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.
Phonics
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.
We are driven by our deep rooted Christian commitment to the children’s well-being and education. We want to develop a safe and exciting environment where all God’s children flourish through opportunities and collaboration in a nurturing environment to become lifelong learners.
Adisham CE Primary School is part of The Stour Academy Trust which has a clear christian vision for its church schools.
God’s children together on a journey to excellence creating equal opportunities for all.
“For the body is not one member, but many.” – 1 Corinthians 12:14.
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.
Financial Information
Deed of Variation of Funding Agreement
Parent Forum
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.
To view our Governance structure and membership information, please visit our governance page at:
thestouracademytrust.org.uk/governance-and-financial-information
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 are held once a term.
Find out more about our Parent Forum below:
The total amount of grant funding your school received for academic year 2024 to 2025 16880
Is the total amount for PE and sport premium grant for academic year 2024 to 2025 correct? Yes
Did your school have any unspent grant funding from the allocation for academic year 2024 to 2025? No
Did your school carry forward any grant funding from previous years for use in academic year 2024 to 2025? No
Categories of grant spending
Has your school spent any of its PE and sport premium grant on CPD? No
Has your school spent any of its PE and sport premium grant on internal activities? Yes
How much has your school spent on internal school based extra-curricular opportunities? 1000
How much has your school spent on internal sports competitions? 0
How much has your school spent on internal top-swimming lessons or broadening aquatic opportunities for pupils? 0
How much has your school spent on internal active travel? 0
How much has your school spent on internal equipment and resources? 11372.5
How much has your school spent on internal membership fees? 0
How much has your school spent on internal use of educational platforms and resources? 0
School based extra-curricular opportunities 1000
Internal sports competitions 0
Top-up swimming lessons or broadening aquatic opportunities for pupils 0
Active travel 0
Equipment and resources 11372.5
Membership fees 0
Use of educational platforms and resources 0
School based extra-curricular opportunities 1000
Total school spending on internal activities 12372.5
Has your school spent any of its PE and sport premium grant on external activities? Yes
How much has your school spent on external activities organised by School Games organiser network? 0
How much has your school spent on external – other inter-school sports competitions? 0
How much has your school spent on external coaching staff? 4581
External Coaching staff 4581
Total school spending on external activities 4581
Total internal category spend 12372.5
Total external category spend 4581
Total spent of PE and sports premium 16953.5
Opportunities in sport
Has your school targeted any spending on providing or improving opportunities in PE, sport and physical activities for pupils with SEND or long-term medical conditions? Yes
SEND list Supporting participation in extra-curricular opportunities or competitions
Has your school targeted any spending on increasing or improving girls’ access to PE lessons or access to extra-curricular sport and physical activities? No
Has your school targeted any spending on providing or improving opportunities in sport and physical activities for disadvantaged pupils? Yes
Confirm how for disadvantaged pupils from the options listed below: After-school sport and physical activity clubs – free of charge for all pupils
What impact has this funding had within your school on increasing all staff’s confidence, knowledge and skills in teaching PE and sport? Positive impact
What impact has this funding had within your school on increasing engagement of all pupils in regular physical activity and sport? Positive impact
What impact has this funding had within your school on raising the profile of PE and sport across the school to support whole school improvement? Positive impact
What impact has this funding had within your school on offering a broader and more equal experience of a range of sports and physical activities to all pupils? Positive impact
What impact has this funding had within your school on increasing participation in competitive sport? Positive impact
Has your school’s PE and sport premium spending achieved any of the following? An increase in pupils’ physical activity levels, An increase in the number of pupils participating in extra-curricular activities
What impact has your school’s spending of this funding had on PE attainment? Positive impact
What impact has your school’s spending of this funding had on increasing teachers’ confidence and competence in teaching PE and school sport? Positive impact
What impact has your school’s spending of this funding had on increasing teachers’ confidence and competence in teaching PE and school sport? Positive impact
What impact has your school’s spending of this funding had on increasing pupil participation in extra-curricular activities? Positive impact
Sustainability
What impact has your school’s spending of this funding had on ensuring that the improvements made are sustainable? Positive impact
Swimming and water safety
Does your school have year 6 pupils? Yes
What percentage of pupils in your current year 6 cohort can swim competently, confidently, and proficiently over a distance
of 25 metres? 87
What percentage of pupils in your current year 6 cohort can use a range of strokes effectively (e.g. front crawl, backstroke, and breaststroke)? 87
What percentage of pupils in your current year 6 cohort can perform safe self-rescue in different water-based situations? 81
What impact has your school’s spending of this funding had on swimming and water safety attainment? Positive impact
Our school is committed to equality. Out aim is 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. Out aim is 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 below:
View our Accessibility Policy below:
Pupil Premium Strategy 2025–2026
Adisham CE Primary School
What is this about?
