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 01405 762151 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 community, 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.
Please find below further information from the School Admissions Team here and in the links below:
Visit the School admissions and catchment finder website:
Pupil Routes After Boothferry Primary School
After leaving Boothferry Primary School, the majority of pupils continue their education at one of the following local high schools:
“The curriculum is well designed to include a range of exciting themes, visits and visitors to enhance pupils’ learning. Pupils become
confident individuals who are well prepared for the next stage of their education.”
“..closeness between all age groups and years.“
“This school meets our expectations in every way.“
“The teaching of phonics is a strength and enables pupils to make rapid improvement in their early literacy skills. ”
“Children get off to a strong start in early years. This is due to effective leadership and skilful teaching. The proportion of children reaching a good level of development is improving yearon-year.”
“The bike loan scheme.My family also like the school bank.“
“You can approach any member of staff and they help you.“
“Being part of their learning – it doesn’t just stay in the classroom.”
“We want to thank you for welcoming my family when we moved here (from Bulgaria).”
History day was amazing. Brilliant idea.
“The best thing about this school, when I ask my child this question, he said Mrs Emmerson. “
“Opening the school doors at 8.40am has made it much easier as it is less crowded.“
Boothferry at Young Voices…..Just WOW! What an experience.”
“Miss Pulleyn is fantastic“
“School leaders are ambitious and highly knowledgeable about teaching and learning.”
“The Head teacher and deputy are fab, they join in everything.”
“I love the fact that senior members of staff know the names of the children.“
“the amount of effort put in by the teachers to make topics interesting is brilliant.“
“My children are developing very well in school.“
“My children are thriving as the school is committed to learning and progression.“
“Pupils who speak English as an additional language make rapid progress. Disadvantaged pupils are also supported well to make good,
and sometimes better, progress in reading, writing and mathematics.”
“The photography club is brilliant, I think introducing things like this is brilliant for the children.“
“The headteacher, deputy headteacher and the assistant headteacher make an effective team. They sustain a culture of continuous i improvement through the school’s vision and specific learning goals, which include resilience, morality and adaptability.”
“The headteacher, senior leaders and governors are ambitious for pupils. Their determination has made Boothferry Primary a flourishing and successful school.”
“I feel the school has advanced with regards to the appropriate curriculum for different age groups.“
“I love seeing school events on Twitter.“
“The choice to do a traditional nativity was great !.“
“My kids love the fruit on the snack table.“
“The joy of the teachers who greet the children and parents daily.“
“Open weeks in Foundation allows parents to enjoy school as much as our children.“
“We can only applaud the ingenuity & continued compassion of the young people at Boothferry.”
“The stimulating learning environment. “
“Thank you for treating my child like your own.“
“My children have come on and made progress socially and academically since joining.“
“When ever I have had a problem the staff on the whole have been sympathetic and helpful.“
“Teachers, including those who are new to teaching, have high expectations, and they plan creative lessons that spark pupils’ interest and inspire them to do well.”
“The friendly atmosphere, the safe environment & the teachers’ encouragement.”
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“The after school activities, film nights and discos.“
“Leaders use funding well to ensure that pupils with special educational needs and/or disabilities (SEND) make strong progress from their different starting points.”
“Leaders and staff have significantly improved the teaching of reading. Pupils are enthusiastic and frequent readers.”
“Pupils’ personal development and welfare are outstanding. Pupils thrive and are keen to learn. They know how to look after their
wellbeing and how to keep safe. The school is an inclusive and happy place.”
“School leaders have taken effective action to ensure that pupils make at least good progress from their low starting points in reading,
writing and mathematics in all year groups.”
“the school gives me advice as a parent so I can help my daughter.“
“My son’s teacher is creative, enthusiastic and genuinely cares about him as an individual .“
