Click on any section heading to expand the contents. Any information on this website is available in a paper copy from the school office.
It is a legal requirement for parents to inform the School the reason for a child's absence. We request that parents do so on every day of absence. If you know in advance that your child is going to be absent or late you may write a letter, or use one of the forms available from the main reception area at the School Office. Failure to report absence will be recorded as an “unauthorised absence”.
What Should Be Promoted
The DFE have stated (guidance published in November 2014)that all maintained schools must meet the requirements set out in section 78 of the Educational Act 2002 and promote spiritual, moral , social and cultural(SMSC) development of their pupils. Through ensuring pupils SMSC development , schools can also demonstrate that they are actively promoting fundamental British values.
British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs should be actively promoted in schools.
As a Church of England school we follow the teachings of Jesus (Matthew 22 v 34-40) to ‘ Love the Lord your God with all your heart, mind, all your soul , all your strength,’ and to ‘ Love your neighbour as yourself’. Our mission statement is as follows:
At St. Andrew's C.E. Infants' we promote opportunities to LEARN skills for life on a daily basis. We LEARN TOGETHER IN FRIENDSHIP, respecting and valuing one another in all that we do. We come to St. Andrew's each day living by and in FAITH.
‘Show respect for all people..’ 1 Peter 2v 17
Democracy at St. Andrew’s is something celebrated throughout the school, in worship sessions, in classes, at lunchtime through pupils having the opportunity to voice their opinions , which are listened to and acted on. Our curriculum evolves through our pupil’s contributions.
We have a school council where pupils are voted on by their peers. The school council’s voice represents the pupils and each meeting’s minutes is fed back to the staff at minuted staff meetings.
Every procedure and policy in St. Andrew’s is evaluated regularly and needs to be transparent fair and consistent. The children respond well to this.
Democracy is modelled by staff who discuss and agree as a working team.
St. Andrew’s CE Infants’ School is a place where a strong symbiotic relationship exists between staff and pupils. Children’s views are valued and shape next steps..We believe that education in all its fullness brings understanding and choice.
When applicable, the issues within the wider world are explored- our Year 2’s had a voting experience to record in term 2.
The Rule of Law
We have school rules to follow and a code of conduct for staff, with a ladder of success and annual tag line to be celebrated for e.g this year is 'take the next step' encouraging pupils and staff to perhaps try something new, to progress in learning by stepping out of a comfort zone and aiming high!
We value and recognize good attendance, punctuality and behaviour, skills for life.
We have a home school agreement/e-safety agreement which are reviewed annually.
We have a high expectation of all our pupils at St. Andrew’s CE Infants’ to accept responsibility for their own actions.
Through our fair and consistent behaviour policy and our PSHEe curriculum, we enable our pupils to make good choices, to distinguish between right and wrong, developing a moral code to become a good citizen, contributing positively to the lives of those in our local community
We have positive links with many member of school community who visit us, proving positive role models and as they are in roles of authority reinforce the need for rule, e.g fire safety officers, PCSO’s, local clergy.
At St. Andrew’s CE Infants’ we believe wholeheartedly that our pupil’s self- belief and self- respect is paramount. Our children need and deserve to know who they are and then, develop respect and value for the adults around them, developing friendships and learning partners. We work to develop positive relationships with all our school community, because this is how we thrive.
Pupil voice/staff voice is encouraged, we value freedom of speech but also promote understanding for those around us and listening ears to be acute at all times!
We promote a child-centred learning environment , with a number of responsibilities for our young children to develop further skills, to be trusted to carry out tasks independently and to represent our school positively at all times. There is a freedom of choice that is promoted throughout the curriculum and such choices are encouraged and valued.
‘We should not be afraid of growing slowly , we should just be afraid of standing still’. In growing we will make mistakes and our ethos at St. Andrew’s promotes ‘having a go’, perhaps taking a risk and if not the right choice, how then , the next time can we get it right? As a church school we believe in forgiveness, a clean slate and a chance to try again.
As our school mission statement notes- ‘Show respect for all people..’(1Peter 2v17)This Christian value is promoted in everything we do and can be seen throughout the school.
We actively encourage ‘good listening’ skills and being there for one another and learning how to emphasize is promoted through SMSC, PSHEe and RE, collective worship themes and daily life modelled by staff and visitors.
Tolerance of Those with Different Faiths and Beliefs
At St. Andrew’s CE Infants we seek to find out about the rich diversity that life and this world has to offer. Through our rich curriculum we involve our school community and the wider community in celebrating a range of cultures, both past and present. Knowledge and understanding promote tolerance and respect.
