SIAMS Support Pack

for primary & secondary schools/academies

Diocesan Board of Education October 2013

Living Worship Growing Disciples Seeking Justice

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Contents Suggestions for completion of a SIAMS Toolkit for Church School improvement in the Diocese of Southwell & Nottingham........................................... 3 Primary Schools: Collective Worship Observation and Monitoring Record............... .7 Secondary Schools: Collective Worship Observation Form Pro-Forma..................... 9 Judgement grades for collective worship..................................................................11 RE observation form...................................................................................................12 Criteria for judging an RE lesson.............................................................................. 14 Self evaluation grade descriptors tables...................................................................15 Specimen parent questionnaire.................................................................................23 Specimen pupil questionnaire...................................................................................24 Specimen student questionnaire...............................................................................25

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Suggestions for completion of a SIAMS Toolkit for Church School improvement in the Diocese of Southwell & Nottingham

The SIAMS toolkit aims to support a programme for continuing school improvement in our diocesan schools. Key elements will require annual review, whilst others can be considered within a three-year cycle depending on the stability of staff and governors. Stakeholder involvement

Identify sections for governors, teachers and clergy to develop Meet with governors to review sections of the self evaluation and gather

evidence Inclusion of other stakeholder views through parent and pupil questionnaires

(see diocesan website www.southwell.anglican.org Sections to be reviewed annually

Standards in RE: measured against Local Agreed Syllabus level descriptors and national data for GCSE and AS/A2 examinations; using agreed key assessment tasks (linked to levels) as the basis for exemplifying standards in work sampling and portfolios of work

Collective Worship (planning, monitoring and evaluation) Sections to be reviewed at least alternative years

Partnership with clergy and church community Mission statement with all staff (including support staff) Staff relationships Pupil relationships Behaviour Other areas in the SIAMS

Senior Management Team

Includes governors especially foundation governors Collate all the evidence Identify areas for the SIP

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Distinctive Christian Character Possible evidence: Visual

Entrance (welcome from pupils/secretary) Signs and symbols Mission/Vision Statement in the entrance hall and prospectus/website Displays, prayers and reflections valuing children’s work Information about charity work Care of school environment

Community

Respect for all Good relationships and pastoral care of staff and pupils Standard of behaviour reflect Christian values Prayers for staff/pupils/governors Links with local Christian community Visitors to the school are made to feel welcome and valued Pupils are happy and motivated and understand what it means to be a church

school School organisation

Leadership vision and management style are informed by Christian values Policies all reflect Christian values Welcoming of other faiths and cultures The school is properly inclusive The Christian ethos is recognised in all reports (including governor and head

teacher reports)

Learning All children achieve their potential – data of recent cohorts of children Global awareness of Christianity Race, creed and disability are not barriers to inclusion and learning Spiritual development is across the curriculum Staff training in awareness & understanding of being part of a church school School curriculum framework-in what ways is the curriculum built on a Christian

Foundation? Does the curriculum planning look different?

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SMSC Spiritual: discovery of God the Creator, of an ‘inmost being’ and of the wonder of

the environment, awareness of self, others, the world

Moral: teachings of Jesus, moral codes, a foundation stone on which pupils can make decisions and build their lives (values and beliefs)

Social: an understanding of what it means to live in a Christian community Cultural: an understanding of Christianity as a worldwide, multi-cultural faith; an

understanding of other faiths and cultures

Collective Worship Possible evidence:

Talk to pupils Talk to staff Talk to foundation governors Talk to incumbent Talk to parents Scrutinise the collective worship policy Check the school prospectus/website Scrutinise examples of planning to establish provision and legal requirements Scrutinise records of collective worship/visits and visitors Explore the staffing provision CPD in planning/leading collective worship Scrutinise the budget for collective worship Check the cross curricular links Check withdrawals

Religious Education Possible evidence:

Talk to pupils Talk with the subject manager. Work together on the RE section of self

evaluation. With the subject manager look through the subject file ensuring it is up to date

with relevant scheme of work etc Talk with the RE governor/parish clergy Talk with parents or outcomes from parental questionnaires The school prospectus/website RE policy documents Scrutinise the school improvement plan – where is RE mentioned? How does it link to other areas of school improvement Monitoring of RE lessons (observation notes/forms)

