Our Vision
At St James the Great Academy we want each and every child inspired to choose a Remarkable Life.
St James The Great Academy
Who to contact
- Contact Name
- Christine Gliddon
- Contact Position
- Admissions Officer
- Telephone
- 01732 841912
- contactus@stjamesthegreatacademy.org
- Website
- www.stjamesthegreatacademy.org/
Where to go
- Address
-
St James The Great Primary & Nursery School
Chapman Way
East Malling
West Malling
Kent - Postcode
- ME19 6SD
- Notes
St James the Great Academy is a one-form entry primary school and maintained nursery in East Malling, Kent.
We cater for children from 3 years to 11 years.
The number on roll is 202.
We provide 15 hours a week for 38 weeks per year, fully funded nursery education for children from the age of three years.
We offer after school care for £6/hour or £10 for 2 hours
When is it on?
- When is childcare available
- Term Time Only, Evenings
- Carescheme Age Range:
- 3 year(s), 0 month(s) to 11 year(s), 0 month(s)
- Opening Times
-
Opening Times Day Opening Time Closing Time Monday 08:40 3:20 Tuesday 08:40 3:20 Wednesday 08:40 3:20 Thursday 08:40 3:20 Friday 08:40 3:20
Other Details
- Table of costs
-
Table of costs Amount Cost Type £0 Per day - ECD Type
- Academy Nursery
- Offers pickups
- No
- Cost(s)
- 3-4 Year Old Funding?
- Yes
- 2 Year Old Funding?
- Yes
- Total vacancies
- 38
- Vacancies Details
- Nursery spaces: Monday 9; Tuesday 7, Wednesday 9; Thursday 9 & Friday 11 School spaces: Reception 10; Year One 1; Year Two is full; Year Three 6; Year Four 6; Year Five is full & Year Six 8
- Immediate vacancies?
- Yes
- Contact Provider for Vacancy Details?
- Yes
- Vacancy range
-
Vacancy Range Start Age End Age Places 3 4 7 4 11 31 - Vacancy Information Last updated Date
- 16/03/2023
- Facilities
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Nursery, Pets, Trike, Puppets, Quiet Room, Visits and Outings, Sandpit, Arts And Crafts, Healthy Living, Reading, Air Conditioned, Languages, Sewing, Sign Language / Makaton, Sensory Room, Kitchen, Car Parking, Songs, Library - Children's Library, Climbing Frame, Support Group, Sports
- Other facilities information
- We have a family learning centre on site run by our Child and Family Support Leader We have a breakfast club funded by Greggs and Keytree. Numerous before/after school clubs School dog School minibus
- Notes
We are able to cater for additional needs in the four main categories ie Social, Emotional and Mental Health (SEMH); Communication & Interactiion (C&I); Cognition & Learning (C&L) and Sensory & Physical (S&P).
Three early years trained staff offering a rich and varied day with inside & outside activities. Support from Equality & Inclusion specialist teachers - please come a look around. Children are taught phonological awareness to ensure fundamentals are in place for reading.
- Languages Spoken:
- Sign Language British, English, British Sign Language
- Wheelchair Access
- Yes
Local Offer
- Description
One form entry nursery and primary school.
Incyte International Platinum Plus aware for safeguarding.
Key drivers for our school curriculum should enable our pupils to THRIVE.
Tolerant: we want all of our pupils to be accepting of others and understanding of differences of opinion.
Healthy: our curriculum encourages our pupils to be healthy in body and mind.
Resilient: we support pupils to be adaptable and able to cope with the challenges that life brings.
Innovative: we encourage children to be creative in their thinking and willing to try new ideas and concepts.
Valiant: our pupils learn to be determined and courageous in their thinking and behaviours.
Engaged: we foster an environment where children have a thirst and excitement for learning.
- Links
-
https://sites.google.com/aetinet.org/st-james-the-great-academy
Special Needs Support
How does the setting identify children with additional needs or SEND?
Parents/Carers able to raise concerns at any time with Class Teacher and/or Inclusion Manager/SENDCo. We use information from parents, key person observations, range of assessment tools and outside agencies:
Communication and Interaction (C & I)
*Screening for speech, language & communication including Early Years
*Specialised staff
*Referral by Class Teacher to SENDCo for discussion at termly Intervention and Pupil Progress Meetings
*Presentation at local specialist teacher surgeries
*Referral to Local Inclusion Forums for professional advice
Cognition & Learning (C & L)
*Screening for ability, memory/recall & dyslexia
*Referral by Class Teacher to SENDCo for discussion at termly Intervention and pupil progress Meetings
*Referral to Local Inclusion Forums for professional advice
*Presentation at specialist teacher surgeries
*Specialist teachers
Social, Emotional & Mental Health Needs (SEMH)
*Sensory screening
*STEER screening - specialist software to measure children's mental health
*Referral by Class Teacher to SENDCo for discussion at termly Intervention and Pupil Progress Meetings
*AS Steer assessments twice yearly - this gives a profile and prioritises children's needs
*Mental Health first aider
*Regular monitoring of involvement
*Referral to Local Inclusion Forums for professional advice
Sensory & Physical Needs
*Referral by Class Teacher to SENDCo for discussion at termly Intervention Meetings
*Support from specialised teachers/outside agencies
*Referral to Local Inclusion Forums for professional advice
*BEAM
*Fine Motor Programme
How will I be informed / consulted about the ways in which my child is being supported?
