Why choose Sturry CE Primary School?
At Sturry Church of England Primary School, we empower both pupils and adults to unlock their God-given potential as they navigate the pathway of life in an ever-changing, modern world.
We strive to equip everyone with the ability to embody Christian values such as participation, leadership, aspiration, collaboration, empathy, and support. In our community, the parable of the Good Samaritan resonates deeply, guiding us to follow the example of Jesus by ‘loving our neighbour’ and committing to ‘go and do likewise’.
Together, we nurture a compassionate environment that reflects our faith and commitment to each other.
‘Go and do likewise’
We are going PLACES
At Sturry C E Primary School, we are driven by our commitment to create an environment that enables children to flourish. We strive to equip all of God’s children with the values of Perseverance, Leadership, Aspiration, Collaboration, Empathy and Support, giving them the keys to open the various doors, as they journey on the pathway of life in the ever changing world.
“Go and do likewise”
The Good Samaritan teaches us to persevere and hold true our beliefs and act as the Good Samaritan himself.
Asked, “Who is my neighbour?”, Jesus replied with the parable of a Samaritan, who took pity on the half-dead victim of brigands. A priest and a Levite passed by, but it was the socially inferior Samaritan who proved to be the epitome of neighbourly service. The Good Samaritan displayed qualities of leadership that the designated leaders of his time were unwilling or incapable of demonstrating. By humbling himself in dressing the wounds of another, he exalted his status as a leader. He demonstrated true servant leadership.
The Parable of the “Good Samaritan” (Luke 10:36-37) sees Jesus tell us to go and have the same compassion as the Samaritan showed. This sets the challenge of ambition in order to bring fullness of life to ourselves and others.
The Good Samaritan showed how to collaborate and act as one people. “Love the Lord your God… and your neighbour as yourself.”
The Good Samaritan’s empathy is evident in his immediate response to the injured man’s suffering. He not only tended to the man’s physical wounds but also showed concern for his wellbeing. This demonstrates the importance of putting oneself in another’s shoes.
The Good Samaritan’s support to the injured man goes beyond the call of duty. He generously took care of the man’s needs, showing selflessness and willingness to help those in need.
We are a Little Wandle Champion School!
We are incredibly proud to announce that Sturry has officially been recognised as a Little Wandle Champion School – the first school in Kent to achieve this prestigious award and one of only around 30 schools across the entire country to hold this status.
This means our school has met 16 Standards of Excellence in the teaching of early reading and phonics. We will now have other schools coming to see Little Wandle in action at our school and share the wonderful work our staff and children are doing. We are very proud to be part of this fantastic network of Champion Schools across the country.
- In reception and Y1, children follow the progression within Little Wandle Letters and Sounds Revised programme. Phonics is taught daily and there is a review session on a Friday.
- Phonics starts in reception in week 2 to ensure the children make a strong start, alongside Foundation for Phonics games and songs.
- By the end of reception, children will have been taught up to the end of phase 4.
- By the end of year 1, children will have been taught up to the end of phase 5.
- Children in year 2 recap any gaps in their phonics knowledge in the autumn term.
- Children across reception, year 1, year 2 (and beyond if appropriate) apply their phonics knowledge by using a full matched decodable reader in a small group reading practice session.
- These sessions are 15 minutes long and happen three times a week. There are approximately 6 children in a group, and the session is run by a fully trained adult within our Reading Squad.
- The sessions follow the model set out in Little Wandle Letters and Sounds Revised and focus on three key reading skills: decoding, prosody and comprehension.
- The children then have the same book allocated on E Collins the following week to ensure success is shared with the family.
- In reception these sessions start in week 4. Children who are not yet blending use a Wordless Book
- In reception, year 1 and year 2 at the end of each week there is a review session which recaps the learning. There are also whole review weeks (pre-planned and bespoke review weeks to address gaps identified by the class teacher’s ongoing formative assessment).
- Children identified in reception, year 1 and year 2 as in danger of falling behind are immediately identified and daily ‘keep up’ sessions are put in place – these sessions follow the Little Wandle Letters and Sounds Revised programme.
