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The admission of children with Statements of SEN to schools is a matter for the LA who has statutory responsibility for arranging their provision. There are admissions criteria for each special school that are applied in order to determine if a particular special school would be a suitable placement.
Admission criteria to a school for pupils with behaviour and learning difficulties
- The parents decide they want non-mainstream education (i.e. place in a special school).
- The duty imposed on the LEA by section 316 of the Education Act 1996 to educate the child in a mainstream school is lifted.
- Parents express a preference for a particular maintained special school to be named in their child's statement
Schedule 27 of the Education Act 1996 requires the LEA to comply with parental preference unless:
- the school is unsuitable to the child's age, ability, aptitude or special educational needs
- the placement would be incompatible with the efficient education of other children with whom the child would be educated
- the placement would be incompatible with the efficient use of resources
In considering the parental request for placement within a maintained special school for pupils with behaviour and learning difficulties the Local Authority must have regard to the following admission criteria:
- The pupil will benefit from a placement at a school committed to reversing patterns of failure associated with school and learning. These patterns of failure manifest themselves in a combination of behavioural and learning, emotional and social difficulties as described in their SSEN using the QCA behaviour scales.
- Pupils are likely to experience a combination of low self-esteem, together with a significant degree of social and emotional immaturity possibly associated with language delay and will display emotional vulnerability and/or disruptive behaviours.
- Their learning difficulties may be compounded by medical diagnoses such as Prade Willi, Tourettes, Fragile X or ASD.
The majority of pupils will have general learning difficulties in most curriculum areas.
Informed by psychologist assessment and/or pupil tracking pupils' projected attainment should be:
|Need||Attainment||End of KS2||End of KS3||End of KS4|
|B & L||Below Normal/Well below normal||L1 – 2||L2 - 4||CoEA -1+GCSE|
At KS1 and KS2 the school will provide for pupils who have behaviour, emotional and social difficulties (see BESD admission criteria)
Wherever possible pupils will be given opportunities to access mainstream inclusion with the percentage of inclusion being determined by the pupil's individual level of functioning, social and academic. The amount of inclusion may well begin at a low level and for some pupils this may remain appropriate.
Pupils will live wherever possible within the local community which may cover more than one district, close enough to comply with County guidelines on journey time and close enough to be enable the school to support them in their locality whenever possible.