As a CE school, we celebrate that humanity was created by God and is loved by Him. We teach our pupils to ‘love one another’, even when it is not easy ..
Our RE curriculum is well resourced and plans for first hand experiences of a range of faiths and cultures. In FS topic ‘Celebrations’ learning weeks are planned around various festivals.
We have special days- a week of prayer (2015), a day of Peace(2016), a day of Joy (2017), a day of thankfulness (2018), Black History Month or a Mardi Gras to give our pupils first hand experiences to extend their understanding and live as mentioned a ‘life in all its fullness’. (John 10, Verse 10).
- Computing Skills - Reception & KS1
- DT Topics by Year Group plus Skills
- Foundation Stage Curriculum Map
- PE Programme of Study
- Scheme of Work 1
- Y1 Art
- Y1 Curriculum Map
- Y1 English
- Y1 Music Plans
- Y1 Numeracy Overview
- Y1 PSHE
- Y1 Science Skills
- Y2 Art
- Y2 Curriculum Map
- Y2 English
- Y2 Music Plans
- Y2 Numeracy Overview
- Y2 PSHE
- Y2 Science Skills
Please contact the school for further details regarding the curriculum. For FS Mrs Kay Heath (Year Group Lead), Year 1 Miss Brown and for Year 2 Mr Jon Clark.
Further details on the national curriculum can be found here: www.gov.uk/government/collections/national-curriculum
You can download our Equality Statement as a pdf document.
- We start by following the ‘letters and sounds’ programme which is a phonics scheme, in foundation stage.
- Letter sounds (phonemes) are taught each week. When the children have learnt 6 sounds (s, a, t, p, i, n) they begin to blend these together to make words.
- As well as individual letter sounds and phonemes, children also learn high frequency words and ‘tricky words’ by sight. Children take home a phonic and word book.
- Children start taking a library book and a reading book home in the first weeks of school.
- Children have daily letters and sounds (phonics) sessions throughout school which involve games and activities which teach blending and segmenting. They read in a group once a week (guided Reading) and they also read to an adult on a one to one basis once a week.
- We encourage parents to support reading both at home and coming into help during the week in school.
- A range of texts are chosen, echoing the topic focus, these may be non-fiction, fiction or poetry.
- Foundation Stage enjoy the reading programme of Jolly Phonics in their first year of school.
- KS1 follow the letters and sounds programme and use these skills in their reading. We have a book band scheme here at St. Andrew's so children are able to read a variety of texts which are in accessible levels.
You can download our Reading Information for Parents as a pdf document.
We work closely with a number of local schools to provide opportunities for our children and staff to develop. At the end of Year 2, the vast majority of our children go onto Tollgate School, our linked Junior school.
We were given £9,065.
We have now employed from January 2015 a Sports Coach for 3 days a week to work with staff in P.E. lessons, to organise and run a variety of before and after school clubs, to organise, supervise further games skills on the school playground at morning and lunch break.
For further detail please see Sports Premium Funding Action Plan in the Pupil Premium section
Here at St. Andrew's, we are extremely lucky to have a very well established and dedicated PTA.
We are a small committee of parents (often with younger siblings in tow) who meet regularly, plan our events and then more often than not call on the support of the teachers, teaching assistants and parents galore to continuously give us their help and support, enabling us to make things happen.
We would not be able to run all the events without the help and support of parents. If you would like to get involved, then we would love to hear from you. Even if you can only offer a little bit of help now and again, we would still love to have you on board. The children love seeing their mums, dads, grandparents and carers helping out around the school, so please give it some thought and help make a difference to all the children at St. Andrew's.
Keep an eye out for details of our General meetings, an informal way to find out what we are planning, how to get involved and what we have spent funds on. Everyone is welcome to attend, the first one will be early October once the children are settled into the new school year.
What do the PTA do?
The main function of the PTA is fundraising. With ever decreasing budgets, the school has to be careful with its purchases. We raise money for the little extras that make school life so much more comfortable and enjoyable for the children.
We hold a number of events during the school year to raise funds, these range from quiz nights for the grown-ups to after school activities for the children, the biggest being our Christmas and Summer fairs.
We also fund events for the children such as Christmas parties, Year 2 leavers disco and special occasions such as the Jubilee and Olympics.
What are the funds used for?
Recently we have purchased a TV for the library, redecorated the kitchen used by the children for cookery, brightened up the playground and purchased new play equipment. Each year we ask the school for ideas of things they would like and at our general meetings we always encourage ideas.
