Admissions Policy

The School has a well developed process of admission designed to select pupils whose primary
needs encompass either or both dyslexia and dyspraxia or pupils who require a small,
nurturing environment; these criteria form the basis of the selection process. With comorbidity, we may accept pupils with similar SpLDs who would benefit from the practices of
teachers with a dyslexia specialism. The nature of our provision and pupil support structure
means that we are unable to accept pupils with behavioural difficulties. The admissions
process operates thereafter on a first come first served basis. All selections are made in
adherence to the school’s Policy on Equality of Opportunity for all which has been updated
following the Equality Act 2010.
Admission to the school is from Year 5 or Year 7. The school operates a waiting list for
admissions into years 6 through 10. It is the school’s policy not to admit children into year
Under the Education Act 1996 s.347 the school is approved by the Secretary of State as
suitable for the admission of children for the admission of children for whom statements are
maintained under s.324 of the Act. The proportion of children funded by their LEA via a
Statement varies year to year but has been roughly 75% for the last 3 years.
The Moat School will consider a pupil for placement outside of their chronological age group
if there exists compelling educational or social reasons for so doing.
Open Days and Evenings
Each term the school holds two Open Days where prospective parents and associated
professionals are welcomed. Tours of the school take place in small groups, escorted by
current pupils, these provide an opportunity to see teaching and learning in action. There is
an opportunity to meet with the Head and the Senior staff in an informal setting on concluding
the tour.
Admission Process
The representative of the pupil makes contact with the school. (Parent, primary school or LA
SEN team may be the first point of contact)
The Admissions Manager will answer initial enquiries about the nature of the school’s
specialism, facilities, curriculum and ethos.
If the representative is satisfied that the school may be an appropriate placement then the
Admissions Manger requests that diagnostic paperwork, including a current EP report (not
more than two year old), additional educational information and a recent school report, are
submitted to the school. Initially the paperwork is viewed by the SENCo or Deputy Head and
if it is felt that the school will be able to meet the pupils’ needs then then the pupil and pupils’
representative will be invited to visit the school.
During the visit, the Head meets the pupil’s representatives with or without the prospective
pupil to discuss the pupil’s educational history, cognitive profile and the provision offered by
The Moat.
The pupil may then be invited for two ‘Acquaint Days’ at which point the pupil will be invited
to join an age appropriate teaching group and participate in two school days. The class
teachers set a number of tasks to establish the pupil’s current level of functioning in a variety
of subjects including Mathematics and English (including literacy). The aim of the days is to
establish a greater understanding of pupil’s functional skills and the potential they have to
progress in the specialised educational setting provided at The Moat.
On the Acquaint days the SaLTs and a Specialist Teacher meet the pupil in a 1:1 environment
to carry out a low impact Speech and Language and Literacy screening. This does not form a
formal diagnostic assessment for general release but takes place to corroborate or enhance
the current diagnostic information available. If the pupil has OT needs outlined in any
professional reports, an informal OT assessment will be carried out by the OT. All staff who
have contact with the prospective pupil during the day then feedback to the Head about the
child’s performance throughout the days, including behaviour and interaction with other
After the acquaint days the reports from the day along with diagnostic paperwork are further
scrutinised by members of the Admissions Committee (Head, Speech and Language
Therapists, Deputy, Head’s PA, SENCo, OT). Further information or confirmations of reports
may be sought or requested by the school at any stage of the process.
The Head confers with members of the Admissions Committee to make a decision on whether
The Moat provision is suitable and can meet the child’s educational needs.
A letter confirming acceptance or expressing inability to provide a suitable educational setting
is written by the Head and sent to the pupil’s representative/s.
For new Year 5 and Year 7 pupils, an induction day is held towards the end of the Summer
Term each year. A transition booklet is sent to the current school and parents of pupils
diagnosed with ASD prior to this day. The transition booklet is used as an activity with all new
pupils on this day.
In some cases, a review meeting will be held within three months of admission to discuss
evidence of integration and progress to ensure the school is able to meet the needs of the
A pupil is not advantaged or disadvantaged in receiving the offer of a place by the possession
of a Statement of Special Education Needs or Education Health and Care Plan.
Time limitations do exist in respect of accepting places at the school but these may be
negotiated with the Head.
Due to the nature of teaching and learning at the Moat school, pupils with English as
Additional Language (EAL) are required to be fluent in English.
(Chair of Governors, on behalf of the governing body)
Random flashcards
Arab people

15 Cards


39 Cards


17 Cards


46 Cards

Create flashcards