Access Keys:

Christ Church, CEP Academy, Brockman Road, Folkestone, Kent


Please see the office for a hard copy of the prospectus.


Dear Parents/Carers

Welcome to Christ Church CEP Primary Academy, Folkestone. The staff and governors of the school are very proud of our achievements and the service made to the local community.

Each child’s educational progress, spiritual growth, social development and overall well-being are at the very heart of the excellent provision on offer at Christ Church Academy. By placing personal dignity at the centre of our school vision, staff and governors readily facilitate our Christian values of thankfulness, friendship, forgiveness and hope. In this way we humbly strive to be the best version of ourselves every day, in every way.

We are committed to establishing and maintaining an active partnership between home and school in order to benefit and enhance the education of our children and to this end, prospective parents are warmly invited to visit the school and meet with the staff and children.

With best wishes,

Yours sincerely,

Jim Kreiselmeier,
Head Teacher.


Christ Church CEP Academy

Section One - Introduction

The Academy's Vision Statement

As we are made in the image of God, we see in each other the love of God. The way we are is because of who we are – special to God, special to one another.

As God’s precious children, we believe in unconditional fresh starts: we do not need to be defined by the mistakes or circumstances of our past, but confidently strive to be the best version of ourselves.

This means that we empower in everyone the capacity to grow and flourish, and we support and encourage them to do so. In this way, we follow the footsteps of Jesus: when he met Zacchaeus (Luke 19:1-10), he offered him friendship and forgiveness, and the promise of hope through following God, for which Zaccheus was deeply thankful.

We use this Biblical passage to guide all our relationships and endeavours.

The Aims of the Academy

Within the general aim of providing the best quality primary education, relevant to today’s emphasis on lifelong learning, the individual aims of Christ Church Academy can be summarised as below:

 To help children to learn to live together in a community and to show sensitivity to the differences between one another.
 To develop all children to their full potential and integrate all children
regardless of need, fully into the mainstream school classes.
 To develop in children a high degree of excellence in language, numeracy and the aesthetic and physical areas of learning.
 To encourage children to become responsible, independent people who are able to look at and think deeply about the world around them.
 To develop a positive sense of moral responsibility and self-discipline.
 To foster attitudes which instil self-confidence in children and prepare them for life long learning opportunities.
 To provide children with an education appropriate to the world outside the classroom.
 To recognise that children need a base of spiritual and moral values and to aim to give this to all children.
 To maintain and develop in children lively and inquiring minds, to promote enquiry and rational debate.
 To value each member of the school community-pupils, parents staff and governors - and the contribution they make towards the success of the school.
 To seek to foster positive attitudes towards hard work, punctuality,
reliability and cleanliness.
 Develop spiritual awareness and an awe of the universe.
 To expect children to understand the world in which they live and the
independence of individuals, groups and nations.

The Head Teacher, his staff and the management of the academy
Christ Church CEP Academy has at its disposal an experienced and highly motivated team, led by the Head Teacher and his deputies, and co-ordinated by a qualified management resource from the School Office. The School Office functions as a one-stop facility, dealing with the often complex daily needs of a busy educational environment and is open from 08.30 - 16.30 daily.

A full list of Christ Church Academy’s staff complement can be found in Annex 1 of this Prospectus.

The Governors of the Academy
The academy’s governing body brings together a wide variety of expertise to monitor the school’s operation and performance and ensure that it takes a forward direction in areas of curriculum, human resources, the quality of the school’s environment as well as financial management and the regulatory structure within which the school exists. The Governing Body meets on a monthly basis, with sub-committees meeting regularly on specialist areas.



Type of Governor


Vice Chair

Head Teacher



Teaching Staff


Mr C Jordan

Mr R Chitty

Mr J Kreiselmeier

Mr N Bolton

Rev Wheldon

Mrs C Avery

Type of Governor





Clerk to the Governors

Teaching Staff


Mr Lawson

Mr Carter

Mrs Swaminathan

 Mr Boardman

Mr R Dale

Mrs M Renard

Section Two - Starting School at Christ Church

Admissions Policy

The Academy’s growing reputation for caring and inclusive education attracts applicants from a wide area within Shepway and the provision of reception facilities and after-school care on-site makes it a natural choice for many parents, even those working in Folkestone but living out of the school’s traditional catchment area.

