St Andrew's School

Last updated: 10/09/2020



St Andrew’s School is a co-educational Independent prep school for children aged 3-13 years. St Andrew’s offers an exceptional all-round education set in delightful Berkshire woodland. The school provides high standards in academic teaching, along with specialist sport & music teaching all allied to our outstanding pastoral care. The Pre-prep department has approximately 90 children from Nursery to year Two taught in small classes where each child’s learning journey is catered for in a fun, exciting way.

Who to contact

Contact Name
Carolyn Reeves
Contact Position
0118 974 4276
St Andrew's School

Where to go

St. Andrews School

Other Details


Please see website for details of fees

Inclusion Information

Dietary Needs

Has Provision
we can cater for all dietary needs.

Childcare Information


Immediate vacancies
We have space in our Nursery where children can attend the September after they have turned three. We are flexible as to the number of days and sessions children attend. Currently there are spaces in the following year groups, Nursery, Reception and Year One.
Date updated

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

Are you intending to provide 30 Hours?
Are you registered to provide 30 Hours?

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:15 15:30
Tuesday 08:15 15:30
Wednesday 08:15 15:30
Thursday 08:15 15:30
Friday 08:15 15:30

School Pickups

Offers pickups

Local Offer


We can support children with some additional needs through our Learning Skills department and with the reasonable adjustments in order for the child to access the full St Andrew's curriculum. All individual needs will be discussed in the admissions process. 

SEN Provision Type
Moderate Learning Difficulties
Local Offer Age Bands
1 to 4
5 to 7
7 to 11
12 to 14

Early Years Private, Voluntary & Independent Settings

1: How does the setting identify children with additional needs or SEND?

Early Years staff work closely with the Learning Skills department to make early identification for children that are needing extra support. We recognise that early intervention, assessment and provision are essential for any child with Special Educational Needs and/or Disabilities, and through an individual play plan we can support and carefully monitor progress with parental input. At an additional cost, the school has access to a Speech and Language Teacher, Occupational Therapist and Educational Psychologist.

2: How will I be informed / consulted about the ways in which my child is being supported?

We will invite parents in to discuss as soon as an area of need has been identified. We will discuss what the school can reasonably provide and gain parental support in moving forward with a differentiated program or further assessment. If a pupil requires support beyond normal classroom differentiation, an individual plan will be constructed by both home and school with measurable targets and dates agreed for review. If a higher level of adult support is needed long term, this will be at additional cost.

3: How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?

Children in Nursery and Reception follow the Early Years Foundation Stage Curriculum. Their progress is recorded in individual learning journeys. We believe young children learn best when they are actively engaged in their play and we can flexibly tailor our provision to meet the needs of the child to ensure they are achieving their milestones. The year in Nursery focuses on the three core areas of Personal Social and Emotional Development, Communication and Language, and Physical Development. In Reception there is an equal balance with the four prime specific learning areas of Literacy, Mathematics, Understanding of the World and Expressive Art and Design.

4: What teaching strategies does the setting use for children with additional needs or learning difficulties?

For children with additional needs, the class teacher will plan a specific program alongside the SENCO relevant to the child's stage of development which is adapted when new information is acquired or progress has been made. Professional opinions are sought and advice followed.

5: What additional support does the setting provide for children with additional needs or SEND?

We have small class sizes which enable all children to receive some individual support within the day. There are Teaching Assistants working in Early Years who provide limited 1:1 support for short periods of time. The school SENCO oversees the Individual Play Plan and liaise with teachers; However if extended adult support is required for a child to attend our setting and access our provision above the reasonable adjustment, there is an additional cost to parents for 1:1 TA support.

6: How will the setting monitor my child's progress and how will I be involved in this?

This is done both formally and informally at regular intervals. There is a regular dialogue between the SENCO, class teacher, parent and pupil to enable the child to make best progress and access the full curriculum.

7: How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?

When going out on school trips the pupil to adult ratio is always adhered to and a full risk assessment is carried out. If appropriate the parent may be asked to join the trip.

8: How accessible is the building for children with mobility difficulties / wheelchair users?

Most of the Pre-prep department is accessible with ramps and wide exits for rooms. Although the Early Years toilet facilities are large enough for changing, there are no showering facilities in the Pre-prep building. The Prep school is a listed Victorian building and there are many stairs up to classrooms. Alterations will be not possible in this building and access is very limited to children with mobility issues.

9: How will you support my child's transition to a new setting or school?

The handover between teachers at the end and beginning of a school year is always planned for. There is a transition programme in place to enable all parties to become familiar with new procedures. If a child moves to us from another setting, then we ask for a report to be sent which could be followed up by staff having a telephone conversation to get further information. The SENCO plans for future support and will continue to be involved in supporting the child throughout their time at St Andrew's.

10: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?

For pupils on the SEND register, staff continually review the pupil's progress and targets with parents who are consulted with before any changes are made.

11: Who should I contact if I am considering registering for a place at the setting?

Further details can be found on our school website: Contact the school Registrar Carolyn Reeves: The Early Years SENCO is Mrs Tanya le Roux:

12: What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?

St Andrew's pride itself on good communication with parents, and staff will always be the first port of call for any questions, compliments or complaints. If parents do have a complaint they can expect it to be treated seriously by the school in accordance with a set procedure: Stage 1: informal resolution Stage 2: formal resolution Stage 3: panel hearing

West Berkshire Council do not promote or endorse any of the services listed in this Directory. For more information on this please read our disclaimer.

Back to top of page