A Venn Academy Trust School
– Together we will…
Venn is a pioneering academy trust, committed to building educational environments where all pupils are inspired to become lifelong learners who achieve the very highest standards possible.
Collaborating with all partners, the Trust works with its unique settings to create world class learning experiences for all.
Registered address:
Building C – First Floor,
Willerby Hill Business Park,
Beverley Rd,
Willerby,
East Yorkshire,
HU10 6FE.
A charitable company limited by guarantee registered in England & Wales (company number: 09662303).
Admissions Policy
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 Griffin 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 Griffin Primary 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 Griffin 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.
Further information:
“Pupils are happy and enjoy their learning. There are strong relationships between staff and pupils.”
“Staff say they are proud to work in the school… ‘There is a lot of staff buy-in and a real team ethos.’”
“Through their focus on personal development, leaders support pupils to be confident, resilient and independent.”
“Pupils told inspectors that bullying is rare. Pupils behave well at social times and enjoy playing games together.”
“Children settle quickly in the early years. Staff rightly focus on developing children’s vocabulary and communication skills.”
“Leaders have designed an ambitious curriculum… As a result of this well-planned and well-taught curriculum, pupils achieve well.”
“Trustees know the school well… They use this information to hold leaders to account effectively.”
“Pupils with special educational needs and/or disabilities are well supported in mathematics… As a result, pupils achieve well in mathematics.”
“Behaviour in school is good… This has helped to create a settled and industrious feeling in classrooms.”
“Leaders have ensured that reading is high priority. Pupils talk about a range of different books and authors that they enjoy reading.”
“Leaders have high expectations of pupils. Staff share a determination to help children succeed.”
“Leaders, including trustees, have established a culture of high expectation… This has led to the school being a calm place where pupils focus on their learning.”