SIAMS
All Church of England dioceses and the Methodist Church use the Church of England Education Office’s framework for the Statutory Inspection of Anglican and Methodist Schools (SIAMS) under Section 48 of the Education Act 2005. The SIAMS Evaluation Schedule sets out the expectations for the conduct of the Statutory Inspection of Anglican, Methodist and ecumenical Schools under Section 48 of the Education Act 2005 and provides a process for evaluating the extent to which church schools are ‘distinctively and recognisably Christian institutions’ (Lord Dearing, The Way Ahead: Church of England Schools in the New Millenium, 2001).
Purpose and focus of SIAMS inspections
The Church of England has set out a bold 2016 Church of England Vision for Education that is deeply Christian, serving the common good. Our purpose in education is to enable the children, young people and communities we serve to flourish as they experience education for wisdom, hope, community and dignity and discover life in all its fullness which Jesus offers.
This national vision is offered for Anglican and Methodist schools to engage with as they articulate their purpose in education and shape their own vision as a school with Christian character.
Over the years, SIAMS has sought to provide Church schools with a tool for effective self-evaluation and a process of external review which enables continued development. This new framework focuses unashamedly on vision, with the hope that it will allow governing bodies to place more of an emphasis on their purpose in education, ensuring that the school’s Christian vision impacts in ways which enable the whole school community to flourish.
Inspectors will grade the school on the following question:
How effective is the school’s distinctive Christian vision, established and promoted by leadership at all levels, in enabling pupils and adults to flourish?
This question is explored through the following seven strands:
Strand 1: Vision and Leadership
Strand 2: Wisdom, Knowledge and Skills
Strand 3: Character Development: Hope, Aspiration and Courageous Advocacy
Strand 4: Community and Living Well Together
Strand 5: Dignity and Respect
Strand 6: The impact of collective worship
Strand 7: The effectiveness of religious education
Church schools will employ a variety of strategies and styles appropriate to, and reflective of, their particular context in order to be distinctively and effectively Christian. SIAMS inspectors therefore do not look for a set template of what a church school should be like, but rather take the particular context of the school into account and base their evaluation on the outcomes rather than the process.
Christian Character
Christian Character is developed through:
The school promotes the achievement of all groups through assessment, planning for different needs and analysis of performance that identifies pupil outcomes for specific pupil groups. The school values achievement across all areas of the curriculum and school life through its weekly celebration assembly.
RE is a core subject. Learners speak positively about their achievements, their personal strengths and the way the school affirms them through regular performances, involvement in worship and pupil surveys. The school promotes health and well-being through teaching on relationships, safe practices, healthy eating resulting in pupils speaking responsibly about such areas and their importance in class worship. The spiritual, moral, social and cultural developments of all learners are explicitly related to Christian values through policy and planning. These values are reviewed regularly so that as a community we are clear about how we move forward as a distinctive Christian school.
Our curriculum provides opportunities for learners to explore other cultures, beliefs and practices. Learners are given opportunities to appreciate and respond to the wonder and beauty of God’s creation, including the natural world and the arts, residentials and through numerous visits and visitors to school.
The school provides opportunity for prayer and reflection in collective worship and at other times. Learners engage in prayer in worship and before lunch. They have regular opportunities to plan and engage worship, whether through class led worship, worship in church, as part of the worship team or as individuals.
The school promotes clearly defined Christian, spiritual, moral and social values both within the curriculum, collective worship and other activities eg peer mentors and helping around school. Learners are able to explain notions of right and wrong and discuss reasons for and consequences of behaviour, individually or in contexts such as circle time and RE, based upon Christian teaching. Learners show concern for the local, national and global world community supporting numerous charities and community projects throughout each school year.
The school's Christian status is seen visually through displays and symbols in important areas such as the hall, entrance, during worship and in each classroom, with reflective candle areas.
Pupils and parents speak of the school as welcoming and secure, promoting positive relationships based on Christian values, where their views are listened to and their contribution is valued. Vulnerable pupils and their parents are well supported by the staff, SEND Lead and Senior Leadership Team.
Christian values help children develop strong relationships in school. Values are integral to all policies such as Behaviour, Anti-Bullying to support and help pupils. As such, serious behaviour issues are rare as children and adults get on well, which leads to a positive learning environment. Children showing strong values of perseverance, compassion and friendship are invited to share a hot chocolate with the Head Teacher as part of a family group.
