Admissions
The school’s current admission arrangements adhere to the published criteria contained in the 2018/2019 Kingston upon Hull “Admissions to Primary Schools” Booklet.
These criteria below apply for 2024/2025 and 2025/2026 school years.
The admission arrangements explain how pupils will be admitted. It also sets out a procedure for if the school is oversubscribed.
The admission arrangements explain how pupils will be admitted, including how many children. It also sets out a procedure if the school is oversubscribed.
Further details on how to apply for a school place can be found at www.hullcc.gov.uk/admissions
The criteria for admission to Thorpepark are:
- Children in public care at the time when preferences are expressed, and those who have been previously 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 to the school
Although Thorpepark 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.
Please see the Admission Policy below for further detail/explanation.
Admission Policy
Please download our criteria for admissions to Thorpepark Academy.
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils thrive at Thorpepark Academy.”
“Pupils love the ‘Thorpepark 50’.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils learn the importance of contributing to their community.”
“Leaders prioritise pupils’ well-being.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupils are well prepared for secondary education.”
“Pupil ambassadors check on other pupils’ well-being.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Pupils understand how to keep their minds and bodies healthy.”
“Pupils are motivated to learn.”
“Parents work in partnership with leaders and staff.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“There is a truly inclusive ethos.”
“Leaders know the pupils, their families and the community very well.”
“The school’s offer for pupils’ personal development is exceptional.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Children in the early years get off to a good start.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupils learn about people and places from their local area in all subjects.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
