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 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 Day Opening Time Closing 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 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
- 59
- Vacancies Details
- 32 in Nursery;
- Immediate vacancies?
- Yes
- Contact Provider for Vacancy Details?
- Yes
- Vacancy range
-
Vacancy Range Start Age End Age Places 3 4 33 - Vacancy Information Last updated Date
- 24/11/2020
- 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 Family Liaison Officer. We have a breakfast club funded by Greggs and Keytree.
- 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)
- Languages Spoken:
- Sign Language British, English, British Sign Language
- Wheelchair Access
- Yes
Local Offer
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 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
How will I be informed / consulted about the ways in which my child is being supported?
*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
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 & those that are not age appropriate
*Adaptions made to the environment
*Targeted and personalised planning gives our children the most appropriate foundation for progress
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 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
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
*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
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
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
*Weekly book looks
*Weekly monitoring of SEND
Who should I contact if I am considering registering for a place at the setting?
*Please contact our Admissions Officer - Mrs Christine Gliddon
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
*Family Liaison Officer
*Meetings with Class Teacher, Inclusion Manager and SENDCo
*Academy surveys