Leek High School Admissions Policy
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Leek High School
Admissions Policy
Early in the autumn term of Year 8 you will receive a letter from the LA advising you of your catchment High
School. You will be asked to complete a form stating which school you wish your child to attend. Forms should be
returned to the LA by the deadline stated (normally towards the end of October).
At the beginning of March the LA will inform you of the name of the school at which your child has been offered a
place. If you are unhappy with their decision you have the right to appeal. Appeals are heard during the first part
of the summer term by an independent appeal panel.
In accordance with legislation, children who have a statutory statement of special educational need or an
Education, Health and Care Plan (EHCP) that names Leek High School must be admitted to that school. This will
reduce the amount of places available to other applicants.
If the number of students requesting a place at Leek High exceeds the Published Admission Number (PAN), which
is currently 175, the LA will use the following criteria to allocate places:
1) Children in Care and children who ceased to be in care because they were adopted (or became subject to
a residence order or special guardianship order).
2) Children who satisfy both of the following tests:
Test 1: the child is distinguished from the great majority of applicants either on their own medical
grounds or by other exceptional circumstances.
Medical grounds must be supported by a medical report (obtained by the applicant and provided at the
point of application). This report must clearly justify, for health reasons only, why it is better for the
child’s health to attend the preferred school rather than any other school.
Exceptional circumstances must relate to the choice of school and the individual child, i.e. the
circumstances of the child, not the economic or social circumstances of the parent/carer. It should be
supported by a professional report (obtained by the applicant and provided at the point of application),
e.g. social worker. This report must clearly justify why it is better for the child to attend the preferred
school rather than any other school.
Test 2: the child would suffer hardship if they were unable to attend the preferred school.
Hardship means severe suffering of any kind, not merely difficulty or inconvenience, which is likely to be
experienced as a result of the child attending a different school. Applicants must provide detailed
information about both the type and severity of any likely hardship at the time of application.
3) Children who have an elder sibling in attendance at the preferred school and who will still be attending
the school at the proposed admission date; (For admission purposes, a brother or sister is a child who
lives at the same address and either: have one or both natural parents in common; are related by a
parents marriage; are adopted or fostered by a common parent or are unrelated children who live at the
same address, whose parents live as partners.)
4) Children living within the catchment area of the preferred school
5) Children who attend certain primary schools defined as major contributory primary schools. The Board of
The Talentum Learning Trust has named Churnet View Middle School as the major contributory Middle
School for Leek High School.
6) Other children arranged in order of priority according to how near their home addresses are to the main
gate of the school, determined by a straight-line measurement as calculated by the Local Authority’s
Geographical Information System.Where it is not possible to accommodate all children applying for places within a particular category then the Local Authority will allocate the available places in accordance with the remaining criteria. If for instance, all the catchment area children cannot be accommodated at a school, children who are resident within the catchment area will be arranged in order of priority according to distance i.e. category (6). If you wish your son/daughter to transfer to Leek High School at a time other than the start of Year 9, please contact the school directly. ADOPTED BY THE GOVERNORS ON: 01 February 2018 POLICY REVIEW DATE: February 2019
Accessibility Plan 2017 – 2020
Reviewed September 2017
Access to the Curriculum
Priority Lead People Strategy/Action Resources Time Success Criteria Review
Information for JG/FO Information for teachers on differentiating Preparation time In place and Increased access to the curriculum. Range of information sheets
teaching staff on and personalising the curriculum for Staff Meetings ongoing Need of all learners met within supplied to teaching staff,
differentiation students with additional needs. Learning Walks reasonable adjustments. based on pupil need.
Staff Feedback Lesson observations show that
students make progress within lessons.
FO/LA/JG Staff Training INSET In place and Needs of all students fully met. Range of training provided
Staff meetings ongoing based on student needs.
Effective LA/TD Pupil Passport Meetings – Termly TA time In place and Parents/carers remain fully informed. Termly Pupil Passport
communication with ongoing Meetings have been
parents/carers successful and will continue.
