Disability Policy

This policy is informed by the requirements set out in the DfE 2015 SEND Code of Practice: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/39 8815/SEND_Code_of_Practice_January_2015.pdf.

Our vision:

At Tutoring Barcelona, we are committed to ensuring quality education for all our pupils. All children, inclusive of those with special educational needs and/or disabilities, should be appropriately provided for and supported so that they can thrive and succeed in the school environment. We understand that all students have unique needs and learn in different ways. At Tutoring Barcelona, we work closely with all our students, and their families, to identify and meet the needs of all our pupils, so that they can reach their full potential in school and beyond. We value families’ knowledge of their children’s disabilities or special educational needs and work collaboratively with parents and carers to foster holistic support.


In accordance with the DfE SEND Code of Practice, we understand that: “A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions” (page 15-16).

Our Key Aims:

  • To make all students feel safe, supported and accepted;
  • To ensure the curriculum is accessible for all pupils;
  • To overcome barriers to learning for all pupils;
  • To maintain high expectations for all pupils;
  • To encourage full participation in all aspects of school

Following legislation published in Schedule 10 of the Disability Act: Accessibility for Disabled Pupils (2010): https://www.legislation.gov.uk/ukpga/2010/15/schedule/10, we also understand that we must:

  • not discriminate against disabled pupils in any way
  • not treat disabled students less favourably that other pupils
  • take steps to avoid putting disabled pupils at a disadvantage
  • publish an Accessibility Plan (included below)


  1. Curriculum – staff will continue to participate in CPD to ensure learning is accessible to every We understand that students with medical conditions should be properly supported so that they can access and enjoy the curriculum, physical education and extracurricular activities.
  1. Physical environment – we will identify the needs of students with physical difficulties and sensory impairments when planning changes and refurbishments of the premises. We will remain open and available to discuss accessibility requirements for pupils, parents or visitors to the
  1. Admission arrangements – SEND pupils will not be refused admission to Tutoring Barcelona on the basis of disabilities or special educational In accordance with the 2010 Equalities Act, we will take all reasonable steps to provide appropriate educational provision.

Accessibility Plan (2020-2021)

Objective Task Timeframe Staff Member Responsible Outcome
1. To ensure the physical environment of the centre is suitable and accessible for all Carry out weekly checks of the premises to ensure disabled access to classrooms and toilets and that all electric doors remain in working order. Weekly check Director, Hannah Grech To ensure that the centre remains an inclusive and accessible space for all.
2. To ensure examinations access arrangements are in place where appropriate As per the Pearson guidance for international centres, all access arrangements applications will need to be submitted to Pearson for review. https://qualifications.pearson.com/en/support/support-topics/exams/special-requirements/access-arrangements.html Deadline: March Examinations Officer, Harriet Farnham To ensure that all learners with special educational needs, disabilities or temporary injuries can access the assessment.
3. Increase provision for EAL and SEN learners at the centre Dedicate a member of staff to oversea provision Appointment by September 2021 Director, Hannah Grech To ensure that classroom support for EAL and SEN students is effective and that these learners are making at least good progress across subjects

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