St Andrew's School
phone: 01332 832746
headteacher: Mr Phil Harrison
75 pupils capacity: 127% full
60 boys 63%
35 girls 37%
Last updated: June 19, 2014
— Community Special School
- Establishment type
- Community Special School
- Establishment #
- OSGB coordinates
- Easting: 436982, Northing: 338574
- GPS coordinates
- Latitude: 52.943, Longitude: -1.4511
- Accepting pupils
- 11—19 years old
- Special pupils
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 11, 2012
- Region › Const. › Ward
- East Midlands › Derby North › Derwent
- Urban > 10k - less sparse
- Main specialism
- SEN cognition and learning (Operational)
- SEN priorities
- SLD - Severe Learning Difficulty~ASD - Autistic Spectrum Disorder
- Special classes
- Has Special Classes
- Sixth form
- Has a sixth form
- Free school meals %
- Learning provider ref #
- 0.2 miles Breadsall Hill Top Primary School DE214ET (226 pupils)
- 0.2 miles Da Vinci Community School DE214ET (550 pupils)
- 0.3 miles Breadsall Hill Top Infant & Nursery School DE214ET (233 pupils)
- 0.3 miles High View School and Technology Centre DE214ET
- 0.4 miles Roe Farm Primary School DE214HG (397 pupils)
- 0.5 miles Roe Farm Junior School DE214HG
- 0.5 miles Roe Farm Infant School DE214HG
- 0.5 miles St Giles' School DE216BT (91 pupils)
- 0.6 miles Beaufort Junior School DE216BT
- 0.6 miles Beaufort Infant School DE216BT
- 0.6 miles Beaufort Community Primary School DE216BT (299 pupils)
- 0.7 miles Brookside School DE215LF
- 0.7 miles Ferriby School DE215LF
- 0.7 miles Amber Valley & Erewash Support Centre DE215LF (93 pupils)
- 0.7 miles Tuition Services Co Brookside School DE215LF
- 0.7 miles Breadsall Support Centre DE215LF
- 0.7 miles KS4 Support Centre DE215LF
- 0.7 miles Derbyshire Support Centre (Alternative Provision) DE215LF
- 0.8 miles Breadsall CofE VC Primary School DE215LA (102 pupils)
- 0.8 miles Parkview Primary School DE212RQ (263 pupils)
- 1 mile Derwent Community School DE216AL (235 pupils)
- 1.1 mile Cavendish Close Junior School DE214RJ (313 pupils)
- 1.1 mile Cavendish Close Infant School DE214LY (343 pupils)
- 1.2 mile Walter Evans Church of England Aided Primary School DE221EF (349 pupils)
School and residential report
St Andrew's School
St Andrew's View, Breadsall Hilltop, Derby, DE21 4EW
|Inspection dates||5–6 November 2014|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Sixth form provision||Outstanding||1|
|Overall effectiveness of the residential experience||Adequate||3|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
Information about this inspection
| Leaders and governors are highly ambitious for |
Teachers use information about students’ needs
Achievement is outstanding because a high
Students enjoy school very much and have
the school. Their very high expectations and
rigorous monitoring of teaching have ensured that
teaching and learning are outstanding. Staff are
held very well to account for students’ progress
and have high expectations of their students and
and progress very well so that work is closely
matched to the next steps in students’ learning.
proportion of students make more progress than
expected. For example, they achieve Entry Level
qualifications, Functional Skills and sports and
leisure qualifications. Parents and carers say that
they are thrilled with the amazing progress their
excellent attitudes to learning. Their behaviour is
| The school promotes students’ spiritual, moral, |
The 24-hour curriculum is closely personalised for
The sixth form is outstanding. Students acquire
Residential students develop strong relationships
social and cultural development very well. All
students are valued and respected as individuals
and their self–esteem is very good as a result.
the needs of the students. It promotes their self-
help and life skills very well.
work–related and other key skills which prepare
them exceptionally well for the next stage of their
with staff and enjoy the residential experience.
