SIAMS

As a voluntary controlled primary school, the school is subject to a statutory inspection every three years by the Church of England Dioceses. This inspection is referred to as a SIAMS inspection (Statutory Inspection of Anglican and Methodist Schools).

Hindsford Primary C of E School was previously inspection on 7th July 2006 and during this inspection received an Outstanding grading.

A copy of this inspection can be seen by clicking on the images below.

Since this date, the SIAMS has changed the way that it inspects school which explores in 7 strands of school life.  These seven strands are listed below:

  • Vision and Leadership
  • Wisdom, Knowledge and Skills
  • Character Development: Hope, Aspiration and Courageous Advocacy
  • Community and Living Well Together
  • Dignity and Respect
  • The Impact of Collective Worship
  • The Effectiveness of Religious Education

Below is a summary of how the school meets the expected standard within these seven strands:

Strand 1 – Vision & Leadership

How well has the school developed and implemented an inclusive and distinctive Christian vision and monitored its impact to ensure that the school’s original foundation is maintained? How well does the school live out their Christian vision in relationships and partnerships with key stakeholders?

School Vision: The school vision is, ‘For Every Child to REACH their Potential and Live Life in all its Fullness’ which the latter part of this vision has been taken from the Bible passage John 10:10.  In consultation with Governors and Staff, it was agreed that this passage had a strong connection with the school’s motto of ‘Our Best, Always Everywhere’ and the whole school aim of encouraging the children to live life in abundance by exploring and celebrating the wonderful world that God gave us. This vision is also about the children welcoming God into their life so that they become complete and fulfilled in their life journey.

School Values: The school has 7 Christian Core Values. Each class (Reception: Love, Year 1: Respect, Year 2: Friendship, Year 3: Kindness, Year 4: Self-Control, Year 5: Truthfulness & Year 6: Forgiveness) is responsible for the teaching and promotion of one of these values which is explored deeper throughout each year in the following order:  Autumn Term: Love, Friendship & Kindness, Spring Term: Self-Control & Truthfulness, Summer Term: Forgiveness & Respect.

To embed these values further and allow opportunities for the children to demonstrate these values in their everyday practice, the school has adopted these values to be solely the school’s behaviour rules. This means that the children on a regular basis are encouraged and challenged to think about the importance of these values and true meaning and purpose of them.

RE & Worship Curriculum: The embedding of the school vision and values are also a main focus of RE and Collective Worship Curriculum. A priority has also been placed on developing the children’s spiritual understanding further by each class having a designated Reflection Area and these also being present within many of the communal areas around school.

In addition, the school takes as much opportunity as possible to engage the children in special services such Eucharist and Confirmation (Year 6). This is so the children are able to experience these types of services within a holy place of worship.

Key Stakeholders: The relationship that the school has with its church (St John’s Parish) and community is critical in allowing the children to embrace and adopt the Christian way of living.

To ensure the success of this relationship, the school regularly invites children and family members to attend church on Sunday and participate in special services such as Education Sunday, Remembrance, Evensong, Harvest, Nativity and Easter.

All stakeholders are also invited into school each week to participate in a Family Worship at school with Vicar Tracy Marshall.

In addition, the school works closely with Diocese of Manchester with the Headteacher attending meetings once a term with other Heads in the Consortia and regularly volunteering to host these meetings at Hindsford. The Headteacher also attends all services at the Manchester Cathedral held by the Diocese, which she shares with the children on her return to school.

The other stakeholder that the school which he school has a strong relationship with are the other 16 schools within the consortia. The Headteachers and Subject Leaders meet regularly within this team and offer support to each other.

Leadership: The school has a strong Curriculum Leader for RE and a Staff Collective Worship Team that are responsible for the quality of Whole School Worship and Reflection.

The school also has two designated RE/SIAMS Governors who carries out regular Governor Deep Dive Days which looks into the teaching and learning of RE/Worship and the impact that this has on the children’s attainment, progress, behaviour and decision making. This includes looking at books, speaking to children, reviewing the quality of the learning environment and observing lessons & worships.

