The Job Centre
At Thorpepark, the children have the opportunity to apply for jobs which enables them to make a positive contribution to our school community.
The children need to apply for the job as in the same way you would within the ‘real’ world. They must complete an application form, then the short listed applicants will be invited to attend an interview. The successful applicants will be paid a wage for successfully carrying out their roles and responsibilities in the school. The wages are paid through the use of Thorpetons credits.
Vacancies available during the term will be displayed on the job board in KS2 and shared in assemblies. Each vacancy has a deadline, children must have completed and submitted an application form by the given date.
Applying for a job
If a child wants to apply for a job they need to complete an application form and hand it in to Mrs Knight. Job application forms are available from the office or class teacher.
What jobs are available
- Librarians
- Shop assistants
- Lunchtime supervisors
- Reading Buddies
- Caretakers
- Lost Property
- Foundation Play Leaders
- Payroll
- Playground buddies
- Litter pickers
- Gardeners
- Office Junior
- Head’s PA
“Children in the early years get off to a good start.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Pupils learn the importance of contributing to their community.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils love the ‘Thorpepark 50’.”
“Pupils thrive at Thorpepark Academy.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Leaders know the pupils, their families and the community very well.”
“The school’s offer for pupils’ personal development is exceptional.”
“Parents work in partnership with leaders and staff.”
“Pupils know ways to raise their own self-esteem and that of others.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Leaders prioritise pupils’ well-being.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupil ambassadors check on other pupils’ well-being.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupils learn about people and places from their local area in all subjects.”
“Pupils are motivated to learn.”
“Pupils are well prepared for secondary education.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils understand how to keep their minds and bodies healthy.”
“Pupil mentors support younger pupils and those new to the school.”
“There is a truly inclusive ethos.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
