We want everyone who uses our website to be able to find, read and understand our content.
This accessibility statement applies to the University of Sheffield main website and applications across the extensive wider University domain.
Responsibility for the main website sits across the Digital team in Corporate Communications and the Web team in IT Services. If you wish to get in contact please email us: email@example.com.
In this accessibility statement we refer to browser plug-ins and other tools that may make your experience of web content more comfortable or productive. These suggestions are provided in good faith from reputable sources but please note that plugins and software are used at your own risk. The University of Sheffield is not responsible for any issues arising from the use of tools or plugins over which they have no influence or control. Plugin suggestions are for the Chrome browser but similar (or identical) plugins exist for other browsers.
On a laptop/PC browser
You can magnify text by increasing the default font size in your browser settings (or with browser plugins – for example A+ Font SizeChangerLite for Chrome).
Or you can use the inbuilt browser zoom function – CTRL + (Windows) or CMD + (Mac).
Using a mix of both techniques can give fine-tuned viewing experiences.
On a mobile device
Get magnification and reflow by changing the browser default font size and default display size in the accessibility settings menu.
The main website pages reflow to fit the resolution and orientation of your device. Pages are responsive up to 300%+ using browser zoom and 200% when enlarging default text size.
Pages have been designed so that users should be able to change font size and colours within the browser or using browser plug-ins such as HighContrast (Chrome web store).
Pages have been designed using navigation landmarks to allow screen reader users to understand and access content more quickly.
Keyboard access is generally strong with the "skip to main content" link across all pages and a strong visual indicator of tab focus. Submenus can be accessed by hitting the enter key when the menu item is highlighted.
The heading structure of most pages sampled is logical and hierarchical, allowing assistive technology users to navigate quickly to any part of the page – for example using a browser plugin such as HeadingsMap or inbuilt screenreader functionality. A few pages – notably the home page – have missed heading levels (for example level 2 and 3) in some sections.
All links should open in the same browser window, except for file download links (Google and Microsoft Word documents and PDF files) and links to external websites.
Listening to content
Most of the page content can be accessed by text-to-speech tools, including:
- browser-based plugins such as Selection Reader for Chrome
- clipboard readers such as Orato and the ATBar
- commercial text-to-speech tools
Exceptions – where known – are noted in the Non-accessible content section.
More on enhancing your experience
You can explore some of our recommendations for tools that can make your experience better. These include:
- screenreaders and magnifiers
- text converters
- reading and text-to-speech (read aloud) software
- mind mapping and notetaking
- voice recognition (speech-to-text) software
- accessible furniture and equipment
Accessibility features are in place for the University’s core digital learning tools such as Blackboard Learn, Blackboard Collaborate, Echo 360 (Encore), Google Meet, Kaltura, PebblePad, TurningPoint and Turnitin.
There are several key accessibility challenges that we are planning to fix. This section summarises the main issues that affect you. The technical section on Non-accessible content has more details if you need them.
- We are aware of widespread colour contrast issues resulting in accessibility fails. These currently apply to the secondary navigation menu and older pages of the website aimed at current students and staff. While this is being rectified you may find a tool such as Reader View a useful way of improving contrast.
- There are minor issues with keyboard only navigation – for example the tab order changes when zoomed in more than 200% and open submenus cannot be dismissed by keystrokes.
- Screen readers could experience the following challenges:
- Menu items and accordion panels expand when selected but screenreaders are not currently informed that this will happen.
- The main site search field reports an invalid entry before a search term is typed in. This could be confusing to a screenreader user. While we are fixing this, screenreader users should simply ignore the invalid entry warning.
- Although all pages have a skip link, a screenreader takes focus after the skip link in the tab order. While we are fixing this, screenreader users should either: Shift Tab to go back to the skip link; use ARIA landmarks; or navigate by heading level.
- Some non-text content such as images, charts, icons and infographics, do not have appropriate text equivalents.
