Winterbourne Academy Area Of Prime Responsibility Assignment

Design and Technology

UCAS CODE SUBJECT 2018-19 2NQX

Why train with us?

The Concorde Partnership is able to provide a unique learning experience, which will provide diverse opportunities through school-based training, whilst also offering links to the expertise of the University of the West of England for aspects of the core teacher training programme. You will be part of a cohort of up to 50 PGCE students training for Primary Teaching and, at Secondary, in Product Design/Design Technology, Mathematics, English, History, Geography, Physical Education, Modern Languages, Art and Design, Computer Science, Chemistry, Biology and Physics.

The Concorde Partnership is geographically the closest group of providers of secondary education to the University of the West of England. This enables trainees to benefit from the learning facilities at the university, whilst having ease of access to the teaching facilities in the schools and college. The Concorde Partnership is based on shared 14-19 education between 6 local institutions with a common vision and approach. There is diversity in the providers and the courses they offer.

The mentors for the PGCE programme will be based at Abbeywood Community School, Bradley Stoke Community School, Bristol Technology and Engineering Academy, Winterbourne International Academy and Patchway Community College where they teach for most of the week. As such, there are expert practitioners who will support trainees in becoming members of the teaching teams in the schools during the year. Many of the teaching staff have been mentors for PGCE students over many years and are confident and skilled in school-based aspects of the training programme. The lead tutor has taught in a number of schools across the region and country and is a recently retired Headteacher; she has years of experience with PGCE programmes in a range of iterations.

The programme will offer exposure to a number of different settings, with placements in two different schools, in addition to training time at UWE.

Bradley Stoke Community School (Olympus Academy Trust, OAT) is the lead school for our local Teaching School Alliance (alongside Castle School Education Trust, CSET). OAT and CSET will work closely together during 17-18 in order that an even broader number of school may be used for training placements in 18-19. The secondary schools for CSET are The Castle School, Thornbury, Marlwood School, Downend School and Mangotsfield School. These are still very local to the Concorde Partnership Schools and UWE.

Both OAT and CSET have primary as well as secondary schools in their trusts.

About the Partnership

The Concorde Partnership is based on shared 14-19 education between 6 local institutions with a common vision and approach:

The Olympus Academy Trust has 2 good secondary schools, Abbeywood Community School and Bradley Stoke Community School. Abbeywood, Winterbourne International Academy and Bradley Stoke Community Schools are in brand new buildings with purpose-built facilities. Patchway Community College is in older buildings and well established in the local area.

South Gloucestershire and Stroud College has hubs in Filton and Stroud and is principally a provider of Post 16 education but is also responsible for a brand new UTC (University Technology College specialist 14-19 provider) which is about to be built in Berkeley, north of Bristol, and which will require specialist STEM teachers when it opens. It was recently judged to be good with outstanding aspects.

Bristol Technology and Engineering Academy is an UTC and opened in 2013. It provides an engineering-based curriculum for 14-19 year olds who join from schools across the West of England. It is in new, purpose-built specialist facilities adjacent to Abbeywood Community School and South Gloucestershire and Stroud College's Stoke Gifford campus. It was judged to be providing a good education at its first inspection.

The member institutions of the Concorde Partnership are all within 3 miles of one another and are fully committed to working in partnership together and all very close to UWE’s Frenchay campus. Students have the opportunity to study in other centres from age 14 and in some cases courses are shared between institutions with teaching taking place in 2 centres. This requires planning and collaboration. Trainees will get access to this level of partnership working and the diversity of learning that it can provide.

www.abbeywoodschool.com

www.bradleystokecs.org.uk

www.sgscol.ac.uk

www.bteacademy.co.uk

www.patchwaycc.com

http://www.trfwia.org.uk   (Winterbourne)

Accommodation

We are unable to provide accommodation

Child Care Facilities

We are unable to provide child care facilities but may be able to signpost towards local provision.

Disability Access

We are able to provide full access and support for disabilities - please ask for further information.

