St Andrew's School is special. It is a very small school, set in a delightful rural situation. The main flint faced building was built with contributions received in 1871 on land donated by Mrs M. Boggis-Rolfe in order that children might be educated "in accordance with the principles and practices of the Church of England." Today St Andrew's School operates in partnership with the Local Education Authority and the Diocese of Chelmsford and it aims to provide the best education for each child within the context of a caring Christian community.
The very small classes mean that children receive individual attention and in both classes there is scope for all children to develop their full potential in a secure and stimulating environment. There is dedication to excellence in learning, the highest expectations of behaviour and strong moral principles based on Christian teachings. Above all there is a wonderfully friendly atmosphere.
Please take time to read this prospectus; we are sure you will see why we say that Wormingford School is special.
Location and Premises
Wormingford is on the B 1508 Colchester-Bures / Sudbury road. The school itself is in the old part of the village, down towards the River Stour and off the main road. It is set back some hundred yards from the minor road that leads over the Stour into Suffolk. The school is near the church and it enjoys an unique position which is unspoiled, peaceful and a rich educational resource in its own right. To the north, the school playing field backs on to fields and woodland; to the east, the pastures of a dairy farm are adjacent to the school and in the late summer cows graze right up to the wall of the main building.
The school has five classrooms located in three buildings. The main building has three lassrooms, which accommodate both key stage one and key stage two pupils. The younger pupils in the reception year have the benefit of a second room, which was originally the schoolmistress' sitting room. There is a store room which was, until recently, the school office. The fourth classroom is a relocatable room, situated on the school field. This room is used for art, technology and science. It houses a well stocked library and also serves as the dining room. The fifth room is the ICT room which is in the newly converted air raid shelter and toilet block. This room houses all ICT resources and includes six new computers with internet connection. Each of the classrooms is well resourced. The newly converted building also contains the headteacher's office, the school office, the staff room, toilet and medical room. The building was opened by the bishop of Chelmsford in January 2001.
The school grounds are the focus of an improvement plan which is nearing completion after a period of four years. The plan has been implemented in partnership with the "Learning through Landscapes" scheme, the Dedham Vale and Stour Valley Project, Colchester Borough Council and voluntary helpers in the local community.
The School Personnel:-
Mrs M E Branfield Headteacher, Class 2 Teacher
Mrs J Gray Class I Teacher
Mrs P Gilbey Class 2 Teacher
Mrs K Lee Learning Assistant Class 1
Mrs L Nursey Learning Assistant Special Educational Needs
Mrs C Savage Administrative Assistant
Mrs C McKeever Administrative Assistant
Mr D Critchley Finance Officer
Mrs M Hearne Midday Assistant
Mrs J McNeill Midday Assistant
Mr J Jackson Site Manager
The Governing Body
The Governing Body of the school comprises twelve governors. Six of these governors are church or diocesan appointments, reflecting the school's denominational status. The governors meet at least four times a year to monitor, review and help plan the progress of the school. Members sit on three committees that meet at least once a term and they report back to the full governing body regularly. Each autumn the governors meet with the parents to report on the school's work and development over the past year and to answer questions and receive comments and suggestions for future consideration. If sufficient parents are present, they can pass formal resolutions for the governors to consider and respond to. The Annual Report from the governors is circulated to parents in advance of the meeting.
If parents have any matters that they wish to draw to the attention of the Governing Body they should contact the chairman, Rev Michael Whawell, do St Andrew's CE (A) Primary School.
The Governors' Mission Statement
Worm ingford School aims to give every child a positive educational experience. During their years in the school we want each child to discover the pleasure and excitement of discovery, and realise that this is the start of a life-long adventure in learning. We hope that each child will realise and accept that learning requires effort and application but that it is a stimulating and rewarding process at which every one can excel in different ways and through different methods of learning.
