SIAMS Report 2016

National Society Statutory Inspection of Anglican and Methodist Schools Report Bishop Martin Church of England Voluntary Aided Primary School Birkrig Skelmersdale WN8 9BN Previous SIAMS grade: Good Current inspection grade: Outstanding Diocese: Liverpool Local authority: Lancashire Dates of inspection: 1 July 2016 Date of last inspection: February 2011 School’s unique reference number: 119616 Headteacher: Ann Gray Acting Headteacher at the time of the visit: Ian McDonald Inspector’s name and number: Gail Fullbrook 530

School context The school is an average sized primary school in an area of high deprivation. 61.4% of pupils are eligible for pupil premium funding with a significant proportion of pupils from ethnic minority backgrounds or for whom English is not their first language. A number of pupils move into or out of the area in any year and stability/mobility is currently 77.9%. The substantive headteacher is off work following an operation. She expects to return in Autumn 2016.

The distinctiveness and effectiveness of Bishop Martin as a Church of England school are outstanding   

The vision and drive of the headteacher, senior leaders, staff and governors ensure that the school’s distinctive Christian ethos is widely known and understood. As a result, children achieve very well and are caring and supportive of one another.

Collective worship is transformational and makes a significant contribution to the children’s spiritual development.

Outstanding Religious Education (RE) supports the Christian character of the school and contributes to high standards of Spiritual, Moral, Social and Cultural (SMSC) development.

Areas to improve 

Review the marking of RE so that comments encourage children to think deeply and apply their learning to new situations.

The school, through its distinctive Christian character, is outstanding at meeting the needs of all learners The Christian character of the school is deeply embedded and informs all aspects of school life.

The clarity of the children’s understanding of Christian values is reflected in their excellent behaviour and positive attitudes to learning. The ‘free to use’ breakfast club is well attended.

The school’s approach of, ‘You get your children to school and we’ll make sure they’re ready to learn,’ is an outward sign of the school’s Christian mission. The pastoral needs of children are prioritised and the pastoral team meets weekly to ensure that concerns, no matter how small, are quickly addressed. As a result, the children are happy and keen to learn. The belief in servant leadership is strong. Consequently, supportive procedures are in place to ensure that children attend school regularly and arrive promptly. The school accurately refers to itself as an, ‘Eton mess of values’ which can’t be separated from the daily life of the school. Children are proud of their values wheel, where any value can be at the top of the wheel because they are all of equal importance. They are familiar with a range of Biblical stories that underpin each value and readily relate them to their lives. Children recognise that their values can be significant to all people, but are keen to stress that they understand them better because of the stories of Jesus. The curriculum is enhanced by first hand experiences and opportunities for SMSC development thread through it. Course leaders on a year 6 outward-bound course comment that the children, quite naturally, apply Christian values to their experiences. Children readily speak of the need to be kind, to work in fellowship with each other and to be good friends.

Encouragement is given to take time to reflect and to respond to things that happen during the day. Verses from scripture, thought provoking artwork and interesting reflection areas support the children in acknowledging God’s presence with them. Prayer is integral to the life of the school and many children pray freely and frequently. Children have a deep-rooted respect for difference and are accepting of friends from different ethnic groups or whose first language is not English. They have a developing understanding of Christianity as a multicultural world faith.

RE is a favourite subject with many children, and along with worship and outstanding academic progress, it is a highly significant expression of the Christian character of the school.

The impact of collective worship on the school community is outstanding Worship is a special time when children and adults enjoy learning and praising God together. It is outstanding because children recognise its importance in their day and appreciate having time to be calm and to think. They are keen to talk about worship that has affected them deeply.

The celebration of Easter, led by the worship group, took the children on an emotional journey.

One child spoke of a feeling of horror when watching as a wooden cross was carried through children standing silently on the playground. Children are confident worship leaders, and dance and drama are amongst the many ways in which their involvement is encouraged. They learn from the Old and New Testaments about the ways in which God speaks to his people.