Public Transport

There are good public transport links around our centres and they are close together. Further information can be provided on request. Maps are available on the institution websites.

Special Features

There will be an opportunity to spend time in a primary school and some trainees may also visit other institutions, such as special schools or colleges of further education. We have a UTC (specialist engineering centre) in our partnership which will appeal to some trainees for a placement.

Student Facilities

We are very close to the University of the West of England and within easy reach of Bristol city centre. Trainees will have access to study facilities at the university.

 Study Facilities

There will be space for trainees to study within a school setting and all trainees will also have access to the library at the university which is close at hand. Much of the training time will be spent in the specialist areas in the schools.

Where to Find Us

We are very close to the University of the West of England and all our centres are within 3 miles of one another. Maps and directions are available on each centre's website.

About this Training Programme

The Secondary School Direct Postgraduate Certificate in Education is a one academic year (37-week) course that trains graduates to be secondary school teachers. The PGCE programme has been designed to train teachers for the full secondary age phase (11-18).

You are assessed against the standards for Qualified Teacher Status (QTS) in two key stages, normally KS3 and KS4. Additionally you will be given the opportunity to engage in some observation and teaching at Post 16 in AS/A2 (the schools offer a range of courses at Post 16) and also in primary settings, if that interests you. In the lead schools and some of the placement schools, the emphasis is on Product Design rather than Design and Technology but with the same skills base.

The Design and Technology/Product Design course trains graduates to be secondary school teachers of Design and Technology in all four main specialist areas: Food Technology, Resistant Materials, Electronics and Control and Textiles. You will also be trained in a second specialist area to teach at Key Stage 3 only.

Design and Technology has the potential to be the most exciting subject on the school curriculum for students. Where else do young people get to design and make things they can wear or eat or use to improve their own lives and the lives of others? Where else can they prepare for life in the 21st century, become discriminating users of products and begin the development of their understanding of the new technologies that may just change our world for the better in the future?

The course offers an exciting and developmental model of training to teach Design and Technology with an emphasis on developing your professional competence alongside ensuring a high level of knowledge, skills and understanding in your chosen subject specialist areas. This is also underpinned by a clear understanding of the philosophy of teaching Design and Technology across the subject specialist areas and supported by work with young people in classrooms, workshops and other specialist rooms.

 

We find that many applicants wishing to teach D&T have a very specialist knowledge from their degree and so almost all attend a Subject Knowledge Enhancement course before starting their PGCE.  We deliver this at the Concorde Partnership as an 8 week course in June-July before you begin your training. This course usually attracts funding for the fees and a bursary to cover licing costs while completing the course. Please discuss your needs with Jenny Sutton Kirby (jenny.suttonkirby@olympustrust.co.uk).

As a secondary school teacher, it is essential that you acquire skills to make your subject relevant to and interesting for all students and have an empathy for students who may find your subject difficult to learn and apply as well as having the skills to challenge the most able.

The course offers an exciting and developmental model of training to teach with an emphasis on developing your professional competence alongside ensuring a high level of knowledge, skills and understanding. This is also underpinned by a clear understanding of the philosophy of teaching across the age and ability range.

The course is just the beginning of what we hope will be a process of continual professional development throughout a challenging and rewarding career

The Aims of the Programme

We will support you in becoming a confident, competent, creative and effective teacher in secondary schools; you will develop your practical knowledge and theoretical understanding to successfully work with secondary school children. We will enable you to continue your professional development in order that you can become an innovator, capable of active involvement in the future evolution of the subject.

The course will train you to teach your chosen subject to all abilities and ages in the Secondary Phase.

  • You will develop your understanding of the curriculum through practical workshops and activities.
  • You will learn how to plan, prepare and teach effective and successful lessons with practical teaching experience in at least two secondary schools or colleges.
  • You will be trained in all essential Health and Safety aspects to ensure your practice will keep young people safe while they enjoy their learning.
  • You will become competent in using ICT applications in your teaching.
  • You will be encouraged to work collaboratively and to share your knowledge, skills and understanding with other trainees through small group projects.

