Safeguarding
Thorpepark has a responsibility to protect and safeguard the welfare of children and young people they come into contact with. The need for guidelines and procedures is important to ensure that this is done with understanding and clarity.
The designated Safeguarding Lead and responsibility for safeguarding within the organisation is: Caroline Knight. The child protection officer for the school is Wendy Mortimer.
Meet our full safeguarding team :
Further information:
Safeguarding and promoting the welfare of children is everyone’s responsibility.
Everyone who comes into contact with children and their families and carers has a role to play in safeguarding children.
In order to fulfil this responsibility effectively, we have made available the below documents to give you further advice and information.
Operation Encompass is a Police and Education early intervention safeguarding partnership which supports children and young people exposed to domestic abuse.
Operation Encompass is the reporting to schools before the start of the next school day when a child or young person has been involved or exposed to a domestic abuse incident the previous evening.
The information is given in strict confidence to a school’s Key Adult to enable support to be given dependent on the needs and wishes of the child.
Operation Encompass is a Trauma Informed and Trauma Sensitive charity. We acknowledge and understand the impact of Domestic Abuse as an Adverse Childhood Experience.
Operation Encompass mitigates against the damaged caused by exposure to Domestic Abuse and other ACE’s
“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 love the ‘Thorpepark 50’.”
“There is a truly inclusive ethos.”
“Leaders know the pupils, their families and the community very well.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils learn the importance of contributing to their community.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils understand how to keep their minds and bodies healthy.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Pupils learn about people and places from their local area in all subjects.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupils are motivated to learn.”
“Pupils are exposed to a wide range of high-quality books.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Parents work in partnership with leaders and staff.”
“Children in the early years get off to a good start.”
“Pupils thrive at Thorpepark Academy.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupil ambassadors check on other pupils’ well-being.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils are well prepared for secondary education.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Leaders prioritise pupils’ well-being.”