- In reception and year 1, the children are assessed at the end of every half term using the Little Wandle Letters and Sounds Revised assessment tracker.
- Children in year 1 complete the statutory Phonics Screening Check in the summer term.
- Children who do not meet standard in the Phonics Screening Check in Y1, will complete this in Y2. Support continues to be put in place for these children.
- In reception, year 1 and year 2 at the end of each week there is a review session which recaps the learning. There are also whole review weeks (pre-planned and bespoke review weeks to address gaps identified by the class teacher’s ongoing formative assessment).
- Children identified in reception, year 1 and year 2 as in danger of falling behind are immediately identified and daily ‘keep up’ sessions are put in place – these sessions follow the Little Wandle Letters and Sounds Revised programme.
- In reception and year 1, the children are assessed at the end of every half term using the Little Wandle Letters and Sounds Revised assessment tracker.
- Children in year 1 complete the statutory Phonics Screening Check in the summer term.
- Children who do not meet standard in the Phonics Screening Check in Y1, will complete this in Y2. Support continues to be put in place for these children.
We are an OUTSTANDING school
Sturry Church of England Primary School was inspected by Ofsted in February 2025 and received an Outstanding grading in all judgement areas.
An engaging Curriculum that prepares children for the future
Our thematic creative curriculum challenges our children to be well informed, critical and creative. Enriched through powerful experiences, children are inspired to produce their own personal and meaningful responses so their learning stays with them for the rest of their lives.
Our thematic creative curriculum prepares our children for the future by providing them with a well-rounded education that incorporates a variety of teaching methods and learning experiences that are engaging and meaningful to children.
These experiences can take many forms, including hands-on activities, school trips, learning projects, and visitors to the school, all of which can provide children with the insights, knowledge, and hands-on experiences that are related to the subject matter they are studying.
Learning through themed topics and experiences helps to make learning more interesting and relevant to our children, and can foster their curiosity and enthusiasm for learning, which ultimately can deepen their understanding and help them to retain information over the long term.
We are a Church of England School
We work together and share the best of ourselves to help everyone around us flourish in every way to become life-long learners. Through the miracle of Jesus feeding the 5000, we trust that sharing all we have will provide for all through the power of God’s love.
Under the Statutory Inspection of Anglican and Methodist Schools, our school was inspected on the 19th March 2023 and received an overall grade of Good.
“Collaborative practice within the Stour Academy Trust helps direct the development of teaching and thus the growth of all as life-long learners.”
“Underpinned by a striving for justice and generosity, all are committed to and involved in sharing what they have. This is a key part of their spiritual development.”
“Pupils see themselves as agents for change making the world a better place for everyone.”
“United around its vision, this school exemplifies that by sharing the best of ourselves, all in the school community and beyond are given opportunities to flourish.”
Read the full report here.
A modern approach to teaching and learning
Most other schools teach children by direct instruction – where the teacher stands in front of a classroom, presents information and then gives the children a task to complete.
We believe that in order to provide our children with an education fit for the 21st century, teaching by direct instruction should only form a part of our children’s learning experience.
Instead, our teachers focus on teaching using more flexible, interactive and personalised methods that allow children to become more involved in the learning process and develop the collaboration, communication and creativity skills that our children will require to thrive in our modern society.
It’s important to understand the difference between passive and interactive teaching methods.
Passive teaching is a way of teaching where the teacher presents information to children that requires little to no active participation from the class. This method is good for teaching basic skills and knowledge, but it’s not always the best way to teach, because it doesn’t always help students think for themselves or solve problems.
In contrast, interactive teaching is designed to engage children and encourage them to participate in their own learning. These methods often involve hands-on activities, group work, and problem-solving tasks that require children to think critically and independently.
To prepare our children for the challenges of the 21st century, we promote the use of interactive teaching to help our children develop the skills they need to succeed in a rapidly changing world.
Devices for every child
To enable us to deliver a truly personal learning experience for every child, technology is readily accessible in every single year group.
Once a child enters Year 3, they will each receive an iPad and iPad pen which will be taken with them all the way until they leave for secondary school.