LA SEND Coffee Mornings/Afternoons – Termly SENCO time From 17-18 Termly meeting taking place To be in place by the end of
17-18
LA/TD SEND Y8 Access Arrangements SENCO Time In place and Staff are fully informed of student Effective procedures are in
ongoing needs/support arrangements place for gathering and
sharing information
LA/TD Questionnaire and consultation with SENCO Time From 17-18 Feedback used to inform future To be in place by the end of
parents/carers of students with SEND. priorities and school improvement. 17-18
Training for staff on LA/TD On-going training provided dependant on INSET In place and Increased access to the curriculum for Ongoing
increasing access to student needs ongoing all students.
the curriculum for Needs of all students fully met.
disabled students
Use of specialised LA Access to Touch-Typing interventions. Specialist In place and Increased access to the curriculum for Range of specialist
equipment to benefit Teaching Staff Aids for students with fatigue problems or equipment as ongoing all students. equipment and resources,
individual students and Teaching physical disability. required updated annually to meet the
staff Assistants Appropriate furniture for students with needs of all learners.
physical disability. Advice from PDSS
Coloured overlays for students that
experience visual stress.
Continue to develop as LA/TD Work with SENSS to become a more Dyslexia SENCO Time In place and Increased access to the curriculum for Dyslexia Friendly status
a ‘Dyslexia Friendly Friendly School Cost of SENSS ongoing students with Dyslexia. achieved
School’ Advisor
Training TimeDevelop as an ‘Autism LA/TD Tier 1 Autism Training completed by all SENCO Time Ongoing Increased access to the curriculum for Training for staff planned for
Friendly School’ teaching staff Autism Audit Autistic students. 17-18
Tier 2 Autism Training attended by SENCO Training Time Autism Audit demonstrates classroom Work with Autism Outreach
and disseminated Staff meetings practice is adapted to meet the Autistic ongoing
students.
Access to the Physical Environment
Priority Lead People Strategy/Action Resources Time Success Criteria Review
Improvements to aid LA/TD/PE/GF Maintenance of external steps highlighted Budget Ongoing Hazards highlighted to increase safety Ongoing
those with a visual in yellow non-slip paint. for the visually impaired.
impairment All areas monitored and maintained.
Improve the quality of LA/TD/SWG/KB Develop the areas within school for School For Sept All students who need access to a safe Student Learning Support
provision for students students with additional needs. space due to emotional needs have a Hub (SLSH) and Student
with specific emotional designated space – identified in Pupil Welfare Hub (SWH – Room
needs Passport or Pastoral Support Plan. 21) available.
Appropriate uses of LA/TD/PE/GF/KB Maintain decoration in terms of Build into Ongoing Physical accessibility of the school Shared areas with Meadows
colour schemes for contrasting colours. maintenance budget increased. Special School well
internal/external Areas maintained on a regular basis. maintained.
decoration to benefit Rolling programme of work
students with visual ongoing in other areas.
impairments
Improve independent PE/GF/KB Ramps to ensure access to all parts of the Cost of adjustments In place, Physical accessibility of the school All areas of the school are
access to the school. school building. as required. further increased. accessible although
adjustments Disabled people have independent additional pathway
may become access. improvement for access to
necessary Top Building is required.
depending
on need.
Handrails/Grab Rails PE/GF/KB Maintain handrails around school. Cost of new Ongoing Accessibility of school areas increased. Ongoing.
handrails/grab rails Physically impaired students able to
as required. access all areas.
All areas reviewed on a regular basis.
Provision of wheelchair PE/GF/KB Maintain a wheelchair accessible toilet and Ongoing Ongoing Physical accessibility of the school In place.
accessible toilets changing area. maintenance. increased.
Safe access around PE/GF/KB Ensure that pathways are kept clear. Make Cost included in Ongoing Disabled people to move unhindered In place and ongoing.
exterior of the school. sure that grounds maintenance contractors maintenance along exterior pathways.
know which areas to prioritise. contract.Disabled parking PE/GF/KB Ensure that disabled parking spaces are None. Ongoing Disabled badge holders always able to In place.
Admin always available for parents/carers, access disabled parking, when
students and visitors to the school. required. Prompt action taken for
visitors who do not park appropriately.
Access to Written Information
Priority Lead People Strategy/Action Resources Time Success Criteria Review
Improve sharing of SLT/CLG/SWG Redevelop and relaunch website SLT/CLG time Ongoing Website reviewed for accessibility – To be in place by the end of
information Further develop INSIGHT parental portal appropriate actions identified. 17-18
Establish regular Coffee Website relaunched.
Mornings/Afternoons Coffee Mornings and Coffee
Run Parental Information Sessions Afternoons in school.
Parental Information Sessions held.
Proportion of parents/carers accessing
INSIGHT portal increased
Availability of written SLT/CLG/SWG All staff and parents/carers need to be Contacts details and Summer Written information available in In place.
information in Admin aware of services available for requesting cost of translation/ 2018 alternative formats and languages, on
alternative formats. information in alternative formats. adaptation request.
All administration staff, parents/carers
and community users know how to
access alternative formats.You can also read
