Section 48 Inspection (SIAS) Handbook
Contents of this section:
2. The inspection procedure in the Chester Diocese
3. Preparing for inspection – the school
4. Preparing for inspection – the inspector
7. The Quality Assurance process
Appendix 1 – Completing the SEF with church school factors
Appendix 2 – SEF grade descriptors
Appendix 4 – Sample questionnaires
Appendix 6 – Example document request
Appendix 7 – Example timetable request
Appendix 8 – Possible questions for the inspection day
Appendix 9 – Grade descriptors
Appendix 10 – Text conventions
Appendix 11 – Editing with Word
1.1 The framework
The governing body (for aided schools) or foundation governors (for controlled schools) of Church of England schools are responsible in law for the appointment of a person to undertake the inspection of denominational education and collective worship in their schools. They are required to choose the inspector after consultation with their respective Diocesan Board of Education.
In order to minimise the workload for schools the inspection is organised by officers of Chester Diocesan Board of Education. If schools have any concerns about the appointed inspector they should contact the office immediately so alternative arrangements can be made.
1.2. The purposes of the Statutory Inspection of Anglican Schools are:
The key characteristic of the Statutory Inspection of Anglican Schools is the focus on the effect that the Christian ethos of the Church school has on the learner.
1.3. The core principles for the Statutory Inspection of Anglican Schools (SIAS) are to:
1.4. The relationship with the Ofsted inspection.
The Statutory Inspection of Anglican Schools reports will provide a different but complementary perspective on Church of England schools in relation to Ofsted’s findings.
The Statutory Inspection of Anglican Schools should be held as soon as possible (within eight school weeks) of the Ofsted inspection.
2. The inspection procedure in the Chester Diocese
An adviser (Mrs Chris Hall) visits the school on a rolling programme to offer advice and provide help on Church school distinctiveness.
School receives notification of its section 5 inspection. The school should inform the Diocese on 01244 681973 or sue.noakes@chester.anglican.org.
A section 48 inspector is assigned to the school.
The inspector contacts the school to arrange a mutually acceptable date for the inspection – within 8 weeks of the section 5 inspection usually on one day but sometimes over two half days (if there are circumstances which mean the school would rather another inspector is assigned to them they should contact the office immediately).
The school sends documents to the inspector or inspector visits the school to obtain documents (see ‘preparing for SIAS inspections’).
The inspector sends the school a pre-inspection briefing (generally about 4 or 5 days prior to the inspection) with timetable requests.
On the day of the inspection, the inspector observes acts of collective worship, religious education lessons (aided schools) and interviews various members of the school community such as pupils, the local incumbent, chair of governors, foundation governors and parents (these will be requested with the pre-inspection briefing and timetable).
At the end of the day the inspector gives verbal feedback with the main points that will be mentioned in the report. At this point the judgements may be subject to change following the quality assurance process. Schools should be aware that the judgements are not to be published in any way until the final report has been received.
The inspector writes a draft report using the National Society report template which is then sent to the Diocese electronically for critical reading to sue.noakes@chester.anglican.org within 5 days of the inspection.
The draft report is sent to the school to check factual accuracy (inspectors should ensure that the school is aware that this is a draft report).
The final report, Judgement Recording Form (JRF) and claim form are sent to the Diocese for forwarding to the National Society.
The final report is sent to the school for publication within 15 working days of the inspection.
An adviser is assigned to the school based on areas for development identified in the report.
3. Preparing for inspection - school
3.1 Adviser visit
Each school will be visited by an adviser on a rolling programme.
The purpose of this is to provide schools with advice and ideas on church school distinctiveness and to facilitate improvement in this area.
The adviser will support schools in their preparation for self-evaluation as a church school, both within the school’s main SEF, using the National Society’s toolkit or other form of self-evaluation.
3.2 Self-Evaluation as a church school
The main point to be emphasized is that self-evaluation should be an ongoing process and should not be undertaken purely for the inspection. Inspectors will ask to see some form of self-evaluation such as the toolkit but this does not mean that the document has to be fully completed.
Self-evaluation should also involve a number of members from the school community; it is not a job for the headteacher alone.
