Our school is an academy within Tudhoe Learning Trust. The Trust is the Admissions Authority for all schools within the Trust and has determined to operate admissions on the same basis as that used by Durham Local Authority.
South Hetton Primary operates within an equal preference scheme and welcomes all children.
Please refer to the Durham County Council brochure for information regarding admission procedures for your child
Special Educational Needs and Disabilities (SEND)
Here at South Hetton Primary School we take pride in being very inclusive and we will endeavour to provide support to every individual. Normal admission procedures apply, however, where a Special Educational Need, Disability or Looked After Child is identified, the school would work with parents/carers and other agencies involved to ensure that appropriate provision could be provided.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.
Arrangements For The Admission Of Pupils With Disabilities
The admission of pupils with disabilities is considered in the first instance in the same way as non-disabled pupils. Further considerations are made in the light of need and accessibility and the school would work with parents/carers and other agencies involved to ensure that appropriate provision could be provided. It is the school policy to accommodate pupils with disabilities should parents wish and individual needs are planned for to prevent any pupils with disabilities being treated less favourably than other pupils.
In practice, we ensure that classroom and extra curricular activities encourage the participation of all pupils, including those categorised as having Special Educational Needs and Disabilities. Staff organise human and physical resources within the school to increase access to learning and participation by all pupils.
Existing facilities provided to assist access to the school by pupils with disabilities:
- Wheelchair access onto school grounds via Frederick Terrace gate and staff car park has disabled parking bay and dropped kerb.
- Wheelchair access into the school at all entrances, and all rooms.
- Carpeted classrooms to aid hearing impaired pupils’ learning.
- Exterior lighting to improve evening access.
- Routes to the main entrance are clearly signed and free from obstructions
- Disabled toilet
- Single storey building
Further details on accessibility can be found in the Accessibility Plan
Applying for a school place if your child has an Education, Health and Care Plan or a Statement of SEN
Children and young people with an Education, Health and Care Plan (or Statement of Special Education Needs) follow a different admission and transfer process for a new school. Please continue to complete Durham County Council’s parental preference form, as part of the admission process to a new school. You continue to have a right to request a particular school and this will be considered alongside the information that we have about your child’s special educational needs. The information would have been provided as part of the Education, Health and Care assessment or following the review meeting.
Early Years Foundation Stage Entry
All new Reception children are admitted annually into school in September. Transition arrangements begin in July each year with children having the opportunity to spend time in their new classroom with peers and staff; as well as to stay for a school lunch. Staff will focus transition work on settling children into their new environment and giving children the opportunity to get to know their class group in advance of the start of the academic year.
Looked After Children
Provision for Looked after Children is managed within the school in partnership with appropriate external agencies and the Virtual School Service. Outcomes for their provision can be linked to outcomes on their PEP plan and this is funded through the use of Pupil Premium expenditure.
Children who are ‘Looked After’ by the local authority (in care) are monitored and supported by the Headteacher, the designated safeguarding team, the SENCo and teaching staff. Provision, additional resources, teaching approaches and outcomes are assessed regularly to ensure that these vulnerable children are happy, feel safe and secure and are able to make progress.