Stisted C of E

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Primary Academy

Distinctiveness of a church school

Church School Inspection Report

Love for the Child and People Matter


Our interpretation of our Church of England status is provide a learning environment as close as how Jesus envisaged the Kingdom of God and how we would want the the ideal world to be - a community rooted in a sense of belonging, love, forgiveness, respect and reconciliation.


The drivers behind manifesting this vision are people and people matter.


Love is expressed in its broadest sense through the value we place on the uniqueness of every individual and how we make them feel valued and enable them to grow spiritually, morally, culturally and academically. From love stems many values such as trust, humility, peace, community, thankfulness, friendship, wisdom, hope, compassion and justice.


Forgiveness is expressed by accepting people make mistakes. It is also wiillingness to self-reflect, say sorry and mean it rather than bearing a grudge. This value particularly reflects our vision to develop tolerant principled members of society.


Reconcilation is expressed through a commitment to seek meaningful resolutions and to build bridges with each other rather than destroy them. It is also a commitment to self-reflect and grow from our experences.


Values are not explicitly taught or learned. Values are acquired by individuals overtime as a result of their interaction with their environment the people they meet.


To keep things simple and child friendly, our values are expressed in the phrase :


Following in the footsteps of Jesus. 


Our core values of love, forgiveness and reconciliation are rooted in the Bible and the teachings of Jesus Christ. This forms the foundation stone on which our school is built.


These values manifest themselves through the following principles that you are likely to see on a day to day basis at our school :


- Love for the child and one another (Luke 10.27)

- People matter

- The Curriculum and character building

- Collective Worship and links with the local Anglican   


- The teaching of Religious Education


We realise that there are few, if any, values or human qualities that are exclusively Christian but those we most closely associate with the person known as Jesus Christ is God’s love (Luke 10:27), forgiveness and reconciliation.


It is this that drives our ethos or feel of the school. This does not develop and happen by chance. It requires clarity of shared vision to ensure that it is promoted and not undermined.


Every moment of the day, we recognise that adults are the children's role models creating an ethos and climate where emotional warmth pervades. People rather than process come first.


Our aim is to create a learning environment where children feel respected, cared for, listened to and safe. Not only does this immerse them into a 'loving' environment, it helps children feel at ease and in a ready state for learning.



The Curriculum and Character building

Character building is an important part of our curriculum. An all-round education means we value and recognise that each child is unique and strive to develop their character and not just their intellectual or academic abilities. This is because Jesus Christ valued the human qualities of the individual.


This vision is realised by building into our curriculum opportunities for developing human qualities and character.


Our classrooms offer children many planned opportunities as part of the curriculum to develop children’s character, building resilience, determination, willingness, generosity, gratitude, appreciation, etc.


We also recognise that character building is not exclusively developed solely through curricular opportunities, but also through interactions with other human beings. This means all adults who work in our school are in the privileged position of shaping our children’s thoughts, values, virtues and attitudes by their own interactions.


Many visitors to the school often experience this aspect through the ‘feel’ or ethos of the school.


Our ethos has its roots based on Jesus interpretation of love in its broadest sense (Luke 10:27) and forgiveness. We also recognise that reconciliation completes the circle of love, forgiveness and reflection where reflection mirrors the prayer life of Jesus.


In terms of character virtues this manifests itself in being a caring, thoughtful reflective school.


It is this that drives our ethos or feel of the school. This does not develop and happen by chance. It requires clarity of vision and effective leadership to ensure it is actively and explicitly promoted and not undermined.


Every moment of the day, adults are modelling values and virtues.

For clarity, we have used the term virtues as they specifically refer to human qualities that help children be part of a loving caring school and become principled members of society.


These virtues can be grouped into three categories.


1. Civic character virtues.

These are virtues that are necessary for responsible citizenship such as service, volunteering, understanding of different perspectives.


2. Moral character virtues.

These are character habits that enable us to be agents for good such honesty, humility, graciousness, compassion, thoughtfulness.


3. Performance character virtues.

These are behavioural skills such as determination, persistence, resilience, creativity, self-discipline.


In November 2014, the Department for Education published guidance on promoting British values in schools to ensure young people leave school prepared for life in modern Britain.

British values, as defined by national government, are taught within this context as we perceive them as being underpinned by our core values of love and forgiveness and the virtues associated with them.


We believe the value of love, forgiveness and reconciliation  and curriculum encourages children to value democracy the rule of law, liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith.


Whilst we recognise the importance of developing the character of each child, we also value the importance of equipping children with the basic skills they need for life including reading, writing and mathematics.


We aspire for every child to be given the best opportunities and strive to meet and exceed the national expectations required from the national curriculum but not at the expense of being a principled member of society.



Collective Worship


Our school's distinct Christian nature also manifests itself through our daily acts of collective worship.


