St Andrew's Primary School

St Andrew’s Primary School is a local authority school. We area situated on the edge of the bypass to the south of Bishop Auckland town centre. Children are happy to come to school and are well cared for in our safe and secure surroundings.

At St. Andrew’s Primary School we believe in placing a strong emphasis on working hard and supporting each other to ensure a successful future for all.

We serve a FREE healthy breakfast to children attending breakfast club, thanks to The Greggs Foundation.  Breakfast club runs from 8am to 8:45am.  We offer cereals, yoghurt, toast, fruit, fruit juice and milk and occasional treats of pancakes and/or fruit smoothies. Children can have slices of toast with a range of low fat spreads, cereal, yoghurts or pancakes.

When is it on?

Time of day
Morning
Afternoon
Session information
Monday to Friday 8.30am - 4.15pm (term time only)

Who to contact

Contact name
Miss Booth
Contact position
Office Manager
Telephone
01388 605 385
E-mail
standrews@durhamlearning.net
Website
www.st-andrews-pri.durham.sch.uk/

Where to go

Address
St. Andrew's Road
Bishop Auckland
County Durham
Postcode
DL14 6RY

Other details

Related links
Ofsted reports

Local Offer

Local Offer description

At St. Andrew’s Primary School we recognise that all pupils are entitled to a quality of provision that will enable them to achieve their potential. We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all our pupils including those with a special educational need or disability.

We recognise there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their SEN.
 
We have appointed a designated teacher for looked after children who works closely with the SENCO to ensure all teachers in school understand the implications for those children who are looked after and have SEN.

We ensure that all pupils, regardless of their specific needs make the best possible progress.

Contact telephone
01388 605 385
Contact email
standrews@durhamlearning.net
Links
SEND at St Andrews

How do you identify Special Educational Needs and Disabilities (SEND)?

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

At St. Andrew's we work as a team to identify the needs of children and remove barriers to learning.  We do this through close observation, professional discussions, work scrutiny, assessments and discussions with children and their parent/carers.  

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching (QFT).

QFT originates in the then Department for Children, Schools and Families (DCSF’s) guide to personalised learning published in 2008 which summarises its key characteristics as:

  • Highly focused lesson design with sharp objectives.
  • High demands of pupil involvement and engagement with their learning.
  • High levels of interaction for all pupils.
  • Appropriate use of teacher questioning, modelling and explaining.
  • An emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups.
  • An expectation that pupils will accept responsibility for their own learning and work independently.
  • Regular use of encouragement and authentic praise to engage and motivate pupils.

(DCSF, 2008) Personalised learning – a practical guide 00844-2008DOM-EN

If you feel that your child may have a special education need then please contact the school to see their class teacher or SENCO.
 

How will you support my child with their special educational needs and disability?

How will early years setting/school/college staff support my child/young person?

From Reception to Year 6 all classes are supported by qualified teaching assistants.  You can find details of how we adapt the curriculum and make it inclusive and more accessible for pupils with SEN below:

Support for literacy:

  • Read, Write, Inc. (small group or one-to-one tutoring)
  • Fresh Start
  • Lexia
  • Rainbow Arc
  • Project X Reading Scheme
  • See and Learn
  • Reading Booster sessions during assembly and after school

Support with numeracy:

  • First Class @ Number
  • First Class @ Arithmetic

Use of technology to support Maths (iPads and online activities).

Support for children with significant learning difficulties.

Support for children with physical needs:

  • Frostig
  • Support for children with speech, language and communication needs:
  • Talk boost
  • Learn & See

Our staff are confident in delivering intervention programmes specifically designed to support children with Speech and Language difficulties.

We use a range of technology and resources to support speech and language, where appropriate.

We support families and plan for any additional needs and requirements by bringing professionals together with one clear aim.

Support for children with a hearing, visual or multi-sensory impairment:

  • Coloured overlays

How will you make sure my child's education meet their needs?

How will the curriculum be matched to my child's young person's needs?

We believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. Our curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development. 

It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.

At times, it may be appropriate to adapt the curriculum and resources to ensure they successfully match the ability of individual children and support them enable them to achieve the best possible outcomes. 


St. Andrew’s Primary School is committed to:

  • Quality First Teaching (QFT)
  • A range of teaching and learning styles
  • Differentiated learning materials
  • Access to ICT and Technology
  • Additional in class support
  • Additional out of class support
  • Many enrichment and enjoyment opportunities to stimulate and motivate learning
  • Flexible groupings – including small group support work
  • An innovative and supportive curriculum
  • The appropriate use of rewards and sanctions
  • A broad range of extra-curricular activities, including homework club, sporting clubs, modern foreign language club, bookworm club and cookery club
  • Assessment procedures that emphasise pupils’ strengths and achievements

Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.