If children are excited about a topic and wish to carry on with their own independent research or even complete digital homework, they can take their device home!
By giving them their own device, our children can learn at their own pace and can work together with others and share ideas more easily.
We can provide more opportunities for personalised learning, as children can use their devices to access content and learning experiences that are tailored to their individual needs and interests.
With all children having access to the same resources and opportunities for learning, we can support the success of all children, regardless of their individual abilities or needs.
A close knit community
We firmly believe in the importance of strong collaboration between our school and parents, as we understand the vital role that parents play in their child’s education. We are dedicated to fostering a close-knit community where parents feel welcome, involved, and valued.
We regularly invite parents to our school to celebrate their children’s achievements and witness their progress. Our regular parent events provide parents with the opportunity to witness the growth and development of their children’s skills, knowledge, and creativity. These events also serve as a platform for children to take pride in their accomplishments and share their learning.
Throughout the year, we organise various events that encourage parental attendance and participation. These events include:
Curriculum Workshops: Parents are invited to attend these informative evenings to learn more about the curriculum, teaching methods, and classroom expectations. This allows parents to better support their child’s learning journey at home.
Parents evenings: Regular meetings between parents and teachers foster open communication and provide an opportunity to discuss a child’s progress, strengths, and areas for improvement.
Special Assemblies: During these events, we celebrate our children’s achievements, showcase their talents, and recognise their hard work.
Family Workshops: We host interactive workshops for parents and children, designed to help families better understand various subjects and engage in fun, educational activities together.
Annual School Fairs and Festivals: Our school organises fairs and festivals throughout the year, providing an opportunity for families to come together, have fun, and strengthen the sense of community within the school.
By actively engaging parents in their child’s education, we promote a supportive and collaborative learning environment that benefits both children and families. We are committed to maintaining strong connections with parents and encouraging their involvement in the educational journey of their children.
Empowering Independence and Life Skills
We are committed to helping our children develop independence and essential life skills. Through our Personal, Social, Health, and Economic (PSHE) curriculum, pupils learn to navigate real-world challenges with confidence. From building healthy relationships to mastering practical tasks like meal preparation, journey planning, and first aid, our approach equips every child for success beyond the classroom.
Our PSHE curriculum is carefully designed to help pupils understand how to form healthy relationships, keep themselves safe, and manage personal well-being effectively. This programme builds progressively, ensuring that knowledge and skills are introduced and developed in a meaningful way.
Complementing this is our ‘Life Skills’ programme, which focuses on fostering independence through practical, real-world experiences. Pupils engage in activities such as preparing meals, planning journeys, and learning first aid, providing them with the confidence to tackle everyday challenges. These opportunities not only build practical capabilities but also nurture a sense of pride and achievement, preparing pupils to thrive in their lives beyond school.
Celebrating Music and Creativity
Music plays a vibrant role, enriching the lives of our children and fostering their creativity and self-expression. Through engaging initiatives such as Musician of the Month, weekly singing assemblies, and the BBC Ten Pieces project, we inspire a love of music in every child. A dedicated music newsletter keeps our school community informed and celebrates our pupils’ musical achievements.
We believe that music is a powerful way to enhance learning and build confidence. Our Musician of the Month initiative introduces pupils to influential figures from diverse musical genres, broadening their horizons and sparking inspiration. Weekly singing assemblies provide a joyful space for pupils to come together, develop their vocal skills, and celebrate the joy of music as a community.
To further support musical exploration, we actively participate in the BBC Ten Pieces project, encouraging pupils to engage with classical music in innovative ways, such as creating their own compositions and performances.
Our commitment to music extends beyond the classroom with a dedicated music newsletter, which highlights upcoming events, celebrates achievements, and keeps parents and carers informed about our vibrant musical community. These opportunities ensure that music remains a cornerstone of creative expression and personal growth at our school.
We're a Microsoft Showcase School!
We are a Microsoft Showcase School for 2025-26 – a prestigious achievement, with only hundreds of schools around the world achieving the accolade each year.
Microsoft has recognised our school as a member of an elite group of global schools that exemplify the best of teaching and learning in the world today.
