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St James The Great Academy

Our Vision

At St James the Great Academy we want each and every child inspired to choose a Remarkable Life.

Who to contact

Contact Name
Christine Gliddon
Contact Position
Admissions Officer
01732 841912

Where to go

St James The Great Primary & Nursery School
Chapman Way
East Malling
West Malling
ME19 6SD

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 207

We provide 15 hours a week for 38 weeks per year, fully funded nursery education for children from the age of three years. 

When is it on?

Carescheme Age Range:
3 year(s), 0 month(s) to 11 year(s), 0 month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:50 3:10
Tuesday 08:50 3:10
Wednesday 08:50 3:10
Thursday 08:50 3:10
Friday 08:50 3:10

Other Details

Table of costs
Table of costs
AmountCost Type
£0 Per day
ECD Type
Academy Nursery
Offers pickups
3-4 Year Old Funding?
2 Year Old Funding?
Total vacancies
Vacancies Details
32 in Nursery;
Immediate vacancies?
Contact Provider for Vacancy Details?
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
3 4 33
Vacancy Information Last updated Date
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 Family Liaison Officer. We have a breakfast club funded by Greggs and Keytree.

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)

Languages Spoken:
Sign Language British, English, British Sign Language
Wheelchair Access

Local Offer


Special Needs Support

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 Meetings

*Presentation at local specialist teacher surgeries

*Referral to Local Inclusion Forums for professional advice

*Service level agreement with speech & language

Cognition & Learning (C & L)

*Screening for ability, memory/recall & dyslexia

*Referral by Class Teacher to SENDCo for discussion at termly Intervention Meetings

*Referral to Local Inclusion Forums for professional advice

*Presentation at specialist teacher surgeries

*Specialist teachers

Social, Emotional & Mental Health Needs (SEMH)

*Sensory screening

*Referral by Class Teacher to SENDCo for discussion at termly Intervention Meetings

*Boxall Profiles (assessment for social, emotional & behavioural development)

*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


*Telephone call and follow up letter advising if on SEND register

*Personalised plan discussed with parents 3 times/year; involvement in targeted and personalised planning.  Meetings can be held in Family Learning Centre rather than school with Family Liaison Office to support if required

*Parental access to Edukey our on line provision map

*Class Teacher, Inclusion Manger and SENDCo available to discuss any concerns

*SEND Governor regularly reviews provision for SEND

*Personalised plans are in place for all SEND pupils & those that are not age appropriate

*Adaptions made to the environment

*Targeted and personalised planning gives our children the most appropriate foundation for progress

*Personalised plan discussed with parents 3 times/year; meetings can be held in Family Learning Centre rather than school with Family Liaison Office to support if required

Communication and Interaction (C & I)

*Quality First teaching

*Specialised staff

*Adults trained to adjust their use of spoken & instructional language

*Intensive interventions planned and differentiated following specialist teacher 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

*Service level agreement with speech & language

*Support staff attending therapy from outside agencies

*Pupil Profiles

Cognition & Learning

*Quality First Teaching

*Dyslexic friendly teaching in all classrooms

*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: Doodle, Purple Mash, TT Rockstars

*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 & fine motor skills (WriteDance, Clever Fingers, Beam Plus), Listening skills

*Pupil Profiles

Social, Emotional & Mental Health Needs (SEMH)

*Quality First Teaching

*Zones of regulation

*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

*Interventions to address social skills, promote confidence, build self- esteem and well being

*Multi-sensory approaches : visual prompts, sensory room

*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

*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

*Zones of Regulations

*Family Liaison Office to support families

*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 uptodate information of support for their child

*Pupil progress meetings


*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

*Regular review with parents and staff

*Evaluation of the way planning is differentiated

*Research in advance of any trips and feedback afterwards

*Risk assessments

*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

*Supported visits to school

*Gradual integration as required (part-time time-table)


*School prospectus

*Buddy partner

*Support of Inclusion Manager

*Handover of supporting documentation/plans/pupil profile

*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

*Weekly book looks

*Weekly monitoring of SEND

*Please contact our Admissions Officer - Mrs Christine Gliddon

*Open door policy

*Complaints procedure & feedback process

*Opportunities to join PTA

*Family Liaison Officer

*Meetings with Class Teacher, Inclusion Manager and SENDCo

*Academy surveys


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