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Check the provision of RE for legal requirements/timetables Check withdrawals Scrutinise teachers’ planning to include learning outcomes and opportunities for

assessment Exemplars of levelled work across key stages and year groups GCSE/A level examination results (secondary) Records of interviews with pupils or outcomes from pupil questionnaires Scrutiny of work Class/school displays on RE Photographic evidence CPD for RE subject leader and those new to church schools Lists of visits and visitors Links with other agencies Cross-curricular links Opportunities for SMSC Resources/staffing/qualifications Budget Links with clergy, the parish and the diocese

Leadership and Management Possible evidence: Ofsted SEF The school prospectus/website The school mission statement/vision statement Discussions with pupils/staff/support staff/foundation governors/pupils/parents SIP – how does this reflect the distinctive Christian leadership of the school Performance management documentation Policy documents for behaviour and discipline/inclusion and diversity/ Pastoral

care/ SEN/ gifted and talented pupils/ Sex education/ PHSE Attendance/ suspensions/ exclusions Pupils assessment Displays Church/ parish/ diocesan links Parish magazine/other parish newsletters Minutes of governing body meetings Work done by school on succession planning for leadership of church schools

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Primary Schools Collective Worship Observation and Monitoring Record Date and time Observer Present: Whole/Key Stage/Class Worship Leader Theme of act of Worship Was the act of worship one of a series, or did it stand alone?

Setting the Atmosphere for Worship

General Development

Worship Elements Pupil Involvement

Any other relevant commentary to evaluate impact? E.g. feedback from pupils and staff

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Collective Worship Observation and Monitoring Record Setting the Atmosphere for Worship: How did pupils enter and leave the worship space – was there a sense of order and respect? Was there a sense of celebration? Was there anything to mark the worship space and time as special e.g. a visual focus, (e.g. candle, worship, display)? Was there a clear distinction between collective worship and assembly (i.e. notices, presentations etc)? General Development: Was the purpose of the act of worship clear to all present, and the theme developed effectively? Were there different elements to the act of worship, e.g. visual aids, storytelling, questioning, all carried through effectively? Was the pace and timing appropriate? Worship Elements: Was there a balance of music, speech and silence? Were there opportunities for prayer and reflection? If songs or hymns were used, were they appropriate for the pupils and the theme? Did the act of worship have a clear Christian theme? In what ways did the worship contribute to the pupils understanding of God as Father, Son and Holy Spirit? How was the Bible used in the worship? Pupil involvement: Was the act of worship appropriate for the age, ability and background of the pupils? Were the pupils engaged? What contribution did they make to the worship – were they in any sense worship leaders? How did/could the worship have impacted upon those present? Could it support their spiritual and moral development?

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Secondary Schools Collective worship Observation Form Pro-Forma Date:

Nature of Group:

Topic/Theme:

Led by: Observed by: Entry and Introduction:

Did students come into the Hall calmly?

Were there appropriate music/images etc to support this?

Was the aim made clear?

Content: Was this appropriate for the age of

the students? Was it relevant? In what ways did the worship

reflect Anglican practices? How might this worship have

contributed to the ethos of the school?

How was the Bible used? How would you define the religious

dimension broadly Christian; mainly Christian; containing elements of different faiths; secular)?

Was there a moral/social/cultural or curricular dimension?

Were resources used effectively?

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Student Involvement: Did students participate? If so,

how? Were there opportunities for

prayer/reflection? Was the language used

accessible? Were students (and others

present) challenged?

Student response: How well did the students listen? Were the students engaged? How did the students respond to

any overt spiritual content? Was an appropriate atmosphere

developed?

Close and Departure: Was the atmosphere maintained? Did the students leave the Hall

calmly? Were there appropriate

music/images to support this?

Strengths: Areas for development: Deliverer’s signature Observer’s signature

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Judgement grades for acts of Collective Worship

Fully achieved (outstanding) =1 Some elements fully achieved and some only partially (good) =2 Some elements are achieved but others are not included in the worship or are not of a high standard (satisfactory) =3 Most elements are not achieved (inadequate) =4 Criteria Achieved/level

The worship is distinctively Christian The worship helps participants to develop their understanding of God/Jesus/Holy Spirit (Trinity)

Use is made of the breadth of Anglican material in the worship eg. Psalms, canticles, collects, prayers

Art / artefacts/music used are of a high quality and reflect the broad spectrum of the Anglican tradition. If appropriate the season of the church year is observed

