Accessibility Statement

1. Our approach

Accessibility is part of how we design learning, not an extra layer added at the end. Our goal is to help a learner understand a concept without forcing one way of reading, listening, responding or solving.

2. Website and navigation

We are building and reviewing the service for:

• Keyboard access to interactive controls and logical focus order.
• Visible focus indicators.
• Semantic headings, landmarks, labels and meaningful link text.
• Screen-reader-friendly forms, status messages and error guidance.
• Text resizing and responsive reflow without losing information.
• Sufficient colour contrast and information that does not rely on colour alone.
• Clear, consistent navigation across screen sizes.
• Large enough buttons and touch targets for children and users with limited dexterity.

3. Stories, audio and visual learning

Recorded audio narration is provided in Class 1–3 story lessons; other classes use text and visuals. Where recorded audio is provided:

• Useful alternative text for meaningful images.
• Captions or transcripts for important recorded audio and video.
• Play, pause, replay, mute and volume controls where recorded audio is provided.
• No essential instruction provided only through sound or only through an image.
• Text or visual alternatives where a voice interaction is not suitable.
• Controls for motion and animation, with reduced-motion preferences respected where possible.
• No content designed to flash in a way that creates a known seizure risk.

4. Cognitive, learning and sensory support

EveryAgeLearn is intended to support learners who benefit from simple instructions, predictable interaction or lower sensory load, including some autistic and neurodivergent learners. Depending on the activity, support may include:

• Plain language and one clear instruction at a time.
• A simple or low-distraction presentation mode.
• Consistent buttons, symbols and page structure.
• Read-aloud support for learners who cannot yet read independently.
• Stories, visuals and concrete examples explaining the same concept.
• Extra time or an untimed option where a timer is not essential.
• Pause and resume options for longer activities.
• Support for different valid answer methods rather than requiring one memorised format.
• Encouraging feedback that explains a mistake without shaming the learner.

5. Forms, sign-in and assessment

• Form fields should have visible labels and understandable instructions.
• Errors should identify the affected field and explain how to correct it.
• Security checks should provide an accessible alternative where available.
• Assessment instructions should be available before a test begins.
• Where appropriate, learners should be able to review answers before submission.
• Important progress information should be available as text, not only as a chart.

6. Known limitations

EveryAgeLearn is still developing and has not yet completed an independent accessibility audit. Some new or third-party features may not work equally well with every assistive technology. AI-generated image descriptions, captions, diagrams or explanations may also need correction.

We treat reported barriers in sign-in, parent controls, lessons and assessments as priority issues. When a feature cannot be made immediately accessible, we will try to provide the same information or task in another usable format.

7. Compatibility and testing

We aim to support current versions of major browsers and commonly used screen readers and accessibility settings. Our testing plan includes keyboard-only operation, text zoom and reflow, colour contrast, reduced motion, screen-reader checks and mobile touch use. Compatibility details will be updated as formal testing is completed.

8. Accessibility feedback

If something is difficult to see, hear, understand, navigate or operate, email [email protected]. Please include the page address, what you were trying to do, the problem encountered and, if you are comfortable sharing it, the browser or assistive technology used.

We will acknowledge accessibility feedback and work to provide assistance or an alternative. Urgent issues affecting a learner’s access to a core activity will be prioritised.