Reception Or Junior School

Total Page:16

File Type:pdf, Size:1020Kb

Reception Or Junior School Applying for a school place for September 2022 at Reception or Junior School Application deadline 15 January 2022 Foreword Dear Parents and Carers As a council we are working to give every child in Haringey the best Once you have decided on your preferences, please apply online at possible start in life: having an excellent education is part of that. www.eadmissions.org.uk. We encourage every parent and carer to make Starting school is a momentous time for every child and family. their application online where they can. You can make your application Choosing a school is a big decision and this booklet is designed to help using a computer, smartphone, or tablet. If you don’t have access to any you. of these devices or the internet, you can request a paper application using the information set out in this booklet. Each one of Haringey’s schools is committed to supporting our children and providing top quality education and great opportunities. We are one Please note, you can use a computer and access the internet for free of the top boroughs in the country for Ofsted ratings, meaning you can at any one of Haringey’s nine . Due to Covid-19, be confident of your child enjoying a high standard of education here. library opening times are subject to change and you may need to book To help you, this online booklet gives you all the information you need to in advance for computer internet access. Please visit our libraries page apply for a primary school place in Haringey. We have set out a detailed for more information. profile of each school and a step-by-step guide to the online application The deadline for submitting applications is 15 January 2022. If your process. application is received after this date; it is very unlikely that your child will When you make your application, you will be able to list up to six primary be offered one of your preferences. schools, in order of preference. You might want to visit your preferred We look forward to receiving your application and to welcoming your and local schools before applying, so that you can be sure you are child to school in September 2022. selecting the right preferences for you and for your child. We strongly advise that you do visit the schools you are interested in as this will help Cllr Zina Brabazon Eveleen Riordan you to make an informed choice. Cabinet Member for Early Years, Assistant Director, Children and Families Schools and Learning It is important to remember that expressing a preference is not the same as selecting which school your child will attend – many schools in Haringey receive more applications than there are places available. The admission criteria in this booklet set out how decisions on offers of places will be made where schools are over-subscribed. Contents Admissions 2022 In-year admissions Deciding on a school Education Welfare Service Myth Busters Free School Meals Applying online Independent (private fee paying) schools Fraudulent applications Local Government Ombudsman The results of your application Ofsted Frequently Asked Questions Data Protection Act Private fostering Schools in other authorities Location of Haringey schools’ Useful contact details Types of schools in Haringey Admissions criteria for community and voluntary controlled schools Schools A-Z Don’t be late! Apply online by 15 January 2022 www.eadmissions.org.uk ; It’s secure and easy ; You will receive email confirmation that we have received your application ; You can make changes to your application until the deadline ; You find out the result of your application before paper applicants Free early learning in Haringey for 2, 3 and 4 year olds 15 hours 15 hours for all 30 hours for 3 & 4 year for some 2 year olds 3 & 4 year olds olds of working parents Visit www.haringey.gov.uk/freeearlylearning or drop in to your local children’s centre if you have any questions or need help with your application form www.haringey.gov.uk/childrens-centres Keeping children healthy as they prepare to start primary school As your child gets ready for primary school, please note: • Vaccination protects your child from serious diseases. Before starting school, check your child’s vaccination record (red book). They should have received all their childhood vaccines including the 4-in-1 booster and second dose of the MMR vaccine at 3 years 4 months. If they have missed any or you are unsure, speak to your GP or health visitor More information: today. If your child was partially or fully vaccinated in another country, check with your See information on NHS vaccination programme. GP who can advise if this is sufficient for the UK. Vaccination UK provides vaccinations in schools. See • Good and regular handwashing can prevent many illnesses and viruses, which means their website for details. less risk of illnesses and fewer absences from school. Start practicing hand washing now especially after using