How we developed this strategy
We engaged with our 80 education settings who are signed up to the Hampshire Approach to Inclusion Framework, inviting them to contribute through a structured survey. These settings also shared a learner facing survey to capture the views and experiences of children and young people.
Parent/Carer views which have been reflected in this strategy have been gathered through the annual parent/carer survey by Hampshire Parent/Carer Network (HPCN), specifically where responses relate to accessibility in education settings.
While this survey was not originally designed to inform this strategy, the relevant insights have been used to strengthen our understanding of parent/carer experiences.
In addition, as part of our ongoing work to develop and improve the Local Offer, a dedicated survey focussing on accessibility in education settings will be launched and will further inform and shape our work and priorities going forward.
This engagement generated a rich set of qualitative and quantitative feedback, which we have summarised.
In addition to surveys, Hamshire has developed the Accessibility Ambassadors Programme, a youth-led initiative involving young people from Hampshire SEND Youth Forum, #BeeWell Youth Matters Steering Group, and Youthwatch.
Through this programme, young people directly assess the accessibility of community venues and services, providing structured feedback and recommendations for improvement. Learning from this work, including barriers accessing spaces, will continue to shape delivery of this Accessibility Strategy.
Feedback
What our children and young people told us
After conducting our survey, we learned that:
- 43% usually feel happy in their school/setting
- 42% feel safe in their school/setting
- 40% said they always get the help they need to learn
- 57% said the classroom being too noisy made learning difficult
- 49% said they could always join in when everything they want to do in their school/setting, including clubs and trips
- 42% said there were places in their school/setting which they found difficult to use
When children and young people were asked which areas of the school/setting they find difficult to use, the most common response was the lunch hall.
"...too loud, too chaotic, too busy, untucked chairs make it hard to move around, is messy..."
When children and young people were asked what would make their school/setting better, the most common responses were:
- quieter/less noisy environments
- friendship and belonging
- smaller/calmer spaces for time out
- more support/help with learning
What our professionals in school told us
When surveyed, our professionals told us:
- 44% were confident their understanding of accessibility requirements in their school/setting
- 83% said their school/setting had an up-to-date accessibility plan
- 67% said the curriculum is adapted well to meet diverse needs
- 100% said all pupils were able to access extracurricular activities
- 44% said the physical environment in their school/setting was mostly accessible
- 39% said there were embedded ways for CYP to raise accessibility concerns in their school/setting
When asked about challenges within the school/setting's physical environment, the most frequently mentioned issues were:
- lack of accessibility due to stairs/levels
- no lift access to upper floors
- inadequate wheelchair access
- small or restrictive classroom spaces
- old or unsuitable buildings
When asked what training or support would improve accessibility, the most common responses were:
- improving inclusive teaching and curriculum adaptation
- ongoing staff training and awareness development
- training specialists in areas like hearing or vision, for example
- understanding legal responsibilities
What our parents and carers told us
After surveying our parents and carers, we learned that:
- 47% said they felt supported and that their child was listened to
- 58% said their child was happy in their placement
- 50% said staffing in their child's education setting felt adequate
- 62% said the physical needs of their child were being met in their education setting