All Church of England Schools receive a Section 48 Statutory Inspection of Anglican and Methodist Schools (SIAMS) inspection as well as the regular Section 5 or Section 8 Ofsted inspection.
From September 2023 SIAMS has no longer graded schools it inspects. Instead, a school will receive a context driven judgement that is based on evidence gathered from 6 or 7 high level inspection questions. The context of the school and how it informs the school’s Christian vision will be evaluated. The impact of the vision is central to this; inspectors will be considering how the vision and provision it provides ensures every pupil and adult flourishes in the fullness of life. Schools are invited to share their own stories of how their Christian vision enables pupils and adults to flourish.
The new SIAMS Framework (Revised September 2024) will ask the following high level inspection questions:
- How does the school’s theologically rooted Christian vision enable pupils and adults to flourish?
- How does the curriculum reflect the school’s theologically rooted Christian vision?
- How is daily collective worship enabling pupils and adults to flourish spiritually?
- How does the school’s theologically rooted Christian vision create a culture in which pupils and adults are treated well?
- How does the school’s theologically rooted Christian vision create an active culture of justice and responsibility?
- Is the religious education curriculum effective (with reference to the expectations set out in the Church of England’s Statement of Entitlement for Religious Education)?
- What if the quality of religious education in voluntary aided and former voluntary aided schools, and in former voluntary controlled schools in which denominational religious education is taught? (VA Schools Only)
For additional information please Click here for the national Church of England SIAMS page
SIAMS inspections will be carried out with 1 weeks’ notice and the school will be informed of the date by the National SIAMS Team. We carry out SIAMS monitoring and pre-SIAMS visits.
Congratulations to our schools who have successfully been inspected under the SIAMS schedule this academic year.
Please click here to read their reports:
SIAMS inspections published reports →
Church of England SIAMS information webpage Check the Church of England website which includes additional information and resources that may support you in your schools.
SIAMS Framework September 2024
More information can be found about all our training on the Schools Training, Support and Events page.
In addition, schools may also request bespoke in school training via the Education training, support and events webpage.
For further information about SIAMS inspections within the Diocese of Gloucester, please contact: ku.gro.coidsolg@smais
The Inspection Questions (IQs): How then can we live and learn together?
A) How is the Christian vision expressed? For example, is it through values that are faithful to the Anglican/Methodist foundation of the school?
B) What other strategies do leaders employ to ensure that the theologically rooted Christian vision is a living reality that enables pupils and adults to flourish?
C) How do leaders know that the theologically rooted Christian vision is enabling people to flourish?
D How does the vision of the trust resonate with the school’s theologically rooted Christian vision in a way that enhances the work of the school and its Christian foundation?
Supporting Documents and other resources
Church of England (CE) Vision for Education
Church of England (CE) Our Hope for a Flourishing Schools System
Diocese of Gloucester Life Vision
CEFEL Leadership Character report
CEFEL Pedagogy, Leadership & Theology Document
“Hands on Vision” teaching CE Vision by Helen Matter
Foundation for Educational Leadership
Valuing All God’s Children 2017
More information and resources are available to support governors and monitoring in a church school
A) In what ways does the theologically rooted Christian vision shape the curriculum, including the extracurricular offer?
B) How is spiritual development an intrinsic part of the curriculum?
C) How do leaders know that the curriculum is having the intended effect for pupils?
D) How, specifically, does the Christian vision shape the learning experience for pupils who are deemed to be vulnerable and/or disadvantaged?
E) How does being part of the trust enhance the school’s curriculum?
Supporting Documents and other suggested resources
Church of England Spiritual Development: Interpretations of spiritual development in the classroom
Our Shared Language of Spirituality
Diocese of Gloucester Spirituality Policy Template
A video animation explaining the potential role of reflection spaces in developing a child’s spirituality
A) How do the theologically rooted Christian vision and the Anglican/Methodist foundation of the school shape worship and spirituality in the school?
B) How do partnerships with the DBE and/or MAST, and partnerships with parish/local church/es enhance this?
C) In what ways is the worship life of the school inclusive, invitational, and inspirational?
D) In the context of the school as a Church school, what do pupils and adults understand to be the meaning of spirituality? How does this enhance and enrich collective worship and individuals’ spiritual development?
E) How does the trust contribute to and enhance the school’s worship and spiritual life?
For more information on how to develop spiritual development please click here
For more information on collective worship please click here
A) How does the theologically rooted Christian vision enable all to live well together in an inclusive, dignifying, and equitable culture?
B) How do school policies and practice create a culture in which people’s wellbeing is enhanced?
C) How is enabling good mental health for all central to the school’s work?
D) As a result of the theologically rooted Christian vision, what effective strategies are in place that help pupils and adults, including those deemed to be vulnerable and/or disadvantaged, at difficult times?
E) How does the trust contribute to and enhance the inclusion and wellbeing of pupils and adults, ensuring that all are treated well?
A) How does the theologically rooted Christian vision enable positive relationships that balance individual freedom and rights, with responsibility towards others?
B) How does this culture encourage justice and courageous advocacy, enabling pupils to make ethical choices and to be agents of change?
C) As an outworking of the theologically rooted Christian vision, what partnerships are important to the school? How do they impact positively and reciprocally on people’s lives?
D) How does the trust make a positive impact on the culture of the school?
Supporting Documents and other resources
A) How do school and trust leaders ensure that the provision, profile, and priority of religious education in all key stages reflect its place on the curriculum of a Church school?
B) How do school and trust leaders ensure that the religious education curriculum is challenging, accurate, well sequenced, well-balanced, relevant, and diverse?
C) How do school and trust leaders ensure that religious education is well resourced, and that continuing professional development for staff has an impact on the effectiveness of the curriculum?
Church of England Religious Education – A Statement of Entitlement
For more information on religious education please click here
This Inspection Question only forms part of the inspection of voluntary aided maintained schools, academies that were formerly voluntary aided schools, and academies that were formerly voluntary controlled schools in which denominational religious education is taught. Inspection of maintained voluntary controlled schools, and the vast majority of academies that were formerly voluntary controlled schools, will not address this Inspection Question.
A) What is the quality of teaching?
B) How well do pupils make progress in their learning as a result of a balanced and well-structured religious education curriculum?1
C) How does assessment inform teaching and learning?
Church of England Religious Education – A Statement of Entitlement
