SEN Information Report and School Local Offer

Welcome to the Bluecoat Wollaton Academy’s SEN Information Report for learners with Special Educational Needs and Disabilities (SEND). All governing bodies of academy schools have a legal duty under the revised Code of Practice (2014) to publish information on their website about the implementation of their policy for students with SEND.

Bluecoat Wollaton Academy recognises and celebrates the individuality and diversity of our students. It is a Church of England voluntary aided secondary school, committed to working together with all members of our school community. There are no restrictions on entry. Every student has an entitlement to a broad, balanced, relevant and differentiated curriculum. The academy is committed to giving all students every opportunity to achieve the highest standards. We have an inclusive ethos with high expectations where everyone can achieve their full potential. We seek to engender a sense of belonging to the academy and to boost self-esteem, self-confidence and motivation.

Our information has been seen and discussed with students, parents/carers, governors and members of staff. The provision that we describe below is consistent with recommended good practice within the LA’s Local Offer. We would welcome your feedback and future involvement in its review, so please do contact us.

Please find our SEND Information Report here:

SEND Information Report 2023-24

This document is supplemented by the Archway Learning Trust SEND Policy, which can be found here:


Further information about the Bluecoat Wollaton SEN provision can be found below.

Bluecoat Wollaton Academy is proud of its diversity. It places great emphasis on its unique and varied community of learners. Everyone, regardless of faith, ability, ethnicity or background is valued and nurtured.

We cater for pupils in the four broad areas of need:

  • Communication and interaction, for example, autistic spectrum condition, Asperger’s Syndrome, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD)
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
  • Moderate/severe/profound and multiple learning difficulties

Bluecoat Wollaton Academy is part of the Archway Learning Trust, which has a comprehensive SEND Policy. This policy is reviewed regularly and incorporates advice and procedures recommended by Nottingham City Local Authority (LA). We are proud of the relationships that we have with our Local Authority and work closely with them to ensure positive outcomes for pupils with a special educational need and/or disability.

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or improve on the pupil’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.


We may also identity a possible SEND need through aspects other than attainment, for example, social needs, through specific assessments for identifying need, observations of pupil, feedback from staff.

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, pupil voice and the views and the wishes of their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

We will have an early discussion with the pupil and parents when identifying whether they need special educational provision. These conversations will make sure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account parental concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

Notes of these early discussions will be added to the pupil’s record and given to  parents.

We will formally notify parents when it is decided that a pupil will receive SEN support.

We currently have 133 pupils recorded on our IER.

Of those;

  • 88% are registered as School Support (K coding)*
  • 12% have an EHCP in place *

Pupils on roll at Bluecoat Wollaton Academy with Special Educational Needs/ Disabilities (SEND) are recorded on the school’s Inclusive Education Register (IER)/ SEND Register. The register identifies individual pupils and highlights their specific needs.

The register is the responsibility of the SENCo. The SENCo has the responsibility of updating and sharing information from the register with parents and those professionals working within the academy.

Parents are informed in writing if their child is placed on the IER/ SEND Register, and can expect regular feedback from class staff via email and telephone, and more formal discussions through parents’ evenings and/or reviews.

All Educational, Health and Care (EHC) Plans are reviewed annually. This gives the opportunity to consider whether the EHC Plan is still appropriate and to review the progress the pupil has made over the previous period. Other relevant professionals will be invited to these meetings to provide an external view on a pupil’s progress and to provide advice and guidance if necessary.

*Correct at time of report publication

In the spirit of the SEND Code of Practice and latest research, we support the idea that high quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND. Teachers are responsible and accountable for the progress and development of all the pupils in their class.

Teachers differentiate their planning to enable all pupils to access the curriculum at a suitable level. Teaching assistants offer support to specific individuals and small groups

We make the following adaptations to ensure all pupils’ needs are met:

  • Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
  • Differentiating and scaffolding teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

Occasionally it is appropriate to offer separate group or one to one interventions away from the classroom.

We will also provide the following interventions:

  • Year group Homework support clubs
  • Knowledge Organiser Support
  • Handwriting intervention
  • SPLD clinics
  • 1:1 homework support for GCSE students
  • ELSA sessions
  • Braille
  • Mobility training
  • Touch typing
  • Online games club
  • Girls’ Groups
  • Boys’ Groups
  • SALT input
  • Literacy catch up
  • Numeracy catch up
  • Subject-specific catch-up (when requested by teaching staff)
  • Friendship interventions
  • Mental health and well-being interventions
  • Emotional resilience work
  • Input to support anxiety around exams and tests

We have 11 teaching assistants (TAs) who are trained to deliver interventions as above. Teaching assistants will support pupils on a 1:1 basis when this is identified within their EHC Plan and/or we feel that providing a 1:1 will be beneficial to the individual.

