St Catherine's School
ACCESSIBILITY PLAN AND POLICY

Reviewed by:	Bursar / Senior Deputy Head
Last Reviewed:	November 2025
Next Review:	November 2026

SCHOOL MISSION We are inspired by St Catherine of Siena, who said ‘Be who God wants you to be, and you will set the world on fire’, to form young women of confidence and compassion, ready for service and leadership in the world. We fulfil our mission through these values:   Community: a place of cheerfulness, dignity and tolerance, where all are welcome Faith: a Christ-centred school with time for reflection; a culture of gratitude and friendship Courage: with self-knowledge, resilience and integrity, and a readiness for challenge Scholarship: where gifts are developed through curiosity, imagination and ambition Service: commitment to others, to stewardship, and to justice and hope for all

ETHOS AND AIMS

St Catherine’s School aims to offer the highest quality of teaching and learning and to support all pupils in the pursuit of academic and personal excellence. We value the diversity of our school community and appreciate the contribution that pupils with special educational needs and disabilities (SEND) bring to school life.

DEFINITION OF DISABILITY AND SCOPE OF THE PLAN

This Accessibility Policy and Plan is drawn up in accordance with Schedule 10 of the Equality Act 2010. A child or young person is disabled if she has a physical or mental impairment which has a substantial and long-term adverse effect on her ability to carry out normal day-to-day activities (Guidance to the Equality Act 2010 gives examples of such activities). This definition includes not only physical disabilities but also learning disabilities and mental health. There is a threshold in terms of impact on “normal day-to-day activities”, where “substantial” means “more than trivial”, and “long-term” is defined to mean lasting or likely to last more than one year.

The School has adopted this strategy as a constructive approach to ensure that it does all that is reasonably practical to enable disabled pupils and prospective pupils full access to the educational service it provides. In line with our mission statement, the St Catherine’s Accessibility Plan seeks to achieve the objectives below for all members of the community, including pupils, staff, parents, governors and visitors:

• increase the extent to which disabled pupils can participate in the School’s curriculum;

• improve the physical environment of the School for the purpose of increasing the extent to which disabled pupils are able to benefit from the education, services and facilities offered by the School;

• Improve the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled.
  
  

CONTEXT

We aim to ensure that all our pupils are fully integrated into school life and participate in the whole academic and pastoral curriculum (including co-curricular activities and school trips).

Assessments are carried out to ensure that all pupils have suitable access provisions in place for public examinations. This task is undertaken throughout the year by the SENCO who then informs relevant staff about the way to provide for particular pupils, especially when a new report or diagnosis has been received.

Regular SEND and Accessibility Meetings support intentional review of school processes, and the changing needs of the school community; regular Compliance Meetings also include review of policies and procedures which affect the experiences of SEND pupils. Actions from each of these meetings improve provision and best practice.

These reviews and meetings inform our school accessibility plan (2023-2026), which is a written action plan with targets. The success of accessibility measures and the plan is reviewed annually by the Governing Body, the Senior Management Team, the SEND & Accessibility Committee, and the Assistant Bursar.

ACTION PLAN

The following are carefully considered and regularly monitored in developing the

Accessibility Plan:

Admissions: Our Admissions Policy aims to be fully inclusive and is available to view on our website. It seeks to remove barriers to our school for prospective pupils (and their parents) with special needs and/or disabilities. The Admissions policy outlines the School’s reasonable emphasis on ensuring that prospective pupils can access the curriculum and thrive at St Catherine’s. Adjustments are made for SEND pupils sitting entrance exams according to their needs. The School is opposed to any form of discrimination and as well as being Christian in tradition and ethos, welcomes girls of all faiths and backgrounds and promotes equal opportunities for all.

We ask all parents of prospective pupils to complete a Registration Form. In addition, all parents complete a confidential Medical Form providing details of the nature and effect of any (potential) disability, medical condition or special educational needs. The purpose of obtaining this information is to allow the school to consider any adjustments it might need to reasonably make.

Parents of a disabled or potentially disabled pupil are required to provide full disclosure of any medical, Educational Psychologist or other reports regarding their child’s disability, medical condition or special educational needs.

1. Attendance: The Attendance policy and practice assists in the monitoring of pupil needs. In the event that a pupil’s attendance is a cause for concern, this is closely monitored by the DSLs. In the case of extended absence from School, a plan for catch up work is agreed, depending on circumstances, and pastoral and academic needs.

3. Education: The School has considered physical access to classrooms, and modifies lessons to suit when temporary medical needs arise. The SENCO and Learning Support teachers support pupils with SEND, and the curriculum is modified to cater for pupils when necessary, for example by enabling pupils to take a reduced number of GCSE subjects, and arranging Study Skills sessions. The SENCO facilitates support for pupils with ASD, Emotional Based School Avoidance and other needs and, with the Deputy Head Pastoral and external providers, offers training to subject teachers.

Staff regularly review their teaching strategies to ensure that any potential barriers to learning and participation by disabled pupils are removed. The School uses inclusive language and staff use positive examples of disability when teaching.

The SENCO and the Deputy Head Academic regularly review access arrangements to ensure that all pupils can perform to the best of their abilities in exams. Reasonable adjustments are made to the timetable, for instance, where mental health needs indicate that a later start to the school day would benefit a particular pupil.

In lessons the emphasis is on inclusion. Homework needs are supported via after school provision for pupils to complete work. Pupils who benefit from additional supervision are supported through Report Cards and School Agreements.

4 .Access to the Curriculum and Learning Support: The Learning Support Department consists of three part-time members of staff. The Special Educational Needs Policy is available on the website.

