Admissions Policy

 

Meadow High School

 

ADMISSIONS

Policy No. 10

Type of Policy: Statutory

Effective Date: September 2019     

Last Revised: January 2016

External Requirement for Review: Every 3 years or if there are any changes in the admissions policy of the school

 

 

Policy Owner: Admissions team

Policy Contact: Ms. Amy Willis awillis@meadowhighschool.org

1.Reason for Policy

All maintained schools are required to have an admissions policy. Through this policy we aim to ensure the process of being admitted to Meadow High School is clear and unambiguous.

2.Scope

This policy applies to all consultations made to Meadow High School, whether they be for pupils living within Hillingdon, or outside Hillingdon LA.

3.Policy Statement

Meadow High School is a maintained day special school for children from year 7 to year 14. Pupils at Meadow High School must fit within the school’s designation as ‘Complex and Moderate Learning Difficulties, including ASD.’

In the event that the school receives more applications than the number of places it has available, places will be given to those children who meet the following criteria in order until all places are filled.

Highest priority will be given to CLA (children looked after) and all previously children looked after who apply for a place at the school.

Young people admitted to Meadow High School will in most cases have an Education Health Care Plan (EHCP).  However, in exceptional circumstances, a young person could be admitted on an assessment placement without an EHCP at the request of the SEN team - usually this will be Hillingdon Local Authority SEN (Special Education Needs) team.

Pupils will be provided with an appropriately paced and differentiated curriculum based on the pupil’s assessed needs. Meadow High School has several different pathways for students to follow through the school. The pathways that a pupil will follow will be based on their assessed needs, discussions with families, consolidation documentation provided to the school and information collated from any feeder schools and other agencies. Whilst school will try to reach an agreement with parents over the pathway that an individual pupil will follow, we reserve the right to assign a pathway based on our assessment of the pupil’s needs.

Parents seeking a place for their child at Meadow High School are welcome to contact the school to arrange a visit so that they can find out more about the school and see if they feel that we would be an appropriate setting for their child. All consultations to Meadow High School MUST be made via the SEN team at Hillingdon. We are not able to accept direct consultation from parents or from LAs other than Hillingdon.

Some Meadow pupils may be entitled to home to school transport in accordance with Hillingdon Council’s transport policy, or the transport policy of the pupil’s Local Authority. Applications for transport need to be made to the relevant LA transport team before the pupil starts at the school.

The school cannot accept responsibility for any pupils before school opens at 8.45. Some pupils may come into school at 8.30am if they are going to Breakfast Club. The school day ends at 3.05pm and all pupils must be collected (if you have not elected or are not eligible for school transport) by 3.30pm, unless attending an after-school club.

4.Definitions

Terms specific to this Policy.  Where possible, use terms from the Master Glossary of terms that apply to this policy.

Complex

Children and young people with complex learning difficulties and disabilities have conditions that coexist. These conditions overlap and interlock creating a complex profile.

The co-occurring and compounding nature of complex learning difficulties requires a personalised learning pathway that recognises children and young people’s unique and changing learning patterns.

Children and young people with CLDD present with a range of issues and combination of layered needs – e.g. mental health, relationships, behavioural, physical, medical, sensory, communication and cognitive.

They need informed specific support and strategies which may include transdisciplinary input to engage effectively in the learning process and to participate actively in classroom activities and the wider community.

Their attainments may be inconsistent, presenting an atypical or uneven profile. In the school setting, learners may be working at any educational level, including the National Curriculum and P scales.

 

Moderate learning difficulties

Pupils with MLD will have attainments well below expected levels in all or most areas of the curriculum, despite appropriate interventions.

They will have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have associated speech and language delay, low self-esteem, low levels of concentration and underdeveloped social skills. 
 

ASD (Attention Deficit Disorder)

Autism is a lifelong developmental disability that affects how people perceive the world and interact with others.

Autistic people see, hear and feel the world differently to other people. If you are autistic, you are autistic for life; autism is not an illness or disease and cannot be 'cured'. Often people feel being autistic is a fundamental aspect of their identity.

Autism is a spectrum condition. All autistic people share certain difficulties, but being autistic will affect them in different ways. Some autistic people also have learning disabilitiesmental health issues or other conditions, meaning people need different levels of support. All people on the autism spectrum learn and develop. With the right sort of support, all can be helped to live a more fulfilling life of their own choosing.

Feeder School

A school from which many or most of our students were educated prior to transferring to our school.

Assessment

In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students

Placement

In this context, the act of placing a child in an appropriate school that can meet their needs.

Baseline

All pupils are assessed on entry to the school within a few weeks of their start date. These assessments generate a ‘baseline’ against which to measure progress throughout the school.

Working Days

In relation to this policy working days refers to day that school is in session. Consultations received during school holidays will not be considered until after the restart of the school.

Consultation

The Local Education Authority provides Meadow High School with a child’s EHCP, associated reports, paper work and evidence. This allows the transition team to assess whether we are the most appropriate setting to meet an individual child’s needs.