Teaching assistants will support pupils in small groups when there has been an identified need through either data analysis (including attendance data), pupil voice, behavioural patterns or external recommendation.

We work with the following agencies to provide support for pupils with SEND:

  • LA BEHT (Behaviour and Emotional Health Team)
  • SaLT (Speech and Language Therapy)
  • LA Autism Team
  • LA Inclusive Support Team
  • LA Educational Psychology Service
  • LA Sensory Team
  • Guide Dogs for the Blind Association
  • Community Paediatrics, Nottingham University Hospitals Trust
  • Occupational Therapy and Physiotherapy Departments, Nottingham University Hospitals Trust
  • Social Care
  • We will follow the graduated approach and the four-part cycle of assess, plan, do, review.The class/ subject teacher and other professions across school will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:
    • The teacher’s assessment and experience of the pupil
    • Their previous progress and attainment, or behaviour
    • Other teachers’ assessments, where relevant
    • The individual’s development in comparison to their peers and national data
    • The views and experience of parents
    • The pupil’s own views
    • Advice from external support services, if relevant


    The assessment will be reviewed regularly.

    All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions, and their impact on the pupil’s progress. All pupil on the SEND register will have an IEP in place and/or a Pupil Passport.


We recognise that transitions can be a challenging time for children with SEND and we take steps to ensure that any transition is as smooth as possible. All children with SEN are highlighted during transition periods. Arrangements will depend on the type and complexity of their needs

We will share information with the school, college, or other setting the pupil is moving to ensure a smooth transition. We will offer transition days and supportive resources when a pupil is moving between phases of their education. In preparation for adulthood we offer the following:

  • Support students and families locate the most appropriate courses and settings to meet their needs and interests
  • Make referrals when necessary to LA specialist teams eg Autism Team transition support
  • Invite colleagues from post-16 settings to give bespoke talks to Learning Support students
  • Offer all students comprehensive careers advice in liaison with the Futures advice service
  • Support with Life Skills
  • Careers Days organised by the RSHE and Careers Co-ordinator

The SENCO is an experienced member of staff with a SEND background and relevant qualifications, who is supported by a range of other professions across the academy as well as SEND specialists within the Trust.

We have a team of 11 teaching assistants, including 7 higher level teaching assistants (HLTAs) who are trained to provide high levels of specialist support, guidance and deliver interventions as required.

We have external specialist staff who work with specific pupils to deliver specialist interventions for Visually Impaired students, including Braille and mobility training.

An on –going programme of Continuing Professional Development (CPD) training is in place to ensure that all teachers and support staff have appropriate skills and knowledge to support provision for Pupils with SEND. Our SENCo actively engages in a range of opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with SEND. Teaching staff seek support and guidance from the SENCo as required

Our teaching staff have all received training in:

  • Quality First teaching strategies
  • Nottingham City R2i (Routes to Inclusion) strategies
  • The areas of SEND need and how to ensure early identification
  • The SEND Code of Practice and what this means for classroom practice
  • SEND Assess, Plan, Do Review Cycle
  • Supporting students with a diagnosis of ASD
  • Supporting learners with a specific learning difficulty
  • Dyslexia, dyspraxia (DCD)
  • Supporting SEMH needs
  • Effective teacher–support staff working partnerships
  • Supporting students with complex needs

We are fortunate to belong to a trust that has ‘Inclusion’ at the heart of its ethos. To ensure that we are continuously developing our practice we evaluate the effectiveness of provision for pupils with SEND by:

  • Reviewing pupils’ individual progress towards their goals each term
  • Reviewing the impact of interventions after an agreed number of weeks and making adaptions if and when required
  • Using provision maps to measure progress
  • Holding annual reviews for pupils with EHC plans and listening to external recommendations
  • Using pupil questionnaires to understand what is working well and areas for development
  • Monitoring of the SEND Provision by the SENCO, SLT, Headteacher, Trust staff. This includes carrying out learning walks on a regular basis, book trawls as well as an annual deep dive SEND review led by our Trust SEND Consultant.