the toilet and before eating. Information from the NHS on handwashing routine • Make a start on early learning skills by sharing stories. Reading to your child improves See where your closest library is in Haringey to sign their vocabulary and listening skills, and singing and rhymes will help them to learn up for a free library card some important pre-reading skills. Haringey libraries offer a free library card to all residents. Change4Life has great indoor and outdoor activities Children starting school should be spending at least 180 minutes (3 hours) a day doing a to get children moving. variety of physical activities spread throughout the day, including active and outdoor play. The more the better. Children under 5 should not be inactive for long periods, except when Email School Health service whh-tr. they’re asleep. [email protected] or call 0203 074 2600 for support.. School Health/Nursing Service offer guidance and support to you and your child and works across schools. The service provides advice to teachers/school staff, parents, carers and children. Children starting in Reception will be asked to fill out a medical questionnaire so the service can tailor any support needed by the family. Applying for a school place Admissions 2022 Deciding on a school Myth Busters Applying online Fraudulent applications Frequently Asked Questions The results of your application Applying for a school place Reception Admissions 2022 If your child was born between 1 September 2017 and 31 August 2018, you will need to apply for a reception place for September 2022. Even if you want your child to start school later, you must still apply now within the timescales given in this booklet. There is no automatic progression into Reception class for children currently attending the nursery at a community school. Please apply online for a Reception place. Junior Admissions 2022 If your child was born between You will need to apply for a junior place for 1 September 2014 and 31 August 2015 September 2022 at: and your child attends: Belmont Infant Belmont Junior Rokesly Infant Rokesly Junior St. Francis De Sales Catholic Infant St. Francis De Sales Catholic Junior St. Peter-in-Chains Catholic Infant St. Gildas’ Catholic Junior St. Mary’s Catholic Infant St. Mary’s Catholic Junior South Harringay Infant South Harringay Junior St Paul’s and All Hallows Infant St Paul’s and All Hallows Junior Campsbourne Infant Campsbourne Junior Bounds Green Infant Bounds Green Junior Applying for a school place SEN Reception Application Flowchart SEND Admissions 2022 Haringey provides a range of Is your child undergoing assessment Please apply for a mainstream school listed in this specialist facilities and support NO services for children with special for an EHCP? booklet. educational needs. The special If you would like to apply for a special school, you are educational needs of most children encouraged to seek advice from the SENCO at your are met in mainstream schools where YES child’s nursery or a health or education professional additional help is available. In certain that that has seen or worked with your child. cases a special school or unit may be appropriate. Have you spoken to the SENCO at The flowchart here is the process your child’s nursery, or any other NO Please discuss your child’s application with them for applying for a place at a special education or health professional that school. has seen or worked with your child? Information about provision for The decision to offer a place at a Special School rests solely with the children with Special Educational Haringey SEN team. If you would like more information about this Needs is available from the SEN YES process or any of the information events that are held for children team. undergoing an assessment for an EHCP or otherwise, please contact Tel: 020 8489 1913 the SEN team at [email protected]. Email: [email protected] You can apply for a mainstream school If your child has not been issued with an EHCP before national offer day on 19 April 2022 and you are seeking a place at a mainstream or special listed in this booklet and/or one of the school then you may not be offered your preference. Haringey Special Schools: The Brook Special School, A place at a maintained school may be offered to you in accordance with Mulberry Resource Base, the admissions criteria set out in this booklet and not the named school Vale Special School, or on a final plan. Blanche Nevile School Applying for a school place Key dates for Reception and Junior Admissions Date What will happen? 1 September 2021 Applications open 15 January 2022 Application deadline Offer day/online outcome Online applicants will receive notification of their 19 April 2022 offer in an email Paper applicants will be sent an offer letter Acceptance deadline - online applicants should 3 May 2022 accept their offer online 20 May 2022 Appeal deadline Applying for a school place Deciding on which school place you would like to apply for 1.
