1. SIAMS Evaluation Schedule 2018
Training
SIAMS Evaluation Schedule 2018

2. Welcome and introductions Strand 1: Vision and Leadership Break
Programme
Welcome and introductions
Strand 1: Vision and Leadership
Break
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: Impact of collective worship
Strand 7: Effectiveness of RE
Next Steps
JW – Jesus as a servant leader, a leader of leader – the other disciples watching on and learning

3. The core strands of the Church of England Vision for Education
Educating for:
Wisdom, knowledge and skills,
Hope and aspiration,
Community and living well together,
Dignity and respect. CW

4. The Church of England has set out a bold 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.
Revd Nigel Genders 2018 MG

5. Strand 1: Vision and Leadership
How effective is the school’s distinctive
Christian vision, established and promoted by
leadership at all levels, in enabling pupils and
adults to flourish? MG

6. Strand 1: Vision and Leadership
How well the school has developed and implemented an inclusive and distinctive Christian vision, monitoring its impact to ensure the school’s original foundation is maintained. How well the school lives out that Christian vision in relationships and partnerships with key stakeholders.
MG - This is an important message to get across . This SIAMS schedule is not about imposing the CEEO vision. Each school must have a unique vision tailored to its context BUT there are certain elements or principles that all church schools must include.
There must be a decent standard of education ; That is what the school is funded for
Any church school must develop the character of the individual to be the best person they were created to be (aspiration) and they must be a concern for the collective good of society (hope)
Pupils must learn how to live well together in society
They must treat all with respect and dignity.
It is time we are honest with parents and the public about what we are doing. As schools become less and less ‘Bog standard’ all schools should be clear about the who we are and why we are here.
The Christian vision of the school will be written on the front page of the report

7. School Context School status Number on roll
Social and economic circumstances
Staffing changes
Pupils with disabilities / learning circumstances
Involvement of clergy
Charities
RE syllabus / Understanding Christianity
Awards
Links with diocese MG

8. The new schedule centres around 3 key questions
Vision
Who are we as a school?
Provision
Why are we here?
Impact
How then do we live?
MG - We have tried to simply self evaluation to these three questions.
The new SEF requests some key information.
Stress not repeating information available on website etc.
We are not looking for description but focus on actions taken and impact

9. Not imposing a vision – the school has its own vision tailored to its context.
Deeply Christian sets the criteria
Diocesan vision sets the context
The school’s vision must be unique to the community
The school should take account of CEEO vision
The central principles of CEEO vision are aspects of Christian character that should be common to all church schools
Inspection against the school’s vision
MG - This is an important message to get across . This SIAMS schedule is not about imposing the CEEO vision. Each school must have a unique vision tailored to its context BUT there are certain elements or principles that all church schools must include.
There must be a decent standard of education ; That is what the school is funded for
Any church school must develop the character of the individual to be the best person they were created to be (aspiration) and they must be a concern for the collective good of society (hope)
Pupils must learn how to live well together in society
They must treat all with respect and dignity.
It is time we are honest with parents and the public about what we are doing. As schools become less and less ‘Bog standard’ all schools should be clear about the who we are and why we are here.
The Christian vision of the school will be writin on the front page of the report

11. A building with four walls and tomorrow inside
A community of lifelong learners, responsible global citizens, and champions of our own success
One school serving all
Let your light shine
Together we make the difference
Hand in hand we learn
We work best when we work together
A learning community dedicated to building respectful and responsible citizens and empowering all learners
JW – Jesus as a servant leader, a leader of leader – the other disciples watching on and learning
Love and encourage one another working to be the best that we can be

12. Definitions Relationship between vision and values
Vision provides direction.
Vision gives us a compass for decision making.
Definitions Relationship between vision and values

13. Find your vision on your website. Complete the vision sheet.
Task
Find your vision on your website. Complete the vision sheet.
How easy is it to find your vision on your website? Does the rest of your website reflect your vision or is it just an isolated statement?

14. To what extent is the school’s vision and its associated values grounded in a clear theology firmly rooted in a Christian narrative?
In a flourishing Church school, the leaders have developed a Christian vision that reflects its local context.
Leaders explain how biblical teaching roots this vision giving it coherence, relevance and sustainability.
The school uses its vision to shape development plans and school policies. This impacts on academic and personal development.
Leaders explain how the school’s vision informs both the choice of, and relationships with, a range of local, national and global educational partners.

