Luqman Academy

Inspection of Luqman Academy Tinsley Park Road, Sheffield, South Yorkshire S9 5DL

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

Arrangements for safeguarding pupils are weak. The school does not have secure knowledge of statutory safeguarding guidance, including the required pre- recruitment checks on staff. The school does not ensure that the indoor and outdoor environments fully comply with health and safety regulations.

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What is it like to attend this school?

The quality of education is poor. The curriculum lacks breadth and does not include all the required areas of learning. Pupils do not build up the necessary knowledge and skills. Expectations of what pupils can achieve are inconsistent.

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What is it like to attend this school?

Pupils are happy in school and like the warm, friendly atmosphere. Typically, they have positive attitudes to learning, behaving sensibly and respectfully. However, too many pupils are routinely late arriving at school.

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What is it like to attend this school?

Pupils do not benefit from a wide range of enrichment opportunities. They do not get the chance to develop their interests and talents. Arrangements to provide pupils with impartial careers education, advice and guidance are weak. Not enough pupils benefit from personal, social, health and economic (PSHE) education. Pupils are not taught the statutory relationships education content set by the Department for Education (DfE). Overall, by the time they leave the school, pupils are not prepared well enough for life in modern Britain.

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better?

Pupils do not receive the quality of academic and personal development education that they deserve. Furthermore, pupils learn in untidy and ill-resourced classrooms, and spend their playtimes in grounds that are poorly maintained with trip hazards and broken equipment. Some aspects of the building are unhygienic. This puts pupils at risk of harm. Despite this, pupils enjoy being with their friends at school.

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better?

The school has not put in place a broad or well-designed curriculum. Pupils study a narrow range of subjects. These include mathematics, English, religious education, Islamic studies and physical education (PE). The school has not considered well enough how pupils build on their learning from year to year. Pupils in key stage 2 are taught a limited range of subjects in a disconnected way and have difficulty recalling some of their learning. However, in the secondary phase of the school, pupils build their learning more successfully because the curriculum is more developed and resources are appropriate.

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better?

Some staff do not have the necessary training or experience to deliver the curriculum well. Furthermore, the school’s approach to assessment is not effective. Teaching does not identify what pupils know and can do well enough. This means that teaching does not respond to pupils’ needs when necessary. Consequently, pupils do not achieve as well as they should. 1 to 3 July 2025 Pupils in the primary phase are not prepared well enough for the next stage of their education because arrangements to teach phonics are not effective. Aspects of a phonics programme are in place to help pupils learn to read. However, the school does not have the resources to provide pupils with reading books that reflect the phonics they are learning. This means that some pupils do not learn to be fluent readers as quickly as they should.

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better?

Since the previous monitoring inspection in June 2024, many staff have left the school, creating significant staff shortages. The school does not have sufficient oversight of the provision for pupils with special educational needs and/or disabilities (SEND). While some members of staff have a keen understanding of pupils’ needs, others do not. Pupils with SEND do not have their needs identified accurately. Consequently, teaching is not adapted well enough to meet the needs of pupils with SEND, and they do not learn as well as they should.

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better?

The school is very poorly resourced. This is negatively impacting the teaching of lessons. Pupils have little variety in the learning activities they experience and few opportunities for practical lessons such as art. In PE, there is not enough equipment to allow pupils to build up their skills either by practising as an individual or in a small group. Members of staff often supplement the school resources with items that they have purchased.

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better?

Pupils have positive attitudes to learning and behave well. They are respectful of one another and want to learn. Most staff show high expectations of pupils’ behaviour. However, staff do not manage pupils’ behaviour consistently well. This causes confusion for pupils. Incidents of poor behaviour and pupils’ suspensions are not recorded in a systematic way. This means that the school cannot analyse any patterns of behaviour.

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better?

The school has not put in place effective systems to monitor pupils’ attendance. Furthermore, the school has failed to report pupils missing from education. Recently, pupils have been encouraged to attend school on time. However, this is not having a positive impact, and many pupils are late daily.

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better?

Some pupils in the secondary phase learn about relationships and different family structures. They also learn about protected characteristics, such as age and gender, and fundamental British values. However, some pupils do not have PSHE lessons and miss out on this learning. The school does not provide sex education. This means that pupils are not prepared well enough for their next stage of education or for life in modern Britain. The school has not ensured that pupils learn about road safety and the dangers that they need to be aware of when leaving the school site.

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better?

Staff are proud of the work they do in school. They establish positive relationships with pupils and create a relaxed but purposeful atmosphere. Staff believe their workload could be reduced by purchasing additional resources.