How can I get involved?
We welcome any offers of help whether it be just an hour helping on a stall at the fair or a full committee member. We understand that parents have other commitments and only ask for whatever help you feel able to give. The best way to get started is to come along to one of our general meetings, which are held termly, to get an idea of what's involved.
St. Andrew's C.E. Infants' School is committed to safeguarding and promoting the welfare of children and staff.
Our Child Protection Policy states that safeguarding is everybody's responsibility. Our pupils welfare is our paramount concern.
The governing body will ensure that our school will safeguard and promote the welfare of pupils and work together with other agencies to ensure that our school has adequate arrangements to identify, assess and support those children who are suffering or likely to suffer harm.
We have 5 Designated Safeguarding Leads (Mrs. Meakins, Mr. Crossinggum, Mrs. Stephen, Mrs O'Neill McGuinness and Mrs Weston).
Our nominated governor responsible for safeguarding is Mr Mark Simmons.
At times we may need to share information and work in partnership with other agencies when there are concerns about a child's welfare. We will ensure that our concerns about our pupils are discussed with his/her parents/carers unless we have reasons to believe that such a move would be contrary to the child's welfare.
E-Safety or online safety covers issues relating to children and young people as well as adults, and their safe use of the Internet, mobile phones, tablets and other electronic communications technologies, both in and out of school or settings. It includes education for all members of the community on risks and responsibilities and is part of the ‘duty of care’ which applies to everyone working with children.
Further information can be located in our E-Safety Policy.
The Prevent Strategy
This is availalbe in our policies section.
These are as follows: 8.50 a.m. - 12.00 noon and 1.00 p.m. - 3.00 p.m.
Morning play: There is a playtime for each year group of 15 minutes.
Afternoon play: 2.15 p.m. - 2.30 p.m. Taken at the discretion of the teacher.
Your co-operation is asked in seeing that children do not arrive on the School premises more than 10 minutes before the session begins. Similarly, it is important to ensure your child arrives at School in good time. If, for any reason, you are late arriving, please ensure you sign your son/daughter in to the “Late Book” which is at the School Office and they will be escorted to their classroom. This is to ensure we have knowledge your child is on the School premises, as they may have missed the morning Register. If you need to take your child away from School during the school day, please sign the “Leaving Early” Book which is also at the School Office.
Children leave School at 3.00 p.m. from their classroom, or the entrance nearest their classroom. We are most particular that children are handed over to the expected adult collecting them. We, therefore, request if your arrangements change, that you complete an “End of the Day Change of Arrangements” form (available from the main reception area at the School Office) and give this to your child's class teacher first thing in the morning.
From September 2014 all our pupils are entitled to a free school meal. They will be asked about their choice for a meal each morning. If you would like your child to have a specific meal please inform your child's class teacher.
FS pupils have slips for parents to complete.
If your child has allergies to any food please let the school office know. The school kitchen can cater for a range of allergies if notified in advance: a letter from your child's doctor to clarify allergies is required.
These are eaten in the School hall along with those eating School meals. No glass bottles, china or fizzy drinks please. We actively encourage the children to drink fluids, preferably water. Children may bring water bottles each day in order to drink during lesson time. Children may bring a mid-morning snack of a piece of fruit. (Fruit is currently provided by the Government on a daily basis). If, for a particular reason, your child cannot eat fruit, please discuss this with the class teacher. In the interest of safety, we request that children do not bring food containing nuts.
All maintained schools have a similar approach to meeting the needs of pupils with special educational needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a special educational needs and or disabilities being met in a mainstream school wherever possible, where families want this to happen.
The SENCO can be contacted at firstname.lastname@example.org
The spiritual development of pupils is shown by their:
- Self-knowledge and relationships with others
- Search for meaning and purpose of life and also celebration
- Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values.
- Transcendence – awe, wonder, mystery, feelings and emotions.
- Sense of enjoyment and fascination in learning about themselves, others and the world around them.
- Use of imagination and creativity in their learning.
- Willingness to reflect on their own experiences.
The moral development of pupils is shown by their:
- Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England.
- Understanding of the consequences of their behaviour and actions.
- Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.
- Sense of Self
- Relationships with others
- Society, truth, freedom and justice
The social development of pupils is shown by their:
- Use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds.
- Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.
- Acceptance of and engagement with the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
The cultural development of pupils is shown by their:
- Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others.
- Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain.
- Knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.
- Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities.
- Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.