Why choose Thistle Hill Academy?
At Thistle Hill Academy, we are always ready to learn. Our vision is to make stars out of every child and help them to shine in their own unique way. We will achieve this by adopting the following values – Supportive, Togetherness, Ambition, Respect and Success – in collaboration with our community.
At Thistle Hill we are all STARS!
- We support our friends
- We show each other we care
- We help others when they need it
- We strive to be complimentary
- We show empathy and put ourselves in the shoes of others
- Working as a team
- Listening to others
- Showing the best of ourselves in our Community
- Building a strong school community with our parents and neighbours
- Doing what you think you can’t
- Encouraging other to achieve
- Believing in ourselves
- Wanting the best for ourselves, families and our community
- Reaching for the stars!
R- ready
E- empathy
S- support
P- patience
E- equal
C- caring
T- together!
If we support each other in a way that brings us together and allows us to have ambition. while showing respect to those around us!
This is SUCCESS!
A fully inclusive environment
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.
Every one of our classes has an Inclusion Trolley packed full of resources. Inclusion trolley resources help to make sure that all children have access to tools that help them to be ready to learn. These resources help children with self-regulation, focus and attention.
Our Inclusion Trolley resources include:
Fidget Resources
Fidget tools, sometimes referred to as sensory tools or fidget toys, are designed to help with self-regulation. Fidgets come in a variety of formats and have been shown to help children focus, relax and maintain attention to instructions.
Weighted Resources
Weighted resources help to provide constant, even, deep pressure input, creating a reassuring feeling to children.
Ear Defenders
Easy access to the ear defenders will reduce anxiety that the child might experience about possible trigger events, and enable them to have control over their auditory/hearing environment; however it is important that children are exposed to challenging sounds in a way that enables them to learn how to cope.
Other Resources
Sensory timers are great in any classroom, but can be very helpful for children with autism, ADHD, sensory focus, hyperactivity issues, or anyone who is just distracted or anxious about the ticking numbers in our other timers. Now and next boards help with understanding the organisation of tasks and the school day.
Thistle Hill Academy 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 school and embarking on a journey to create a fully inclusive school where there are no barriers to participation and aim for our classrooms to work for 100% of children, 100% of the time.
As part of our journey we have expanded our team and created an Inclusion Team to support our vision, our parents and our pupils. We recognise that school can be challenging for children with additional needs and we also understand that this can cause extra stress and anxiety for parents. We welcome contact from parents if you feel we could support you or your child.
You can read more about our Inclusion Team below:
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.
Thistle Hill Academy has a Specialist Resource Provision (SRP).
The SRP is Bear for KS2 and Bear Cubs for KS1 and EYFS, with a maximum capacity of 14 children 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.
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 close-knit community
We firmly believe in the importance of strong collaboration between our school and parents, as we understand the vital role that parents play in their child’s education. We are dedicated to fostering a close-knit community where parents feel welcome, involved, and valued.
We regularly invite parents to our school to celebrate their children’s achievements and witness their progress. Our regular parent events provide parents with the opportunity to witness the growth and development of their children’s skills, knowledge, and creativity. These events also serve as a platform for children to take pride in their accomplishments and share their learning experiences with their families.
Throughout the year, we organise various events that encourage parental attendance and participation. These events include:
Curriculum Workshops: Parents are invited to attend these informative evenings to learn more about the curriculum, teaching methods, and classroom expectations. This allows parents to better support their child’s learning journey at home.
Parents evenings: Regular meetings between parents and teachers foster open communication and provide an opportunity to discuss a child’s progress, strengths, and areas for improvement.
Special Assemblies: During these events, we celebrate our children’s achievements, showcase their talents, and recognise their hard work.
Family Workshops: We host interactive workshops for parents and children, designed to help families better understand various subjects and engage in fun, educational activities together.
Annual School Fairs and Festivals: Our school organises fairs and festivals throughout the year, providing an opportunity for families to come together, have fun, and strengthen the sense of community within the school.
By actively engaging parents in their child’s education, we promote a supportive and collaborative learning environment that benefits both children and families. We are committed to maintaining strong connections with parents and encouraging their involvement in the educational journey of their children.
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.
Modern facilities
Our school grounds and buildings are large, modern and clean – fit for a 21st century education!
Wrap around care
We recognise the importance of providing childcare options to assist working parents.
Thistle Hill Academy 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
Breakfast Club is booked by using our online booking system.
Breakfast club runs from 7:30am – 8:30am at the cost of £2.50 (£2.80 from 30th October 2023) per day. Children are offered a wide range of breakfast meals and use the space in the main hall to play games and spend time with their classmates.
After School Club is booked by using our online booking system.
View the After School Club activity timetable and menu below:
Example After School Club activity timetable
Example After School Club menu
After School Club is booked by using our online booking system.
The After School Club will run Monday to Friday and 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.
| Twilight Session | 3:15pm until 4:30pm | £3 (£3.50 from 30th October 2023) |
| Late Session | 4:15pm until 6:00pm | £4 (£4.50 from 30th October 2023) |
| Both Sessions | 3:15pm until 6:00pm | £7 (£8 from 30th October 2023) |
The After School Club will offer a wide range of activities for the children and provide drinks and a freshly prepared fruit snack for all children. For those children that stay on for the late session, a picnic snack will be provided, which varies on a daily basis.
The cost for the Twilight session is £3.50 per child and the cost for the Late session is £4.50 per child. Payments must be made in advance, either termly, monthly, weekly or daily. There are no exceptions to this as it is essential that the club in self-financing. if you are paying daily, payment must be made in the morning of that day.
If you are late collecting your child, an extra charge of £1 will be incurred for every 5 minutes past 6:00pm.
We offer an extensive range of Extra Curricular clubs throughout the year which are booked by using our online booking system.
Please note that all clubs have a restricted number of places which are allocated on a strictly “first come, first served” basis.
The clubs start at 3.15pm and finish at 4.15pm.
Choices for clubs will be sent to parents every term.
Examples of clubs that we offer are:
- Sewing Club
- Football Club
- Library Club
- Karate Club
- Choir Club
- Film Club
- Homework Club
- Fit for life Club
- Science Club
- Technology Club
- Gardening Club
- Speed Stacking
- Cooking Club
- Design Club
- Creepy Claws
- Yoga Club
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.
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.
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
Thistle Hill Academy is a school in 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.