Recommended publications
  • Early Years Foundation Stage Guidance
    Early Years Foundation Stage Guidance Introduction Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. (Statutory Framework for the Early Years Foundation Stage DfE March 2017) The Early Years Foundation Stage applies to children from birth to the end of Reception. In our school children can join us at the beginning of the school year in which they are four, and if we have places some children are able to join us the term after they turn three. Key Stage One begins for our children at the beginning of Year One. We believe that the Early Years Foundation Stage curriculum is important in its own right and for preparing children for later schooling. It reflects the fact that children change and develop more rapidly in the first five years than at any other stage of their life. In order to ensure continuity and to enable each child to reach their full potential, we make a clear commitment to ensuring that the transition between pre-school and Nursery and Reception is made smoothly, so laying secure foundations for future learning. The early years education we offer is based upon The Early Years Foundation Stage statutory framework leading to the Early Learning Goals, which establish targets for most children to reach by the end of the Early Years Foundation Stage.
    [Show full text]
  • School Organisation Data Supplement 2019 2 CONTENTS
    School Organisation Data Supplement 2019 2 CONTENTS FIGURES AND CHARTS INDEX .............................................................................................................................. 4 PREFACE ...................................................................................................................................................................... 5 DEMOGRAPHIC AND OTHER FORECASTING DATA ....................................................................................... 7 1. NURSERY & EARLY YEARS PROVISION ....................................................................................................... 10 1.1 Existing Provision ................................................................................................................................ 10 1.2 Future Provision .................................................................................................................................. 11 2. PRIMARY ................................................................................................................................................................ 12 2.1 Existing Provision ................................................................................................................................ 12 2.2 Forecasting Influences ........................................................................................................................ 13 2.3 Future Trends .....................................................................................................................................
    [Show full text]
  • Induction & Virtual Tour for New Parents
    EDISON PRIMARY SCHOOL IGNITING YOUNG MINDS TODAY FOR A BRIGHTER TOMORROW WELCOME TO NEW RECEPTION PARENTS NOVEMBER 2020 Leadership Team • Chair of Governors – Kamal Kainth • Headteacher – Amrit Dokal • Deputy Headteacher – Hardeep Rupra • EYFS Leader – Deepika Rahman Our Vision • High expectations and challenge for all pupils It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Albert Einstein • Visible Science and Practical learning Science is not only a disciple of reason but, also, one of romance and passion. Stephen Hawking • A Broad Curriculum The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education. Martin Luther King, Jr. At the end of the day, the most overwhelming key to a child's success is the positive involvement of parents. Jane D. Hull When Can My Child Start School? Date of birth Start or transfer Apply 01/09/2016- Start Reception Sept 2021 1 Sept 2020 – 15 Jan 31/08/2017 2021 Key Dates: Date Activity September to December 2020 Parents can contact primary schools to make virtual viewings (if available). 15 January 2021 Closing date for receipt of online applications. 8 February 2021 Closing date for applications from people moving into the borough, or changing address after 15 January 2020. By 8 March 2021 Applications are ranked according to admissions criteria. 16 April 2021 Offer day, letters are posted to applicants who applied using a paper form. Parents who applied online will be able to view the outcome of their application from the evening of 16 April.
    [Show full text]
  • (2018). Employability Skills in Studio Schools. Investigating the Use of The
    Employability Skills in Studio Schools Investigating the use of the CREATE Framework October 2018 Dr James Robson, Ashmita Randhawa and Professor Ewart Keep SKOPE Research Centre, University of Oxford Table of Contents ACKNOWLEDGEMENTS ............................................................................................................ 3 EXECUTIVE SUMMARY ............................................................................................................. 4 1. INTRODUCTION .................................................................................................................... 8 2. METHODOLOGY ................................................................................................................. 10 Phase 1 ............................................................................................................................... 10 Document Analysis ......................................................................................................... 10 Semi-structured Interviews ............................................................................................ 12 Phase 2 ............................................................................................................................... 12 Phase 3 ............................................................................................................................... 13 Ethical Considerations ........................................................................................................ 15 3. FINDINGS ...........................................................................................................................
