National Society Statutory Inspection of Anglican and Methodist Schools Report

Marsh Baldon Church of England Voluntary Controlled Primary School
The Green
Marsh Baldon
Oxford
OX44 9LJ
Previous SIAMS grade: Good
Current inspection grade: Good
Diocese: Oxford
Local authority: Oxfordshire
Date of inspection: 13 January 2016
Date of last inspection: March 2011
School’s unique reference number: 123131
Headteacher: Sarah Herring
Inspector’s name and number: Alan Thornsby137
School context
Marsh Baldon is a small rural school with 66 children on roll. It serves the communities of Marsh Baldon and Nuneham Courtney, with other pupils from surrounding villages and Oxford suburbs. Following an unsettled period, the school has experienced significant changes in both staffing and governance. From September 2015 there has been an interim executive governing body. A substantive headteacher took up post at the same time. As of January 2016 all teachers are new.
The distinctiveness and effectiveness of Marsh Baldon as a Church of England school are good
·  The determination and commitment of the headteacher and interim governing body (IEB) have driven the redevelopment of the Christian vision, values and effectiveness of this church school.
·  Christian values have made substantial impact on the work of leaders, managers and staff and thus the improvement of teaching and learning.
·  The renewed vision and Christian values have furthered the sense of family within the school and wider community.
Areas to improve
·  Ensure that the Christian ethos is consistently recognised, identified and celebrated in the practice and policy of the school so that all stakeholders are able to articulate it.
·  Ensure the shadow governing body have the skills to develop, monitor and evaluate the continuing progress of the distinctive Christian character of the school
·  Further enhance opportunities for reflection and spiritual development through the introduction of spiritual/prayers areas in and out of school.
The school, through its distinctive Christian character, is good at meeting the needs of all learners
The school has an inclusive and caring ethos based in the Christian values of love, respect teamwork and courage. The displayed Bible reference to verses from 1 Corinthians chapter 15 defines the Christian ethos that gives opportunity for adults and children to share Christian love in action. Children decided that a values tree in the hall could display the names of pupils demonstrating values. They recognise the distinctive Christian character of the school, explaining that ‘Christian values are what God and Jesus want people to follow, although anyone not just Christians can show them’. As a result adults are role models that are reflected by children. Relationships and behaviour are good. Children are articulate and confident. They recognise the need for respect as well as forgiveness as part of the behaviour strategy. Staff are adamant about their Christian care and love for the children and the entitlement of every child to have the best possible education. This along with the respect of children for adults and each other has enabled great improvements to teaching and learning. Children comment ‘the improvement in school means that teachers want the best for us. They are more strict but we know the boundaries and are more able to learn because of the better teaching.’ Teaching is now judged as being good and although the size of cohorts distorts data, the current target is for all children to make age expected progress. Spiritual, moral social and cultural (SMSC) development has a high profile across the curriculum. A range of extended experiences for younger children has raised their awareness of spirituality and created a secure foundation for future development. The school has also identified the benefits of refection areas in the school to support the exploration of ‘big questions’. However, these are currently at an early stage of development Religious education (RE) is a priority area to enable pupils to understand the diversity of faith. Teachers are enthusiastic, use well produced resources and effective questioning skills. These ensure that pupils are aware of the diversity of faith and the importance of respect and friendship. They recognise that everyone has the right to their own belief but are equally aware that members of all faiths and none can share the Christian values of the school.
The impact of collective worship on the school community is good
Worship plays an important role in the life of the school, as an opportunity to come together to learn and reflect on Christian values, related to Bible quotes and daily life. Effective Worship planning by the headteacher securely links Bible stories and Christian values, Personal, Social, Health Education (PSHE) and activities in school. Planning is shared with staff and clergy This ensures that everyone understands and values the importance of the Christian ethos and its consistent demonstration across the life of the school. As a result there is a great impact on pastoral care for each other. Worship themes are introduced on Monday and developed through the week in a range of formats. Children experience a number of leaders, including staff and the clergy team. They also experience a range of worship formats, including singing praise, whole school and rewards assembly. Weekly class worship provides opportunities for age-appropriate exploration of themes and reinforcing values. It also gives older pupils the chance to deliver worship after research and planning power-point and poster resources and promotes deeper thinking and spiritual development. There is also a regular family service, which is attended by parents, extending the worshipping community of the school. St Peter’s church is used for termly festival services and celebrations. Parents acknowledge that children recognise the reverence and show respect when in church. The input of the clergy team ensures that children understand the liturgical year and recognise the fruits of the spirit. Most pupils developing an understanding of the Trinity. Pupils experience elements of Anglican worship including the lighting and extinguishing a candle to mark the time for worship, along with opportunities for prayer and refection. The school is developing areas to extend opportunities for prayer. Children have a good awareness of the life of Jesus. They recognise the importance of Christian values and can explain how Jesus used parables to share messages. The school is currently monitoring the revised practice as a basis for the reviewing the collective worship policy.
The effectiveness of the leadership and management of the school as a church school is good
The headteacher and IEB, with the input of staff, parents, children and wider community, have created a vision for a distinctively Christian school. This has ensured a secure foundation to nurture and develop the Christian ethos. Christian values are understood by everyone as driving school improvement and recognised in the daily life of the school. The vision, driven by Christian love, ensures there are high expectations for staff and children. The commitment to ‘nothing but the very best for our children’ is the heart of the school. This ensures that there is an inclusive learning situation, with good teaching that recognises the needs of each individual. As a result the majority of children are making accelerated progress. There is an established cycle of monitoring and evaluation, including learning walks and observations by the headteacher and governors to maintain the high expectations and progress. The school is in the process of recruiting a shadow governing body to ensure a secure understanding and future sustainability of the Christian ethos. Staff recognise the leadership skills and Christian values demonstrated by the headteacher in leading the school by example and providing support for everyone. This creates a professional learning situation, with mutual respect and support reflecting Christian love. Staff morale is high and as a result of effective induction procedures and training, new staff have quickly created a committed team. Policies are beginning to be evolved that fully reflect the current good practice in teaching and governance. Self-evaluation and the School Improvement Plan (SIP) recognise the Christian ethos and values. RE and worship are well led and meet statutory requirements. With links to PSHE they are recognised as a being integral to the spiritual development of everyone in school. Parents and the community are well informed of the progress in the school through newsletter from the headteacher and chair of governors. They recognise the impact of the ethos and worship on their children at home. They also comment on the positive impact of circle time and PSHE on the development of confidence and relationships. A typical comment from a parent is ‘there has been a positive impact from the staff changes. Our children are more confident and relaxed. They are happy and want to learn’. The school enjoys secure links with the church, local community and diocese, as well as the local authority, all of whom have supported the school through its changes.

SIAMS report January 2016 Marsh Baldon VC OX44 9LJ

NS 09 2013 SIAMS Inspection School Report