Policy Statement

The London Borough of Waltham Forest recognises that disruption to education during Year 11 can have a significant impact on examination preparation, attainment and progression into post-16 Education, Employment or Training (EET).

Wherever possible, children in Year 11 should remain on roll at, or be admitted to, a suitable mainstream school in sufficient time to maximise continuity of learning, examination preparation and examination outcomes, thereby supporting successful progression into post-16 Education, Employment or Training.

Every Year 11 referral will be considered on its individual merits, balancing the child or young person's educational needs, best interests and the practical arrangements necessary to secure a successful and sustainable placement.

This guiding principle was expressly agreed during the development of the Protocol. 

16.1 Purpose

This section sets out the additional considerations that apply where a child or young person in Year 11 is referred for consideration under the Fair Access Protocol.

The purpose is to ensure that decisions recognise the particular significance of Year 11 and seek to minimise disruption to learning, examination preparation, examination outcomes and post-16 progression.

16.2 Principles

Year 11 referrals should be considered in accordance with the general principles of this Protocol.

In addition, particular regard should be given to:

• continuity of education;
• the limited time remaining before the end of compulsory secondary education;
• examination preparation and entry;
• continuity of examination courses;
• educational attainment and expected outcomes;
• the child or young person's individual needs and circumstances;
• safeguarding and wellbeing;
• SEND and reasonable adjustments;
• educational aspirations; and
• successful progression into post-16 Education, Employment or Training. 

There should be no blanket presumption against the admission of Year 11 students through the Fair Access Protocol.

Each case should be considered individually.

16.3 Continuity of Examination Study

Where a child or young person is undertaking GCSEs or other accredited qualifications, the Fair Access Panel should, wherever reasonably practicable, take account of:

• examination courses already commenced;
• examination board specifications, where known;
• coursework or controlled assessment requirements where relevant;
• continuity of subject provision;
• access to examination entry arrangements;
• prior learning and educational progress; and
• the impact of any delay on educational achievement and post-16 progression. 

The objective should be to minimise avoidable disruption while recognising that exact curriculum or examination-board continuity may not always be possible between schools.

Curriculum differences should inform professional judgement but should not automatically prevent an eligible Year 11 student from being considered for a mainstream placement.

16.4 Timeliness of Year 11 Decisions

The Council recognises that delays in securing educational provision for children and young people in Year 11 may have a significant impact on examination preparation, attainment and progression into post-16 Education, Employment or Training.

Where a Year 11 child or young person is eligible for consideration under the Fair Access Protocol, every effort should be made to:

• minimise any interruption to education;
• progress referrals without unnecessary delay;
• secure admission at the earliest appropriate opportunity;
• support continuity of examination courses wherever reasonably practicable; and
• enable access to appropriate guidance and support for post-16 progression. 

Whilst all referrals will be considered on their individual merits, the Council will seek to prioritise timely decision-making for Year 11 students in recognition of the limited time remaining before completion of compulsory secondary education. 

16.5 Post-16 Progression

Decisions relating to Year 11 students should, wherever appropriate, have regard to the child or young person's intended progression into post-16 Education, Employment or Training.

Schools, the Council and partner agencies should work collaboratively to minimise disruption to examination programmes and support successful transition beyond compulsory school age.

Where appropriate, information relating to post-16 aspirations and intended destinations should therefore form part of educational planning.

16.6 Transition and Support

Where a Year 11 student is admitted through Fair Access, transition arrangements should recognise the need to establish educational and pastoral support quickly.

The receiving school should, where appropriate:

• obtain relevant curriculum and examination information promptly;
• establish the subjects and qualifications previously studied;
• identify examination entry requirements;
• consider reasonable adjustments and access arrangements where relevant;
• identify any gaps in learning resulting from educational disruption;
• provide appropriate pastoral support;
• consider post-16 aspirations and progression planning; and
• work with relevant professionals to support placement stability. 

Transition planning should facilitate prompt access to education and should not create unnecessary delay.

16.7 Exceptional Circumstances

The Council recognises that there may be exceptional circumstances in which admission to a new mainstream school during Year 11 presents significant practical challenges.

Such circumstances should not give rise to a presumption against admission through the Fair Access Protocol.

Instead, each case will be considered individually, taking account of the child or young person's best interests, educational needs, continuity of learning, examination preparation and the availability of appropriate support. 

16.8 Key Practice Points

• There is no blanket presumption against Year 11 Fair Access admissions.
• Year 11 referrals require particularly timely consideration.
• Continuity of learning and examination study should be maximised wherever reasonably practicable.
• Curriculum differences should inform, but should not automatically prevent, placement.
• Examination preparation and examination outcomes are important considerations.
• Post-16 Education, Employment or Training should form part of planning.
• Every case should be considered on its individual circumstances. 

The objective remains a successful and sustainable educational outcome for the child or young person.