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Stoke Community Primary School
Allhallows Road, Lower Stoke, ME3 9SL, UK Rochester
+44 (0)1634-270268

Stoke Community School

The Pre School and staff within the main school work closely together to ensure that children are familiar and feel confident when entering the main school. Weekly sessions are organised so that children who are under five visit and join in with the structured play opportunities alongside children in the reception / year one classroom.

Towards the end of the term preceding the term of entry, children are invited to attend whole sessions and join their relevant class and teacher they will be admitted to. At one of these sessions a short meeting is held for the parents where the Headteacher and class teacher will explain matters of day-to-day organisation and will answer any queries, which parents may have.

Where possible children are also invited to events such as sports day, Christmas pantomimes and productions taking place in the term before they begin school.


Every effort is made to ensure that the school follows the guidelines set by the Local Education Authority. Admission numbers are 20 pupils per year group.

Currently children are admitted in the September or January preceding their 5th birthday. All children attend for half days for the first half term initially, which enables them to settle into the routine of the classroom and build on the positive relationships already established through close liaison with the Pre School and other feeder groups.


The school welcomes visits from prospective pupils and their parents/carers. Arrangements for such visits should be made by telephoning the school office between 9.30 a.m. and 3 p.m.

Notification of the offer of a place in the school will usually be sent to parents in the April preceding the academic year in which the child is due to start school. Late applicants will be considered on the basis of availability of places within the year group.

Admissions will only be considered on receipt of a completed application for admission form. Acknowledgement of receipt of notification will secure your child's place.


There is a hutted building with two classrooms, part of which has been refurbished for the Pre School. Children enjoy the benefits of a specially designed enclosed garden / play area, which is used in conjunction with the early years class. The pre school also have their own toilet facilities and share equipment with children from the reception / year one class. It is hoped that other school activities and eventually community groups such as Parent and Toddler groups will be established in the hutted building in the future.


The school has primary status and has pupils in the Reception year and National Curriculum Years 1 - 6.

The National Curriculum year of your child will be governed by the year in which their birthday falls - for example Year 1 children are those whose 6th birthday falls between 1st September at the beginning of the academic year and the 31st August the following year. Some children are in fact six before they begin work on the National Curriculum while others are only just five. This is why it sometimes appears to parents that children come to school 'early' or much younger than others. The reception year is designed to try to absorb some of this imbalance.

The curriculum of the school is designed to meet the requirements of the National Curriculum. We promote the spiritual, moral, social and cultural development of all the children and prepare them for the opportunities, responsibilities and experiences of adult life.
The children are tested at the end of each Key Stage throughout their school life. At primary level there are two Key Stages:
Key Stage One - Years 1 and 2
Key Stage Two - Years 3, 4, 5 and 6

As these two Key Stages have marked differences in their requirements the school endeavours to keep its pupils grouped within them.

We have mixed age classes, which enables teachers to be aware of and plan specifically for the needs of individual children. The school's curriculum policy documents are therefore written to enable the flexibility of teaching required to meet the needs of different ages and year groups within a class. All teachers use a combination of individual, small group and whole class teaching as appropriate. Rolling programmes of study have been devised to ensure that all children cover all areas set down in the National Curriculum.

All children study each of the National Curriculum subjects: English, Mathematics, Science, Design and Technology, Information Technology, History, Geography, Music, Art and Physical Education. Religious Education is also planned for.

Work is carefully planned (on a yearly, termly, weekly and daily basis.) Units of work incorporate cross-curricular and single subject work. Children follow national strategies for both English and Mathematics to ensure progress at their own rate whilst whole class lessons develop children's understanding of broader concepts.


Early years education is the foundation upon which children build. Therefore we aim to give a high priority to this group, as an investment for the future, providing high quality learning experiences and high quality care.

The foundation stage starts for children at the age of three and continues to the end of the reception year. Our early years curriculum incorporates the early learning goals, which set expectations for the end of the foundation stage. Careful planning ensures that all children enjoy learning and make good progress through first hand experience. Through play children explore, examine, recreate and come to understand their world.

When children begin their school life it is important to us that they feel happy and comfortable. Parents and carers are encouraged to bring their child to the classroom at the beginning of the day until the child feels able to come in alone.

At the end of the session parents and carers are asked to wait outside the building and the children's teacher or the classroom assistant will accompany the children to the forecourt and ensure that each child sees their parent or carer before leaving the premises. This helps to build the children's confidence and independence.

All children are assessed during their first year using the Foundation Stage Profile. This assessment is carried out on an ongoing basis by the teacher and classroom assistant observing the children and leading activities, which are linked, to the experiences and knowledge most young children have acquired. As with all children these develop at different rates. The purpose of the assessment is to aid the teacher in planning to ensure children progress from a firm starting point, building on the knowledge and skills they have already developed. Parents are invited to meet with the class teacher to discuss their child when they enter school and again at the end of the Foundation Stage to discuss issues that have arisen from the assessment following the completion of the Foundation Stage Profile.


Children are taught in mixed classes during these years. Development and progress vary and the curriculum is planned to be flexible enough to be sympathetic to this.

Literacy and Numeracy Hours - These are specific programmes for the delivery of Literacy and Numeracy skills that take place every day.

Children will begin to use computers, and to design and make simple models and functional items such as greetings cards and glove puppets. During these two years emphasis is put on reading, as it is through the development of this skill that the avenue to learning is opened.
Towards the end of the year 2 Key Stage One testing, 'Standard Assessment Tasks' (S.A.T.S) take place. These are integrated into the curriculum so that they become part of the children's learning as well as testing their ability.

Again children are taught in mixed classes. The development and progress of pupils still vary and curriculum is delivered to cater for the needs of all. Core subjects (English, Maths and Science) are given separate time as well as being integrated into the curriculum.

Children now need to be able to find information for themselves. Units of work are builst around enquiries so reference skills including use of books; the Internet and the library are developed. The children may also be asked to carry out duties within the school, which enhance their social development and encourage a sense of responsibility for themselves and others.

During Year 6 end of Key Stage 2 tests (S.A.T.S) take place.

primary schools in Rochester, secondary schools in Rochester, schools in Rochester

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