How will we know my child is progressing?

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Teachers/SENCO and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes. The provision is planned and interventions are allocated to individual needs. The children take an active role with setting their targets, discussing them with the class teacher/SENCO. 

What specialist services and expertise is available at or accessed by the staff?

What specialist services and expertise are available at or accessed by the setting/school/college?

At St. Andrew’s Primary School we do all that we can to support children with pastoral, medical and social needs. Any child with a diagnosed medical condition will have care plans written for them with the support of a range of agencies and these are strictly adhered to.

Within school we employ a Learning Mentor and a Parent Support Advisor to support children and families with pastoral medical and social and emotional needs (in line with the school’s PSHE policy) as well as undertaking anti-bullying work with individuals and groups.

We believe it is important to develop and nurture the whole child and not just their academic ability. To do this, we work in partnership with:

Learning Mentor – Mr M Orwin
Parent Support Advisor – Miss N Bell
School Nurse – Collette Tiplady

Child and Adolescent Mental Health Service (CAMHS) Tel: 01325 529 520

My child is going to be starting or leaving soon, how will you help them?

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

New starters to Reception class are provided with the following opportunities:

· Visits for parents to the school during Autumn Term prior to/during the primary admissions process

· Parent Information Evening during Summer Term before starting school

· Class teachers visit children in their nursery setting

· Children visit the classroom accompanied by parents in the Summer Term

· Children visit the classroom independently in the Summer Term

· Half days induction moving up to a full day on a Friday

· Children and parents invited for school lunch

· Children provided with a transition booklet including information regarding their class teacher and photos of the classroom environment

· Additional visits may be arranged if necessary

Transition within school from class to class is supported so that the children have met with their new teachers and are familiar with the new classroom environment and organisation. This usually takes the form of several transition lessons over a few weeks culminating in a ‘Class Swap Day’ where children spend the entire day with their new class and class teacher.

It is sometimes necessary to provide children with a transition booklet including information regarding their new class teacher and photos of their new classroom environment. Additional arrangements may also be made to ease children’s anxieties during the transition process.

We work closely with the local secondary schools to provide careful support and consistency as part of the transition process. We liaise with the secondary schools and where necessary provide extra visits for some pupils, often supported by one of the school's Learning Mentors. If a child has a Statement of SEN or and Education Health Care Plan, secondary colleagues are invited to attend the child's annual review.

If a child who has SEND transfers to St. Andrew’s Primary School every effort will be made to ensure their transition is as successful as possible. Depending of the needs of the child, this may include careful liaison with the previous school, a multi agency meeting, support from the Learning Mentor, transition visits for the child. Depending on the needs of the child a more bespoke package for transition maybe offered to ensure a successful transition.

What is available to help my child with their education?

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

New starters to Reception class are provided with the following opportunities:

  • Visits for parents to the school during Autumn Term prior to/during the primary admissions process
  • Parent Information Evening during Summer Term before starting school
  • Class teachers visit children in their nursery setting
  • Children visit the classroom accompanied by parents in the Summer Term
  • Children visit the classroom independently in the Summer Term
  • Half days induction moving up to a full day on a Friday
  • Children and parents invited for school lunch
  • Children provided with a transition booklet including information regarding their class teacher and photos of the classroom environment
  • Additional visits may be arranged if necessary

Transition within school from class to class is supported so that the children have met with their new teachers and are familiar with the new classroom environment and organisation. This usually takes the form of several transition lessons over a few weeks culminating in a ‘Class Swap Day’ where children spend the entire day with their new class and class teacher.

It is sometimes necessary to provide children with a transition booklet including information regarding their new class teacher and photos of their new classroom environment. Additional arrangements may also be made to ease children’s anxieties during the transition process.

We work closely with the local secondary schools to provide careful support and consistency as part of the transition process. We liaise with the secondary schools and where necessary provide extra visits for some pupils, often supported by one of the school's Learning Mentors. If a child has a Statement of SEN or and Education Health Care Plan, secondary colleagues are invited to attend the child's annual review.
 
If a child who has SEND transfers to us, every effort will be made to ensure their transition is as successful as possible. Depending of the needs of the child, this may include careful liaison with the previous school, a multi agency meeting, support from the Learning Mentor, transition visits for the child. Depending on the needs of the child a more bespoke package for transition maybe offered to ensure a successful transition.

Disclaimer

Durham County Council's Families Information Service does not promote nor endorse the services advertised on this website. Anyone seeking to use/access such services does so at their own risk and may make all appropriate enquiries about fitness for purpose and suitability to meet their needs.
  • St. Andrew's Primary School

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Address: St. Andrew's Road  Bishop Auckland  County Durham

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