Exning School is a split-site Victorian school and we try hard to ensure accessibility throughout the school and make this a user-friendly environment.

Currently, most areas are accessible for disabled children or adults, with three accessible toilets and a stairlift.

Access is reviewed regularly and appropriate provision is made for all children in school. The relevant outside agencies will be called upon for advice and assistance. Parents of a disabled child will be involved with any decisions that are taken.

Please click here for our Accessibility Plan.


“Schools have a responsibility to provide a broad and balanced curriculum for all pupils. The National Curriculum is the starting point for planning a school curriculum that meets the needs of all pupils”

We fully endorse the above statutory inclusion statement, believing that all children at Exning Primary School should have equal access so that they may have the opportunity to progress and demonstrate achievement. We meet this by planning which meets the needs of boys and girls, children with special educational needs and disabilities, children who are more able, children from all social and cultural backgrounds, different ethnic groups and diverse linguistic backgrounds.

We meet the needs of all children by

  • Providing resources that reflect diversity and are free from discrimination and stereotyping
  • Using a range of teaching strategies that are based on their needs
  • Ensuring access to every activity where it is safe and reasonable to do so

Special Educational Needs and Disabilities

Children with Special Educational Needs or Disabilities (SEND) are granted equal admission rights and each case is carefully considered with a programme of individual help if required.

Should teachers or parents be concerned about any particular aspect of a child’s development, advice will be sought from the SEN co-ordinator. It may be decided to devise an individual education plan with specific targets to be achieved. Support, advice and guidance may also be sought from outside agencies. Parents and children are involved in the process and the plan is reviewed at regular intervals to ensure these children have the necessary support to overcome their difficulties.