Following the adoption of new and updated Articles of Association, the Board of Directors of The Stour Academy Trust has taken the decision to disband Local Governing Bodies in favour of Parent Forums.
Listening to the views of parents and pupils is crucial to the successful development of schools and these forums are helping the Board to make strategic decisions based on the views of a much wider variety of stakeholders rather than being limited to local governance.
We also have a Church Schools’ Committee to ensure that the school’s Christian vision continues to inform its provision, relationships and outcomes. It guarantees that the school’s Christian distinctiveness continues to meet the needs of all pupils.
Find out more about our Parent Forums below:
To view our Governance structure, please visit our governance page at:
Phonics is taught systematically using ‘Letters and Sounds’, and a focus on combining phonic skills with other skills for reading words is taught and encouraged in a range of contexts and across the curriculum.
Prevent is about safeguarding people and communities from the threat of terrorism. Prevent is 1 of the 4 elements of CONTEST, the Government’s counter-terrorism strategy. It aims to stop people becoming terrorists or supporting terrorism.
View our Prevent Strategy below:
Find out more about Prevent using the link below:
At Sturry CE Primary School we support the Department for Education’s definition of British values which encompass:
-Rule of Law
-Tolerance of those of different faiths and beliefs
We have an approach that enables children to develop their understanding of these values throughout their time at our school in order that they become responsible citizens both within school and beyond.
Throughout their time at Sturry there will be many occasions where children will have the opportunity to be involved in the democratic process, for example through voting and having their voices heard. We understand that the children’s opinions about their school are valid and need to be at the heart of our decision-making.
All staff model this process through asking questions and inviting children’s answers and opinions, whether it is in lessons, during assemblies, at lunchtime or on the playground. In Child Initiated learning, in EYFS, all children are developing their decision making skills and learning to make informed choices and take responsibility for them.
Our School Council has members elected from each class and has regular meetings to represent the views of their classmates. An election is held where candidates have to make a speech and pupils vote the members onto the Council.
Our school Behaviour Policy is clear that children are expected to contribute and co-operate, taking into account the views of others.
The Rule of Law
We consistently reinforce our high expectations of children. Children are taught the value and reasons behind our expectations. They recognise that whilst we have rules at school, other rules and laws exist in the country for the same reasons. That they are there to protect us, that everyone has a responsibility and that there are consequences when rules are broken.
- At the beginning of each academic year each class agrees a set of rules with their peers and the teacher. These are then displayed in the class and referred to as necessary. Our four Values are part of the school ethos and are referred to in all parts of the school day.
- By signing the Home School Agreement all parents and carers, children and teachers show commitment to uphold the school rules.
- Children are helped to learn to manage their behaviour and take responsibility for their actions. We help children to understand the connection between actions and consequences.
- We have a clearly structured Behaviour Policy which all stakeholders follow and understand.
Visits from services such as the Fire Service, Road Safety experts and the Police help us to reinforce the message of rule of law.
Within school, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young children to make choices safely. Through our provision of a safe environment and empowering teaching, children are encouraged to know, understand and exercise their rights and personal freedoms.
We support each child to become as independent as possible so that they are encouraged to become good and valued citizens. We endeavour to demonstrate that everyone has rights; this includes the right to say ‘No’ when appropriate. We teach children how to make safe choices e.g. through E-Safety lessons, PSHE/Circle Times.
Some children are able to take responsibility for particular roles, such as Librarians and School Council. Learning to do things independently is an important part of learning to understand yourself. We believe that in fostering a careful and helpful environment and encouraging independence we can boost and nurture a healthy self-esteem.
Whether it is through their choice of learning challenge, how to record their work, choosing which of our many extra-curricular activities to participate in or what to eat at lunchtime, our children are given the freedom to make many choices.
Respect is one of our Christian Values which are embedded throughout each school day. Children learn that their behaviour has an effect on their own rights and those of others. All members of our school community treat each other with respect. Events and circumstances are planned for pupils to go into the community to meet with a variety of people in different situations, which include: sports events, community events and shared participation with other schools.
