School council
The school council is a committee made up of both children and staff.
They make decisions which make a difference to the children and school life.
Each class has a named child who is nominated by their class peers at the beginning of the academy year.
The school council meet every month to discuss ways to resolve issues, promote school life and organise events.
Specific roles are also allocated to the children, ensuring all roles and expectations are carried out effectively by the children in the council.
Key Stage 1 School councillors |
|
|---|---|
| Freddie S | Year 1 |
| Meadow-Rose H | Year 1 |
| Year 1 | |
| Alyssa C | Year 2 |
| Hallie F | Year 2 |
| Ava M-B | Year 2 |
Key Stage 2 School councillors |
|
|---|---|
| Jacob S-T | Year 3 |
| Parker H | Year 3 |
| Renesnae C | Year 3 |
| Diana H | Year 4 |
| Olivia G | Year 4 |
| Alfie M | Year 4 |
| Lana A | Year 5 |
| Ruby A | Year 5 |
| Hayden B | Year 5 |
| Taylor S | Year 6 |
| Finley H-M | Year 6 |
| Jodie-Leigh R | Year 6 |
In the last three years the school council have led on the following projects and events:-
- Introduced recycle and reuse initiatives like school uniforms and collecting plastic lids
- Bike shed installed on school site
- Allotment areas and organising ground force days for parents.
- KS1 & KS2 Trim Trails
- Outdoor Classroom
- Attendance rewards
- Reading Club for KS2
- New school logo
- Raising money through different charities for school events
- Creating school meal menus each term
“There is a truly inclusive ethos.”
“Leaders know the pupils, their families and the community very well.”
“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 are motivated to learn. They enjoy lessons and they achieve well.”
“Children in the early years get off to a good start.”
“Pupils thrive at Thorpepark Academy.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Leaders prioritise pupils’ well-being.”
“Parents work in partnership with leaders and staff.”
“Pupils love the ‘Thorpepark 50’.”
“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.”
“Pupils are well prepared for secondary education.”
“Pupils learn the importance of contributing to their community.”
“Pupil mentors support younger pupils and those new to the school.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils understand how to keep their minds and bodies healthy.”
“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.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils are empathetic and show understanding of other pupils’ 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.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupil ambassadors check on other pupils’ well-being.”