Expectations of behaviour are very high The theme is thought provoking and challenges the pupils’ thinking Prayer is focused and participatory Elements of worship are there: Gathering, Engagement, Response, Conclusion

The worship provides opportunity for pupils’ spiritual, social, moral and cultural development

The leader is confident in their leadership of worship A clear atmosphere conducive to worship and reflection is attained throughout

Pupils are engaged with all elements of worship Pupils from other faith backgrounds are fully integrated within the worship

The worship makes an impact – is transformative (this may need to be talked through after the worship)

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Religious Education lesson observation form Teacher Year Grouping

Specialist / Qualified / Unqualified / Incumbent / LSA Year: F. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. GCSE / Non exam / A’ Level class / key stage / group /

Context Introductory lesson/ concluding lesson etc Teachers knowledge and understanding of the topic

Evidence Clear learning objectives relating to either AT1 or AT2 or both Evidence Learning activities addressing both AT1 & AT2 (both AT’s if appropriate) Evidence Ways in which the RE lesson contributes to the distinctively Christian character of the school Evidence Learners enjoyment of the lesson Evidence The contribution of the lesson to learners own spiritual/philosophical understanding (enables them to explore and enrich their own faith and beliefs) Evidence

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The lesson is on a topic from Christianity ways in which the lesson aids learners in their understanding of Christianity as a living religion. OR If the lesson is on a different world faith the lesson enables learners to gain a greater insight into the world in which they live Evidence Learners are able to appreciate the faith of others Evidence Attention has been given in planning to the different needs of pupils Evidence Outcomes for all learners at the end of the session are clear Evidence The pace of the lesson is appropriate to the group of learners Evidence The RE lesson contributes to learners SMSC development Evidence

GRADE

Any further notes on the impact of the lesson on learners (This section may be dealt with in the evidence above. It may be appropriate to record evidence here from learners obtained after the lesson Teaching Learning Attainment Attitude Overall

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Criteria for judging an RE lesson

Fully achieved (Outstanding) =1 Some elements fully achieved and some only partially (Good) =2 Some elements are achieved but others are not included in the worship or are not of a high standard (Satisfactory) =3 Most elements are not achieved (Inadequate

Criteria Achieved/levelTeaching is inspirational Teachers show expert subject knowledge and understanding The teacher is a skilled practitioner, using a variety of methods to promote pupil learning

There is a climate in the classroom where all are respected and given encouragement and affirmation

Expectations of achievement are high Thinking skills are used effectively to encourage pupils to be reflective and evaluative

Learners are fully engaged in the lesson Learners make significant progress in their knowledge/understanding/ skills through the lesson

Learners are encouraged to work independently and with their peers

Learners are able to recall previous learning effectively Learners are given opportunity to reflect on their own beliefs and values in the light of their learning

During the lesson learners develop in their awareness of Christian faith or another faith tradition

The lesson is stimulating and challenging

Tasks are clearly matched to ability Activities are well focused SMSC development is enhanced High quality resources and artefacts are used to promote effective learning.

The lesson makes a contribution to the distinctive Christian character of the school

It is essential that the observer is familiar with the contents of the document ‘Religious Education in Church of England Schools – A Statement of Entitlement from the Board of Education/National Society Council’)

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Statutory Inspection of Anglican and Methodist Schools (SIAMS) Grade descriptors What is the impact of collective worship on the school community? Within the context of a distinctively Christian character: Outstanding Good Satisfactory Inadequate

Collective Worship may be inadequate if more than one of the following apply: Worship does not hold a distinctive place in the daily life of the school and learners cannot see its importance in their lives. C

entr

alit

y

All members of the school community place great value on collective worship and can articulate its place in their school life and what it means to them personally.

Members of the school community see the importance of worship in the life of the school and are able to talk about what it means to them.

Collective worship is recognized as important in the life of the school community and is valued. It meets legal requirements but there is no consistent approach to improving the quality of the worship experiences provided.

Trin

itaria

n na

ture

Collective worship has a strong focus on the person of Jesus Christ and learners understand the central position He occupies in the Christian faith.

Collective worship often includes teaching about the person of Jesus Christ and learners have an understanding of his important place in worship.

Learners have some knowledge of the life of Jesus Christ though his significance in worship is not fully understood.