Children re-tell stories with enthusiasm and are keen to share their understanding of each story’s message. Comments such as, ‘Ruth inspires me,’ and, ‘If you don’t do what God asks you, he’ll keep asking just like he did with Jonah,’ illustrate the depth of the children’s understanding and response. Although children’s prayers are not regularly shared within collective worship, they understand the importance of prayer to Christians. Opportunities for prayer are given within worship and across the school day. Many children speak of the ways in which personal prayer helps them. Through worship, children are challenged to make prayerful and charitable responses and regularly give support to local and national charities. The children know a range of traditional Anglican prayers and greetings and are confident when discussing theological concepts such as God as Father, Son and Holy Spirit. The school’s pattern of worship follows the Church’s year and is interwoven with stories that develop understanding of the school’s core Christian values. Teachers, and visitors from the Anglican, Methodist and Baptist churches, lead worship during the year. The vicar, known by her Christian name, is seen by the children as a friend. Children have opportunities to take part in Eucharistic worship and many choose to be confirmed. They are encouraged to share their views about worship through an annual questionnaire and in class discussions. Their thoughts, along with feedback NS 03 2015

SIAMS Inspection School Report

gathered from other members of the school’s community, inform future worship plans.

The effectiveness of the religious education is outstanding Inspiring and creatively planned lessons ensure that children enjoy RE. Standards are good and at least in line with those of other subjects and national expectations. The progression of understanding of all children is excellent. Teaching is consistently good with many lessons being outstanding. The regular review of teacher’s plans, assessments and children’s work ensures that where support is needed with particular subject matter, it is quickly given. The children’s knowledge of aspects of Christianity, such as the nature of God and the importance of Jesus and his teaching, is excellent. They effectively use key skills such as interpretation and evaluation to support their learning. Children encounter a number of other faiths and develop a secure understanding of the ways in which faith has impact on the lives of those who believe.

Opportunities to reflect on their learning and what it means to them are given. In a Year 2 lesson children enjoyed listening to a range of Christian music. Following a reflection on each song, they composed and then performed their own short Christian songs. Year 6 children spent time looking at a series of religious paintings reflecting on what each reveals about the nature of God. Using complex vocabulary, they talked about the power of God and his omnipotence, and discussed big questions such as, ‘Why did God create us?’ The children’s SMSC development is nurtured through the range of activities within RE lessons and opportunities to enhance understanding of Christian values are frequent. The RE curriculum is thoroughly planned and has a well balanced approach to teaching about Christianity and teaching about other faiths. Assessment procedures are robust, however marking in workbooks does not consistently focus on developing and deepening understanding. All aspects of teaching and learning are regularly monitored and appropriate training ensures that the school is aware of current developments. The coordinator meets with colleagues from other schools to moderate RE and to share and learn from the best practice of others. The leadership of RE is highly effective.

The effectiveness of the leadership and management of the school as a church school is outstanding The school is well led by leaders whose personal faith and commitment to the children and the wider school community is outstanding. They ensure that the Christian vision of the school is effectively communicated amongst staff, children and parents. The wellbeing and personal development of all children is of fundamental importance, as is the drive to ensure that all children achieve well. Parents know that the school cares deeply about their children and comment that, ‘They’re always there for us.’ Opportunities for SMSC development ensure that children have the necessary understanding and skills to become useful members of society. Selfevaluation of the school as a church school leads to effective plans for future developments that enhance the school’s Christian distinctiveness. The school acknowledges the importance of extending the scope of self-evaluation to include the views of parents. Governors are well informed about all aspects of school life. They receive regular reports on achievement and progress across all subjects and conduct frequent learning walks and visits to the school. This ensures that they have a clear and accurate understanding of the impact of the school’s Christian character on the children’s academic and personal development. All teachers are supported in their work within a church school and are encouraged to attend appropriate training. Future leaders of church schools are identified and given responsibilities that will develop their leadership skills. The school enjoys a close and mutually supportive relationship with the local Anglican and Methodist churches and with the three other church schools for which the incumbent has responsibility. The school values its relationship with the diocese and the support it gives to the ongoing development of the school’s Christian character. Parents welcome the ways in which the school helps them to support their child’s learning. They comment that the school is phenomenal, that they can’t fault it and that communication links are strong.

SIAMS report July 2016 Bishop Martin CE, Skelmersdale WN8 9BN NS 03 2015

SIAMS Inspection School Report