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Referrals & Admissions: (01706) 582 495

Whitehall
Academy

Referrals & Admissions

Whitehall Academy can accept pupils aged 5 to 11 years old.

Class sizes are typically kept small, averaging around six students, with a maximum of eight per class. In some instances, such as for PE lessons, two classes may be combined for group activities. Our pupils primarily come from nearby Local Authorities, including Stockport, Tameside, Manchester, Trafford, Salford, Oldham, Rochdale, and Cheshire East, with some children in care also attending from the local area.

Admission is subject to availability within the relevant year group and adherence to the specific criteria outlined below.

Admission Criteria

  • The pupil must be aged between 5 and 11 years, as Whitehall Academy offers a curriculum tailored to this age group.
  • The pupil should have an Education, Health, and Care Plan (EHCP) or be in the process of obtaining one.
  • The EHCP should identify Autism Spectrum Disorder (ASD) as the primary area of need.
  • The pupil is generally expected to fall within the average range of cognitive ability. In cases where psychometric assessments are inconclusive, Whitehall Academy will rely on its own internal evaluations to determine whether it can meet the pupil’s needs.
  • The pupil may have learning difficulties and/or lower academic attainment linked to their emotional and behavioral challenges, provided these can be addressed within the school’s standard educational framework.
  • The pupil may also have specific learning difficulties, such as dyslexia.
  • Both the pupil and their parents/carers must demonstrate a commitment to the placement.
  • For “Looked After Children,” there must be a stable and permanent home base with named carers available year-round. The school cannot serve as a primary residence for any child.
  • The admission of the pupil must not negatively impact the education or well-being of pupils already enrolled.
  • There must be a vacancy within the pupil’s year group to ensure their curriculum needs can be accommodated.

Admissions Process

Stage 1

Referrals to the school are typically submitted by local authorities. These referrals should include a comprehensive set of documents about the pupil, such as the appendices used to draft the EHCP and any other relevant information to provide the most accurate and current details.

The school may also consult with the pupil’s previous school, social worker, or other professionals involved in their care. If any necessary information is missing, the school will actively seek access to additional details, including the individual’s educational, health, and social background. Senior staff will evaluate all available information to determine whether the pupil meets the school’s admission criteria. At this stage, the local authority will be informed of the timeline while further information is being gathered.

The Headteacher will review all documentation to assess if the school can meet the pupil’s needs. If the initial review is positive, arrangements will be made for the pupil and their family to visit the school.

Stage 2

The visit may include the following components:

  • A tour of the school, with a virtual option available for children experiencing high levels of anxiety.
  • Introductions to key staff members.
  • A discussion with senior staff covering topics such as:

    • The school’s curriculum.
    • The prospective pupil’s preferences and concerns.
    • Key school policies, including those related to behavior, discipline, and physical management of students.
    • The school’s approach to physical intervention strategies.

  • An opportunity for visitors to ask any questions they may have.
  • For primary-aged pupils, if appropriate, a brief period spent in their potential classroom.


The purpose of the visit is to gather as much information as possible about the prospective pupil to evaluate whether the school can meet their educational needs and ensure compatibility with existing pupils. This process involves open discussions with both parents/carers and the child. Both parties must demonstrate a willingness to engage with the school’s environment and expectations.

Stage 3

If the outcomes of the visit indicate that the school is likely to meet the pupil’s needs, a member of staff—either from the Senior Leadership Team (SLT) or the prospective tutor or class teacher—may schedule a home visit. This allows the school to meet the pupil in their home environment and further assess their compatibility with the appropriate class group.

Stages 2 and 3 may be adjusted depending on the pupil’s specific needs. In cases where a home visit is deemed unnecessary, decisions will be based on the information already collected.

Stage 4

If all parties agree that the pupil’s needs, as outlined in the EHCP or other documentation, can be effectively addressed by the school, and if the necessary resources are in place, a placement offer will be made. The school will write to the local authority confirming the placement, and admission arrangements will then be finalised.