Neither the place of the person Jesus Christ nor Biblical material are given prominence in worship and the key elements of worship have a low profile and do not support learners in being more fully engaged in worship.

Collective worship has a strong focus on God as Father, Son and Holy Spirit and learners can recognize and express this with understanding

Learners are aware of God as Father, Son and Holy Spirit in worship but their understanding of this is undeveloped.

Reference is made to God as Father, Son and Holy Spirit on occasions but the significance of this has not been made explicit to learners.

Chr

istia

n va

lue

s an

d co

ntex

t

Collective worship regularly includes Biblical material and learners are able to relate this to the school’s core values and their own lives.

Collective worship often includes Biblical material and learners are able to make some links between this and their own lives and to the school’s core values.

Collective worship sometimes includes Biblical material but its relation to learners’ lives and the school’s core values is not always explicit.

Learners can identify clearly the distinctive features of different Christian traditions in worship particularly local Anglican/Methodist practice

Learners have an understanding of different Christian traditions in worship, particularly local Anglican/Methodist practice, though cannot always articulate these fully

Learners have some understanding of a few different Christian traditions in worship mainly related to local Anglican/Methodist practice and to some Christian festivals.

Learners have limited awareness of different Christian traditions including Anglican/Methodist.

Rel

evan

ce a

nd

impa

ct

Collective worship is inspirational and inclusive. It engages all learners and its impact can be clearly discerned in all parts of the school community’s life.

Most learners recognise the value of worship, respond positively and participate willingly.

Learners behave well, are attentive and respond to the different elements of worship but are often passive.

Learners show at best half hearted or little response to aspects of worship.

Themes raise aspirations, inspire a high level of spiritual and moral reflection and challenge learners to take responsibility for their own conduct and charitable social actions expressed in Christian terms.

Themes are relevant and pay close attention to learners’ spiritual and moral development. In response, learners take some action in the service of others

Themes support the school’s core values, particularly in the area of moral development. Spiritual development may be more limited because planning for this is less focused. Occasionally learners are prompted to respond in service to others.

There is little to raise learners’ spiritual awareness or to directly inspire them in the service of others.

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All of the key elements of worship are a natural and integral feature of all acts of collective worship wherever they are held and imaginative use is made of a variety of settings.

Most of the key elements of worship are present though some are less developed than others. The setting is appropriate and often varies.

Learners regularly experience such elements as song and prayer but there is limited variation in the pattern and setting for collective worship.

P

raye

r

Learners understand the value of personal prayer and reflection as part of their own spiritual journey. They seek out opportunities for this in their own lives and contribute confidently and sensitively to prayer in worship.

Learners understand the purpose of prayer and reflection in both formal and informal contexts. Many make use of prayer in their own lives and regularly contribute relevant and appropriate prayers to school worship.

Learners are familiar with prayer as a part of the daily life of the school and sometimes contribute written prayers.

Prayer and reflection play a limited role in the pattern of school life so learners derive little spiritual benefit.

Pla

nni

ng

lead

ers

hip

and

eva

luat

ion

Planning ensures that there is both variety and continuity and that themes are rooted in Christian beliefs. Learners develop a secure understanding of the seasons of the Church year and Christian festivals including local celebrations. A range of members from the school community, including local clergy, contribute to planning.

Planning provides a structure that enables learners to encounter Christian beliefs. Worship is related to significant moments in the life of the school and the seasons of the Church. Most Christian festivals are celebrated or acknowledged in the context of worship. There is some contribution from clergy and other members of the school community.

Planning provides a basic structure for collective worship but insufficient consideration is given to the coherent development of Christian themes. The main Christian festivals are usually included. Responsibility for planning lies with a few members of staff with little involvement from other members of the school community.

The major Christian festivals are celebrated but learners gain little understanding of Christian beliefs and values from worship.

Monitoring and evaluation have a clear purpose and are managed efficiently. Feedback gathered from a range of stakeholders provides insight into how worship influences the life of the community and leads directly to significant improvement.

Regular monitoring and evaluation identifies where improvement is needed and often informs development planning

Some feedback on collective worship is gathered that prompts small changes to the arrangements for worship although there is limited analysis of its impact on the school community.

Little monitoring and evaluation of worship occurs and no account is taken of learners’ views. There is insufficient impact on improvement.

A range of leaders, from different Christian traditions, offers learners a rich experience of worship.

