Key Points:

· The government is committed to Inclusion

· There is currently a good level of Capital funding

· Responsibility shared between the schools and LEAs

· Guidance is available

· Building improvements should be incorporated in larger projects as far

as possible and be carried out within the framework of AMPs

1. Inclusion: government policy

‘Where all children are included as equal partners in the school community, the benefits are felt by all.’

Secretary of State, Excellence for all Children, 1997

‘Inclusion has a number of meanings all of which have an impact on the school fabric:

· Education within mainstream schools of an increasing number of children with disabilities;

· A broad mix of children – in terms of ability, needs, background, etc – in a single school;

· Participation of children in the full range of opportunities provided by the school, including access to the full curriculum and involvement with social and community activities.’ Schools for the Future: Building Bulletin 95

2. Funding

· Capital funding over three years (2001-2004) £8.5bn to enable LEAs and schools to do much to improve their school buildings.

· Targeted funding through the Schools Access Initiative of £70m (2002-03) and £100m (2003-04)

· Some capital funding now devolved to schools – can be used for small scale accessibility improvements

3. Responsibility: schools and LEAs jointly

· Measures to improve accessibility: should be carried as part of larger building projects

· All buildings projects should be linked to the LEAs priorities based on their Asset Management Plan.

· No single solution: LEAs will have their own ways of dealing with accessibility across their schools

4. Guidance is available…

Building Bulletins

BB91 Access for Disabled People to School Buildings

BB94 Inclusive School Design: accommodating pupils with special educational needs and disabilities in mainstream schools

BB95 Schools for the Future: designs for learning communities

DfES guide: Accessible Schools: planning to increase access to schools for disabled

Pupils

5. Building improvements: creating a humane environment

· Space

Flexible

Sufficient

· Listening to the users, especially children

The Children’s Manifesto: The School We’d Like (Guardian Education 05/06/01)

‘The school we’d like is beautiful… comfortable… safe… listening… flexible … relevant… respectful… without walls… for everybody.’

· Aesthetics

· Repairs and maintenance