National recognition
As schools move through this journey and demonstrate strong outcomes, they are supported not only to sustain excellence, but to go further; pursuing recognised accreditations and awards that reflect the quality of their provision.
Inclusion and SEND
Our Trust-wide focus on inclusive, personalised learning ensures there are no barriers to achievement. As schools embed strong inclusive practice, they are supported to achieve nationally recognised accreditation such as the Inclusion Quality Mark.
At The Stour Academy Trust, inclusion is a core part of our school improvement strategy. Our model is built on the principle that there should be no barriers to achievement, with every school supported to deliver high-quality, inclusive and personalised learning for all pupils.
Through our structured improvement journey, schools develop strong inclusive practice over time. This is supported by Trust-wide expertise, including SEND networks, advisory support, professional development and ongoing collaboration between schools. These elements ensure that inclusive approaches are not isolated initiatives, but are embedded consistently across leadership, curriculum and classroom practice.
As schools move into sustained, high-performing phases of our improvement model, they are supported to refine and strengthen this provision further. It is at this stage that schools may pursue external recognition, such as the Inclusion Quality Mark (IQM), as a way of validating the quality and impact of their work.
IQM is not simply an award, but a nationally recognised framework that reflects deeply embedded inclusive practice. Achieving IQM accreditation demonstrates that a school has successfully created an environment where every child feels valued, supported and able to thrive.
This can be seen at Lansdowne and Sturry CE Primary School, which have both achieved both the IQM Inclusive School Award and Centre of Excellence status. The assessment recognised a school where relationships are strong, inclusion is embedded in daily practice, and pupils feel safe, known and valued. This recognition reflects the sustained development of inclusive practice over time, supported through the Trust’s wider improvement framework.
By being part of The Stour Academy Trust, schools are supported not only to develop inclusive provision, but to reach a position where this excellence can be externally recognised. For schools already performing strongly, the Trust provides the capacity, challenge and collaboration needed to go further – ensuring inclusion is not only maintained, but continually strengthened and celebrated.
Early Reading
At The Stour Academy Trust, early reading is a key priority within our school improvement strategy. Our approach ensures that every school is supported to deliver high-quality, consistent phonics provision, enabling all pupils to develop strong foundations in reading from the earliest stages.
Through our structured improvement journey, schools build capacity in early reading over time. This is supported by Trust-wide curriculum guidance, specialist advisory support, targeted professional development and regular review cycles. These elements ensure that reading provision is not implemented in isolation, but is embedded consistently across teaching, leadership and wider curriculum design.
As schools move into sustained, high-performing phases of our improvement model, they are supported to refine and strengthen their approach to early reading further. It is at this stage that schools may adopt validated programmes such as the Little Wandle Letters and Sounds Champion Schools Programme, providing a clear, consistent framework that supports strong outcomes for all pupils.
Little Wandle is not simply a programme, but an evidence-informed approach to the teaching of early reading. Its implementation reflects a school’s ability to deliver consistent, high-quality phonics teaching, supported by strong leadership, effective training and a shared understanding of best practice.
Across our Trust, schools that have embedded this approach demonstrate strong early reading outcomes, consistency in teaching, and high levels of pupil engagement. This reflects the sustained development of teaching and learning over time, supported through our wider improvement framework.
By being part of The Stour Academy Trust, schools are supported not only to improve early reading provision, but to reach a position where high-quality practice is fully embedded and sustainable. For schools already performing strongly, the Trust provides the capacity, challenge and collaboration needed to go further; ensuring that early reading continues to be refined, strengthened and delivered at the highest standard.
