Editorial policy · reviewed 30 August 2026
The site's approach to readable, navigable and inclusive education.
The site uses semantic headings, keyboard-visible controls, skip navigation, responsive layouts, alternative text and restrained motion. Plain English and non-graphic descriptions reduce unnecessary barriers.
Accessibility includes cognitive load, sensory needs, disability, literacy, privacy and the ability to understand uncertainty—not only technical conformance.
Linked third-party research, legislation and PDFs may have accessibility barriers outside this site's control.
Terminology and long evidence summaries can still be demanding. Glossary links and structured summaries are used to support different reading paths.
Accessibility is reviewed alongside content and design changes. A technically valid page can still be difficult to use, so practical feedback should inform revisions.
No accessibility statement is treated as proof that every reader will encounter no barrier.