This plan explains how the school will use £36,360 of Pupil Premium funding to help disadvantaged pupils succeed. It sets out our goals, challenges, and actions for this year.
Key Facts
- Number of pupils: 101
- Pupil Premium pupils: 23.5% (26 pupils)
- Published: October 2025
- Review: September 2026
Our Goals
- High-quality teaching: Ensure disadvantaged pupils access excellent classroom teaching and targeted support.
- Boost language skills: Improve communication and early literacy in Reception and KS1.
- Improve attendance: Reduce persistent absence and SEMH barriers.
- Raise attainment: Increase combined expected standard at KS2, especially in maths.
- Support wellbeing: Provide nurture, play development, and social opportunities.
Main Challenges
- High and increasing complexity of need (many PP pupils also have SEND).
- Attendance and engagement issues, plus SEMH needs.
- Low communication and language skills on entry to Reception (40% below age expected).
- Raising KS2 attainment for disadvantaged pupils, especially in maths.
What we will do
- Teaching: CPD on vocabulary and oral language strategies, structured curriculum planning, and coaching for staff.
- Targeted support: Small-group and one-to-one tutoring in reading and maths; early language interventions; speech and language pathways.
- Wellbeing focus: SEMH programmes, nurture breakfast, and trauma-informed practice.
- Attendance strategy: Personalised family support, monitoring, and engagement workshops.
- Enrichment: Free access to clubs, trips, and OPAL play to build cultural capital and social skills.
How will we know it works?
- At least 60% of disadvantaged pupils make expected+ progress in reading and maths.
- EYFS language gap reduces significantly; fewer external referrals.
- KS2 combined expected standard rises from 33% to 62% within one year.
- Attendance for disadvantaged pupils improves and persistent absence halves.
- Increased participation in enrichment and improved wellbeing indicators.
Want full details?
Read the complete Pupil Premium and Recovery Premium Strategy Statement 2025–2026 for all actions, evidence, and success measures.
Adisham CE Primary School is open from 7.30am – 6pm 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 6pm.
For more information about free and paid for After School clubs including Breakfast and After School Club please visit our useful information page.
Please see below our most recent Key Stage 2 performance measures for the 2024/25 academic year, as published by the Secretary of State:
Measure | Value |
KS2 Pupils meeting expected standard in reading, writing and maths | 75% |
KS2 Pupils achieving at a higher standard in reading, writing and maths | 19% |
KS2 Average Scaled Score in Reading | 108 |
KS2 Average Scaled Score in Maths | 104 |
Please also find a link to the compare school and college performance service and our data from the DfE.
Policies
Allergy Policy | Use of Spare Adrenaline Auto-Injectors Policy
Behaviour and Anti-Bullying Policy
Charging and Remissions Policy
Complaints Policy | Complaints Process Summary
Equal Opportunities Policy | Equality Statement | Equality (One Page Policy)
Intimate Care and Toileting Policy
Online Safety and Social Networking Policy
Privacy Notice – Parents|Pupils
Remote education provision information for parents
SEN Policy | SEN Policy (One Page Policy)
Suspension and Exclusion Policy
PSHE Policy (including Health, Relationships and Sex Education)
If you would like to view our other statutory and non-statutory policies, please visit www.thestouracademytrust.org.uk/policies or contact the school office who will be able to provide you with a copy.
If you would like to view our curriculum related policies, you will find them in the appropriate subject section of our curriculum page.