Learning is not a solitary activity in school. It requires effective social interaction in a wide variety of contexts and an acceptance and respect for shared moral values. At St Andrew's School pupils are taught in an environment of mutual trust, respect and co-operation. The school has a strong moral code of behaviour based on knowledge and discussion of the life and teaching of Jesus Christ and the Church. A sound knowledge base and good study skills are naturally important - particularly the fundamental skills of speaking, listening, writing and numeracy. The Governors recognise that attitudes can be set at a very early age and that they can last for life. They believe that children who have a positive learning experience in the primary years will continue to develop intellectually, seeking knowledge and acquiring new skills, and become suitably equipped to play a responsible and active part in society as they grow up.
The aims of the school
In drawing up its Curriculum Policy Statement, the Governing Body of St Andrew's School takes account of the requirements of the National Curriculum and the Local Education Authority's Curriculum Statement, "A Framework for the Curriculum in Essex".
At St Andrew's School, the governors and staff are committed to providing the means by which children can develop academically, socially, morally and physically to their flill potential. The staff strive to help each pupil to develop the will and the ability to make a positive and constructive contribution to the life of the school and the community. When pupils leave they should, ideally, be responsible, self- confident, independent and capable of concentrated effort upon a given or chosen task.
In order to achieve this the staff and governors of Saint Andrew's aim to: -
School Admission Policy
Subject to the availability of places within the published number intended to admit, it is the policy of the governors to admit the children of all parents or guardians who opt for their children to be educated at St Andrew's School.
Where applications for admission exceed the number of places available, the governors will have regard for the following criteria:
The number intended to admit is 8. The total roll is 56.
Arrangements for admission
Infant children are admitted into school in the term in which their 5th birthday falls. Parents are
encouraged to apply to the governors for admission to the school at their earliest opportunity and certainly before 31st March in the year of the September admission date.
Applications are considered by the Curriculum and Pupil Related Matters Committee and parents will be notified of their decision.
Should the governors refuse an application, reasons must be given for the refusal and parents have the right to appeal against the decision. Parents wishing to appeal should notif~ the Local Education
Authority, County Hall, Chelmsford and The Diocesan Director of Education, Diocesan Education Office, 53 New Street, Chelmsford, Essex CM 11 AT.
Arrangments for visiting the school
Visits are made by appointment with the headteacher, who will be pleased to show parents and their children around the school and provide further information.
Parents of new entrants are invited to bring their children to meet their teacher and classmates during a programme of familiarisation visits in the term prior to their admission to school.
Pre-school children are invited to attend a series of induction sessions in the half term prior to their starting full time education at St Andrew's. This ensures that the children become familiar with the
school, staft, other children and the type of work and behaviour expected of them and they (and their parents) are less nervous about the first day at school.
Home School liaison
A continually developing partnership between the school and parents is of enormous benefit to the pupils. We like to work closely with parents and to meet formally and informally on many occasions during the school year.
The teachers are very happy to meet parents after 3.1 Opm to discuss any matters and to explain the work being carried out in the classroom. If there is an urgent matter, the headteacher is available immediately after school.
In mid-October and April parent/teacher consultation sessions are held to discuss children's progress. An open day or evening is held in July. A written report summarising the child's academic and social progress is sent to parents towards the end of the summer term.
Parents/helpers are welcomed into the school to assist in a variety of ways e.g. class visits, hearing children read, cooking, after-school clubs etc. These are valued contributions to the school's work. Please let us know if you can help in any way.
Governors are also an integral part of our school family and are encouraged to be actively supportive and involved in the life of the school with children, staff and parents.
Newsletters and details of school events are sent home on a regular basis. Additional copies are available from the office.
The School organisation
The children are divided into two classes, Class 1 spanning Reception, Year I and Year 2 children and Class 2 spanning Years 3, 4, 5 and 6. Children are taught in groups which reflect their particular educational needs and the expertise of the teaching staff.
The School Hours
Teaching hours per week are as follows:-
Key Stage 1 and Reception - 24 hours 35 mins. per week (teaching time) plus collective worship and registration, but excluding breaks and lunch breaks.