They benefit greatly from the provision and develop
life skills that they can transfer to their homes.
| Leaders, managers and governors have failed to |
ensure that school complies with the Regulatory
Reform (Fire Safety) Order 2005. This issue
undermines the otherwise highly effective work
achieved by the school.
| A few parents and carers wish they had further |
training from the school to help them understand
their child’s learning, so that their children are able
to use their new skills at home.
- The inspection team visited 12 lessons, many jointly with members of the senior leadership team.
- A social care inspector visited the school’s residential accommodation as part of this integrated inspection.
- Inspectors held informal discussions with students during lunch, at break time and on entry to school from
transport and the residence. A meeting was held with members of the school council.
- Meetings were held with the headteacher, head of care, and members of the senior and middle leadership
teams. The lead inspector met with four members of the governing body, the local authority school
improvement officer and the teaching school alliance director.
- The inspection team considered the 32 replies to the school’s own recent parental survey. There were
insufficient responses to the online survey (Parent View). Inspectors took account of the 22 completed
staff questionnaires and the 10 replies from the school’s own survey.
- The inspectors observed the school’s work and looked at a range of documentation, including the school
improvement plan, a summary of the school’s most recent self-evaluation, the school’s monitoring of
teaching and learning, records of governing body minutes, safeguarding procedures, information about
students’ progress over time, records of behaviour (including restraint) and attendance and exclusion
figures. Inspectors looked at students’ work and spoke to them about the progress they make, and
examined teachers’ planning for groups and individual students.
|Lynda Morgan, Lead inspector||Additional Inspector|
|Peter McKenzie||Additional Inspector|
|Joanne Vyas||Social Care Inspector|
Information about this school
- St Andrew’s is a residential community special school that caters for students aged 11–19 years with
severe learning difficulties and/or autistic spectrum disorders. All students have a statement of special
educational needs or education, health and care plans. A high proportion has complex needs and the
number of students on roll is increasing, with the proportion of students with autism spectrum disorders
- There are 24 resident students and 77 day students. The residential provision, which adjoins the school on
the same campus, was previously inspected in July 2013 and found to be outstanding.
- One third of students are eligible for the pupil premium funding, which is above average. This is
government funding for pupils known to be eligible for free school meals and looked after children. The
majority of students are White British, but there has been an increase in students who speak English as an
additional language, especially from Eastern European families.
- There are 38 students based in the sixth form and the school works closely with the neighbouring daVinci
Community School. The school has also set up and established 19–25 years provision known as ‘Transition
2’ for school leavers which is now governed by a sub-committee of St Andrew’s School and funded
through Derby College. This provides the opportunity for some students to further their education and
improve life skills after leaving the school. There are significantly more boys than girls in the sixth form
and across the whole school.
- The school is led by an executive headteacher who is a National Leader of Education, and is seconded to
Ofsted. A headteacher and a head of care currently undertake the day-to-day running of the school.
- The school is a National Support School. One member of the leadership team is a Specialist Leader of
Education. The Chair of the Governing Body is a National Leader of Governance (NLG).The school
operates and takes a lead role in the alliance of mainstream and special schools known as the Derby
Teaching School Alliance. The school also does outreach work within the City of Derby and beyond.
- A number of awards are held by the school which include: School Council Bronze Award, Parental
Engagement Gold Quality Standard Mark, Nursing Award, Teaching School, and Financial Management.
What does the school need to do to improve further?
- Meet the national minimum standards for residential special schools by:
ensuring compliance with the Regulatory Reform (Fire Safety) Order 2005 (standard 7.1)
agreeing and implementing a robust system to assess and manage fire risk and evacuation across the
whole site to include the main school, sixth-form buildings and the residential provision
ensuring that records show that all students, staff and visitors to the school and residential provision are
fully aware of the evacuation procedures to follow.
- Extend best practice in the school by giving parents and carers further opportunities to attend training to
support their children’s education and development, especially in relation to how they might help their
children to use the skills they have developed at school at home.
|The leadership and management||are good|
- Senior leaders and governors have failed to ensure the school meets the national minimum standard for
residential special schools to comply with the Regulatory Reform (Fire Safety) Order 2005 (NMS 7.1). A
fire risk assessment has recently been carried out, but the school did not have a copy of this at the time of
the inspection. This issue undermines the school’s otherwise excellent and highly effective leadership.