Microsoft Showcase Schools are a global community of schools engaged in digital transformation to improve teaching and learning. Showcase Schools create immersive and inclusive experiences that inspire lifelong learning, stimulating development of essential life skills so students are empowered to achieve more.
Showcase schools use Microsoft’s Education Transformation Framework to drive a culture of learning, innovation, and continuous improvement.
There are currently under 100 schools in the United Kingdom that have achieved Showcase School status.
Purposeful integration of technology
Our children have access to a variety of technology to use in their learning such as green screen recording, QR codes, video recording, 3D world builders, audio recording and much, much more!
This technology is readily accessible in the classroom to allow children to produce highly personal and powerful responses to tasks through joyful and memorable experiences.
For example, children may take advantage of a green screen to produce a video response to a topic or even use Minecraft to demonstrate their learning in an interactive, online world!
Many schools today have access to technology in their learning environments. While technology can be a valuable tool for education, it is important that it is used in the right way. If a teacher simply uses technology for the sake of using it, without considering how it can support learning, it can be a distraction for children and be less effective at achieving the desired learning objective.
At our school, we use technology in our classrooms with purpose. We view technology as a tool that we can use to enhance and support the learning process in a way that is intentional, relevant, and designed to achieve specific goals. We carefully plan and implement the use of technology to engage and motivate our children, facilitate collaboration and communication, provide them access to a wealth of information and resources, and support a variety of learning styles and needs.
We believe that using technology in this way can greatly benefit our children’s learning experiences, and we are committed to using it in a responsible and effective way.
A child-centred, collaborative environment
In traditional classrooms, children are sat at front-facing desks and for the most part, do not move from that space all day.
In our child-centred classrooms, children are able to take advantage of our flexible classroom furniture to move around the class to suit the current learning activity. This gives children more opportunities to work with others, be social or work independently.
In our child-centred classrooms, the emphasis is on child-led learning and the development of critical thinking skills rather than learning through direct instruction and memorisation. Our teachers facilitate and support learning instead of transmitting information directly to the children and expecting them to learn from it.
In addition to traditional desks and chairs, in our child-centred classrooms, we use flexible seating to enhance the learning experience by allowing children to choose the seating arrangement that works best for them. This means the classroom environment can support different learning styles and needs.
For example, some children may prefer to sit on a comfortable beanbag chair, while others may prefer to stand at a standing desk. By providing a range of seating options, our teachers can accommodate the individual preferences and needs of their children, which can help them to be more engaged and focused in the classroom.
A caring, supportive and responsive EYFS
Our Early Years environment is caring, supportive and responsive to children’s individual needs. We allow our children to play and explore with a particular focus on the outdoor environment.
Playing outside gives children first-hand contact with weather, seasons, and the natural world, and outdoor environments offer children freedom to explore, use their senses, and be physically active and curious.
Playing outside is important for children’s overall development, as it provides a wide range of physical, social, emotional, and cognitive benefits. Here are four reasons why using the outdoor environment is important in the early years:
Physical development: Playing outside helps children to develop their gross motor skills, such as running, jumping, and climbing, as well as their fine motor skills, such as grasping and manipulating small objects.
Social development: Exploring the outdoor environment gives children the opportunity to interact with their peers and develop social skills, such as cooperation, communication, and conflict resolution.
Emotional development: Being outside can help children to feel calm, happy, and connected to nature, which can improve their emotional well-being.
Cognitive development: Outdoor play can also support children’s cognitive development, as it provides opportunities for exploration, discovery, and problem-solving.
Wrap-around care
We recognise the importance of providing childcare options to assist working parents.
Sturry CE Primary School is open from 7:30am – 6:00pm Monday to Friday.
As well as our Breakfast Club and After School Club, we offer a range of free Extra-Curricular Clubs every term that children can take part in after school.
Breakfast Club is booked online using the Arbor App and is paid for at the time of booking.
Breakfast club runs from 7:30am – 8:30am at the cost of £3.25 per child. Children are offered a wide range of breakfast meals and use the space in the main hall to play games and spend time with their classmates.