Key Stage 2 - 25 hours per week (teaching time) plus collective worship and registration, but excluding breaks and lunch breaks.
Children should be at school in time for registration at 8.4Oam. Being regularly late can be distressing for the child and hinders learning and administration at the start of the school day. Children are supervised on the premises from 8.3Oam. In the interests of safety, children must not be sent to school before 8.3Oam.
Playtime is from 10.15 to 10.3Oam.
Lunch time is from 12.00 to I .OSpm.
School finishes at 3:00pm. Parents must let the class teacher know the arrangements for collecting children after school, and the school is to be informed, in writing, of any temporary or permanent changes to these arrangements.
In the interest of safety we request that parents park their cars on Church Road or near the Barn and walk down Church Lane with their children to and from school.
Dates for the academic year are to be found at Appendix B
The School Curriculum
St Andrew's School curriculum comprises all learning experiences planned for its pupils. It takes account of the national framework that incorporates the National Curriculum, religious education and other statutory requirements. Subjects taught at St Andrews are as follows:-
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Foundation Stage |
Key Stage I |
Key Stage 2 |
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(3) 4 - 5 |
<------- Age ----------> |
5 - 7 |
7 - 11 |
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Reception |
Year groups |
1 - 2 |
3 - 6 |
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The curriculum for this stage is organised differently from KS1 and KSZ. Here there are six areas of learning: Communication, language and literacy; Mathematical development; Knowledge and understanding of the world; Creative development; Physical development and Personal, social and emotional development. |
English |
These are National Curriculum core subjects |
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Mathematics |
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Science |
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Design and technology |
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Curriculum foundation |
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Information and |
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communication |
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technology (ICT) |
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History |
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Geography |
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Art and design |
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Music |
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Physical education (PE) |
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Personal, health and social education (PHSE) |
Taught in it's own right and across the curriculum |
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Citizenship |
Guidelines provided by National Curriculum Handbook |
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Religious education (RE) |
Governors responsible for syllabus |
When children enter the St Andrew's School in the Reception year, they follow the foundation stage curriculum. From Year I to Year 6 they follow the National Curriculum.
For each subject in the National Curriculum, programmes of study set out what pupils should be taught and attainment targets set out the expected standards of pupils' performance. Level descriptions provide the basis for making judgements about pupils' performance at the end of key stages 1 and 2. Literacy and Numeracy are taught daily and the foundation subjects are taught according to a rolling programme of topics using Qualifications and Curriculum Authority (QCA) schemes of work and other resources.
Assessment
In the Primary Sector formal assessments are made at the end of Key Stage I, when the majority of children in Year 2 will be 7 years old, and at the end of Key Stage 2, when the majority of pupils in Year 6 will be 11 years old. It is anticipated that the average child should reach level 2 by age 7 and level 4 by age 11. Some children will progress more quickly than others. However all children will be encouraged to realise their full potential and work at suitable tasks within the appropriate levels.
English
We aim to develop children's skills in the areas of speaking and listening, reading, writing, spelling and handwriting. Teaching is based on the National Literacy Strategy. The school's attainment records in literacy are very sound and the school has been able to apply a flexible approach to the delivery of the Literacy Strategy.
Speaking and listeningSpeaking and listening are at the heart of our existence: they are most people's primary means of communication. Our aims are the development of clear, fluent and accurate speech, attentive listening and reflection on what has been said, so that ideas are extended and communication is effective. Children are given opportunities to develop these skills through participation in activities such as news, discussion, play, reporting, assemblies, public speaking and drama and they are encouraged to use standard English. Listening skills are also strengthened through the use of story telling, recorded material, television, visiting speakers, participation in debate, music, circle time and lessons such as PE, which require close attention to instructions.
Reading
The basic skills of reading are taught carefully and systematically to enable children to read with fluency, for enjoyment and understanding and in order to extract and interpret information from texts. The school draws on a wide range of reading material that is colour-coded to identi~ its level of difficulty. It includes material from the Oxford Reading Tree scheme and the Cambridge Reading scheme. As children progress in reading they are able to enjoy the more demanding resources, both fiction and non-fiction, in the library. Strategies such as group reading are used to support readers; check understanding of texts; explore the strategies employed by authors and extend the readers' experience of challenging and diverse texts.