Collective Worship is carefully planned and the themes explored follow the annual cycle of the Christian year. Themes explored in the autumn term are connected to God the Father and creation. This links closely with Harvest, thanksgiving and prayer.


In Spring, collective worship themes are connected with God the Son following on from the birth of Christ at Christmas and in Summer, themes are connected with God the Holy Spirit following on from the death and resurrection of Christ at Easter, the ascension and Pentecost.


During collective worship, children are invited to join in prayer, sing hymns, and listen to stories from the Bible including the New Testament.


Christian symbols will routinely be used during collective worship such as candles and the cross. Children will also hear language associated with Christian worship such as the term Father, Holy Spirit, the Good Shepherd.

Again, this is distinctly Christian.


Collective worship is not viewed as part of a school timetable because it is a statutory requirement to deliver a daily act of collective worship but because it forms an integral part of school life that binds the community together bringing with it a transformational impact.


We also have links with the local parish church and members of the clergy. They assist with the delivery of collective worship both with children and parents. Many Christian festivals are celebrated in the local parish church. This includes Harvest, Christmas and Easter.


The Teaching of Religious Education


The teaching of Religious Education is given significant importance on the timetable. We have adopted the Diocesan syllabus and supplemented this further. This will be distinctly different from a non-church school.


Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views that offer answers to questions such as these. It offers opportunities for personal reflection and spiritual development. It enhances pupils’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures.


Religious education encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.


Religious education encourages pupils to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community. Religious education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice.


Religious education actively promotes the values of truth, justice, respect for all and care of the environment. It places emphasis on:


  • pupils valuing themselves and others
  • the role of the family and the community in religious belief and activity
  • the celebration of diversity in society through understanding similarities and differences
  • sustainable development of the earth.


RE also recognises the changing nature of society, including changes in religious practice and expression .





We believe distinct Christian values are those most explicitly expressed through Jesus Christ. These are love and forgiveness.


Love is expressed in its broadest sense through the value we place on the uniqueness of every individual and how we make them feel valued and enable them to grow spiritually, morally, culturally and academically. From love stems many values such as trust, humility, peace, community, thankfulness, friendship, wisdom, hope, compassion and justice.


Forgiveness is about accepting people make mistakes and not bearing a grudge or wanting to get our own back and being willing to say sorry and mean it.


These explicit values means the daily life of the school including the curriculum and our relationships with learners, their carers and the wider community is centred on these core values in their broadest sense.


These values are not just explicitly taught but lived through the daily life of our school through our own words and actions.




Applying for a Place

Stisted Primary Academy is a small school and we can only accommodate 15 pupils in each year group. We have 7 year groups in total and a maximum capacity of 105 pupils.

You can apply for a place for your child by completing an application form. Your application will be processed in line with our admissions policy. We also participate in Essex County Council's locally coordinated admissions scheme for our September Reception Intake.

Please contact at the school office or Essex County Council's Planning and Admission's Department for an application form. You will find our most recent Admissions Policy in the Policies and Documents section of this website.


Our Learning Environment

Our school building has been modernised and extended several times, most recently in 2014 with the addition of an all-weather Multi-Use Games Area. In 2010, two new fully equipped air conditioned classrooms were built and in 2013 we converted the former resource area into an enhanced provision unit for children with different learning needs to provide a Montessori Curriculum.


We have 4 well-resourced classrooms in total, a spacious school hall, kitchen, group room, wildlife area, allotment, playground, an early years outdoor play area including an extensive school playing field with spectacular views of the Essex countryside.


Class Organisation

The children, aged 4 - 11, are taught in four classes.


Class 1 : Reception (4-5 yr olds)

Class 2 : Year 1&2 (5-7 yr olds)

Class 3 : Year 3&4 (7-9 yr olds)

Class 4 : Year 5&6 (9-11 yr olds)


Special Educational Needs

The school has an excellent reputation for our provision for children with specific learning needs. Support is given both within class lessons and sometimes in small groups. This is monitored by the School’s Special Needs Coordinator. Teaching assistants are also used to support groups of pupils. Children with SEN will have their needs assessed and receive specific support or provision based on an Individual Education Plan.


We also have an enhanced provision Montessori Classroom and curriculum specifically designed for children with specific or additional needs. The Montessori influenced environment is a calm but busy environment where the children are involved in small group or individual activities. The equipment and environment is designed to develop children’s concentration, co-ordination and independence.

Our carefully designed activities are matched to a child’s Individual Education Plan and are aimed to develop their sensory, numeric, language and practical skills.


The Community

We have close links with the local pre-school and with our neighbouring secondary schools. Local residents sometimes join us for various events throughout the year and our older pupils visit a local Residential Home at Christmas, to entertain the residents with Christmas carols. We value these contacts and feel these experiences provide the pupils with new perspectives and opportunities to practise life skills.


