National Society Statutory Inspection of Anglican Schools Report
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National Society Statutory Inspection of Anglican Schools Report Hambleton Church of England Voluntary Controlled Primary School Gateforth Lane Hambleton Selby YO8 9HP Diocese: York Local authority: North Yorkshire Dates of inspection: 4 th October 2010 Date of last inspection: 25 th June 2008 School’s unique reference number: 121566 Headteacher: Mr. Jonathan Swain Inspector’s name and number: Paul A. Bramley 326 School context Hambleton Church of England Primary School serves mainly the villages of Hambleton and Gateforth, though some children do attend from rural communities close by. It is situated near to the market town of Selby. Its population is almost exclusively White British heritage. The school has pleasant, well maintained grounds and in recent years has become increasingly popular. It has below national average numbers for free school meals and no pupils with a statement of Special Educational Needs. The distinctiveness and effectiveness of Hambleton Church of England Primary School as a Church of England school are good This is a warm and welcoming school where one senses immediately how valued and special all connected to the school feel. Relationships are excellent, with children enthusiastic and motivated due to their feeling safe and happy within its strong Christian character. The school is very popular with its community. The school is effective as a church school and impacts positively on the children within it. Governors and staff demonstrate great determination to develop their role and status as a Church of England school. Established strengths • The way in which learners feel valued and special that results in their feeling safe and happy • Relationships at all levels, within and beyond the school, being underpinned by a strong Christian ethos • Very well behaved, enthusiastic and responsive children who feel motivated to learn • Leadership that demonstrates the value of togetherness and the desire to improve Focus for development • For the Christian character of the school to permeate the daily life of the school in a more explicit manner and for this to be articulated more clearly • To involve children in the planning and leading of collective worship • For collective worship to be regularly monitored and evaluated The school, through its distinctive Christian character, is good at meeting the needs of all learners Stakeholders in this school can identify how Christian values impact on aspects of school life. The headteacher is keen for all to share his vision for the school, and states that ‘people need to feel this’, and that ‘we offer something a little bit different’. Symbolism around the school is good, and on entry, one knows immediately that this is a Church school via the beautiful cross and prayer table placed strategically for all to view. Children use the prayer stones from this table on a regular basis. Children talk of their teachers with great warmth and respect, stating that they would ‘turn to teachers first’ if seeking help. They talk of the school’s links with the local Church with significant knowledge, relating visits to the Church for Services at Harvest time and Christmas. Parents speak of the school with great warmth and openly discuss their support for the school and its Christian character. Parents state quite clearly that you can ‘feel it’ i.e. the Christian character, when you walk into the school. One parent stated that children enjoyed the fact that Christianity ‘was not thrust upon them, but was there to guide them’. They speak of the influence that school has on home life with messages presented at school being clearly followed at home e.g. the theme of ‘forgiveness’ being related to a parent by a KS1 child when an incident had occurred at school. The teaching of religious education (RE) is well structured and gives the children a great awareness and empathy for other religions e.g. in a lesson relating to the ‘Five Pillars of Islam’ the teacher relates these to her own personal beliefs and those of the children. Children exhibited Christian values throughout their responses. For example one child stated: ‘I believe in respect for others’. Teaching throughout the school was supportive and enthusiastic, impacting positively on the children’s behaviour. Relationships are outstanding between all connected to the school, perfectly demonstrated by the positive attitude of children towards their teachers and governors. The school does not however fully utilise opportunities to articulate the Anglican nature of its Christian character to its community. The impact of collective worship on the school community is good Children and staff at the school enjoy collective worship and most are consistently engaged. They talk with good understanding of the lay reader’s collective worship sessions and those of the school’s previous incumbent. For example, children talk with enthusiasm about the Christian journey and how this might affect their lives. Children take on roles of responsibility, for example, organising the music, and frequently take an active part when requested, but they are not as yet involved in the planning and leading of worship. Thematic planning is done jointly between the headteacher and the lay reader, and is effective, though some sections lack learning objectives, possible activities and resources. Learners do gain knowledge and some experience of Anglican traditions via the use of the cross and candle, and visits to the local church for services. Knowledge of Bible stories is good. During collective worship children are very responsive, for example, when answering questions to a quiz concerning the Old and New Testaments. The school development plan suggests that the term ‘assembly’ is to be replaced by ‘collective worship’ in the near future, with the focus being placed on worship rather than teaching. Worship content is recorded and a foundation governor evaluates some aspects of worship. However monitoring and evaluation does not take place systematically and rigorously. The effectiveness of the leadership and management of the school as a church school is good School leaders do have a developing vision as to how distinctive Christian values affect the school’s life, and its high priority is demonstrated by the inclusion of such a focus in the school development plan. All stakeholders at the school can articulate these values and how they influence attitudes and behaviours. RE has a positive impact on the Christian character of the school. The strong subject leader ensures Christian values permeate all areas of the curriculum and school life. The headteacher is determined to ‘share his vision with all’, a vision that staff and governors do support and articulate. He wants the community to ‘buy into’ the Christian character that the school offers and this desire does impact positively on many areas of school life including the excellent behaviour of the children in the school. Foundation governors are very active and have a representative on all areas of the governing body’s work. The successful appointment of the lay reader has maintained the strong links with the Church during a period without an incumbent. Her outstanding work is evident throughout the school, particularly through her involvement in collective worship and in maintaining the prayer table and display at the school’s entrance. All see the ‘School Creed’ as an excellent example of how one should live their lives in school. Governors are aware of the need to evaluate their school as a Church of England school, and though this was a focus for development in the last inspection, monitoring and evaluation needs to be more rigorous, especially with collective worship. There are plans illustrated in the school development plan and in the Church school self evaluation to develop this, but it is still in its infancy. SIAS report October 2010 Hambleton VC CE Primary – Hambleton YO8 9HP .