- Time-based media, such as videos and podcasts, do not always have text or audio descriptions, or captions.
- Some documents and instructions depend on sensory characteristics such as shape, size, colour or location.
- Downloadable documents, guides, policies and procedures in PDF format are not fully accessible. Few are structured for navigation by screen readers (or sighted users via the bookmark pane). Some were unable to reflow when magnified (for example disability support guide). If you require an accessible version that is structured for navigation or will reflow when magnified please contact us.
If you need information on this website in a different format or via an alternative service please contact us by form, email or phone and ask for an alternative format.
If you have reported a problem with our website or asked for an alternative format and you are not happy with our response, please contact us by form, email or phone. This will help us improve our systems.
If you are still not happy then please email us at firstname.lastname@example.org and mark for the attention of the Head of Digital who will look into the problem.
If all else fails then you can contact The Equality and Human Rights Commission (EHRC), 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).
By form or email
Please fill in our feedback form.
If you are using a screen reader then it will be easier to email us at email@example.com or phone our helpdesk.
Contact our helpdesk: +44 114 222 2111 (Monday to Friday, 8am to 5pm).
Our helpdesk can connect you to a named individual or help you find the appropriate department if you require specific information.
Responding to your request
We’ll review your request and get back to you within two working days. Please be aware that the people reviewing the request may not be the owners of the content or the service you are trying to access and will do their best to seek out the owners as quickly as possible. Some requests will be easier to fulfil than others and take a little more time – we can discuss this with you.
If you are planning to visit the University, you can find out address and contact details.
You can find specific guidance for disabled students and visitors, such as access information for all our buildings and services, the Disability and Dyslexia Support Service and safety procedures.
The University of Sheffield 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.
The content listed below is non-accessible for the following reasons.
- Non-compliance with the accessibility regulations
Review and fix process and schedule
The non-compliant areas of our website will be reviewed as part of our website development work roadmap. This works in an agile environment and we plan to review all issues identified in the latest accessibility audits (August and September 2020), and by November 2020, schedule in new actions to our issue backlog, roadmap and sprints to remedy the issues. Subsequently, we expect to provide more detail on timelines and any disproportionate burden.
- Headings structure within a page
Heading levels are skipped on all pages
On several pages, the headings are not nested correctly. Headings should be nested, and levels should not be skipped. This can cause confusion for some users as they are unaware of the visual hierarchy of headings. This makes it difficult to navigate. This fails checkpoint 1.3.3 Information and relationships. This has been added to the review schedule above.
Multiple h1 headings in a page
On some pages there is no h1, while on others there are multiple h1’s. This can cause confusion for users who are navigating through the page using heading as they will expect one main heading per page. This fails checkpoint 1.3.3 Information and relationships and 2.4.6 Headings and labels. This has been added to the review schedule above.
Decorative images have alternative text
On several pages, there are decorative images with alternative text. The alt text is not needed – it adds audio clutter.
This fails checkpoint 1.1.1 Non-text content. We plan to fix this by reviewing and updating our guidelines so that editors understand that if an image is decorative, it should have an empty alt. We will undertake a review of the highest visited pages and update any alt text. We aim to have completed this by January 2021.
- Primary and secondary navigation
Menu does not collapse when focus is moved out
The primary and secondary navigations both acts as a full-screen overlay. While it is possible to tab through the list of links, if the user tabs beyond the last link, focus moves back on to the main page. However, keyboard users can see the home page content and are unable to dismiss the menu. In addition, keyboard users are unable to close the menu using keyboard actions such as ESC or tabbing out of the menu.
This fails checkpoint 2.1.1 Keyboard and 2.4.3 Focus order. This has been added to the review schedule above.
No visual indication that the primary top-level menus have sub menus
For the primary menu, visually, there is no indication that the top-level menu items have sub menus until the user activated a link. This means that keyboard-only users do not know that there is a sub-menu. There should be a visual indicator to communicate to these users that there is more content. This fails checkpoint 1.3.3 Information and relationships and 2.4.6 Headings and labels. This has been added to the review schedule above.
