For information on denominational (SIAS) inspection, click here.
When completing the school’s Self Evaluation Form, it is important to recognise the Church of England status of the school. Here are a few pointers, kindly provided by John Wilson, Manchester DBE’s Education Officer, who has been providing training on SIAS for us.
(Delete the bullet points which do not apply)
Section 2b
We are outstanding / good / satisfactory / inadequate in meeting the needs of all learners through our distinctive Christian character.
Particular strengths are:
♦ the importance we attach to our pupils
♦ the importance we attach to staff
♦ relationships in school
♦ relationships with parents
♦ relationships with the community and church
♦ learning and teaching
♦ extra-curricular areas
♦ the learning environment
♦ practising equality and justice
Areas to develop are:
♦ the importance we attach to our pupils
♦ the importance we attach to staff
♦ relationships in school
♦ relationships with parents
♦ relationships with the community and church
♦ learning and teaching
♦ extra-curricular areas
♦ the learning environment
♦ practising equality and justice
(Alternatively using The National Society self-evaluation toolkit:
♦ the extent to which all learners feel valued and special
♦ the extent to which the school’s Christian values impact on learners and enable them to flourish as individuals
♦ the extent to which the Christian ethos supports the spiritual, moral, social and cultural development of all learners, whether they are Christian, of other faiths or of none
♦ the extent to which Christian values are evident in the relationships between staff and learners, amongst learners and between staff
♦ the extent to which the school environment is used to encourage spiritual development)
We know this because:
♦ we have surveyed pupils / parents / staff / church members / the wider community / governors / visitors
♦ we have monitored (and evaluated) pupil behaviour / pupil appearance / pupil attendence and punctuality / pupil progress / pupil participation / pupil work / staff attendence and punctuality / staff turnover / staff involvement / performance management / staff development / communications in school / communications with parents / PTA or Friends involvement / parental involvement / attendance at parents’ meetings / church involvement / links with the church / links with the community / chairty work / teachers’ planning / curriculum records / lessons / learning styles / independent learning / standards / assessment / differentiation and support / extra-curricular activities / lunchtime arrangements / displays / opportunities for spiritual development / Christian symbols around school / ….
♦ we have evaluated our aims / our values / mission statement / effects of xxxx policy / the school development plan
Section 4d
Collective worship has a(n) outstanding / good / satisfactory / inadequate effect on the school community. Particular strengths are:
♦ children’s participation and response
♦ the prescence and participation of staff
♦ the environment for collective worship
♦ inclusion
♦ church and community links
♦ variety
♦ involving the Anglican and wider church traditions
♦ curriculum links
♦ planning, recording and evaluation
♦ resources
Areas to develop are:
♦ children’s participation and response
♦ the prescence and participation of staff
♦ the environment for collective worship
♦ inclusion
♦ church and community links
♦ variety
♦ involving the Anglican and wider church traditions
♦ curriculum links
♦ planning, recording and evaluation
♦ resources
(Alternatively, using The National Society self-evaluation toolkit, based on Manchester Diocese’s:
♦ the importance of worship in the life of the school community
♦ the learners’ attitudes to collective worship
♦ the extent to which learners and staff of all faiths derive inspiration, spiritual growth and affirmation from collective worship
♦ the extent to which collective worship develops learners’ understanding of Anglican faith and practice)
We know this because:
♦ we have surveyed pupils / parents / staff / church members / the wider community / governors / visitors
♦ we have monitored and evaluated the policy for collective worship / use of prayers / reflection / songs and hymns / music / resources / the layout of the hall / the suitability of material to the age, ability and faith backgrounds of children / ….
Section 5a or 5b - voluntary aided schools only
Religious education is outstanding / good / satisfactory / inadequate
Particular strengths are:
♦ the high standards and achievement
♦ the effectiveness of learning and teaching
♦ the extent to which learners and staff of all faiths and of none demonstrate a positive attitude towards the subject
♦ the contribution of RE to the spiritual and moral development of all learners
♦ the extent to which RE promotes the distinctive Christian character of the school, together with an understanding of other faiths
♦ the importance of RE in the life of the school
Areas for development are:
♦ the high standards and achievement
♦ the effectiveness of learning and teaching
♦ the extent to which learners and staff of all faiths and of none demonstrate a positive attitude towards the subject
♦ the contribution of RE to the spiritual and moral development of all learners
♦ the extent to which RE promotes the distinctive Christian character of the school, together with an understanding of other faiths
♦ the importance of RE in the life of the school
We know this because:
♦ we have surveyed pupils / parents / staff / church members / the wider community / governors / visitors
♦ we have monitored and evaluated lessons / learning and teaching / standards / value-added achievement / comparative results / pupil work / assessment issues / RE policy and content / budget, resources and accomodation / pupils’ spiritual and moral development
♦ the effectiveness of the headteacher and foundation governors in promoting a distinctive vision for the school
Section 6a
Leadership and management of the school as a church school are outstanding / good / satisfactory / inadequate.
Particular strengths include:
♦ the degree to which the headteacher and foundation governors promote the Christian vision for the school
♦ the degree to which the headteacher, governors and senior management maintain and enhance the Christian ethos of the school
♦ the degree to which the headteacher, governors and senior management provide direction, support and encouragement to the school community
Areas for development include:
♦ the degree to which the headteacher and foundation governors promote the Christian vision for the school
♦ the degree to which the headteacher, governors and senior management maintain and enhance the Christian ethos of the school
♦ the degree to which the headteacher, governors and senior management provide direction, support and encouragement to the school community
(Alternatively, using The National Society self-evaluation toolkit:
♦ the effectiveness of the headteacher and foundation governors in promoting a distinctive vision for the school
♦ the effectiveness of the headteacher, senior management and governors in encouraging, monitoring and challenging the school community to realise the distinctive vision
♦ the value felt by the staff in putting the vision into practice
♦ the extent to which all stakeholders, including learners and their parents/carers, are involved in evaluating the school’s progress
♦ the effectiveness of the partnership between the school, the church and the local community, including parents and carers)
We know this because:
♦ we have surveyed pupils / parents / staff / church members / the wider community / governors / visitors
♦ we have monitored and evaluated the effectiveness of the mission statement / links with the church and diocese / the place of Christian values in policies / the appointments process / job descriptions / the development plan / governors’ involvement / governors’ duty of care / attendance of leaders and managers at school events and extra-curricular activities