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
“Leaders have thought carefully about the curriculum plans they have introduced.”
“There are respectful relationships between adults and pupils.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“Adults help pupils who fall behind.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Pupils recommend the school to their friends.”
“Children settle into school quickly.”
“Pupils say they feel safe in school.”
“Teachers who are new to the school welcome the support they receive.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“Staff are well trained in teaching children to read.”
“There are a wide range of school clubs.”
“There is a clear focus on the teaching of early mathematics and reading.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“Children start to learn to read as soon as they enter the school.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“There is a strong team culture within the school.”
“Pupils learn how to keep safe when using the internet.”
“Staff encourage
pupils to be independent from an early age.”
“Pupils support each other well when they are completing their work.”
“Curriculum plans are well sequenced.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“The early years environment is inviting and well organised.”
“Pupils enjoy learning about a wide range of subjects.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Teachers check what pupils have learned and remembered each term.”
“Subject leaders are knowledgeable about their subjects.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“Pupils say that behaviour is good.”
“Pupils enjoy attending school.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“Pupils access a range of visits and activities beyond their own experiences.”