Insufficient colour contrast between link and background when modal is open on secondary navigation
The colour of text in the secondary navigation menu lacks colour contrast when the modal is open. This fails checkpoint 1.4.3 Contrast (Minimum). This has been added to the review schedule above.
Text is cut off from secondary navigation when the page is resized to 200% or when text spacing is increased
When the user zooms in to 200% or increases their text spacing, some of the secondary navigation menu items fall on to two lines. When the user opens a submenu, some of the text is then cut off, and becomes difficult to read. This fails checkpoint 1.4.4 Resize text and 1.4.12 Text spacing. This has been added to the review schedule above. We will review and update content editor guidance by Jan 2021 to suggest shorter text length is used in the navigation.
Heading is not semantically a heading
Visually the footer has a heading, however this is not communicated as a heading to assistive technology users. This fails checkpoint 1.3.3 Information and relationships. This has been added to the review schedule above.
- Main header and onsite search
The skip to main content link allows the user to skip past the navigation. However there are several accessibility issues.
Image does not describe links destination
The University of Sheffield logo has alt text that reads ‘University of Sheffield logo’. While this describes the image, the image is a link and it does not describe the destination of the link. This fails checkpoint 2.4.6 Headings and labels. This has been added to the review schedule above.
Insufficient colour contrast between placeholder text and input for the internal search box
The colour of the placeholder text over the input lacks colour contrast. This fails checkpoint 1.4.3 Contrast (Minimum). This has been added to the review schedule above.
Error message is not descriptive for search input
If the user presses the search button without entering any text, an error appears, and the error is announced. However, the error message reads ‘Please fill out this field’. The message is not descriptive of what the user must do to remove the error. This fails checkpoint 3.3.1 Error Identification. This has been added to the review schedule above.
Focus order is illogical when zoomed in to 200%
When using a keyboard and zoomed in to 200%, the focus order is illogical. Focus goes from the skip to main content link > Log in > Search > Notification > Logo > Navigation. This fails checkpoint 2.4.3 Focus order and 1.4.4 Resize text. This has been added to the review schedule above.
Our videos are keyboard operable. Most of the videos across our website are hosted on the Kaltura digital media hub or Youtube. We are reviewing and updating both our guidance by January 2021 and and plan to turn on auto-captioning (21 September 2020) for videos published using Kaltura. However, we have a number of known accessibility issues.
For more details see the Kaltura section of our page on the accessibility of our digital learning tools.
Auto generated captions do not include speakers’ names
Pre-recorded videos require captions for users with limited or no hearing. Some of the videos use autogenerated captions.
Although the accuracy of these is reasonable and they generally reflect the spoken words in the video, they lack an indication of who is currently speaking. This can be particularly difficult when speakers change multiple times. We know there are examples of this with our accommodation videos.
This fails checkpoint 1.2.2 Captions (Pre-recorded). We plan to fix this by reviewing and updating guidance for content creators and editors so that video media has accurate captions. By January 2021.
Placeholder image does not have alt text
We know that some placeholder video images used across our website do not have an alt attribute. There is no text alternative for the image. Furthermore, some images contains text. This text is not communicated to assistive technology users, and it could be problematic for low vision users. We know we have videos on our accommodation pages where this is an issue.
This fails checkpoint 1.1.1 and 1.4.5 Images of text. We plan to fix this on the accommodation videos by updating the image and alt text by Dec 2020. We will review and update guidance for content editors by Jan 2021.
Play button is not unique
The button on our videos reads ‘Play video’, however on some pages, such as accommodation pages, there are multiple videos. It is not clear which video the user is playing, as the text is not unique. This fails checkpoint 2.4.6 Headings and labels. This has been added to the review schedule above.