The course will train you to teach your chosen subject to all abilities and ages in the Secondary Phase.

  • You will develop your understanding of the curriculum through practical workshops and activities.
  • You will learn how to plan, prepare and teach effective and successful lessons with practical teaching experience in at least two secondary schools or colleges.
  • You will be trained in all essential Health and Safety aspects to ensure your practice will keep young people safe while they enjoy their learning.
  • You will become competent in using ICT applications in your teaching.
  • You will be encouraged to work collaboratively and to share your knowledge, skills and understanding with other trainees through small group projects.

The programme recognises that teaching children of secondary age is rewarding and challenging and aims to produce teachers who are creative, resourceful, reflective, and professional. Working alongside the UWE programme, you will develop the skills to succeed in contemporary classrooms demonstrating a capacity to be creative and innovative. You will be supported in acquiring the skills you need to teach the National Curriculum at KS3 and KS4 and examination courses at Post 16, linking in educational theory and research with your practical experiences. The course is designed to produce secondary teachers who are reflective practitioners and who are constantly learning, growing and questioning themselves.

You will spend the majority of your training based in two of our contrasting schools. In school you will work alongside class teachers and teaching assistants starting with observation in classes and working towards shared planning for learning. You will have two placements during which you will take on more of the teaching for small groups and whole classes.

Alongside your teaching placements you will complete assignments (under the aegis of UWE) for the academic aspects of the course (research, reflection etc.), some of which are completed at Master’s level, and collect evidence that you can meet the Teaching Standards. You will also attend Professional Development sessions which are delivered in school covering such generic topics as behaviour management, Special Education Needs and Disabilities (SEND), safeguarding, assessment and pedagogical theory. These sessions are often, but not always, conducted with the both the Primary and Secondary cohorts. Your subject knowledge training will take place at UWE alongside other trainees in your subject.

You will be encouraged to work collaboratively and to share your knowledge, skills and understanding with other trainees through small group projects.

If you need to boost your knowledge prior to the start of the PGCE there are Subject Knowledge Enhancement (SKE) courses in a range of subjects available in various locations around the country please speak to us about your requirements.

So, if you are enthusiastic about your subject and have a degree in a suitable specialism or significant experience in an appropriate field in the world of work, why not join a profession that offers a satisfying and exciting future?

So, if you are enthusiastic about your subject and have a degree in a suitable specialism or significant experience in an appropriate field in the world of work, why not join a profession that offers a satisfying and exciting future?

Study Time: Personal Support

Although we have links with UWE and for the accreditation for the programme and there will be academic support linked to that, the great advantage of training with the Concorde Partnership is that it is bespoke and focused on individual trainees as we will have a small cohort who will have a personalised training experience. Our feedback from previous cohorts emphasises their appreciation of working with a small and dedicated tutor team.

Assessment

In order to pass the course, trainees are required to pass each module. You are assessed on a number of written assignments and also on classroom practice against the standards specified by the Secretary of State for the award of Qualified Teacher Status (QTS).

Special Features: Placements

24 weeks are spent on placement: one placement during the autumn term until February and a further second placement from March until the summer.

As well as teaching, the programme includes contact time with tutors, directed study time and personal study time.

There will be an opportunity to spend time in a primary school and some trainees may also visit other institutions, such as special schools or colleges of further education.

Study facilities

There will be space for trainees to study within each school setting but all trainees will also have access to the library at the university which is close at hand. There is also a room set aside at BSCS for study. Much of your training time will be spent in the specialist subject areas in the schools.

Careers/Further Study

The Postgraduate Certificate in Education (PGCE) programmes now include 40 credits of assessment at Master's Level (Level M). If you opt not to attempt the requisite credit at Level M, a Professional Graduate Certificate in Education will be available as an alternative award.

