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’ applications 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, and 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 01482 653388.
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 those submitted by the deadline, often when there are no 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 ‘normal’ admissions processes, deadlines, details of the appeal process and other information at 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/voluntary controlled 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.
Admissions Arrangements:
‘Effective Phonics Teaching: Reading books match the taught sounds, and additional support is provided for pupils needing extra help.’
‘Well-Planned Curriculum: Curriculum leaders have developed knowledge organisers to identify key knowledge, skills, and vocabulary, which are shared with families and pupils.’
‘Enthusiastic Curriculum Leaders: Pupils, including those with special needs, benefit from scaffolded tasks and appropriately pitched work.’
‘Wider Development Opportunities: The school promotes pupils’ wider development through opportunities beyond the curriculum, such as links with a school in Uganda, debates, sustainability awareness, and diverse role models.’
‘Student Responsibility and Community Engagement: The school offers numerous lunchtime and after-school clubs, fostering interests in sports and creative arts.’
‘Effective Phonics Teaching: The phonics leader ensures consistent teaching of phonics across the school.’
‘Governance and Safeguarding: Safeguarding arrangements are effective, with consistent training and comprehensive incident logging.’
‘Support for Early Career Teachers: An emotional literacy support assistant has been employed to enhance the special educational needs and disabilities team, providing valuable support to parents and pupils.’
‘Enthusiastic Curriculum Leaders: Curriculum leaders have clear visions for their subjects, with PE and mathematics leaders investing in schemes to support teachers.’
‘Student Responsibility and Community Engagement: Pupils also engage in community activities, like making Christmas food hampers and starting a road safety campaign.’
‘Happy and Safe Environment: Pupils feel happy and safe at school, working cooperatively and responding well to teachers’ instructions. They perceive the behavior policy as fair and report that bullying is rare.’
‘Support for Early Career Teachers: The school supports early career teachers with training from subject leaders.’
‘Effective Phonics Teaching: The school is considering a new phonics program to maintain high-quality teaching.’
‘Governance and Safeguarding: Governors have a strong understanding of the school’s strengths and areas for improvement, effectively supporting and challenging the school leadership.’
‘Well-Planned Curriculum: The school has redesigned its curriculum to build on existing knowledge, with all teachers responsible for specific areas.’
‘Student Responsibility and Community Engagement: Year 6 pupils are given responsibilities, such as being ‘dinner buddies’ and leading celebration assemblies.’