- Additional plugins
Hotjar for feedback surveys
Hotjar feedback plugin is not fully accessible. It contains contrast errors, empty buttons, missing form labels and creates a repeated text issue when disabling Cascading Style Sheets (CSS). The button to access the feedback tool is not accessible through keyboard inputs alone.
- Screenreader issues
Menu items role is not communicated
The menu items in the primary navigation are focusable and are announced by NVDA as ‘clickable’. However, they do not announce the correct role. An assistive technology user may not be aware what the element is for. This is the same for the menu items in the secondary navigation. The role is not announced. This fails checkpoint 4.1.2 Name, role, value. This has been added to the review schedule above.
Menu items are not marked up as expandable
The menu items on both the primary and the secondary navigation do not notify users that when pressed, the button expands a section of content. Screen reader users will not know to expect additional content appearing on the screen. This fails checkpoint 4.1.2 Name, role, value. This has been added to the review schedule above.
Footer: links are not in a list
The social media links and the award logos in the footer are not currently held in a list. As they are shown as a list of links, this information should be given to non-sighted users as well. This fails checkpoint 1.3.1 Information and relationships. This has been added to the review schedule above.
Footer: links have redundant title text
The title text is the same as the text for the links in the footer. This can cause unnecessary audio clutter for screen reader or assistive technology users. For example, the Current students link is announced as “current students, link, current students”. This fails checkpoint 1.1.1 Non-text content. This has been added to the review schedule above.
Footer: one list is marked up as four lists
Visually the footer has one list in four columns. However, this is conveyed as four separate lists to assistive technology users.
This fails checkpoint 1.3.3 Information and relationships. This has been added to the review schedule above.
Accordion headings are not semantically a heading
Both the primary and secondary navigation contain headings that visually look like headings, but they are not marked up as such. In all cases, the headings are marked up as links, and are not communicated as a heading to assistive technology users. Furthermore, the headings on the navigation submenus do not form a logical structure. This fails checkpoint 1.3.3 Information and relationships. This has been added to the review schedule above.
Accordion list is marked up as a description list
The group of accordions is wrapped in a <dl>, and each accordion button is a <dt> and the contents is a <dd>. This does not communicate what is being shown visually and may confuse assistive technology users who may be expecting different content.
This fails checkpoint 1.3.3 Information and relationships. This has been added to the review schedule above.
Accordion items are not marked up as expandable
When an accordion button is pressed, it does not notify users that when pressed, the button expands a section of content. Screen reader users will not know to expect additional content appearing on the screen. This fails checkpoint 4.1.2 Name, role value. This has been added to the review schedule above.
Screen reader users are told that the field is invalid before they input any information
When a screen reader user first lands on a field, it reads ‘Search query, edit, required, invalid entry”. The user is told that their error is invalid before they have entered any information. This fails checkpoint 4.1.1 Parsing. This has been added to the review schedule above.
Skip to main content link not focusable on page load when using a screen reader
When using a keyboard, the user can focus on the 'skip to main content’ when the page first loads and move to the main content. However, when using a keyboard with a screen reader turned on, the user doesn’t first go to the skip to main content link. They can however navigate back to it. Please note: this is an intermittent issue.
This fails checkpoint 2.4.1. Bypass blocks. This has been added to the review schedule above.
- Disproportionate burden
Because of the ongoing agile nature of our review process it is not yet clear which elements will be fixable and in what timescale, or which will be a disproportionate burden. This statement will be updated in Nov 2020 to reflect the outcomes of the review.
Our wider website estate, with over 1,000 websites and applications and managed by multiple people with varying skills, has not yet been fully reviewed. Nor has it been possible to roll out wider training. We plan to tackle this and review our approach from August 2021, aiming to improve website governance, training and quality assurance.
- Content not within the scope of the accessibility regulation
Audio descriptions are not available for all our time based media. For example, videos on our accommodation web pages and some returning to campus videos. This fails checkpoint 1.2.4 Audio description or media alternative and 1.2.5. We will review and update guidance for content creators and editors so that audio and media alternatives are provided.
