Admissions Policy 2019

Admissions Policy

ADMISSIONS POLICY 2019

Aim:

To make Bamford Pre-school accessible to and inclusive of children and families from

all sections of the local community through open and fair procedures

 

Rationale:

Bamford Pre-school aims to provide a fair and transparent admissions system.

 

Procedure:

Bamford Pre-school aims to ensure that our setting is genuinely accessible to children and families from all sections of the local community. We aim to ensure that all sections of our community have access to the setting through open, fair and clearly communicated procedures.

 

Places will be given to children in the following order:

1.     Looked After Children – Children who, at the time of admission, are in the care of a local authority or a child who was previously looked after and has since become a subject to an adoption, residence or special guardianship order.  A looked-after child is defined in Section 22 of the Children Act 1989.  An adoption order is an order under Section 46 of the Adoption and Children Act 2002.

2.     Children with a sibling already attending Bamford Academy at the time of admission – A sibling is defined as a brother or sister, adopted or foster brother or sister, half-brother or half-sister or step-brother or step-sister, living at the same address as the child for whom the application is made and who will be attending Bamford Academy at the start of the academic year for which admission is sought.  Sibling priority will not be given where the sibling lives at a different address to the child for whom the application is being made.  No priority is given to cousins, or other relatives, regardless of their address.

3.     Children of staff at Bamford Pre-school/Kindergarten and Bamford Academy – In order to claim this priority, the member of staff must have been employed at the school for a minimum of two years at the time at which the application to Bamford Pre-school is made.  This priority may, in exceptional circumstances, also be claimed by a member of staff who is recruited to fill a vacant post for which there is a demonstrable skill shortage.

4.     Children attending Bamford Kindergarten (Squeakers Unit) – in order to claim this priority, the child must have attended Bamford Kindergarten for two terms prior to their application for a place at Bamford Pre-school.  Children who do not meet this criterion who attend Bamford Pre-school will be considered under Section 5.

5.     Proximity to Bamford Pre-school/Kindergarten – The proximity of the child’s permanent home address to the Pre-school/Kindergarten.  Those living in the catchment area being priority.

6.     Any Other – Any other child who does not meet the above criterion will be placed on the waiting list and informed if any places become available.

 

To support this we practice the following procedures:

·       We ensure that the existence of our setting is widely advertised in places accessible to all sections of the community.

·       We ensure that information about our setting is accessible, in written and spoken form and, where appropriate, we will offer the information in more than one language. Where necessary, we will try to provide information in Braille, or through British Sign Language. We will provide translated written materials where language needs of families suggest this is required as well as access to an interpreter.

·       We accept children from the age of 2 – 5 years into pre-school in accordance with our Ofsted registration conditions

·       We arrange our waiting list in birth order

·       We describe our setting and its practices in terms that make it clear that it welcomes both fathers and mothers, other relations and other carers, including child minders.

·       We describe our setting and its practices in terms of how it treats each child and their family, having regard to their needs arising from their gender, special educational needs, disabilities, social background, religion and ethnicity or from English being a newly acquired additional language.

·       We describe our setting and its practices in terms of how it enables children and/or parents with disabilities to take part in the life of the setting.

·       We monitor the gender and ethnic background of children joining the group to ensure that our intake is representative of social diversity.

·       We make our Equality and Diversity Policy widely known.

·       We consult with families about the opening times of the setting to ensure we accommodate a broad range of family need.

·       We are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children.

·       Continue to consult local parents to ensure that our pre-school continues to meet the changing needs of a local community.