We encourage children to take their books home in a school book bag (kindly given by the Home and School Association to every new pupil) so that parents can be involved in supporting their children's reading progress. Reading record books are maintained by staff and parents to record progress and exchange information. We recognise the important contribution made by parents in supporting their children's reading and value their comments greatly.
The School Library Service's Book Bus visits the school regularly. Books are exchanged for the school library and each child is invited to make one or two personal choices.
A booklet for parents of young children, entitled "Enjoy Reading", is available from the office.
Handwriting
Children are taught to develop a neat and legible style of handwriting using the Nelson Handwriting Scheme. They are given experience of writing in a variety of media. They copy and create writing patterns and learn to form their letters correctly. When these skills are mastered, they learn joined up handwriting. They begin by using pencils and after sufficient practice they are encouraged to use Berol Handwriting Pens. They are welcome to use their own fountain pens, but the use of ballpoint pens is not allowed.
Spelling
Spelling is taught using the "Look, cover, write, check" method. Children are helped to learn the most commonly used words through practice of weekly word lists, and spelling patterns are practised through writing, on computer programmes and through spelling games. Children are encouraged to use word lists, dictionaries and a thesaurus to correct their spelling and to select appropriate words.
Writing
Children are given the opportunity to write on a variety of topics and in a variety of styles e.g. story, poetry, lists, invitations, instructions, letters, observations and so on. They are encouraged to identif~' their reasons for writing and the audience for whom they are writing. They are taught punctuation and grammar and are encouraged to apply this knowledge in their creative writing.
Mathematics
The National Numeracy Strategy is the school's vehicle for teaching mathematics. The school aims to develop a positive attitude to maths; an understanding of the subject through enquiry and experiment; and a knowledge of the nature of number, mathematical patterns and relationships. We aim to give children experience of the relevance of the maths curriculum in their everyday lives. Children are taught the measurement of length, weight, capacity, volume and time; how to represent and interpret information in graphs; how to recognise the properties of shapes and how to calculate using money.
Most crucially, they are encouraged to be unafraid of trying out different strategies to solve problems and to apply their knowledge logically.
Science
In Science children conduct experiments and investigations on topics derived from three elements of the National Curriculum programme of study entitled life processes and living things, materials and their properties and physical processes. In this work they are required to develop their understanding of systematic enquiry; record their investigations appropriately; have due regard for health and safety issues; relate their experience and understanding of science to their everyday life and link scientific ideas to the evidence which explains them.
Design and Technology
Children work on assignments in which they design and make products. They are given practical tasks to develop skills and knowledge and they investigate and evaluate products made by themselves and others. They solve practical problems of relevance to them and use a variety of materials for this including Duplo, Lego, wood, card, recycled materials, fabrics and food. They are taught to use a range of tools and equipment safely.
Information and communication technology
Pupils are taught to use ICT equipment and software confidently and purposefully. They use it to communicate and analyse information; to support their expressive and investigative work; and to record and present information through the use of applications such as word processing, graphics, data bases, data logging and control, interactive learning packages and the internet. These skills are used across the curriculum to stimulate and extend children's thinking and learning.
Children also learn to use calculators, the photocopier, the laminator, multimedia systems and the fax machine.
At St Andrew's, the ratio of computers able to access the internet to pupils is currently 1: 5 - the Government's national target is I 11.
History
Children will study several topics throughout each key stage based on the requirements of the National Curriculum. Work in Key stage I is concerned with developing an awareness of the past and an understanding of the differences between past and present times. Pupils are helped to see their study of the past in a chronological framework and to explore and understand some of the ways we find out about the past. They investigate people's lifestyles and they find out about significant men, women and children in the distant and more recent past. They consider the history of Britain and the wider world. At Key Stage 2 pupils are taught about important episodes and developments in Britain's past from Roman to modern times. A more exact sense of chronology is developed and pupils learn about the past from a range of sources of information. A section of the course is concerned with investigating local history, another with a European history study and a third with a world history study. They learn that the past can be represented and interpreted in different ways.