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better?

The school has not demonstrated the capacity to improve. The proprietor body has not set a clear strategy for holding itself and staff to account. Members have not 1 to 3 July 2025 ensured that there is adequate financial support. The proprietor body has failed to meet its statutory obligations to ensure the safeguarding, health and safety of pupils. It has not identified and rectified the school’s weaknesses quickly enough or ensured adequate leadership and staffing levels. The proprietor body has not made sure that the school meets all the independent school standards (the standards) in a systematic and consistent way. This is because of a lack of the necessary knowledge and expertise to do so. The school does not meet the requirements of schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The proprietor body has not followed its statutory responsibilities to keep pupils safe. Required pre-employment checks on the suitability of staff are not undertaken. This includes conducting appropriate criminal records checks and seeking references. The single central record is not kept up to date and does not hold the names of all staff and volunteers working in the school in regulated activity. Additionally, record-keeping of safeguarding concerns about pupils and the subsequent actions taken, including referrals to other agencies, is incomplete. The school is unaware of pupils known to children’s social care and, as such, does not contribute to future planning for them or offer oversight of their needs.

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Safeguarding

Although some members of staff have had safeguarding training, the majority spoken to were not aware of local safeguarding concerns. Staff also lacked understanding of the ‘Prevent’ duty and reporting radicalisation.

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Safeguarding

The school does not ensure that all pupils who attend the school are recorded on an attendance register. Also, in some cases, the wrong attendance codes are used to mark pupil absence. There is not enough professional curiosity about and duty of care for pupils who are absent from school. Processes for reporting children missing from education have not been followed. This was corrected during the inspection.

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Safeguarding

The proprietor body has not ensured compliance with fire regulations. The fire risk assessment commissioned in 2023 does not reflect the current use of the building. Many rooms had no fire evacuation notices displayed at the beginning of the inspection. Whole-school fire drills do not take place on a regular basis. Only one member of staff is trained as a fire marshal. Poor maintenance of the property puts pupils at risk. For example, the outside play equipment was broken and had loose nails that were clearly visible. This was repaired during the inspection, as were other fixtures and fittings.

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(Information for the school and proprietor)

 The proprietor body has not fulfilled its statutory duties relating to safeguarding and general well-being. Appropriate checks on the suitability of staff are not 1 to 3 July 2025 completed, and the single central record is not kept up to date. Furthermore, staff do not have the required expertise in safeguarding, including the ‘Prevent’ duty. The school fails to maintain appropriate records on safeguarding concerns, and pupils’ attendance is not recorded properly. The school does not comply with fire regulations, and the property is poorly maintained. These issues put pupils at increased risk of harm. The proprietor body must ensure that safeguarding arrangements meet all statutory requirements by: – ensuring that all staff are appropriately trained so that they have the required expertise to oversee appropriate safeguarding arrangements, including maintaining appropriate safeguarding records, and a strong safeguarding

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(Information for the school and proprietor)

culture – making sure that appropriate and stringent checks are in place to assure leaders, including the proprietor body, of the suitability of staff to work in the school – ensuring that attendance registers are appropriately maintained and the appropriate processes are followed for children missing from education – making sure that the school site, including fire regulation compliance, is safe for pupils.  The proprietor body has not ensured that all the standards are met. Those not met are listed in the annex to this report. These include oversight and support for school leaders. The proprietor body should know and understand all the standards and take action to ensure they are met consistently.  The school has not designed a curriculum that is sufficiently ambitious for pupils. The range of subjects that pupils study is too narrow, and leaders have not identified the essential knowledge that pupils must learn. This places a limit on

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(Information for the school and proprietor)

what pupils can achieve. Leaders must ensure that all pupils, including those with SEND, study a suitably broad and ambitious curriculum that is well designed.  Some teaching staff do not have the expertise and knowledge to make sure that pupils learn as much from activities as they should. The lack of suitable resources also contributes to pupils’ poor achievement. The school must ensure that staff have suitable expertise and appropriate resources to design, deliver and implement the curriculum successfully.  The use of assessment is inconsistent across the school. Teachers do not receive guidance on what to assess and when. This means that teachers do not have a full understanding of any gaps in pupils’ learning. The school must ensure that effective assessment strategies are developed and used consistently.  The school does not meet the requirements of the Equality Act 2010. They do not actively promote these duties in school policies. The curriculum does not include