Admissions criteria:
 Looked after children
 Connection with the Church
 Family connections with the school
 Health reasons
 Geographical proximity to the child’s home

Full details of the Admissions Policy are available from the school on request.
Interested parents are encouraged to contact the Head Teacher via the office to arrange a visit to the school and applications for a place in the school can be made at any time.

The Foundation Stage - Reception

This aspect of the school has been the subject of continued attention in recent years, and now occupies the most modern and well-equipped areas of the school’s buildings with a specially designed play and garden area.
Christ Church Academy has applied a number of approaches to entry in recent years, and experience has led it to a single entry period, where all eligible children, irrespective of their relative age, start in the reception year in September on a staggered basis.

Providing flexibility for the first steps

Whilst the academy believes that a single admission guarantees equal opportunities for all children, it also recognises the importance of flexibility and individual care at this critical stage, and offers parents as much contact with their child as they need and the choice to integrate their child gradually during the first six weeks of school via part-time attendance.

Care, development and education

During the period before the age of five is reached, the school’s aims are to develop key learning skills such as listening, speaking, concentration and persistence and to teach children to co-operate and work together.

Whilst this is always balanced with a high degree of care from the staff involved in day-to-day teaching in this area the ultimate aim is to develop early communication, literacy and numeracy skills which will prepare children for Key Stage 1 of the National Curriculum

Special Needs and Learning Difficulties

Those children who experience any difficulty in learning are given extra support under the direction of the Head Teacher. Parents will always be informed if their child has been placed on the SEN register.

We aim to establish a close working relationship between staff and parents of children benefiting from individual help. If parents feel that their child is having difficulties they should contact the teacher or SENCO who will be happy to help.

Able Children

At Christ Church we aim to meet the needs of those children who display a greater than average ability in the subjects provided. This can be done in a variety of ways and with close consultation with the parents. 

Equipping your child for School

All children who attend Christ Church Academy are expected to wear the school uniform. Apart from the practical benefits, this helps to give pupils a sense of identity with the school and their fellow pupils. Young children who cannot yet fasten laces should wear Velcro or buckle shoes and elastic-top plimsolls.

Whilst items of school uniform are widely available (in Folkestone, from Debenhams, Sainsburys, Tesco, Morrisons and Asda), the navy sweatshirt is only available from the school along with book-bags, kit bags for swimming & P.E and baseball caps.

Identifying your child’s property

Due to the everyday needs of changing activities it is important that all items of clothing, including shoes, are clearly labelled with both names, and that any other items which are brought into the school are labelled similarly.

The Academy is not able to accept responsibility for loss or damage to the personal property of pupils.


Access to the school for parents, guardians and other visitors is via the main gate in Brockman Road. When passing through the automatic doors into the reception area, it will be necessary to check-in with the School Office team, who will be able to deal with your queries or needs.

All visitors required to stay on the premises will be asked to sign in and out and will be issued with an identity pass to be worn prominently.

Because of space restrictions and ease of organisation of children, parents are requested not to enter the school grounds when seeing children into school or collecting them at the end of the day.

It is important that secure arrangements are made for the collection of children, and communicated, where appropriate, to the School Office, so that staff can intervene in seeing children to specific carers or guardians or to transport arrangements such as taxis.

Children use the Infant and Junior gates (Brockman Road and Coolinge
Road respectively) at all times, except when late or in exceptional

Section Three - The School Year

Term times and holidays

There are six terms in every academic year. A list of these term times and holidays can be found on the website.

There are five ‘Development Days’ each year, when only the staff attend school. The dates of these alter from year to year and it is the school’s policy to notify parents of them as soon as possible. Annex 2 indicates all of the relevant term times for the year ahead, along with all other incidental holidays and major events.

The school day begins at 8.30am and ends at 3.O0pm for (KS1) and 3.05pm (KS2) (Please note that children attending the Reception finish school at 2.55 pm). Depending on your child's year group they will take their lunch between 11.45am and 1.30 pm. Play times vary throughout the school in order to maximise children’s enjoyment of their breaks.


All late arrivals must go to the school office where the parent or child will be asked to complete and sign the Late Book. The child will be issued with a slip that they must hand to their class teacher.

If a child is regularly late for school the parent will be invited into school to discuss the matter and to try and reach a solution. The school has a duty to report persistent lateness to the Educational Welfare Service.