The Headteacher voluntary completed her CofEPQH in addition to the NPQH so that she has and displays a strong understanding of what is means to be distinctively Christian.

The RE Curriculum Lead, Collective Worship Leaders and RE/SIAMS Governors take seriously their responsibility in the developing the understanding of all stakeholders regarding the school being a Church School.

This is communicated via a number of different channels such as; through the RE Curriculum and Worship Programme, through the celebration of the school values and citizenship, through advertisement on the school website, in the school newsletter, on the school letter head and around the school via posters and displays.

They also attend the most recent training courses offered by the Church of England such as Understanding Christianity and SIAMS Framework as well as attend the local Network and Consortia training.

When recruiting staff, the school ensures that the member of staff appointed supports the strong Christian Ethos of the school and understands the importance of this. For Leadership positions, such as the Headteacher, the school insists on a faith reference to ensure that leaders are committed to their faith and supporting the core Christian values of the school. Once appointed, the school has an induction programme which then explores this further.

Quality Assurance: The Headteacher works with all stakeholders regarding the self-evaluation of the school and review this regularly through-out the year via Deep Dive Days, Health Check Days and the day to day monitoring outlined in the schools monitoring policy, led by Subject Leaders.

Results from this monitoring would indicate that this strand of SIAMS would meet requirements for Excellence as the vision and values aspect of school life is firmly embedded and a significant strength of the school.

Strand 2 – Wisdom, Knowledge and Skills

How well do the school’s staff and leaders apply their Christian vision to ensure the curriculum and extra–curricular opportunities meet the academic and spiritual needs of all learners?

The school is focused and committed to the Curriculum and have worked in unison with all stakeholders to produce the following statements of Intent regarding the Curriculum and what it aims to offer its pupils.

At Hindsford CofE Primary School, it is our intent that the design of the Curriculum:

  1. Ensures that the children participate and engage in a full curriculum.
  2. Recognises the children’s prior learning and builds on this during a lesson, over a unit of work and overtime.
  3. Supports the children in remembering and recalling the long-term content of the curriculum.
  4. Promotes the skills of a good learner so that the children become confident, resilient, curious and investigative learners.
  5. Encourages the children to have a positive attitude to learning.
  6. Teaches the children about the modern world and how to be good citizen within this.
  7. Supports the children’s spiritual development and mental health and well-being.
  8. Provides first hand learning experiences to inspire and engage the children in new learning and encourage them to try new things.
  9. Celebrates the uniqueness in every learner and celebrate both their personal and academic achievements in all subjects.
  10. Strives to ensure that all learners reach their potential in all subjects.
  11. Ensures that all learners are given the cultural capital they need to succeed in life beyond Hindsford.

Within the school’s Curriculum Policy for each of the intent statement above, there is an explanation of what the school does to ensure that it is successful in delivering its intent.

For statement g however, which specifically talks about the children’s spiritual development, the following information is a summary of the information shared within this policy.

The children have frequent opportunities during the school day to both individually and collectively self-reflect and pray to God. They have free access to all the reflection and worship areas in school where they can write their reflections and submit them to either the class or whole school reflection book or prayer book. Each class has several Bibles available for the children to read in their classroom.

During RE lessons, the children are encouraged to reflect and discuss different elements of the Bible and the Word of God – For Example: Why is Good Friday referred to as good when Jesus died on this day? Was God right to allow Jesus to die? Should Jesus have forgiven Judas for betraying him? Etc. This allows the children to explore Christianity at a deeper level and really question the strength of their faith.

The children are also given opportunities to explore their spiritual understanding by the school organising regular visits to the church and by emerging themselves via singing and praising God and feeling the connection with him as they sing.

Each term, the children explore one or more the Christian Values in greater detail and more recently have begun to link these to current affairs across the world via the Picture News aspect of the Curriculum.

In addition to all of the above, the children learn about the Understanding of Christianity Timeline and the 8 Concepts of this Timeline on a regular occurrence so that they have a good understanding of the position that each Bible story has in the Bible and the role plays in creating the Kingdom of God.

