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