For further information on your career in teaching, including salary scales and case studies of current trainee teachers, click here for more information.

Fees

The PGCE is financed as an undergraduate course with annual fees of £9,000

For funding options and bursaries, please see funding for PGCE students.

Entry Requirements

  • Degree (usually at 2:1 or above)
  • GCSE Maths, English at C grade or equivalent
  • Pass in the numeracy and literacy skills tests
  • Evidence of school experience
  • Good references
  • Satisfactory Health and Safeguarding (DBS) checks

Applicants normally have a good honours degree (normally 2:1 minimum) with at least 50 per cent in a related subject of your PGCE. There are opportunities in some subjects to attend a Subject Knowledge Enhancement course before starting your PGCE. If you need to boost your knowledge prior to the start of the PGCE there are Subject Knowledge Enhancement (SKE) courses are fully funded for some subjects. Please discuss your needs with Jenny Sutton Kirby (jenny.suttonkirby@olympustrust.co.uk).

Click here for a full list.

All applicants should also have GCSE grade C or above in mathematics and English language or equivalent. The English qualification MUST be in English as a first language. If you do not currently have these qualifications you may still apply to us but must have these in place before your commence the PGCE course.

You should be able to demonstrate recent experience of observing or supporting teaching in your subject area. This must be conducted in a comprehensive school (around 10 working days or two weeks equivalent within the last three years). However, getting school experience is sometimes quite difficult. The Concorde Partnership offers some School Experience Days through the year in both primary and secondary settings. Click here for details.

We operate this programme through the Get into Teaching School Experience Programme – you can sign up here. If you have significant experience working with young people in other fields, such as Duke of Edinburgh, Scouting, sports coaching etc. this will be of interest to us.

Please note that this course starts in late August with two induction days. We are unable to agree any requests for holiday due to the number of days required to complete the course.

You can apply through UCAS Teacher Training from October to start in 2018. There are a limited number of places for the programme, so you should apply as early as possible to give yourself the best chance of obtaining a place. We will close the course once we have filled all available places. . We will publish our dates for interview for each subject and ask that applications are completed on UCAS 2 weeks before these dates.

Please read through the UCAS Teacher Training pages carefully for guidance on how to apply. If you have any specific questions these should be directed to Jenny Sutton Kirby (jenny.suttonkirby@olympustrust.co.uk )

Additional Requirements

Applicants must pass an initial selection process and short-listed candidates will be invited for interview. All offers will be subject to satisfactory health checks.

Disclosure of Criminal Background

Applicants who are offered a place must undergo a Disclosure and Barring Service (DBS) check and will be required to complete a Disclosure Application Form. All information will be treated in confidence and only taken into account when absolutely necessary.

If you would like information regarding issues that could disqualify you from teaching training, please contact us on +44 (0)1454 868872 or contact Jenny Sutton Kirby on (jenny.suttonkirby@olympustrust.co.uk.

Department for Education Professional Skills Tests

All trainee teachers are required to pass skills tests in numeracy and literacy before they can be recommended for the award of qualified teacher status (QTS) and before starting their course. We recommend that you complete the skills tests in numeracy and literacy as soon as possible after you have submitted an application for an Initial Teacher Education programme. If practical, you should take these tests before any interview that you may be invited for, but if this is not possible, you should take them as soon as possible thereafter. If you have not passed the tests at the interview stage, any offer will be conditional until you have passed both tests. You will need to pass both tests by 30th June. Information about the tests can be found at The Department for Education.

Standards and Requirements

Following the review of Standards and Requirements for Initial Teacher Training (ITT) by the Secretary of State in 2012 (revised in June 2013), our full-time courses have been designed to be compliant with the latest standards and requirements.

Deferrals

The Department of Education is not able to approve deferrals under any circumstances. Applicants unable to start their programme during the year of application will be required to withdraw and re-apply the following year.

