Admissions & Equality

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Admission Numbers

The John Wesley CEMP is a Voluntary Aided Church School and is jointly promoted by the Church of England and the Methodist Church. The Governing Body, responsible for the education provided and the Admissions Policy welcomes applications for places from all families and households living in the area.

The school’s net capacity will eventually be 60 per year group. As from September 2011 the Foundation Stage admitted 60 pupils and the school will grow annually to become a 2 form entry school by September 2017.

Allocation of Places

A child reaches statutory school age in the term s/he celebrates his/ her fifth birthday. It is our policy to admit ‘rising fives’ at the beginning of the academic year in which their birthday falls.  Please click here to visit our documents library policies area to read the Admission Policy in full.

The Governors wish to reflect the Christian character of the school and its links with the local Christian community in its admissions practice. The majority of the pupils are expected to be those living in the neighbourhood of the school.

Parents are advised that the school is part of the County Admissions Scheme and parents should complete a Common Application Form which is available from the school. In addition they should collect and complete a supplementary form which is available for collection from the school.

Before the application of oversubscription criteria children with a statement of special educational need which names the school will be admitted. As a result of this the published number will be reduced accordingly.

Places will be offered according to the following criteria which are in priority order:

  • Children in Local Authority Care
  • Current Family Association
  • Church Affiliation – click here for our Supplementary Information Form (SIF).
  • Health and Special Access Reasons
  • Nearness of children’s homes to school

Any child attending the Nursery cannot automatically have their place within the main school guaranteed once their child reaches statutory school age and priority for admission will be reflected in the application of the over subscription criteria outlined above.

Appeals

In accordance with the School Standards and Framework Act 1998, parents may appeal against a decision by the Governors to refuse an application for a place. Details of the appeal procedure are included in the Kent Admission to Primary School Booklet, a copy of the appeals procedure will also be available from the school office on request.

Further information including a copy of the prospectus, may be obtained from Mrs Albin, Office Manager, The John Wesley Church of England/ Methodist Primary School, Wesley School Road, Cuckoo Lane, Singleton, Ashford, Kent TN23 5LW Telephone: 01233 614660

Admission Arrangements

KCC_admissions

Kent Admissions is a simple, fast online registration process.The application period opens in November and closes in January of each year – keep an eye on the website ‘Message Board’ to draw your attention to the specific dates! Click on the Kent icon or here to visit the KCC website for further details to support your application.
Individual schools are not able to influence count decisions, should you require further information or assistance please telephone 03000 41 21 21 for the Online Admissions Team or email
kentonlineadmissions@kent.gov.uk

On offer day you will be emailed via the information you have provided after 4pm, telling you which school you have been offered. You will then receive a confirmation letter posted first class on the same day of notification.

 

The following information is compiled of exerts from the full Equality Scheme and Action Plan.  Please click here to visit our documents library policies area to read our equality policies and equal opportunities reports in full for further information.

 

Purpose of The John Wesley CEMP School Equality Scheme is to meet the duties to promote equality of opportunity for and between diverse members of the school community, including, disabled pupils, staff, parents, women, men and different racial groups within the school. In order to do this the school will:

Establish with all staff an overall vision of the duty to promote equality of opportunity for pupils, staff and parents.

Elements of the duties are:

  • Promote equality of opportunity between disabled and non-disabled people, women and men and between different racial groups.
  • Eliminate discrimination and harassment on the grounds of disability, sex, race or ethnicity, sexual orientation and religion or beliefs.
  • Promote positive attitudes towards disabled people.
  • Encourage participation of disabled pupils, parents, staff and carers.
  • Take steps to meet disabled people’s needs, even if this requires more favourable treatment.

The priorities for the John Wesley CEMP School scheme will be set in the light of:

an examination of the information that the school has gathered; and the messages that the school has heard from the disabled pupils, staff, parents and trade unions that have been involved in the development of the scheme.

Some of the priorities identified may include:

  • Improving access to information.
  • Improving the involvement of disabled pupils, staff and parents.
  • Challenging gender stereotypes in subject choices and career advice.
  • Health, sport and obesity differences between girls linked to girls reduced likelihood of taking part in physical education and sport compared to boys.
  • Tackling sexual and sexist bullying of boys and girls.
  • Employment and considering objectives to address the causes of any gender pay gap.

Implementation

The Scheme will be supported by individual action plans relating to disability, gender and race equality and be incorporated into the School Improvement Plan, with oversight by the governing body so that progress can be checked.

Definition of disability

The DDA defines a disabled person as someone who has:
‘A physical or mental impairment which has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.’

Definition of the terms:

  • ‘physical impairment’ includes sensory impairments;
  • ‘mental impairment’ includes learning difficulties and an impairment resulting from or consisting of a mental illness;
  • ‘substantial’ means ‘more than minor or trivial’; and
  • ‘long-term’ is defined as 12 months or more.

The definition includes a wide range of impairments, including hidden impairments such as dyslexia, autism, speech and language impairments, Attention Deficit Hyperactivity Disorder (ADHD). These are all likely to amount to a disability, but only if the effect on the person’s ability to carry out normal day-to-day activities is substantial and long-term, as defined above.

The effect on normal day-to-day activities is on one or more of the following:

  • mobility;
  • manual dexterity;
  • physical co-ordination;
  • continence;
  • ability to lift, carry or otherwise move everyday objects;
  • speech, hearing or eyesight;
  • memory or ability to concentrate, learn or understand;
  • perception of risk of physical danger.

Some people are automatically covered by the definition: those with cancer, multiple sclerosis, HIV infection or a severe disfigurement. There are special provisions for people with progressive or recurring conditions.

School Discipline

The school operates a successful whole school behaviour policy, click here to visit our school policies library for our latest copy. This involves rewards, sanctions and agreed definitions of appropriate and inappropriate behaviour.  Our Code of Conduct and Home School Agreement are contained within our School Entry Pack.

We endeavour to liaise closely with parents on discipline and home/school issues and welcome your support in providing a structure in which pupils are able to grow academically, socially and spiritually.

The focus of all such statements is the development of a positive climate for the whole school, and this is based on a quiet, yet firm insistence on high standards of behaviour at all times and draws strength from community of purpose, consistent practice and constant vigilance.
There should be a range of rewards and privileges with the emphasis on well merited praise. Their use outweighs that of sanctions available. The sanctions relate to defensible principles; they are applied with flexibility and discrimination. The school’s leadership sets a good example with clear aims and high expectations which are matched by constant vigilance and a willingness to provide support, to identify in service training needs and take action to meet them and to encourage the professional development necessary for maintenance of high standards.
The ethos of the school is grounded in the quality of relationships at all levels; between teachers, between teachers and pupils and between pupils. Such relationships are characterised by mutual respect, by the valuing of pupils, by a willingness to listen and understand and by a positive view of teachers as professional and pupils as learners.
The school makes full use of the strengths available to it. Through the wider partnerships, i.e. links with parents; the local community, the community of schools and with various supporting agencies. All are used to enhance the quality of the school as a community and help to maintain high expectations.

It makes it the duty of the Head Teacher, to determine measures which may include the making of rules and the provision for enforcing them, relating to:

1. Promoting among pupils, self discipline and a proper regard for authority
2. Encourage good behaviour and respect for others on the part of pupils
3. Securing that standard of behaviour of pupils is acceptable and
4. Regulating conduct of pupils

The standard of behaviour which is regarded as acceptable at school shall be determined by the Head Teacher and is made explicit in the Behaviour Policy.“All pupils are expected to behave in a responsible manner both to themselves and others, showing consideration, courtesy and respect for other people at all times.”