The Governors and staff of Bognor Regis Nursery School are committed to creating an equality of opportunity within the Nursery School and an atmosphere which makes everyone feel welcomed and valued. We acknowledge that there is still some discrimination against people with a disability within our society and wish to work actively towards the elimination of this and to promote a positive image of disabled people and to encourage participation.

The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, the Governing Body has had three key duties towards disabled pupils, under Part 4 of the DDA:

  • not to treat disabled pupils less favourably for a reason related to their disability;
  • to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;
  • to plan to increase access to education for disabled pupils.

This plan includes proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:

  • increasing the extent to which disabled pupils can participate in the school curriculum;
  • improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
  • improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.

For the purpose of this document someone can be considered as disabled if they have a “physical or mental impairment, which has a substantial and long term (e.g. more than 12 months) adverse effect on his or her ability to carry out normal day to day activities”. This may affect mobility, manual dexterity, physical co-ordination, continence, ability to lift and carry objects, speech, hearing or eyesight, learning or understanding and perception of risk of physical danger.

Users of the School and the Local Authority’s Sensory Support Team were previously invited to feedback their observations regarding the accessibility and inclusive environment of the School.

The following points for promoting equal opportunities and promoting a positive image of disabled people were identified.

For Children:

  • the curriculum caters for a wide range of individual abilities and capabilities, resources (which promote a positive image of disabled people) are carefully selected including books, displays, jigsaws and small world characters;
  • materials are adapted to meet the needs of individual children, e.g. painting the spaces in the base of inset puzzles black so that a child with visual problems would find it easier to see the shape;
  • visual ‘timetables’ are used to aid children’s understanding of available activities, routines and expectations;
  • a quiet space is provided for children to rest or sleep;
  • Makaton signs are used to help overcome communication difficulties;
  • an area is provided to clean and change children;
  • a policy on the administration of medicines has been developed;
  • alternatives to sand, water and dough are provided for children with allergies;
  • space is set aside for children to work in an undisrupted environment/calming workspace
  • specialist resources are borrowed from the toy library and from the local sensory toy library;
  • an anti-bullying policy has been developed which outlines procedures to address any incidents of bullying and strategies to support those involved;
  • identification and support strategies for children with particular needs are available for all staff to refer to;
  • staff refer, liaise and consult with ‘outside agencies’ to gain support and advice, e.g. the sensory support team for children with visual or hearing difficulties, school nurse for help in making a health care plan or training staff in the use of an Epipen, speech, occupational and physiotherapists;
  • transitions meetings are held between Nursery and Primary Schools for children who will need extra support, which may also involve arranging extra visits, making books for individual children;
  • parents are asked if their child has any disabilities or special needs when they apply for a place in the Orchard Room or Nursery School. This gives time to implement any special procedures to support individuals;
  • discussion between the Key Worker and Parents/carers are held when children start in the Orchard Room or Nursery School to ensure staff have a full picture of children’s needs;
  • A Special Support Centre has been established for children with significant speech and language difficulties and/or other needs.

For All users of the Provision:

  • a lift to the first floor is provided;
  • accessible toilet and alarm;
  • access to the outside including the Garden Room;
  • priority parking for disabled car users;
  • poster encouraging disabled users to seek help and support if needed;
  • the letting agreement states that the Centre is an Inclusive Environment.

For Staff:

  • adaptations to the environment or equipment are made, e.g. provision of voice activated computer writing programme for staff who have difficulty in writing;
  • referral to outside agencies such as Health Assured or Occupational Health;
  • staff recruitment is monitored with regard to equal opportunities including disability (from information on application forms).

Access Plan and Disability Equality Scheme

Three Year Action Plan and Progress Report


  • Further develop Inclusion Toy Library
  • Work with EYCA to maintain and develop HUB services for families
  • Support local settings in use of Vulnerability Tool, particularly in supporting families to access the help that they might need
  • Continue to promote use of Makaton throughout the School


  • Continue to develop the Vulnerability tool within the Nursery School to ensure it is user friendly and relevant for families and staff.
  • Ensure that Teachers and Keyworkers are able to access and use Holistix to enable them to signpost to Early Help in a timely manner.
  • Further develop how to evidence the progress of children on the SEND register with small step progress linked with the scheme of work and Developmental Journal materials.
  • Continue to develop planning and opportunities for identified groups within the Nursery School. Target EYPP, EAL groups and track progress of individuals with staff to ensure that relevant interventions are provided in line with identified needs.
  • Complete Communication Audit with Speech and Language Therapy Service. Identify and provide relevant staff training based on findings of audit.
  • Ensure that visual aids are being used consistently across the Nursery School and environmental signs are displayed in a child friendly, accessible manner. Develop a central visual aid resource folder to enable all staff to access and replenish their visual aids accordingly.


  • Offer Makaton training for all staff in Orchard room and Nursery school. Nikki to establish which staff members would like to attend the training as part of INSET.
  • SSC staff to be TEAM TEACH trained as part of positive handling policy.
  • Consider tactile/ auditory information as service users require it.
  • Develop further links with SALT to explore training opportunities to develop the wider staff team’s skills in supporting language development.

Updated: July 2018

Review date: July 2019