As well as a tool for school improvement the school’s self-evaluation is the main source of information for the inspector and will provide the basis for the pre-inspection briefing and the focus for the inspection day.
Depending on the quality of the self-evaluation recorded, the school’s evaluation may seem an accurate reflection of itself. In such cases the inspection will reflect this view. However, if inconsistencies within the school’s documentation are found, or if the school’s documents are more descriptive than evaluative, the school’s views may be challenged or the need for more evidence will be suggested prior to the inspection.
3.3 Initial Swot Analysis
It is important that before embarking upon the self-evaluation toolkit, an initial SWOT analysis or similarly brief analysis is undertaken, across the key questions.
This exercise is best executed as follows:
You will now have a clearer idea as to what your strengths and weaknesses are.
3.4 Documentation
The school’s Self Evaluation form is the only document that is required as part of the pre-inspection process. However inspectors may ask for further documentation to aid them in their preparation. Schools are not expected to undertake any extra work in order to prepare for the inspection but if they have documents already prepared they may wish to provide them as evidence prior to the inspection.
4. Preparing for SIAS inspections - inspector
The Pre-inspection guidance and other inspection documents can be found on the National Society’s website at www.natsoc.org.uk
Careful preparation enables the inspector to plan how and from where evidence will be gathered. By communicating the inspection focus and issues to the school, the school’s leaders are able to seek out and provide evidence to support the exploration of aspects of the school.
Pre-inspection work should ensure the following:
4.1 The preparation
Inspection preparation begins with an analysis of the available evidence. The analysis and hypotheses should lead to a set of issues that will be explored when gathering evidence in the school.
This analysis is then summarized in the Pre-inspection briefing. This is sent to the school, by email, post or other means, so that the headteacher, staff and governors can examine it prior to the inspection.
Pre-inspection preparation has five key elements:
4.2 Recording analysis
The evidence available to an inspector will probably be the following:
In addition to this school’s may wish to provide other documents such as: Collective Worship and RE policies; evaluation or assessment records; school prospectus. Schools in the Chester Diocese are advised that providing such evidence is valuable in helping the inspector prepare for the inspection. However it is important that schools do not undertake any extra work in order to prepare such documents merely for the inspection and inspectors should not place any undue pressure on schools by insisting on such documentation.
The format
The format in which analysis is recorded is down to the inspector’s personal preference. Blank sheets of paper, writing the relevant key question(s) on the top of each (this is probably the most helpful); Sheets pre-printed with key headings and prompts; By source, with subheadings related to the four key questions.
Evidence trails
When recording analysis of pre-inspection documents:
It is essential that the priorities are set out, so that on the day of the inspection there will be a focus on gathering evidence in the most important of the areas. This will also help the school to in providing the sort of evidence needed to back up the work they do.
The focus for the inspection
When setting the main focus for the inspection the inspector will:
4.3 The structure
The SIB will cover the ground of the SIAS inspection framework and will be structured according to the four key questions in the framework:
Each section of the SIB is structured under three subheadings:
The style is flexible and the text could be in continuous prose, bullet points, or a combination of the two. The SIB should be no longer than three A4 pages of text (that is, a maximum of four sides, including the cover).
Summary analysis
The summary analysis must help the school understand the tentative conclusions that have been reached in the hypotheses and the issues identified that will be explored. One of the main areas to cover in the analysis is the school’s view of itself, expressed in documents relating to the school as a Church of England school and Ofsted’s SEF. Here how well the school’s evaluation of its performance and provision is supported by the evidence available will be considered.
Tentativeness is important because schools are often concerned that inspectors have made their minds up before coming into the school.
Included in the SIB will be:
The following should be avoided:
The inspection may take place on one day or two half days if the school and inspector are in agreement.
The inspector will have sent the school the pre-inspection briefing prior to the visit with timetable requests (see appendix annex for example).
The format of the day will be based on the school’s working day, the inspector’s requirements and the issues identified in the pre-inspection briefing and will include a mixture of lesson observation (aided schools), interviews and observation of an act of collective worship.
The final judgement will be made using the following evidence:
Listening to learners – discussion with children clearly indicates how far policies and actions are embedded as well as providing evidence of the impact of the school’s distinctiveness on those in the school community.
