can receive it within a reasonable time and in a format that takes account of their disability and, where appropriate, their or their parents/carers preferences.

  • Record communication and accessibility preferences during enrolment and update them when needs change.
  • Provide key information in alternative formats where reasonably required, for example accessible electronic documents, large print, simplified or Easy Read material, alternative font/contrast, audio or other supported communication.
  • Use clear layouts, headings, readable fonts and meaningful labels in learning and public-facing materials.
  • Ensure important information is not communicated only through a format that a known disabled student or parent/carer cannot access.
  • Consider digital accessibility when procuring or developing websites, platforms, documents and online learning resources.
  • Provide communication support or specialist advice where necessary and reasonably practicable.

12. Assessment and Examinations

Assessment arrangements should allow disabled students to demonstrate what they know, understand and can do without changing the essential knowledge, skills or competence being assessed. The Academy will identify potential access arrangements early and follow the current requirements of the relevant awarding organisation, Ofqual and examination rules.

  • Evidence and normal way of working will be gathered where required.
  • Approved adjustments will be communicated to relevant staff and implemented securely and consistently.
  • Temporary illness or injury will be considered under the appropriate access-arrangement or special-consideration route where it does not meet the Equality Act definition of disability.

13. Behaviour, Attendance and Disability

Staff must consider whether behaviour, attendance difficulty, communication, sensory distress or other presenting issues may arise from or be affected by disability. This does not remove expectations of safe behaviour or attendance, but it may require reasonable adjustments, additional support, different preventative strategies or a review of provision.

Before significant sanctions, suspension, removal from programme or other adverse decisions are made, relevant disability information and implemented or possible adjustments should be considered where the issue may be connected to disability. Decisions will be documented and cross-referenced to the Behaviour, Attendance, Safeguarding and SEND arrangements as appropriate.

14. Staff, Parents/Carers and Visitors

Although the statutory school accessibility-plan duty focuses on disabled pupils, SV Academy is also committed to making reasonable and lawful arrangements for disabled staff, parents/carers and visitors under the Equality Act provisions applicable to employment and services.

  • Meetings may be moved, adapted or provided remotely where appropriate.
  • Information may be provided in an alternative format.
  • Reasonable access arrangements will be considered for events and appointments.
  • Employment adjustments will be managed through appropriate HR procedures and occupational-health advice where required.

15. Recording, Confidentiality and Information Sharing

The Academy will keep proportionate records of accessibility needs, requested and agreed adjustments, reviews and significant decisions. Health and disability information is special-category personal data and will be handled in accordance with data-protection law and the SV Academy Information Sharing and Confidentiality Policy.

Information will be shared with staff who need it to provide safe and effective education or support. Students and parents/carers should be informed about relevant sharing unless there is a lawful reason not to do so.

16. Complaints and Concerns

Accessibility concerns should normally be raised promptly with the relevant member of staff, SENCO/Accessibility Lead or Headteacher so that barriers can be addressed quickly. Formal complaints will be considered under the SV Academy Complaints and Compliments Policy.

Where a person believes a pupil or prospective pupil has been unlawfully discriminated against because of disability, external legal routes may also be available. In England, disability-discrimination claims against registered schools, including independent schools, can be considered by the First-tier Tribunal (Special Educational Needs and Disability) in accordance with its jurisdiction and time limits.

17. Monitoring, Evaluation and Review

  • The Headteacher will monitor operational delivery and report significant issues to the Executive Headteacher.
  • The Executive Headteacher will review strategic progress and provide assurance to Directors.
  • The SENCO/Accessibility Lead will review individual and recurring barriers and recommend improvement actions.
  • The accessibility action plan will be reviewed at least annually and revised sooner when necessary.
  • The plan will also be reviewed following significant building works, changes in provision, inspection findings, serious incidents, relevant complaints or changes in legislation/guidance.
  • Students, parents/carers and staff will be invited to contribute to accessibility review where appropriate.

18. Accessibility Plan - Planning Cycle

Schedule 10 to the Equality Act 2010 requires schools to prepare and implement a written accessibility plan covering curriculum participation, the physical environment and accessible information, and to keep the plan under review. The prescribed cycle is three years.

This policy takes effect immediately in September 2026. The actions below therefore operate as SV Academy current accessibility priorities for the remainder of the existing statutory planning period and as the Academy three-year plan for 1 April 2027 to 31 March 2030. Actions may begin before 1 April 2027 and should not be delayed where a current student requires an adjustment.

