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The Everitt Academy specialises in providing an education for learners with social, emotional and mental health needs that require significant therapeutic support. There are places for 50 learners aged 9 to 16-years-old and these are offered for a length of placement that meets the individual needs of each child.


To acquire a place at The Everitt Academy a young person must meet these criteria and will be referred to the school by the County Council's Inclusion Team. The pupils referred will have already accessed and exhausted tiers 1 to 3 of the 'Local Offer' which will usually include a short term intensive intervention either through specialist outreach services or a Pupil Referral Unit.


The Everitt Academy is committed to equal opportunities. All students have equal access to the curriculum.


Admissions Process


Stage 1:


AWH meets with Suffolk County Council. Pupils are identified with Suffolk County Council and agreed. 

Advocate is allocated 

Advocate sets up pupil files, paper and digital 

Advocate visits previous/current school, to see the child in this setting and start to make the links. They may also do a home visit. 


Stage 2:


Advocate makes initial contact with parent/carer and an initial meeting is scheduled. 

Admin assistant contacts previous school and arranges for file transfer common transfer file and paper files. These may be dropped off by hand and picked up, and need to be signed for by us and them. Specifically requests forprior attendance percentage will be made, to add to SIMS field in order to secure comparison. 

Admin will alert the Advocate when paper files arrive. Pipil information is separated from SG and filed serparately. SG information is scanned and added to CPOMS. Paper SG is sent in to Catch22 and centrally stored. 


Stage 3:


Advocate organises an Initial Parental Meeting (can be with child or alternatively a separate meeting scheduled).

Advocate completes the Admissions Paperwork Pack with parents/carer and pupil. 

On receipt of the APP from advocate, admin will set up the Common Transfer File and SIMS. 

Advocate gives pupil a tour of the school. 

Advocate makes a plan for 2 week transition period, initially. Dates are set and a timetable for this made and signed by the parent/carer, pupil and advocate. 


Stage 4:


Advocate begins the pupil transition period. The advocate visits the pupil 3 times each week of the 2 week transition period. A bespoke learning plan is written with the pupil and family in this time. Baseline testing is also done to determine Reading Age, WRAT5, BVPS, CAT4. A model visual timetable is shared. 


Stage 5:


Advocate gives some classroom tasters in the Transition Period. Week 1 review meeting/discussion informs week 2. AWH consulted. 


Stage 6:


Advocate – Transition period week 2 to include some classroom tasters, which informs the pathway. 


​​​​​​​​​​​​​​Stage 7:


Advocate reviews end of transition period review and allocates pathway. AWH consulted.  

Class teacher informed by advocate and transition into class discussed and arranged. A visual timetable is put together and shared with parent/carer and pupil. 

Advocate shares information shared with class teacher – EHCP, pupil files, baseline testing and analysis discussed. 

Advocate and class teacher put a date in place for introduction to class (this can be phased if optimal for child) 


Stage 8:


Class team – child starts in pathway and becomes part of whole cohort review cycle.  

A permanent visual timetable is in place. 

A bespoke learning plan is in place. 

Baseline testing has been done, shared and used by the teacher. 

An EHCP Grid is in place. 

A pen portrait is in place.