Strand 3: Character Development – Hope, Aspiration and Courageous Advocacy

How well does the school’s Christian vision support 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 does the school’s Christian vision inspire the whole school community to engage in social action and to be courageous advocates for change in their local, national and global communities.

As previously mentioned, the school has carefully selected its vision which is focused on children working hard to reach their potential and to live life in all its fullness. This vision connects closely with the school motto of ‘Our Best, Always Everywhere’ which is designed to encourage the children to try new experiences, persevere and aspire to be the best that they can be.

To support the children with both the vision and motto, the school has lots of strategies in place such as teaching them the characteristics of a good leaner, the concept of being in the learning pit and via the analysis of the poem ‘Footprints in the Sand’ with regard to what this means in terms of God’s support when they are finding things difficult.

With regard to engaging with the community and world around them, every week the children access Picture News learning which teaches them what has been happening in the world and this links to the part/role they have in society.

Every term, the children raise money for several different charities and are encouraged to think about others that are less fortunate than them. To also feel blessed for the goodness that they have in their life.

Strand 4 – Community and Living Well Together

How well does the school’s Christian vision promote 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?

With forgiveness being one of the the school’s core values, this is explored in detail each year. This includes the children reading stories from the Bible, talking about their own experiences of forgiveness, exploring reasons why forgiveness  may be difficult at times,  looking at different scenarios of forgiveness and questioning why forgiveness should be given.

Both the School Behaviour & Exclusion Policy works on a system that every day is a new day and a fresh start. Therefore, the element of forgiveness is heavily embedded in this system. Within both these policies, children are asked to reflect on their behaviour, talk about it openly and honestly and, if required, ask for forgiveness in the form of an apology.

Every year, the children participate in Anti-Bullying Week, which includes looking at the role of the bully and how we should support the bully as well as the victim. This is an important part of the children learning to show empathy for others and seeing the bigger picture.

With regard to Mental Health, the school has a range of resources and intervention programmes that support children with good mental health. For Example: The Feelings Board, Sensory Room, Nurture Room, Counselling, Immersion Room, Reflection Areas, Self-Esteem Groups, Breakfast Club & Guardian Angel. All of these interventions have an element of TALK in them and where an issue requiring forgiveness occurs with regard to the pupil resolving an issue. Thi soption is taken.

The PSHE Curriculum also ensures that the importance of good mental health.

Two members of staff have completed the Church of England Mental Health First Aid Certification.

Strand 5: Dignity and Respect

How well does 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?

As a school, we pride ourselves on being a family that work together to achieve one goal. We regularly talk about and celebrate the uniqueness in us all and have worked on several displays around school celebrating this.

‘We are so Special and Unique, God Made You with a Plan and a Purpose’

During the Autumn Term, the PSHE Curriculum looks specifically at relationships and how these are formed and developed between different people and communities. In Year 5 for example, the children explore the difference and diversity in the community and the different relationships that they form with their friends, family, teachers, community members and organisations. This helps them to gain an appreciation of the importance of these relationships and how they contribute to them living a happy life.

Strand 6: Collective Worship

In what way does the school’s collective worship programme express the school’s Christian Vision and how does it offer opportunities for all pupils and adults to grow spiritually through experiences of prayer?

Collective Worship takes place every day and works through a programme of study designed to allow the children to learn, reflect and grow their knowledge and understanding of both the Christian faith and other faiths.

This includes the following teaching & learning:

  • Listening to and talking about Bible Stories within the Understanding Christianity Timeline and where these stories are positioned in the 8 concepts.
  • Listening to and learning from stories from other faiths around the world.
  • Looking at and discussing Picture News Events.
  • Celebrating both Christian Festivals & Festivals from Other Religions at the time of year they occur.
  • Engaging in moments of silence and reflections – being still.
  • Lighting a candle at the start of each Worship to welcome God to be with them.
  • Listening to music when coming in and out of worship.
  • Engaging in daily collective prayer.
  • Participating in weekly Family Worship led by the Reverend.
  • Learning about each of the School Christian Values through-out the year.
  • Singing together a range of Christian Hymns during regular Singing Worship.
  • Participating in Celebration Worship and especially the Uniqueness in us all.