For Further Information

Telephone: +44 (0)1454 868872 E-mail: If you have any specific questions these should be directed to Jenny Sutton Kirby jenny.suttonkirby@olympustrust.co.uk

What We Are Looking For

We are looking for creative and dynamic individuals who can motivate and inspire young people. We are looking for ambitious trainee teachers who are passionate and enthusiastic about their chosen subject and have a desire to share that with young people of all abilities in the secondary age range. Resilience and determination, self-awareness and willingness to learn through success and mistakes are essential personal attributes for a career in teaching.

In your application you should demonstrate that you have had meaningful experience of working with young people of secondary age. For example, you may have been involved with some work with young people in previous jobs or on a voluntary basis. You may have direct experience in schools through visits which you have organised or through some other scheme, for example the School Experience Programme which the Concorde Partnership run through Bradley Stoke Community School. We will also expect you to be able to write in your application about what interests you in teaching, what you think you have to offer and what you think you have to learn. 

We will expect you to show a commitment to the subject you are applying for and demonstrate a suitable background experience in it. Your first degree needs to be in a relevant subject - for more details of this you should contact us if you are unsure of the suitability of the degree subject you have studied. We will expect you to have some basic ICT skills to build on but will not necessarily expect these to be directly linked to how ICT is used in teaching that will be part of your work on the programme. 

We expect applicants to come from a wide range of backgrounds and, therefore, with a wide range of skills. This is a strength of the programme as it allows us to use your differences so that you can learn from one another. Some trainee teachers will be coming straight from a first degree, some will be making a fairly early career change, some will be returning to study and work after spending time bringing up children and some will be changing career later in life. All are very welcome and we believe our School Direct Programme is enriched by this variety. 

How We Select Our Trainees

How to Apply

You can apply through UCAS Teacher Training in October to start in 2018. There are a limited number of places for the programme, so you should apply as early as possible to give yourself the best chance of obtaining a place. We will close the course once we have filled all available places. We will publish our dates for interview for each subject and ask that applications are completed on UCAS 2 weeks before these dates. Click here to visit the site.

Please read through the UCAS Teacher Training pages carefully for guidance on how to apply.

The Selection Process

Applicants must pass an initial selection process based on your UCAS application. Short-listed candidates will be invited for interview, which may include some observed activities in the classroom, planning and discussion activities and a formal interview. All offers will be subject to satisfactory safeguarding and health checks.

Procedure for admitting students to the federation

Admission number

The Ridings’ Federation of Academies Trust has the following agreed admission numbers for the Winterbourne International Academy, subject to any changes approved or required by the Secretary of State, for subsequent years:

a) 300 for students in Year

b) The Ridings’ Federation Winterbourne International Academy will admit students from other schools at age 16 and as such an admission number will be required. Students already at the academy have an automatic entitlement to enter the sixth form providing they meet the entry requirements.

The minimum number of external candidates admitted to The Ridings’ Federation Winterbourne International Academy sixth form is one. This constitutes the sixth form admission number.

The Ridings’ Federation Winterbourne International Academy has an anticipated sixth form roll of 380 students.

The Ridings’ Federation of Academies Trust has the following agreed admission numbers for the Ridings’ Federation Yate Academy, subject to any changes approved or required by the Secretary of State, for subsequent years:

a) The academy has an agreed year group size of 150, with an external admission number of 90. The total year group size of 150 will include students who transfer automatically from the academy’s Year 6. If fewer than 60 students transfer from Year 6, the academy will admit over the external admission number up to the overall size of the Year 7 group of 150.

b) The Ridings’ Federation Yate Academy will operate a sixth form for a total of 150 students. 150 places overall will be available in Years 12 and 13. The admission number for Year 12 is one. This is the number of places which will be offered on an annual basis to eligible external applicants after transfer of existing Yate International Academy. Additional external pupils will be admitted until the sixth form provision meets its capacity of 150 students with the necessary entry requirements.

Process of application

Arrangements for applications for places at the Federation will be made in accordance with South Gloucestershire Council’s co-ordinated admission arrangements and will be made on the common application form provided by the applicant’s home authority and administered by South Gloucestershire Council.

