How well do governors ensure that a robust and continuous self-evaluation process is in place that involves the school community in evaluating their effectiveness as a Church school? Have the recommendations from the previous SIAMS inspection been addressed and brought about positive outcomes for pupils? Actions taken Impact Next steps: Strand 2: Wisdom, Knowledge and Skills In developing wisdom, knowledge and skills in a Church school, the school must evaluate: 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? Actions taken Impact Next steps: Strand 3: Character Development: Hope, Aspiration and Courageous Advocacy In developing character, the school must evaluate: To what extent does your school’s vision and its associated values develop aspiration in all pupils, giving them resilience to cope well when things are difficult and the perseverance to overcome barriers to their own learning and to make positive choices? Do leaders make sure all pupils have curriculum opportunities to look beyond themselves, ask questions’ and think globally about life and develop an understanding of ‘big disadvantage, deprivation and the exploitation of the natural world? How effectively has the school explored and engaged in diocesan and other global companion/world church links?
How well do governors ensure that a robust and continuous self-evaluation process is in place that involves the school community in evaluating their effectiveness as a Church school? Have the recommendations from the previous SIAMS inspection been addressed and brought about positive outcomes for pupils? Actions taken Impact Next steps: Strand 2: Wisdom, Knowledge and Skills In developing wisdom, knowledge and skills in a Church school, the school must evaluate: 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? Actions taken Impact Next steps: Strand 3: Character Development: Hope, Aspiration and Courageous Advocacy In developing character, the school must evaluate: To what extent does your school’s vision and its associated values develop aspiration in all pupils, giving them resilience to cope well when things are difficult and the perseverance to overcome barriers to their own learning and to make positive choices? Do leaders make sure all pupils have curriculum opportunities to look beyond themselves, ask ‘big questions’ and think globally about life and develop an understanding of disadvantage, deprivation and the exploitation of the natural world? How effectively has the school explored and engaged in diocesan and other global companion/world church links?
Self-Evaluation_Form_0.docx