Policy Statement

The London Borough of Waltham Forest is committed to securing suitable mainstream school places for children referred through the Fair Access Protocol in a timely, transparent and equitable manner.

The allocation of places will be undertaken in accordance with the School Admissions Code, the principles of this Protocol and the Council's commitment to fair distribution, inclusion and educational continuity.

The objective is to secure the right school, at the right time, with the right support, promoting successful and sustainable educational outcomes for every child.

Purpose

This section sets out the arrangements for allocating mainstream school places through the Fair Access Protocol following consideration by the Fair Access Panel.

It explains the principles governing allocation, the responsibilities of admission authorities and receiving schools, implementation arrangements and post-placement support.

Scope of this Section

This section covers:

• allocation of mainstream school places through the Fair Access Protocol;
• factors considered when identifying a receiving school;
• responsibilities of admission authorities and receiving schools;
• implementation of Fair Access Panel recommendations;
• transition planning; and
• monitoring placement outcomes. 

This section does not cover:

• routine in-year admissions;
• school admission appeals;
• Alternative Provision placements;
• Managed Moves; or
• admissions determined through an Education, Health and Care Plan. 

Principles for Allocating Mainstream Places

When identifying a suitable mainstream school, the Fair Access Panel will have regard to:

• the child's best interests;
• educational continuity;
• the principle of fair distribution;
• the child's individual needs;
• safeguarding considerations;
• SEND and any reasonable adjustments required;
• proximity to the child's home where appropriate;
• the efficient use of available school places;
• maintaining placement stability; and
• any other relevant information presented to the Panel. 

No single factor will determine the recommendation of a school place.

Information Considered

The Fair Access Panel will normally consider:

• previous educational history;
• attendance history;
• educational progress;
• continuity of education and educational aspirations;
• safeguarding information;
• SEND information;
• medical information, where appropriate;
• social care involvement;
• reports from the Alternative Provider, where relevant;
• the child's views;
• parents' or carers' views;
• professional recommendations; and
• any additional evidence relevant to securing a successful placement. 

Recommendation of a Receiving School

Following consideration of all relevant information, the Fair Access Panel will recommend the most appropriate receiving school in accordance with the principles of this Protocol.

In making its recommendation, the Panel will have regard to:

• the child's individual needs and best interests;
• educational continuity and placement stability;
• the principle of fair distribution;
• the capacity of schools to support the child appropriately;
• safeguarding, SEND and any reasonable adjustments required;
• the child's home location where appropriate;
• previous Fair Access admissions and the equitable distribution of vulnerable children across schools; and
• any other relevant local or case-specific factors. 

The Panel's recommendation will be communicated to the Council's School Admissions Team, which will coordinate implementation with the relevant admission authority in accordance with the School Admissions Code and this Protocol.

Roles and Responsibilities

Notification of Decisions

After the Panel has made its recommendation, the Council's School Admissions Team will notify the relevant admission authority, the receiving school and the parent or carer of the Panel's recommendation and the next steps in the admissions process.

The Council will seek to ensure that admission is implemented without unnecessary delay and in accordance with the timescales set out in this Protocol. 

Transition Planning

Following the recommendation of a receiving school, the receiving school should work collaboratively with the Council, the child or young person, parents or carers and relevant agencies to ensure that appropriate arrangements are in place before admission.

Transition planning may include:

• pre-admission meetings;
• visits to the school;
• phased transition where appropriate;
• pastoral support;
• mentoring;  
• reasonable adjustments;
• Ordinarily Available Provision (OAP);
• safeguarding arrangements;
• information sharing; and
• multi-agency support where required. 

Implementation Timescales

Following confirmation of the admission arrangements, admission should normally be implemented as quickly as possible to minimise interruption to education.

The Council will monitor implementation against the local service standards set out within this Protocol and work collaboratively with admission authorities to resolve any unnecessary delay.

Monitoring Placement Outcomes

The Council will monitor Fair Access placements to support continuous improvement and to identify any additional support required following admission.

Monitoring may include:

• admission timescales;
• attendance;  
• placement stability;
• educational engagement;
• safeguarding considerations;
• requests for additional support;
• successful and sustainable reintegration; and
• feedback from schools and partner agencies. 

Figure 13.1 — Mainstream Allocation Process

Fair Access Panel considers referral
↓
Receiving school recommended
↓
School Admissions Team coordinates implementation
↓
Admission Authority undertakes formal admission process
↓
Transition planning
↓
Admission implemented
↓
Pastoral and educational support
↓
Monitoring and review
↓
Successful and sustainable placement

The underlying source pathway was agreed with the subsequent governance refinement that the Panel recommends, School Admissions coordinates, the admission authority makes the formal admission decision, and the receiving school implements the placement.