Staff and clergy are regularly involved in planning and leading collective worship with some involvement of other Christian traditions.

Collective Worship is mainly led by senior staff and sometimes clergy with occasional contributions from members of other Christian traditions.

Learners are confident in planning and leading acts of worship, whether prepared beforehand or spontaneous, and have frequent opportunities to do so.

Learners enjoy contributing within collective worship and are increasingly taking responsibility for particular aspects.

Learners occasionally contribute to leading collective worship but this is not a regular feature.

Thank you to Jill Stolberg from the Diocese of Birmingham for sharing this resource

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Statutory Inspection of Anglican and Methodist Schools (SIAMS) Grade descriptors

How effective is the religious education? Within the context of a distinctively Christian character: Outstanding Good Satisfactory Inadequate

The effectiveness of RE may be inadequate if more than one of the following apply: Standards of teaching, learning and assessment are inadequate with the result that standards of attainment and rates of progress, for the majority of learners and groups of learners, are consistently lower than national expectations

Ach

ieve

men

t of

lear

ners

in R

E

Standards of attainment of all learners are in line with national expectations with a significant number attaining higher than the national average*.

Standards of attainment for the large majority of learners are at least in line with national expectations and often higher.

Standards of attainment for the majority of learners are in line with national expectations.

Attainment is high and progress is rapid in developing an understanding of Christianity and a broad range of religious beliefs.

Learners make good progress given their starting points. Or, standards of attainment are average but learners make rapid and sustained progress given their starting points over a period of time.

Progress is satisfactory with learners making at least comparable progress to national expectations. Or, attainment is low but there is accurate and convincing evidence that progress over a sustained period of time is improving strongly and securely.

In exceptional circumstances, where groups of learners attain below those nationally, the gap is narrowing dramatically over a period of time as shown by attainment data.

In exceptional circumstances overall attainment may be slightly lower than national expectations but with some groups of learners making outstanding progress.

The quality of learning and engagement within the subject are generally good but with some variation in some year groups or key stages

Qua

lity

of te

achi

ng

and

lear

ning

in R

E

Learners are inspired by the subject and learn exceptionally well. They develop and apply a wide range of higher level skills to great effect in their enquiry, analysis, interpretation, evaluation and reflection of their understanding of the impact of religion on believers

Learners understand the value of the subject and they mostly learn well. They develop a range of skills including some of the following: enquiry, analysis and interpretation, evaluation and reflection. Learners have a good ability to apply these skills to understanding the impact of religion on believers.

Teachers sometimes, though not always, ensure that lessons are structured around the development of skills such as enquiry and reflection

Learners are impressive in the way that they use creativity and originality to apply their knowledge and skills in religious education to their own personal reflections on questions of meaning and purpose

Learners show originality and creativity in applying their knowledge and skills in religious education and are developing the ability to apply this to questions of meaning and purpose.

Learners have a satisfactory knowledge and understanding of Christianity and some religions and beliefs but their ability to answer questions of meaning and purpose is limited

The majority of teaching is outstanding and it is never less than consistently good.

The majority of teaching is good.

The majority of teaching is satisfactory and there is likely to be some good teaching.

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Highly effective use of assessment informs teaching and learning in religious education and exemplar evidence demonstrates progress made by learners.

Assessment procedures are in place and these inform planning, teaching and learning.

Some assessment takes place but this is inconsistent across year groups and does not always accurately inform future teaching and learning.

Religious education has a very high profile within the school curriculum and learning activities provide fully for the needs of all learners

Religious education has a high profile within the school curriculum and learning activities are differentiated to meet the needs of different groups of learners.

The religious education curriculum caters for the learning needs of some learners but those needing either reinforcement or more challenging learning activities are not routinely planned for.

Effe

ctiv

enes

s of

cur

ricul

um in

RE

-

part

icul

arly

Chr

isita

nity

The religious education curriculum is rich and varied enabling learners to acquire a thorough knowledge and understanding of the Christian faith through a wide range of learning opportunities.

The religious education curriculum provides opportunities for learners to understand and to make links between the beliefs, practices and value systems of the range of faiths studied.

Learners display a secure knowledge of many of the key aspects of Christianity and the Bible and the main practices and beliefs of the other faiths and cultures studied.