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(Information for the school and proprietor)

the statutory requirements for sex education. These weaknesses combine to mean pupils are not prepared for life in modern Britain as well as they should be. Leaders must review their personal development curriculum to ensure compliance with the Equality Act 2010, DfE statutory guidance and the standards.  The policies and systems for recording punctuality, behaviour and attendance are ineffective. This means that the school cannot identify patterns in attendance and 1 to 3 July 2025 behaviour which might indicate when pupils need additional support. The school must implement systems which align with statutory guidance for reporting attendance, incidents of poor behaviour, suspensions and exclusions.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 1 to 3 July 2025

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School details

Date of previous inspection 7 to 9 December 2021 1 to 3 July 2025

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Information about this school

 The school has an Islamic faith ethos and is registered for up to 240 boys and girls aged four to 16. Currently 105 pupils attend, one of whom is aged three. Therefore, the school is operating outside the registration agreement.  The school operates from Tinsley Park Road, Sheffield, South Yorkshire, S9 5DL.  The school does not meet all the standards and the arrangements for safeguarding are not effective.  A new headteacher was appointed in April 2025. There are no other senior leaders employed at the school.  The information held on the government website ‘Get Information about Schools’ does not state the name of the headteacher.  The school’s last standard inspection was in December 2021, when it was judged to be good. At that time, the school operated under a different name, Seraphic Academy, and a different proprietor body.  In September 2023, the school had an additional inspection. At this point, the

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Information about this school

school was found to not be meeting a number of the standards. The school submitted an action plan regarding the unmet standards in January 2024. This was found to be unsatisfactory.  In June 2024, the school had another additional inspection with a narrow focus on the previously unmet standards. These standards were met.  The school does not use any alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  During the inspection, inspectors spoke with pupils about school life. Inspectors spoke with members of the proprietor body, the headteacher, governors elect and members of staff.  Inspectors considered the responses of the staff, pupil and parent online surveys. 1 to 3 July 2025  Inspectors did deep dives in these subjects: reading, mathematics and PE. Other subjects were also considered as part of the inspection, history, PSHE, art and relationships and sex education. Due to significant staff shortages, it was not possible to carry out some of the activities in each deep dive. Inspectors visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  The lead inspector met with a representative of Sheffield City Council’s

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Information about this inspection

Safeguarding in Education Team who has been working with the school.

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Inspection team

Mary Cook, lead inspector His Majesty’s Inspector

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Inspection team

Matthew Vellensworth His Majesty’s Inspector 1 to 3 July 2025 to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that-

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Part 1. Quality of education provided

– 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(f) where the school has pupils below compulsory school age, a programme of activities which is appropriate to their educational needs in relation to personal, social, emotional and physical development and communication and language skills;  2A(1) The standard in this paragraph is met if the proprietor- – 2A(1)(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education, – 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), – 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c),

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Part 1. Quality of education provided

has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools, – 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b), – 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and – 2A(1)(g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.  2A(2) Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex 1 to 3 July 2025 education, the pupil is so excused until the request is withdrawn, unless or to the

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Part 1. Quality of education provided

extent that the head teacher considers that the pupil should not be so excused.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that- – 9(a) a written behaviour policy is drawn up that, amongst other matters, sets out the sanctions to be adopted in the event of pupil misbehaviour; – 9(b) the policy is implemented effectively; and – 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.  12 The standard in this paragraph is met if the proprietor ensures compliance

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Part 3. Welfare, health and safety of pupils

with the Regulatory Reform (Fire Safety) Order 2005[12].  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].  16 The standard in this paragraph is met if the proprietor ensures that- – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if- – 18(2)(a) no such person is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act where that person is or will be engaging in activity which is regulated activity within the meaning of Part 1 of Schedule 4 to that Act; 1 to 3 July 2025 – 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction; – 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each such person- – 18(2)(c)(i) the person’s identity; – 18(2)(c)(ii) the person’s medical fitness; – 18(2)(c)(iii) the person’s right to work in the United Kingdom; and

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Part 4. Suitability of staff, supply staff, and proprietors

– 18(2)(c)(iv) where appropriate, the person’s qualifications; – 18(2)(d) the proprietor ensures that, where relevant to any such person, an enhanced criminal record check is made in respect of that person and an enhanced criminal record certificate is obtained before or as soon as practicable after that person’s appointment; – 18(2)(e) in the case of any person for whom, by reason of that person living or having lived outside the United Kingdom, obtaining such a certificate is not sufficient to establish the person’s suitability to work in a school, such further checks are made as the proprietor considers appropriate, having regard to any guidance issued by the Secretary of State; and  18(3) The checks referred to in sub-paragraphs (2)(c) and (except where sub- paragraph (4) applies) (2)(e) must be completed before a person’s appointment.  21(1) The standard in this paragraph is met if the proprietor keeps a register