Geography
In both Key Stages, the programmes of study for Geography are concerned with studying geographical skills, places and thematic studies. In each of these contexts children are encouraged to question, observe carefully, look for patterns and to begin to build up an understanding of how places fit into a wider geographical context.
In both history and geography, the local environment provides many sources of interest and enquiry. Links with a school in Uganda will further pupils appreciation of the wider world and its diverse conditions.
Music
At both Key Stages the aim is to help children gain an understanding and enjoyment of music. Children are helped to perform and compose music and to develop their ability to listen and appraise music. They are introduced to music of different styles; music from different cultures and music from different periods of history. Instrumental lessons for children can be arranged through the County Music Peripatetic Team. A peripatetic teacher gives weekly recorder lessons.
The school hosts the Small Schools' Cluster's annual music festival each spring when pupils from up to ten local small schools contribute individual and joint items to the festival. Each year the whole school is involved in a musical production at Christmas.
There has been a great deal of investment in the school's music resources over the past two years. The Home and School Association have made a generous contribution to this project.
Art
Art in the National Curriculum is concerned with the development of visual perception and the skills associated with investigating and making in art, craft and design. This includes a study of the history of art, our diverse artistic heritage and a variety of other artistic traditions. Local artists such as Gainsborough, Constable and John Nash are of particular interest to the school. The school invites local artists to work in school alongside pupils.
Physical Education
In PE children are encouraged to demonstrate their knowledge, skills and understanding in areas of activity involving gymnastics, games and dance throughout the school and in addition, athletics and outdoor activities at Key Stage 2.
Children are able to develop strength, co-ordination and balance through a variety of activities, which take place in the village hall, the playground and the field. Team games such as netball, football and rounders are taught and games are arranged with neighbouring schools.
Religious Education
Religious Education is a special feature of our school because of our foundation as a Church of England School and it has equal standing with other subjects although it is not included in the National Curriculum. We aim for each child to begin to understand the nature of the Christian faith, to develop his/her own spirituality and beliefs with an awareness and sensitive appreciation of other peoples' faiths, beliefs and attitudes to life. The teaching of Religious education is planned to include a range of activities including teaching about different faiths and traditions and, where appropriate, links may be made with other subjects. The school uses the Diocesan Syllabus, "Seedtime" as well as making use of the Local Education Authority's agreed syllabus, "Open Worlds". The school has close links with the local church.
All pupils take part in Religious Education lessons, unless their parents request otherwise.
Sex Education
As classes cover wide age ranges and even wider maturity levels, the governors have decided that sex education, as such, should not be taught formally before Years 5 and 6. However, sex education and cross-curricular themes of Health and Safety Education arise naturally from work within the context of the National Curriculum. By the age of 9, children should have gained an elementary knowledge of the structure and working of their bodies and know how human beings are conceived and grow. Staff are always willing to answer questions frankly and honestly, at a level appropriate to the child. In line with the school's Church of England status, answers are presented in the context of family life, of loving relationships and respect for others.
The school's sex education policy is included within the school's Personal Health and Social Education policy.
Worship
A daily act of worship takes place in all schools, but this has a special significance at Saint Andrew's as we are a church aided school and have strong Christian links. Our acts of worship provide an opportunity for the pupils to experience a sense of wonder and awe and to broaden their spiritual experience and understanding. The act of worship may take place in the school, outdoors or in church. The vicar of Wormingford leads worship for the junior class once a week and other local clergymen and lay persons are invited to come and speak to pupils and lead worship. Grace is said before lunch and at the end of the day.
All pupils take part in a daily act of worship, unless their parents request otherwise.
