A welcoming community, growing and learning together.

West Acton Primary School, Noel Road, London W3 0JL

admin@west-acton.ealing.sch.uk

02089923144

Admissions

When a child has an Education Health Care Plan, parents and the SEND Team at Ealing may decide that the best provision for that child is a specialist provision.

In Ealing, we have a number of Additionally Resourced Provisions (ARPS) and Special schools. 

West Acton Primary School has a recently opened ARP which provides a specialist setting which includes some mainstream integration. We are currently  open to pupils from Reception to Year 3.

Applications are received from the SEND Team at Ealing and are then reviewed by our ARP Team in conjunction with our admissions criteria and spaces.

If we are able to meet a child's needs we inform the SEND Team who then start the admissions process.

We have a clear transition process where we get to know you and your child in order to make the change in setting as successful as possible. This process includes:

  • Visiting your child's current education setting
  • Inviting you and your child to visit our school
  • A Home visit to get to know staff
  • A settling in book so your child becomes familiar with staff and the new environment
  • Pre-visits with you so that your child gets used to the environment 
  • A settling in timetable to build up time spent in school. The speed of this towards full-time school very much depends on each individual child and how they are settling

 

If you have any queries, please contact the school and a member of staff will get back to you.

 

Admissions Criteria

Our ARP (Woodlands) is a specialist provision for pupils with communication needs including autism and pupils with additional learning needs. All pupils will have a planned and phased increase into

mainstream classes. 

 

Communication and Interaction

This includes pupils with significant speech and language and communication difficulties and/or high anxiety levels requiring some small group teaching, specific interventions, modified environments with fewer distractions, a fully differentiated curriculum and therapy input. These pupils may have autistic behaviours which significantly affect their development and learning.

Cognition and Learning

This includes pupils who may be under-functioning in certain areas due to their learning style. Their cognitive abilities would be in the mild learning difficulties to average and above average range. These pupils may have an uneven profile of development. Their learning difficulties require small group teaching, specific interventions, modified environments, a fully differentiated curriculum and therapy input.

Social, Emotional and Mental Health

This includes pupils who may have behaviours associated with significant and complex learning difficulties, requiring small group teaching, specific interventions, modified environments, a fully differentiated curriculum and therapy input. Pupils may have behaviours associated with autistic spectrum disorders; self-directed, restricted interests, and/or sensory issues, and/or high anxiety levels. 

Sensory and/or Physical

This includes pupils with sensory issues and/ or difficulties with co-ordination and /or motor skills. 

 

During an annual review, pupils access to mainstream integration will be discussed in line with the entry and exit criteria.

Exit Criteria

  • Significant progress in learning and achieving at levels in line with their mainstream peers with limited adult support
  • Interacts confidently with peers and has developed appropriate social, emotional and communication skills to make and sustain good relations and friendships 
  • Self-motivated and less dependent on adult support for learning 
  • Well prepared for integration into the next setting through personalised planning
  • Has the confidence, skills and intellectual social maturity to learn with lower levels of additional support 
  • Significant changes in special education needs and the provision are required to achieve outcomes and continue to make progress
  • Widening gap between pupil and mainstream peers affects outcomes of integration
  • Annual review identifies needs and outcomes outside of thresholds of placement and LA decides that current placement is no longer suitable