The religious education curriculum offers learners some opportunities to understand the main teachings, beliefs and practices of Christianity and some other world faiths but implementation is inconsistent and is therefore not fully effective. As a result, learners do not have sufficient knowledge or understanding of religions nor of respect between diverse faith communities

Insufficient opportunities exist to develop learners’ knowledge and understanding of Christianity or other faiths and the impact on the lives of believers.

Links with the Christian values of the school and spiritual, moral, social and cultural development are intrinsic to the religious education curriculum and they have a significant impact on learners.

Religious education makes a good contribution to the Christian values of the school and to the learners’ spiritual, moral, social and cultural development.

Religious education has modest links to some aspects of the school’s Christian values but these are not made explicit and are not consistently identified in teachers’ planning.

The religious education curriculum offers some opportunities to enhance the spiritual, moral, social and cultural development of learners.

The religious education curriculum makes little contribution to the Christian values of the school and its promotion of spiritual, moral, social and cultural development is limited.

Effe

ctiv

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s o

f le

ader

ship

an

d m

ana

gem

ent

Rigorous and extensive monitoring and evaluation results in well focused action plans that demonstrably lead to improvement.

Effective use is made of a range of routine monitoring and evaluation procedures that accurately identify strengths and focus on raising standards that lead to improvement in pupil performance.

There is regular monitoring of some aspects of religious education and self-evaluation is broadly accurate in identifying priorities for improvement that offer adequate challenge

Subject leadership is poor. Procedures for the monitoring and evaluation of religious education are weak and fail to identify essential improvements in teaching and learning. Subject leadership has the

highest level of subject expertise and the vision to realise ambitious expectations and improvement

The subject leader effectively communicates expectations to senior leaders, governors and staff about improvement in teaching and learning in religious education and is well informed on current developments in religious education.

The subject leader is aware of current developments in religious education and incorporates some of these in his/her practice.

*‘National standards’ throughout the descriptors for religious education refers to the levels set out in the syllabus adopted by the governors of the school and the extent to which they may reflect the QCA’s 8 point scale.

Thank you to Jill Stolberg from the Diocese of Birmingham for sharing this resource

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Statutory Inspection of Anglican and Methodist Schools (SIAMS) Grade descriptors

How well does the school through its distinctive Christian character meet the needs of all learners? Within the context of a distinctively Christian character: Outstanding Good Satisfactory Inadequate

The distinctive Christian character of the school may be inadequate if more than one of the following apply: The school’s values are present at an implicit level but very few members of the school community recognise their distinctive characteristics

Ach

ieve

men

t and

we

llbei

ng

Distinctively Christian values are made explicit and are deeply embedded in the daily life of the school. All members of the school community articulate the distinctively Christian characteristics of the school’s values and the significant impact they have had on the daily lives and achievements of learners.

Distinctively Christian values are clearly expressed. Most members of the school community recognise the distinctive Christian characteristics of the school’s values and identify how they affect their daily lives and their achievements.

Most members of the school recognise the school’s values as distinctively Christian acknowledge the difference they make to their daily lives and achievements.

The school’s Christian character has a high profile and clearly shapes its approach to issues of attendance and pupil exclusion for all groups of learners.

The school’s Christian character informs its approach to issues of attendance and pupil exclusion for all groups of learners.

The school’s Christian character sometimes informs the way it approaches issues of attendance and pupil exclusion.

The school’s approach to pupil attendance and exclusion is not related to its Christian values and is ineffective.

SM

SC

dev

elop

men

t

There is highly developed interpretation of spirituality shared across the school community. Learners have regular opportunities to engage in high quality experiences that develop a personal spirituality. Learners are passionate and confident to express their thoughts and views in considerable depth through a rich variety of styles and media.

The school has a clear definition of spirituality that is understood by most adults. Experiences are identified in the curriculum, which provide opportunities for learners to explore spirituality. Learners respond well and are developing the ability to express their thoughts clearly and with confidence

There is some understanding of spirituality amongst the school’s leaders. Opportunities for spiritual development are not always clearly identified in the curriculum,or in other areas of school life. Consequently, learners’ ability to respond to these experiences is at an early stage of development

There is no clear understanding of spirituality among the school’s leaders. The school has little idea of how to provide opportunities for spiritual development. Learners show little enthusiasm to engage and respond to experiences for spiritual development and demonstrate lack of ability to express their thoughts. The Christian character and

values of the school have a significant impact on the spiritual, moral, social and cultural development of all learners.

