Admissions
The Levels School is an independent specialist day school offering high quality education and exemplary pastoral care to students with a range of complex, specific learning differences that may include speech, language, and communication needs.  Our teaching and learning provision would also meet the needs of individuals presenting with a similar learning profile to those with dyslexia and other Speech and Language Communication difficulties. Individuals with these differences often have difficulties with working memory, executive function, and speed of processing.
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Deciding on the right school for your child is very important and we believe that a personal visit is invaluable. Please complete our expression of interest in the first instance on the admissions tab under enquiries. Our admission team will follow this up by arranging an initial phone call to discuss the next steps in the admissions process should we be the right school for your child.
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Admissions Criteria
In making a decision to admit a child the school considers whether the child meets the admission criteria set out within the admissions policy, which is available to download below. In exceptional circumstances when a need is outside the criteria the school will consider whether reasonable adjustments could and should be made.
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In order to be accepted at The Levels School, a student’s attainment in the areas of the National Curriculum, independence, self-management/regulation and organisational skills must comply with the following criteria:
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On entry pupils should have the potential and capability to function and attain at least ELC, level 1at the end of KS4 in Core subjects English, Maths and Science according to the teacher assessed levels.
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Students should be able to access a school curriculum that is differentiated for children with social, communication difficulties in line with those experienced in individuals with dyslexia and co-occurring difficulties. This will involve working in classes of approximately 8 to 12 students, with a teacher.
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A bespoke curriculum provision that is sequential and multisensory in its delivery and links to individual SEND as outlined in the student's EHCP or defined by need within an EP report.
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Prior to admission students must have acquired some independence and organisational skills including:
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Being able to carry out a sequence of simple self-care activities reliably e.g. changing for physical activities, using the toilet appropriately, eating with peers and managing personal hygiene.
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Identifying resources required for familiar and routine activities e.g. selecting correct clothing (uniform) and selecting/using appropriate equipment in lessons.
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