Admissions

Admission Guidance

DFE age range: 7-19. Primary need: Learning Difficulties

Typical levels of triangulated functioning:

A cognitive profile at or below 2nd percentile
Attainment in the core subjects will be significantly below chronological age expectations (at least four years behind, but no more than 6 years below their peers)
For Year 3 children, they will be independently functioning below pre-key-stage standard 3 (working within the EYFS curriculum) significantly below half chronological age, for example, children ‘by the end of Y2, children will be working within 30-36m range
For Year 4 children, they will be independently functioning below pre-key-stage standard 4 significantly below half chronological age within cognition & learning, for example by the end of year 3 children will be working within 36-42m range
At the Year 5 Annual Review, Teacher Assessment will be predominantly between within pre-key stage Standard 3 and within pre-key-stage Standard 5 children will be working at or below year 1 age related national curriculum expectations and/or standardised attainment assessments and cognitive ability at or below 2nd percentile
For Key Stage 3/4 children attainment in the core subjects will be significantly below chronological age expectations (at least four years behind their peers) standardised attainment assessments and cognitive ability at or below 2nd percentile
Post 16 students will be working at Entry level 1-3

Applying for a place at a special school is a process and has input from many professionals.

Sometimes it can seem confusing, so this step-by-step guide is designed to help you understand the steps necessary to ensure that the right setting is chosen for your child.

To attend any special school a child must have an Education, Health & Care Plan. This document details your child's educational and medical needs that will impact their access and needs within an educational setting. Each plan will have a school named on it, the agreed provisional setting your child attends or is expected to attend. Sometimes the school a child is currently attending is not best equipped to meet the child's needs and it is agreed by yourself and the current school that they need a change of school placement.

Step 1 Discuss with your child's current school that you are considering a change of school placement.

Step 2 Does your child meet the criteria for a Special School Placement. Students should be working within our admissions guidance in most areas as outlined below.

Step 3 Call the school office on 01733 568058 to book a place on a prospective parents’ tour, this is an opportunity to look around and get a feel for our school and our ethos.

Step 4 Discuss with your present school that you wish to seek a place at Marshfields School.

The present school will need to call for an EHCP review with a view to seek an alternative school placement.

The current school or you can contact the Statutory assessment and Monitoring Service (SAM) 01733 863733 or email them at SENTeam@peterborough.gov.uk to attend the review and discuss the reasons for requesting a special school place, as well as your preferred school.

What happens next?

The Local Authority is responsible for the final decision to place a child or young person in a special school. A SEND panel with multi-professional membership considers individual children or young people with an Education Health and Care Plan (EHCP) where a special school placement is requested and advises the Local Authority.

If agreed that a special school is appropriate panel will consult with schools on your behalf. Schools have 14 days to respond to a consult before it returns to panel for their final decision.

Further Support SENDIASS Peterborough & Cambridgeshire

Telephone: 0300 365 1020
Email: sendiass@peterborough.gov.uk