Please see below our most recent key stage 2 School performance data for the 2022/23 academic year, as published by the Secretary of State:

MeasureValue
Progress Score in Reading-3.8
Progress Score in Writing-1.0
Progress Score in Maths-1.5
% Achieved Expected Standard (RWM Combined)65%
% Achieved Higher Standard (RWM Combined)9%
Average Scaled Score in Reading102
Average Scaled Score in Maths104

Please also find a link to the compare school and college performance service and our data from the DfE.

Data from the DfE

Chilmington Green Primary School is open from 7.30am – 6.00pm Monday to Friday.

Compulsory times for children are 8.45am – 3.15pm which equates to 6 hours 30 minutes a day, or 32.5 hours per week.

Breakfast club runs from 7.30am – 8.30am

After School Club 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.

For more information about free and paid for After School clubs including Breakfast and After School Club please visit our useful information page.

For information about our approach to and the content of our curriculum we follow in each academic year for every subject, please view our Curriculum page.

Please be aware that parents and carers have the right to withdraw their child from all or part of RE, please contact us to discuss this.

Pupil premium

Pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.

Follow the links below to view our Pupil Premium Strategy Statement for 2023-24

Pupil Premium Strategy Statement for 2023-24

Follow the links below to view our Pupil Premium Strategy Statement for 2022-23

Pupil Premium Strategy Statement for 2022-23

Sports funding

Schools receive PE and sport premium funding based on the number of pupils in years 1 to 6.

Click the link below to see out Sports Funding Information for 2023/24

Sports Funding 2023/24 

Swimming

Percentage of pupils in year 6 who have met the national curriculum requirement to:

swim competently, confidently and proficiently over a distance of at least 25 metres
75%
use a range of strokes effectively – for example, front crawl, backstroke and breaststroke
75%
perform safe self-rescue in different water-based situations
75%

Click the link below to see out Sports Funding Information for 2022/23

Sports Funding 2022/23 | Swimming 2022/23 

Our school is committed to equality. We try to ensure that everyone is treated fairly and has equality of opportunity. We also work to develop good relations between people from different groups.

We recognise that in wider society, people are not always treated fairly, for example because of their: age; disability; gender; ethnicity, colour or national origin; religion or belief. We try to make sure that our school is a safe and secure place for everyone. We do not tolerate unfair treatment or bullying of any kind.

We recognise that people have different needs and we understand that treating people equally does not always involve treating them all the same. When people face particular difficulties they need extra support to help them achieve success and we try to do this for people in our school community.

We also try to make sure that people from different groups are consulted and involved in our decisions, for example through talking to pupils and parents/carers, and through our School Council.

Britain as a country is very committed to making society a fair place and the Government asks all schools to help with this. We are asked to set equality objectives and to make sure we review our progress every year and let people know how we are getting on.

View our Equal Opportunities Policy:

Equal Opportunities Policy

View our Accessibility Policy:

Accessibility Policy

Phonics is taught from Reception using Little Wandle Letters and Sounds Revised which is a systematic and synthetic phonics programme, validated by the DfE.  The progression of Little Wandle Letters and Sounds Revised ensures children build on their growing knowledge of the alphabetic code, in order to master phonics to read and spell.  Application of phonics is encouraged in a range of contexts and across the curriculum.

Following the adoption of new and updated Articles of Association, the Board of Directors of The Stour Academy Trust has taken the decision to disband Local Governing Bodies in favour of Parent Forums.

Listening to the views of parents and pupils is crucial to the successful development of schools and these forums are helping the Board to make strategic decisions based on the views of a much wider variety of stakeholders rather than being limited to local governance.

To view our Governance structure and membership information, please visit our governance page at: 

thestouracademytrust.org.uk/governance-and-financial-information

The Stour Academy Trust recognises the value of parent forums as a means of having a sustained dialogue with a committed and informed group of parents on a range of issues that impact on their day to day life with the school which affect them and their children.

Every parent/carer with a child enrolled at the school has the opportunity to become a member of the parent forum.

As a member of the parent forum, parents have an important role in working closely with the school by being asked their opinion by the Leadership on issues relating to day to day matters.

Parent Forum Meetings will be held once a term. 

Read our guide to the Parent Forum below:

Parent Forum Guide

Parent Forum Policy

The Stour Academy Trust recognises that our education system needs to quickly and more radically shift to close equity gaps and to better prepare our young people for the 21st century. We are transforming our schools from passive forms of learning focused on direct instruction and memorisation, by moving towards interactive methods that promote the critical and individual thinking needed in today’s innovation-driven economy.

Our pedagogical model combined with the intentional deployment of technology will help us deliver personalised learning in an enabling environment. Technology will accelerate our progress but will not be the driver of our vision.

We aim to nurture a community of learners that challenge thinking, where our staff are empowered to take risks and develop their practice to meet the needs of an evolving school system, which is not held back by traditional restrictions and ideologies.  

By limiting routine or unnecessary tasks we allow professionals to focus on learning behaviours and interactions which will promote emotional intelligence and the development of children as life-long, curious learners.

There will be no barriers to achievement within our learning community and our teachers will build strong relationships that facilitate the learning of others.  Collaboration will open doors, minds and possibilities and enable individuals to meet their personal goals.  

www.thestouracademytrust.org.uk