Why choose Chilmington Green?
We are a GOOD School!
With OUTSTANDING in Early years provision!
We were inspected by Ofsted between the 6th and 7th December 2022 and received a Good rating overall with OUTSTANDING in Early years provision.
You can read our GLOWING Ofsted report below:
An engaging Curriculum that prepares children for the future
Our thematic creative curriculum challenges our children to be well informed, critical and creative. Enriched through powerful experiences, children are inspired to produce their own personal and meaningful responses so their learning stays with them for the rest of their lives.
Our thematic creative curriculum prepares our children for the future by providing them with a well-rounded education that incorporates a variety of teaching methods and learning experiences that are engaging and meaningful to children.
These experiences can take many forms, including hands-on activities, school trips, learning projects, and visitors to the school, all of which can provide children with the insights, knowledge, and hands-on experiences that are related to the subject matter they are studying.
Learning through themed topics and experiences helps to make learning more interesting and relevant to our children, and can foster their curiosity and enthusiasm for learning, which ultimately can deepen their understanding and help them to retain information over the long term.
A modern approach to teaching and learning
Most other schools teach children by direct instruction – where the teacher stands in front of a classroom, presents information and then gives the children a task to complete.
We believe that in order to provide our children with an education fit for the 21st century, teaching by direct instruction should only form a part of our children’s learning experience.
Instead, our teachers focus on teaching using more flexible, interactive and personalised methods that allow children to become more involved in the learning process and develop the collaboration, communication and creativity skills that our children will require to thrive in our modern society.
It’s important to understand the difference between passive and interactive teaching methods.
Passive teaching is a way of teaching where the teacher presents information to children that requires little to no active participation from the class. This method is good for teaching basic skills and knowledge, but it’s not always the best way to teach, because it doesn’t always help students think for themselves or solve problems.
In contrast, interactive teaching is designed to engage children and encourage them to participate in their own learning. These methods often involve hands-on activities, group work, and problem-solving tasks that require children to think critically and independently.
To prepare our children for the challenges of the 21st century, we promote the use of interactive teaching to help our children develop the skills they need to succeed in a rapidly changing world.
Purposeful integration of technology
Our children have access to a variety of technology to use in their learning such as green screen recording, QR codes, video recording, 3D world builders, audio recording and much, much more!
This technology is readily accessible in the classroom to allow children to produce highly personal and powerful responses to tasks through joyful and memorable experiences.
For example, children may take advantage of a green screen to produce a video response to a topic or even use Minecraft to demonstrate their learning in an interactive, online world!
Many schools today have access to technology in their learning environments. While technology can be a valuable tool for education, it is important that it is used in the right way. If a teacher simply uses technology for the sake of using it, without considering how it can support learning, it can be a distraction for children and be less effective at achieving the desired learning objective.
At our school, we use technology in our classrooms with purpose. We view technology as a tool that we can use to enhance and support the learning process in a way that is intentional, relevant, and designed to achieve specific goals. We carefully plan and implement the use of technology to engage and motivate our children, facilitate collaboration and communication, provide them access to a wealth of information and resources, and support a variety of learning styles and needs.
We believe that using technology in this way can greatly benefit our children’s learning experiences, and we are committed to using it in a responsible and effective way.
A child-centred, collaborative environment
In traditional classrooms, children are sat at front-facing desks and for the most part, do not move from that space all day.
In our child-centred classrooms, children are able to take advantage of our flexible classroom furniture to move around the class to suit the current learning activity. This gives children more opportunities to work with others, be social or work independently.
In our child-centred classrooms, the emphasis is on child-led learning and the development of critical thinking skills rather than learning through direct instruction and memorisation. Our teachers facilitate and support learning instead of transmitting information directly to the children and expecting them to learn from it.
In addition to traditional desks and chairs, in our child-centred classrooms, we use flexible seating to enhance the learning experience by allowing children to choose the seating arrangement that works best for them. This means the classroom environment can support different learning styles and needs.
For example, some children may prefer to sit on a comfortable beanbag chair, while others may prefer to stand at a standing desk. By providing a range of seating options, our teachers can accommodate the individual preferences and needs of their children, which can help them to be more engaged and focused in the classroom.
A caring, supportive and responsive EYFS
Our Early Years environment is caring, supportive and responsive to children’s individual needs. We allow our children to play and explore with a particular focus on the outdoor environment.
Playing outside gives children first-hand contact with weather, seasons, and the natural world, and outdoor environments offer children freedom to explore, use their senses, and be physically active and curious.
Playing outside is important for children’s overall development, as it provides a wide range of physical, social, emotional, and cognitive benefits. Here are four reasons why using the outdoor environment is important in the early years:
Physical development: Playing outside helps children to develop their gross motor skills, such as running, jumping, and climbing, as well as their fine motor skills, such as grasping and manipulating small objects.