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Part 4. Suitability of staff, supply staff, and proprietors

which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.  21(2) The register referred to in sub-paragraph (1) may be kept in electronic form, provided that the information so recorded is capable of being reproduced in legible form.  21(3) The information referred to in this sub-paragraph is- – 21(3)(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether- – 21(3)(a)(i) S’s identity was checked; – 21(3)(a)(ii) a check was made to establish whether S is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act; – 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction;

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(iv) checks were made to ensure, where appropriate, that S had the relevant qualifications; – 21(3)(a)(v) an enhanced criminal record certificate was obtained in respect of S; – 21(3)(a)(vi) checks were made pursuant to paragraph 18(2)(d); – 21(3)(a)(vii) a check of S’s right to work in the United Kingdom was made; and – 21(3)(a)(viii) checks were made pursuant to paragraph 18(2)(e), – 21(3)(b) in relation to each member of staff ("S"), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed. 1 to 3 July 2025

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils; – 23(1)(b) separate toilet facilities for boys and girls aged 8 years or over are provided except where the toilet facility is provided in a room that can be secured from the inside and that is intended for use by one pupil at a time; and – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that- – 32(1)(a) the information specified in sub-paragraph (2) is provided to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector[14], the Secretary of State or an independent inspectorate[15]; – 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; – 32(1)(c) particulars of the arrangements for meeting the standard contained in paragraph 7 are published on the school’s internet website or, where no such website exists, are provided to parents on request;  32(2) The information specified in this sub-paragraph is- – 32(2)(b) either- – 32(2)(b)(i) where the proprietor is an individual, the proprietor’s full name,

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Part 6. Provision of information

address for correspondence during both term-time and holidays and a telephone number or numbers on which the proprietor may be contacted, or  32(3) The information specified in this sub-paragraph is- – 32(3)(a) particulars of the school’s policy on and arrangements for admissions, misbehaviour and exclusions; – 32(3)(b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language; – 32(3)(c) particulars of the policy referred to in paragraph 2; – 32(3)(d) particulars of arrangements for meeting the standards contained in paragraphs 9, 10, 11 and 13; – 32(3)(e) particulars of the school’s academic performance during the preceding school year, including the results of any public examinations; – 32(3)(f) details of the complaints procedure referred to in paragraph 33, and the number of complaints registered under the formal procedure during the

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Part 6. Provision of information

preceding school year; and 1 to 3 July 2025

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Part 7. Manner in which complaints are handled

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which- – 33(a) is in writing; – 33(b) is made available to parents of pupils; – 33(c) sets out clear time scales for the management of a complaint; – 33(d) allows for a complaint to be made and considered initially on an informal basis; – 33(e) where the parent is not satisfied with the response to the complaint made in accordance with sub-paragraph (d), establishes a formal procedure for the complaint to be made in writing; – 33(f) where the parent is not satisfied with the response to the complaint made in accordance with sub-paragraph (e), makes provision for a hearing before a panel appointed by or on behalf of the proprietor and consisting of at least three people who were not directly involved in the matters detailed in the complaint;

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Part 7. Manner in which complaints are handled

– 33(g) ensures that, where there is a panel hearing of a complaint, one panel member is independent of the management and running of the school; – 33(h) allows for a parent to attend and be accompanied at a panel hearing if they wish; – 33(i) provides for the panel to make findings and recommendations and stipulates that a copy of those findings and recommendations is- – 33(i)(i) provided to the complainant and, where relevant, the person complained about; and – 33(i)(ii) available for inspection on the school premises by the proprietor and the head teacher; – 33(j) provides for a written record to be kept of all complaints that are made in accordance with sub-paragraph (e) and- – 33(j)(i) whether they are resolved following a formal procedure, or proceed to a panel hearing; and – 33(j)(ii) action taken by the school as a result of those complaints (regardless of whether they are upheld); and – 33(k) provides that correspondence, statements and records relating to individual

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Part 7. Manner in which complaints are handled

complaints are to be kept confidential except where the Secretary of State or a body conducting an inspection under section 109 of the 2008 Act requests access to them.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; 1 to 3 July 2025 – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils.

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Schedule 10 of the Equality Act 2010

 3(1) The responsible body of a school in England and Wales must prepare - 3(1)(a) an accessibility plan  4(1) In preparing an accessibility plan, the responsible body must have regard to the need to allocate adequate resources for implementing the plan.

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