15 or 30 hour codes
We do offer places for children that are eligible for the 30-hours funded childcare.
Please ask at the office for an application form.
From this September, 15 hours childcare for working families with children under 3 will expand to 30 hours, meaning eligible working families can now apply for 30 hours of childcare from the term after their child turns 9 months until they reach school age.
15-hour code for non-working parents – If you have a 15-hour code or know someone who does, we have places available.
Eligibility Criteria for 30 Hours
If you are already using 15 hours childcare you don’t need to reapply for a new code. Simply continue to reconfirm your details every 3 months on your GOV.UK account and your existing code will update automatically to enable you to take up 30 hours from September 2025.
This expansion for working parents is designed to support your child’s early education and help you better balance work and family life. It’s the final phase of the childcare expansion, which could save families up to £7,500 per year.
Apply for your childcare code by 31 August to start using the support from September
What you need to do:
• Check if you’re eligible: Working parents in England may be entitled to up to 30 hours childcare per week for children aged 9 months to school age, during term time (38 weeks per year).
• Apply online via GOV.UK: If you’re eligible, apply now for your childcare code – you’ll need this to access your hours.
• Apply by 31 August: To start using your hours from 1 September, make sure you apply before the deadline.
Keep your code up to date: You’ll need to reconfirm your details every 3 months via your GOV.UK account. You’ll get a reminder when it’s time. Please see the office for more information on how to request a place at our school.
If you give false information about your eligibility, you could be fined up to £3000.
“Children in the early years get off to a good start.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupil ambassadors check on other pupils’ well-being.”
“Pupils learn the importance of contributing to their community.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Parents work in partnership with leaders and staff.”
“Pupils understand how to keep their minds and bodies healthy.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Leaders know the pupils, their families and the community very well.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“There is a truly inclusive ethos.”
“Pupils learn about people and places from their local area in all subjects.”
“Leaders prioritise pupils’ well-being.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Pupils are motivated to learn.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils are well prepared for secondary education.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Pupils love the ‘Thorpepark 50’.”
“Pupils thrive at Thorpepark Academy.”