The Ridings’ Federation of Academies Trust will use the following timetable for applications to the Federation each year (exact dates within the months may vary from year to year) which, whenever possible, will fit in with the common timetable agreed by South Gloucestershire Council.

a) By September – The Ridings’ Federation of Academies Trust will publish in its prospectus information about the arrangements for admission, including over-subscription criteria, for the following September (e.g. in September 2018 for admission in September 2019). This will include details of open evenings and other opportunities for prospective students and their parents/carers to visit the academy. The Ridings’ Federation of Academies Trust will also provide information in relation to the Academies to South Gloucestershire Council for inclusion in the composite prospectus, as required

b) September/October – The Ridings’ Federation of Academies Trust will provide opportunities for parents/carers to visit either academy

c) October/November – Common application form to be completed and returned to the home authority. Where the home authority is not South Gloucestershire Council, the home authority will pass on the details to South Gloucestershire Council to administer

d) South Gloucestershire Council sends lists of applications to The Ridings’ Federation

e) February – South Gloucestershire Council applies agreed scheme to all applications. Where an individual academy is over-subscribed, South Gloucestershire Council will use the agreed over-subscription criteria to determine which students will be offered places at the individual academy

f) 1 March 2018 offers made to parents/carers

Consideration of applications

The Ridings’ Federation of Academies Trust will consider all applications for places at its Academies. Where fewer applications than the published admission number(s) for the relevant year groups are received, The Ridings; Federation of Academies Trust will offer places at the respective academy to all those who have applied.

Procedures where an academy is over-subscribed

Admission year 7

Where the number of applications for admission to each academy is greater than the published admission number, applications will be considered against the criteria set out below. After the admission of students with Statements of Special Educational Needs where one of the Academies in The Ridings’ Federation of Academies is named on the statement, or an Education, Health and Care Plan and after the admission of any Year 6 student with the right to transfer to a secondary phase without further application (Yate International Academy only), the criteria will be applied in the order in which they are set out below:

1. Children in public care or previously in public care*

Children in public care are those in the care of a local authority or being provided with accommodation by a local authority within the meaning of Section 22 of the Children Act 1989.

Children previously in public care are those who were looked after, but ceased to be so because they were adopted1, or become subject to a residence order2, or a special guardianship order3.

*     Documentation will need to be provided to The Ridings’ Federation of Academies as proof of care status.

  1. Under the terms of the Adoption Act 1976 and the Adoption and Children Act 2002
  2. Under the terms of the Children Act 1989 and the Children and Families Act 2014.
  3. Section 14A of the Children Act 1989

2. Local siblings:  Children are defined as local siblings if: 

  • they live within the APR; or,
  • where there is no APR, local siblings will be deemed to be those living up to a maximum of two miles from the academy by straight line measurement; or,
  • where the distance is over two miles but the academy school is still the nearest school;

AND

  • they are full or half brother or sister; or
  • they are adoptive brother or sister; or
  • they are children of the same household;

AND

  • the older sibling is already in attendance at the academy and will be in attendance in September 2018 (statutory school age only).

Please note that the offer of a place at any particular school does not guarantee an offer of a place for a sibling at a later date. Different authorities will vary in the priority that they give to siblings. You will need to consult the relevant admission authority for further advice, i.e. where an admission authority serves an Area of Prime Responsibility, only children who live within the Area of Prime Responsibility will be afforded priority of admission under the local sibling criterion.

3. Geographical considerations: Priority will be given to those children who live within the Area of Prime Responsibility for the academy. Where a school also has a First Area of Responsibility, children living in the area will be given the highest priority.

If in any year there are more children living within the Area of Prime Responsibility than the number of places available at the academy, priority will be given to those children who live closest to the academy.  In determining which applicants live closest to the academy, distances from home to academy will be measured in a straight line between the address point of the child’s home and a central point within the main academy building (using South Gloucestershire Council’s computerised mapping system).