Discussion with staff, governors, clergy, parents and others, to verify the self evaluation findings on the Christian distinctiveness of the school.
Observation of lessons and acts of worship, in whole or in part.
Evidence trails, which pick up on examples of evidence supporting self-evaluation.
Questions should be carefully formulated to form the basis of discussions with the key people involved in the Church school such as learners, teachers, RE co-ordinators/subject leaders, foundation governors, clergy, chaplains and parents.
Policies, plans and assertions, whether communicated orally or in writing, are not in themselves indicators of effectiveness. Inspectors will determine whether key events, such as acts of worship, are a regular and embedded feature of the school’s life and whether there is evidence of a genuine history of their impact on the ethos of the school.
Although Religious Education (RE) is not inspected as a subject in voluntary controlled schools its impact on the school’s Christian distinctiveness will be examined. Inspectors may wish to undertake a brief lesson observation and look at a small number of examples of work. This will be discussed with the school prior to the inspection day.
The inspection will finish in the mid afternoon and the inspector will then spend some time collating the evidence and coming to a judgement.
This judgement will be communicated to the school in a feedback session at the end of the day.
At this point the main judgements are shared with the school however it must be emphasised that at this point they are still subject to change following the quality assurance policy.
In terms of numbers of readers, each section 48 inspection report is written primarily to inform parents and carers about the distinctiveness and effectiveness of the Church of England school their children attend, and to inform those parents who might wish their child to attend in the future. This means you must write each of your reports in accessible, everyday language. But a section 48 report is also an important document for the staff and governors of the school, so you must write it so that it also helps education professionals make use of it in schools. Finally, the Diocese, the National Society and the wider public also have an interest in the outcomes of a section 48 inspection and need to be informed in a way that helps their understanding of the school
A section 48 inspection report must answer the four key questions set out in the SIAS framework and the report template, and give a summary judgement about the school as a whole. The questions are about effectiveness and impact and, as a result, your writing must be evaluative. Avoid descriptive and narrative styles, therefore.
6.1 Grades
Typically, the grades for leadership and management, the way the school meets the needs of all learners though its Christian character, and the overall distinctiveness and effectiveness of the school would match.
Typical pitfalls are:
The graded judgements may well be the correct ones but apparent discrepancies from what is usually found require a very clear explanation in the text of the report.
6.2 The Summary Judgment
This is probably the most difficult to write as, once the headline judgement is in place, the text to support it really needs to include two distinct elements: something on the school’s effectiveness; and something on its distinctiveness.
As with other sections, the bold headline judgement should be correctly stated, and one of the four words outstanding, good, satisfactory or inadequate. It is not acceptable for inspectors to hedge their judgements with variations such as ‘satisfactory with many good features’, which immediately raises a concern about why the judgement was not good. Any additions or riders to the main judgement will be deleted.
The main points are:
6.3 Established Strengths
The section on established strengths should contain no more than four bullet points. They should be:
6.4 Focuses for development
The section on the focus for development should similarly have no more than four bullet points. They should be:
6.5 Headline Judgements
The bold headline judgement should be correctly stated, using one of the four words outstanding, good, satisfactory or inadequate. Again it is not acceptable for inspectors to hedge their judgements with variations such as ‘good with many outstanding features’.
6.6 The Text
The text should cover the right elements from the SIAS framework. It should not merely rehearse the criteria, however, but should include the key features of the school that lead to the inspector’s view that is presented. For example, if the teaching of RE is good, the report should highlight the key features of RE teaching that make it good, not just make the judgement. Check illustrations to ensure they actually illustrate the point or judgement being made. Alternatives may be suggested, but it may be necessary to ask the inspector to provide a better example to support the judgement or illustrate the point.
Each section has its own ‘flavour’ derived from the key questions in the SIAS framework, so these will be kept in mind when the report is in the critical read phase. In particular, it is inconceivable that the section on collective worship will have no reference to pupils’ spiritual growth or development, yet draft reports sometimes do not evaluate this. Similarly, the inspector’s views on standards, achievement, teaching and learning in RE, where it is reported, are important but sometimes missing elements of the RE section.