    [Show full text]
  • Bold Beginnings
    Bold beginnings: The Reception curriculum in a sample of good and outstanding primary schools In January 2017, Her Majesty’s Chief Inspector (HMCI) commissioned an Ofsted-wide review of the curriculum. Its aim was to provide fresh insight into leaders’ curriculum intentions, how these are implemented and the impact on outcomes for pupils. This report shines a spotlight on the Reception Year and the extent to which a school’s curriculum for four- and five-year-olds prepares them for the rest of their education and beyond. 2 Bold beginnings – November 2017, No. 170045 Contents Executive summary 4 Key findings 5 Recommendations 7 Reception – a unique and important year 8 The curriculum 12 Teaching 16 Language and literacy 19 Mathematics 24 Assessment and the early years foundation stage profile 26 Initial teacher education 29 Methodology 31 Annex A: Schools visited 32 Annex B: Online questionnaire 34 3 www.gov.uk/ofsted Executive summary A good early education is the foundation for later supposed to teach it. This seemed to stem from success. For too many children, however, their misinterpreting what the characteristics of effective Reception Year is a missed opportunity that can leave learning in the early years foundation stage (EYFS)2 – them exposed to all the painful and unnecessary ‘playing and exploring, active learning, and creating consequences of falling behind their peers. and thinking critically’ – required in terms of the curriculum they provided. During the summer term 2017, Her Majesty’s Inspectors (HMI) visited successful primary schools The EYFS profile (EYFSP)3 is a mechanism for statutory in which children, including those from disadvantaged summative assessment at the end of the foundation backgrounds1, achieved well.
    [Show full text]
  • What Scotland Learned 100 Stories of Lockdown
    What Scotland Learned 100 stories of lockdown For Scotland’s learners, with Scotland’s educators 100 stories of lockdown Contents What Scotland Learned is a collection of inspiring stories about how practitioners across Scotland responded to the COVID-19 crisis. It is structured around the five themes of How Good is OUR School?. Foreword 4 Relationships 5 Learning and teaching 31 School and community 83 Health and wellbeing 142 Successes and achievements 179 Reflection 192 What Scotland Learned Foreword Relationships Gayle Gorman HM Chief Inspector of Education This theme is about how well everyone The COVID-19 pandemic led to the sudden closure supported each other to work, learn of school buildings and other learning sites across and achieve success. It is about Scotland. During this time there were many examples relationships amongst learners and of extraordinary work across the entire education between children and young people and system to support learners and communities. the adults who work with them as part of a learning community. For many learners, their education was delivered When we asked for submissions for this entirely through distance and online platforms, publication, I wasn’t sure how many we would with different forms of on-going contact with receive. Everyone is back in school now and their teachers, childcare workers, youth workers, I know how busy you all are. Incredibly, we tutors and others. Of course, for children and received many, many submissions and it just young people, support from parents and carers wasn’t possible to publish all of them in this book. continued to be key to their learning.
    [Show full text]
  • Start Right: the Importance of Early Learning. INSTITUTION Royal Society for the Encouragement of Arts, Manufactures, and Commerce, London (England)
    DOCUMENT RESUME ED 372 833 PS 022 498 AUTHOR Ball, Christopher TITLE Start Right: The Importance of Early Learning. INSTITUTION Royal Society for the Encouragement of Arts, Manufactures, and Commerce, London (England). REPORT NO ISBN-0-901469-15-7 PUB DATE Mar 94 NOTE 140p. AVAILABLE FROM Lesley James, Royal Society for the Encouragement of Arts, Manufactures and Commerce, 8 John Adam Street, London, WC2N 6E1, England, United Kingdom(15 British pounds). PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) .(120) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Change Strategies; *Educational Benefits; *Educational Change; Educational Quality; Educational Research; Foreign Countries; *Preschool Education; Program Descriptions; *Program Improvement; Program Proposals IDENTIFIERS Developmentally Appropriate Programs; *Quality indicators; *United Kingdom ABSTRACT This British report demonstrates the importance of early learning as a preparation for effective education topromote social welfare and social order, and to develop a world-class workforce. It shows how countries benefit from providing good preschool education for children. Chapter 1 summarizes the casefor the systematic public provision of high quality preschooleducation. Chapter 2 shows how research demonstrates the effectiveness ofhigh quality preschool education in providing both social andeducational benefits. Chapter 3 considers the early learning experiences and practices of other countries. Chapter 4 reviews the pattern of provision of preschool education in the United Kingdom. Chapter5 considers the role of home and community, and chapter 6 discusses the nature of good practice and high quality provision for early learning. Chapter 7 offers a practical program for achieving the objective of providing good preschool education fo i. all children. Chapter 8 summarizes the conclusions of the report and makes17 recommendations addressed to parliament, educators, parents and the community, and the government.