Wherever possible we will endeavour to include all pupils in all activities regardless of whether they take place in or out of school. The benefit of the activity to the student, and adult-child ratios focusing on pupil safety will be considered at all times in any decision making processes regarding this.

There are pupil specific risk assessments carried out linked to individual pupils with SEND. In addition to this, in all we do, we consider the needs of our pupils with SEN alongside all pupils E.g. visits, trips, access to additional activities/experiences. In this way we attempt to ensure that pupils with SEND are not treated less favourably than others.

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.

At Bluecoat Wollaton Academy there is levelled access to all areas of the school on the ground floor, with a lift and stairs access to the first and second floors in all buildings. There are accessible toilets on all floors of all buildings. We currently have one disabled parking space on school grounds in front of the school’s main entrance.

Our accessibility plan can be found in appendix 1 or by contacting the school office.

The academy has a variety of ways of supporting your child’s wellbeing and improving emotional, mental and social development. These include:

  • a safe and calm learning environment with a range of in-class strategies use to support with mental health and well-being
  • opportunities for student voice to be heard
  • year leaders and teaching assistants may offer additional support to specific individuals or small groups
  • behaviour support strategies including in-class support or advice from SENCo and/or Student Support Lead
  • support clubs before school, after school and at lunchtime
  • in-school interventions which may include 1-1 or small group work with our teaching assistants, SENCo, and/or Student Support Lead
  • signposting to external agencies to support the wellbeing of the child, such as a referral to CAMHS, SALT or OT, counselling services
  • Referral to in-house support from school nurse
  • Referral to in-house ELSA programme to support emotional and social skills difficulties
  • Pupils who have specific medical needs will have an Intimate Care Plan or Health Care Plan as appropriate

We recognise that parents and/or carers know their child the best and encourage you to contact the class teacher, SENCo or Headteacher if you have any concerns.

We have a zero tolerance approach to bullying.

We seek advice and work with a range of external agencies to ensure that we are providing out pupils with the best opportunities to succeed. The agencies we work with are specific to the pupil and their level of need.

  • LA BEHT (Behaviour and Emotional Health Team)
  • SaLT (Speech and Language Therapy)
  • LA Autism Team
  • LA Inclusive Support Team
  • LA Educational Psychology Service
  • LA Sensory Team
  • Guide Dogs for the Blind Association
  • Community Paediatrics, Nottingham University Hospitals Trust
  • Occupational Therapy and Physiotherapy Departments, Nottingham University Hospitals Trust
  • Social Care

We will always be here to listen with an open door policy, however we are aware that in rare circumstances a complaint will be made. Any complaints received are dealt with in a confidential and sensitive manner and we will work with you to address your concerns and resolve where possible. We all want the best for the pupils at Archway Learning Trust.

Complaints about SEND provision in our school should be made to the SENCO; Mrs A. Rogers  (, 0115 9007210) and/ or Principal; Mr P. Rowson (, 0115 9007210) in the first instance. Any complaint will follow the Trust’s complaints policy.

The Complaints Policy can be found on the school website or please contact the school office.

If you have any concerns around your child’s progress, attainment or a possible SEND need then speak to your child’s Year Leader in the first instance as they will know your child the best.

Should you need to contact the SENCo please use details below:

SENCo Name: Mrs A. Rogers

Contact Number: 0115 9007210

Email address:

Information on Nottingham City’s Local Offer can be found on the local authority’s website:

Nottingham City’s Local Offer

The SEND Local Offer is a resource which is designed to support children and young people with special educational needs and/or disabilities and their families. It describes the services and provision that are available both to those families in Nottingham City who have an Education, Health and Care Plan and those who do not have a plan, but still experience some form of special educational need. The SEND Local Offer includes information about public services across education, health and social care, as well as those provided by the private, voluntary and community sector

Other useful links:

National Association of SEN:

Department for Education:

Our SEND information report will be reviewed by Mrs A. Rogers (SENCO) and Mr P.Rowson (Principal) every year. It will also be updated to reflect any significant changes made during the year.

It will be approved by the Academy Advisory Board.

Our SEND Information Report sits alongside the following policies:


All of the above policies can be found on our website or by contacting the main reception.

Bluecoat Wollaton Academy Accessibility Plan 2023-2026

Bluecoat Wollaton is located approximately 2 miles from Nottingham City Centre. The generous site is found in a residential area and shares a boundary with Wollaton Park. The site is bordered by two conservation areas.  There are two vehicular access points from Sutton Passeys Crescent and controlled pedestrian access in three locations as shown. The school underwent a large scale refurbishment programme in 2014 which included the construction of the Main teaching block ‘E’ and the refurbishment of the Main School Building ‘ A’. The site is adjacent to two residential properties, the resident in the dwelling closest to the site is not connected to the Trust, and the other is.