Social development: Exploring the outdoor environment gives children the opportunity to interact with their peers and develop social skills, such as cooperation, communication, and conflict resolution.
Emotional development: Being outside can help children to feel calm, happy, and connected to nature, which can improve their emotional well-being.
Cognitive development: Outdoor play can also support children’s cognitive development, as it provides opportunities for exploration, discovery, and problem-solving.
A smooth transition from EYFS to KS1
We believe that expecting our 5-year-old children to settle down to formal lessons as soon as they move into Year 1 is wrong. We passionately believe that young children learn best through play and exploration and therefore follow a ‘Continuous Provision’ method to ensure that children experience a smooth transition into more formal teaching. This results in happier, more engaged children, who are able to develop a lifelong love of learning.
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Wrap-around care
We recognise the importance of providing childcare options to assist working parents.
Chilmington Green is open from 7:30am – 6:00pm Monday to Friday.
As well as our Breakfast Club and After School Club, we offer a range of free Extra-Curricular Clubs every term that children can take part in after school.
An Inclusive School
We are committed to provide equal educational opportunities to all children, regardless of their abilities, backgrounds, or experiences.
Our classrooms are inclusive and recognise and value the diversity of children and create a learning environment where all pupils feel supported, valued, and challenged.
We use a variety of teaching methods and materials that cater to the diverse learning needs of children. This can include using visual aids, hands-on activities, and technology to help students understand and engage with the material.
By fostering a positive, supportive, and inclusive learning environment, inclusive classrooms help children develop the skills and knowledge they need to succeed in school and beyond.
We are committed to delivering a fully inclusive environment by providing equitable opportunities for all. Our approach is underpinned by our core values of collaboration, inclusion, ambition, innovation and nurture.
We believe that all children have the right to succeed and we aim to meet the individual needs of our pupils at all times. There will be no barriers to achievement within our learning community and our teachers will build strong relationships to facilitate the learning of all. We hold the same expectations for pupils with special educational needs and/ or disabilities (SEND) as for those without but remain fully aware that some children require a different approach in order to achieve success.
- Adaptations are made to teaching to enable us to deliver personalised learning that is tailored to meet academic, social and wellbeing needs
- Through the innovative use of digital technology, we will create a level playing field for all children, irrespective of their language skills, reading ability or any other factors that may present learning challenges
- Our schools are flexible learning environments that are tailored to equip all children with the skills needed for the 21st century
- We are able to provide a wide range of interventions and strategies which will minimise barriers to learning in an engaging way that is fun and simulating
- Child voice is an integral part of decision making
- We have a joined-up approach to supporting the success of every child which is built on working collaboratively with families, with expertise within The Stour Academy Trust and with outside agencies
For full, detailed information about our support for children with SEND please view our SEN Policy and SEN Information Report on our policies page.
We follow the Mainstream Core Standards. This Kent guidance outlines support for children with SEND.
Mainstream Core Standards Guide For Parents
Further information about services and opportunities for children with SEND is outlined in the Kent Local Offer.
www.kent.gov.uk/education-and-children/special-educational-needs
Click here for the latest Kent SEND newsletter for families:-
Support and advice is also available from IASK.
View our SEN Policy and SEN Information Report on our policies page.
Chilmington Green Primary School has a Specialist Resource Provision (SRP).
The SRP, known in school as Cedar Class, is a small class of 14 children (at maximum capacity) and is dedicated to providing support for children with Education and Health Care Plans, with a primary need type of Autism. The aim of the SRP is to support successful reintegration back into the mainstream classroom.
A commitment to well-being
We prepare children to succeed in their personal and professional lives by nurturing both their thinking and social-emotional skills.
The Click CEOP button (above) is an asset of the National Crime Agency’s CEOP Command. The CEOP Command works to protect children from the harm of sexual abuse and exploitation both online and offline.
Internet safety is always high on the agenda at Chilmington Green Primary School. We have extensive security measures in place, which are constantly monitored both internally and externally, to prevent our pupils from coming into any potential danger or accessing unsuitable material.
Lessons are taught from EYFS upward explaining and demonstrating how to stay safe when using the internet and working with technology.
We define bullying as “deliberately hurtful behaviour that is repeated over a period of time.” Bullying can take many forms, but the three main types are physical, verbal and indirect.
We encourage parents to inform us immediately if they suspect their child is being bullied. The sooner we know, the sooner we can act to stop it! Please see our anti-bullying policy for further details, including early signs of distress.
Bullying will not be tolerated in our school. It is everyone’s responsibility to prevent it happening and our policy contains guidelines for all members of the school community.
Our school takes part in the National ‘Anti-bullying week’ each year.