Attendance and absence from school

The responsibility for ensuring children attend school regularly and punctually rests with parents. To this end, it is desirable that parents should be the first line of contact whenever their child is absent from school.

It is the parents’ responsibility to contact the school whenever and on the first day that their child is absent. Such contact can be made by telephone but a written note giving a full explanation must be sent into school on the child's return.

If a justifiable reason for absence cannot be given then a child's absence will be recorded as unauthorised. High levels of unauthorised absence indicate ongoing problems and are reported to the Educational Welfare Officer for further investigation.

Family Holidays

Where possible we ask that children are not removed from school for annual holidays, as the potential for missing valuable educational time is considerable over such a period.

However, we do understand that parents' work commitments and the financial aspects of holidaying in the peak of the summer creates unavoidable conflicts of interests in this regard.

Parents or carers must submit an application for holiday in term time by completing a Holiday Form, available from the School Office. Consideration will be given to each individual’s circumstances, past record of attendance and the time of year before the Head Teacher will make a decision to authorise the absence.

Please note that holidays will not be authorised during the SAT's tests in Years 2 and 6, and during the selection process for secondary education.

The school’s Governing Body has the ultimate responsibility for authorisation and appeals against decisions can be directed to it in extreme circumstances.

A full and detailed Attendance and Lateness Policy document is available from the School Office.

School Meals

The school has its own canteen providing hot dinners daily. All dinners are prepared by professional staff at Caterlink and are designed to provide a sustaining well-balanced meal.

Families on Income Support or Job Seekers Allowance are entitled to a free meal and should complete a form available from the School Office to claim this entitlement.

For children who are not entitled to a free school meal, the cost of these is
£2.20 a day, booked and payable on Parentpay the week before they are to be taken

Children can choose to bring their own packed lunch from home, which they eat in the Community Building. The only other food allowed in school is a piece of fruit, which can be eaten during the morning break. Fruit is also on sale at breaktimes for 20p a piece. Children are encouraged to drink water throughout the day. Water bottles may be purchased from the school office price £1.00.

Breakfast Club

The school has a very nutritious Breakfast Club, which is proving popular with parents, pupils and staff as it provides company and a healthy start to the day at a low cost. This opens at 8.00am and serves the last breakfast at 8.15am. The cost of a cold breakfast is 800p with a hot meal costing £1. There are a variety of choices for the children, who are supervised until school begins at 8.30 am.

After School Club and Holiday Provision.

There is an After School Club available at Christ Church Academy, organised by the team that manages Christ Church Nursery and is situated in the annex building adjacent to the school.

This provides good quality care for children throughout the school from 3.05pm until 5.30pm daily in a structured yet informal environment.

The Club also operates throughout the school Easter and Summer holidays (except for Bank Holidays) and places can be booked directly with the Club without recourse to the school. For further details and costs please contact Jill Harding on 01303 - 244055.

Health and Safety

The academy adheres strictly to the Health and Safety Regulations that apply to the school setting. Annual checks are carried out on all fire safety equipment and regular fire drills are conducted.

All electrical appliances are subjected to testing at least once a year. Similarly all sports equipment and fixtures are checked annually and the swimming pool is kept locked when not in use.

No solvent based or other prohibited substances are used within the classrooms and all cleaning and swimming pool chemicals are kept in a secure area.

The academy has full public liability insurance and we ensure that both staff and children are fully insured when on outside visits.

Section Four -

Learning and the Curriculum

The school curriculum comprises all learning and other experiences that the school plans for its pupils. Christ Church CEP Academy has a dedicated and professional teaching staff committed to providing a broad, balanced and relevant curriculum for children’s development, enjoyment of and commitment to learning.

The curriculum is devised as a means of encouraging and stimulating the best possible progress and highest attainment for all its pupils. We aim to equip our children with the essential learning skills of literacy, numeracy and Information and Communication Technology (ICT), utilising the children’s strengths, interests and experiences to develop their confidence to work independently and collaboratively.

Through the school curriculum we aim to contribute to the pupil’s sense of identity, knowledge and understanding of the spiritual, moral, social and cultural background to our society. Pupils will be encouraged to appreciate human aspirations and achievements as well as develop their own knowledge, understanding and appreciation of their heritage and of different beliefs and cultures.

