At Ash Grove Primary Academy we are proud to offer a safe and nurturing environment where children are happy, confident and motivated to do their very best.
Trusting relationships are quickly formed to ensure children and parents feel supported and part of our committed team. Our ultimate aim is to provide excellent, high quality education and teach children to be resilient and aspirational individuals. Our local community shapes our vision and we strive to work together effectively. Partnerships with parents and carers are important to us with communication being the key to success.
Through thoughtful planning, activities are varied and offer enjoyable, key learning experiences. However, much learning derives from spontaneity and children’s own interests. We are a team of passionate professionals who care about individual needs and have the child’s voice at the heart of everything we do.
We guide children to be independent and inquisitive, to initiate their own learning, both in and outdoors, and thrive through our enriched curriculum. Adults support children as appropriate, providing rich experiences, extending learning and capturing magical moments.
Our exciting opportunities broaden knowledge, spark imagination and create awe and wonder moments. We believe in an early years curriculum that not only teaches new skills but provides children with long lasting memories. When it comes to learning, we want children to be hooked and ask for more.
Early language and reading are at the heart of our curriculum. We explore new words daily and provide our children with a vocabulary rich environment. Key skills, including phonics and maths, are taught discretely on a daily basis, as well as embedded into all areas of continuous provision. The seven areas of learning are carefully planned for, ensuring our environment offers cross curricular opportunities.
While learning through play, our children use a range of accessible resources; some of which offer familiarity, many creating challenge and some enhanced to promote current topics. Our areas of provision promote characteristics of effective learning such as negotiating and persevering.
Strong values underpin our ethos and daily practice, which ensure mutual respect and high expectations. Through regular routines and consistent approaches, our children know what to expect and never feel uneasy with new experiences. Together we agree our expectations and work collaboratively to make sure our classrooms are calm and organised.
At Ash Grove Primary Academy, our aim is to give children the best possible education. We care about the finer details; the whole child, individuality and different styles of learning. Children make progress and achieve well because we believe that anything is possible.
At Ash Grove we have adopted Wakefield’s Admissions Policy 2017-2018
We would like to draw your attention to the following elements:
4.1If the number of preferences received for a school does not exceed the Admission Number (45 in each year), all preferences will be met (see explanatory note 16.1).
4.2 All applications received will be considered in the following order:
- 1. applications received by the closing date in the normal admissions round:
- 2. for secondary applications the closing date is 31st October 2017; and
- 3. for primary applications the closing date is 16th January 2018.
- 4. for late applications received between the closing date for the normal admissions round and the end of the summer term the following dates will apply:
- 5. applications for secondary places received up to and including 23 November 2017 will be accepted as if they had been received by the closing date;
- 6. applications for primary places received up to and including 14 February 2018 will be accepted as if they had been received by the closing date.
4.3 Applications received after these dates will be regarded as late applications and will be considered after all applications received on time.
4.4 If there are more applications for admission to a school than there are places available, preference will be given in the following order:
- Children in public care (looked after children), or a child who was previously looked after or fostered under an arrangement made by the Local Authority (see note 16.5):
- 1. (i) Children who live in the school's catchment area, who have brothers and sisters attending the school at the time of admission (see explanatory note 16.4);
2. (ii) Other children who live in the school’s catchment area (see explanatory note16. 2);
(c) Children who have brothers or sisters in attendance at the school (see explanatory note 16.4);
- 1. Other children, with priority being given to those living nearest to the school.
4.5 In all categories “live” means the child’s permanent home address. A child is normally regarded as living with a parent or guardian and the LA will use the parent or guardian’s address for admission purposes. An applicant cannot lodge a child with a friend or relation in order to gain a place at a school.
4.6 In all categories, when decisions have to be made between children satisfying the same criterion, children living nearest to the school, measured as the crow flies, have priority. The distance measured will be from the central (centroid) point of the applicant’s property to the central (centroid) point of the school’s ground. Measurement will be made using the LA’s in-house admission system and mapping software.
4.7 Where there is more than one application from a postal address contained within a block of flats, places will be decided by random allocation.
4.8 If two or more pupils live equidistant from the school, the distance each pupil lives by road from the preferred school will be measured and the place offered to the pupil who lives nearest by this means. In the event of this being equal, places will then be decided by random allocation.
4.9 Where the admission of siblings from a multiple birth (eg twins, triplets) would cause the school to rise above its Planned Admission Number (PAN), all of the children from the multiple birth will be admitted.
4.10 In the case of infant classes, where the admission of the children from a multiple birth would result in the PAN rising above 30 (or multiples of 30), the additional child/children will be regarded as an ‘exception’ to the Infant Class Size legislation throughout the infant phase or until the number in the year group reduces to the PAN.
4.11 For admissions purposes only one address can be used as a child’s permanent address. Where a child resides with more than one parent/carer, at different addresses, the LA will use the preference expressed by the parent/carer at the address where the child lives the majority of the time during the school week as the main place of residence.
4.12 Children will be placed in the appropriate category depending upon their circumstances at the closing date for receiving applications for admission to school. Changes in address will be accepted in accordance with the provisions of the Secondary and Primary Co-ordination Schemes. In cases where there is an anticipated change in circumstances, documentary evidence will be required.
In the event of any category being over-subscribed, places will be offered in the order of priority (a)-(d) detailed above.
5. Children with a Statement of Special Educational Needs or Health and Care Plan
5.1 Children with a Statement of Special Educational Needs or Education, Health and Care Plan are dealt with under a different mechanism. Any child with a school named on their statement or Education, Health and Care Plan will automatically gain a place at the school named in the statement or Education, Health and Care Plan via the statementing process. Any child with a statement of special education needs or Education, Health and Care Plan who is admitted to a mainstream community/voluntary controlled school will be counted against that school’s admission number.
5.2 Special Educational Needs is a term used if a child has difficulty accessing the curriculum, which may mean that he/she may need to have some form of specialist provision made for them in order to learn. It may be a general learning difficulty, an emotional, behavioural, sensory or physical disability or it may be a difficulty related to communication or speech and language. Further information can be obtained from Special Educational Needs Assessment and Review Team or Parent Partnership.