- Welcome Message
- Our Mission & Aims
- Our Values
- General Information
- Accessibility Plan
- Behaviour for Learning Policy
- Careers and Work Experience Policy
- Charging and Remissions Policy
- Complaints Policy and Procedure
- Curriculum Policy
- Data Protection Policy
- Equal Opportunities & Plan
- Online Safety Policy
- Privacy Notice - May 2018
- Safeguarding Policy
- Special Educational Needs & Disabilities
- Sex and Relationship Policy
- Whistleblowing Policy
- Pupil Premium/Catch-up
- Exam Performance and Student Destinations
Equality Information and objectives (public sector equality duty) statement for publication: Accessibility Plan
Under specific duties relating to The Equality Act (2010) and The Equality Act 2010 (Specific Duties) Regulations, it is a requirement to draw up and publish equality objectives every four years and annually publish information demonstrating how they are meeting the aims of the general public sector equality duty.
Please read this information together with our Special Educational Needs and Disabilities Policy.
The public sector equality duty means that public bodies have to consider all individuals when carrying out their day-to-day work – in shaping policy, in delivering services and in relation to their own employees. There are two duties:
The General Duty requires that public bodies:
- Have due regard to the need to eliminate discrimination, harassment and victimisation
- Advance equality of opportunity
- Foster good relations between different people when carrying out their activities
The Specific duties require public bodies to:
- Publish relevant, proportionate information to demonstrate compliance with the general duties
- Set and publish equality objectives
Disabled students, staff, parents and members of the community have been involved in developing this plan via a range of consultation methods including Parents’ Evenings, Governing Body meetings, SEN reviews, Additional Needs Team meetings and School Council meetings.
To ensure that all students meet or exceed their minimum target grades and that all staff implement our systems rigorously to sustain achievement.
Develop system/strategies with SEND lead to stretch least able and nurture/transitional groups. Develop relationship with Primary Schools with data tracking and monitoring to ensure effective transition from KS2-3
Behaviour and Safety
To ensure that students’ attendance and attitudes to learning promote achievement and that they contribute to the culture of the academy; how they conduct themselves, including: their respect for learning and the learning environment, courtesy and good manners towards each other and adults. All groups of students are and feel safe at the Academy and at Alternative Provision placements at all times.
To develop staff to their full potential, including those with disabilities, through quality training and rigorous performance management in order to provide an outstanding education for all students and ensure robust succession management in education be it at The MFG or elsewhere.
Teaching and Learning
To ensure that the teaching and learning remains progressive for both students and teachers and create a curriculum that is relevant to the needs of our students and their future employment/higher education, in order to ensure our students leave with a good job, training place/apprenticeship, or higher education opportunity.
Alleviation of the barriers to success in learning educationally and emotionally
To ensure early identification of needs for Y7 and Y12 students with effective interventions for all. Close measurement of the impact and evaluation of interventions with teaching and interventions delivered by a highly knowledgeable and trained staff
To further improve the physical accessibility of The MFG by creating a ramp for the outside quad door which will make Armitage Hall accessible for Parents’ Evenings.
As part of our ongoing commitment to improving the environment at The Mirfield Free Grammar and Sixth Form, we have undertaken a number of refurbishment and building projects over the past few years. With each one of these projects, we have improved the physical accessibility of The MFG as follows:
Externally to White Block including a lift to the Learning Resources Centre
Green Block and Blue Block are accessible using the lift to the Learning Resources Centre
Red Block is accessible from an external door by R1
Student Support Centre
Stewart Hall, Thorburn Hall and the Studio Theatre
‘Take 5’ restaurant and Sixth Form refectory
PE area, including boys and girls changing rooms, sports hall and gym.
Sixth Form Claret Block with lift access to the upper floor.
In addition, there are disabled toilets sited in White Block in W01, Red Block by R03, at the bottom of the Technology Centre, the studio theatre and Green Block, Science and in Sixth Form Claret Block building.
The only areas which are not accessible by wheelchair are:
- Armitage Hall - Alternate rooms are available for Parents’ Evenings.
- Technology Centre - Alternate ICT rooms are accessible via the LRC lift
- Offices above reception
There is a Kirklees LA designated hearing impaired unit as part of their disability access across the authority. Facilities at The MFG are limited to a hearing loop in W08 and portable hearing devices.
There is a Kirklees LA designated sight impaired unit as part of their disability access across the authority. At the MFG we have colour coded areas to help sight impaired students find their way around the buildings. Yellow paint has been used to improve corridor steps and outside areas.
Specialist support may be put in place, depending on individual needs and in consultation with students and parents. These may include educational psychology, autistic spectrum disorder support, sensory service for hearing or visual impairment, speech, language and communication support, occupational therapy support, physiotherapy support, school nurse, and links with specialist provision establishments.