This statement outlines the accessibility of all of our websites across the Trust.
Our Commitment to Accessibility
We strive to make our websites accessible to as many users as possible, regardless of their abilities. If you need assistance in adjusting your device for better usability, AbilityNet offers guidance on making digital content more accessible.
How We Enhance Accessibility
We aim to ensure that our websites are easy to navigate and understand. We have simplified the language used across the sites and are continually working to improve how we present information.
Key Accessibility Features
- Responsive Design: Our websites adapt to various screen sizes, making it accessible on desktops, tablets, and mobile devices.
- Text Readability: We use clear fonts, high-contrast colours, and allow users to adjust text sizes for better readability.
- Image Titles: Where possible, images and graphics include descriptive alt and Title text to aid users with visual impairments.
- Accessible Forms: Where used, online forms are designed with labels, keyboard navigation support, and validation to ensure ease of use.
- Accessibility Tools: Users may take advantage of our accessibility tool which allows them to make adjustments to the visibility of content in a variety of ways to suit their individual needs.
How we assist those who need support when visiting our website
All visitors to our websites can change the accessibility settings to suit their personal requirements. In the lower corner of all web pages visitors will see an icon similar to that shown below which they can click in order to make these changes.
Clicking this icon will present a monochrome (or other) tool panel:
As can be seen in the image above, the Accessibility Tools provide the following options:
- invert the page colour to make the background and foreground reversed
- change the colour styling from monochrome to colour so that all coloured elements are rendered in monochrome/greyscale
- apply dark or light contrast to enhance how certain text such as headings and links are seen
- low or high saturation to reduce or increase the vividness of certain colours
- highlight links and headings to surround hyperlinks with clear boxes for ease of identification
- Screen reader that allows users to click on a line of text to have it read to them
- Read mode that sets the layout in a more friendly way to assist those who might find longer lines of text difficult to work with
- Content scaling allows users to zoom the entire page without having to use the browser’s own zoom tools
- Font size allows the user to increase or decrease the size of all text on a page without zooming the page
- Line height allows the user to increase the spacing between lines of text to make it more readable for them
- Letter spacing gives the user the ability to spread it the letters out within words so that the text within a word is easier to read for them
Areas for Improvement
Despite our efforts, some parts of our websites may not be fully accessible:
- Some PDF documents may not be fully compatible with screen readers.
- Certain colour combinations may not meet contrast requirements.
- Some hyperlinks may be identified solely by colour.
- Certain images might lack descriptive alt text.
- Some text is presented as images instead of standard text.
Reporting Accessibility Issues
If you encounter any accessibility issues not mentioned above or require content in an alternative format, please contact us:
Email:
Phone: 07741654181
Postal Address: NPAT, Headlands Primary School, Bushland Road, Northampton NN3 2NS.
We will review your request and respond within 14 days.
Accessibility Compliance
We are committed to meeting the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018. We recognise that our websites are partially compliant with Web Content Accessibility Guidelines (WCAG) 2.2 due to the following non-compliances:
Areas of Non-Compliance
- Hyperlinks Identified by Colour: Some links rely solely on colour for identification, and we will review and update these as needed.
- Missing Alternative and Title Text: Some images lack appropriate descriptions and we are working on adding alt and title text to all relevant images.
- Screen reader users might be unable to bypass navigation and go directly to the main content as not all pages support or need skip links/
- Text as Images: Some content is displayed as images rather than selectable text, failing WCAG Criterion 1.4.5. We plan to replace these elements with accessible alternatives over time.
Disproportionate Burden Consideration
Some improvements may be classified as a disproportionate burden due to resource constraints, including:
- Colour Contrast Issues: We recognize that some text does not meet the required contrast ratio (4.5:1). While redesigning elements to align with WCAG Criterion 1.4.3, we will also explore alternative accessibility solutions but our Accessibility Tool referenced above does offer several user controllable options to remedy this to their satisfaction.
- Duplicate or Icon-Based Links: Some links may not have accompanying text or may be duplicated, affecting screen reader navigation. Future updates will address this issue.
- PDF Accessibility: Some PDFs lack proper tagging and structure, making them difficult to read with assistive technologies. Given the large number of documents, a full review would require significant resources. Moving forward, we will ensure new documents meet accessibility standards.
Content Exempt from Accessibility Regulations
- Live Video Streams: We do not provide captions for live video content as it is exempt under current regulations.
Ongoing Commitment
While schools are partially exempt from certain public sector accessibility requirements, we are committed to ensuring that essential content, remains accessible. We will continue making improvements where possible to enhance usability for all users.
We value inclusivity and are dedicated to providing a website that meets the needs of our entire community. Your feedback is invaluable in helping us improve.
Statement Last Reviewed: 31/01/2025