Throughout the year, children are encouraged to report all incidents of bullying to an adult and are supported in developing strategies to combat it, including the use of discussion and role play. Children are also taught awareness of ‘Cyber bullying’ throughout the year and this form of bullying will be dealt with in the same robust manner as any other form of bullying.
Year 5 and 6 children are trained as ‘buddies’ to support any pupil who may feel susceptible to bullying or for those who may behave in a bullying way.
Nurture is at the heart of the school where we offer short term, inclusive, focused interventions to help with SEBD needs.
Our nurture room is a calm and inviting base for the children. We provide an inclusive curriculum where we work on literacy including Language Through Colour, maths and phonics.
In literacy we use a focus books that appeal to the children which allows us to offer them a stimulating and colourful learning experience.
Within the Nurture room we also address other aspects of development using child focused, tailor made interventions such as fine motor skills, sensory needs and social and emotional support. All of which are led by the 6 Principles of nurture:
Where needs are identified, well-being interventions will be implemented following a discussion with parents/carers. These may take place in a separate area or may form part of provision within the classroom. All classrooms have a dedicated area where children may withdraw to when they are feeling less settled and need to be in a quieter area in order to focus on their learning tasks. We call it the ‘calm down’ area.
Our aim is to ensure that not only do all pupils feel happy, secure and valued but that they are also able to work in a calm, pleasant and purposeful environment without disruption.
We recognise the importance of providing an ethos and environment within school that will help children to feel safe, secure and respected; encourage them to talk openly; and enable them to feel confident that they will be listened to.
We will endeavour to support the welfare and safety of all pupils through:
- Maintaining children’s welfare as our paramount concern
- ensuring the content of the curriculum includes social and emotional aspects of learning
- ensuring that child protection is included in the curriculum to help children stay safe, recognise when they don’t feel safe and identify who they might / can talk to
- Providing suitable support and guidance so that students have a range of appropriate adults to approach if they are in difficulties
- promoting a positive, supportive, neutral and secure environment where pupils can develop a sense of being valued and heard in their own right
- Ensuring all steps are taken to maintain site security and student’s physical safety
- Working with parents to build an understanding of the school’s responsibility to ensure the welfare of all children including the need for referral to other agencies in some situations
- Developing effective and supportive liaison with other agencies
Trust Safeguarding Lead
The day-to-day oversight of safeguarding and child protection systems in our school is the responsibility of Sarah Partridge, Safeguarding Lead for The Stour Academy Trust.
Sarah works with school staff and other external agencies such as Early Help, Children’s Social Care and CAMHS in the best interests of our children and families.
We have a school nursery!
Early Birds Nursery is a school nursery for 2, 3 and 4 year old’s, on the site of Chilmington Green Primary School.
Led by a qualified Teacher; the nursery offers three attendance options across the 5-day week.
A smooth transition to Reception
Do you want to help your child’s transition into their first year at school?
We are running sessions every week to help familiarise children of pre-school age with our school.
- Have the chance to meet the Headteacher and EYFS team
- Become familiar with the school setting
- Increase your confidence and understanding of school life
- Enjoy a story or fun activity with your children
- Younger siblings welcome
Memorable residential trips
Every year, all Year 4 children in The Stour Academy Trust are given the opportunity to attend a free residential camping weekend.
Organised and financed by the Trust, the residential, which is set over two weekends in June, sees Year 4 children experience what for many is their first time away from home.
Set in the grounds of Sturry CE Primary School in Canterbury, children camp for two nights in large 8 person tents and experience a variety of exciting activities with their classmates and new friends from other schools.
Activities include:
- Whole camp team games
- Groups team games
- Orienteering
- Archery
- Laser Tag
- Woodland survival skills
- Bouncy castles
- Songs and roasting marshmallows on the campfire
At every mealtime, children receive hot cooked food provided by the school catering team (and served up by staff!), whilst every evening sees hot chocolate and biscuits served before bedtime!
Hot Food typically consists of an English breakfast, baguettes and salad for lunch and an indoor BBQ for dinner!
With no charge to parents, the year 4 camping residential is a popular and fantastic memory making experience for our children.
Below is a short video that gives you some of the highlights of the residential that took place in June 2022.
Every year, all Year 6 children in The Stour Academy Trust are given the opportunity to attend a paid for camping residential week.
Taking place during a week in June, Year 6 children will travel by coach to 4th Dimension Outdoor Activity Centre in East Sussex.
Children camp for 4 nights and can take part in a huge variety of activities including:
- Zip Wires
- Canoeing
- Kayaking
- Rock Climbing
- Abseiling
- Climbing Indoors
- Archery
- Swimming
For more information about 4th Dimension, please visit their website here.
Part of a transformative Multi Academy Trust
Chilmington Green is part of The Stour Academy Trust, a Multi Academy Trust of 8 Primary Schools across Kent.
The Stour Academy Trust has set out to transform schools to better prepare our young people for the 21st century.
