School council
The school council is a committee made up of both children and staff.
They make decisions which make a difference to the children and school life.
Each class has a named child who is nominated by their class peers at the beginning of the academy year.
The school council meet every month to discuss ways to resolve issues, promote school life and organise events.
Specific roles are also allocated to the children, ensuring all roles and expectations are carried out effectively by the children in the council.
Key Stage 1 School councillors |
|
|---|---|
| Lilly-Mae Rowe | Year 1 |
| Reginald Atkinson | Year 1 |
| Ronald Atkinson | Year 1 |
| Poppie Adams | Year 2 |
| Mia Custance-Howell | Year 2 |
| Lola-Rae Beacock | Year 2 |
Key Stage 2 School councillors |
|
|---|---|
| Blnd Sead | Year 3 |
| Eva Newton | Year 3 |
| Lana Atkinson | Year 3 |
| Emily Thirkettle | Year 4 |
| Milana Smatova | Year 4 |
| Oliver-James Shaw | Year 5 |
| Jamal Moseley | Year 5 |
| Ellie Pullen | Year 5 |
| Muwal Omer | Year 6 |
| Mason Davies | Year 6 |
| Olly Prescott | Year 6 |
In the last three years the school council have led on the following projects :-
- Improving the dining hall experience by introducing cutlery caddies, removing trays and introducing the golden table
- Bike shed installed on school site
- Allotment areas and organising ground force days for parents.
- KS1 & KS2 Trim Trails
- Outdoor Classroom
- Attendance rewards
- Reading Club for KS2
- New school logo
“Leaders know the pupils, their families and the community very well.”
“Pupils thrive at Thorpepark Academy.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils love the ‘Thorpepark 50’.”
“Leaders prioritise pupils’ well-being.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils know ways to raise their own self-esteem and that of others.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Children in the early years get off to a good start.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Parents work in partnership with leaders and staff.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils learn the importance of contributing to their community.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupils are exposed to a wide range of high-quality books.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“There is a truly inclusive ethos.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Pupils are well prepared for secondary education.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Pupils understand how to keep their minds and bodies healthy.”
“Pupil ambassadors check on other pupils’ well-being.”
“Pupils learn about people and places from their local area in all subjects.”
“Pupils are motivated to learn.”
