Prospective parents and their children are always welcome to look around the school to discuss admission with the Headteacher, Deputy Headteacher or the Foundation Phase Leader.

RISING 3’s:

Abercarn Primary School accepts ‘Rising 3s’ which means that your child can enter the school the term after their third birthday (Spring Term if their birthday falls in the Autumn Term and Summer Term if their birthday falls in the Spring Term). Application forms for admission as a Rising 3 can be obtained from the school office. These are then processed by the Local Authority and parents will be notified if a place is available. Parents of children due to attend our Nursery as a Rising 3 are invited to the school for “taster sessions”. We keep a waiting list of children and we encourage parents to place their child’s name on this list after their second birthday as this helps with forward planning.

NURSERY:

Application forms for admission to Nursery are available from the school office. These are then processed by the Local Authority and parents will be notified if a place is available. Nursery children attend school on a part-time
basis. Parents of children due to attend Nursery are invited to the school.

Parents of Rising 3 and Nursery children are invited in to school for “taster sessions”, obtain a “Starting School at Abercarn” handbook and Welcome Pack.

RECEPTION:

Children can be admitted to Reception in the Autumn Term if their fifth birth falls between 1st September and 31st August in that academic year. The majority of children transfer from the Nursery. Application forms for admission to Reception are available from the school office. These are then processed by the Local Authority and parents will be notified if a place is available.

IT IS VERY IMPORTANT TO COMPLETE APPLICATION FORMS FOR RISING 3s, NURSERY AND RECEPTION. IF YOU ARE GIVEN A PLACE FOR A RISING 3, YOU ARE NOT GUARANTEED A PLACE IN NURSERY OR RECEPTION.


ADMISSION INTO YEAR 1 - YEAR 6:

Admission to other year groups is done by contacting either Mrs J. Farmer, Admin Officer or the Admissions’ Officer at CCBC. A mutually convenient time is arranged for you and your child to visit and tour the school, meet a member of the Senior Leadership Team, and the class teacher as well as discuss the school’s approach to learning. If possible, prior to starting, we would like your child to spend a morning or afternoon with the class in order to meet the children and begin to feel at home. You will also receive a “Welcome Pack”


ARRANGEMENTS FOR THE ADMISSION OF PUPILS WITH DISABILITIES:

A Person has a disability if ‘he or she has a physical or mental impairment which has a substantial and long term adverse effect on his or her ability to carry out normal day to day activities”. (Disability Discrimination Act 1995). 

The Governing Body supports the Special Educational Needs and Disability Act (2001) and encourages applications from disabled pupils. The Governors are, therefore, committed to the principle of all local children (living in designated addresses) having equal rights of access, if this can reasonably be provided. It is important that, if your child has Special Educational Needs and/or a Record of Needs, the Head Teacher is notified at as early a stage as possible (no later that the beginning of the September preceding the child’s date for starting school), so that appropriate arrangements can be discussed. All such cases will be considered sympathetically, on an individual basis. The admission of a child with Special Educational Needs to the School will be conditional upon:

• The parents’/guardians’ full disclosure to the School of the child’s disability.
• Following the procedures, which are set out in any school policies relating to Special Educational Needs.
• The availability of appropriate facilities with the school to ensure the well being of the pupils concerned.
• Specific additional funding from Inclusion Services, if required.
• Agreement about the stages for which entry is being offered.
• Acceptance by the parents/guardians that some educational opportunities, which take place off site, may not be available unless parents accompany their child or detailed arrangements are made in advance

STEPS TO PREVENT DISABLED PUPILS BEING TREATED LESS FAVOURABLY THAN OTHER PUPILS:

• Large print format materials can be accessed from outside agencies
• The services of a sign language interpreter can be accessed to facilitate parental interviews
• If either pupils or parents have difficulty accessing information normally provided in writing by the school such as handouts, newsletters etc., then the school will be happy to consider alternative forms of provision. Large font / colours can be easily replicated.
• Arrangements for play; recreation and other aspects of a child’s social development are incorporated into a child’s Educational Plan or Coordinated Support Plan.
• The suitability of any event and the need for additional support is discussed fully with parents in advance.
• Pupils at Abercarn Primary School have always been able to participate fully in a wide range of activities offered beyond the Classroom
• In constructing the school timetable the school will give sympathetic consideration to individual needs. Furniture, seating arrangements and the classroom used can be altered to facilitate access and learning.
• Advice is sought from the appropriate national and local agencies. Support can come in a variety of formats through the school’s staged intervention strategy.
• The school’s evacuation procedures will be adapted to meet the specific needs of an individual and any new alterations are always DDA compliant.

IMPLEMENTATION AND CHANGES TO POLICY WITHIN THE LAST ACADEMIC YEAR:

Implementation of Policies relating to pupils with SEN have been very successful. SEN/ALN Policy revised and updated to meet needs of Curriculum developments – Approved by Governing Body and Accessibilityn Policy /Plan and Disability / Equality Policy revised and updated – Approved by Governing Body