Statutory Inspection of Anglican and Methodist Schools (SIAMS)

Self-Evaluation Model Document

Revised version February 2013

Adopted and amended by the xxxxxxxxxxxx Diocesan Board of Education

Some background information

In September 2011 the Ofsted SEF was withdrawn and the way in which schools express their self-evaluation is now left to the professional judgement of the school’s leaders. Between 2005 and 2012 the National Society Toolkit has been the document in which church schools have expressed their distinctive Christian character. The new SIAMS Evaluation Schedule has now made the Toolkit redundant and there is strong evidence to suggest that church schools are looking for less bureaucratic and more meaningful ways of describing their evaluations.

Self-evaluation of a church school’s distinctiveness remains as important as ever and schools are encouraged to be creative as they seek to demonstrate the impact of their Christian character on the daily life of the school. The completion of a self-evaluation document can be helpful to teachers, governors and, of course, school inspectors.

Schools are becoming increasingly creative in their use of self-evaluation using, for example, photographs, mind maps and Christian values, in addition to more traditional forms of evaluation, to assess the impact of their school’s character. This document seeks to allow that creativity to flourish by not being over-prescriptive; leaving much to the professionalism of the headteacher and staff.

The main focus of a successful evaluation should always be on the impact. Whilst schools are rightly proud of the things they have provided for their children it is the difference which is made by this provision which really matters.

Church school inspectors will not expect this document to tell the whole story of a school and schools should not feel under pressure to do so. The inspector will gather a range of on-site self-evaluation evidence which may include annotated collections of photos; mind maps; class reflection books etc. This, together with discussions, observations and other documentation will enable inspectors to assess the accuracy of the school’s own evaluations.

Schools are at liberty to devise their own ways of summarising the evaluation of the school’s distinctiveness. This document is offered by the National Society as a model which may be used in conjunction with the Inspection Evaluation Schedule (February 2013).

Religious Education

The new inspection framework includes an evaluation of the impact of RE on a school’s Christian character in both voluntary aided and voluntary controlled schools. This is included under Core Question 1.

An increasing number of voluntary controlled schools have also been completing the self-evaluation for religious education in Core Question 3. This is to be welcomed and encouraged.

Name of school: xxxxxxxxxxxx C E Primary School

URN:

Date of the last Section 48 inspection: 10th & 13th November 2008

SCHOOL CONTEXT

This is an opportunity for you to provide a few bullet points to explain the context of your school.

xxxxxxxxxxx C E Primary School is a small voluntary controlled village primary school with 108 pupils on roll.
The school is almost split into two sites. The original part of the school, with an extension, houses the office, staff room and foundation and KS1 classrooms. This part of the school is in a conservation area of the village and is the only part of the school seen as you drive through the village. The second part of the school is hidden from view and comprises of mobile buildings which house KS2 and the school hall. Also in this area is a playground, pond, growing area and large field which has a trim trail and tyre park on it. The large grounds mean that children have the space for the whole school to interact together at lunch times.
The majority of children are not from the catchment area and are mainly resident in xxxxxxxxxxxx. Currently only eleven families reside in the catchment area.
Some of the awards the school has received are the Enhanced Healthy Schools award, the Active Mark, the Basic Skills award, gold Arts Mark status and platinum SingUp award. We also have a full ISA, a range of e-twinning awards and are currently involved in a two year Comenius project.

THE VISION AND VALUES OF THE SCHOOL

Mission Statement
Care and Achievement through Teamwork
Rationale
Our mission statement and aims for the pupils. Parents/carers, staff and governors of xxxxxxxxxxxxxxxxxx CE Primary School seek to reflect the beliefs and values of the school and the Christian community of which we are a part.
Aims
Care
Always care for and respect ourselves, others and our environment.
Achieve
Have high expectations of ourselves and others to help us achieve our full potential.
Make the most of the opportunities provided to develop and use a range of learning skills.
Make informed and considered decisions
Teamwork
Work together as a team positively and effectively