References to the school’s self-evaluation should be made in the leadership and management section as the framework requires this to be verified (or otherwise) during the inspection, and yet reports sometimes contain no evidence of the school’s work in this area.
Sections should cover the outcomes for pupils, and not merely the school’s input. This is particularly important in the sections on collective worship, religious education and the Christian character of the school. Changes to shift the focus to the impact on pupils and away from what the school does will be suggested where necessary.
Where non-denominational RE is taught (typically in voluntary controlled schools and Academies), the impact of it should be covered as part of the evaluation of the school’s Christian character and the school’s leadership and management. The RE section must be included only where denominational RE is taught.
Cross-checking with references in other parts of the report is also important to ensure they make the same point. Ways of reconciling any differences will be suggested where necessary.
The text as a whole should support the given grade. In exceptional circumstances, it may be necessary to challenge a grade at the critical read stage, especially where the grade is inconsistent with other grades and the text seems to sit more easily with the rest of the report than with its own headline grade. Changing a grade in this way can easily give rise to a complaint, especially if it is a downward change, as the school has already had oral feedback. However, it is more important to get the report right, and if it is necessary for the inspector to go back to the school to correct an erroneous section grade, this must be done, with full apology and clear reasons for doing so.
6.7 Supplementary questions
The report will address each Key Question, using supplementary questions as a guide.
How well does the school, through its distinctive Christian character, meet the needs of all learners?
What is the impact of collective worship on the school community?
How effective is the religious education?
How effective are the leadership and management of the school as a church school?
7. The quality assurance process (critical read)
As the critical read is undertaken electronically it will be expected that inspectors will use the appropriate software (Microsoft Office Word) for writing the report. The report will be critically read using the Word edit facility (see appendix 11)
The process of critical reading is designed to do two things:
Thus the critical reader will:
7.1 Roles and responsibilities
The prime responsibility for ensuring each SIAS report is of sufficiently high quality falls to the inspector.
The critical reading role undertaken by the Diocese is to provide a view of the quality of the work of each section 48 inspector.
In addition, its role in accrediting inspectors means that the National Society also has an interest in every report. The critical readers are a vital element in this interest. Where there is concern about the quality of SIAS reports, the National Society may wish to review the accreditation of a section 48 inspector and make use of information gained through critical reading.
7.2 Evaluation criteria
Each report will be evaluated under four criteria to see whether it is of sufficiently high quality and is fit for publication. The four criteria are that the report:
Critical readers grade each draft report and maintain records of these grades for use by the Diocese and by the National Society as necessary when discussing the competence and performance of inspectors.
7.3 The Process in the Chester Diocese
Stage 1 – Inspector within 5 days of the inspection
Before sending the draft report to the school for checking, the inspector must send the critical reader (sue.noakes@chester.anglican.org) an electronic copy of the complete draft report (Word format), together with the judgement recording form for the inspection (NSJRF) and the SIAS inspection briefing (SIB).
Stage 2 - Critical reader within 2 days of receiving the report
The critical reader will save the draft report as sent. The critical reader will annotate a copy of the report using track changes (where changes are suggested) and comment boxes (for explanations and coaching points) and return it to the inspector.
The critical reader will grade the draft report using the SIAS four-point scale, communicate the grade (using the terms outstanding, good, satisfactory or inadequate and not numerical grades) on the front of the report and summarise its main strengths and the areas that need attention.
Stage 3 – Inspector within 2 days of receiving changes
The inspector should make the necessary changes suggested by the critical reader before returning the report. Where the inspector does not agree with the critical reader, the inspector should discuss the issue with the critical reader to resolve the matter. Where matters cannot be resolved in this way, the inspector should indicate in writing why suggested changes have not been made. Although advice may be given strongly, it is the inspector who is contracted to write the report and therefore must be able to have the final say. However, the inspector’s continuing work for a diocese and their national accreditation may well be affected by such actions.
Stage 4 – Critical reader within 2 days of receiving report
If necessary the critical reader will suggest any further changes and then indicate to the inspector when to send the draft report to the school.
Stage 5 – Inspector on the day of receiving report
The inspector will send a draft copy of the report to the school to check for factual inaccuracies.