Homework and parental support for learning
At St Andrew's we recognise that parents are a child's first educators and, as such, offer invaluable support to the more formal learning of the classroom. We hope that parents will always feel welcome to come in and talk to staff about their child's activities and achievements, as well as about any problems that may arise. We always find that close co-operation between parents and staff is of enormous benefit to the children, not only in terms of academic achievements but in terms of raising self awareness and confidence.
At Key Stage 1 we ask that parents engage in a daily session of reading with their child using the reading record book to note pages read and any strengths or weaknesses. There are guidelines at the back of each book. In addition, there may be spellings or tables to learn or a poem or song to practise or literacy and numeracy tasks to reinforce class teaching.
We like parents to offer support and praise as much for effort as for success.
At Key Stage 2, daily reading to an adult may still be a feature but there will be additional literacy and maths tasks. Children will also be asked to conduct individual research from time to time. Further details are given in the school~s policy on homework, which is available for inspection at the school office.
Special Educational Needs
One of the aims of the National Curriculum is to ensure that children's individual learning needs are met. While all children should have access to the whole curriculum, those with special educational needs will have work differentiated accordingly. This includes those more able pupils who need extension work, as well as those experiencing learning difficulties. It is the school's aim to have an equally positive approach to all children so that they enjoy success and achieve their potential. It is important to focus on what a child can do rather than what he/she cannot do. Having assessed a child's needs, the school endeavours to meet those needs in a variety of ways. The educational needs of some children are such that they require particular support to enable full access to the National Curriculum. The Special Educational Needs Co-ordinator (SENCO), teaching staff and classroom assistants work together with parents to encourage confidence and a positive self-image in all children.
The school's SEN policy has been drawn up with reference to the DFE "Code of Practice" and to "A Framework for the Curriculum in Essex". It is available for inspection at the school. Summary of the objectives of the SEN policy
Results of National Curriculum Assessment of 7 and 11 year old pupils.
Most schools are obliged to publish figures relating to their end of Key Stage I and 2 tests and assessments. However, St Andrew's is a very small school and that means that statistics and percentages can be very misleading (one child can represent between 10% and 100% of the total!) For this reason, and to ensure confidentiality for all children, the Governing body has decided not to publish the statistics this year.
This decision will be reviewed annually.
Typically pupils in the school achieve results in National Curriculum Tests that are consistent with the national average.
Pastoral care and discipline
St Andrew's School is a community in which behaviour is based on mutual respect and consideration for others.
The values, standards and attitudes of the school community are made clear to the children by example and discussion so that they are absorbed and made their own. This is undertaken in a firm and caring way, appropriate to the emotional and developmental needs of the pupils. The staff take great care to work together to make the school a happy and safe environment for all pupils. Simple rules governing behaviour within the school, the playground and the school field are expected to be adhered to. These can be found within the school's Health and Safety Policy.
The class teacher, who knows each child well, is responsible for the care of the children in his/her class. If there is a problem that the class teacher cannot resolve, it is referred to the Headteacher.
If a child displays persistent anti-social behaviour, consultation is arranged between the class teacher and parents so that they can work together to correct the matter. In the rare cases of serious and persistent anti-social behaviour, a child may be excluded from school. Parents may make representation to the Governing Body and the Local Education Authority in such a case. A detailed statement of County Policy in this respect is available at the school.
Charging and remissions policy
From time to time we ask for voluntary contributions from parents for school activities such as educational visits, school journeys, visits by theatrical companies and for invited guests who charge for their services.
These contributions are genuinely voluntary. However, events would have to be cancelled if funds were insufficient to cover the costs incurred. No child is ever excluded from an activity because of a parent's inability to contribute, but parents should contact the Headteacher if they experience any difficulty in funding events.
School uniform
The school encourages the wearing of a school uniform. Parents have strongly endorsed this in the past and we hope that they will continue to support this policy. Wearing a school uniform unites the children; gives them a sense of belonging and sets a good tone for work and behaviour.
