Placement Policy


This Placement Policy sets out requirements for entry into Victorian government schools, including admissions, enrolments, the placement of students and transfers between schools. (For the most up-to-date information, please visit the Placement Policy webpage of the Department of Education and Training.)

 

According to the Placement Policy:

 

Priority Order of Placement

In circumstances when a school may not be able to accept all applications due to existing or future capacity concerns, schools must manage enrolment applications in accordance with the following priority order of placement:

  1. students for whom the school is the designated neighbourhood school (aka. School Zone)
  2. students with a sibling at the same permanent address who are attending the school at the same time
  3. where the Regional Director has restricted the enrolment, students who reside nearest the school
  4. students seeking enrolment on specific curriculum grounds
  5. all other students in order of closeness of their home to the school.

In exceptional circumstances, a student may be enrolled in a school based on compassionate grounds. This is an overarching consideration and does not form part of the priority order of placement. Schools are permitted to assess and make a determination for exceptional circumstances applications on a case-by-case basis.

 

Applying to Abbotsford Primary School from out-of-zone

In the context of Abbotsford Primary School, Priority 3 in the Order of Placement is not applicable, and almost all out-of-zone applications relate to Priority 4. Within Priority 4, the School will review applications based on the following considerations:

  1. Chinese heritage / background speakers, e.g.
    • "Mandarin is my child's mother tongue." / "We only speak Mandarin at home."
    • "One of the parents speaks Mandarin to the child but the other does not."
    • "My child is exposed to another Chinese language / dialect."
  2. Commitment to Chinese/English bilingual education, e.g.
    • "My child has passive exposure to Mandarin, e.g. through bilingual kinders, Mandarin-speaking playgroups, living experiences in Chinese-speaking regions as expats etc."
    • "We identify as having Chinese heritage, but my child has no language environment."
    • "I teach or volunteer in a Chinese/English bilingual school."
  3. Bilingual ambition, e.g.
    • "I attended a bilingual school personally."
    • "I see the benefits of bilingual education for my own children."

Note: Currently, approximately 70% of our student cohort is made up of students who have applied to the school on curriculum grounds. To maximise your chance of enrolment, please simply get in touch so we are aware of your interest!

 

For 2023 entry, there will be two cut-off dates for applications under Priorities 4 and 5.

They are:

  • Round 1 - 31 May, with confirmation sent out in early June
  • Round 2 - 31 August, with confirmation sent out in early September

 

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