Our Vision

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.  

Why change?

The world around us is changing. When our children leave the education system, it is very likely they will have jobs that do not even exist now. We need to ensure that our students have the digital and social-emotional skills to thrive in this new world.

We will take risks and challenge traditional ideologies to ensure that we are constantly evolving in line with current thinking and research. 

As technological breakthroughs rapidly shift the frontier between the work tasks performed by humans and those performed by machines and algorithms, global labour markets are likely to undergo major transformations. These transformations, if managed wisely, could lead to a new age of good work, good jobs and improved quality of life for all, but if managed poorly, pose the risk of widening skills gaps, greater inequality and broader polarization.

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While the class of 2030 will need deeper cognitive skills in priority areas such as creativity and problem solving, social-emotional skills such as relationship building, self-awareness, and self-recognition will be increasingly important, since they not only support academic learning but also promote well-being. To meet these needs, technology will play an increasingly critical, complementary role in how students learn and how educators support them.

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As globalization and rapid advancements in technology continue to transform civic space and the world of work, education systems have grown increasingly disconnected from the realities and needs of global economies and societies. In the context of job disruption and increased
polarization, primary and secondary school systems have a critical role to play in preparing the global citizens and workforces of the future.

Education models must adapt to equip children with the skills to create a more inclusive, cohesive and productive world.

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Our Aims

How are we achieving our vision?

An enabling environment plays a key role in supporting children ‘s learning and development. It is well recognised that children learn and develop best in caring, supportive environments which respond to their individual needs, allowing them to play and explore. 

The outdoor environment offers opportunities for doing things in different ways and on different scales than when indoors. Playing outside gives children first-hand contact with weather, seasons, and the natural world, and outdoor environments offer children freedom to explore, use their senses, and be physically active and curious.

Our pedagogical model is centred on student voice, choice and collaboration, combined with the intentional deployment of technology for every student to deliver personalised and self-paced learning that is required for a 21st century education system. We will equip all learners with the skills required to ensure technology is used efficiently and effectively.

We are transforming the standardised model of direct learning to a model where teachers are facilitators or coaches of the learning process, to allow for improved interactions and strengthened relationships that provide opportunities for self-directed learning.

We are developing both the cognitive and social-emotional skills necessary for children to succeed in their personal and professional lives.

Through the Innovative use of digital technology we are creating a level playing field for all children, irrespective of their language skills, reading ability or any other factors that may present learning challenges.

We are committed to eradicating routine, mundane or unnecessary tasks that could be more efficiently achieved by utilising new technology which will allow professionals to strengthen their particular area of expertise and have the biggest impact on the organisation and its evolvement.

Our enabling environments are child-centred and designed to allow for flexibility, collaboration and independence. Our environments reflect a 21st century workspace that promotes social interaction, communication and self-regulation.

Through empowered leadership, quality CPD, research and collaboration, we have created a highly skilled community of learners where pedagogy provides a strong foundation for practice.  By developing professional trust and dialogue, we are taking risks and challenging traditional ideologies to ensure that we are constantly evolving in line with current thinking and research.