Every child's clothing and belongings must be clearly marked with his or her name. A school uniform list appears on appendix A
Personal Belongings
Children are encouraged to look after their own possessions. Whilst we do our best to ensure that things do not get lost or damaged, we cannot accept responsibility for them.
Jewellery, money and other valuables should not be brought to school unnecessarily. The wearing
of wristwatches is permitted.
All money sent to school must be in an envelope, purse or other container clearly labelled with the child's name and the purpose for which the money is sent.
Milk and School Meals
School meals are prepared at Heathlands C.P. School in West Bergholt and brought to St. Andrew's school. Copies of the menus, which are arranged on a 4-week rota, are available from the office. The school must be informed in writing if a child has any special dietary requirements.
The cost per meal is currently £1.25. Payment should be made on Monday mornings for the forthcoming week. Cheques are to be made payable to Essex County Council and the drawer's address or bank card number should be written on the back. Parents may pay for meals weekly, half-termly or termly. If children are absent, the appropriate amount is carried forward. Children having meals only occasionally may pay on the day. All money coming into school should be in a labelled purse, envelope or money bag.
Application forms for free school meals for eligible children are available from the school office.
Parents wishing to provide their child with a packed lunch should send it in a suitable plastic box, labelled with the child's name. Drinks should be in sealed unbreakable containers. Fizzy drinks should not be brought into school. Water is served to anyone who requests it at lunchtime.
Cartons of milk can be ordered through the school office at a cost of 70p per week. Parents may pay for milk weekly, half4ermly or termly, and cheques for the half term or full term amount should be made payable to the 'Colchester Co-op Dairy' and endorsed with the drawer's address or bank card number.
Medicines and medical conditions.
Under normal conditions, a child who is unwell should not be sent to school. Parents must inform the school in writing if they wish the school to administer any medication in locoparentis, stating the name of the medication, the dosage, the frequency of dosage and any other relevant information. We should prefer parents to come into the school to administer medicine themselves where this is possible. Parents must let us know of any special medical circumstances or allergies their child might have. We keep a register of children suffering from asthma and other medical conditions together with details of their medication. The school must be informed in writing of any change in medication and parents must ensure that asthma inhalers are available for school use and that they are clearly labelled and within their "use by" date.
Emergency closure
BBC Essex and SGR will broadcast information about school closure caused either by severe weather conditions or other emergencies. Every effort will be made to keep the school open.
Absence from school
If a child is absent from school, parents should telephone the office on the first day of absence or write a letter explaining the absence when the child returns. Teachers have to account for any absences and record them appropriately in the register of attendance. Children who arrive late at school i.e. after the close of the registration period at 8:50am are marked absent. Unauthorised absences are recorded and published in the child's report and the Annual Report to Parents.
If parents wish their child to be absent from school to go on holiday during term time, they are required to apply in writing for special permission. Application may be made on the Holiday Absence Forms available from the office.
Transport to school
The Local Education Authority provide free transport for children for whom St Andrew's is the designated or nearest school of their faith (provided they are baptised) or, in the case of children not of that faith, if it is their nearest catchment school. These pupils must live a minimum distance away from the school to qualif'. This distance is 1.5 miles for children up to the end of Year 2 and 2 miles for children up to the end of Key Stage 2. Parents who are offered a place at a school that they have requested, but which is not their own catchment area school will be expected to make their own arrangements for transport and meet the cost.
Absence rate
The total number of pupils of compulsory school age who were on roll for at least one session during the reporting period 1/9/00 to 25/5/01 was 32. The percentage of half days (sessions) missed through authorised absence was 5.3 %. The percentage of half days (sessions) missed through unauthorised absence was 0.1%.
Secondary transfer
Meetings are held in the autumn for parents of year 6 children preparing to transfer to secondary school. The Headteacher, Head of Year 7 and senior pupils of The Stanway School usually visit our school to talk to parents and children and to answer questions about the school. There is a programme of familiarisation visits which begins early in year 6. Most pupils have transferred to The Stanway School in the past but some have also transferred to Colchester Royal Grammar School, The Phillip Morant School and St Benedict's College.
