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.
“There is a truly inclusive ethos.”
“Pupils learn about people and places from their local area in all subjects.”
“Pupils learn the importance of contributing to their community.”
“The school’s offer for pupils’ personal development is exceptional.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Pupils understand how to keep their minds and bodies healthy.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Pupils know ways to raise their own self-esteem and that of others.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils thrive at Thorpepark Academy.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Pupils love the ‘Thorpepark 50’.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Parents work in partnership with leaders and staff.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Leaders have ensured that the teaching of reading is strong.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupils are motivated to learn.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Pupils are well prepared for secondary education.”
“Children in the early years get off to a good start.”
“Pupil ambassadors check on other pupils’ well-being.”
“Leaders know the pupils, their families and the community very well.”
“Leaders prioritise pupils’ well-being.”
“Pupil mentors support younger pupils and those new to the school.”