18.1 Strand A - Increase Access to the Curriculum

ObjectiveActions / MeasuresLeadTimescaleEvidence / ReviewIdentify barriers at admission and review | Build accessibility questions into referral/enrolment; record communication, mobility, sensory, medical and learning-access needs; agree interim and longer-term adjustments. | Headteacher / SENCO | From Sep 2026; every new student | Enrolment records; adjustment plans; review notes
Accessible teaching and curriculum | Audit schemes/resources for common barriers; embed adaptive teaching, assistive technology and accessible materials; ensure support does not unnecessarily lower expectations. | Headteacher / curriculum leads | Termly; ongoing 2026-30 | Learning walks; curriculum review; student feedback
Staff capability | Provide annual CPD on disability equality, reasonable adjustments, neurodiversity, communication and accessible teaching; targeted training for individual needs. | Executive Headteacher / Headteacher / SENCO | Annual; targeted as required | Training log; CPD evaluations; implementation checks
Educational visits and enrichment | Include accessibility at planning stage; complete individual risk assessment where needed; arrange equivalent-value alternatives only where participation cannot reasonably be enabled. | Trip lead / Headteacher | Every visit / activity | Risk assessments; visit records; feedback
Assessment and exams | Identify access-arrangement needs early; gather evidence/normal way of working; implement current awarding-body requirements. | Exams Officer / SENCO | Each exam cycle | Approved arrangements; audit trail
Post-16 progression | Ensure IAG, work experience, employer encounters and progression support are accessible; agree adjustments with external providers. | Post-16 Lead / SENCO | Ongoing | IAG records; placement checks; destination reviews

18.2 Strand B - Improve the Physical Environment

ObjectiveActions / MeasuresLeadTimescaleEvidence / ReviewBaseline accessibility audit | Audit entrances, routes, doors, stairs/any lifts, toilets, teaching rooms, furniture, lighting, acoustics, signage, external approach and evacuation arrangements. | Headteacher / H&S Lead | Baseline by Dec 2026; annually thereafter | Dated audit; prioritised action log
Immediate low-cost barriers | Remove avoidable obstructions; adjust room allocation/furniture; improve signage/contrast/wayfinding where identified. | Headteacher / site lead | Ongoing; priority items within one term | Site checks; completed action log
Emergency access and egress | Identify students/staff/visitors who need individual evacuation arrangements; prepare and practise PEEPs where appropriate. | H&S Lead / Headteacher | Before or promptly after attendance; review at least annually | PEEPs; drill reviews
Planned works and maintenance | Include accessibility in maintenance, refurbishment and procurement; seek landlord/professional/planning/building-control input for structural changes where required. | Executive Headteacher / Directors / Headteacher | 2027-30 and when works arise | Project records; approvals; completed works
Inclusive procurement | Consider accessibility when replacing furniture, ICT, learning equipment and signage. | Headteacher / budget holders | From Sep 2026; ongoing | Procurement records; user feedback

18.3 Strand C - Improve Access to Information

ObjectiveActions / MeasuresLeadTimescaleEvidence / ReviewPolicy Owner | Executive Headteacher / Headteacher / SENCO
Strategic Oversight | Executive Headteacher
Operational Lead | Headteacher
Accessibility / SEND Lead | SENCO or delegated senior lead
Approved by | Directors of SV Academy
Effective from | September 2026
Policy review | Annually, or sooner if law, guidance, provision or premises change
Current plan coverage | September 2026 to 31 March 2030
Statutory 3-year plan period | 1 April 2027 to 31 March 2030
Next statutory plan | To be prepared by 1 March 2030, subject to any change in legislation

18.4 Strand D - Governance, Voice and Quality Assurance

ObjectiveActions / MeasuresLeadTimescaleEvidence / ReviewStudent and parent voice | Seek feedback from disabled students and parents/carers on barriers and effectiveness of adjustments. | SENCO / Headteacher | At reviews and at least annually | Feedback records; action updates
Annual plan review | Review progress against all actions, identify new barriers, reprioritise and allocate resources. | Executive Headteacher / Headteacher / Directors | Annually each summer term | Annual review and updated plan
Complaints and incidents | Analyse relevant complaints, near misses, exclusions, attendance concerns and safeguarding issues for accessibility themes. | Headteacher / DSL / SENCO | Termly | Leadership minutes; improvement actions
Next statutory plan | Prepare the next three-year accessibility plan, reflecting evidence, consultation and current legal requirements. | Executive Headteacher / Directors | By 1 Mar 2030 | Approved 2030-33 plan

19. Related SV Academy Policies and Documents

  • Admissions Policy
  • Enrolment Policy
  • Curriculum Policy
  • SEND / Inclusion arrangements
  • Behaviour, Rewards and Sanctions Policy
  • Attendance Policy
  • Health and Safety Policy
  • Risk Assessment Policy
  • Safeguarding / Child Protection Policy
  • Information Sharing and Confidentiality Policy
  • Complaints and Compliments Policy
  • IAG and Careers Policy
  • Examinations and Access Arrangements procedures

20. Reference Sources

  • Equality Act 2010 - legislation.gov.uk
  • Department for Education: Equality Act 2010 - advice for schools
  • Department for Education: Independent School Standards guidance, April 2026
  • Department for Education: Inclusive education estates, June 2026
  • HM Courts and Tribunals Service: disability discrimination claims against schools (SEND4), 2026
  • Ofqual: Guide for schools and colleges 2026 - Reasonable Adjustments

Policy reviewed and revised: September 2026

Accessibility plan actions take effect immediately. Statutory three-year plan period: 1 April 2027 to 31 March 2030.


← Back to All Policies