Nursery & EYFS 1 Policies
All nursery policies, procedures and practices are based on the research and practice of the EYFS.
To find out more visit:
www.direct.gov.uk/eyfs
Below are some of these policies, which you may find useful.
If you need printed copies of any policies, please enquire at the school reception.
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“There is a truly inclusive ethos.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“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.”
“Pupils know ways to raise their own self-esteem and that of others.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupil ambassadors check on other pupils’ well-being.”
“Parents work in partnership with leaders and staff.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupils thrive at Thorpepark Academy.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Leaders have ensured that the teaching of reading is strong.”
“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.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils love the ‘Thorpepark 50’.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils learn the importance of contributing to their community.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupils learn about people and places from their local area in all subjects.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils are motivated to learn.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Leaders prioritise pupils’ well-being.”
“Pupils are well prepared for secondary education.”
“Leaders know the pupils, their families and the community very well.”
