Head Boy & Head Girl
| Awaiting election results 2024-2025 | |
|---|---|
| Head Boy | Leland |
| Head Girl | Willow |
| Deputy Head Boys | Freddie, Muwafag, Connor and Taylor |
| Deputy Head Girls | Milana, Emily, Kacey and Ayesha |
Election campaign
The Head Boy and Head Girl play a crucial part in the life of the school. At the beginning of a new academic year, the school hosts an election campaign for the children to decide who will be best to represent the school. Year 6 children can express an interest in the role by completing an application form. 12 children are nominated to go forward to run for the election campaign.
The election campaign runs for several weeks with each candidate making a promotion video, flyers and visiting classrooms to answer questions by their peers. A day is set for voting and every child and staff member can vote for their Head Boy and Girl. The child with the most votes becomes Head Boy/ Girl and then the second, third and fourth places are given to the Deputy Head roles.
Roles and responsibilities
The Head and Deputies are a role model to other pupils and will liaise with the Head of School, Deputy Head and Assistant Headteacher to ensure the school runs smoothly. They will deal with everyday issues such as greeting visitors, resolving issues, communicating with lunchtime supervisors, etc. They are the voice of the school and will lead assemblies, information events and inform children of changes to the school life.
Head Boy & Head Girl 2024: Election videos
“Pupils often benefit from bespoke plans which are matched to their needs.”
“The school’s offer for pupils’ personal development is exceptional.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils love the ‘Thorpepark 50’.”
“Leaders prioritise pupils’ well-being.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupils learn the importance of contributing to their community.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils understand how to keep their minds and bodies healthy.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupil ambassadors check on other pupils’ well-being.”
“Children in the early years get off to a good start.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Parents work in partnership with leaders and staff.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Leaders know the pupils, their families and the community very well.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Pupils are well prepared for secondary education.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“There is a truly inclusive ethos.”
“Pupils learn about people and places from their local area in all subjects.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupils are motivated to learn.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils thrive at Thorpepark Academy.”
