St Andrew’s CofE Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of St Andrew’s CofE Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding St Andrew’s CofE Primary School.

To see all our data you need to click the blue button at the bottom of this page to view St Andrew’s CofE Primary School on our interactive map.

About St Andrew’s CofE Primary School

Name St Andrew’s CofE Primary School
Ofsted Inspections
Headteacher Mrs Wendy McKinnon
Address Mardale Avenue, Orford, Warrington, WA2 9HF
Phone Number 01925630497
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 207
Local Authority Warrington
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at St Andrew's thrive in the warmth and kindness that threads through the work of staff and leaders.

Pupils are courteous. They proudly uphold the school values. Pupils have a strong sense of purpose and they are enthusiastic about their learning.

All pupils, including pupils with special educational needs and/or disabilities (SEND), achieve well. They reach leaders' high expectations for their academic success.

All pupils are welcomed and included at the school.

They learn to support each other, celebrate differences and to understand the meaning of respect. Pupils feel part of the school community. For example, they enjoy the school, which are full of singing and celebration.

Many pupils take on leadership roles, such as subject champions, to support other pupils' learning. Pupils spoke about the importance of showing impeccable behaviour, and this is evident in their conduct. They respond well to teachers' and leaders' expectations.

Behaviour around school is excellent. Pupils are calm and happy in school. On the rare occasions when bullying happens, leaders act quickly to resolve issues.

This helps pupils to feel safe.

Many pupils take part in a range of clubs, including the reading club. The yoga sessions help to develop pupils' understanding of how to maintain healthy bodies and minds.

Some pupils spend time taking part in a programme to further develop their skills in self-confidence and resilience.

What does the school do well and what does it need to do better?

Leaders, including governors, have successfully addressed the issues raised at the previous inspection. Leaders have carefully considered the content and structure of the curriculum that they want pupils to study.

This ensures that pupils achieve well across a range of subjects. In the early years, leaders have ensured that the curriculum is rich in language. They have designed the early years curriculum carefully so that children leave the Reception Year well prepared for their next stage of learning.

Leaders have ensured that staff benefit from regular training so that they deliver the curriculum well in most subjects. Teachers check what pupils have remembered over time and they use assessment information effectively to identify any misconceptions that pupils may have formed. However, in a very small number of subjects, the curriculum is not being implemented as well as leaders intend.

This means that some pupils have gaps in their knowledge.

Leaders have implemented a rigorous approach to early reading. Staff start teaching children letter sounds as soon as they join the Reception class.

Pupils quickly become fluent, confident readers. Children in the early years and pupils in key stage 1 read books that are matched to the sounds that they know. Pupils who need additional support receive help quickly from staff who specialise in early reading.

Older pupils talked with enthusiasm about reading. Pupils are proud of the school reading champions who recommend books to other pupils.

Pupils show a thirst for knowledge.

They delight in making links across their learning. Pupils' excellent attitudes to their education mean that there is no disruption to learning. This highly respectful behaviour means that classrooms from the Reception Year to Year 6 are purposeful and productive.

Leaders are relentless in making sure pupils attend school regularly and on time.

Teachers identify pupils with additional needs, including SEND, quickly and put in place the support that pupils need. Pupils with SEND benefit from the full curriculum alongside their peers.

Pupils learn about cultures different to their own and understand the importance of accepting people different to themselves. Pupils benefit from the '50 things' activities that leaders have carefully crafted to enhance their personal development. Leaders ensure that pupils take part in a broad range of rich and diverse experiences to better understand the world around them.

For example, the school council takes an annual trip to the Houses of Parliament to experience democracy in action. Despite the well-considered programme for teaching pupils about life in modern Britain, some pupils have gaps in their knowledge. For example, their understanding of fundamental British values is not fully developed.

Governors are clear on the school's priorities. They support and challenge leaders' work effectively. Leaders are highly supportive of staff's workload and well-being.

Staff are extremely positive about working at St Andrew's and value the thoughtful, caring support that they receive from leaders.


The arrangements for safeguarding are effective.

Leaders and governors place a high priority on safeguarding pupils.

They ensure that staff are knowledgeable and well trained in how to keep pupils safe. Staff know how to report and record any concerns about a pupil's well-being and do so in a timely manner. Leaders strive to support families and ensure that the right support is in place for potentially vulnerable pupils.

Leaders keep thorough records of their prompt actions to keep pupils safe.

Leaders ensure that, through the curriculum, pupils know how to keep themselves safe, including when they are online. Pupils know to report any concerns to a trusted adult.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders' programme for promoting pupils' personal development does not help some pupils to fully understand the meaning of fundamental British values. This means that they are not as prepared for life in modern Britain as they could be. Leaders should ensure that pupils gain a stronger understanding of fundamental British values to ensure they are fully prepared for the next steps.

• On occasion, in a very small number of subjects, staff do not implement leaders' curriculum as fully as it is intended. As a result, some pupils have gaps in their subject knowledge. Leaders should ensure that staff implement the curriculum fully so that pupils build a deep body of knowledge over time.

  Compare to
nearby schools