Religious festivals

Harvest Festival is celebrated at All Saints’ Church at the end of September. This service is planned and prepared by the school. Parents and friends of Stisted Academy are welcome and encouraged to attend. Christmas is celebrated by our older children at All Saints’ Church with an afternoon and evening church service for parents. A Nativity play is usually performed by our younger learners. This is held in the school hall. Easter is celebrated at All Saints’ Church. This service is planned and prepared by the school.


Daily Worship

Collective worship is of a Christian nature as required by the school’s Trust Deed. Each day there is a whole-school Act of Worship. Collective Worship is an important part of children's entitlement to religious experience and reflection. We believe this contributes positively to your child's spiritual and moral development.

Collective Worship is led by different individuals including the headteacher, class teachers, visitors and the local vicar.


Friends of Stisted Academy

Friends of Stisted Academy (FOSA) is a parent group who organise and arrange fund raising events throughout the year. Meetings are held on a half termly basis. Events are advertised through the weekly school newsletter.


School Dinners

We provide an extensive menu of hot cooked food at lunchtime. All meals are cooked using fresh ingredients in our own kitchen by our chef. You will have the choice of sending your child with a packed lunch or purchasing one of our delicious hot meals.


School Uniform

At Stisted Primary Academy, we believe the wearing of school uniform is an important part of school life. We believe it gives your child the feeling of belonging and that school is a special place and community. Parents have always been extremely co-operative in supporting this aspect of school life. Our school colour is blue.


Attendance Rate

The school’s overall attendance rate is excellent. Our average attendance rate is well above the county and national average. This means children do not have much time off school. We believe good attendance and punctuality are significant factors in the rate of progress your child makes. We strongly discourage parents from taking their children out of school for holidays during term time. This is because our lessons are carefully sequenced and any absence can seriously disrupt children's learning which can leave gaps in their knowledge and understanding in important learning goals.


Safeguarding and welfare

We are committed to the protection and safety of your child. This includes their health, safety and general well-being. Child Protection is the responsibility of everyone who works in the school. The Headteacher is the named Designated Person for Child Protection matters. All members of staff receive training in child protection procedures and how to keep your child safe. This training is regularly updated. All adults who are in regular contact with children are checked with the Criminal Records Bureau. A copy of the Child Protection Policy can be collected from the School Office.


After School Clubs

We organise a range of after school clubs and extra-curricular activities for our children. These vary throughout the year. Currently, all after school clubs run on Wednesday. The range of opportunities we provide include hockey, cookery, cheer leading, art, badminton and ICT. We also run a Bible Club and Running Club at lunchtimes. We also arrange after school football coaching for children interested in pursuing their soccer skills.


Parent Evenings

We know parents value the opportunity to speak to their child’s class teacher. Teacher’s may informally talk to you about a specific issue or concern you have at the end of the day. We also host formal Parent Evenings. The format of Parent Evenings/consultations varies depending on the time of year.


In the Autumn term, we have a formal Parents Evening on two consecutive nights of the week and during the Spring term, we have earlier appointments after school and invite children in Classes 2 to 4 to accompany their parents. In the summer term, we hold an exhibition evening for parents to view their children’s achievements.


Home Induction

If your child is due to start in our Reception Class, the class teacher will visit you and your child at home so that we can get to know you. We will also arrange a meeting for new parents and give you a Starting School Induction. There will also be a chance for your child to visit and stay for two mornings and an afternoon. This includes staying for lunch and you are welcome to join your child on this day.



The Pupil Premium

The Pupil Premium is an additional grant paid to schools based on the number of pupils registered as eligible and claiming Free School Meals. It also includes children registered in care who have been continuously looked after for six months. Further details on how we spend this money can be found under the Further Information tab.



Applying for a mid-year place

If your child is currently attending a different school and you would like to apply for a mid-year place, you can do this by completing the online application form using the link below :



Outdoor Learning

We have our own allotment and wildlife area in the school grounds. This is managed by staff and children. All produce is used by our kitchen and served to children who opt for a school dinner. We also take the children out into the village and local woods.



At Playtime all children are supervised by an adult. Your child will be able to use break time to go to the toilet, have a drink and snack and socialise with their peers. We have an extensive school field and play facilities where your child will be able to run around, play games and meet their friends. Playtime also offers your child much needed exercise and fresh air which also sets them up for learning in the next lesson.


Adult play supervisors are on hand to organise games and include all children particular those children with additional learning needs.



Experience tells us that young people learn in different ways - one size does not fit all because each child is an individual. They learn best when they feel listened to, valued and treated with respect. With this is mind, we try to offer learning experiences and approaches that take this into account. This allows children to learn in ways that best suit them.