Glue sticks for schools: sizes, quantities and how to stop them drying out

Glue sticks are among the most heavily used classroom resources in primary schools. From phonics activities in Reception to topic books in Key Stage 2, they support thousands of learning activities every year. While they may represent a relatively small proportion of a school's stationery budget, usage patterns, storage routines and product choice can have a significant impact on both costs and classroom efficiency.

Walk into almost any primary classroom and you will find glue sticks in use. They are passed between pupils during phonics sessions, shared across tables during art activities and used daily to stick worksheets, photographs and learning materials into books. Because they are used so frequently, glue sticks often become invisible. Teachers notice them only when one runs out halfway through a lesson. School Business Managers notice them when ordering volumes seem higher than expected.

Yet glue sticks provide a useful lesson in school procurement. Small resources, used thousands of times each year, often have a greater impact on budgets and classroom routines than schools initially realise. Through GLS, we regularly support schools reviewing stationery consumption and one pattern appears consistently: the schools achieving the best value are not always those buying the cheapest glue sticks. They are often the schools that combine sensible purchasing decisions with strong classroom routines and stock management practices.

Why do glue sticks dry out so quickly in primary schools?

Many schools assume glue sticks dry out because of poor product quality. In reality, classroom behaviour usually has a much greater influence on lifespan than the brand itself. Primary classrooms place unique demands on resources. Glue sticks may be:

• Opened and closed dozens of times each day
• Shared between multiple pupils
• Stored in trays and trolleys
• Left uncapped during transitions
• Exposed to warm classrooms and direct sunlight

In Reception and Key Stage 1 particularly, children are still developing independence and classroom habits. As a result, even high-quality glue sticks can dry out prematurely if routines are inconsistent. One simple strategy many schools adopt successfully is introducing a clear "twist down, cap on" routine before pupils move to the next activity. Small behavioural changes can dramatically reduce waste over the course of a term.

How many glue sticks does a class of 30 need?

The answer depends largely on age group and curriculum demands. Standard term requirements generally include:

Reception and KS1

Glue is used almost every day. Activities often include phonics work, cutting and sticking tasks, art activities, topic books, and fine motor development. A typical class may use:

• 60–90 glue sticks per term

Lower KS2

Glue remains a regular classroom resource but is used less intensively. A typical class may use:

• 45–60 glue sticks per term

Upper KS2

Usage tends to reduce further as written work increases. A typical class may use:

• 30–45 glue sticks per term

GLS frequently sees schools encounter difficulties when ordering based on whole-school averages. Reception and Key Stage 1 teams often require significantly more stock than upper Key Stage 2 classrooms. Forecasting by phase rather than whole-school averages usually creates more accurate purchasing plans and fewer emergency orders.

What is the difference between Classmates and Pritt glue sticks?

Pritt remains one of the most recognised glue stick brands in UK education. For many teachers, it is the product they remember using themselves at school. Classmates glue sticks have been developed specifically around the realities of educational environments and are used by schools seeking a balance between performance, consistency and value. When schools compare products, three factors usually influence the decision:

• Cost: Even small differences in unit price become significant when multiplied across multiple classes, multiple year groups, three terms, and entire schools. This is one reason many schools review cost per class rather than simply comparing individual product prices.
• Classroom suitability: Both products support worksheet sticking, topic books, exercise books, art activities, and display creation.
• Whole-school value: This is often where procurement decisions become more nuanced. At GLS, we believe the most useful purchasing questions are not always about individual product performance.

Instead, schools increasingly ask: "Which solution helps us support teaching effectively while making budgets work harder?" For many School Business Managers, that means evaluating resources across an entire academic year rather than focusing solely on initial purchase cost.

What size glue stick should schools buy?

Not every classroom requires the same glue stick. Different sizes support different activities:

• Small Glue Sticks (around 10g): Best for individual pupil packs, interventions, and occasional use.
• Medium Glue Sticks (20–25g): Best for daily classroom use, shared table resources, and general curriculum activities. These are often the most popular choice in primary schools because they balance value, usability and lifespan.
• Large Glue Sticks (40g+): Best for display work, art projects, shared resource areas, and high-volume sticking activities.

GLS regularly sees schools achieve the strongest value by using a combination of sizes rather than adopting a one-size-fits-all approach.

How should schools store glue sticks?

Storage can have a surprisingly large impact on consumption. Simple measures include:

• Keeping glue sticks away from radiators
• Avoiding direct sunlight
• Ensuring lids are secured properly
• Twisting glue back into the casing after use
• Rotating older stock before opening new packs

Many schools also adopt what is often called an active stock approach. Rather than distributing every glue stick at the start of term, reserve stock is stored centrally and only issued when needed. This reduces the number of partially used glue sticks in circulation and often improves overall value. For School Business Managers, these small operational changes can have a greater impact on annual consumption than changing brands.

Why do classroom routines matter as much as procurement?

One lesson GLS repeatedly learns through working with schools is that products never operate in isolation. Every resource is influenced by classroom routines, staff expectations, storage systems, pupil behaviour, and replenishment processes. The most successful schools recognise this. They understand that effective procurement is not simply about selecting products. It is about creating systems that help those products perform effectively.

A glue stick that lasts two weeks in one classroom may last six weeks in another because the routines surrounding its use are different. This is why the strongest procurement decisions combine good products with practical implementation.

How does GLS help schools manage everyday classroom resources?

The most-used resources in a school are rarely the most expensive. They are often the resources that quietly support learning every single day. Glue sticks, whiteboard pens, exercise books and classroom stationery may seem like small purchasing categories, but together they influence thousands of teaching and learning interactions throughout the year.

Through GLS, schools can access resources designed around the realities of classroom life, while benefiting from practical expertise gained through supporting schools across the UK. As part of the wider Findel family, our focus extends beyond individual products. We work to help schools make confident decisions, improve resource consistency and create learning environments where teachers can focus on teaching rather than managing supplies. Because successful procurement is not simply about what schools buy. It is about helping every classroom feel ready for learning.