At Ash Grove we have adopted Wakefield’s Admissions Policy 2017-2018
We would like to draw your attention to the following elements:
4.1If the number of preferences received for a school does not exceed the Admission Number (45 in each year), all preferences will be met (see explanatory note 16.1).
4.2 All applications received will be considered in the following order:
4.3 Applications received after these dates will be regarded as late applications and will be considered after all applications received on time.
4.4 If there are more applications for admission to a school than there are places available, preference will be given in the following order:
(ii) Other children who live in the school’s catchment area (see explanatory note16. 2);
(c) Children who have brothers or sisters in attendance at the school (see explanatory note 16.4);
4.5 In all categories “live” means the child’s permanent home address. A child is normally regarded as living with a parent or guardian and the LA will use the parent or guardian’s address for admission purposes. An applicant cannot lodge a child with a friend or relation in order to gain a place at a school.
4.6 In all categories, when decisions have to be made between children satisfying the same criterion, children living nearest to the school, measured as the crow flies, have priority. The distance measured will be from the central (centroid) point of the applicant’s property to the central (centroid) point of the school’s ground. Measurement will be made using the LA’s in-house admission system and mapping software.
4.7 Where there is more than one application from a postal address contained within a block of flats, places will be decided by random allocation.
4.8 If two or more pupils live equidistant from the school, the distance each pupil lives by road from the preferred school will be measured and the place offered to the pupil who lives nearest by this means. In the event of this being equal, places will then be decided by random allocation.
4.9 Where the admission of siblings from a multiple birth (eg twins, triplets) would cause the school to rise above its Planned Admission Number (PAN), all of the children from the multiple birth will be admitted.
4.10 In the case of infant classes, where the admission of the children from a multiple birth would result in the PAN rising above 30 (or multiples of 30), the additional child/children will be regarded as an ‘exception’ to the Infant Class Size legislation throughout the infant phase or until the number in the year group reduces to the PAN.
4.11 For admissions purposes only one address can be used as a child’s permanent address. Where a child resides with more than one parent/carer, at different addresses, the LA will use the preference expressed by the parent/carer at the address where the child lives the majority of the time during the school week as the main place of residence.
4.12 Children will be placed in the appropriate category depending upon their circumstances at the closing date for receiving applications for admission to school. Changes in address will be accepted in accordance with the provisions of the Secondary and Primary Co-ordination Schemes. In cases where there is an anticipated change in circumstances, documentary evidence will be required.
In the event of any category being over-subscribed, places will be offered in the order of priority (a)-(d) detailed above.
5. Children with a Statement of Special Educational Needs or Health and Care Plan
5.1 Children with a Statement of Special Educational Needs or Education, Health and Care Plan are dealt with under a different mechanism. Any child with a school named on their statement or Education, Health and Care Plan will automatically gain a place at the school named in the statement or Education, Health and Care Plan via the statementing process. Any child with a statement of special education needs or Education, Health and Care Plan who is admitted to a mainstream community/voluntary controlled school will be counted against that school’s admission number.
5.2 Special Educational Needs is a term used if a child has difficulty accessing the curriculum, which may mean that he/she may need to have some form of specialist provision made for them in order to learn. It may be a general learning difficulty, an emotional, behavioural, sensory or physical disability or it may be a difficulty related to communication or speech and language. Further information can be obtained from Special Educational Needs Assessment and Review Team or Parent Partnership