The Learning Support Department has finite resources and may not be able to meet the needs of all pupils with disabilities. Though this is not exhaustive, difficulties supported by the Department include the following:

• Specific Learning Difficulties, such as Dyslexia, Dyspraxia, ADHD, Autistic Spectrum Disorder;

• Physical or medical disabilities;

• SEMH;

• Sensory Processing needs; -

• Hearing or visual Impairments.

In the Prep School, Peripatetic teachers e.g. Speech and Language/Occupational Therapists (working on a 1:1 basis) may also be made available.

The department staff are responsible for:

• The day-to-day implementation of the School’s SEND Policy;

• Liaising with and advising other teachers;

• Coordinating provision for pupils with SEND;

• Maintaining the School’s Learning Support Register and overseeing the records on all pupils with specific learning needs;

• Liaising with the parents of pupils with specific needs;

• Liaising with medical staff;

• Liaising with external therapists and other specialists; 

• Contributing to the INSET training of staff.

5. Academic tracking and analysis of SEND pupils’ progress is especially important at St Catherine’s. Annual school and department reviews each Autumn Term include comparison of SEND exam outcomes with the outcomes of other pupils, in relation to baseline data. Departments are supported to ensure that SEND pupils’ progress is in line with baseline data and school targets.

6. Governing body: Access for Governors is considered carefully; currently no members of the governing body require special access.

7. Medical care: The School has a well-equipped sick bay and First Aid trained staff assigned to pupil care. All teaching and support staff are made aware of pupils with particular needs, for example, those with significant allergies or diabetes.

The School employs a qualified counsellor (known as the Independent Listener) who provides a confidential service for pupils. She also works with the Deputy Head Pastoral to arrange and conduct PSHE talks and workshops for pupils, staff and parents, and to promote and advise on mental health matters.

External providers are used to develop staff skills and understanding of need, for instance, through completing Mental Health First Aid training.

8. Parents: The School liaises closely and regularly with the parents of pupils with significant health concerns to ensure provision remains relevant and sufficient for their needs. In addition, wherever appropriate consent is given, the school will liaise directly with medical professionals to ensure that pupils’ needs are met.

9. Physical school environment: The School consists of separate, multi-story buildings, and regular reviews are made to assess the extent to which disabled pupils are able to take advantage of education and activities. When planning any change, the aim is to maximise access for pupils, staff and visitors.

Ramps have been installed at the entrances to The Prep Department and the

Lawn Building and lifts provide step-free access to all floors in St Joseph’s and the Lawn Building. Disabled toilets are installed in St Joseph’s and the Lawn Building and disabled shower facilities are available in St Joseph’s.   

10. Selection and recruitment of staff: The School takes a fully inclusive approach to our staff recruitment and aims to appoint the best person based on skill sets and qualifications and regardless of any disability s/he might have. We implement the School's Equal Opportunities Policy and Recruitment Policy and all staff are provided with the necessary support for their roles.

11. Sporting education, co-curricular and recreational activities: The School Hall and Drama Studio are both located on the ground floor (assemblies and School Mass also take place in the Hall). Sports lessons and opportunities are tailored to pupil needs. Pupil safety is paramount in lesson planning, for instance, amending the swimming staff ratio to support pupils with disabilities. The Bursar ensures any special access arrangements for pupils, staff or visitors are considered as part of the Risk Assessment process.

12. Staff training: Staff training is provided during INSET days to ensure pupil needs are well understood and met. Further training is provided in staff meetings throughout each term.

Staff responsible for staff training, recruitment and safeguarding complete additional training and attend external INSETs, as needed. Staff who have shown an interest in a particular type of training related to inclusivity, accessibility and/or SEND, are supported to attend appropriate courses.

13. Trips and visits: The role of trips is key for the personal development of pupils with additional needs, allowing them to grow in confidence and independence. The Senior Deputy Head, Deputy Head Pastoral and Head of Prep, as Educational Visits Co-ordinators, work closely with staff leading trips to ensure reasonable adjustments are made to allow SEND pupils to participate as fully as possible.

Risk Assessments and trip planning is conducted in light of pupil need, including decisions about staff/pupil ratio. Other adaptations might include changes to travel arrangements or, in the case of the Duke of Edinburgh Award, offering a separate expedition with closer staff supervision. The Deputy Head Pastoral and Head of Prep review trip documentation and ensure accessibility and disability are considered.

14. Welfare: The School’s strong Catholic, Christian ethos and tradition places great emphasis on the dignity and value of each individual and so is in harmony with both KCSIE guidelines and SEND protocols.

In addition, the Behaviour Policy and PSHE programme support and provide guidance on ways to encourage inclusive and tolerant behaviour from pupils. The staff and pupil-led assemblies focus on values and behaviour conducive to a welcoming community, and this is also supported by the Chaplaincy and the faith life of the School. Pupil-led committees and discussion groups (e.g. the Equalities Society), help the girls to understand equality and inclusion.

An annual Unity Week provides the context for a whole school focus on Equality, Diversity and Inclusion and the opportunity for pupils to acknowledge and celebrate all members of our school community.

The Deputy Head Pastoral leads the School’s approach to mental health, which features as a topic throughout the PSHE curriculum. The Independent Listener (School Counsellor) is available to support pupils in the Senior School and, at times, in the Prep Department. Prep girls are also supported by programmes like Lunchtime Listening where girls speak with trained staff

Accessibility Three-Year Plan: 2023-2026

(a) To increase the extent to which disabled pupils (including those with special educational needs) can participate in school’s curriculum

(b) To improve the physical environment of the school in order to increase the extent to which disabled pupils (and parents/staff/visitors) are able to take advantage of education and associated services offered by the school

(c) To improve the provision to disabled pupils (and parents/staff/visitors) of information, including social media and online