There are some PDF documents on the website (such as the archive policy documents for 2016 to 2018) which are inaccessible but are out of scope for the accessibility regulations because they are not in active administrative use.
Internal facing content (intranet and extranet) published before 23 September 2019 that has not undertaken a major revision.
We conducted a headline overview test with external consultants Ability Net sampling a range of pages on key student journeys using a combination of manual testing and automated checkers.
This was a functional review that identified accessibility issues as they are experienced by users who rely on assistive technology or need to personalise web content to meet their needs.
The review focussed on re-usable components and templates in order to identify accessibility issues that would need to be addressed for the site to be compliant with accessibility standards. The review had two components:
- a headline review of 10 pages using 10 accessibility criteria on each page and identify the components and templates that are re-used across the site. These criteria are aligned to WCAG W3C Easy Checks methodology which will form part of the compliance monitoring process for the Public Sector Web Accessibility Regulations.
- functional accessibility testing of up to 10 components found to be causing accessibility issues during the headline review. Whilst this testing is grounded in the WCAG 2.1 level AA standards, its primary purpose is to identify issues that cannot be found with automatic checkers and provide recommendations on how to resolve or mitigate these issues.
This accessibility review was undertaken between 14 September 2020 and 16 September 2020 at https://www.sheffield.ac.uk/. Testing was carried out using a variety of tools, including assistive technologies and NVDA screen reader in FireFox browser.
The review considered the following pages based on visitor journeys:
https://www.sheffield.ac.uk/ – New Content Management System (CMS) and website design
https://www.sheffield.ac.uk/accommodation – New CMS and website design
https://www.sheffield.ac.uk/hr – legacy CMS and website design
https://www.sheffield.ac.uk/prospectus/courseDetails.do?id=N4202021 – legacy CMS and website design. We are planning to migrate to the new CMS by December 2020
https://www.sheffield.ac.uk/postgraduate/taught/courses/2020/accounting-governance-and-financial-management-msc – New CMS and website design
https://www.sheffield.ac.uk/contact/comments – embedded form in legacy CMS and website design
https://www.sheffield.ac.uk/accessibility – New CMS and website design
https://www.sheffield.ac.uk/slc/modules/french-francophone-studies – New CMS and website design
https://search.sheffield.ac.uk/s/search.html?query=law&collection=sheffield-uni-meta – New onsite search tool
We undertook in-house manual testing in August and September 2020 using a range of tools and assessing a mix of highly visited and important pages and our core components used across the website. We used tools such as Axe and an automated accessibility checker from Funnelback, the provider of our onsite search tool.
We are working with our student Disability Champions (disabled students) to review key student journeys across the University website, Virtual learning platforms, new student system and student services. We will focus on students who do not regularly use a mouse. This work commenced in September 2020.
We have communicated accessibility good practice across the University organisation, run training and provide guidance for making content accessible.
We will review and update the guidance and training provided to staff in how to create accessible content. With a focus on video and alternative text. We plan to do this February 2021.
To help students and visitors gain support with accessing the site, we will review suitable options for signposting to accessibility guidance, such as My Study My Way, so that students and visitors can adjust their operating system to meet their specific needs.
We are reviewing the results of our own and external accessibility audits from September 2020. By November 2020 we plan to schedule in new actions to our issue backlog, roadmap and sprints to remedy the issues.
We will review our familiarity with ARIA and other accessibility coding techniques. We plan to embed accessibility testing within the release and QA process.
A Disability Inclusion Task and Finish Group has been established and digital accessibility is within the remit of the group. We will consider how to get accessibility considered as part of quality assurance planning, procurement activity, activity planning and job descriptions.
This statement was last updated on 22 September 2020. We update this statement at least annually and will next review it in November 2020.
You can contact us via our feedback form if you have any problems. Be as specific and detailed as you can, and please also tell us what you like and find useful.