Click to view images.

Bluecoat Wollaton prides itself on being a safe, friendly and welcoming school where expectations and standards are high. Every member of staff makes every effort to help their young people to find, celebrate and develop their unique talents and skills. Their goal is that for every Bluecoat Wollaton child to live out its values of faith, hope and love and to transform their own lives as well as those of those around them.

Bluecoat Wollaton Academy is committed to providing a fully accessible environment which values and include all students, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a cultural awareness, tolerance and inclusion.

Definition of disability (Equality Act 2010)

In the act, a person has a disability if:

  • They have a physical or mental impairment
  • The impairment has a substantial and long-term adverse effect on their ability to perform normal day-to-day activities

For the purpose of the Act, these words have the following meaning:

  • ‘substantial’ means more than minor or trivial
  • ‘long-term’ means that the effect of the impairment has lasted or is likely to last for at least twelve months (there are special rules covering recurring or fluctuating conditions)
  • ‘normal day-to-day activities’ include everyday things like eating, washing, walking and going shopping.
  • People who had a disability in the past who meet this definition are also protected by the Act.

Progressive conditions considered to be a disability:

There are additional provisions relating to people with progressive conditions. People with HIV, cancer, multiple sclerosis are protected by the Act from the point of diagnosis. People with some visual impairments are automatically deemed to be disabled.

Conditions that are specifically excluded:

Some conditions are specifically excluded from being covered by the disability definition, such as a tendency to set fires or addictions to non-prescribed substances.

The Local Authority has a duty to monitor the academy’s activity under the Equality Act 2010, in particular Schedule 10 regarding Accessibility) and as a result will advise upon the compliance with that duty.

Bluecoat Wollaton Academy plans, over time, to increase the accessibility of provision for all students, staff and visitors to the academy. The Accessibility Plan contains relevant actions to:

  • Improve access to the physical environment of the academy, adding specialist facilities as necessary. This covers improvements to the physical environment of the academy and physical aids to access learning.
  • Increase access to the curriculum for students with a disability, expanding the curriculum as necessary to ensure that students with a disability are as, equally, prepared for life as are able-bodied students; (if an academy fails to do this they are in breach of the Equality Act).
  • This covers teaching and learning and the wider curriculum of the academy such as participation in enrichment activities and school visits. It also covers the provision of specialist aids and equipment, which may assist these students in accessing the curriculum.
  • Improve the delivery of written information to students, staff, parents and visitors with disabilities. Examples might include handouts, academy literature, timetables, textbooks, and information about the academy and academy events. The information should be made available in various preferred formats within a reasonable time frame. The academy will promote positive images of disability through all aspects of its work.

Actions Plans are provided which relate to the three key aspects of accessibility (physical access, curriculum access, access to information).These plans will be reviewed and adjusted on an annual basis. New plans will be drawn up every three years.

We acknowledge that it is necessary to raise awareness of issues relating to accessibility and to provide training for all staff and academy advisory board members (governors) to the matter of disability discrimination and inclusion.

The Accessibility Plan should be read in conjunction with the following policies, strategies and documentation, which can be found here.

  • ALT Accessibility Policy
  • ALT Equality and Diversity Policy
  • ALT Health, Safety & Security Policy
  • ALT Inclusion & Disability Policy
  • ALT Safeguarding Policy
  • ALT Supporting Students with Medical Conditions Policy
  • BWA Behaviour Statement of Practice
  • BWA Curriculum Statement of Practice
  • BWA Safeguarding Statement of Practice

The Accessibility Plan is published on the Academy website here. The Academy’s complaints procedure covers the Accessibility Plan.

Vision and Values

Bluecoat Wollaton Academy aims to ensure equality of opportunity for all its students and staff and it follows that disabled students or prospective students, are not treated less favourably than other students or prospective students, for reasons relating to their disability.

This needs to be read in conjunction with the academy’s SEN Policy.

Information from Student data and academy audit:

The latest information regarding the number of students with SEND for the academy can be found in the SEN Information Report on the Academy’s website and PLASC.

Views on those consulted during the development of the plan:

The views of all agencies, students and their parents/carers will be sought through the regular meetings held as part of the support given by the academy.

