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Briefing – Premises
This briefing is part of a range of resources from the project, The Disability Discrimination Act: taking the work forward 2003/06, managed by the Learning and Skills Development Agency (LSDA) in partnership with NIACE and Skill, supported by the Disability Rights Commission and funded by the Learning and Skills Council.
Project 4: Access to premises
During this project it became clear that some providers were unsure about how to improve the accessibility of their premises or the support that is available to help them. By sharing both in this document, it is hoped that other colleges will benefit considerably.
An inclusive environment demands much more than accessible toilets, lifts and ramps. The objective is to provide an inclusive environment i.e. one which is equally welcoming to all potential users, including people who are elderly or very young, and people who may have physical, sensory or cognitive impairments or learning difficulties.
Understandably, many colleges have separated matters related to buildings from other accessibility issues. However, in order to successfully improve access for everyone, a holistic approach to accessibility is needed. Plans for buildings need to be considered as part of a strategy for improving access across provision. There are four key areas to consider:
- The identification and permanent removal or avoidance of physical barriers
- Housekeeping and Facilities Management (FM) issues to maintain accessibility
- The availability of assistive technology and technological aids
- Attitudinal change of staff and tutors
Management practices and procedures within the learning environment need to embrace these four areas (in addition to access to the curriculum) in order to ensure that user needs are successfully met.
Access Audits
It became evident that some staff are unaware of the LSC’s 03/05 Circular on access auditing; this helps organisations avoid many of the pitfalls. There is a guidance note on access audits that includes a draft template for commissioning an audit. It provides information needed before organising an audit by others or commencing one in-house.
New Build and Refurbishment Projects
Often the finer details are overlooked by the design team and builders. This was evident during project 4. Many common shortfalls in finished buildings occurred in our project sites. It is worthwhile looking at the checklist when taking handover of a new build or refurbishment project.
Accessibility Manuals
Accessibility manuals are used to document design considerations such as colour palettes etc., and this is particularly important to ensure that accessible finishes are maintained in the future when redecorating etc. For example, colleges can develop colour schemes which achieve good contrast for people with visual impairments.
Building Management
The Building Managers' prime focus should be on creating or adapting the working environment to one where all are treated with equal respect and able to make the most of their abilities and not be unduly constrained by the facility. Such adaptation may involve both physical and aesthetic alterations to the environment and attitudinal change. Often, only minor physical adjustments are required to facilitate this – e.g. changing taps to lever models, adjusting door closers.
Housekeeping and facilities management issues are now readily acknowledged as a key criteria in maintaining inclusive services – typical examples include control of notices, keeping storage and deliveries away from walkways, cleaning light fittings to optimise levels, and checking assistive aids.
Practical guidance is available here
Access statements
The Approved Document to Part M of the Building Regulations applies to new builds, extensions and some change of use applications. The concept of an Access Statement is introduced. An access statement should accompany all planning and building regulation applications. It will aid Local Authority Building Control Officers or Approved Inspectors to quickly assess what access provision has been made. It documents the rationale behind access decisions taken. The document enables you to demonstrate that the most reasonable access solutions have been sought, whilst working around any constraints or conflicting user needs.
The access statement sets out an organisation’s culture and intentions towards access provision. It lists actions already undertaken, (such as audits and awareness training), and future plans for improvements. It helps provide an audit trail providing a central point for logging progress and can be a catalyst to improvement, such as:
a) Arranging audits to identify works required
b) Planning works to utilise refurbishment opportunities to incorporate some of the requirements
c) Integrating minor adaptations within general repair programmes
d) Developing standard and comprehensive specifications so that future replacements achieve improved accessibility and best practice standards
e) Ensuring training in Disability and Deaf awareness are maintained and included as part of any staff induction programme
f) Colleges wishing to develop an Access Statement can find a useful template
Signage
Portable and temporary signage is equally important for many timetables and outlying sites. Kingston Maurward College undertook a project on signage.
Layout of furniture and equipment
Going beyond the construction and fit out items, the location of furniture and equipment also impacts on accessibility. Computer floor towers, for example, may free up valuable desk space, but they are usually tucked away under desks and are therefore quite awkward to reach and see for many users – the solution is to place one or two towers on the desk top or, better still, to provide a portable external floppy disk drive on the desk to anyone who needs it – this gives all students the freedom to sit where they choose.
Assistive technology – keeping a record
All colleges would benefit from keeping a database of equipment and software available for learners. The list becomes surprisingly long, from alternatives to standard mouse devices, to magnifiers, task lamps, and ergonomic pens. Such items are often purchased to meet a specific learner’s need, and then tucked away in a drawer somewhere after they have left the college never to be used again. Simple databases are best – then everyone can use them (e.g. Microsoft Excel spreadsheet or a Word table). To read about one college approach to this and the pitfalls to avoid, link to Westminster Adult Education Services report.
Shared and Dispersed Sites
Colleges with outlying sites and outreach centres should undertake a review of the accessibility of any new and existing venues, with the type of classes to be offered there firmly in mind. It might sometimes be necessary to use a venue that is not fully accessible, in exceptional circumstances. For example, locations where particular community groups meet. Even so, plan for improving accessibility or moving in the longer term. That is not to say that adjustments should not be made and alternative venues sought where practicable in anticipation of a future need. A checklist which may be helpful when reviewing new sites is now available for your use.
Funding and Capital Resources
The LSC has information on funding and capital resources which is regularly updated.
Other publications
There is a wealth of information available on access to facilities, so much so, that some wayfinding might be helpful.
The "other publications" details linked have been grouped and this should help newcomers to know where to start and what to read first.
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