- Leaders are highly ambitious for the students and totally committed to preparing them as well as possible
for life after school. A culture which promotes high expectations for students’ achievement, behaviour and
personal development is very well established and understood by everyone. All students are treated
equally and discrimination is not tolerated. Leaders ensure that students have the different resources each
needs to help them to succeed. As a result, all groups achieve equally well.
- Senior leaders have a clear vision for development and are continuously seeking improvement to make the
school as effective as possible. They work well together and are strongly supported by other leaders, for
instance, those responsible for departments.
- Leaders carry out rigorous checks on the impact of teaching on students’ learning. They provide clear
information to individual teachers on their performance, focusing on strengths and areas for development.
Robust objectives are set to improve the quality of teaching linked to national teaching standards and the
school improvement plan. Teaching and support staff have excellent opportunities to develop their skills
through training, enabling staff at all levels to further develop their leadership skills, or for support staff to
train as teachers.
- Thorough systems are in place for the assessment and tracking of students’ progress. The school has
worked with a group of leading special schools to moderate its assessments of students’ learning. This has
confirmed the accuracy of its data and its view of students’ progress. Inspectors’ observations of students
and scrutiny of their work confirms that this data is accurate and very well used by the school to evaluate
its work, as well as plan for individual students.
- The school ensures realistic targets are set for each student that are broken into small steps for learning
and development. Middle leaders keep a close eye on each student’s progress in key areas of learning.
The removal of National Curriculum levels has little impact on the school, as a large proportion of students
are working below National Curriculum levels of attainment, and leaders focus on progress from starting
points for all students.
- School and residential staff and leaders work extremely well together to ensure that students have
continuity of provision and care. The 24-hour curriculum is broad, creative and highly relevant to students’
needs, developing practical life skills and preparing them well for their lives ahead. From the moment
students enter the school they are supported to be aspirational and this continues as they move through
the school. For example, sixth-form students prepare snacks, which they sell to younger students. Much of
their work is accredited through Entry Level, Award Scheme Development and Accreditation Network
(ASDAN) which demonstrate their excellent progress and improving skills in personal and social
development as well as their employability.
- Residential students are positively involved in a wide range of activities within the provision. They
particularly enjoy dance, trips to the local shops, youth club and craft activities. Taking part in these
activities helps to support their personal targets in school, which leaders ensure are matched carefully.
- Personal plans are exceptionally well designed, based on a detailed knowledge of needs. This means that
all students follow programmes that help them improve their communication and numeracy skills very
well. Students engage in a wide variety of subjects, which they really enjoy, including the opportunities
they are given for playing musical instruments, singing in the choir and performing in concerts out of
school such as at the Derby Guildhall. There is an extensive programme of enrichment activities and trips.
- All students learn about life in modern Britain and British values within well-chosen topics in the personal,
health and social education programme and throughout the curriculum. Students organise events to raise
money for charities, recognising the difficulties experienced by groups of children outside of their school,
they learn about ‘Poppy Day’, explaining what the poppies they are making stand for, and enjoy learning
songs from the war. They have a very good cultural awareness and understanding and are keen to show
and explain their work on Diwali. They have a strong sense of right and wrong and are very supportive of
- The school works closely with a wide range of agencies and therapists to extend development and
learning opportunities for students. Links with daVinci Community School, Lees Brook Community School
and Bluebells enhance the opportunities that students have and students are proud to be part of these.
- The school works very closely with parents and carers, involving them and providing a regular flow of
information about their children’s learning. Parents say that communication with the school is very useful
but they would like further opportunities to engage in training at school to support their children’s learning
and development at home.
- There is a strong emphasis on physical education and highly skilled leaders ensure that all students are
fully included in lessons regardless of their difficulties. This has a very positive effect not only on their
physical development but also to improve their self-esteem and confidence. Therapists and leaders ensure
programmes are in place to support individual students. Students with particular talents are identified and
supported to develop their skills. For example, two students are competing in county athletics.
