Our Standard Pupil Admission Number is 30. This ensures that each age group has a maximum of 30 pupils. The Admission Policy is determined by the Principal, staff and other stakeholders of the school. The criteria are:-
- Children in Need (as defined by Children Act 1989
- Proximity to School
At Plain View Combined School we aim to:
- create a happy, relaxed and stimulating environment
- create an atmosphere in which the child can progress satisfactorily
- build up good sound relationships between ALL the people at school, which includes parents
- enable our children develop to their fullest potential academically, physically, socially and spiritually
- be caring individuals, towards one another, towards those in need (beyond the confines of school) and towards our physical environment
- develop, through the core curricular areas of Language Arts, Mathematics, Science and Christian Education.
We seek to achieve as many of the above aims as we can for each child. Our goal is that, by the time they leave us to continue their learning journey, the majority of our pupils will be well on the way to becoming mature, sensible, caring children with a keen sense of fun, vitality and enquiry.
Application for Admission
Prospective parents are welcome to visit the school by prior arrangement with the school office. The admission criteria are stated above. Should you fulfill the criteria and wish to apply for a place for your son/daughter. Application should be made at the school.
An application form must be completed in respect of every child for whom admission is sought. Before an application can be considered, the following conditions must be met:
- One Application for admission form completed
- Health Card
- Parents must arrange an interview with the Principal.
- Parents must be prepared to accept the conditions of admission (stated on the admission form)
- A copy of Birth certificate must be presented
- One passport size photograph of the child
- A copy of a utility bill to ensure address of the child
Parents wishing to transfer their children from other schools from Grade 1 – 6 must in addition to the above criteria submit the following:
- Reports from the previous school attended.
- Details of anything out of the ordinary in respect to the child’s health e.g. any special allergies, treatment, etc.
- Details of any disability, impairment or special needs the child has.
- Details of any medication to be taken while at school.
- Reasons why the child cannot participate in sporting activities
Provision for Children with Special Educational Needs & Effectiveness of the School’s SEN Policy
Children who have special educational needs are encouraged to grow and develop alongside their peer group, to promote an awareness of the worth of all children regardless of ability. However, children who have a special need (physical, sensory, communication, educational or emotional) are identified as soon as possible so that intervention measures can be put in place for them. Pupil’s progress is frequently reviewed by the Class Teacher, Support Staff and SEN Teacher to assess the effectiveness of differentiation and to plan future action.
The school SEN Policy, SEN Information document and Local Offer are available on the school website. These provide information regarding the identification, assessment and provision for students with special needs.
The school does not have its own designated Educational Psychologist and Educational Welfare Officer but one is available for District VI at the Sub-Office of the Ministry of Education in Vieux Fort. The Educational Psychologist and Educational Welfare Officer along with the school counselors are concerned with children who have frequent or unexplained periods of absence. The needs of particularly gifted and talented children are not overlooked; again, support may be needed from the Counselors – (Ms. Anne Bodhoo and Ms. Hermione Etienne) or class teachers. Ms. Josephine Didier is currently the teacher for Special Educational Needs (SEN)
Admission of Disabled Students
The design of the school at present is such that we are not able to accommodate pupils with certain disabilities, should the need arise. Further planning is necessary to progressively improve the physical environment to enable us to increase inclusion of and access for disabled pupils. However, all staff members have had training on Special Education Needs, Disability and Discrimination Act, which supports differently able students. This training has been cascaded to all other staff and is discussed at staff meetings on regular basis.
The ethos of the school is such that no child would be treated less favourably because of a disability.