By providing rich and varied contexts for pupils, the curriculum will enable pupils to think creatively and critically, to solve problems and to make a difference for the better. Indeed, children will have numerous opportunities to become creative, innovative and enterprising and develop their capacity for leadership.

A concern for others and equal opportunities for all will be promoted at all times. Physical skills will also be developed, and the recognition of the importance of pursuing a healthy lifestyle and keeping themselves and others safe. Furthermore, children will be taught the importance of the local environment, in which they live and be encouraged to develop their awareness of crucial global issues such as conservation.

How learning is organised within the school

The academy is able to accept 420 pupils (boys and girls) aged from four to eleven years. The children are grouped into classes according to their age and every endeavour is made to maintain class sizes of thirty or below.

The Foundation Stage covers the ages from three to five and includes the time spent in nursery or pre-school to the end of their first year in primary school, which in our school is called the Reception Class

Children of statutory school age follow the National Curriculum which sets out
the most important knowledge and skills that every child has a right and a need
to learn, covering English, Mathematics, Science, Design and Technology, Information and Communication Technology, History, Geography, Art and Design, Music and Physical Education. It also states when these must be taught by describing broad ‘Key Stages’ according to age as shown below.

Year Group

Key Stage 1

Year 1

Year 2

Key Stage 2

Year 3

Year 4

Year 5

Year 6








In addition to the subjects specified in the National Curriculum our school curriculum includes Personal, Social and Health Education and French.

A balance of whole class, group and individual teaching techniques are used in our classes to ensure that all children are able to achieve their full potential.

Foundation Stage

During this important period, the curriculum is made up of six broad areas of learning:
 personal, social and emotional development
 communication, language and literacy
 mathematical development
 knowledge and understanding of the world
 physical development
 creative development

Children learn through structured play and activities, which enables them to get off to a flying start when they reach Year 1 at the age of five. More information on starting school at Christ Church is available in Section 2 of this prospectus.


Christ Church Academy aims to provide an environment where children can learn to communicate efficiently, effectively and with enjoyment through the spoken, printed and written English. The school is implementing the Literacy Strategy, put in place by the Department for Children, Schools and families (DCSF) via the Local Authority.

In English during Key Stage 1 our children learn to speak confidently and to listen to what others have to say, they begin to read and write with enthusiasm. They use language to explore their own experiences.

In Key Stage 2 the children learn to change the way they speak and write to suit different situations, purposes and audiences and respond to different layers of meaning in them. They explore the use of language in literary and non-literary texts and learn how language works.

The school is continually seeking ways to encourage the pupils’ interest and pleasure in reading by the provision of a wide range of attractive and interesting books. In addition to the books used in the reading programme, the infant children are able to make use of their own central library.

A similar library is available for the juniors and class libraries have been developed to provide extra material to develop research skills and widen the children’s knowledge of authors. The school holds regular book weeks with related activities as another means of encouraging a love of reading and writing.

In Key Stage 1 children start to enjoy writing and see its value. They learn to communicate meaning in narrative and non-fiction texts and spell and punctuate correctly.

In Key Stage 2 pupils develop understanding that writing is both essential to thinking and learning and is enjoyable in its own right. They learn the main rules and conventions of written English and start to explore how language can work using planning, drafting and editing processes to improve their work. The children are taught to write in different styles according to the purpose and audience. Emphasis is placed on written work being well presented using a cursive style of handwriting.

Computers and ICT (Information and Communication Technology) are a valuable teaching medium in this context. Children are able to compose on screen and use the planning and proofing tools in the word processor. The use of e-mail is as an additional and increasingly valuable way of communicating information.


The school’s mathematics curriculum aims to meet the needs of the individual child and the National Curriculum and has implemented the national Numeracy Strategy accordingly.

During Key Stage 1 pupils develop their knowledge and understanding of mathematics through practical activity, exploration and discussion. They learn to count, read, write and order numbers to 100 and beyond. Thereafter they develop a range of mental calculation skills and begin to use these confidently in different settings and they learn about shape and space through practical activity, which builds on their understanding of their immediate environment.

At this stage, they begin to grasp mathematical language, using it to talk about their methods and explain their reasoning when solving problems.

During Key Stage 2 pupils use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations and mental calculations are extended. The pupils explore the features of shape and space and develop their measuring skills in a range of contexts. They discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts.


