For more than 120 years, our school has educated children of limited financial resources through a balanced academic, social, and spiritual experience. SAS’ whole-student progressive model is tailored to meet the unique emotional, physical and educational needs of children living in poverty; and as we evolve in the 21st century educational environment with the vision of Grace Arents in mind, our primary goal is to disrupt the systemic effects of poverty by providing an innovative educational environment, inclusive of the whole family, where our students can learn and grow. We are doing this in a number of innovative and creative programs, including a special focus on the hunger, nutrition, and wellness needs of our students.
Thirty-five percent of Richmond’s children live in poverty compared to the 13.1% statewide average. The 96 students in grades K through 5 that attend St. Andrew's School (SAS), on full scholarship, live at or below 200% of the federal poverty level and 90% qualify for free/reduced lunch. Each student receives a full scholarship. Parents pay an enrollment fee of $125 for the school year. Our students come from throughout the metropolitan region, with the majority living in the City of Richmond. Our students thrive in small classes (approximately 16 students per class), a diverse student body and strong academics, as well as character education that develops self-respect and respect for others.
SAS’ educational model embraces the whole student by offering an individualized classroom education, music, health and wellness, physical activity, a school social work counselor, a rigorous after school program and a nurturing environment. Our model has been designed with intention and reflects a strong commitment to educating our students for their future.
SAS has several partners that contribute to the success of these programs. These organizations include: Camp Silver Beach, ChildSavers, FeedMore, Full Circle Grief, Girls Rock RVA, James River Chapter of Jack and Jill of America, Peter Paul Development Center, YMCA, Fingers & Forks, Lobs & Lessons, Richmond Ballet – Minds in Motion, Sports Backers, and Theater IV. Each organization has a unique relationship with the School and helps us make the school environment more conducive to learning. SAS is in the process of identifying its most crucial partners and will integrate them into a comprehensive assessment process.
program was created 5 years ago to provide mind and body enriching
opportunities for our students by extending the school day. We started out with 24 students and plan to
expand the program so every SAS student has the opportunity to be a part of the
program. In FY17, we plan to increase the program from 48 to 72. In FY18, we
plan to add the remaining students. Expanding the after-school program to every student is wholly connected to our mission and one of the first steps in executing our recently completed strategic vision. Our vision is to strengthen our program by transitioning to an 11-month calendar and access to the after-school program for very student.
Poverty has lasting effects on children and their capacity
to learn. Because of the ever-growing body of research linking good nutrition and
physical activity to positive learning experiences, SAS established a
comprehensive wellness and nutrition initiative that includes a signature
Nutrition Program (NP), a Recess Coach (RC), a School Social Work Counselor
(SSWC), regular physical activity and nutrition classes for parents. Our wellness and nutrition initiative alleviates
hunger and cultivates a commitment to healthy living. It supports learning at
school and develops healthy habits.
The initiative has three components: wellness education and support, nutritious food and physical activity. The wellness education/support and nutritious food components include individual, group work and classroom activities with the SSWC, offering hot breakfast, lunch and snack to students, offering cooking demonstrations during the after-school program, and providing families with healthy eating workshops. The physical activity component was designed with Michelle Obama’s Let’s Move initiative in mind. SAS students spend 30 minutes a day on the playground. An RC provides opportunities to play. In addition to improving physical activity and health, research indicates that the presence of an RC improves classroom behavior and the civil settling of petty disputes. We also have a School Social Work Counselor that focuses on deepening learner engagement and developing our school environment to ensure that it is supportive and nurturing.
SAS’s Music Program, including the after-school aspect, is modeled after an international youth development program founded in 1975 that uses music to support each child to feel like an asset within the community. Using the Violin as the primary instrument, the SAS Music Program was introduced in fall 2014. All students (K-5) have weekly group instruction during school hours. In addition the students have in-school performances, solos and community performances. In Kindergarten, the students are taught by ear using the Suzuki method. They meet three days per week for 30-minute sessions. For the first nine weeks, they play in a “paper orchestra” of instruments the students make themselves out of recyclable materials. In First through Fifth Grades, they use the New Directions for Strings curriculum for Elementary Orchestra, which meets the requirements for the National Standards for Music Education. These 30-minute sessions include improvisation, composition and multicultural music. During this time, they learn to play in two-part harmony, learn all chromatic notes and more complex rhythms. Over the next three years SAS’ goal is to implement the program accurately and consider adding additional instruments.
Indirect Public Support HelpIndirect public support represents revenue received through solicitation campaigns. This includes funding United Way and other federated fundraising organizations, but does not include donor designated contributions.
Earned Revenue HelpEarned revenue represents income generated in direct exchange for a product or service.Earned income includes income from government contracts.
Today, approximately 9% of St. Andrew’s School’s operating budget comes from the St. Andrew’s Association. To fully fund our program, this revenue must be supplemented with additional funding from churches, foundations, corporations, and individuals’ contributions.
In 1996, St. Andrew’s School became a 501(c) 3 organization and had their first capital campaign. They started their first annual fund campaign in 2000. Since this time, the annual fund has more than quadrupled.
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