School Admissions
The school’s current admission arrangements adhere to the published criteria contained in the 2018/2019 Kingston upon Hull “Admissions to Primary Schools” booklet.
The criteria below applies for the 2022-2023, 2023-2024 and 2024-2025 school years.
The admission arrangements explain how pupils will be admitted, including how many children will be given a place. It also sets out the procedure if the school is oversubscribed.
Further details of how to apply for a school place can be found at www.hullcc.gov.uk/admissions
The criteria for admission to Mountbatten Primary School are:
- Children in public care at the time when preferences are expressed, and those who have previously been looked after.
- Being resident in the catchment area of the school.
- Having a brother or sister who will be attending the school at the expected time of admission
- Geographical, with priority given to those living nearest the school.
Further details are in our Admission Policy below.
Although Mountbatten is an academy and the governing body is the admissions authority, the Local Authority (Hull City Council) continues to be responsible for co-ordinating all admissions and making offers of places.
Children are eligible to start Mountbatten Primary School in Nursery in the term after their 3rd birthday. All Nursery pupils are able to attend for 15 hours each week. Children start school full time in Reception at the start of the school year during which they turn 5.
Admissions Policies
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“There is a strong team culture within the school.”
“Staff are well trained in teaching children to read.”
“Subject leaders are knowledgeable about their subjects.”
“Children start to learn to read as soon as they enter the school.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Pupils say they feel safe in school.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Pupils recommend the school to their friends.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“Curriculum plans are well sequenced.”
“Children settle into school quickly.”
“There is a clear focus on the teaching of early mathematics and reading.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“Staff encourage
pupils to be independent from an early age.”
“There are respectful relationships between adults and pupils.”
“Pupils enjoy learning about a wide range of subjects.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“There are a wide range of school clubs.”
“Pupils learn how to keep safe when using the internet.”
“Pupils say that behaviour is good.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“Pupils support each other well when they are completing their work.”
“Pupils enjoy attending school.”
“Adults help pupils who fall behind.”
“Pupils access a range of visits and activities beyond their own experiences.”
“The early years environment is inviting and well organised.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Teachers who are new to the school welcome the support they receive.”
“Teachers check what pupils have learned and remembered each term.”
“Leaders work well
with members of the multi-academy trust to support staff.”