Complaints procedure
With our emphasis on partnership with parents, we hope that all problems will be dealt with speedily by informal means. The first person to consult is the class teacher and then, if the problem has not been resolved, the headteacher or the chairman of the governors should be consulted. If concerns cannot be resolved by discussion, a formal complaint can be made in writing to Pupil Services, P0 Box 49, County Hall, Chelmsford CMI I LD. Help Desk Telephone Number:- 01245 436231 The arrangements made to deal with complaints are detailed in a document available from the school. (my office)
Security
The school has an alarm system and security lighting.
In order to safeguard children within the school grounds, the school gate is shut from 8.40 am. until 3.00 pm. Visitors are requested to report to the Office and sign the visitors' book on arrival and departure. They are also requested to close the gate on leaving the school.
Home and School Association
We are particularly proud of our Home and School Association. It helps to form a valuable bridge between the school and the community and raises much needed funds for the school, far more than is raised by many much larger schools. It holds social and fund raising functions and organises an annual Summer Fete. All parents are automatically members during the time their children are at school. The Association helps subsidise educational visits and has contributed funds for many projects including books, computers, a cooker, cameras and musical and audio equipment.
Further details are available from either of the Chairpersons: Caroline Secrett, Tel: 01787 227631 or Mandy Mayhew, Tel: 01787 227057.
County and Diocesan Officers
Director of Education Mr P Lincoln
Education Department,
County Hall,
Chelmsford. CM1 ILD
Tel:01245 492211
Diocesan Director of Education Revd Canon P Hartley
Diocesan Office,
53, New Street,
Chelmsford. CM1 IAT
Tel:01245 294440
Home and School Association
Joint Chairpersons Mrs C Secrett
4 Chilton Cottages,
Main Road
Wormingford.
01787 227631
Mrs M Mayhew
London Land Cottages
Church Road
Wormingford
01787 227057
Secretary Vacancy
Treasurer Mrs S Church
7, Chilton Cottages
Main Road
Wormingford
01787 227560
Appendix A
School Uniform
|
Girls |
Boys |
|
Winter |
|
|
Navy blue pinafore or skirt |
Charcoal grey shorts or trousers |
|
Navy or white polo shirt or white long-sleeved roll neck top |
Navy or white polo shirt or white long-sleeved roll neck top |
|
Navy blue sweatshirt, cardigan or V-necked |
Navy blue sweatshirt or V-necked pullover |
|
White socks or navy tights |
Grey socks |
|
Black or navy shoes with flat heels. |
Black shoes |
|
Summer |
|
|
Blue and white checked dress or navy pique dress |
Grey shorts |
|
White ankle or knee len h socks |
Navy or white polo shirt |
|
White or navy flat heeled sandals |
Grey or white socks |
|
Black shoes |
|
|
PE and games |
|
|
Sky blue T-shirt |
Sky blue T-shirt |
|
Navy shorts |
-- Navy shorts |
|
Black plimsoles or trainers |
-- Black limsoles or trainers |
|
Tracksuit in winter |
- Tracksuit in winter |
|
Juniors may require football boots with plastic studs and shin pads. Boots must be kept in their own plastic bag. |
|
All items should be placed in a named bag and left at school.
Name tags must be clearly attached to each item of clothing. Plimsolls, boots and trainers must be clearly named inside.
Items bearing the school logo are available by order from the School Trends catalogue, a copy of which is obtainable from the school office. Samples are available for sizing purposes at the school office.
Appendix B
Essex School Term and Holiday Dates - Academic Year 2001/2002
Holidays boxed in bold black lines
Autumn Term: Tuesday 4th September 2001 to Thursday 20th December 2001 = 73 days
Spring Term: Monday 7 January 2002 to Friday 22nd March 2002 = 50 days
Summer Term: Monday 8th April 2002 to Wednesday 24th July 2002 = 72 days
May Bank Holiday: 6th May 2002 (provisional) = 195 days