Policy Statement: The College has an open-access policy to admissions.
Download the Admissions Policy Admissions Policy
The College mission is to encourage the fulfilment of individual potential by providing high quality education in a caring environment.
The College’s admissions policy is consistent with this and with the College’s Equal Opportunities Policy: to ensure the development of positive policies which recognise that all members of the College community are of equal value and, as such, are all entitled to be treated fairly and without prejudice in every aspect of College life. The college commits itself to strategies eliminating all forms of discriminatory actions and practices, both individual and institutional.
Purpose of this policy
This policy and procedure outlines the College’s policy and practice for managing the admission of students to the college. It aims to provide a fair and consistent procedure for admissions. The overall aim being to underpin the College mission and values as stated above. This policy is linked with the college’s Equality and Diversity policies and Statements (including Race Equality and Disability Equality, child protection policy, College fees and charges policy). It is also linked with College publications such as the College prospectus, Website, course leaflets and all marketing material.
Students with Disabilities
The College is committed to ensuring that disabled people, including those with learning difficulties, are treated fairly. All reasonable adjustments to provision will be made to ensure that disabled students and other disabled people are not substantially disadvantaged.
Responsibilities under the policy
Further differentiation of admissions processes will take place where appropriate to:
The College accepts that it is not possible to legislate for every circumstance which might arise in the admissions process and provides guidelines for all staff involved in the admission of students; in particular:
The college introduced a number of changes in September 2006 to provide a framework which could better support individual student choice in order to support achievement. We need to ensure that the fundamental aims behind these changes are communicated consistently and effectively to potential students, their parents and the wider educational community.
In giving advice staff MUST follow the information published in the prospectus. A small number of courses do not enable progression to A2 or enrolment at A2 and AS level may be subject to the volume of applications.
The majority of prospective students will be seeking advice on level 3 programmes. The general advice is given below however the key message is that we treat each individual applicant as an individual case.
Within the general requirements to study a level 3 course, we do not restrict progression to individual subjects on the basis of a minimum grade e.g. grade B requirement at GSCE. If there are concerns about a student’s ability to study a particular course, we would wish to establish the capacity of that student to develop the under-pinning skills necessary for success. This may be done during the enrolment period or the induction period, or throughout the course using academic tutorials and the flexible timetable delivery.
An increasing number of students may wish to wish to mix level 3 vocational and academic courses. In most courses (e.g. AS Health & Social Care, Science and Psychology) this is feasible and for some learners is to be encouraged to students who may adapt better to a coursework approach.