Admissions

General Information - Admission Year 2018-2019

 

Pupil admissions

The school’s Planned Admission Number (PAN) is 267 for Year 7. (Governors agreed to admit 8 pupils over PAN for intake into Year 7 for 2017-18).

The School Open Evening is being held on Wednesday 13th September 2017, 5.45 p.m. – 7.45 p.m.

Parents who cannot attend the Open Evening but who wish their son or daughter to join the school should contact the Principal or a member of the Senior Leadership Team and arrangements will be made for a visit to the school at a mutually convenient time.

For admission to Year 7 in September 2017, there were 248 first preference applications.

Although there is no longer a guaranteed place for any child in any of the priorities, places will be offered to children in the following order of priority:

  1. Children in public care (Looked after Children).
  2. Children who live in the school's Priority Admission Area (PAA) who have an older brother or sister attending from the same address at the date of admission.
  3. Other children who live in the school's priority admission area.
  4. Children of staff at the school.
  5. Children who live outside the school's PAA who have an older brother or sister attending from the same address at the time of admission.
  6. Other children who live outside the school's PAA.

Salendine Nook High School will admit children with Statements of Special Educational Needs where the school is named in the Statement

Notes: 

  1. Children in priority 1 above may also be admitted above the Published Admission Number (PAN).
  2. If we cannot agree to requests for admission in priorities 2 to 5 above without exceeding the
    PAN, we will give priority up to the PAN to children living nearest the school.
  3. Distance is measured in a straight line from a child's home address to the school.
    Measurements are calculated using seven-figure grid references for each address taken from Ordnance Survey data. The grid reference relates to a point that falls within the permanent building structure corresponding to the address. The boundary of the building structure for the address is derived from Ordnance Survey Land-Line data. For smaller, residential properties the grid reference denotes a point near the centre of the building. For larger properties, like schools with, for example, multiple buildings and large grounds, the grid reference relates to a point inside the main addressable building structure. The distance calculated is accurate to within 0.1 metres.
  4. 'Live' means the child's permanent home at the date when applications close, or if a significant house move is involved, the latest reasonable date before the final allocation of places. It is expected that the allocation process will commence in January 2015.
  5. A Priority Admission Area means a geographical area determined by Kirklees in consultation with the governing body of the school.

If parents have any questions please contact School Admissions (who manage the new intake admissions process on behalf of the school) on 01484 225008 / Ground Floor, Civic Centre 1 North, High Street, Huddersfield. HD1 2NF.

Unsuccessful applicants have the right to appeal against school placement decisions. School Admissions handle all such appeals on behalf of the school and therefore contact needs to be made directly with them.

Notice of leaving or transfer

A note indicating that parents wish their child to leave the school is required well before the leaving date so that information may be forwarded to the new school. Parents should also complete the Kirklees ‘In-Year Common Application Form’ (ICAF). These forms are available from the school office.

Policy Statement on the Admission of Pupils with a Disability

The school has a legal duty to be non-discriminatory towards students with disabilities and to provide equal access and opportunity to the curriculum. Every effort will be made to ensure that pupils with a disability are not treated less favourably and that reasonable adjustments are made, where appropriate, to avoid substantially disadvantaging groups who are disabled. We aim to foster positive attitudes towards disability within our community and enrich the lives of students by pursuing an inclusive approach for all students.

         Admission and Induction

Pupils with disabilities are usually identified by the school in Year 5. The Special Educational Needs Co-ordinator (SENCO) will attend reviews of Statements in Year 5 and 6 and at this time will liaise with primary schools with respect to these pupils and others without a Statement or EHCP (Education, Health and Care Plan) but who have been identified with a disability that may impact on their learning experience at Salendine Nook High School.

Relevant information will be gathered at these meetings and implications for physical access will be passed to members of staff who have responsibility for making the reasonable adjustments that might be necessary. Where there are implications for the delivery of the curriculum, these will be identified and Heads of Departments informed in order to plan for pupils’ needs.

The school will take advice from any relevant external agency e.g. Autism Outreach, Hearing/Visual Impairment Service and arrange appropriate visits and staff training. The Additional Needs Team will distribute advice and strategies to all staff who will be teaching the pupil with disabilities.

        Physical Access

The school is accommodated mainly in two buildings, each being on three levels. There is no lift. A
covered walkway links the two buildings. In addition there is an accessible toilet on the ground floor. Every effort will be made to meet the access issues around students with reasonable adjustments made where appropriate. Parents and carers should however be aware that subjects are taught in designated specialist classrooms and therefore students are required to move around the site, necessitating the use of steps and stairs in buildings to access these classrooms.

In meeting student need we have, for example

  • Whiteboards and window blinds in teaching rooms
  • Handrails on staircases
  • Highlighting edges of steps in yellow
  • Additional task lighting
  • Regular accessibility audits

In meeting a student's needs we can, for example:

  • Assist with movement around the school where appropriate
  • Enlarge written material for students with a visual impairment
  • There is also a School Welfare Assistant and NHS Nurse for consultation and monitoring.

Each child’s package of support is personalised to meet their individual needs in line with the school offer available on the school website.

        Education

The Special Educational Needs Co-ordinator (SENCO) will distribute advice and guidance to all staff who teach pupils with disabilities. Staff will be made aware of strategies to make ‘reasonable adjustments’ within the classroom so as not to place the student with a disability at a substantial disadvantage in accessing the curriculum. Such strategies will be identified in the child’s Additional Needs Plan and where necessary, outcomes are specified in a My Support Plan. Staff may need to adapt their teaching to accommodate the needs of the child with a disability and there will be ongoing advice, guidance and support given by the SENCO and external agencies.

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