    [Show full text]
  • Education in Scotland
    EDUCATION IN SCOTLAND Education in Scotland is markedly different from that in the rest of the United Kingdom - with a different curriculum, school boards to oversee school management and a General Teaching Council which has been in existence since 1965. Whilst there are many examples of successful and innovative practice in Scotland, the system is quite often not recognised as different by writers who talk about the United Kingdom education system as if it were one smooth whole. This book describes recent developments in both legislation and practice in Scotland, drawing comparisons with the English system. Chapters cover adminis­ tration and management, early years education provision, the curriculum in Scotland, secondary education and special educa - tional needs. Margaret Clark is Emeritus Professor of Education at the Uni­ versity of Birmingham. Pamela Munn is Professor of Curriculum Research at Moray House Institute of Education, Edinburgh. EDUCATION IN SCOTLAND Policy and practice from pre-school to secondary Edited by Margaret M. Clark and Pamela Munn First published 1997 by Routledge Published 2017 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint ofthe Taylor & Francis Group, an iriforma business Copyright© 1997 Margaret M. Oark, Pamela Munn and individual chapters to their authors The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data Education in Scotland: policy and practice from pre-school to secondary/edited by Margaret M.
    [Show full text]
  • Nursery/Reception Lesson Plan
    WHY DOES THIS RESOURCE EXIST? When Sally Holland became the Children’s Commissioner for Wales she consulted with more than 6000 children and young people to find out their priorities. Bullying emerged as the number one concern for children and young people in Wales. To see how children and young people felt this would best be addressed Sally launched Sam’s Story, where she consulted with more than 2000 children and young people to find out what young people think is the best way to prevent and tackle bullying. After listening to young people, one of Sally’s key recommendations is that all young people of all ages have time to reflect on and discuss their relationships. This resource helps all primary schools in Wales to enable their pupils to have this experience through videos, activities and supporting guidance. WHAT IS THE RESOURCE? This resource was developed by Rebecca Rees a teacher at Penygawsi Primary School. Rebecca took a whole school approach to delivering the Sam’s Story special mission in October 2016, developing a series of differentiated lesson plans for each key stage and adapting existing resources. The resource is the teaching approach Penygawsi took, outlined in a series of lesson plans with supporting information and relevant resources. It is a tried and tested whole school scheme of work that could be used during Anti-bullying week. WHAT WILL THIS RESOURCE SUPPORT IN MY SCHOOL? This will support your school to deliver pupil experiences related to their wellbeing, as specified in the 2017 Estyn Inspection Framework and contains an integrated evaluation to track the impact of the activities on the wellbeing of your pupils.
    [Show full text]
  • The Hundred Review of the Reception Year in England the Hundred Review Report Earlyexcellence.Com/Hundredreview
    Report The Hundred Review Teaching Four & Five Year Olds: The Hundred Review of the Reception Year in England The Hundred Review Report earlyexcellence.com/hundredreview Contents Introduction 01 Context of the Reception Year in schools 02 Purpose of The Hundred Review 03 Evidence strands Section 1 04 What is the purpose of YR? 08 Section summary Section 2 – What does Teaching and Learning Look Like in YR? 09 Introduction 09 Curriculum content in YR 10 The approach to learning and teaching in the YR 12 Section summary Section 3 13 What do assessment and accountability look like in YR? Section 4 17 How do children’s different starting points impact on YR? 18 Section summary Section 5 19 How does YR support the diverse needs of children? 21 Section summary Section 6 22 How is YR practice supported by the EYFS Statutory Framework? 24 Section summary Section 7 25 What is the impact of leadership on YR? 26 Section summary Section 8 – How do Transitions Affect YR? 27 Transition into Reception 29 Transition from Reception to Key Stage One 31 Section summary Section 9 32 What are the external pressures on YR classes? 34 Section summary Section 10 35 What are the internal issues that affect outcomes in YR? 38 Section summary Section 11 39 Conclusions The Hundred Review Report earlyexcellence.com/hundredreview Section 12 41 The Hundred Review Report and Expert Panel make the following recommendations 42 Appendices 52 The Hundred Review Expert Panel 53 About the Authors The Hundred Review Report earlyexcellence.com/hundredreview 01 Introduction 1. Context of the Reception Year in schools 1.1.