The main priorities in the Academy’s plan:

We take advice on support needed for students with disabilities and work with professionals to ensure they have the necessary support to fully include them in the life of the academy.

With our rolling programme of curriculum policy review and academy improvement, we aim to ensure that policies that relate to disability are discussed, reviewed and challenged so that outcomes continue to improve.

Increasing the extent to which disabled students can participate in the academy curriculum:

  • The academy will endeavour to provide suitable access to a range of curriculum opportunities.
  • Where necessary, support will be given by the Learning Support Faculty, led by the SENCO.
  • The academy facilitates services from a range of agencies for all students and their families.

Improving the physical environment of the academy to increase the extent to which disabled students can take advantage of learning and associated services:

  • The academy’s classrooms are all on the ground floor or accessible by lift.
  • Any new facilities will be built with disabled students in mind, ensuring access for all including discussions around improved access, lighting, acoustic treatment, sun glare and colour schemes.
  • The academy has suitable disabled toilet facilities for students and for the use of disabled visitors using extended school services.
  • The academy has disabled shower facilities.
  • Improving the delivery to disabled students of information that is provided in writing for students who are not disabled.
  • Where necessary, all hand-outs, letters, timetables etc. will be made available in suitable formats for disabled students and their families, including electronic adaptions.

Bluecoat Wollaton Academy Disability Access Plan 2023– 2026

Implementation and monitoring

Bluecoat Wollaton Academy’s Accessibility Plan will be reviewed annually in respect of progress and outcomes, and a report will be presented at the Spring Term Academy Advisory Board meeting. After each review there will follow a new projected plan for the next three year period.

An annual accessibility site walk-through undertaken by staff, AAB members and site team will audit the provision to maintain a safe and accessible environment. Should any issues arise from this audit, then a plan of actions will be drawn up, including time frames, and added to the Accessibility Plan. The most recent audit can be found at the end of this plan.

It is suggested that the Academy development and improvement plan (SIP) contains targets linked to any Accessibility Plan, to encourage allocation of staffing and budget resources to support further improvements to accessibility.

Physical Access

This aspect focuses on access to the physical environment of the academy and physical aids to access education.

The physical environment of the academy includes potential barriers such as entrances and exits, steps, stairs, kerbs, interior and exterior surfaces, parking areas, toilets.

Physical aids to access education include ramps, lifts, handrails, induction loops etc

The academy expects to provide physical aids to education within a reasonable timeframe. However, it may not be feasible to undertake certain works required for full access to the academy’s site and buildings during the life of this Accessibility Plan, and therefore certain items may have to roll forward into subsequent plans.

ActionsSuccess CriteriaTime
Ensure awareness of disabled students/parents on Open Days. Open Mornings, Progress Evenings, and all academy events.Staff are aware of all visitors and their needs and access to the academy is always available. Everyone feels welcome to the academy.ongoing
Designated disabled parking bays allocated on academy site.Families with disabled members have easier access to the academy.In place
Improve lighting points in main car park area in evening and winter months.Staff, parents and students have improved visibility and access to parking area and school entrance. Improved personal safety measures.Summer 2025
Ensure that all power-operated doors have visual and tactile information.Entrance and exit available to all users.Spring 2025
Tactile plan / diagram needed of the site within entrance area.Ensure all visitors have the correct information to navigate the site.Summer 2025
Ensure all step edges are marked to help them stand out more for visually impaired students.Reasonable adjustments are reviewed and maintained and updated to improve access and safety.On a programme of regular maintenance.

Curriculum Access

This aspect covers a range of measures which ensure that Teaching and Learning across the academy are accessible to all.

Measures include classroom organisation and support, appropriate deployment of teaching and support staff, appropriate curriculum offer, appropriate timetabling options.

The wider curriculum of the academy is also covered. This will include Enrichment activities, any clubs and activities offered in unstructured times (such as break, lunch, after-school), off-site visits and school trips.

This aspect also covers staff information and training, and also the provision of specialist or auxiliary aids / equipment which will assist students in accessing the curriculum.

Bluecoat Wollaton Academy is committed to full curriculum access for all students, regardless of their educational, physical, sensory, social, emotional, spiritual, faith or cultural needs.

