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 846169 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 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 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.
The school’s work to promote pupils’ personal development and welfare is good.
Collective worship is a central part of daily life, it is invitational and inclusive.
Resilience is built through diverse opportunities and managed risks.
A Christian school in a small community, making a big difference.
Inspired by the Christian vision, collective worship is highly valued and central to the daily lives of pupils. It encourages pupils to reflect on, and live out the school’s Christian values in their own lives.
Driven by their distinctly Christian vision, this school has been on a rapid journey of improvement as a Church school over recent years.
Parents are confident that their children are kept safe and are cared for well.
The teaching of writing is good. Teachers ensure that pupils learn to write in different styles and for different audiences.
The breakfast club provides a healthy meal each morning for any pupil who wishes to attend.
The school’s family ethos creates a calm and welcoming atmosphere.
Leaders ensure that all curriculum decisions have their vision and associated values of respect, resilience and responsibility at the forefront.
Character development is at the heart of every learning experience.
Teachers choose interesting texts to capture pupils’ imagination and support their learning.
Pupils rise to meet the ambitions of a broad and balanced curriculum.
Pupils make good progress in mathematics. In most classes, teachers plan meaningful and wide-ranging opportunities to solve problems, investigate mathematical ideas and develop mathematical reasoning.
Younger pupils use punctuation and capital letters accurately, forming sentences with increasing complexity.
Pupils behave well and have positive attitudes to learning. They respect and listen to one another and work well together.
Parents are positive about the school’s work and the education their children receive.
In phonics lessons, teachers take opportunities to explain that sounds can be made with different groups of letters. This helps pupils to read simple words.
Governors are very well informed and know their school well. They provide the right level of support and challenge.
Teaching, learning and assessment are good across the school.
Pupils describe their own spirituality as ‘being themselves, thinking beyond themselves, caring for others, the wider world and beyond’.
In English, texts are carefully chosen to encourage reflection and understanding difference and diversity.
Purposeful and varied outdoor learning provides the opportunity for pupils to engage in the awe and wonder of the natural world.
Teaching assistants have a good understanding of their roles and provide effective support to the pupils they are working with.
When working together, pupils show good levels of cooperation and help one another willingly. In lessons, they respond well to tasks they have been given and enjoy the work they do.
A culture of reading inspires a lifelong love for books.
Leaders are dedicated to make a difference to every pupil and staff member.
Across year groups, pupils who are currently in the school are making good progress in reading, writing and mathematics.
Leaders and staff are passionate in their drive to ensure every child at Skidby flourishes.
Pupils attend school regularly. They are very happy in school and feel safe.
The school offers a range of opportunities for pupils to participate in a number of afterschool sports clubs and competitive events.
Challenged by their learning, pupils are keen to seek justice and fairness for those in society. They talk about ‘how they find a problem and try to sort it out’.
The school’s distinctive Christian vision has brought clear focus and direction to ensure rapid progress as a Church school.
Pupils are taught how to keep themselves safe in a variety of situations, such as when using the internet.
Religious education (RE) is well led and taught across school. Pupils have an informed understanding of a range of faiths.
Staff communicate with parents well. Parents are appreciative of the information they receive about how well their children are doing and what they are learning.
From an early age there is a strong focus on developing curiosity, by asking questions and reflecting on responses.
Pupils enjoy lessons because teaching is challenging them to learn more and achieve better.
Throughout the school, pupils are polite, friendly and welcoming. They show respect, both to adults and to each other.
Teachers successfully plan learning activities that meet the needs and interests of the range of ages and abilities in their classes.
Pupils understand the conventions of different genres and demonstrate this in their own compositions.
Pupils challenge injustice and engage in meaningful social action projects beyond fundraising. This has a very positive impact on both their own lives and those of others.
Pupils’ development as advocates for social justice is particularly strong and goes beyond regular fundraising.
Respect, responsibility, and resilience weave through school life.
Pupils thrive in an inclusive and nurturing environment.
The behaviour of pupils is good. Around the school, in the dining hall and on the playground, pupils are well behaved and courteous to each other and adults.
Pupils are proud of their achievements and embrace learning with enthusiasm.
High quality displays in all subjects, including RE, are a priority and enable pupils to see the progress they are making.
Strong relationships with families and the community enrich school life.
Aspirations are high and all, including the most able, are challenged. Pupils take pride in their work and delight in seeing their efforts displayed around school.
Safeguarding is effective and children’s welfare requirements are met. Staff are well trained and vigilant in ensuring that all children are safe.
The curriculum effectively provides time for reflection and spiritual growth.
Staff feel exceptionally supported and valued in their roles.