Stage 6 – Inspector within 15 working days of the day of inspection
The report, JRF and claim form should be sent to the Diocese for forwarding to the National Society and the final report sent to the school.
The timescales suggested are ones that need to be followed but obviously the Diocese strives to return the final report to the school well before the fifteen working days deadline.
7.4 Grading the Report
The following grade descriptors will be used to determine the quality of the first draft report (and of any subsequent draft). They are best fit descriptors and take account of the work that the critical reader has had to do to ensure the report is fit for publication.
Grade 1: The text contains convincing arguments, perceptive insights into the school, very pertinent illustrations, well chosen strengths and sharply focused areas for development. Strengths and focus areas are clearly and securely supported by the text. Text to grade match is transparent. The report holds together well and apparent anomalies are clearly explained. The report focuses on the main features of the school, not the framework criteria. The text is well written with just a few drafting changes and other minor amendments necessary. Comments from the critical reader are minimal. Template requirements are met in all or almost all respects.
Grade 2: The text contains clear explanations with relevant illustrations, focusing on important features of the school. Strengths and focus areas are supported by the text and well expressed. Grades match the text. The text is mostly well written but significant points need improvement, or several sections need some editing to improve clarity. Some comments from the critical reader are substantial but none would challenge the consistency or accuracy of the report. Most template requirements are met with any issues easily rectified.
Grade 3: The text is generally well explained and presents a secure picture of the school. The report has a strong focus on the criteria with some material to relate judgements to the school. Strengths and focus areas can be tracked back to the text, but not always clearly. Grades are secure but not always well supported by text. Text is not always clear and needs some significant recasting. Comments from the critical reader are substantial and question the consistency of the text or its clarity, though the headline judgements are not in dispute. Some template requirements are not met and need rectifying.
Grade 4: One or more of the main criteria are not met, and/or one or more of the sections of the report are inadequate. The text does not support one or more headline judgements. Grades are not fully supported by text and/or inconsistencies between grades are not explained convincingly. Arguments in the text are not convincing and/or conclusions are inaccurate. Insensitivity of language indicates potential issues with the reception of the report by the school. The critical reader has had to undertake extensive recasting of the text to achieve a secure report. Template requirements not followed and/or there are significant structural problems.
Completing
the SEF with Church school factors
based on a document produced
by Manchester Diocesan Board of Education
(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 attendance and punctuality / pupil progress / pupil participation / pupil work / staff attendance 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 / charity 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
Collective worship has a(n) outstanding / good / satisfactory / inadequate effect on the school community.
Particular strengths are:
children’s participation and response
the presence 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 presence 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’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 accommodation / pupils’ spiritual and moral development.
the effectiveness of the headteacher and foundation governors in promoting a distinctive vision for the school
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’s 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
Self-Evaluation – Grade Descriptors
How well does the school, through its distinctive Christian character, meet the needs of all its learners?
|
|
To what extent do learners feel valued and special? |
How well do the school's Christian values impact on learners and enable them to flourish as individuals? |
How well does the Christian ethos support the spiritual, moral, social and cultural development of all learners? |
How are Christian values evident in the relationships between staff and learners, amongst learners and between staff?
|
How well is the school environment used to encourage spiritual development? |
|
Outstanding |
Virtually all learners feel valued and special. They enjoy their work, find it very worthwhile and meaningful and fulfil their full potential, whatever their gifts and talents. They say that they are always treated with justice, equality and respect in school, and that school is a place where they feel secure, happy and confident. |
Christian values have a pervasive impact on personal development and on progress in learning. Virtually all learners express high levels of hope and aspiration for their futures as responsible, compassionate people. Their levels of self-esteem, maturity and independence are high and they willingly support others. |
Learners make excellent personal progress in spiritual awareness. They possess a very positive sense of self and invariably apply faith based moral values to decisions and actions. Learners are able to relate sensitively to the beliefs, feelings and sensibilities of others.
The school uses its Christian character to nourish, encourage and challenge the SMSC development of virtually all learners.
|
Virtually all learners and staff feel their views are taken seriously and that they are supported by everyone else. Everyone works collaboratively and co-operatively and can talk openly about the way their beliefs have an impact on their professional life. Conflicts are always dealt with speedily, compassionately and fairly, in a spirit of forgiveness and reconciliation. |
All learners say they feel safe, valued and welcome and express great pride in their school.