- Careers advice and guidance is exceptionally good and so virtually all pupils go on to further education,
training or employment.
- The school works productively with the local authority and this has enabled the school to refine the ways it
checks on the impact of teaching and the progress of pupils.
- The governance of the school:
– The governing body has not met its statutory duty to ensure that the school complies with the
Regulatory Reform (Fire Safety) Order 2005 (NMS 7.1). All other statutory duties are met.
– In all other respects, the governing body is well led and makes a very good contribution to the
school’s work. Its members are very active, use data extremely successfully and play a key role in
the continuous improvement and success of the school. This includes the strategic work of the
school within Derby Teaching School Alliance to deliver initial teacher training, provide training to
schools on special educational needs and school-to-school outreach support.
– The governing body ensures that the school is financially sound and members hold leaders to
account through visits and the gathering of information. They ensure additional funds are targeted
at disadvantaged students and know these students make excellent progress. They have a clear
understanding of how the school promotes tolerance and prepares students for life in modern
– Senior leaders share detailed information about the management of teachers’ performance and
governors are clear about the quality of teaching and the areas for development. They know which
staff are rewarded for their good performance and which are supported to improve.
Students’ behaviour is outstanding. Students enjoy school very much and their positive attitudes to
learning contribute greatly to their achievement. The attendance rate is improving and most absences are
for medical reasons.
|The behaviour and safety of pupils||are good|
- Students move around the site calmly and they are polite and respectful to staff, visitors and each other.
They are given appropriate responsibility; for example, they take the register or a message to the office.
Many are able to come into school from transport without support from adults and make their own way to
their classroom. School records show there is no evidence of any bullying. This is because staff know and
value students as individuals and they, in turn, learn to recognise their difficulties and disabilities and treat
one another with kindness and respect. This was especially evident during school choir as they
encouraged two students who sang a duet and then as the whole group learned the song, ‘It’s a long way
to Tipperary,’ together.
- Residential students are encouraged to make decisions and choices. They practise new and established
personal skills throughout their stay, which enables them to successfully move on to adulthood.
- Break and lunchtimes are very well organised and supervision is excellent. Students show good manners
and develop good social skills, which they learn to apply on their community visits and in their shared
work in the school. Activities are varied and resources are used creatively to ensure all students are
included in activities productively. There are many opportunities for physical activities to improve co-
ordination and movement.
- Students make considerable strides in their social development and their confidence in being with others.
Those whose special needs mean that they might have challenges with their behaviour make marked
gains in their ability to manage this and to think about the impact of their behaviour on themselves and
others. This is because staff are experts at managing students’ behaviour and supporting their personal
development. Students show huge concern for each other when someone is distressed and great pleasure
in each other’s successes.
- The school’s work to keep pupils safe and secure is good.
- The school’s fire risk-assessment has recently been updated, but the school did not have a copy of this at
the time of the inspection. However, the assessor has assured the school at the time of the inspection that
the buildings are safe.
- Staff discuss the fire evacuation procedure with each residential student every half term and check their
understanding. However, the records for this activity do not demonstrate that residential students have a
good understanding of fire evacuation procedures.
- In all other respects, the safety of students is of an exceptionally high standard. The school provides high
quality care and support and students say they feel safe. They have trusting relationships with staff. As
students grow older and develop their personal skills the school does all it can to make them aware of
how to keep safe. It carries out thorough risk assessments for activities that take place in the local
community and ensures students learn about computer safety.
- The school is particularly successful in creating an environment in which students who have learning
needs that might make them fearful of change or of new activities, feel safe to learn and ‘have a go’. This
is because of the trusting relationships they swiftly develop with teachers and because of the routines,
resources and prompts that the school puts into place to reassure students.
|The quality of teaching||is outstanding|
- Teachers are highly knowledgeable about the learning needs of the students and how best to support
their development. They are highly skilled in seizing opportunities to support students’ communication and
early reading and mathematical skills and making learning fun.
