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Please find our most recent SIAMS report May 3rd 2013 below:

National Society Statutory Inspection of Anglican and Methodist Schools Report

 

 

 

  
   
   

Sherburn Church of England Voluntary Controlled Primary School

   

St Hilda’s Street         

Sherburn

Malton   

YO17 8PG

   

Diocese: York

   

Local authority: North Yorkshire

   

Date of inspection: 3rd May     2013

   

Date of last inspection: 13th     June 2008

   

School’s unique reference number: 121539

   

Headteacher: Mrs A Stephenson

   

Inspector’s name and number: Mrs C A     Roberts 469

   
   

 

School   context

Sherburn Primary is a very small school serving a rural community.  All pupils are White British.  The proportion of pupils supported through   school action, school action plus or with a statement of special educational   need is above average.  The school has   a high proportion of pupils (40%) eligible for the pupil premium, and also   the proportion of pupils who enter or leave the school at times other than   the usual is also high (40%).  The   headteacher has been in post since January 2011. The local parish church of   St Hilda’s is close by.

The distinctiveness and effectiveness of Sherburn   Primary as a Church of England school are good

Sherburn Primary is a school where leaders have a clear vision, which   is based on strong Christian values.    Leadership is open, honest and always looking for ways to improve the   lives of children, their families and the community.  Children achieve well both personally and   academically, in an atmosphere of love and forgiveness. Worship is an   important part of the school day and ensures that Christian values underpin   thoughts and actions.  Links with the   local church are firm and mutually beneficial.

Established   strengths
  •   The emphasis on nurturing and the   love shown to individual children based on Christian values.
  •   The   dedication and commitment of leaders and staff to develop the Christian   character of the school for the benefit of children, the school and local   community.
  •   The   exemplary relationships throughout all sections of the school community,   based on love and care for each other.
  •   Develop the school strapline so it   reflects the Christian character of the school.
  •   Ensure monitoring and evaluation of   worship is linked to the school’s monitoring calendar.
  •   Ensure consistency across planning   for worship to develop continuity and progression of concepts and beliefs, as   well as securing the full statutory requirement.
  •   As policy documents are revised   ensure they reflect explicit Christian values
Focus for   development

 

The   school, through its distinctive Christian character, is good at meeting the   needs of all learners

Sherburn school has a clear vision based on Christian   values.  Children are clear why their   school is a church school, ‘We have St Hilda’s Church’, ‘We have worship’ and   ‘We do work on the Easter story’. They also have a very well developed   understanding of Christian values.  For   example, many children mention the importance of forgiveness and the fresh   start that is part of the culture in school. Through a clear behaviour policy   and process (which children helped to develop) children have a mature   understanding of expectations regarding good behaviour. Children know that   staff care for them and help them to achieve their very best, ‘The staff   praise you here’. Consequently, they achieve well both academically and   personally. Attendance is good and is effectively underpinned by Christian   values of hope and determination.

Opportunities for spiritual, moral, social and cultural development are   many.  For example, all classrooms have   reflection areas where children can interact with the display in a variety of   ways, for example by writing a prayer or their thoughts. Children enjoy being   school monitors and taking part in charity fund raising events such as baking   buns for Children in Need. The physical environment is bright and lively with   displays linked to religious education (RE) and Christian values. RE makes a   good contribution to the Christian character of the school as children learn   about the life of Jesus, Christianity as well as other faiths and their   shared values. However, leaders recognise the need to provide opportunities   to visit places of worship other than Christian to encourage greater   understanding of other faith communities.

The   impact of collective worship on the school community is good

Worship is an important part of school life and all stakeholders speak   of its importance and talk with enthusiasm about many elements, such as time   for reflection.  Children say ‘Worship   is very important because we can say thank you to God’ and ‘We can reflect on   God and say sorry’. They recognise how the Bible can help people in their   daily life.  For example children state   ‘The story of Noah’s Ark made me want to respect the world’ and ‘David and   Goliath made me believe in myself and that I can stand up to people’.   Children enjoy worship, particularly when they can take part in role play and   the delivery of prayer.  They know the   Lord’s prayer and show understanding, particularly of forgiveness. Children   enjoy the opportunity to read their own prayers and more recently taking part   in spontaneous prayer. Leaders go that extra mile to ensure worship is   relevant, engaging and develops spirituality.    Themes are based on Christian values, Social and Emotional Aspects of   Learning (SEAL) as well as Old Testament accounts and the life of Jesus.   Planning is done annually by a range of stakeholders.   Although   this is good, it would benefit from a more consistent approach by all   involved to ensure continuity and progression. Children enjoy going to church   for festivals and special services.    Despite being in a period of interregnum a Methodist minister and   Anglican lay reader lead worship regularly.    This ensures children continue to learn about Anglican practices,   festivals, responses and traditions. Children hear the Trinity mentioned in   services, and form their own ideas of what this means.  One child stated ‘The Father is old, the   Son is young and the Holy Spirit is always with you’. However, generally   understanding of this concept is undeveloped. Children have a good   understanding of symbols such as the Cross, symbolic colours, bread and wine,   but are less clear about the meaning of the lighted candle in their worship   time. Monitoring and evaluation of worship by a range of stakeholders,   including children, takes place regularly but now needs to be linked to the   school’s monitoring calendar.  Worship   time or opportunity for prayer takes place every day.  However, the celebration assembly does not   yet ensure the school comes together as a worshipping community.

The effectiveness of the leadership and management of   the school as a church school is good

The headteacher, governors and staff are extremely dedicated and hard   working.  Leadership is honest and open   with a drive to become an outstanding church school.  The headteacher’s vision for the school is   based on Christian values and is shared and supported by stakeholders. Fundamental   to this vision is the love, nurture and practical support of all children   irrespective of background or ability. Consequently, this has brought about   good achievement for all children. However, policy documents do not yet   reflect these explicit Christian values.    All governors and staff engage in monitoring and evaluating the school   as a church school. There is an extensive action plan which is regularly   reviewed.  Training of governors is   undertaken by diocesan officers to ensure they understand how the vision and   values of the school can drive standards of achievement. However, the   headteacher accepts that there is no room for complacency in terms of   governors’ awareness and training on this issue. All stakeholders have   contributed to the latest vision and aims statement. This was a focus for   development from the last inspection.    However, they would now benefit from developing the school’s strapline   to ensure it reflects the Christian character of the school. Despite being a   very small school, all staff receive a great deal of professional development   and experience at subject leadership. The Christian character of the school   runs through all staff and governor meetings whatever the agenda and this   ensures a real understanding of how Christian values motivate and enhance the   school community. Provision for RE meets statutory requirements and there are   resources and training for staff.  However,   provision for collective worship does not fully comply. Parents are very   pleased with the school as a church school and are particularly positive   about ‘Church services – where children get involved’, ‘The school Holy   Communion’ when parents have a chance to join in and ‘The way the school   cares for individuals’. Relationships between school, church and community   are good. For example the school supports the village litter pick, church   Harvest festival, and the village shoe box appeal for Romania.  The school has a positive impact on the   local community.

SIAMS report may 2013 Sherburn VC CE Primary, Sherburn, Malton YO17 8PG