Accommodation and resources have an outstanding effect on the quality of spiritual reflection, prayer and worship. Evidence of a Christian character permeates the school.
Displays are very prominent, bright and interactive, and give excellent support to religious education and general learning. |
|
Good |
A large majority of learners feel valued and special. They enjoy their work, finding it worthwhile and develop their potential. They say that they are always treated with justice, equality and respect in school and that school is secure place in which they are happy. |
Christian values have a demonstrable impact on personal development and on progress in learning. The large majority of learners express hope and aspiration for their futures as responsible, compassionate people. They have good levels of self-esteem and independence whilst expressing understanding of others. |
Learners make good personal progress in spiritual awareness. They possess a positive sense of self and normally seek to apply faith based moral values to decisions and actions. Learners are able to relate positively to the beliefs, feelings and sensibilities of others.
The school uses its Christian character to nourish, encourage and challenge the SMSC development of the large majority of learners.
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The large majority of learners and staff feel their views are taken seriously and that they are supported by others. Nearly everyone works collaboratively and co-operatively and can talk openly about the way their belief have an impact on their professional life. Conflicts are nearly always dealt with compassionately and fairly, in a timely way and in a spirit of forgiveness and reconciliation. |
Almost all learners say they feel safe, valued and welcome and express pride in their school. Accommodation and resources have a positive effect on the quality of spiritual reflection, prayer and worship. Evidence of a Christian character is found throughout the school.
Displays are prominent, bright and interactive, and give effective support to religious education and general learning. |
|
Satisfactory |
Most learners feel valued, enjoy much of their work, find much of it interesting and move along the road to developing their potential. They say that they are normally treated with justice, equality and respect in school and that school is an orderly and safe place. |
Christian values have an impact on personal development and learning outcomes. Most learners hope for success in the future, and aim to become responsible, compassionate people. They are secure in their knowledge of themselves and need little support as they develop. |
Learners are developing their individual spiritual awareness. They possess a growing sense of self and frequently seek to apply faith based moral values to decisions and actions. Learners accept and understand the beliefs, feelings and sensibilities of others.
The school uses its Christian character to nourish, encourage and challenge the SMSC development of most learners.
|
The majority of learners and staff feel their views are taken seriously and that there is someone they can turn to if they need support. Most people work collaboratively and co-operatively and are willing to talk openly about their beliefs when the need arises. Most conflicts are dealt with speedily sensitively and fairly and in a spirit of forgiveness. |
Most learners say they feel safe, valued and welcome and value their school. Accommodation and resources are sufficient to support spiritual reflection, prayer and worship. Evidence of the school’s Christian character is found in most key areas of the school.
Displays are interesting and stimulate both religious education and general learning. |
|
Inadequate |
Most learners do not feel valued or special. They do not always enjoy their learning, often finding it pointless. They do not develop, and frequently fail to fulfil, their potential. Their special gifts and talents are not fully recognised. They say that they are often not treated with justice, equality or respect in school and that school is not always an orderly or safe place |
Christian values have a little or no impact on personal development or learning outcomes. Most learners have low levels of hope and aspiration for their futures. Some become reasonably responsible, young people as they develop, but many lack the confidence needed to ensure they achieve the success of which they are capable. |
Learners are not developing an individual spiritual awareness. They possess an impoverished sense of self and rarely seek to apply faith based moral values to decisions and actions. Learners are unable to relate constructively to the beliefs, feelings and sensibilities of others.
The school rarely uses its Christian character to nourish, encourage and challenge the SMSC development of learners.
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Many learners and/or staff do not feel their views are taken seriously and that they are not as well supported as they might be. Few people work collaboratively and co-operatively and there is little discussion of how their beliefs have an impact on their professional life Conflicts are often not dealt with speedily, compassionately or fairly. |
Few learners say they feel safe, valued and welcome or value their school.
Accommodation and resources are insufficient to support spiritual reflection, prayer or worship.
Evidence of the school’s Chri |