St Andrew’s C of E High School is a smaller-than-average community secondary school in the Worthing Area, serving around 180 pupils per year from 11-16 years old. It has recently become co-educational, having been a single-sex school previously. The 2023 Statutory Inspection of Anglican and Methodist Schools (SIAMS) report describes the school as ‘inspirational’ and a ‘shining example’, and this is clearly seen across all aspects of school life.
The school’s core values of Respect, Responsibility and Integrity are an integral part of the St Andrew’s school community. When pupils join the school, they are invited to add their handprints to the multicoloured mural at the entrance to the school. Spiritual, Moral, Social and Cultural (SMSC) education is important in the school, with collective worship and membership in one of six houses named after culturally and historically important individuals fostering a sense of diverse community. As one member of staff reflected, “The atmosphere is homely.” A diversity map has been developed to make sure that staff training, and international days/weeks are observed. Not only are students’ lives enriched culturally at the school, educational experiences, with range of activities from outdoor pursuits to visits to Legoland or Barcelona, are present in school life, with the school subsidizing costs where needed so every student is included. For high-achieving students, they are able to participate in enrichment programs like Oxford Inspire and the National Association for Education Technology (NAACE).
A sense of inclusive community is further reinforced in the school building itself. Students can purchase drinks and snacks at the Grab and Go counter or Snack Shack during first break rather than needing to wait until lunchtime. This demonstrates and understanding and respect for teenagers whose metabolisms, circadian rhythms, and social behaviours are very different from adults at times. The Lunch Club is a calm, invitation only setting for a small number of students needing a quieter space to eat and socialize. Link allows anxious students access to remote learning platforms in a quiet setting, and the Learning Base where students can access high-quality additional teaching. For students who require some time to reflect and reset during the day, the C2 Room is there, with the Head of Year offices nearby. In classrooms, supportive displays are a consistent feature; these can include posters that allow students to see the skills and topics they will cover during their educational journey. Knowledge organizers and dictionaries are readily available, as are individual laptops. Equipment checks and exchanges take place every morning during tutor time, to ensure all students are ready for the day, promoting independence and responsibility for learners of all ages. In addition, baskets are found on tables with essentials and specialist equipment, such as protractors and glue sticks, to ensure every student, regardless of background, is ready to learn.
All learners are supported and encouraged at St Andrew’s. In the words of the Headteacher, “We firmly believe that every child can achieve excellence and that every child has the right to an excellent education.” Examples of initiatives within the school include Learning Leaders, where individuals from each class are responsible for greeting visitors to the classroom and explaining what the group is learning about. Through regular discussion and monitoring, the school can identify and support learners with Special Educational Needs (SEN), English as an Additional Language (EAL), or accessing Pupil Premium (PP). They recognise that the key to true inclusive practice is making activities accessible from the outset.
Pupil passports act as guides for teachers, facilitating targeted work and structured activities aligned with students’ proficiency levels. Positive learner contributions are encouraged through inclusive practices such as ‘No hands up’ and varied assessment for learning strategies, such as the use of whiteboards, Frozone, or lolly stick random selection. A Literacy Coordinator oversees targeted interventions for less confident readers and ensures the integration of library sessions into timetable for Key Stage 3 pupils. The school sets ambitious goals through frameworks like Fischer Family Trust 5 (FFT5), fuelled by an environment of self-belief. The school prioritises high attendance and punctuality, implementing effective monitoring systems to ensure student engagement in education.
There is no doubt that staff play a crucial role in the inclusive practices of the school. Staff engage in a learning programme that works within an annual theme, that fosters both personal and academic growth among pupils. Safeguarding training is prioritised for new staff, and through work with external consultants, staff can access high quality training and support. Head of Year and tutors stay with the same group of students for the duration of their time at the school, acting as a constant source of guidance and support in their educational journey. Heads of Year communicate with other departments, as well as overseeing the academic and well-being needs of their assigned year group. The anonymous reporting app ‘toot toot’ allows students to confidently voice their concerns to key members of staff.
The staff’s commitment to the school community extends to parents too. Translation services are available for communication for diverse families, particularly during important events like parents’ evening. Weekly newsletters and streamlined communications ensure that important updates always reach parents. Platforms like Study Bugs and My Child at School (MCAS), ensure prompt responses to parental needs, whether reporting absences or accessing pupil information. Positive relationships are built
with the school through regular attendance calls and support from Heads of Year and tutors. Friends of St. Andrew’s (FOSTA) play a pivotal role in enriching school experiences, with parents organizing events, and fundraising efforts. A parent aptly described the school as “a very nurturing, encouraging school”, and this is apparent in its unwavering commitment to an inclusive and nurturing school community.
