Statutory Inspection of Anglican and Methodist Schools
Guidance for Self Evaluation for Church Schools
It is important that the Toolkit is used with reference to the National Society’s
Framework for Inspection and Evaluation of Church of England, Methodist and Ecumenical Schools and the National Society’s SIAMS Grade Descriptors
Name of school:Type of school (Primary, Secondary):
Status (VA, VC, Foundation, Academy):
Number on roll:
School’s Unique reference number:
NB Questions in red are areas which will be inspected.
Other questions are areas that inspectors may take account of during the inspection.
Prompts are included where it is felt they might be helpful.
Learners’ achievement
How well does the Christian Character contribute to the academic achievement, personal development and wellbeing of all learners?
Consider the impact of the school’s Christian values on these areas.
Make use of national data and schools current analysis of pupil progress.
How effectively does the school promote good attendance and address issues relating to poor attendance and exclusion?
Consider how strategies reflect the Christian character of the school.
Christian values
To what extent are the school’s values distinctively Christian?
Consider ways in which all members of the school community make links between Christian values and Biblical teaching.
Consider how effectively these values impact all members of the school community.
To what extent are learners able to recognise that values are important to those of other faith traditions and those of none?
Prompts / Provision / Impact of provision / Evidence of impact
Spiritual Moral Social and Cultural Development
How effectively does the Christian Character support the SMSC development of all learners?
Consider the breadth of experiences available to all learners through curricular and extracurricular activities.
Consider how well the school offers opportunities for learners to reflect on and respond to beliefs, values and profound human experiences from a range of faith perspectives.
To what extent does the school operate as a distinctive Christian community?
Relationships
How effective is the Christian character in shaping relationships between all members of the school community?
Consider how the Christian character fosters positive
relationships based on distinctively Christian values.
Consider how members of the school articulate the link between behaviour and Biblical teaching.
Consider how the school promotes personal self esteem, good work attitudes and mutual support based on distinctive Christian values.
Prompts / Provision / Impact of provisions / Evidence of impacti
Understanding of and respect for diverse communities
How effectively is the Christian character promoting an understanding and respect for diverse communities?
Consider how well learners understand the role of the church at local/national/international level.
Consider how well learners understand Christianity as a multi-cultural world faith.
Consider to what extent learners understand and respect diversity within local/national/global faith communities and social groupings.
Religious Education (this applies to all church schools regardless of status)
In what ways does religious education contribute to the Christian character of the school?
Indicate if this has been addressed in SMSC and diverse communities section.
Consider the contribution RE makes to learners SMSC development.
Consider how RE contributes to learners’ understanding of and respect for diverse faiths, cultures and relationships.
Identified areas for development:
Overall grade: 1 2 3 4
Impact of collective worship
To what extent do learners and adults engage with worship? How relevant is the worship? What difference does it make to members of the school community?
Consider ways in which worship is engaging, transforming and inspiring
Consider ways in which worship includes a range of creative elements e.g. drama, silence etc.
Central attributes of collective worship
To what extent is worship distinctively Christian and how does it set out the values of the community in a Christian context?
Consider the ways in which collective worship develops the vision and ethos of the school.
Consider ways in which collective worship contributes to SMSC.
Consider ways in which worship provides opportunities for participants to gather, engage and respond.
Consider ways in which opportunities are provided to understand the significance of festivals and practices including communion/Eucharist
Prompts / Provision / Impact of provision / Evidence of impact
The centrality of prayer
How well does collective worship develop personal spirituality within the school community through a range of experiences including opportunities for prayer?
Consider learners’ understanding
Of the nature and purpose of prayer in relation to the individual’s life and in the life of the school community.
Consider where appropriate opportunities are provided for prayer and Christian reflection outside collective worship.
Theological basis of collective worship
How effectively does collective worship enable participants to develop understanding of the Christian teaching of God as Father, Son and Holy Spirit
Consider how worship contributes to learners’ understanding of Christian concepts and beliefs at an appropriate level.
Consider the significance of the Bible in school worship.
Consider ways in which worship reflects the Trinitarian nature of Christianity.
Leadership and Management of worship
How effectively is the school community involved in the planning leadership and evaluation of collective worship?
The extent to which the school meets the statutory requirements for collective worship (see Diocesan Guidelines for Collective Worship).
Consider who is involved and the impact of their involvement
Areas for development
Overall grade: 1 2 3 4
Prompts / Provision / Impact of provision / Evidence of impact
Progress and Standards in RE
How well do learners achieve in RE?
Consider:
· standards attained by learners at end of each key stage
· progress for individuals and groups of learners
· how well gaps in performance are narrowing
· the extent to which achievement in RE is equal to or better than comparable subjects.
Quality of teaching and learning
How effective is teaching and learning in RE?
Consider evidence from observations from lessons, monitoring, discussion with learners and scrutiny of work.
Consider the extent to which learning activities address learning about (AT1) and learning from religion (AT2).
Prompts / Provision / Impact of provision / Evidence of impact
Quality of the curriculum
How effective is the RE curriculum, especially in relation to the teaching of Christianity?
Consider the extent to which the school’s syllabus reflects the NS Statement of Entitlement for RE
Effectiveness of leadership and management of RE
How effective is the leadership and management of RE?
Consider the extent to which monitoring of the quality of teaching, learning and assessment leads to an improvement in the performance of pupils.
Consider the impact of RE on effective teaching and learning across the curriculum.
The extent to which the school meets the statutory requirements for RE
Identified areas for development:
Overall grade: 1 2 3 4
Prompts / Provision / Impact of provision / Evidence of impact
Christian vision
To what extent do leaders articulate an explicit Christian vision?
NB Schools should ensure that a copy of the vision statement is sent to the inspector prior to the inspection.
Consider the impact on; standards of achievement, distinctively Christian character, well being of whole school community, ways in which the vision is shared.
Consider how effectively leaders promote the well being of all learners, particularly their SMSC development.
Evaluation and strategic planning
To what extent do school leaders secure the impact of the vision through evaluation and strategic planning?
Consider the impact of monitoring and evaluation on the school’s Christian character.
Consider how the governors hold leaders to account for the school’s effectiveness as a church school.
Consider the extent to which all members of the school community are enabled to contribute to, develop and implement the school’s distinctive Christian vision.
Consider the effectiveness of improvement plans related to Christian distinctiveness.
Prompts / Provision / Impact of provision / Evidence of impact
Consider the extent to which issues identified for development from last inspection have been addressed
Future leadership of church schools
How well have leaders prepared for future leadership across church schools?
Consider effectiveness of professional development in enhancing Christian character of the school.
Consider implementation of appropriate programme of staff development, including access to NCSL and diocesan training in church school leadership.
Consider priority given to professional development in RE.
Partnership with key stakeholders
How effective are partnerships with the local church, the deaneries, the diocese/district and the wider community?
Consider the extent to which this engagement enriches the lives of learners.
Consider the effectiveness of the incumbent/minister/chaplain/youth worker in supporting individuals and developing the schools distinctive Christian character (you may wish to make reference to the work of other members of the local church).
Consider the effectiveness of parental engagement and contribution to school life.
Identified areas for development:
Overall grade: 1 2 3 4
FROM THE EVIDENCE IN THE SELF EVALUATION TOOLKIT, PLEASE COMPLETE THESE THREE BOXES
Summary judgement:
Areas in which the school feels it does well:
Areas which the school feels it should develop further:
This form has been produced by Jane Lewis and Anne Lumb, School Advisers for the Diocese of Southwell and Nottingham
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