School admissions
Admissions
There are two different types of admissions – those to start school at the ‘normal’ time for the start of the Reception year and those for places in other year groups or at any other time – these are called ‘in-year’ application for school places. In–year applications are made for example when a child is already attending one school and the parent/carers wish to move their child from one school to another. In-year applications are also when a family moves to a different area and needs a new school place for their child(ren).
The admission authority for our school is East riding of Yorkshire Council and admissions applications are co-ordinated by the Local Authority.
If you would like to visit the school when considering making an application, please call the school on 01964 550303 to arrange a visit.
How do I apply for a ‘normal’ school place for my child?
Applications to start our school for the first time, for the start of Reception should be made direct to the Local Authority in which you live by the deadline for applications. Late applications will be considered after thsoe submitted by the deadline, often when there are not places available so it is important that you apply on time. If you live in the East Riding of Yorkshire Council area, then you can find more information about the ‘normal’ admissions processes, deadlines, details of the appleal process and other information at
http://www.eastriding.gov.uk/apply-for-a-school-place
If you live outside the East Riding, you should apply to your ‘home’ Local Authority and not East Riding of Yorkshire Council.
There is no supplementary information form when applying for a place at our school.
How do I apply for an ‘in-year’ school place for my child?
Applications for school places are made through the local authority’s co-ordinated admissions scheme for in-year applications. Applications to start our school in-year should be made direct to the Local Authority no earlier than one term before the place is required, and it is recommended that you apply no later than a period of twenty school days, that is four weeks in term time, before you wish for the place to be available for your child. Applications are considered in the order that they have been received, for example if there is one space available in a year group, the parent/carer who applied for their place first will likely be allocated the place for their child. Proof of residence may be required before places can be allocated, and the school fully adheres to the East Riding Fair Access Protocol. Applicants will be informed of the outcome of their application as soon as is possible, though this is commonly ten school days after an application has been received, but may be later in certain circumstances.
If you live in the East Riding of Yorkshire Council area, then you can find more information about ‘in-year’ admissions processes, and details of the co-ordinated admissions scheme at www.eastriding.gov.uk/school-admissions where you can also find and download an application form along with details of how to appeal for a school place where you have been refused. If you live outside the East Riding, you should apply to your ‘home’ Local Authority and not East Riding of Yorkshire Council.
There is no supplementary information form when applying for a place at our school.
Who makes decisions on school admissions applications?
As we are a community school, the admissions authority for the school is East Riding of Yorkshire Council. It is the admission authority who determines whether there is an available place based upon the capacity of the class/year group and the number of pupils already on roll, but the Council do so working closely with schools when applications are received.
Who should I contact with queries on school admissions?
You can contact the East Riding School Admissions Team by email at schooladmissions@eastriding.gov.uk, by writing to School Admissions Team, East Riding of Yorkshire Council, County Hall, Beverley, HU17 9BA. You can also call 01482 392100 in school hours.
Further information:
‘Pupils are respectful of people with different backgrounds or beliefs.’
‘Leaders encourage pupils to take on responsibilities in school.’
‘Pupils enjoy their role as ambassadors for the school, welcoming visitors and organising fundraising events.’
‘In
mathematics, the ‘small steps’ of knowledge that pupils must learn are clearly identified.’
‘Pupils move around the school sensibly.’
‘Pupils listen carefully to other people’s opinions.’
‘Pupils enjoy taking part in a wide range of extra-curricular experiences, such as rugby club and choir.’
‘Pupils learn how to stay safe, including when using the internet.’
‘Pupils are confident that staff will help them if they have any concerns.’
‘Pupils enjoy attending this school.’
‘Teachers encourage pupils
to read in a variety of ways.’
‘One pupil, typical of many, said, ‘We should treat others as we expect to be treated ourselves.’
‘ Pupils, including those with special educational needs and/or disabilities (SEND), are given extra support if
they fall behind.’
‘ The early years staff know their children well.’
‘There are respectful relationships between adults and pupils.’
‘One group of pupils is supporting the community to develop a sensory garden in
the local area.’
‘Pupils are supportive of one another’
‘Leaders know how important it is for pupils to enjoy reading.’
‘Leaders and teachers promote a respect of different cultures and ideas.’
‘Pupils learn to develop their independence from an early age.’
‘Pupils feel safe in school. Bullying is rare.’
‘ Children learn to read as soon as they start at school. Welltrained staff skilfully help children to read with increasing confidence.’
‘Across
the school, pupils behave well both in lessons and during social times.’
‘Learning builds on what pupils already know. Teachers have strong subject knowledge and support pupils to develop their reasoning skills.’
‘The safeguarding of pupils is a priority in school. Staff know pupils and families well.’
‘Children enjoy exploring the purposeful learning environment that staff have created for them.’
‘Staff have given careful thought to what
children will learning each term.’
‘There are consistent routines and high expectations.’
‘Leaders ensure that staff have the training and support to meet the needs of pupils with SEND’
‘Leaders are working to further improve their curriculum.’
