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St George`s C E School
Meadow Road, DA11 7LS, UK Gravesend
+44 (0)1474 533082






Saint George's School:  Vision and values

Saint George's School became a Humanities College in July 2005, specialising in History with English and RE.  This status enables the school to build on existing subject strengths and supports and strengthens the existing ethos of the school as an inclusive but distinctive Church and international school.

The school promotes:

  • Ecumenism, and in so doing fosters tolerance, respect and understanding of the beliefs of others
  • Active participation in society and celebration of cultural diversity.
  • The sharing and development of good practice in managing behaviour and in inclusive and innovative practices.
  • A greater understanding of the past and how it interrelates with the present and future of our society.
  • The development of local, national and international links, particularly links with existing international partners, businesses, churches and other places of worship.
  • Joint learning activities for young and old thereby creating better relationships in the community, supported by links with libraries.
  • The raising of achievement and learner autonomy through innovation in ICT.

Barriers to raising achievement are poor literacy skills and a lack of engagement.  We aim to improve our value added over the next four years through Humanities College status, innovation and training, raising achievement of underperforming groups, school organisation and design and partnerships.

1. We promote the Humanities College ethos through:

  • The promotion of good practice in teaching and learning, using History as a lead subject.
  • Enrichment within the specialist subjects and by these subjects for other schools and the community and in doing so impact positively on antisocial behaviour and promote harmony in the community and pride in Kent's heritage and culture.
  • Maintaining RE as a high status subject in the school leading to the promotion of values of respect for self and others and the recognition of the effect one's own attitudes and behaviour has on the attainment of others. Extend work within the school on behaviour and attitudes into the community.
  • A distinctive presentation of the environment celebrating our Humanities College Status.

2. Innovation and training:

  • Innovation leading to an improvement in learning across the whole of the school led by the specialist subjects in 5 strands: Literacy, ICT, Assessment for Learning, Citizenship and Student Voice.
  • Training both within the specialist subjects and by these departments for the whole school, other schools and the community.

3. Raising achievement of underperforming groups:

  • Raising achievement of under-performing students with low aspirations through effective teaching and learning strategies which develop the competence and confidence of every learner by actively engaging and stretching them. Use the Positive Futures Project to aid student engagement, encourage civic responsibility and independence of learning.
  • Raising achievement of EAL students through closer monitoring and intervention strategies led by the personalised learning team.
  • The raising of boys' achievement in English and literacy which will benefit their achievement across subjects.
  • Learning2Learn and emotional intelligence programmes in Year 7 and Year 8.

4. School organisation and curriculum design:

  • The start of GCSE options in year 8 to improve engagement in year 9 and progression in years 7 and 8. The development of individual learning plans which plot progress and plan a relevant curriculum for each student taking account of choice and different paces of learning.
  • The use of ICT to aid the development of ICT. The development of 3 quality teams which support high quality teaching and learning and strong quality assurance.
  • Student performance and Student welfare are mutually supportive. Work force remodelling to be fully in place with effective use of associate staff and supported by the personalised learning team.


  • Strong partnerships beyond the school with parents, carers and other agencies so they support learning, behaviour and attendance.
  • Working to offer a service to the community in terms of raising literacy and promoting civic responsibility. Working with partners to promote respect and tolerance between the different racial groups in our community and raise literacy. Working with partner schools to foster inclusive attitudes and to raise attainment in Humanities subjects, including literacy. Working on joint learning activities between young and old in the context of history in Church and ethnic minorities groups, thus promoting greater harmony in the community.
  • Working to develop international curriculum projects with schools abroad.
  • Working on a joint vision for education in the cluster as part of the Building Schools for the Future programme in the areas of accountability, Curriculum and community development.


Boys' Uniform:

Blazer; black single breasted with the school badge

Black trousers

Plain white shirt

School tie worn with school badge visible

School jumper with school badge

Black shoes, not trainers

Girls' Uniform:

Black single breasted blazer with school badge

School skirt worn with school badge visible

Red and white striped school blouse

School jumper with school badge Black or white socks or plain black or nude tights

Black flat or low heeled shoes, not boots

Boys' PE Kit:

Reversible red-white rugby top

White T-shirt with school badge

Black shorts

Black jogging bottoms

Long and short white socks

Studded boots and shin pads

Trainers or plimsolls

Grey sweatshirt with school badge

Girls' PE Kit:

Reversible red-white rugby top

White T-shirt with school badge

Black shorts (not cycle shorts)

Black jogging bottoms

Long and short white socks

Studded boots and shin pads

Trainers or plimsolls

Grey sweatshirt with school badge


Parents play an important role in the success of their child at school and we regard ourselves as being in partnership with them. Our first hope is that parents will get to know the school and particularly the teachers responsible for their child.

Secondly, that they will provide the situation at home in which their child is able to work.

Thirdly, that they will feel confidence in the school and have a positive attitude towards their child’s learning.

In all partnerships it is important that both parties are regularly in contact with each other. We provide a number of ways of doing this:

Academic Review days which give an opportunity to talk with the child’s tutor.

Partnership Evenings aimed at sharing information appropriate to different stages in a child’s school career.

Written reports giving specific details on attitude and progress.

Meetings in connection with the choice of subjects for Years 8, 11 and Sixth Form.

The regular Newsletter to parents.

Open invitations to attend Open Days, sporting events, plays and concerts and Communion services.

In addition, when need arises, we ask parents to come to school to talk about particular concerns that we might have. In the same way, we are pleased to see parents at school when they feel that a matter needs to be raised more urgently than can be done through the regular pattern of meetings.

Your child's attendance and assessment grades can be accessed from the Parent Gateway site. If any contact details are incorrect please contact the school office via phone or email to inform us.

Parent's questions and concerns can be dealt with quicker if they contact the most appropriate person via email. The contact staff page gives details of all staff email addresses. For attendance, behaviour and progress issues please contact the personalised learning team in the first instance. For subject related issues please contact the head of the relevant subject.

Thank you for your support.

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