To record data and interpret a wider range of graphs and diagrams ICT is employed as a utility, simplifying much of the repetitive work required and enhancing an understanding of the limitless applications of calculus and Science
The school seeks to enable each pupil to develop knowledge and practical skills that allow them to explore the world of science and the procedures of scientific exploration and investigation.

During Key Stage 1 pupils observe, explore and ask questions about living things, materials and phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawing, charts and tables.

During Key Stage 2 pupils learn about a wider range of living things, materials and phenomena.
They begin to make links between ideas and to explore things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They begin to think about the positive and negative effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others, using a range of reference sources in their work. They talk about their work and its significance, and communicate ideas using a wide range of scientific language, conventional diagrams, charts and graphs.

The school grounds and the local environment provide a rich source of learning and our teaching is enhanced by our links with Science Departments in local secondary schools and by visiting specialists.

ICT, and in particular the Internet, is used where appropriate and a school website is established to communicate some of the successes of its pupils in this challenging field.

Design and Technology

Equipping children for a rapidly changing world, demanding new solutions for work and play and constantly introducing new technology, requires that they learn to analyse the everyday tools of life and the processes involved in their development.

During Key Stage 1 pupils learn how to think imaginatively and talk about what they like and dislike when designing and making things. They build on their early childhood experiences of investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas.

At Key Stage 2 pupils work on a range of designing and making activities. They think about what products are used for and the needs of the people who use them. They plan what has to be done and identify what works well and what could be improved in their designs. They draw on knowledge and understanding from other areas of the curriculum.

Information and Communication Technology

Christ Church Academy recognises the importance of Information Technology in the 21st century and the impact it will have on our children’s future lives. Our aim therefore is to develop confidence and competency in all children.

The school has a suite of 30 networked computers as well as additional sets of laptops for classroom use. The computers are linked to the Internet and the children are encouraged to use this facility to access information.

In Key Stage 1 pupils explore and learn to use the computer confidently and with purpose to achieve specific outcomes. They start to use ICT to develop their ideas and record their creative work whilst becoming increasingly familiar with the basic structure of software applications and hardware.

During Key Stage 2 pupils use a wider range of ICT tools and information resources to support their work in other subjects. They develop their research skills and decide what information is appropriate for their work. They begin to question the plausibility and the quality of the information. Important for their onward education, they learn how to amend and edit their work and present it in a way that suits its audience. In addition, every class has a computer dedicated to running RM Maths, an individual learning programme for all children.


The school aims to develop children’s knowledge and understanding of the past. Pupils are encouraged to be aware of varying interpretations of history and are provided with a range of resources and experiences to compile evidence, question reliability and make deductions about the past.

At Key Stage 1 pupils develop an awareness of the past through story-telling of well known myths, legends, historical events, eyewitness accounts and fictional stories set in the past. Children are also encouraged to develop a sense of their own personal history.

In Key Stage 2 the children’s historical awareness is extended through specific topics of study, including the Egyptians, the Romans, Invaders and Settlers, as well as life in Tudor times and Britain since 1930. Children are encouraged to develop a sense of chronology and to understand that the past can be divided into different periods, recognising similarities and differences between them.


The academy aims to provide pupils with the knowledge and understanding of geographical processes, structures, places and people whilst developing the skills necessary for geographical investigations.

In Key Stage 1 the study of places begins with the immediate school locality and at Key Stage 2 is extended to a comparison of an economically developing country and an area of the UK. The thematic topics are based on rivers, weather, settlement and environmental change.

Art and design

Art and design stimulates creativity and imagination. In Key Stage 1 pupils are able to show how they see their world by making pictures of what is around them, and communicate their feelings using different patterns, materials and textures. A range of materials, processes, tools and techniques are investigated and they begin to record from first hand experience. They will work individually or collaboratively as well as studying different sorts of media and artwork, from murals to installation art and sculptures.

In Key Stage 2 the pupils build on their skills and improve their control of materials, tools and techniques and learn to mix these to achieve effects. They will review their own and others’ work and investigate the roles and purposes of artists and craftspeople in different times and cultures.
The school aims to stimulate and develop an appreciation and enjoyment of music, through activity involving the children in listening, performing and composing as well as developing musical knowledge and skills.
Whilst pupils showing natural talent are given every opportunity to develop it in and outside the school, all children are encouraged to take part in a number of productions during the school year, which fuse music with dance and gymnastics, recitation and drama.