SUMMARY

In about 50 words please summarise the distinctiveness and effectiveness of your school as a church school.
C E Primary School is a caring school which has a strong family atmosphere. Children are very supportive of one another and older children support younger ones in school, both formally in their first few weeks in school and informally throughout the year. Behaviour standards are high and children have high moral standards. They are concerned for the welfare of others both locally and in the wider world.
PROGRESS IN ADDRESSING THE FOCUS FOR DEVELOPMENT IN THE PREVIOUS INSPECTION
Focus for development 1: Develop a programme for the formal monitoring and evaluation of collective worship involving pupils, staff and foundation governors
(Relates to core question 1 2 3 4)
Action taken / Impact
Formal monitoring visit by foundation governor taken place
Decision made that frequent informal talks with children were more effective than formal monitoring / Children are more confident at leading collective.
Children more involved in selecting songs
Children lead prayers
Singing assemblies enable new worship songs to be learnt in order to enhance the worship
Focus for development 2: Provide support to foundation governors to empower them to bring a focus on the school’s Christina ethos
(Relates to core question 1 2 3 4)
Action taken / Impact
Foundation governors have undertaken governor training
Two foundation governors, the incumbent and the children and schools work co-ordinator both spend time in school, they are well established and have an excellent understanding of the school.
A new foundation governor has recently been appointed and a mentoring program is in place to enable her to effectively fulfill the role / Two of the foundation governors regularly lead collective worship in school
Foundation governors are effective in providing support and challenge for the school.
The Christian ethos of the school underpins decisions made at governors meetings.
CORE QUESTION 1
How well does the school, through its distinctive Christian character, meet the needs of all learners?
SCHOOL SELF EVALUATION: Good
School evidence based on pupil outcomes:
Comment on:
·  Learners’ Achievement
·  Christian Values
·  Spiritual, moral, social and cultural development
·  Relationships
·  Understanding of and respect for diverse communities
·  Religious Education
Reasons for the grade (impact and provision)
Attainment and achievement is very good in school with an average of 14+APS progress is 2013. Children have a very positive attitude to learning. Learners have high expectations of themselves and know how to be an effective learner
As a result of the ethos of the school there is a caring attitude throughout the school. Visitors often comment on how polite and well behaved the children are. This attitude is also evident when children are engaged in activities away from the school premises. For example for a walk around the village one resident, who talked to the children on a chance encounter, telephoned the school to say how impressed he was with the children. The children often volunteer to help one another and staff. At lunch times the older children can often be observed supporting and caring for the younger ones.
A key feature of the school is the opportunity for parents to talk informally to staff both before and after school. This is often quite informal and helps to develop a feeling of mutual trust and respect. Many minor issues and problems are able to be dealt with this way enabling prompt action to be taken and positive outcomes reached.
Children enjoy coming to school and attendance is good. If a child is absent, and no message has been received, the office manager will phone to find out the reason for an absence. There have been no exclusions at the school. There is good provision in place to enable all children to reach their full potential. Progress is carefully monitored and then measures are effectively put in to place to enable any child falling behind to make effective progress.
Learners have regular opportunities to reflect on their learning and to think about how their own actions and beliefs affect other people. Learners are taught to think and question in order to develop their own beliefs and values.
The school has good developing international links and has obtained various quality labels as well as the full International School Award. Currently we are undertaking a Comenius Project. This work has enabled children to develop a greater understanding of other communities.
The school follows the Leicestershire Diocesan Syllabus for RE which ensures that a breadth of religions is taught.
Key Strengths
·  The school mission statement of Care and Achievement through teamwork is evident throughout the school. This is seen in the way that adults and children conduct themselves around the school and also in the way in which they learn and the evidence of learning in displays and books.
·  Very good relationships within the school and also with the local community.
·  A “family atmosphere” where each child is known by each member of staff due to the small size of the school.
·  Outstanding learning attitudes which can be seen in all classrooms.
Development points
·  As part of the whole school curriculum review, review the RE curriculum.
·  Continue to promote positive attitudes.
·  Build on links made with other faith communities.