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The What, Why, and How of SIAMS 1. What must SIAMS do? SIAMS must, in accordance with the law: i. make judgements and report on religious education ii. make judgements and report on collective worship iii. make judgements and report on pupils’ SMSC education iv. make judgements on how, through its theologically rooted Christian vision, the school
The purpose of SIAMS is: • to provide an evaluation of the impact of the school’s distinctively Christian vision for all stakeholders (governing body, multi-academy trust, school community, parents, diocese, CE Education Office) and the wider public.
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SIAMS (Statutory Inspection of Anglican and Methodist Schools) Under the Education Act 2005 all CE schools are subject to a Section 48 inspection. The inspection is based on the SIAMS Evaluation Schedule (SIAMS- Evaluation Schedule for Schools and Inspectors, September 2021).
Sep 12, 2024 · There's a list of schools likely to be inspected under the statutory inspection of Anglican and Methodist schools (SIAMS) this academic year on the Church of England (CofE) website. Find the list on the SIAMS inspections page under the heading 'lists of schools likely to be inspected in 2024-2025'. Note: the list of schools to be inspected is ...
- How effective is the school’s distinctive Christian vision, established and promoted by leadership at all levels, in enabling pupils and adults to flourish?
- 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
- (CofE Guidance on CW: Inclusive, Invitational, Inspiring, May 2020)
- Strand 7: The effectiveness of religious education
- Church of
- An outline of the way that the inspector will approach the inspection:
- Reporting:
- All of these are available on the ODBE and Church of England webpages:
Essentially, the process has two parts; the school’s self-evaluation and the inspection visit itself. It is the responsibility of the governors, or equivalent in academy schools, to ensure the self-evaluation process happens but not to undertake it as such; the whole school community should be involved in developing the self-evaluation form (SEF) d...
The school develops and implements an inclusive and distinctive Christian vision and monitors its impact to ensure the school’s original foundation is maintained. The school lives out its Christian vision in relationships and partnerships with key stakeholders. School’s vision (and associated values) is grounded in a clear theology firmly rooted in...
School staff and leaders apply the Christian vision wisely and sensitively to ensure curriculum and extra–curricular opportunities meet the learning and spiritual needs of all learners. Learning needs of all pupils including vulnerable groups – Progress seen through curriculum Spiritual development
The Christian vision supports pupils’ character and moral development, giving them aspiration for themselves and hope for the communities of which they are a part, including when circumstances are difficult. The Christian vision inspires the whole school community to engage in social action and to be courageous advocates for change in their local, ...
The 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. School’s Christian vision and associated values underpin all relationships in the school community. Pupils disagree well and to practice forgivene...
The Christian vision creates an environment that embraces difference where all pupils, whatever their background or ability, flourish because all are treated with dignity and respect. School’s Christian vision and associated values uphold dignity and value all God’s Children* Curriculum provides opportunities for all to understand, respect and ce...
• Collective worship is an expression of the school’s Christian vision and is inclusive, invitational and inspiring.
Opportunity, without compulsion, to all pupils and adults to grow spiritually through experience of prayer, stillness, worship and reflection whether they are engaged in learning in school or at home. Variety of Christian worship for example using music, silence, story, prayer, reflection, the varied liturgical and other traditions of Anglican wors...
Pupils flourish through the provision of high quality religious education reflecting the England Statement of Entitlement. Religious education expresses the school’s Christian vision.
RE provision reflects the Church of England Statement of Entitlement and develops religious literacy: Christianity as a living world faith, exploration of core theological concepts using an approach that critically engages with text. Pupils consider the impact and connection that Christianity has on Britain’s cultural heritage and the lives of peop...
Using the self-evaluation, the inspector will start by seeking to decide if the evidence supports a grade of Good. The Good grade descriptors help to make this judgement and you should use a ‘best-fit’ approach. If the school is well beyond the Good grade descriptors, the inspector then considers if the school should be awarded the grade of Excelle...
The SIAMS SEF and report template have a box for the school’s vision. Maximum of 50 words, not including a Bible quotation. A concise vision statement is needed and should be reflected in policies, procedures and the school website. If Ofsted has judged a school to be requiring improvement or Inadequate within the twelve months preceding SIAMS i...
https://www.odbe.org.uk/schools/siams/ https://www.churchofengland.org/about/education-and-schools/church-schools-and-academies/siams-inspections
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SIAMS inspection operates initially from the presumption that the school is a Good Church school. An inspector will only deviate from this grade when or if the evidence suggests that to do so is appropriate.
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What is SIAMS & how does it work?
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This information informs the inspection judgements that the inspector makes. This information is central to the evidence-based judgements that the inspector makes. The subquestions ensure that the inspector and school leaders have enough evidence to answer the main IQs.