Physical Education and Sporting Aims

The programme for Physical Education is developed through dance, games and gymnastics in Key Stage 1 plus swimming and athletics in Key Stage 2.
The school is extremely fortunate in having its own heated indoor pool which is used as a training and practice facility, in conjunction with the Folkestone Sports Centre’s pool a short distance away.
From reception onwards children will use the pool on a weekly basis, where they will have the opportunity to work for swimming and life-saving awards.
From Year 5, children will visit the Sports Centre on alternate weeks to practise skills in deep water.

During Key Stage 1 pupils build on their natural enthusiasm for movement, using it to explore and learn about their world. They start to work and play with others in pairs and small groups. By watching, listening and experimenting, they develop their skills in movement and co-ordination and enjoy expressing themselves in a variety of situations.

In Key Stage 2 new skills are learnt. In gymnastics they combine skills together for an activity in a smooth, fluid way. Understanding how to use rules and tactics in competitive games and activities are learnt. Pupils are helped to review their performance in order to improve and are taught how to practise and prepare for activities safely. A recognition of how exercise affects the body and the importance in keeping fit and healthy is strongly encouraged, and pupils are encouraged to become involved in physical activity in their own time as well as at school.

Apart from the school swimming pool, which is available all year round , the provision for sporting activities within the school is as follows:
 The school field and playground during winter and summer
 The school hall for gymnastic and dance activities
The aims can be expressed as below:
 To provide an opportunity to take part in enjoyable activities
 To help develop physical competence and skills
 To develop the concept of fair play, honest competition and good sporting behaviour

 To provide opportunities to work co-operatively with others
 To develop the ability to cope with success and failure
 To promote through direct experience the benefits of exercise and good health

Religious Education and collective worship

Religious Education is taught to all pupils as part of the basic curriculum as required by law. In this Church of England Voluntary Controlled academy, the content of lessons is formulated in accordance with the Kent agreed Syllabus for Religious Education and gives priority to teaching about Christianity, whilst including knowledge and understanding of other principal world religions.

An act of worship is held in the school each day. Following the institutional nature of this Church of England Voluntary Controlled academy, worship reflects Anglican beliefs, practices and values in accordance with the requirement of the Trust Deed.

Every effort is made to ensure that the format and content of the worship is appropriate to the ages and family backgrounds of the children, and that opportunities are given for them to take an active part. There is a close link with Holy Trinity Church, one of the longest established churches in Folkestone and the Vicar comes into school on a weekly basis to conduct both Infant and Junior assemblies. A special assembly is held at the end of each week to celebrate the children’s achievements ranging from the academic to the personal, both in and out of school.

If there are significant reasons to do so, parents have a right to withdraw their child from Religious Education or collective worship. It is hoped that parents would discuss any concerns with the Head Teacher before taking such action.
French - a second European language
Being geographically located in an area with easy access and growing mobility where the Continent is concerned, the school has recently introduced French across all levels of the school and will be increasing this area of its provision. The school has developed a partnership with a primary school in Boulogne and the exchange of ideas and culture is encouraged between children by organised activities designed to engender basic language competence.

In recent years the school has enjoyed fruitful relationships with schools in several other countries with many activities aided by ICT resources such as the Internet.

Homework and Assessments

Where the demands of the National Curriculum and the personal development of each child is concerned, there is a need to accept that homework is a vital part of the working day for children of an appropriate age. This work provides the teaching team with important data on the progress of each child, subject by subject and year by year.

Whilst homework will often be designed to develop independent learning skills, the school expects parents to encourage and assist with tasks wherever they are able, in respect of the discipline required and occasionally with the provision of reference sources.

Assessments enable teaching staff to plan and structure learning that matches children’s attainment levels and to identify areas that need further extension, reinforcement and support, thus ensuring that progress is continuous.

They can be of a formal or informal nature and can take the form of weekly, half-termly or termly tests in spelling, tables or any of the core subjects, annual reading tests, practice test papers for SATs examinations as well as projects on specific topics. Pupils are also actively involved in self-assessment, setting their own targets and evaluating the progress they make in lessons.

