The Collett School Accessibility Plan. Review Jan 2025

St Luke's School Accessibility Plan. Review Jan 2025

Accessibility statement for The Blue Tangerine Website

This website is run by e4education. We want as many people as possible to be able to use this website. For example, that means you should be able to:

• change colours, contrast levels and fonts.
• zoom in up to 300% without the text spilling off the screen.
• navigate most of the website using just a keyboard.
• navigate most of the website using speech recognition software.
• listen to most of the website using a screen reader (including the most recent versions of JAWS, NVDA and VoiceOver).

We’ve also made the website text as simple as possible to understand.

AbilityNet has advice on making your device easier to use if you have a disability.

We know some parts of this website are not fully accessible:

• the text will not reflow in a single column when you change the size of the browser window.
• you cannot modify the line height or spacing of text.
• live video streams do not have captions.
• some of our online forms are difficult to navigate using just a keyboard.
• you cannot skip to the main content when using a screen reader.
• there’s a limit to how far you can magnify the map on our ‘contact us’ page.

What to do if you cannot access parts of this website

If you need information on this website in a different format like accessible PDF, large print, easy read, audio recording or braille:

We’ll consider your request and get back to you within 2 working days.  If you cannot view the map on our ‘contact us’ page, call or email us for directions.

Reporting accessibility problems with this website

We’re always looking to improve the accessibility of this website. If you find any problems not listed on this page or think we’re not meeting accessibility requirements, contact Stephen Hoult-Allen, Executive Headteacher through the Contact Us page.

Enforcement procedure

The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the ‘accessibility regulations’). If you’re not happy with how we respond to your complaint, contact the Equality Advisory and Support Service (EASS).

Contacting us by phone or visiting us in person

We provide a text relay service for people who are deaf, hearing impaired or have a speech impediment.

Our school halls have audio induction loops.

Technical information about this website’s accessibility

The Blue Tangerine Federation of Specialist and Special Educational Needs Schools is committed to making its website accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.

This website is partially compliant with the Web Content Accessibility Guidelines version 2.1 AA standard, due to the non-compliances listed below.

Non-compliance with the accessibility regulations

Some images do not have a text alternative, so people using a screen reader cannot access the information. This fails WCAG 2.1 success criterion 1.1.1 (non-text content).

We plan to add text alternatives for all images by September 2022. When we publish new content we’ll make sure our use of images meets accessibility standards.

Disproportionate burden

• accessibility problems may be a disproportionate burden to fix

Navigation and accessing information

There’s no way to skip the repeated content in the page header (for example, a ‘skip to main content’ option). This fails WCAG 2.1 success criterion 2.4.1 (bypass blocks).

It’s not always possible to change the device orientation from horizontal to vertical without making it more difficult to view the content. This fails WCAG 2.1 success criterion 1.3.4 (orientation).

It’s not possible for users to change text size without some content overlapping. This fails WCAG 2.1 success criterion 1.4.4 (resize text).

Interactive tools and transactions

Some of our interactive forms are difficult to navigate using a keyboard. For example, because some form controls are missing a ‘label’ tag.

Our forms are built and hosted through third party software and ‘skinned’ to look like our website. This fails WCAG 2.1 success criterion 1.3.1 (information and relationships).

We’ve assessed the cost of fixing the issues with navigation and accessing information, and with interactive tools and transactions. We believe that doing so now would be a disproportionate burden within the meaning of the accessibility regulations. We will make another assessment when the supplier contract is up for renewal, likely to be in [rough timing].

Content that’s not within the scope of the accessibility regulations

PDFs and other documents

Some of our PDFs and Word documents are essential to providing our services. For example, we have PDFs with information on how users can access our services, and forms published as Word documents.  January 2022; we have either fixed these or replaced them with accessible HTML pages.

Live video

Live video streams do not have captions. This fails WCAG 2.1 success criterion 1.2.4 (captions - live).

We do not plan to add captions to live video streams because live video is exempt from meeting the accessibility regulations.

How we tested this website

This website was last tested on 20 January 2022. The test was carried out by our own organisation.

We tested:

• our main website platform, available at www.bluetangerine.herts.sch.uk, collett.herts.sch.uk, stlukes.herts.sch.uk and foresthouse.herts.sch.uk

This statement was prepared on 11 February 2020.  It was last updated on 20 January 2022

Under the Equality Act 2010 we have a duty not to discriminate against people on the basis of their age, disability, gender, gender identity, pregnancy or maternity, race, religion or belief and sexual orientation.

