Registration and Admissions
The School has a well developed process of admission designed to select pupils whose primary needs encompass either or both dyslexia and dyspraxia or pupils who require a small, nurturing environment; these criteria form the basis of the selection process. With co-morbidity, we may accept pupils with similar SpLDs who would benefit from the practices of teachers with a dyslexia specialism. The nature of our provision and pupil support structure means that we are unable to accept pupils with behavioural difficulties. The admissions process operates thereafter on a first come first served basis. All selections are made in adherence to the school’s Policy on Equality of Opportunity for all which has been updated following the Equality Act 2010.
Admission to the school is from Year 5 or Year 7. The school operates a waiting list for admissions into years 6 through 10. It is the school’s policy not to admit children into year 11.
Under the Education Act 1996 s.347 the school is approved by the Secretary of State as suitable for the admission of children for the admission of children for whom statements are maintained under s.324 of the Act. The proportion of children funded by their LA via a Statement varies year to year but has been roughly 75% for the last 3 years.
The Moat School will consider a pupil for placement outside of their chronological age group if there exists compelling educational or social reasons for so doing.
If you wish to register your child for a place at The Moat School please complete the Registration Form and return it together with the registration fee of £195 to The Moat School, Bishop’s Avenue, Fulham, London, SW6 6EG. Cheques are made payable to The Moat School.
The Moat School Fees for the Academic Year 2017/2018
Registration Fee: £195
£7,150 per term (Year 5/6)
£9,810 per term (Upper school)
Open Days and Evenings
Each term the school holds two Open Days where prospective parents and associated professionals are welcomed. Tours of the school take place in small groups, escorted by current pupils, these provide an opportunity to see teaching and learning in action. There is an opportunity to meet with the Head and the Senior staff in an informal setting on concluding the tour.
The representative of the pupil makes contact with the school. (Parent, primary school or LA SEN team may be the first point of contact)
The Admissions Manager will answer initial enquiries about the nature of the school’s specialism, facilities, curriculum and ethos.
If the representative is satisfied that the school may be an appropriate placement then the Admissions Manger requests that diagnostic paperwork, including a current EP report (not more than two year old), additional educational information and a recent school report, are submitted to the school. Initially the paperwork is viewed by the SENCo or Deputy Head and if it is felt that the school will be able to meet the pupils’ needs then then the pupil and pupils’ representative will be invited to visit the school.
During the visit, the Head meets the pupil’s representatives with or without the prospective pupil to discuss the pupil’s educational history, cognitive profile and the provision offered by The Moat.
The pupil may then be invited for two ‘Acquaint Days’ at which point the pupil will be invited to join an age appropriate teaching group and participate in two school days. The class teachers set a number of tasks to establish the pupil’s current level of functioning in a variety of subjects including Mathematics and English (including literacy). The aim of the days is to establish a greater understanding of pupil’s functional skills and the potential they have to progress in the specialised educational setting provided at The Moat.
On the Acquaint days the SaLTs and a Specialist Teacher meet the pupil in a 1:1 environment to carry out a low impact Speech and Language and Literacy screening. This does not form a formal diagnostic assessment for general release but takes place to corroborate or enhance the current diagnostic information available. If the pupil has OT needs outlined in any professional reports, an informal OT assessment will be carried out by the OT. All staff who have contact with the prospective pupil during the day then feedback to the Head about the child’s performance throughout the days, including behaviour and interaction with other pupils.
After the acquaint days the reports from the day along with diagnostic paperwork are further scrutinised by members of the Admissions Committee (Head, Speech and Language Therapists, Deputy, Head’s PA, SENCo, OT). Further information or confirmations of reports may be sought or requested by the school at any stage of the process.
The Head confers with members of the Admissions Committee to make a decision on whether The Moat provision is suitable and can meet the child’s educational needs.
A letter confirming acceptance or expressing inability to provide a suitable educational setting is written by the Head and sent to the pupil’s representative/s. Appropriate notification is made to the LA concerned when the child is accepted (or a child is removed) outside not standard transitions.
For new Year 5 and Year 7 pupils, an induction day is held towards the end of the Summer Term each year. A transition booklet is sent to the current school and parents of pupils diagnosed with ASD prior to this day. The transition booklet is used as an activity with all new pupils on this day.
In some cases, a review meeting will be held within three months of admission to discuss evidence of integration and progress to ensure the school is able to meet the needs of the child.
A pupil is not advantaged or disadvantaged in receiving the offer of a place by the possession of a Statement of Special Education Needs or Education Health and Care Plan.
Time limitations do exist in respect of accepting places at the school but these may be negotiated with the Head.
Due to the nature of teaching and learning at the Moat school, pupils with English as Additional Language (EAL) are required to be fluent in English.