Extra-curricular activities

A child's education is gained not only through the subjects taught as part of the National Curriculum but also through their involvement as individuals participating with others in activities that stimulate and interest them.

Christ Church Academy is able to offer a wide range of extra-curricular activities. Currently these include football, gymnastics, netball, art club, games club, computer club and friendship clubs, with other out-of-school groupings such as cookery and swimming. Our Out of School Hours Learning provision has been awarded national accreditation at advanced level, and as such we are identified as a centre for excellence. We ensure we offer a wide range of clubs that are specifically tailored to suit the needs of all our children, we further ensure that there is ‘something for everyone’. Close monitoring helps us to be certain that every child has equality of opportunity and can develop outside of the curriculum.

Once they have reached junior level, the school is able to arrange for children to have individual piano or keyboard lessons as well as group recorder, singing and hand-bell tuition. Individual tuition with orchestral instruments can be arranged through the Kent Music for Schools.

An up to date timetable of after-school clubs can be viewed elsewhereon our website:

The Environment - Theory and practice

The school engenders a respect for the built and natural environment in all relevant curricular and non-curricular activities.

As an example, its teaching staff and its Governing Body monitor the school’s own environment at all times to ensure that space is used safely and effectively, and the school is constantly looking for innovative uses for specific areas of its premises.

In recent months this has resulted in:
 A specially designed receptionand infant play area
 A designated outdoor Quiet Area for static activities and discussions
 Improvements to access points to the school
 Provision of a designated area for small-scale social activities for parents and pupils outside school hours.

The school also attaches great importance to its green areas for play, sports and other physical activity.

Section Five - Living together, promoting positive behaviour

Pastoral Care

Christ Church Academy is not only concerned about your child's educational progress, but with his or her personal, social and emotional development. The school’s high expectations of the children are tempered with a sympathetic approach to their ongoing circumstances and background.

Sometimes, difficulties can arise, and staff will use their discretion to decide if the situation should require parental involvement. Similarly it is hoped that parents will keep the school informed of any family matters that may affect their child's behaviour whilst in school.

The school employs a full-time Family Liaison Officer (FLO) Mrs Lancefield, who is in school to offer support to both parents and children. In the majority of cases difficulties are resolved within the school, whilst a multi-agency approach is available as a last resort.

Home-School Partnership Links and Parent Teacher Consultations.

The partnership between home and academy is a significant factor in ensuring that children make the most of the educational opportunities offered by the school.
All new entrants to the school will receive a copy of the Home-School Agreement together with a copy of our Behaviour Policy. These lay down the fundaments of the academy’s expectations and must be read and signed by parent, child and teacher.

There will be parent-teacher consultations twice yearly when parents will be given the opportunity to discuss the progress of their child with their teacher formally. However, openness is a byword at Christ Church, and appointments to see a child's teacher can be made at any other time should there be concerns.

Code of Behaviour

To promote a positive and caring environment in which to learn and develop, we expect the children to maintain appropriate standards of behaviour at all times. Copies of the school rules are on display in the classrooms, setting out standards of expected behaviour in and around the school.

The Behaviour Policy is available as a separate document and is given to parents of new pupils. This sets out the responsibilities of all members of the school community as well as rewards for good behaviour and sanctions, including possible exclusion.

Anti-Bullying Policy

Bullying will not be tolerated at Christ Church CEP Academy and the school has worked consistently to educate children of all ages on the subject. Incidents are rare but when they do occur, the staff are committed to doing whatever they feel is necessary to deal adequately with each case.

If parents have any suspicions of bullying or causes for complaint on the way that events are handled in this respect, they are encouraged to contact their child’s class teacher in the first instance, the Head Teacher, Deputy Head Teachers or Team Leaders.

The school maintains a detailed incident log and a written account of the incident and the action taken will be made available should the need arise. Further details of the Anti-Bullying Policy can be found in the school’s Code of Behaviour available from the School Office.

Dealing with problems and complaints

We strive to make each child’s time at Christ Church a positive and happy one, but if there is any aspect of school life that you are concerned about, please do not hesitate to arrange a meeting with the class teacher or Team Leader. The issue will be passed on to Mr Kreiselmeier, or another member of the leadership team.

The “Buddy” System

The Buddy System exists to give the older children in the school some responsibility for the welfare of the younger children.

