Click the link below to view our KS1 and KS2 exam and assessment results.
The government will not publish KS2 school level data for the 2021 to 2022 academic year. The last available public data is from the 2018 to 2019 academic year. It is important to note that the data from that year may no longer reflect current performance.
Exam and Assessment Results 2018/19
Click the link below to view our data from the DfE.
Richmond Academy is open from 7.30am – 5.30pm Monday to Friday.
Compulsory times for children are 8.45am – 3.15pm which equates to 6 hours 30 minutes a day, or 32.5 hours per week.
Breakfast club runs from 7.30am – 8.30am
After School Club is split into two sessions. The Twilight session is from 3.15pm until 4.30pm and the Late session is from 4.15pm until 5.30pm.
For more information about free and paid for After School clubs including Breakfast and After School Club please visit our useful information page.
For information about our approach to and the content of our curriculum we follow in each academic year for every subject, please view our Curriculum page.
Pupil premium
Pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.
Follow the links below to view our Targeted Funds Statement Statement for 2022-23
Targeted Funds Statement for 2022-23
Follow the links below to view our Targeted Funds Statement Statement for 2021-22
Targeted Funds Statement for 2021-22
Sports funding
Schools receive PE and sport premium funding based on the number of pupils in years 1 to 6.
Click the link below to see out Sports Funding Information for 2022/23
Sports Funding 2022/23|Swimming 2022/23
Click the link below to see out Sports Funding Information for 2021/22
Sports Funding 2021/22|Swimming 2021/22
Click the link below to see out Sports Funding Information for 2020/21
Our school is committed to equality. We try to ensure that everyone is treated fairly and has equality of opportunity. We also work to develop good relations between people from different groups.
We recognise that in wider society, people are not always treated fairly, for example because of their: age; disability; gender; ethnicity, colour or national origin; religion or belief. We try to make sure that our school is a safe and secure place for everyone. We do not tolerate unfair treatment or bullying of any kind.
We recognise that people have different needs and we understand that treating people equally does not always involve treating them all the same. When people face particular difficulties they need extra support to help them achieve success and we try to do this for people in our school community.
We also try to make sure that people from different groups are consulted and involved in our decisions, for example through talking to pupils and parents/carers, and through our School Council.
Britain as a country is very committed to making society a fair place and the Government asks all schools to help with this. We are asked to set equality objectives and to make sure we review our progress every year and let people know how we are getting on.
View our Equal Opportunities Policy
View our Accessibility Policy below:
Annual Report and Financial Statements – Year ended 31 August 2013
Annual Report and Financial Statements – Year ended 31 August 2014
Annual Report and Financial Statements – Year ended 31 August 2015
Annual Report and Financial Statements – Year ended 31 August 2016
Annual Report and Financial Statements – Year ended 31 August 2017
Annual Report and Financial Statements – Year ended 31 August 2018
Annual Report and Financial Statements – Year ended 31 August 2019
Annual Report and Financial Statements – Year ended 31 August 2020
Annual Report and Financial Statements – Year ended 31 August 2021
Annual Report and Financial Statements – Year ended 31 August 2022
Phonics is taught from Reception using Little Wandle Letters and Sounds Revised which is a systematic and synthetic phonics programme, validated by the DfE. The progression of Little Wandle Letters and Sounds Revised ensures children build on their growing knowledge of the alphabetic code, in order to master phonics to read and spell. Application of phonics is encouraged in a range of contexts and across the curriculum.
Following the adoption of new and updated Articles of Association, the Board of Directors of The Stour Academy Trust has taken the decision to disband Local Governing Bodies in favour of Parent Forums.
Listening to the views of parents and pupils is crucial to the successful development of schools and these forums are helping the Board to make strategic decisions based on the views of a much wider variety of stakeholders rather than being limited to local governance.
To view our Governance structure and membership information, please visit our governance page at:
thestouracademytrust.org.uk/governance
The Stour Academy Trust recognises the value of parent forums as a means of having a sustained dialogue with a committed and informed group of parents on a range of issues that impact on their day to day life with the school which affect them and their children.
Every parent/carer with a child enrolled at the school has the opportunity to become a member of the parent forum.
As a member of the parent forum, parents have an important role in working closely with the school by being asked their opinion by the Leadership on issues relating to day to day matters.
Parent Forum Meetings will be held once a term.
Read our guide to the Parent Forum below:
School Values: Happiness, Engagement, Ambition, Respect, Togetherness – Our values underpinning word is HEART. Children are at the heart of everything we do. We are compassionate. We are brave.
Heart is at the core of our school community. We strive to create an environment that fosters joy, positivity, and emotional well-being. By prioritising the happiness of our pupils, staff, and parents, we aim to create a supportive atmosphere where everyone feels valued, appreciated, and motivated to reach their full potential.
Engagement is the key to unlocking the love of learning. We promote active participation and hands-on experiences that stimulate curiosity, critical thinking, and creativity. Through interactive and meaningful activities, we encourage our pupils to be enthusiastic learners, actively seeking knowledge and discovering their unique passions.
Ambition is nurtured by setting high expectations. We inspire our pupils to dream big and embrace challenges as opportunities for growth. By instilling a sense of ambition, we empower our pupils to set goals, persevere in the face of obstacles, and strive for excellence in all aspects of their lives.
Respect is the foundation of our school community. We embrace diversity, inclusivity, and empathy. We foster an environment where individuals are valued and differences are celebrated. Through teaching and modelling respectful behaviour, we aim to cultivate a strong sense of integrity, compassion, and understanding among our pupils.
Togetherness strengthens our school community. We emphasise collaboration, teamwork, and social responsibility. By promoting a sense of belonging, cooperation, and mutual support, we foster positive relationships among pupils, staff, parents, and the wider community. We believe that by working together, we can create a nurturing and harmonious environment that enriches the lives of all.
The Stour Academy Trust recognises that our education system needs to quickly and more radically shift to close equity gaps and to better prepare our young people for the 21st century. We are transforming our schools from passive forms of learning focused on direct instruction and memorisation, by moving towards interactive methods that promote the critical and individual thinking needed in today’s innovation-driven economy.
Our pedagogical model combined with the intentional deployment of technology will help us deliver personalised learning in an enabling environment. Technology will accelerate our progress but will not be the driver of our vision.
We aim to nurture a community of learners that challenge thinking, where our staff are empowered to take risks and develop their practice to meet the needs of an evolving school system, which is not held back by traditional restrictions and ideologies.
By limiting routine or unnecessary tasks we allow professionals to focus on learning behaviours and interactions which will promote emotional intelligence and the development of children as life-long, curious learners.
There will be no barriers to achievement within our learning community and our teachers will build strong relationships that facilitate the learning of others. Collaboration will open doors, minds and possibilities and enable individuals to meet their personal goals.
Policies
We are required to publish the below policies on our website.
If you would like to view our other statutory and non-statutory policies (e.g. Attendance, First-Aid, Assessment, etc.), please visit www.thestouracademytrust.org.uk/policies or contact the school office who will be able to provide you with a copy.
If you would like to view our curriculum related policies, you will find them in the appropriate subject section of our curriculum page.
Behaviour and Anti-Bullying Policy
Charging and Remissions Policy
Complaints Policy | Complaints Process Summary
Equal Opportunities Policy | Equality Statement
Early Birds Nursery Charging Policy
Health, Relationships and Sex Education Policy
Online Safety and Social Networking Policy
Privacy Notice – Parents
Privacy Notice – Pupils
