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Admissions Policy (11-16)

Introduction 

We aim to ensure that Catcote Academy is a friendly and secure place, with a stimulating and rewarding environment. We want every student to make as much progress as possible and aim to offer enriching experiences alongside a broad, balanced and personalised curriculum, using a range of strategies and approaches appropriate to individual needs and learning styles. The Academy adopts a proactive approach to disability equality, incorporating it into all decisions and activities.

Policies are in place to ensure the wellbeing of the whole school community, and that the aims set out above are supported.

The Academy subscribes to the vision for high aspirations and expectations set out in the Special Educational Needs and Disability Code of Practice 2014, and work to realise it for all of our students. The Code of Practice states that:

All children and young people are entitled to an education that enables them to an education that enables them to make progress so that they:

  • Achieve their best;
  • Become confident individuals living fulfilling lives; and
  • Make a successful transition into adulthood, whether into employment, further or higher education or training.

Admission guidelines

Admissions guidelines were agreed by the Governing Body in February 2015:

Prospective students must have a Statement of Special Educational Needs (SEN) or Education, Health and Care Plan (known as a ‘ONE Plan’) which indicates that specialist provision is required to meet an individual student’s needs (i.e. their needs cannot be met in a mainstream school). In exceptional cases, a student may be admitted prior to the completion of statutory assessment (e.g. a student moving from outside of the authority where there is a consensus that specialist provision is required);

  • The student must have the ability to achieve within the curriculum offered by the Academy*;
  • There must be a place available in the Academy**;
  • In accordance with the SEN Code of Practice (2014), the admission must be compatible with the efficient education of other students in the school;
  • The Academy must have the required resources to meet the needs of the student. Where current resources are insufficient, the Academy will provide the LA with details of what is required to meet the student’s needs. The admission of the student on these grounds must represent efficient use of LA resources.

*The Academy offers a range of curriculum options up to Level 1.

**When the places available are filled, the Academy may be asked to admit additional students who fit the categories of special educational needs described in Section 3. In a case of oversubscription, the Headteacher will negotiate funding with the relevant local authority. Numbers in different year or need groups can vary and some classes may be able to absorb an additional student. Over time however it is not anticipated to keep increasing the number of places, due to the limitations of the building.

 

 

Areas of need and admission criteria

The Academy caters for students with learning difficulties and associated needs between the ages of 11 and 16, at the main Academy site in Hartlepool. All students will have moderate, severe or profound learning difficulties.

The Academy will consider all admissions requests on an individual basis. Prospective students must be provided with a suitably challenging curriculum which enables them to achieve good life outcomes. The Academy will apply the following criteria to all requests:

Moderate learning difficulties

  • Students’ cognitive profile scores, in the majority of areas assessed, will be at or below the 2nd percentile; and
  • Students’ attainment will be significantly below the level expected for their age. For example, students entering Year 7 will be achieving within the KS1 curriculum.

Severe learning difficulties

  • Students’ cognitive profile scores, in the majority of areas assessed, will be at or below the 1st percentile; and
  • Students’ attainment will be within the earlier stages of the curriculum and their achievements measured within the P Scales.

Profound and multiple learning difficulties

Students will present with severe developmental delay such that they will remain within the earliest stages of development (between 0-24 months) throughout their education. In addition to cognitive and communication difficulties, students will present with multiple needs that may include sensory and/or physical impairment. Their understanding of their interaction with their environment and of actions/events will be severely limited.

In addition, students may also have difficulties in one of the following areas:

impaired social interaction, communication or a significantly restricted repertoire of activities, interests and imaginative development. Students experiencing such difficulties may be diagnosed with an Autism Spectrum Disorder;

Significant social or emotional difficulties characterised by issues in relationships with other students and adults and/or significant delay in the development of life and social skills. Such students would be considered to be socially vulnerable and social, emotional and mental health difficulties is likely to be identified in their EHC plan;

Medical or physical difficulties.