ActionsSuccess CriteriaTime
Audit Learning Support students each Term to assess if differentiated resources available to them.Student voice researched and used to lead staff trainingOngoing
Provide regular training on meeting the needs of all learners (Teachers’ Standards 5: Adapt Teaching to respond to the strengths and needs of all pupils): INSET; all departments show how the requirements of Teachers’ Standards 5 are built into Schemes of Work; focus on how subject staff and TAs can liaise to ensure the best outcomes for all learners.All teachers can fully meet the needs of all students with regard to accessing the curriculum. Improved attainment and progress for SEND students. All staff have had regular access to training to meet the needs of all learners.Ongoing
Alternative curriculum – additional pathway/entry level learning prioritised for specific students.Individualised curriculum developed and valued in school to ensure appropriate curriculum for students with significant learning needs is offered.Ongoing
Ensure that identified students have access to assistive technologies e.g. laptops, iPads, specialist software, reader pens so they are not disadvantaged in learning and in assignments, tests and exams. Improved access to individual learning for specific students with writing, processing or communication needsOngoing
Academy to hold testing for coloured overlays and access for all students to use them in lessons where needed.Improved access to the curriculum for learners with dyslexia and dyslexic traits.Ongoing
Ensure equal access for disabled students to academy enrichment, visits and extra-curricular activities: risk assessment and planning of trips/activities to include accessibility references; funding available from academy central funding so that additional staff can support disabled students on visits.Students with disabilities are able to participate equally in out of school activities.Ongoing

Access to information

The academy has a duty to improve the delivery of written information which goes out to any students and their families, staff, or visitors with disabilities. Examples of this information include timetables, textbooks, handouts and worksheets, information about the academy and academy events. If requested, information should be made available within a reasonable timeframe in the preferred format of the person(s) making the request. This might be, for example, in a different font, font size, colour of paper, or electronic delivery.

ActionsSuccess CriteriaTime
Ensure that parents and carers of disabled students / parents and carers with disabilities have access to a variety of means of information from the academy including letters, text messages, emails, app based communications.All parents/carers receive important school information on a regular basis. Increased involvement in academy life.Available on demand
Availability of written material in alternative formats including large print.Delivery of information to parents/carers improved for adults with visual impairments.Available on demand
Ensure there is braille information available for people with visual impairments. Delivery of information to parents/carers improved for adults with visual impairments.Available on demand
Ensure there is an audio version of the most important information.Delivery of information to parents/carers improved for adults with hearing impairments.Available on demand

Accessibility Audit

An Accessibility Audit of Bluecoat Wollaton Academy was undertaken by Mark Goodwill-Hodgson (Chair of the Bluecoat Wollaton AAB) and by Stuart Anderson (Principal).  The audit visit took place on 17/03/2021. Further information was obtained from the school website, records of the site build and layout and from staff discussions when on site, including the academy SENCO and site staff.

This audit recorded that the academy is compliant in the following key areas:

Physical Access:

  • Security gates and barriers
  • Access to the gates through reception
  • External areas, movement between buildings
  • Emergency Evacuation and Lockdown Procedures
  • Internal movement – corridors and evacuation routes
  • Medical facilities
  • Internal décor and finishes
  • Lighting within the building
  • Dining and Catering
  • Social spaces & quiet spaces
  • Teaching and study spaces
  • Furniture & teaching equipment

Curriculum Access :

  • Training & accreditation of Teachers and Teaching Assistants
  • Pre-admission visits
  • Admission
  • Safeguarding
  • Pupils with Temporary, Emerging or ongoing Health Care Needs
  • Access to the Curriculum
  • Lesson planning and support for pupils with disabilities and SEN
  • Access to Educational Visits and Extra-Curricular Activities
  • Pupil Outcomes
  • Staffing & Leadership

Access to Information:

  • Staff Training – awareness training provided to enable all staff to understand and recognise disability issues
  • Arrangements for providing information in simple language, large print, via digital audio, by Braille
  • Academy website and social media content accessible
  • Information presented to groups in a user-friendly way for people with disabilities which affect their vision
  • Staff familiarity with technologies and support strategies and processes developed to assist people with disabilities
  • Complaints process

The audit highlighted the need for improvements in the following areas, and the accessibility plan has been updated as a result.

Physical Access:

  • Arrangements for accessible parking
  • Lighting in car parking areas
  • Availability of temporary ramps for wheelchairs
  • Accessible toilets – handwashing facilities
  • Internal signage – tactile plan of the academy needed
  • Adjustments needed to power-assisted doors

Contact Us

Bluecoat Wollaton Academy
Sutton Passeys Crescent
Wollaton Park

Tel: 0115 900 72 10

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