Our policies are equality impact assessed and we believe that it is in line with the Equality Act 2010 as it is fair, it does not prioritise or disadvantage any pupil or adult of the school and our community; promoting equality within and across our schools of the Federation.

All our schools' contact information can be found by clicking the link below:

The Collett School Lockers Park Lane, Hemel Hempstead, Herts HP1 1TQ	St Luke's School Crouch Hill Lane, Redbourn, Herts AL3 7ET
Receptionists: Miss T Kirby and Mrs H Cochlin (admin@collett.herts.sch.uk)	Receptionists: Mrs S Town (admin@stlukes.herts.sch.uk)
01442 398988	01582 626727
admin@collett.herts.sch.uk	admin@stlukes.herts.sch.uk
www.bluetangerine.herts.sch.uk	www.bluetangerine.herts.sch.uk
Head of School: Ms Jennie Witter (head@collett.herts.sch.uk) Deputy Head of School:  Mr Ben Linford (deputy@collett.herts.sch.uk)	Head of School: Mr Jamie Caple (head@stlukes.herts.sch.uk) Deputy Head of School: Mr Max Guiney (max.guiney@stlukes.herts.sch.uk)

The Blue Tangerine Federation's Address:

St Luke's School, Crouch Hall Lane, Redbourn, Herts AL3 7ET

Key Blue Tangerine Federation Staff

The following staff work across two or more of our schools:

• Executive Headteacher: Mr Stephen Hoult-Allen BEd(Cantab) BAHons PGCE NPQH (executivehead@bluetangerine.herts.sch.uk)
• Head of Operations: Mrs Manda Sides (operations@bluetangerine.herts.sch.uk)
• HR Officer: Miss Donna Abel (hr@bluetangerine.herts.sch.uk)
• Bursar: Ms Rachael Lampey (bursar@stlukes.herts.sch.uk / rachel.lampey@collett.herts.sch.uk)
• Designated Senior Lead Safeguarding (DSL): Mr Phil MacBeth-Seath (dsl@bluetangerine.herts.sch.uk)
• Chair of Governors: Mr Ian Dignum (chair@bluetangerine.herts.sch.uk)

None of our three schools are our own admissions authority though all are foundation schools.  This is due to the strict admissions of the local authority regarding the complexity of needs of the pupils.

Our Special Education Schools' Admissions are managed by Hertfordshire Local Authority.  Even though the schools are Foundation Schools, it is the LA who manage our intake of children with EHCPs.

St Luke's School admissions policy

The Collett School admissions policy

Admissions - hertfordshire guidance

Collett School End of KS2 results

No children undertook the end of KS tests

St Luke's School End of KS2 results

No children undertook the end of KS tests

 

Collett School End of KS4 results

Collett Outcomes End of Year 11 (2022)

Collett Outcomes End of Year 11 (2021)

 

St Luke's School End of KS4 results

St Luke's Outcomes End of Year 11 (2022)

St Luke's Outcomes End of Year 11 (2021)

 

Forest House Education Centre End of KS4 and End of KS5 results

FHEC Outcomes End of Year 11 and End of Year 13 (2022)

 

Destinations Information: Please click on the links below:

The Collett School Careers & Destinations

St Luke's School Careers & Destinations

Please click on the links below to take you to the DfE pages of school performance tables:

 

 

 

 

 

Our Behaviour Policy complies with Section 89 of the Education and Inspections Act 2006.

 

 

 

 

Please click on the link to take you to the page with our complaints procedures:

 

The Collett School and St Luke's School have additional money through specific funds:

 

 

No longer required to report on (April 2023)

 

 

 

 

 

 

We have one governing body of the federation, moving from three governing bodies before we became a federation of schools:

 

 

 

 

Our Federation's Vision and Values

Our vision is a world where people with learning disabilities and mental health thrive.

Our mission is to promote the 'Abilities in Disability' within our immediate, local and wider communities in order that our vision is realised.

 

Our Schools' Values

• We look after ourselves
• We look after each other
• We look after our environment
• We look after our learning

 

Our Federation's Three Year Strategy

Context for our Strategy

Young people starting employment now will work longer and change jobs more often – competing in what is an increasingly uncertain jobs market.   Government statistics identify the vast majority of adults with SEND and/or complex mental health difficulties are not in employment.   In competing with highly qualified peers (more than 50% of school leavers attend university) our curricula have to be relevant, purposeful and appropriate in securing employment opportunities for our leavers.  Within and across our schools the young people’s needs are incredibly diverse, requiring high levels of flexibility and creativity of the adults working with them to ensure curriculum breadth, work-related learning and the functional application of skills in addition to the rising confidence levels and self-esteem needed to effectively navigate the challenges of our mainstream world.