- Music, finger rhymes and stories all engage students’ interests and enthusiasm and promote their interest
in sounds, words and numbers. Each success is built on and celebrated carefully so that students are
spurred on to try their best for their teachers. As a result, students make outstanding progress in their
reading, writing and mathematics skills.
- Lessons are exceptionally well planned so that activities closely reflect the next steps in students’ progress
and their individual targets, and thus support their movement towards these extremely well.
- Support staff are highly effective in developing students’ basic and personal skills. They have excellent
relationships with students and know exactly when to provide challenge and when to give support.
- The school has very-well-developed methods for promoting students’ communication skills. As a result, all
students are fully involved in all activities on offer in the school. Staff use a wide variety of approaches to
help students understand, including signing, pictures, objects and symbols. Resources are carefully
selected, including use of computers and other technological aids, to make the most of their engagement
with learning. For example, in an English lesson students confidently took on the role of newspaper
reporters interviewing the support staff and recording the questions and answers in preparation for a visit
to a local newspaper.
- Students who have additional learning needs such as autistic spectrum disorders or more complex needs
make outstanding progress because all staff are very well trained in the different techniques that will
support their learning. Music, for example, is used extremely well to promote listening and to help
students to understand that activities are to start and end. Signs, symbols and key words are used highly
effectively to help students to identify what they must do next.
- Teachers and support staff have high expectations and this enables all students to make exceptionally
good progress. Despite the considerable barriers to learning that some students face, they are encouraged
and motivated to achieve their goal. Staff support students to have aspirations.
- Residential care staff work closely with teachers to provide seamless learning opportunities across the
school and residential provision for each student. They are all highly skilled in communication, enabling
residential students to achieve very effective outcomes in their personal targets and to develop self-help
skills and self-esteem as a result.
|The achievement of pupils||is outstanding|
- Achievement is outstanding because a very high proportion of students make better than expected
progress in reading, writing, speaking and listening and mathematics. This and the exceptional progress
they make in their personal development and life skills prepare them well for the next stage in their
learning. Students achieve very well on their vocational qualifications including those in bricklaying,
painting and decorating, and animal care.
- The school’s data, students’ books and folders (especially their detailed learning journals) and
observations of the impact of teaching on students’ learning over time demonstrate that students are
making exceptionally good progress from their starting points on entry to the school. This means that by
the time they leave they have achieved outstandingly well.
- Year 11 and sixth-form students also make outstanding progress and achieve a variety of awards and
qualifications including vocational qualifications. They also make very good progress in work-related
learning and life skills, because of the ways in which they are supported to practise these. For example,
students who serve in the café use their skills to count money and check change. Students are
encouraged to develop their enterprise skills from entry to the school in Year 7, helping them to develop
confidence in their learning and providing them with meaningful and highly realistic goals to achieve.
- Different groups of students, including boys and girls, those who speak English as an additional language,
minority ethnic students, those with autistic spectrum disorders and those with highly complex needs,
make equally good progress because they are given tasks which challenge their learning at exactly the
right level of difficulty.
- More-able students make outstanding progress and some gain Entry Level qualifications, for example in
mathematics and technology, or Functional Skills accreditation in a range of key skills. They achieve so
well because the school is swift to identify their promise and the courses that will enable them to succeed.
- Students attending daVinci Community School, or who have work-related opportunities within the
community, access a range of courses to match their personal interests and abilities and achieve very well
on these, including courses such as sport and leisure and small animal care. Lees Brook Community
School and Bluebells also provide some of these courses.
- Disadvantaged students, including those who receive support through pupil premium funding, make at
least as much progress as others.
- Residential students achieve at least as well as those who are not residential. They are encouraged to self-
assess taking into account their achievements in relation to the 24-hour curriculum.
|The sixth form provision||is outstanding|
- Students in the sixth form achieve exceptionally well and the school does everything it possibly can to
prepare them for the next stage of their lives. Learning programmes are matched extremely well to the
aspirations of individual students and the way they are prepared for life after school is exemplary.
