School Admissions

Children do not start to learn at the age of four. Indeed, a child is born with just 25% of their potential brain development and by the age of three this has increased to 80%. What happens to a child between the ages of 0 and 3 has a direct impact upon their future life chances and level of intelligence. By the time a child comes to school, soon after their fourth birthday, much of the hard wiring of the brain is in place and although a good school can go a long way to correct a poor start that a child may have had the effects are limited. It is important therefore that children have the very best head start to their education. This makes the experiences and learning that take place before a child reaches the age of four absolutely crucial to their future potential.

Click here to access a short video called Brain Hero that explains the impact that a child’s early years experiences have upon a child under 4.

For all these reasons, Langley Hall has chosen to work in partnership with Wellingtons for Langley Hall to provide children with high quality care and education in the years before their transfer to their primary schools. If you are considering Langley Hall as your first choice school we would strongly recommend that your child attends Wellingtons For Langley Hall from 3 to 4 years of age or before. The Langley Hall Primary Academy website clearly sets out how the school allocates places. The UK admissions code does not allow any school to give priority places to children from a specific nursery and therefore, Wellingtons for Langley Hall is not sited in the schools over subscription criteria.

Parents who have sent their children to Wellingtons for Langley Hall and then to Langley Hall have said:

“My child settled into school brilliantly from day one. As the reception class teachers had been to visit the nursery and the children had been to visit the school my child felt very well prepared for the move.”

“The school and nursery work closely together and use similar resources so that my child could continue their learning in a familiar way. Expectations for behaviour were similar at both establishments which greatly assisted the settling in process.”

“My child’s learning journey, which was started at the nursery, was passed onto the staff at the school. this meant that the teachers were aware of my child’s special needs before the term started. This was very reassuring and meant that we could build on work the nursery staff had begun.”