Welcome!

NEW SIAMS Arrangements

Briefing For Schools.

Shaun Burns

Primary Religious Education Adviser

and SIAMS Inspector;

Andy Redman

SIAMS Inspector and SIAMS Manager Designate.

Autumn 2017

The SDBE - Developing Church of England Education

Time For Reflection.

The SDBE - Developing Church of England Education

www.churchofengland.org/education

Outline of The Briefing Session.

Time For Reflection.

Aims of the session.

Section 1: Why change?

Section 2: A look at the new

evaluations schedule and

documents.

Section 3: school self evaluation.

Section 4: Collective worship and

RE.

Vision for SIAMS

‘It is a matter of affirming what is of worth in the past and the present, rejecting courageously things that we judge unwise, and working to transform those that are valuable but need improvement’

Timeline

• October - December17

Advisers and school training

• Autumn/spring 17 open

pilots.

• Summer 18 inspector

training

• September 18 first

inspections.

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Section 1: Context : Why the change ?

A SIAMS that is more rigorous A SIAMS that is more consistent A SIAMS that is more suitable for the new education landscape

A central problem for

SIAMS

• Techne

The craft-like knowledge

is called a technê. It is most

useful when the

knowledge is practically

applied.

• Praxis

Praxis is used by

educators to describe a

recurring passage through

a cyclical process of

experiential learning,

8

Why: Tweaks are not

enough! • MATs

• Cutting out the middle: the national and local.

• National accountability agendas

• Why should government ‘pay’ for this ? (NSS)

• 50% Outstanding (nationally!)

(72% in Southwark!)

• Workload on schools

• The educational world

is changing !

www.churchofengland.org/education

Why?

The educational world is changing!

10

• SIAS: focus

distinctiveness

• SIAMS: focus

distinctiveness and

effectiveness

• SIAMS 2: focus

distinctiveness,

effectiveness and

sustainability.

• In practice this means

that the policies and

pressures of democratic

cycles, which inevitably

need to be held in

balance with the needs of

organisations with a

longer term commitment

to education’

What do we want of SIAMS?

• To set expectations of

what parents and pupils

should be entitled to in

a church school

• To identify the real

examples of excellent

practice that can be

shared with other

schools

• To identify the schools

vulnerable as church

schools

• A tool for church

school improvement

• monitor the impact of

national and diocesan

initiatives on pupils.

• ensure schools uphold

and celebrate their

foundation as a church

school

• The key that opens the

school/diocese

relationship 11

Section 2: A look at the new

evaluation schedule and other

documents

Not imposing a vision

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 (or Methodist

principles).

• 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

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Generosity of Spirit

Service to Others

School Christian

Vision

• The Welcome

Experience

• Teaching and Learning

• Public Action

Schools

Public action

Join with community

campaigning

Local Refugees

Welcome team

Action Plan; (Courageous Advocacy !)

Another Example

From Our Diocese!

The SDBE - Developing Church of England Education

What is where ?

Vision

Provision

Impact

• Leadership and

management

• RE and CW

• Distinctive Christian

Character with a writing

frame!

www.churchofengland.org/education

What is where?

Christian vision and leadership

• The school’s vision

• Partnerships (MATs, local church

and diocese)

• Developing staff and leaders

• Monitoring and evaluation

(Governors/Academy Directors)

progress since the previous

denominational inspection?

21

What is where?

Community and living well

together

• Social and cultural

development behaviour

policies, mental health,

companion links.

Dignity and respect

• Celebrating diversity and

difference, VAGC anti bullying,

RSE

Collective worship

Religious education

Wisdom, knowledge skills

• Standards, spiritual

development

Character development

hope, aspiration and

courageous advocacy

• Moral development values and

character, social justice, charity

Losing the tyranny of

numericalism ! • 2 goods +2

‘outstandings’ does not

equal an outstanding

school.

• One overall best fit

judgement will be made.

• RE and CW are stand

alone judgements.

23

Grade descriptors

• This is new

• brings us more into line

with Ofsted

• expected, excelling,

emerging

• ineffective as a church

school

24

grades

Excellent

Good

RI

An ineffective church

school In the judgement of the

inspector:

• Replaces inadequate

• Two strikes and out

principle

• Discussed with diocese first

Ineffective as Church

school

25

One holistic judgement

St Theresa's Church of

England VA primary school

is an excellent school

overall. Collective worship

is excellent. Religious

Education is excellent.

• St Theresa’s Church of

England VA primary

school as a church

school is good overall.

Collective worship is

excellent. Religious

education is good.

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School Self Evaluation

Three questions

• What is your Christian

vision for the school?

• What do you do

because of your

Christian vision ?

• How do you know it is

working ?

Vision

Provision

Impact

The vision and leadership

section • A clear

theology/Christian

narrative

• Official operational

partnerships

• Preparing new church

school leaders

• The role of

governors/academy

directors

29

Wisdom Knowledge Skills

• Standards: Two things

we need to know!

• Curriculum decisions

• Spirituality: approach

W.M.D

(Kathryn Wright)

(Andrew Rickett)

30

Hope and Aspiration:

Character development and courageous

advocacy

• Character: values to

over come barriers to

learning etc (Aspiration)

• Courageous advocacy;

challenging disadvantage,

deprivation and

exploitation. (Hope)

• Beyond the cake sale

• Global Neighbours

• Archbishop of York YL

• Lifesavers

• Non Christian charities

are fine. 31

Community and living well together;

Forgiveness and reconciliation

• Inclusion section

• Behaviour and exclusion

policies

• Mental health

• Learning to disagree

well

• Companion links

• Interfaith dialogue would

fit here if a feature of the

school.32

Southwark Diocesan link

with Dioceses in Zimbabwe.

Dignity and respect

• Celebrating difference

• Anti bullying especially

LGBT+

• RSE

• Valuing All God’s

Children 2

33

Section 4 : RE and collective worship

The impact of

collective

worship

No major change in

schedule

• Purpose

• Content

• Prayer, stillness

and reflection

• Planning and evaluation

How well leaders

ensure that

collective worship is

inclusive, invitational

and inspiring and is

central to the life of

the school ?

35

The quality of

religious

education

How well the school

ensures the provision

of high quality

Religious Education

Does Religious

Education produce

religiously literate

pupils?

36

Statement of Entitlement

Developing RE Curriculum

Religious and theological

literacy

‘Such an approach is offered through a

commitment to generous hospitality, being true to

our underpinning faith, but with a deep respect for

the integrity of other traditions and beliefs and for

the religious freedom of each person’

Religious Education

• RE is an academic subject in

Church schools.

• VC schools are not lesser

church schools

• We are protecting RE in VC

schools

• Aims and purpose of RE

• An expectation of an

approach and organising

principles.

• Some content principles

• Leadership and management

• Assessment

• Effectiveness of teaching and

learning (VA only )

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