15. Leaders effectively demonstrate how the impact of the school’s vision holistically infuses and shapes the strategic and operational direction of the school. This leads to innovative and imaginative practice that helps pupils transform their lives.  

16. Christian VISION Broad balanced and rich curriculum
Choice of partnerships
Social action, including Global
Budget and spending
Wholeness and wellbeing
Christian VISION
Supportive relationships
Policies and SDP
Inspirational worship
Values
Excellent RE
Attitudes, choices and behaviour
Everyone accepted and diversity and difference are celebrated

17. Policies
Assessment and Marking Behaviour / Anti-bullying Collective Worship Equality and Inclusion Mental Health and Wellbeing Religious Education Relationships and Sex Education SEND SMSC and spiritual development

18. A vision rooted in scripture

19. Welcome to Saint Gabriel’s College – a small, inclusive Church of England comprehensive school in South London. Our context: we serve a diverse community in Lambeth, on the edge of Brixton. Many of our students come from the British Caribbean community who have been in the area for many generations.
Many others come from the West African community. The newest arrivals are Spanish and Portuguese speaking students, mainly from Latin America. The only white British person in this picture is the teacher!

20. School Christian Vision
Generosity of Spirit
Service to Others
Our school’s patron is the Archangel Gabriel - the logo is a ring of Gabriel’s trumpets.
Gabriel is the bringer of Good News from God, and we want our students and our school to be beacons of Good News.
Two of our school values are Generosity of Spirit (our attitudes towards others) and Service to Others (our actions).
One of the places we get our values is in the Parable of the Good Samaritan.
This is a more radical story that we usually think – the Samaritan was of a different race, religion and culture to the man – but he was the one who recognised him as a neighbour. The Samaritan represents the person you hate. The theology here is one of radical hospitality.

21. We made a banner showing the Holy Family in the stable, and then the same figures on a boat for the Flight into Egypt. They wanted to emphasise that Jesus himself was a refugee, and to make the visual link with the thousands of refugees risking their lives crossing the Mediterranean.

22. The Welcome Experience Teaching and Learning Public Action
With the help of our Citizens UK organiser the students set about developing a “Refugees Welcome school.”
The Refugees Welcome campaign had been running for over a year, mainly through the work of Citizens UK, but it was only with the pictures of Alain Kurdi that public opinion changed, just for a couple of weeks, in favour of refugees. There were now Refugees Welcome teams all over the country who were organised and ready to take action.
Using the Citizens UK experience in campaigning and supporting refugees, our students came up with a plan to answer the question: “if a refugee were to come to our school, what would we need to do to support them?”
They came up with three areas: the Welcome Experience, Teaching & Learning, and Public Action. I will give a brief overview and also some examples for what we did in our school.

23. Courageous Advocacy!
Public action Join with community campaigning Local ‘Refugees Welcome’ team
So far we have the Welcome experience and teaching & learning. These are not original – there are other programmes (eg Schools for Sanctuary) who are the same.
The distinctive feature of Refugees Welcome Schools is the third strand: Public Action. It’s not enough to put practical things in place to care for a refugee in our community – we also needed to add our voices to the public discourse and campaigns for refugees.
Again, joining with our Refugees Welcome team locally was hugely important. Much of the following was done in conjunction with them.

24. Task
Use the ‘Dream Big’ sheet to help you think through your vision. How is your vision theologically rooted in the Christian narrative?
Dream big task

25. Break

26. Strand 2: Wisdom, Knowledge and Skills
How well the school’s staff and leaders apply their Christian vision to ensure curriculum and extra–curricular opportunities meet the academic and
spiritual needs of all learners.
How effective is the school at meeting the academic
needs of all pupils through the curriculum? How effective
is the school in identifying and supporting those who are
more vulnerable and who may have additional learning
and personal needs?
How well does the school support all pupils in their
spiritual development, enabling all pupils to flourish?
JW Jesus was on the side of the marginalised, church schools were established for the poor of the parish. How does your school prioritise the diminishing of gaps for vulnerable groups?
Does your school have a clear and secure understanding of spiritual development that is distinguishable from social, moral and cultural development?

