Calendar & term dates
Please find below term dates for the next academic year.
Please note that the dates for 2024 – 2025 are the official term dates and have taken into consideration our teacher training days. We have yet to confirm the term dates for 2025 – 2026.
Thorpepark Academy Calendar
| School Year 2024-25 | Autumn 2024 | Spring 2025 | Summer 2025 |
|---|---|---|---|
| Open | Tuesday 3rd September | Tuesday 7th January | Tuesday 22nd April |
| Close half term | Friday 25th October | Friday 14th February | Thursday 22nd May |
| Open | Monday 4th November | Monday 24th February | Tuesday 3rd June |
| Close end of term | Friday 20th December | Friday 4th April | Thursday 17th July |
| School Year 2025-26 | Autumn | Spring | Summer |
|---|---|---|---|
| Tuesday 2nd September | Tuesday 6th January | Tuesday 14th April | |
| May Day | Monday 4th May | ||
| Close half term | Thursday 23rd October | Friday 13th February | Friday 22nd May |
| Open | Monday 3rd November | Monday 23rd February | Monday 1st June |
| Close end of term | Friday 19th December | Friday 27th March | Friday 17th July |
“Pupils love the ‘Thorpepark 50’.”
“Pupils thrive at Thorpepark Academy.”
“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.”
“Pupils are motivated to learn.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils are well prepared for secondary education.”
“Leaders prioritise pupils’ well-being.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“There is a truly inclusive ethos.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Leaders know the pupils, their families and the community very well.”
“Parents work in partnership with leaders and staff.”
“Pupils learn the importance of contributing to their community.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“The school’s offer for pupils’ personal development is exceptional.”
“Children in the early years get off to a good start.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupil mentors support younger pupils and those new to the school.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Pupil ambassadors check on other pupils’ well-being.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils understand how to keep their minds and bodies healthy.”