After places have been allocated from within the Area of Prime Responsibility, any remaining places will be allocated to those children who live closest to the academy. In determining which applicants live closest to the academy, distances from home to academy will be measured in a straight line between the address point of the child’s home and a central point within the main academy building (using South Gloucestershire Council’s computerised mapping system).

Area of Prime Responsibility: An indicative map showing details of the Area of Prime Responsibility can be found in this booklet.

4. Tie breaker: Lots will be drawn by a senior executive of The Ridings’ Federation of Academies who is independent of the admissions process.

Children of multiple births

Whenever possible, South Gloucestershire Council will endeavour to place children of multiple births in the same school within the places available.  However, where the last child to qualify for a place is a twin or child of multiple birth, the place will be offered to one child and the other child/ children considered under the admission criteria but normally admitted.

Admission – post 16 admission

The Ridings’ Federation of Academies Trust will publish specific criteria in relation to minimum academic entrance requirements for admission to the post 16 provision. These criteria are the same for internal and external transfers. These criteria will be published annually in the local authority’s post 16 area prospectus and in the academy’s own prospectus.

Where the number of applications exceeds the number of post 16 places available and after the admission of students with Statements of Special Educational Needs where one of The Ridings’ Federation Academies is named on the statement, or an Education, Health and Care Plan, the criteria will be applied in the order in which they are set out as detailed for admission to Year 7.

Documentary evidence

In fairness to all parents/carers, The Ridings’ Federation of Academies reserves the right to require documentary evidence in support of the application. For example, evidence of a child’s date of birth, parent/carer responsibility, the validity of a family address and, if this is not produced, The Ridings’ Federation of Academies Trust reserves the right to make its own enquiries. Examples of evidence which may be requested include a birth certificate, a copy of a court order, a solicitor’s letter confirming exchange of contracts (and completion date on a new property), a rental agreement, a letter from an employer, a solicitor’s letter confirming residency, a letter from a bank or building society, a child benefit book or evidence of the child’s residency.

Withdrawing offers

Once the offer of a place has been made, The Ridings’ Federation of Academies may withdraw this but only in very limited circumstances, for example:

  • where the application was fraudulent or intentionally misleading; or
  • where a parent/carer has not responded to the offer within a reasonable time

There will be a right of appeal to an independent appeal panel for internal students refused transfer and external applicants refused admission.

Operation of waiting lists

Subject to any provisions regarding waiting lists in South Gloucestershire Council’s co-ordinated admission scheme, each academy will operate a waiting list (for each year group). Where in any year either academy receives more applications for places than there are places available, a waiting list will operate. This will be maintained by The Ridings’ Federation of Academies Trust and it will be open to any parent/carer to ask for his or her child’s name to be placed on the waiting list, following an unsuccessful application.

Children’s position on the waiting list will be determined solely in accordance with the over-subscription criteria set out above. Where places become vacant they will be allocated to children on the waiting list in accordance with the over-subscription criteria.

Arrangements for admitting students to other year groups, including to replace any students who have left The Ridings’ Federation of Academies

Subject to any provisions in South Gloucestershire Council’s co-ordinated admission arrangements relating to applications submitted for years other than the normal year of entry, The Ridings’ Federation of Academies Trust will consider all such applications and if the year group applied for has a place available, admit the child unless one of the permitted reliefs apply. If more applications are received than there are places available, the relevant over-subscription criteria will apply. Parents/carers whose application is turned down shall be entitled to appeal.

Arrangements for admission of students as The Ridings’ Federation of Academies builds to its full capacity

The Federation opened on 1 September 2009 with a published admission number relating solely to students in Year 7 and, where relevant, Year 12.  Students in subsequent years will have been transferred automatically from the predecessor schools, The Ridings High School and King Edmund Community School, which closed on 31 August 2009.

There will be a right of appeal to an independent appeal panel for unsuccessful applicants.

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