27. Strand 2: Wisdom, Knowledge and Skills
How does your curriculum enable pupils to develop curiosity through a questioning and spiritual vocabulary that helps them explore spiritual and ethical questions?
Doors: opportunities to do something creative that expresses our own thoughts and convictions.
Mirrors: opportunities to reflect, to look inward and to consider some of the big questions of life: to explore our own insights and those of others.
Windows: opportunities to look out on the world and gaze in wonder; the things we find amazing and that bring us up short. JW

28. Strand 3: Character Development: Hope, Aspiration and Courageous Advocacy
How well the school’s Christian vision supports the character and moral development of all pupils, giving them aspiration for themselves and hope for the communities of which they are a
part.
How well the school’s Christian vision inspires the whole school community to engage in social
action and to be courageous advocates for change in their local, national and global communities CW

29. Strand 3: Character Development: Hope, Aspiration and Courageous Advocacy
Character development: to be the person God created you to be
Personal aspiration to be the best you can be
Hope for others: the local community and beyond
Social action, inspired by the vision and associated values
Teaching children to be courageous advocates for change
CW – charity work is still absolutely valid but should be linked to vision and your school’s context

30. Moving beyond the cake sale!
Strand 3: Character Development: Hope, Aspiration and Courageous Advocacy
Moving beyond the cake sale!
Empowering children to be active global citizens.
The #iwill campaign promotes social action among year-olds. CW
KS2, KS3, KS4/post-16

31. Strand 4: Community and Living Well Together
How well the school’s Christian vision promotes social and cultural development through the practice of forgiveness and reconciliation that
encourages good mental health, and enables all to flourish and live well together.
To what extent does your school’s Christian vision and associated values underpin relationships at all levels in the school community, enabling pupils to disagree well and to practice forgiveness and reconciliation? Is this reflected in the school’s behaviour, exclusion and attendance policies?
How well do leaders ensure there is support for good mental health in children and adults and a sense of belonging that embraces and celebrates difference? JW

32. Strand 4: Community and Living Well Together
3 pupils in every classroom have a diagnosable mental disorder
8% of 5 to 10 year olds in the country have a mental health disorder
½ of all mental health conditions are established before the age of 14 JW

33. Strand 5: Dignity and Respect
How well the school’s Christian vision creates an
environment that embraces difference where all pupils, whatever their background or ability, can flourish because all are treated with dignity and respect. JW

34. Strand 5: Dignity and Respect
How well does the whole curriculum provides
opportunities for all pupils to understand, respect and celebrate difference and diversity?
Does the school have an approach to relationships and sex education (RSE) that ensures children are able to cherish themselves and others as unique and wonderfully made, and to form healthy relationships where they
respect and offer dignity to others? (From 2020 onward)
How well does your school’s Christian vision and associated values uphold dignity and value all God’s Children, ensuring through its policy and practice the protection of all members of the school community?
JW – VAGC training will be run in the spring term 2019

35. Strand 6: Impact of Collective Worship
The ways in which collective worship is an expression of the school’s Christian vision.
Trinitarian nature of God
Relevance of faith today
Teachings of Jesus and the Bible
Grow spiritually through prayer, stillness, worship and reflection
Partnerships with local church(es) CW
Pupil involvement in leading, planning and evaluation
Appreciate that Christians worship in different ways

36. Other Christian denominations
Strand 6: Impact of Collective Worship
How often do children experience the diversity of Christian practice and tradition?
Different traditions with Anglicanism
Other Christian denominations CW

37. Strand 6: Impact of Collective Worship
In what ways and to what extent is collective worship in your school: inclusive
invitational
inspiring? CW
Is it central to the life of the school?

38. Strand 7: The effectiveness of Religious Education
How effective the school is in ensuring pupils flourish through the provision of high quality religious education reflecting the Church of England Statement of Entitlement.
How effective the school is in ensuring that religious education expresses the school’s Christian vision. MG
How effective is RE teaching and learning in the school. (VA only)

39. Strand 7: The effectiveness of Religious Education
Academic subject & non-confessional.
Develops religious literacy.
Christianity explored as a living world faith through the exploration of core theological concepts using an approach that critically engages with text.
Knowledge and understanding of other major world religions and world views.
Consider the impact on society and culture in Britain and globally.
Safe space for pupils to reflect upon their own convictions. MG

40. Resources Church of England Vision for Education (2016)
Resources from C of E Foundation for Educational Leadership
Valuing All God’s Children (2017)
The Fruit of the Spirit (2015)
Unlocking Gifts (2016)
The Statement of Entitlement for RE (2016)
Diocesan RE Syllabus (2018)
Understanding Christianity
Christian Aid - Global Neighbours
Thrive JW