Statutory Inspection of Anglican and Methodist Schools (SIAMS)

Self-Evaluation Model

Introduction
Schools are asked to undertake their ownself-evaluation in order to prepare for SIAMS. Inspectors will ask schools to send them their self-evaluation when they contact the school, normally about a week before the inspection day.

The Church of England Education Office has produced this version which schools can use, but they can choose to use any format they wish. Schools are at liberty to devise their own ways of summarising the evaluation of the school’s distinctiveness. This document is offered by the Church of England Education Office as a model which may be used in conjunction with the SIAMS Evaluation Schedule.

Schools are becoming increasingly creative in their use of self-evaluation, for example, pupil voice conversations, surveys and mind maps, in addition to more traditional forms of evaluation, to assess the impact of their school’s vision and associated values. This document seeks to allow that creativity to flourish by not being over-prescriptive; leaving much to the professional judgement of the headteacher and staff.

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, SIAMS inspectors.

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.

Evaluation should be concise and focused on impact. There is no need to repeat information that can be found elsewhere, for example, on the school’s website. The school should make use of the SIAMS evaluation schedule as a guide. 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.

Name of School: URN:

Date and grade of last SIAMS inspection:

Date and grade of last Ofsted Inspection:

School Context

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

[You may wish to comment on: School status (including any recent change in status, MAT or federation membership (add website link) NOR; social and economic circumstances; staffing changes; pupils with disabilities/learning difficulties etc.]

The Vision of the School (and associated values)

[You may wish to draw upon or include the school mission statement, values statement and/or school aims as agreed by the school community. Please note that the school’s stated vision will appear in an inspection report]

Some contextual information

Local church/parish involvement: Involvement of clergy
What charities does the school support?
Do you have links with other schools e.g. abroad?
What RE syllabus do you use? Key support resources used e.g. Understanding Christianity
Accreditation,awards and quality marks?
Links with diocese e.g. service level agreements, secondments, courses attended by staff and governors

Data box:
SIAMS requires assurance that the school is meeting the minimum academic needs of its pupils. If the school is below current floor standard please give some context. A church school should have a calling to the marginalised, please include some detail about how vulnerable groups of pupils (including the more able) are achieving in the school.

Outline briefly where standards currently are. Below Floor standards? GCSE data? Give some context
Support for vulnerable groups: Who are your significant or vulnerable groups of pupils and how is any gap between these pupils and others in the school diminishing?
Action taken / Impact and how you know it is working?

Policy checker:the list below are policies that are likely to be relevant at a SIAMS inspection. If they are not on the school’s website an inspector may request them.

SMSC
Admissions (VA only)
Behaviour
Anti-bullying inc Homophobic and associated incident logs (Valuing all God’s Children)
Equality and inclusion
RSE policy
Mental health and well being
RE
Collective worship

What is the leadership’s Christian vision for the school?
Comment on:
The theological or biblical basis of the Christian vision of the school and anyassociated values
How the vision guides your work with other schools and community partners
How you support staff and pupils in understanding your vision
What processes do you use to evaluate the impact of your Christian vision?How are governors or academy equivalents involved.
Progress on issues raised at the last inspection if appropriate
These prompts are taken from the SIAMS Evaluation Schedule where further details are found
What do you do because of your Christian Vision?
Focus on the ‘Valued added’ of being a church school, point to the things that happen because it’s a church school. Explain how these things go stem from your Christian vision. / How do you know it is working?
This should include evidence of impact. Anecdotal, observations, pupil voice and views, visitor reports, etc
The impact of your Christian vision on wisdom knowledge and skills

Spiritual development
Curriculum

Actions taken / Impact
Next steps:
The impact of the school’s Christian vision on Character Education: Hope and Aspiration

Values developing character and personal resilience (Aspiration)
Values developing wider attitudes (Hope): Courageous advocacy

Actions taken / Impact
Next Steps
The impact of the school’s Christian vision on community and living well together

Forgiveness and reconciliation; behavior and exclusion policies
Mental health and well being
Diocesan and other companion links

Actions taken / Impact
Next Steps:
The impact of the school’s Christian vision on dignity and respect

Celebrating diversity and difference
Anti-bullying including LBGT+
Relationships and sex education

Actions taken / Impact
Next Steps
Impact of collective worship SSE:
Don’t repeat information about planning and content that is available in policy and planning documents; Focus on the impact of actions taken to make collective worship more inclusive, invitational and inspiring and more central to school life.

Practice and approach
Spirituality reflection and prayer
Pupil involvement and evaluation

Actions taken / Impact
Next Steps:
The effectiveness of Religious Education VA only SSE:
Don’t repeat information about planning and content that is available in policy and planning documents; Focus on the impact of actions taken to improve the effectiveness of RE and to help develop religious and theological literacy.

RE Curriculum
Leadership and management of RE
Teaching and learning

Actions taken / Impact
Next Steps