    [Show full text]
  • A Parent's Guide to the 11-Plus
    A Parent’s Guide to the 11-plus (or “Your Child, the 11+ and You”) How your child can achieve success in the exam by preparing sensibly; with you engaging with the system and overcoming the obstacles, working with your child and helping your child to maintain a good life balance; yet upholding ideals of education and social justice and not having to spend lots of money! Third Edition By John Barber The cover is using a graphic, I rather liked, from the Internet; artwork was by my son and words and colour scheme by me. I wondered how my dubious, fictional “hero”, Homer Simpson, might have reacted if his son, Bart, had announced he wanted to take the 11+? Somehow, I can see a lot of Homer in me and a bit of Bart in my son 1 A Parent’s Guide … to the 11-plus by John Barber “I want to go to a good school and to do well in my studies; that’s why I want to pass the 11-plus. I know that I need to work hard; that’s what I’m going to do. I would say to any child who wants it too - to go for it!” Matthew Barber (aged 10) (on 02/03/09, he found his wish had been granted) “Amusing, instructive, elliptical …” A Grammar School Head - about this book “Knowledge is power.” Sir Francis Bacon (1561-1626) “Readers produce leaders; there are too few of them.” An African Pastor “If our mission is (rightly) to help our children realise their full potential, them going to grammar schools may or may not be part of the solution; but it will never be the whole solution!” Two “Wise” Old Men “I would say to all parents, especially the pushy types, that you mustn’t use the 11-plus as an excuse to live your life through your children.” An Observer “Preparation and practice are key elements for passing practically every exam ever taken - why should the 11-plus be any different? ..
    [Show full text]
  • 3-18 Literacy and English Review
    3-18 Literacy and English Review Transforming lives through learning Contents 1. Introduction 2 2. Context 4 3. Executive summary 7 4 Learning and achievement 3 – 18 8 4.1 Learning and achievement in literacy and English across the sectors 8 4.2 Transitions to ensure progression in literacy and English 18 4.3 Learners’ understanding of their progress in literacy and English 19 4.4 Enhancing learning and achievement in literacy and English through Scots 22 and Scottish texts 5 Raising attainment in literacy and English 27 5.1 Raising attainment: early intervention and targeted support 27 5.2 Raising attainment: higher-order thinking skills 33 5.3 Raising attainment: engaging with texts 38 5.4 Raising attainment: literacy across learning 43 5.5 Raising attainment: leadership 48 5.6 Raising attainment: career-long professional learning 52 6 The Way Ahead 55 Next steps for raising standards and improving the delivery of literacy and English Appendices 1. List of establishments visited for report 57 2. Key documents 58 3. National and international perspective (statistical information) 59 4. Practical next steps for the development of Scots language and text 65 5. Key points on developing literacy through Gaelic Medium Education 67 1 1 Introduction This review is part of a series evaluating the quality of children’s and young people’s learning and achievements in early learning and childcare settings and schools in Scotland. It describes and evaluates current practice in learning, teaching and achievement in literacy and English, and sets out key strengths and areas for improvement. It includes examples of good practice and identifies an agenda for raising attainment, in support of the Scottish Government’s current priorities.
    [Show full text]