The Christian character and values contribute to the spiritual, moral, social and cultural development of all learners.

The Christian character and values of the school have a limited impact on the spiritual, moral, social and cultural development of all learners.

Rel

atio

nshi

ps

The behaviour of learners is of the highest standard and relationships between all members of the school community are consistently attributed to the Christian character and values of the school.

Learners behave well and relationships between all members of the school community are generally linked to the Christian character and values of the school.

The behaviour of learners is mostly good and relationships between all members of the school community are generally attributed to the Christian character and values of the school.

The behaviour of learners is often poor and relationships between some members of the school community fall short of what is expected in a church school.

Res

pect

Learners are fully aware that Christianity is a multi-cultural world faith. They have a high degree of understanding and respect for diversity and difference both within the church and in other faith communities.

Learners have some understanding of Christianity as a multi-cultural world faith. They have a high degree of understanding and respect for diversity and difference both within the church and in other faith communities.

Learners have only a basic awareness of Christianity as a multi-cultural world faith and this restricts their understanding of and respect for diversity within the church.

Learners have little understanding or respect for diversity and difference within the Church and other faith communities.

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Rel

igio

us E

duca

tion

Learners are excited and challenged by RE. RE makes a significant contribution to learners’ spiritual, moral, social and cultural development and plays a major role in determining the Christian character of the school.

Learners readily recognise the importance of RE in their lives. RE makes a positive contribution to learners’ spiritual, moral, social and cultural development and to the Christian character of the school.

Learners have generally favourable views of RE and acknowledge in their lives. RE contributes, although inconsistently, to learners’ spiritual, moral, social and cultural development and to the Christian character of the school.

Learners express mixed or negative views of RE and often fail to see its importance in their lives. RE makes a very limited contribution to the learners’ spiritual, moral, social and cultural development and to the Christian character of the school.

Thank you to Jill Stolberg from the Diocese of Birmingham for sharing this resource

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Statutory Inspection of Anglican and Methodist Schools (SIAMS) Grade descriptors

How effective are the leadership and management of the school as a church school? Within the context of a distinctively Christian character: Outstanding Good Satisfactory Inadequate

The effectiveness of leadership and management may be inadequate if more than one of the following apply: Leaders and managers do not have a coherent vision or strategic plan for the distinctiveness and effectiveness of the school as a church school.

Vis

ion

and

valu

es

Leaders and managers consistently and confidently articulate, live out and promote a vision rooted in distinctively Christian values.

Leaders and managers articulate and promote a vision based on distinctively Christian values.

Leaders and managers provide a concerted approach to the distinctiveness and effectiveness of the school as a church school although this is not driven by a clearly developed Christian vision.

Leaders and managers readily articulate the impact of explicit Christian values on the lives of learners and on the whole life of the school.

Leaders and managers clearly describe the impact of Christian values on the learners and on the whole life of the school.

Leaders and managers have some awareness of the impact of Christian values on some aspects of school life although they are not clear about the difference they make across the whole school community.

Eva

luat

ion

of

impa

ct

Leaders and managers have a thorough understanding of the school’s performance and distinctiveness based on effective and insightful self-evaluation.

Leaders and managers have a good understanding of the school’s performance and distinctiveness based on the school’s self-evaluation strategies.

Leaders and managers articulate the school’s priorities as a church school although the links between this and the school’s self-evaluation are not always understood and do not always lead to improvement.

Consequently, not all learners progress as well as they might and the school’s distinctive character is not fully developed.

One or more of the aspects from ‘Focus for development’ in the last inspection report have not been addressed in a way that has brought about improvement.

Self-evaluation strategies are insufficiently rigorous to bring about improvements in pupil achievement, well-being or spiritual, moral, social and cultural development

Self-evaluation involves all groups in the school community. It leads directly and convincingly to effective strategies for improvement and maintains a strong focus on meeting the needs of all learners.

Self-evaluation strategies lead directly to the school’s improvement planning. As a result, achievement and distinctiveness have improved or previous good performance has been consolidated for all groups of learners.

Wel

l-be

ing

Leaders and managers ensure that the whole curriculum is informed by a distinctive Christian vision that contributes well to pupil behaviour and attitudes as well as their spiritual, moral, social and cultural development.