We support others by collecting Harvest goods for a chosen charity, raising funds for the Ugandan charity “Fields for Life” as well as participating in national charitable events such as Children in Need, Comic Relief, Jeans for Genes, Macmillan’s biggest coffee morning.
As a core christian value at Sturry, ‘Respect’ is a key aspect of our school ethos and behaviour policy. Children are modelled this by caring, sharing and listening to others. The staff help children to understand how to respect by talking about how actions and words can affect others. Our PSHE curriculum promotes respect through units of learning such as “Relationships” and “Diversity”.
Tolerance of those of Different Faiths and Beliefs
Our RE curriculum provides a broad and balanced education on a range of faiths and cultures and through our Christian Values, all children are taught to respect everyone regardless of their faith and beliefs.
Cultures from other parts of the world, different faiths and beliefs are also taught through PSHE, English (fiction), Art, Geography and History. This enables the children to acquire an appreciation of and respect for their own and other cultures.
The ways in which we celebrate being British include:
- Study British Heritage texts in Literacy week
- Learn about our Patron Saints
- Learn about key historical events in different areas of the curriculum
- Learn key geographical facts about Britain
- Study our native wildlife
- Support national events such as the Olympics and the World Cup
Our school is committed to equality. We try to ensure that everyone is treated fairly and has equality of opportunity. We also work to develop good relations between people from different groups.
We recognise that in wider society, people are not always treated fairly, for example because of their: age; disability; gender; ethnicity, colour or national origin; religion or belief. We try to make sure that our school is a safe and secure place for everyone. We do not tolerate unfair treatment or bullying of any kind.
We recognise that people have different needs and we understand that treating people equally does not always involve treating them all the same. When people face particular difficulties they need extra support to help them achieve success and we try to do this for people in our school community.
We also try to make sure that people from different groups are consulted and involved in our decisions, for example through talking to pupils and parents/carers, and through our School Council.
Britain as a country is very committed to making society a fair place and the Government asks all schools to help with this. We are asked to set equality objectives and to make sure we review our progress every year and let people know how we are getting on.
View our Equality Objective below:
View our Accessibility Policy below:
Pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.
Follow the links below to view our Pupil Premium Strategy Statement for 2019-20
Follow the links below to view our Pupil Premium Strategy Statement for 2018-19
Schools receive PE and sport premium funding based on the number of pupils in years 1 to 6.
Click the link below to see out Sports Funding Information for 2019/20
Sports Funding 2019/20|Swimming N/A
Click the link below to see out Sports Funding Information for 2018/19
God’s children together on a journey to excellence, creating opportunities for all.
“For the body is not one member, but many.” 1 Corinthians 12:14
The Stour Academy Trust has a clear vision to transform education. We value children’s well-being and their education above all else, and put the needs of our children at the heart of all our decision making.
As the sponsor school of The Stour Academy Trust, we actively promote collaboration in order to continue the growth and development of God’s children, including those beyond our border. We are driven by our commitment to the children’s well-being and education, enabling all of our children to flourish and become life-long learners.
Our Christian Values of friendship, compassion, truth and respect are embedded throughout each school day.
Matthew 14:13-21 – Jesus Feeds the Five Thousand
13 When Jesus heard what had happened, he withdrew by boat privately to a solitary place. Hearing of this, the crowds followed him on foot from the towns. 14 When Jesus landed and saw a large crowd, he had compassion on them and healed their sick.
15 As evening approached, the disciples came to him and said, “This is a remote place, and it’s already getting late. Send the crowds away, so they can go to the villages and buy themselves some food.”
16 Jesus replied, “They do not need to go away. You give them something to eat.”
17 “We have here only five loaves of bread and two fish,” they answered.
18 “Bring them here to me,” he said. 19 And he directed the people to sit down on the grass. Taking the five loaves and the two fish and looking up to heaven, he gave thanks and broke the loaves. Then he gave them to the disciples, and the disciples gave them to the people. 20 They all ate and were satisfied, and the disciples picked up twelve basketfuls of broken pieces that were left over. 21 The number of those who ate was about five thousand men, besides women and children