Children in Year 6 can apply to become a 'Buddy' and are selected after an interview. Their main duty is to play with the younger children and teach them new games and coping strategies in the playground. Where appropriate, they also become involved with the Infant School during their outings and other special events.

Citizenship and Physical, Social and Health Education (Prosper)

Prosper is taught across the curriculum, and in special 'Circle Time' like groups and assemblies. Specialist speakers are invited into school to inform the children about their work or particular expertise. This imparts an understanding of the roles and responsibilities in such areas as fire safety, road safety, policing and other related services.

'Circle Time' is a system adopted to allow all of the children throughout the school to have access to a forum where they can express and discuss their personal concerns together, and resolve issues with their peer groups rather than in isolation. It is facilitated by class teachers and the Prosper Co-ordinator and has shown itself to be effective in promoting inclusion and freedom of expression.

A programme specially designed for Year 6 children, before they transfer to their Secondary Schools, is delivered in the Summer Term and includes structured discussions on social behaviour, relationships, drug abuse and smoking and other health issues within a wide range of subjects designed to shape more adult attitudes. The Prosper Co-ordinator for the school is Mrs Cook.

School Council

The School Council sets the scene for living in a communicative, cooperative and democratic social environment. At Christ Church Academy, it is made up of a boy and girl from each of the Junior classes. They are elected by their peers and meet weekly with the Lead Teacher for the Student Council, Mrs Atkins. They discuss issues and concerns relating to the school and then set about tackling some of the problems that arise from their discussions.

A Multicultural education

Although Christ Church is a Church of England Academy, children from a wide range of other cultures and with other first languages are able to take part in all the school’s activities. Children are encouraged to respect and show an interest in the beliefs and customs of others.

A specially trained EAL (English as an Additional Language) teacher is on hand to work closely with children for whom English is a second language and monitor their progress.

Links with the Community.

The links, which the school has forged with the local community, are highly valued. In order to develop community awareness in the children, we take part in visits to local rest homes for the elderly and visit elderly people in their own homes at Christmas and Easter.

Our support of various charities throughout the year heightens the children's awareness of themselves and others as members of both the local and wider community.

Welfare and Medical

There are a large number of qualified 'First-Aiders' within the school who are available throughout the day to attend to children who need their care. All steps will be taken to ensure that if a child is ill or injured they will receive the care they require promptly, however, there are occasions when the school is restricted by regulations (e.g. the removal of splinters or foreign bodies from wounds). On these occasions or when we feel that the injury or illness is of a serious nature the child's parent or guardian will be contacted as a matter of urgency.

Only designated staff can dispense medicines in school and then only those that have been prescribed by a Doctor and are to be taken four or more times a day. If this is the case, then parents are asked to bring the medicine to the School Office where the necessary documentation will be completed.

The only exception to this is for asthma inhalers. If your child needs to use an inhaler, the school’s Welfare Officer needs to be informed so that all relevant staff can be made aware.

School Health Professionals visit the school regularly to screen the children or offer individual examinations. Parents will always be informed if this involves their child and have the right to be present if they wish.

The Welfare Officer is happy to see parents who have specific needs for their children or are unsure of the correct procedures.

Section Six - Moving on from Christ Church CEP Academy

Relationships with secondary education providers

During term six the parents of all Year 5 children are given information about secondary schools in the area. An open evening is held at Christ Church Academy explaining the choices and the application procedure. Parents are also invited to visit the secondary schools where they can meet the staff and pupils.

It is the school’s objective to make the transition between primary and secondary school as painless as possible, and to allow the selection of the school most appropriate to children’s skills and abilities.

During July, staff from the secondary schools visit to meet their new pupils and give more information about school procedures and routines. Year 6 children are also able to spend a day at their prospective secondary schools later on in the term. This is an opportunity for them to forge new friendships within their class groups and try out some of their new activities.

Preparation for selection

About 25% of our children go on to selective schools, having been successful in the Kent Test held in September of each year.

Decisions by the secondary schools selection panel are sent out at the middle of the Spring Term. An appeal procedure exists for parents who are dissatisfied with the allocation of secondary school. The school will be able to advise you on this.

We hope that our children will leave Christ Church with many happy memories of their time spent here and will move on to bigger and better things after a happy and stimulating start to their educational careers.