Leaders and managers ensure that collective worship, RE and aspects of the curriculum are informed by distinctive Christian values that contribute to learners’ good behaviour and attitudes together with their spiritual, moral, social and cultural development.

Worship, RE and other aspects of the curriculum are based upon Christian values. Such values are implicit rather than explicit .So, whilst learners recognise the school as a church school, they are not always able to see its effect on their spiritual, social, moral and cultural development and on their well-being

The leadership of the school does not ensure that worship or RE have sufficiently high profile in the school. As result both are no better than satisfactory and show little sign of improvement. Arrangements for RE and collective worship may not meet statutory requirements.

RE

& C

W

The leadership of worship and RE is given a high priority and this leads to highly effective practice in both areas.

The leaders of worship and RE are given good support in fulfilling their roles and this has enabled them to bring about improvements or maintain the previous good practice.

The improvement strategies adopted by the leaders of worship and RE, whilst having some positive impact, are not sufficiently rigorous to bring about sustained improvement.

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Par

tner

ship

s Parents, the local church, the diocese/district and the wider community contribute fully to school life so that there is mutual and substantial benefit for all groups including their understanding of local, national and global communities

Parents, the local church, the diocese/district and the wider community contribute fully to school life in such a way that there are clear benefits for learners, including their understanding of local, national and global communities.

Parents, the church, the diocese/district and the wider community contribute to school life but this is not always on a regular or sustained basis and this limits the benefit to learners and their understanding of local, national and global communities.

The school’s relationships with the diocese/district, church, parents and the wider community is weak and make little impact on learners’ understanding of local, national and global communities.

Fut

ure

Lea

ders

The development of all staff and governors as leaders in church schools is planned strategically with substantial benefits for the current leadership of the school.

Effective use is made of opportunities that arise for the development of staff and governors as leaders in church schools, with clear benefits for the current leaders

The school provides some opportunities for the identification and development of staff and governors as leaders of church schools.

Thank you to Jill Stolberg from the Diocese of Birmingham for sharing this resource

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Specimen Parent Questionnaire Name of school_______________________________________________ Please complete with number you feel most appropriate 1 = Strongly agree 2 = Broadly agree 3 = Some concerns 4 = Disagree Yes No 1. Are you aware this is a church school?

2. Do you believe this is a good church school?

3. I believe that children in the school can express their own faith with

confidence.

4. The school keeps me informed of what is happening at the school.

5. The school keeps me informed about the RE it provides.

6. I am happy with the RE the school provides.

7. I am happy with the Collective Worship provided by the school.

8. I am invited to attend the Collective Worship at the school.

9. The school contributes to the spiritual life of the pupils and staff.

10. The school has excellent links with the local parish church and the

clergy.

11. The school has links with the diocese.

12. The school has links with the wider community.

13. The school is a place where everyone is valued.

14. What I like about the school as a church school is:

15. What I would like to be improved about the school as a church school is:

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Specimen Pupil Questionnaire Name_________________________ Year Group________

Yes Not sure No

1. I usually like coming to school.

2. Teachers always want me to work really hard.

3. I enjoy RE.

4. I know what level I am working at in RE.

5. I have feedback on my RE work.

6. I know how I can improve in RE.

7. I enjoy Collective Worship.

8. My school teaches me a lot about Christianity and Christian values

9. I behave well at school.

10. All children behave well at school.

11. I feel that teachers listen to my views.

12. I have a good relationship with the teachers.

13. When I do good things I am rewarded.

14. When I have a problem at school I know who to see.

Write a few words or draw a picture to show how you see your school as a church school.

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Specimen Student Questionnaire Name_________________________ Year Group________

Please indicate with a tick, question mark or cross your responses to the following

statements

Yes Not sure No

1. I usually like coming to school/the academy

2. Teachers always want me to work really hard.

3. I enjoy RE.

4. I know what level I am working at in RE.

5. I have feedback on my RE work.

6. I know how I can improve in RE.

7. I enjoy Collective Worship.

8. The school/academy teaches me a lot about Christianity and Christian

values

9. I behave well at school/academy

10. All students behave well at school/academy

11. I feel that teachers listen to my views.

12. I have a good relationship with the teachers.

13. When I work hard or do something good I am rewarded.

14. When I have a problem at school/academy I know who to see.

Please add in this box anything more you want to say about the school/academies status

as a Church of England school/academy