If you’re unsure how to book a club in Arbor, you can follow the guides on our FAQ.
After School Club is booked online using the Arbor App and is paid for at the time of booking.
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The After School Club will run Monday to Friday and is split into two sessions. The Twilight session is from 3:15pm until 4:30pm and the Late session is from 4:15pm until 6:00pm.
| Twilight Session | 3:15pm until 4:30pm | £4 |
| After Enrichment Club Session | 4:15pm until 6:00pm | £6 |
| Both Sessions | 3:15pm until 6:00pm | £10 |
The After School Club will offer a wide range of activities for the children and provide drinks and a freshly prepared fruit snack for all children. For those children that stay on for the late session, a picnic snack will be provided, which varies on a daily basis.
Payments must be made in advance, either termly, monthly, weekly or daily. There are no exceptions to this as it is essential that the club in self-financing.
If you are late collecting your child, an extra charge of £1 will be incurred for every 5 minutes past 6:00pm.
If you’re unsure how to book a club in Arbor, you can follow the guides on our FAQ.
We offer an extensive range of Extra Curricular clubs throughout the year which are booked using the Arbor App.
Please note that all clubs have a restricted number of places.
The clubs start at 3.15pm and finish at 4.15pm.
Choices for clubs will be sent to parents every term.
If you’re unsure how to book a club in Arbor, you can follow the guides on our FAQ.
An Inclusive School
We are incredibly proud that Sturry Church of England Primary School has been recognised by the Inclusion Quality Mark (IQM) as both an Inclusive School and an IQM Centre of Excellence.
These prestigious national awards celebrate schools that foster a culture of belonging, where every child, regardless of background or ability, feels noticed, valued and successful.
Assessed in October 2025, the IQM report described Sturry as:
“A place where every child and adult feels like they belong, they are all seen and valued and that everyone is wanted.”
The assessor praised the strength of our relationships, teamwork, and leadership, highlighting the passion and creativity that flow through our classrooms each day.
Read the full report here.
See our Inclusion page!
Becoming a Centre of Excellence means that our school:
Continues to demonstrate innovation and excellence in inclusive education.
Shares best practice with other schools through collaboration and professional networks.
Contributes to national conversations about inclusion and wellbeing in education.
Commits to an annual review to ensure we sustain and grow our inclusive approach.
Through this award, Sturry CE Primary School stands among a small group of schools across the country recognised for leading the way in inclusive education – ensuring every child can flourish academically, socially, and emotionally.
We are committed to delivering a fully inclusive environment by providing equitable opportunities for all. Our approach is underpinned by our core values of collaboration, inclusion, ambition, innovation and nurture.
We believe that all children have the right to succeed and we aim to meet the individual needs of our pupils at all times. There will be no barriers to achievement within our learning community and our teachers will build strong relationships to facilitate the learning of all. We hold the same expectations for pupils with special educational needs and/ or disabilities (SEND) as for those without but remain fully aware that some children require a different approach in order to achieve success.
- Adaptations are made to teaching to enable us to deliver personalised learning that is tailored to meet academic, social and wellbeing needs
- Through the innovative use of digital technology, we will create a level playing field for all children, irrespective of their language skills, reading ability or any other factors that may present learning challenges
- Our schools are flexible learning environments that are tailored to equip all children with the skills needed for the 21st century
- We are able to provide a wide range of interventions and strategies which will minimise barriers to learning in an engaging way that is fun and simulating
- Child voice is an integral part of decision making
- We have a joined-up approach to supporting the success of every child which is built on working collaboratively with families, with expertise within The Stour Academy Trust and with outside agencies
For full, detailed information about our support for children with SEND please view our SEN Policy and SEN Information Report on our key information page.
We follow the Mainstream Core Standards. This Kent guidance outlines support for children with SEND.
Mainstream Core Standards Guide For Parents
Further information about services and opportunities for children with SEND is outlined in the Kent Local Offer.
www.kent.gov.uk/education-and-children/special-educational-needs
Click here for the latest Kent SEND newsletter for families:-
Support and advice is also available from IASK.
