Ofsted and Parent View
Please find below our most recent Ofsted report, and relevant information from the Department for Education Performance Tables.
Download our latest Ofsted report:
Understanding a school inspection report
School inspection reports will have information such as:
- how well inspectors think the school is doing and what it could do to make things even better
- how well pupils are doing, both in their education and their overall well-being and personal development
- what parents and carers think about the school
- how up to date the school buildings are, including any boarding school living accommodation
- how any problems or complaints are dealt with
- how the school complies with rules and regulations.
Parent View
Parent View gives you the chance to share with Ofsted what you think about your child’s school. The survey can be completed at any time; you don’t have to wait until the school is being inspected.
“Pupil ambassadors check on other pupils’ well-being.”
“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.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupil mentors support younger pupils and those new to the school.”
“Parents work in partnership with leaders and staff.”
“Children in the early years get off to a good start.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils love the ‘Thorpepark 50’.”
“Pupils are exposed to a wide range of high-quality books.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils thrive at Thorpepark Academy.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“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.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Pupils are well prepared for secondary education.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Leaders prioritise pupils’ well-being.”
“There is a truly inclusive ethos.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils learn the importance of contributing to their community.”
“Pupils understand how to keep their minds and bodies healthy.”
“Pupils are motivated to learn.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Leaders know the pupils, their families and the community very well.”