The Local Authority will send the consultation referral to Meadow High School and the headteacher will decide whether to recommend acceptance, with regard to:

  • The child fits within the educational profile / designation of Meadow High School
  • The school is suitable for the age, ability, aptitude or SEND of the child or young person
  • The school has capacity within an appropriate age group and learning pathway
  • The attendance of the child or young person at Meadow High School is compatible with the efficient education of others and / or the efficient use of resources.
  •  

Education Health care Plan (EHCP)

A legal document that describes a child or young person's special educational, health and social care needs. It explains the extra help that will be given to meet those needs and how that help will support the child or young person to achieve what they want to in their life.

 

 

Children Looked After (CLA)

 

are children who, at the time of making an application to a school, are:

  • In the care of a local authority, or
  • Being provided with accommodation by a local authority in the exercise of its social services functions

 

Previously Children Looked After (PCLA)

Are children who were looked after, but ceased to be so because they:

  • Were adopted under the Adoption Act 1976 or the Adoption and Children Act 2002, or
  • Became subject to a child arrangements order, or
  • Became subject to a special guardianship order

 

5.Procedures

Procedures outline how the policy’s requirements will be met. 

Consultation

Consultations to Meadow High School can be made at any time across the school year, during term time.  Time during school closures is not considered as part of the schools consultation period. 

Following the receipt of consultation papers, the Admission Team will have 15 working days to consider the application. Where the admission is agreed, the LA will formalize this by notifying parents/carers and the pupil’s current school so that admission arrangements can be made and a start date agreed.

In some cases the consultation period may need to be extended due to pupils needs or the availability of previous settings during the consultation window.

 

Consultation reference criteria

Once a consultation has been made to Meadow High School the School’s Admission team will decide whether to recommend acceptance, giving attention to:

Is Meadow High School suitable to the age, ability, aptitude or SEN of the pupil?

Would attendance of the pupil be compatible with the efficient education of others, or the efficient use of resources? This includes consideration in relation to the Health and Safety of our current school population. Meadow High School has a number of extremely vulnerable pupils on role. Therefore, pupils whose behaviours may compromise the safety of others, or endanger their wellbeing would not be offered a place.

Does the school have the capacity to meet the pupil’s needs? This includes the physical capacity of the school after consideration has been made to whether or not this can be extended.

Funding arrangements will be agreed on an individual basis, based on the identified needs of the pupil. This will be reviewed annually via the Annual Review process.

 

Consultation procedure

The exact procedure and stages of consultation will vary from pupil to pupil, dependent on their needs and family circumstances.

Year 7 planned transitions to the school follow a transition programme which is published on the school website. Additional visits and a personalised programme can be agreed, dependent on pupil’s needs.

All other consultations are dependent on the individual circumstances and arrangements will be agreed on a pupil by pupil basis.

Parent/carer appeals against non-admission must be made through the SEND team.

 

School visit

Parents and carers, along with SENCOs, are welcome to contact the school to make an appointment for a visit. 

The school visit would be facilitated by an Assistant Head teacher or Team leader and will usually take one hour. They will show you the provision we offer and where possible, answer your questions.

They will also gather some basic information from you about your child.

Any subsequent requests for a place at Meadow High School must then be made to the Local Education Authority Special Needs Officers at the Civic Centre in Uxbridge. Only the Local Education Authority or an appeal panel can name the school on an EHC plan. 

Parent appeals against non-admission must be made through the SEND team at the LA.

 

 

  1.    Responsibilities

       Responsibilities outline who is responsible for carrying out the procedures.

 

6.1

School Admission Team

Undertake scrutiny of all consultation papers received by the school and will give a response to the LA within 15 working days.

Liaise with the Headteacher in relation to any admission to Meadow High School.

Follow the admission policy to establish whether or not Meadow High School is able to offer a place on roll.

Give a clear rationale for any pupil for any pupil who may not be offered a place.

 

Parents/Carers and family of potential pupils

Give the Admission Team clear and accurate information about the pupil’s needs and difficulties.

Teaching and Support Staff

Gather and share information for pupils on an assessment placement, give results, any feedback from observation complete any ‘Round Robin’ requests as required by a member of the SLT.

 

Governing Body

The governing body will ensure that:

The admission arrangements are reviewed every 3 years.

Consultation takes place on change with all other admission authorities every 7 years.

Admission arrangements are published in the prospectus and made available to parents/carers and potential parents/carers

An admissions’ register is kept up to date

 

School’s decision

Following a consultation Meadow High School will respond to the Local Education Authority within 15 working days with one of the following decisions:

  • Needs can be met
  • Needs could be met but there is no appropriate space within the school
  • A longer period of assessment / consultation is required
  • Needs cannot be met (with a rationale)

Local Education Authority decision

The SEND team is part of the All Age Disability Service and is responsible for the management of the statutory assessment process of special educational needs for children and young people from 0 – 25 years. The SEND team is responsible for ensuring that the Local Authority fulfills its statutory responsibilities listed within the Education Act 1996 and the Children and Families Act 2014 and the Code of Practice.

