Admission Criteria
To apply for a place at an MLD (Moderate Learning Difficulties) Specialist Resourced Provision, an applicant must have an Education, Health and Care Plan that outlines cognition and learning needs which result in the student showing moderate learning difficulties. Medway LA will need to be contacted by other referring LAs for their approval to consider placement in the SRP first due to the places being commissioned and funded by Medway LA.
MLD (Moderate Learning Difficulties) is a broad term, and children with MLD will have a range of needs linked to the broad area of ‘Cognition and Learning’. Examples of common cognition and learning needs associated with MLD that would typically be outlined in EHCPs of students attending our SRP are outlined below.
- Literacy and Numeracy: Challenges with reading, writing, spelling, understanding mathematical concepts and problem-solving.
- Memory: Difficulties with recalling information, instructions, and past experiences.
- Attention and Concentration: Challenges with staying focused on tasks, especially in busy or distracting environments.
- Language and Communication: Difficulties understanding and using spoken and written language, following instructions, and expressing themselves clearly.
- Motor Skills: Underdeveloped fine motor skills (e.g., handwriting, using scissors) and gross motor skills (e.g., coordination, balance).
- Organisation and Time Management: Difficulties planning, prioritising tasks, managing time effectively, and staying organised.
- Application: Challenges applying learned skills and knowledge to new situations or contexts.
Children who attend the SRP for MLD must be deemed able to work towards spending 80% or more of their time working alongside peers in the mainstream provision by the end of KS3. As such they need to be able to access some aspects of a mainstream curriculum in lessons, alongside some differentiated and adapted elements of the national curriculum in the SRP. Students are supported both in the mainstream school and in personalised and differentiated experiences in the SRP, tailored to their specific needs and abilities.
Students must…
- Must experience cognition and learning difficulties as a primary need on their EHCP contributing to moderate learning difficulties.
- Must be learning up to approximately 3 years below their age-related peers, for example in Year 7 a student might be working at Year 4 expectations. They must
be working no more than 4 years below national expectation upon entry to ensure they are able to access a differentiated mainstream curriculum.
- Must be able to demonstrate the ability to carry out some work and tasks independently.
- Must be deemed capable of accessing aspects of the KS3 national curriculum with the appropriate level of support, and be on track to achieve some Entry Level 1 and Level 1 qualifications at KS4.
- Must not exhibit patterns of complex or challenging behaviours that will impact on the rest of the cohort and jeopardise the safety, security and learning of other students.
- Must not present with severe levels of combined difficulties e.g. sensory impairment, medical needs, neurological needs, physical or emotional behavioural difficulties, language disorders and/or severe communication and interaction difficulties (Autistic Spectrum Condition), which combined create significant new needs over and above those created by the child’s
moderate learning difficulties.
- Must not have needs that are incompatible with the age, aptitude or ability of other children already in the school (e.g. complex needs or severe learning difficulties) that would therefore put the provision of efficient education to the rest of the student body at risk.
Other documentation required
- Evidence of needs linked to cognition and learning
- Most recent Annual Review
- Other professional advice where appropriate (less than 12 months old) e.g. Educational Psychologist (EP) reports, Speech and Language Therapist Report (SaLT), Children and Adolescent Mental Health Service (CAMHS).
It is essential that the curriculum on offer at Leigh Academy Rainham meets the needs of all students and that all elements of the EHCP can be delivered. In order to facilitate efficiency of learning, there should be an appropriate peer group and a vacancy in the Year Group.
During the admissions and selection process, a student’s individual needs are evaluated alongside the needs of existing students in the academy. This is to ensure that high standards of curriculum provision, pastoral/medical care and other additional support can be maintained.
Assessment of student needs on entry
An holistic assessment is made of all new students’ needs by the academy’s own
Inclusion Team and is based on:
- Full receipt of previous school information (School Reports / Annual Reviews / Ed. Psych & Medical Reports, OT/SaLT reports, etc.).
- Classroom observation, where appropriate.
- Transition visits, tours and/or home visits with parents, where appropriate.
- Full review of all documentation to evidence suitability of transfer.
- The level of funding from referring LA to ensure continuity of provision.
Admissions Process
Admissions will take place mainly during the primary to secondary phase transfer period, but also as appropriate at the point of annual review or as part of the statutory EHCP process of individual children. Most referrals will originate from Year 5 Annual Reviews.
Any in-year relocation proposals resulting from annual reviews will be considered by Medway Local Authority who will refer to the Academy for consultation. Referrals will be considered only on the basis of the SRP criteria outlined above,
and not on any other circumstances (including their current/prior school/ academy).
Admission of children and young people will be managed through the standard in-house SEND processes and within the agreed admission arrangements established between Medway Local Authority and the Principal. Parents/ Carers are encouraged to make a visit to the academy at one of the identified parent events or by booking a tour through the inclusion team. Medway LA will need to be contacted by other referring LAs for their approval to consider placement in the SRP first due to the places being commissioned and funded by Medway LA.
When identifying a SRP for a child whose application has met the admissions criteria, the Local Authority will consider:
- Current year group vacancies
- Parental preference
- Distance from home address to the SRP.
The referring Local Authority will provide the current EHCP, Educational Psychologist reports/medical reports, Annual Review paperwork and other relevant documentation (as appropriate). This detail will be reviewed by the Principal and SENCO to identify suitability for consideration of a placement at the Academy, as well as identifying if a place is available. Staff from Leigh Academy Rainham may visit the home or school in order to observe the child in the classroom and liaise with staff who have knowledge of the child, as appropriate to inform their decision making.
Accepting or Refusing Places and Appeals Procedure
Accepting places
If it is agreed that a placement is possible, the Principal will inform the Medway Local Authority in writing to outline the offer, detailing if a transition plan would be needed. A response will be given to Medway within 15 days of receipt of the referral papers.
Medway LA will need to be contacted by other referring LAs for their approval to consider placement in the SRP first due to the places being commissioned and funded by Medway LA. If requested, key staff from Leigh Academy will attend an Annual Review at the young person’s existing school.
Refusing places
If the Principal and SENCO agree the Academy cannot meet the child/young person’s needs, the authority is advised of the reasons for this decision in a form that can be shared with parents. If the placement is not deemed suitable, the referring LA will be informed in writing within 15 days of the receipt of the referral papers. Should the LA opt to ignore the response of the Academy and name Leigh Academy Rainham on a child’s EHCP in Section I, steps will be taken to challenge the decision. This may include an appeal to the Secretary of State.
The Meegan Centre will not admit students who would compromise the health and safety of the students and/ or staff within the Academy, or those who would compromise or disrupt the education of students already in attendance.
Appeals Procedure
Appeals will be considered in accordance with the requirements of the School Admission Appeals Code in that they will, in the first instance, be heard by the First-Tier Tribunal.
The Local Authority must notify the child’s parent or the young person of their right to appeal to the Tribunal and the time limit for doing so, of the requirement for them to consider mediation should they wish to appeal, and the availability of information, advice and support and disagreement resolution services. The Local Authority should notify the child’s parent or the young person how they can appeal the school placement provision in the EHC plan.