A commitment to well-being
We prepare children to succeed in their personal and professional lives by nurturing both their thinking and social-emotional skills.
We define bullying as “deliberately hurtful behaviour that is repeated over a period of time.” Bullying can take many forms, but the three main types are physical, verbal and indirect.
We encourage parents to inform us immediately if they suspect their child is being bullied. The sooner we know, the sooner we can act to stop it! Please see our anti-bullying policy for further details, including early signs of distress.
Bullying will not be tolerated in our school. It is everyone’s responsibility to prevent it happening and our policy contains guidelines for all members of the school community.
Our school takes part in the National ‘Anti-bullying week’ each year.
Throughout the year, children are encouraged to report all incidents of bullying to an adult and are supported in developing strategies to combat it, including the use of discussion and role play. Children are also taught awareness of ‘Cyber bullying’ throughout the year and this form of bullying will be dealt with in the same robust manner as any other form of bullying.
Year 5 and 6 children are trained as ‘buddies’ to support any pupil who may feel susceptible to bullying or for those who may behave in a bullying way.
Nurture is at the heart of the school where we offer short term, inclusive, focused interventions to help with SEBD needs.
Our nurture room is a calm and inviting base for the children. We provide an inclusive curriculum where we work on literacy including Language Through Colour, maths and phonics.
In literacy we use a focus books that appeal to the children which allows us to offer them a stimulating and colourful learning experience.
Within the Nurture room we also address other aspects of development using child focused, tailor made interventions such as fine motor skills, sensory needs and social and emotional support. All of which are led by the 6 Principles of nurture:
Where needs are identified, well-being interventions will be implemented following a discussion with parents/carers. These may take place in a separate area or may form part of provision within the classroom. All classrooms have a dedicated area where children may withdraw to when they are feeling less settled and need to be in a quieter area in order to focus on their learning tasks. We call it the ‘calm down’ area.
Our aim is to ensure that not only do all pupils feel happy, secure and valued but that they are also able to work in a calm, pleasant and purposeful environment without disruption.
A smooth transition to Reception
Do you want to help your child’s transition into their first year at school?
From January to July, we host stay and play sessions every Tuesday to help familiarise children of pre-school age with our school.
Our sessions start with a welcome from our reception teachers, followed by lots of wonderful activities and will finish with a story or song.
No need to book, just turn up!
Please contact us for more information.
- Have the chance to meet the Headteacher and EYFS team
- Become familiar with the school setting
- Increase your confidence and understanding of school life
- Enjoy a story or fun activity with your children
- Younger siblings welcome
See our latest timetable below:
Memorable residential opportunities
Every year, all Year 4 children across The Stour Academy Trust are given the opportunity to attend a residential camping weekend — completely free of charge to families.
This fantastic event, held over two weekends in June, is often the first time many children stay away from home. Organised with the aim of creating lasting memories and building confidence, the residential is a key milestone in our pupils’ primary journey.
Set in the spacious grounds of Sturry CE Primary School in Canterbury, children camp for two nights in large 8-person tents and take part in a variety of exciting team-building and adventure-style activities. It’s also a great opportunity for children to make new friends from other schools in the Trust.
This year’s residential was made possible thanks to a combined effort from the Trust, school fundraising, and generous donations. With no cost to families, the residential remains one of the most popular and treasured experiences for our children.
Every year, all Year 6 children in The Stour Academy Trust are given the opportunity to attend a paid for camping residential week.
Taking place during a week in June, Year 6 children will travel by coach to 4th Dimension Outdoor Activity Centre in East Sussex.
Children camp for 4 nights and can take part in a huge variety of activities including:
- Zip Wires
- Canoeing
- Kayaking
- Rock Climbing
- Abseiling
- Climbing Indoors
- Archery
- Swimming
For more information about 4th Dimension, please visit their website here.
Part of a transformative Multi Academy Trust
Sturry CE Primary School is one of the founding schools of The Stour Academy Trust, a Multi Academy Trust of 9 Primary Schools across Kent.
The Stour Academy Trust has set out to transform schools to better prepare our young people for the 21st century.