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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 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
DayOpening TimeClosing 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
AmountCost Type
£0 Per day
ECD Type
Academy Nursery
Offers pickups
3-4 Year Old Funding?
2 Year Old Funding?
Total vacancies
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?
Contact Provider for Vacancy Details?
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
3 4 7
4 11 31
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 Child and Family Support Leader We have a breakfast club funded by Greggs and Keytree. Numerous before/after school clubs School dog School minibus

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

Local Offer


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.



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 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


*Fine Motor Programme


*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

*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

*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


*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

*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


*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

*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

*School minibus with disabled access

*1:1 support as required

*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

*Pupil voice

*Weekly book looks

*Weekly monitoring of SEND

*Monitoring effectiveness of provision

*Please contact our Admissions Officer - Mrs Christine Gliddon via telephone or email.

*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


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