The Worship Council are actively involved with the planning and delivery of worships so that they remain inspiring and aimed at engaging the children in delivering the key messages of God.

Children are openly invited to share their Christian or other faith news during Worship and do so regularly.

The Worship programme, as listed above, has a variety of different ways in which the learning is delivered. In addition, the programme is delivered by different people such as the Headteacher, Deputy Headteacher, School Business Manager, RE Lead, Reverend & Vicar from the local church and the pupils. (During lockdown however, Worships were mainly delivered by the Headteacher or Class Teacher).

Within each worship, a range of resources are used to ensure that the worship is engaging including video clips, drama, storytelling, discussion, role play, visitors, music and song and PowerPoint.

As highlighted previously, each term, the children participate in a Eucharist at the local church and have regular opportunities to participate in special services at the church.

Whatever the approach, the school ensures that pupils are introduced to the key beliefs and aspects of the Christian faith and are helped to explore them. This includes:

  • The nature of God as the Father, Son and Holy Spirit
  • The nature of human beings as children of God, part of his creation and though sinful, destined for eternal life.
  • Jesus as the Son of God who, through his life, death and resurrection, broke the power of evil and restored humanity’s relationship with God.
  • The central values of forgiveness, selfless love, redemption, goodness, compassion and charity.
  • The central place of the Bible as a source of knowledge about God and Jesus and as a source of inspiration and guidance
  • The importance of prayer.
  • The central symbols of Christianity.
  • The cycle of the Church year.

The children are taught about the importance and meaning of The Holy Trinity at least once a year during Collective Worship. This is reinforced each day when the candle is lit at the start of Worship and God is welcomed to be with the children.

When learning about difficult events/disasters happening in the world around them such as an earthquake, tsunami, terrorist attacks, fire, floods etc. the children are encouraged to think how faith can support them during these difficult times and how people can look to God for strength. The children also engage in collective prayer and reflection for the people involved.

The school enjoys close links with the local church – St Johns Atherton Church and has a positive relationship with both the Team Rector, Team Vicar of Atherton Hindsford with Howe Bridge and members of the congregation of St Johns.

Recently, a member of the congregation has become a School Governor with the Team Rector also being a Governor and the Team Vicar leads the family worships each week.

If there are any charity or fundraising events that either the school or the church are running, these will be advertised by both organisations and consist of an open invitation for anyone to attend. For example: Each year the church has a Christmas Raffle to raise money which the school support by selling these to the parents and family. The school hold a MacMillian Coffee Morning each year which the church advertises and encourages church members to attend. These are all spoke about during worship and the importance of the community working together for the common good.

Strand 7: RE Curriculum

How effective is the school in ensuring its pupils flourish through the provision of high-quality Religious Education and in expressing the school’s Christian Vision?

The children participate in weekly RE Lessons and a daily Collective Worship session. The RE Curriculum consists of 60% Christianity and 40% other faiths.

By the school following the Blackburn Curriculum for its Christianity units of work, Diocese Wigan agreed syllabus for its discrete othe faiths units of work and by combining this with the Understanding Christianity scheme of work, the children are given regular opportunities to learn about both Historic and Living Christians as well as discuss and learn from the Bible.

The scheme of work, which can be found on the RE page of this website, also offers opportunities for learners to understand and to make links between the beliefs, practices and values of a range of different faiths.

The Subject Leader effectively communicates expectations to Senior Leaders, Governors and staff about improvements made in the teaching and learning of Religious Education and is well informed on current developments within this subject.

Effective use is made of a range of routine monitoring and evaluation procedures that accurately identify strengths and focus on raising standards that lead to improvement in pupil performance. The RE subject leader has keeps notes of her monitoring, support and challenge that she offers through-out the year and uses these to asses the impact that RE is having on the children.