Curriculum events for parents
We will have a range of curriculum events during the year in which you are welcome to join us. Below are some descriptions of some of the events we will be hosting this year:
Stay and Plays
In our EYFS setting we will have events across the year in which you can stay and play with your child within the setting. Some of these
2 year olds – Little Jumping Beans
Dates to be confirmed
Nursery – Jumping Beans
Stay and play dates for Jumping Beans Nursery
- Wednesday 19th October – Halloween Stay and Play
- Wednesday 14th December- Christmas stay and play
- Wednesday 8th February—stay and read (theme to be confirmed)
- Wednesday 29th March-Easter stay and play
- Wednesday 24th May-Stay and read (theme to be confirmed)
- Wednesday 19th July-stay and play, summer fun
Reception
All sessions start at 8.45am to 10am.
- Autumn 1- Wednesday 19th October- Halloween theme
- Autumn 2- Wednesday 14th December- Christmas theme
- Spring 1- Wednesday 8th February
- Spring 2- Wednesday 29th March – Easter theme
- Summer 1- Wednesday 24th May
- Summer 2- Wednesday 12th July
Stay and read
Across the year, you will be invited in to stay and read with your child. This could be you listening to your child read or you reading a story to your child. Reading is important so please support these events.
Phonic workshops
In the spring term we will be inviting parents to join us for a range of phonic workshops and lesson demonstrations in preparation for the year 1 phonic screening testing in June.
Subject showcase
During the year, you will be invited in to your child’s class for them to showcase a particular subject. This could be history and the children might create their own museum or as part of their art studies a chance to see their paintings in a gallery.
“Children in the early years get off to a good start.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils are motivated to learn.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupil ambassadors check on other pupils’ well-being.”
“The school’s offer for pupils’ personal development is exceptional.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Pupils thrive at Thorpepark Academy.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Pupils understand how to keep their minds and bodies healthy.”
“Parents work in partnership with leaders and staff.”
“Pupils learn about people and places from their local area in all subjects.”
“There is a truly inclusive ethos.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils love the ‘Thorpepark 50’.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“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.”
“Pupils learn the importance of contributing to their community.”
“Pupils are well prepared for secondary education.”
“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.”
“Leaders prioritise pupils’ well-being.”
