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.
SIAMS inspection focuses on the impact of the Church school’s Christian vision on pupils and adults. This involves looking at the school’s Christian vision, the provision the school makes because of this vision and how effective this provision is in enabling all pupils to flourish. 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 in their character and ethos.
The Evaluation Schedule has one inspection 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 is explored through seven strands:
All Church of England dioceses and the Methodist Church use the National Society’s framework for the Statutory Inspection of Anglican and Methodist Schools (SIAMS) under Section 48 of the Education Act 2005.
The framework 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”.
“Positive relationships form the beating heart of the school. A strong focus on inclusion and nurture results in the flourishing of pupils, staff and families.”
“Values of friendship, compassion, trust and respect are woven into daily learning, meaning that they are understood and lived-out. As a result, adults and pupils, including those who are vulnerable, are cherished and flourish.”
“The kindness encapsulated in the vision extends to new pupils in school. Everyone is welcomed and valued.”
“Pupils develop an understanding of difference, are able to challenge stereotypes and learn to disagree well. Studying a broad range of diverse, motivating role models helps to raise aspiration and develop empathy. The prioritisation of a ‘big picture’ curriculum helps pupils to develop a wider understanding of who they are and their place in the world.”
“They encourage pupils to ‘build and hope together’ to put the vision into action. Leaders are passionate about justice and responsibility and are determined for pupils to be ‘upstanders not bystanders.’”