*Discussion with class teacher and/or SENDCo/Inclusion Manager
*Personalised plan discussed with parents 3 times/year; involvement in targeted and personalised planning. Meetings can be held in Family Learning Centre or home rather than school with Inclusion Manager support if required
*Parental access to Edukey our on line provision/support plan map
*Class Teacher, Inclusion Manger and SENDCo available to discuss any concerns
*SEND Governor regularly reviews provision for SEND
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
*Personalised plans are in place for all SEND pupils and those who are not age appropriate
*Adaptions made to the environment
*Targeted and personalised planning gives our children the most appropriate foundation for progress
*Support from Early Years surgeries
*Support from Equality & Inclusion team
What teaching strategies does the setting use for children with additional needs or learning difficulties?
*Personalised plan discussed with parents 3 times/year; meetings can be held in Family Learning Centre or home rather than school with Inclusion Manager support if required
Communication and Interaction (C & I)
*Quality First teaching
*Specialised staff
*Adults trained to adjust their use of spoken and instructional language
*Intensive interventions planned and differentiated following specialist teacher/therapist advice
*Peer support and sensitive grouping/pairing for practical activities
*Pre-teaching of key vocabulary
*Multisensory teaching approaches
*Supportive social inclusion
*Opportunities to develop speaking/listening language through small group activities
*Support staff attending therapy from outside agencies
*Pupil Profiles
Cognition & Learning
*Quality First Teaching
*Dyslexic friendly teaching in all classrooms and colour overlays
*Consideration of support required in sitting tests : extra time, scribe, 1:1
*Adaptable equipment : desk slopes, move & sit cushions
*Access to additional equipment: word processing, IPads, Dictaphones
*Use of supportive software: Lexia , Purple Mash, TT Rockstars
*Daily Read Write Inc
*Sensitive grouping/pairing for practical activities
* Additional learning aids: ACE dictionary, writing frames, task boards, visual support, Toe by Toe
*Multisensory aids : cubes, magnetic letters, numicon
*Pre teaching of key vocabulary
*Instructions in small steps
*Small group activities to develop: self- organisation, independence, communication skills, gross and fine motor skills (WriteDance, Clever Fingers, Beam Plus), Listening skills
*Pupil Profiles
Social, Emotional & Mental Health Needs (SEMH)
*Quality First Teaching
*Footprints
*Mental Health First Aid
*Regular monitoring of involvement
*A range of additional activities : social skills, mentor, talk partners, Lego therapy, emotional literacy, school counsellor, time2talk
*Timeout area
*Alternative break/lunch venue/activities; Adult supervised daily Quiet Club at lunch times
*Interventions to address social skills, promote confidence, build self- esteem and well being
*Multi-sensory approaches : visual prompts
*Opportunities for taking on responsibility
*Pupil Profiles
Sensory & Physical Needs
*Quality First Teaching
*Medical care plan
*Pupil Profiles
*Staff trained in sign language
*Support during social times to ensure inclusion
*Support from specialised teachers
*Special arrangements for learning assessments
What additional support does the setting provide for children with additional needs or SEND?
*Tier 2 Counsellor
*Emotional Literacy Counsellor
*School dog
*SENDCo and Inclusion Manager
*Medical Health Plans - medication is held and administered by trained staff in the school office
*Footprints
*School Council and Pupil Perception surveys so pupils have a voice
*Informal afternoons for SEND parents
*Attendance at appointments with outside agencies
*Pupil profiles
*Parental access to Edukey, our provision map, to enable parents to have up-to-date information of support for their child
*Pupil leaders, Play Leaders & Mental Health ambassador leaders
How will the setting monitor my child's progress and how will I be involved in this?
*Pupil progress meetings
*Observations
*Regular formal and informal opportunities to discuss progress
*Access to provision & plans via Edukey
*Assessment of data analysis
*Review of personalised plans and provision every term ie 6 times a year
*Meetings/Report from specialist teachers
*Specialised staff : signing; emotional literacy; cognitive & learning; behaviour; speech & language; ASD/ADHD
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
*Regular review with parents and staff
*Evaluation of the way planning is differentiated
*Research in advance of any trips and feedback afterwards
*Risk assessments
*School minibus with disabled access
*1:1 support as required
How accessible is the building for children with mobility difficulties / wheelchair users?
*Access to school is on one level
*Outside area is on one level with access to a playground and field
*Toilet and changing facilities on one level (Disabled toilet & shower available)
*Medical room
*Disabled parking available on site
*Drop off area directly outside entrance to building
How will you support my child's transition to a new setting or school?
*Supported visits to school
*Gradual integration as required (part-time time-table)
*Photographs
*School prospectus
*Buddy partner
*Support of Inclusion Manager
*Handover of supporting documentation/plans/pupil profile
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
*Continued professional development/training of staff
*Informal meetings with SEND parents
*SEND Governor reviews
*Staff meetings
*SEND intervention meetings
*Self- evaluation/audits by SENDCo/Inclusion Manager
*Pupil voice
*Weekly book looks
*Weekly monitoring of SEND
*Monitoring effectiveness of provision
Who should I contact if I am considering registering for a place at the setting?
*Please contact our Admissions Officer - Mrs Christine Gliddon via telephone or email.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
*Open door policy
*Complaints procedure & feedback process
*Opportunities to join PTA
*Meetings with Class Teacher, Inclusion Manager and SENDCo
*Academy surveys
*On-line access to Edukey system with email facility to contact class teacher