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