National Society Statutory Inspection of Anglican Schools Report
St Andrew’s Church of England Voluntary Controlled Primary schoolStonyacres
Yetminster
Sherborne
Dorset
DT9 6LS
Diocese: Salisbury
Local authority: Dorset
Dates of inspection: 23rd May 2011
Date of last inspection: 12th June 2008
School’s unique reference number: 113781
Headteacher: Paul Miller
Inspector’s name and number: Angela Sumner 580
School context
St Andrew’s Church of England Voluntary Controlled Primary School has 6 classes, of which 4 are mixed age. It is a village school and serves a rural community. There are 160 learners and 26 have Special Educational Needs. The majority of learners are of White British origin. The recently appointed Headteacher has a 0.2 teaching commitment.The distinctiveness and effectiveness of St Andrew’s Church of England Voluntary controlled Primary School as a Church of England school are good
This popular school is held in high regard by all stakeholders. The distinctive Christian ethos is evident throughout and makes a good contribution to teaching and learning. Learners receive good care and support and are encouraged to fulfil their potential within an inclusive environment based on explicit Christian values.
Established strengths
· The welcoming, supportive nurturing environment based on explicit Christian values· Dynamic and enabling leadership by Headteacher and Governors which support the Church of England foundation.
· Excellent links between school, church and wider community
· The caring approach to all stakeholders underpinned by Christian values.
Focus for development
· Governors and Headteacher should secure a formal structure for monitoring and evaluation as a church school to include all stakeholders· Develop detailed planning, monitoring and evaluation of Collective Worship to include an evidence base, and to include all stakeholders.
The school, through its distinctive Christian character, is outstanding at meeting the needs of all learners
The aims and ethos of the school are based on explicit Christian values, such as compassion, respect and honesty, and are at the centre of the school’s educational aims expressed within the mission statement ‘Living, learning and longing, within our Christian school, to make a better world.’ Christian values are evident throughout the school in practice, and are confidently and consistently articulated by all members of the school community. Learners speak enthusiastically about the safe, caring family atmosphere and express great pride in their school. Learners talk about school and church enthusiastically and with enjoyment. This is because learners are given excellent opportunities to develop their potential within a nurturing and inclusive environment which is enhanced through the strong relationship with the church. Learners confidently describe Christian symbols displayed around the school, explaining their meaning with clear understanding, for example when discussing the range of unique Christian crosses within classroom worship areas. Learners speak of the importance and impact of the school eco council relating this to stewardship of the natural environment as ‘looking after God’s world’. The school’s documentation and school environment proclaims the school’s Christian character. Learners speak enthusiastically of classroom prayer collections, reflection areas and the value of prayer in their own lives, ‘God is close to you’. Learners show a positive, open attitude and clearly enjoy religious education. Learners speak positively of the range of activities provided and appreciate that their views are valued and respected. Learners speak highly of opportunities to think and talk about their own beliefs, as well as those of others. Learners place high value on RE and speak of its importance in their lives. This provides clear opportunities for spiritual development. In the religious education lesson observed, learners were confidently able to discuss and reflect on special qualities of a prophet using appropriate religious vocabulary. Some planned opportunities for spiritual development occurred, for example in a lesson observed linking music, drama and Social and Emotional Aspects of Learning where learners reflected on their own appreciation of friendship. Established contacts between local communities, and developing contacts with national and international communities offer further spiritual development opportunities. The school’s Christian ethos of concern for others extends beyond the school itself and is evident in the charitable work done in the wider community, for example Comic relief, Harvest gifts for the elderly, and provision of resources for a school in Sudan. As a result these links between school, church and wider community support spiritual development and community cohesion.
The impact of collective worship on the school community is good
Worship has an important place within the life of the school. Learners encounter a variety of worship styles and age appropriate activities, including class, whole school and church based experiences. In worship observed an appropriate atmosphere was established by use of music and stillness. Dramatic interpretation of a biblical story based on teaching about faith, with skilful explanation enabled involvement and thoughtful responses from learners. Learners speak positively of worship and the impact in their own lives. Learners value the use of a candle or cross to help them focus in prayer and personal reflection during worship. Learners know the Lord’s prayer and sensitively speak of the value of prayer in their own lives. Learners’ participation and enjoyment was obvious in their enthusiastic singing. Learners’ positive attitude to worship was helped by reverent role models of staff.
All stakeholders speak positively of community worship activities such as Messy church because of their high level of involvement. The vicar is involved weekly in leading whole school worship, supported by a youth minister from another denomination. This enhances the learners understanding of the Anglican tradition. All stakeholders speak positively and enthusiastically of services in church, for example in taking part in celebrating major Christian festivals. Therefore learners have a good understanding of the sequence of the Church’s year. Worship is planned on weekly themes which are linked to Christian Bible stories and Social and Emotional Aspects of Learning. Good links between school and church worship leaders support and develop distinctive Christian worship. Formal monitoring and evaluation of worship is at an early stage with limited evaluation by learners. This means that the opportunity to develop further the involvement of learners in planning, leading and evaluation is not yet established. The school has identified collective worship as an area for development.
The effectiveness of the leadership and management of the school as a church school is good
The Headteacher and governors confidently articulate a clear vision based on explicit Christian values which are central to the leadership and management of the school. The vision is effectively shared with all stakeholders in many ways. For example, the Headteacher and governors show the direction of the school as a church school through the ready accessibility of all staff, school website and parish magazine. The strength of leadership and management of the school is evident in the approach and outcomes achieved by the Headteacher and governors during times of significant change and challenge. The recent appointment of the Headteacher has made impact on the confidence and wellbeing of the school community, with definite focus on further development of the school including identified areas for development. Effective, inclusive communication is evident throughout all aspects of the school, with respect for and encouragement of all. Parents speak very positively of the open and welcoming ethos of the school and they place high value on the pastoral care and support shown for all learners, and say school is ‘friendly, fun and creative’. Strong links between school, church and the wider community are evident, for example in the ecumenical after school Wednesday club, carol singing at a local nursing home, Eco-Day, together with celebration of services in church such as Education Sunday and Leaver’s service. The subject leader for religious education is enthusiastic, positive and confidently expresses a clear vision for the further development of religious education. The subject leaders’ commitment to religious education enhances spiritual development. Formal monitoring, evaluation and assessment procedures for religious education are at a developmental stage. Governors are effective and supportive through a range of activities including governor links to curriculum areas. The Foundation governor has a clear understanding of their role within the life of the school and is very effective in supporting the Church of England foundation. Governors speak of the impact and value of involvement in ongoing professional development training, for example in attending diocesan training on governors role in church schools. Governors monitor and evaluate the school as a church school informally. The Issue raised in the last inspection with regard to the Parish priest’s induction as governor has been successfully implemented. However the issue of evaluation of Collective Worship has not yet been securely addressed and continues as an area for ongoing development. The priority on school leadership and management issues such as Safeguarding, has led to self evaluation as a Church school being less developed. Consequently the Headteacher and governors have yet to secure a formal system for Church school self evaluation. This is an area for development to include all stakeholders. The embedding of a clear vision for the school and the collaborative approach taken by the headteacher and all stakeholders’ means the school has good capacity to improve as a church school.
SIAS report May 2011 St Andrew’s Church of England Voluntary Controlled Primary School Yetminster Sherborne Dorset DT9 6LS