The Local Education Authority or an appeal panel names the school on an EHC plan.  It then provides Meadow High School with a child’s EHCP, associated reports, paper work and evidence to our Admissions team.

 

7.Place not offered and appeals

 

 

A place will be offered when

 

The school Admission Team considers that Meadow High School is :

  • Suitable to the age, ability, aptitude or SEN of the pupil.
  • Attendance of the pupil is compatible with the efficient education of others, or the efficient use of resources. (This includes consideration in relation to the Health and Safety of our current school population.)
  • The school has the capacity to meet the pupil’s needs.
  • Funding level for the pupil is agreed and received for the pupil

 

A place will not be offered where

The pupil’s age, aptitude or needs are incompatible with the school’s designation; or where the school is not able to meet the needs of the pupil. This includes the physical capacity of the school, even after making all reasonable effort to do

 

Appeals

All appeals must be made via Hillingdon Local Authority, following these procedures.

All information can be obtained from the SEN team at Hillingdon LA by calling 01895 250111.

Advice can also be sought from SENDiass. Hillingdon’s SENDiass can be contacted at sendiass@hillingdon.gov.uk or by telephoning 01895 277001. (Non Hillingdon families should contact their own areas SEN or SENDiass team.)

 

  1. Transition Arrangements

 

Year 7 pupils

 

All current Year 6 pupils who are considered for entry into Year 7 have a transition programme which runs across year 6. Bespoke arrangements can also be made to ensure a smooth transition into school. During the transition process, parents/carers are also welcome to visit or contact Meadow. We recognise that questions, queries and concerns may arise during the transition programme. Parents/carers are welcome to contact Meadow High School at any time and ask to speak to the Assistant Head for transition. (Assistant head/Thematic.)

Once a pupil is on roll, parents and carer’s main point of contact will be their child’s Form Tutor. However, concerns can also be discussed with any of the Senior Leadership Team (SLT).

9.Frequently Asked Questions

I want my child to come to Meadow High School, but they don’t have an EHCP. Can they come to Meadow?

Young people admitted to Meadow High School will in most cases have an Education Health Care Plan (EHCP).  However, in exceptional circumstances, a young person could be admitted on an assessment placement without an EHCP at the request of the SEN team - usually this will be Hillingdon Local Authority SEN (Special Education Needs) team. Parents/carers must contact their Local Authority SEND team.

 

Will there be a transition program to help my child settle in to Meadow?

Yes, we run both a Year 6 to 7 transition program with Primary Schools and a bespoke program for older pupils or those who cannot access the 6 to 7 program.

 

I want my child to be with more able pupils, can I say which pathway I want my child to be on?

The pathways that a pupil will follow will be based on their assessed needs, discussions with families, consolidation documentation provided to the school and information collated from any feeder schools and other agencies. Whilst school will try to reach an agreement with parents over the pathway that an individual pupil will follow, we reserve the right to assign a pathway based on our assessment of the pupil’s needs.

 

My child needs help going to the toilet or with changing their pads. Will the school do this? Yes, we will gather this information from you and create an intimate care plan for your child. We have a dedicated welfare team who provide personal and intimate care. Our team of Teaching Assistants are also trained to support pupils with personal and intimate care.

 

My child needs to take medication at school. Is that OK?

Prior to entry to the school, our team will gather information from you about your child medication. We are trained and able to support with a wide range of medical conditions and the administering of certain medications

 

Can my child come to school part-time?

We will only consider pupils who will be attending school full-time. The only exception to this is when a pupil is dual registered with a hospital school due to medical issues.

 

10.Enforcement

Parent appeals against non-admission must be made through the SEND team at Hillingdon Local Authority.

The SEND team is part of the All Age Disability Service and is responsible for the management of the statutory assessment process of special educational needs for children and young people from 0-25. The SEND team is responsible for ensuring that the Local Authority fulfils its statutory responsibilities listed within the Education Act 1996 and Children and families Act 2014 and the Code of Practice.

 

Who to Contact:

Telephone 01895 520544

 E-mail cmoses@hillingdon.gov.uk

 

11. Related Information

Resource

Link

Transition policy

S:\1 POLICIES\3 NON-STATUTORY GENERAL

Equality policy

S:\1 POLICIES\1 STATUTORY

SEND policy

S:\1 POLICIES\1 STATUTORY

Curriculum policy

S:\1 POLICIES\3 NON-STATUTORY GENERAL

 

 

 

12. Monitoring arrangements

This policy will be reviewed and approved by Meadow High School governing body every year.

Whenever changes to admission arrangements are proposed (except where the change is an increase to the agreed admission number), the governing board will publicly consult on these changes.

 

13. Policy History

Revision Date

Author

Description

March 2007

Jane Wingrove

Author of original policy

Sept 2015

Claire Caddell

 

Oct 2018

Jenny Rigby

Moved onto new format, definitions, FAQs and responsible persons added

June 2019

 

Reflect changes School Admissions (Admissions Arrangements and co-coordination of Admissions Arrangements) Regulations 2012