In this rapidly changing world, we have identified two strategic priorities that will focus our drive on achieving our vision:

1. Adapt our curricula to better ensure our young people have success into adulthood

• In securing excellent progress in learning for young people, irrespective of needs or starting point, the curriculum will focus on relevance, purpose and the transitional skills required for individuals’ success into adulthood and employability.  
• Our partnerships with local, national and international organisations will be widened and maximised to create real work opportunities for our young people to gain every advantage in the Post-16 learning and work places of our mainstream world.
• Our environments require improved resourcing to facilitate the curricula and our high expectations.

2. Work collaboratively and creatively to secure quality-first teaching and learning

• Our rapidly changing cohort of children with complex SEND and mental health requires excellent CPD opportunities to extend staff knowledge, support and ensure quality-first teaching, innovation and relevance.
• Opportunities for outstanding teacher-led development practices within and across our schools can be enriched through existing specialisms of the adults working here along with the increase in online training available as one of the few positive outcomes of the pandemic. 
• Clarity in whole school initiatives must be determined and shared.
• Work/activities must be evaluated for impact and discarded where necessary/ bolstered where proven effective to improve job satisfaction
• Improved use of research and the sharing of good practices must be captured to elevate our shared passion for improvement and impactful collaborative work.

 

Our Federation of Schools - What We Stand For

Our Federation consists of cross phase Hertfordshire special needs schools, keen to demonstrate that school to school collaborative practice can create exceptionally successful learning communities.

Our Core Purpose

Our core purpose is to support the creation of unique and remarkable schools that collaborate effectively through an ambitious attitude to learning, self-improvement and high standards.

Ten Key Features of The Blue Tangerine Federation:

1. Core Values: We look after ourselves, each other, our learning and our environment.  

                      Worth, Independence, Happiness, Difference

2. Learners, despite social background, academic starting point or vulnerability, are supported and challenged to make progress and achieve relevant knowledge and skills to equip them through childhood into adulthood.

3. Leadership shapes the culture, the strategic direction and the climate of our schools. They inspire colleagues. They are highly visible. They distribute leadership effectively and empower colleagues to innovate. They assess impact accurately and hold colleagues to account in an emotionally mature way. They are learners and seek regular feedback on the effectiveness of the leadership from pupils, staff and parents.

4. Curriculum: We create a fluid response to the changing needs of cohorts, transitioning seamlessly through key stages. We prepare learners to thrive in the mainstream adult world by effective teaching of appropriate knowledge and skills through diverse opportunities.

5. Quality Teaching; our teachers design learning. They are experts in planning lessons with clear purpose to ensure that every learner can problem-solve, work independently and in teams, create new things, demonstrate what they have learnt, reflect on how to do even better.

6. Climate for learning; a climate to flourish in. Learners feel safe, are rewarded for effort, achievement, attendance and positive behaviours. They respect and contribute to our communities positively.

7. Staff welfare & professional development is evident through our people being able to change lives. Their work-life balance is improving with dedicated time to work collaboratively. Their professional development is paramount and stems from self-reflection and CPD and effective teamwork. We seek to identify talent and enrich this.

8. Parents are actively involved in the school. They are key partners in supporting their child’s learning. We communicate effectively with them and encourage them to visit school regularly to discuss their child’s learning and to see them exhibit their learning and work.

9. Data is used across the association to gather appropriate information to systematically and accurately inform learning development for pupil and staff learners as well as maximise efficiencies.

10. School effectiveness; each school is cost-effective, links successfully to shared service developments and are legally compliant in all aspects including safeguarding.

 

 

Please contact the school Admin/ Reception to request paper copies of reports and information should you require these:

 

 

Benchmarking

The St Luke's School benchmarking is incorrect as it includes FHEC but the total number of pupils is not included in the benchmarking tools and nor can St Luke's be separated from FHEC for these purposes in these charts.

DFE Benchmarking Website 2020-2021 St Luke's

DFE Benchmarking Website 2020-2021 The Collett

 

Additional Staff/Governor policies are accessible in the Staff area on this website.