- The curriculum provides students with exceptionally good opportunities to develop their personal and
learning skills. They take part in work-related activities and work experience in the local community to
increase their independence and employability.
- Students have good opportunities to work with daVinci Community School and to move onto ‘Transition 2’
the 19–25 provision set up by the school, governed by a sub-committee of St Andrew’s School, and
funded through Derby College. This gives them access to additional facilities, promotes opportunities to
socialise with mainstream students, and supports their increasing confidence. Transition into college is
introduced early on and visits arranged. The school’s careers programme is very well developed.
- Teaching is outstanding and work is very well matched to students’ individual needs. Achievement is
tracked very closely to make sure students meet their challenging and aspirational targets. Teachers keep
these next steps targets in mind and are very focused on supporting students’ skills and knowledge so
that they can achieve them. They make highly effective use of a range of communication methods to
enable students to make choices and to succeed in these.
- Behaviour and attitudes of students in the sixth form are outstanding. Students are confident, helpful,
cooperative and very supportive towards one another. They engage in their activities with great
enthusiasm and really enjoy showing their work, in which they take great pride.
- Rigorous systems are in place to ensure students’ safety in all activities, both in school, in residential
provision and within the community. This includes work to support travel training to enable students to
become more independent.
- Leadership and management of the sixth form are outstanding. The school works tirelessly to continue to
improve and develop opportunities for students.
|Outcomes for residential pupils||are outstanding|
|Quality of residential provision and care||is outstanding|
|Residential pupils’ safety||is adequate|
|Leadership and management of the residential |
- The school has failed to ensure it meets the national minimum standard for residential special schools to
comply with the Regulatory Reform (Fire Safety) Order 20053 (NMS 7.1). This means that the leadership
and management of this provision is adequate, even though there are strengths in other elements of its
- The outcomes for residential students are outstanding because the 24-hour curriculum provides such
excellent opportunities for students to develop their social and emotional skills. Targets are clearly linked
to educational targets to offer a valuable learning experience. Excellent partnerships between school and
residential staff ensure that expectations are consistently high and enable outstanding progress.
- Students receive excellent induction into the residential provision. Activities are introduced at a pace which
students can tolerate. Staff work closely with families to enable students to make exceptional progress.
Some parents felt they would like to be involved more in school and would like to be invited to more
- The school’s inclusive ethos and underpinning philosophy is strong throughout the provision, ensuring
residential students are in a supportive and nurturing community within which they are valued. An
external professionalsaid ‘The school is very welcoming.’
- Residential students say they enjoy their meals. They are provided with a variety of meals and encouraged
to eat a healthy diet. Staff and residential students eat together and enjoy a sociable and relaxed meal.
They are encouraged to get involved with the preparation and cooking of meals and all residential
students help with shopping.
- Medication is generally managed safely and stored securely. However, administration procedures could be
- The residential environment consists of three areas; one of which is within the grounds of the school,
known as The Bungalow. This houses a small group of residential students who are ready to take the next
step towards independence. Bedrooms in all areas are individual and highly personalised. Students like
their rooms and some bring in personalised items such as quilt covers. All three areas are homely, bright,
well maintained and clean.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it is not |
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is failing |
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
|Grade 1||Outstanding||A school which provides an exceptional quality of care and significantly |
exceeds minimum requirements.
|Grade 2||Good||A school which provides a high quality of care that exceeds minimum |
|Grade 3||Adequate||A school which meets minimum requirements but needs to improve the |
quality of care it provides.
|Grade 4||Inadequate||A school where minimum requirements are not met and the quality of |
care has serious weaknesses.
|Unique reference number||113048|
|Social care unique reference number||SC053344|
This inspection of the school was carried out under section 5 of the Education Act 2005.
The inspection of residential provision was carried out under the Children Act 1989, as amended by the Care
Standards Act 2000, having regard to the national minimum standards for residential special schools.
|Type of school||Special|
|School category||Community special|
|Age range of pupils||11–19|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||101|
|Of which, number on roll in sixth form||38|
|Number of boarders on roll||24|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 January 2012|
|Telephone number||01332 832746|
|Fax number||01332 830115|