SIAMS for Governors

Old to new Framework

Are there any examples of how the new framework differs from the old? 

The new framework for inspections has been described as "radically different, but radically the same." This means that while the content of the inspection remains similar, the process has been reimagined. The focus is now on conversations about the impact of the Christian vision, rather than grades. Instead, the inspection will result in one of two judgments, which will be described in a narrative report assessing how well the school is doing in relation to their foundation/vision. Rather than highlighting examples of differences, it's more beneficial to focus on the new approach to a SIAMS inspection.

Theological Rooted Vision

I was a little confused by the trust deed and its importance when explaining the theologically rooted vision of our school. Please explain.

For governors and school leaders to establish a theologically grounded Christian vision for their school, it is essential to refer back to the original foundation document of the school. Although it may not be available in print, it is not necessary to have a physical copy. All Church of England schools with a historical foundation were established to provide education, including English, arithmetic, and knowledge about the Anglican faith, for the benefit of the poor in the parish. The trust deed is the starting point for developing a vision that addresses the needs of contemporary children and families in the parish, considering its context. Therefore, a theologically rooted vision comprises the original foundation, the school's context, the vision of its leaders, and biblical understanding.

Please can you give some examples of good Church School visions and show how they are theologically rooted?

When approaching this new framework, it's important to understand that each school has its own unique perspective and the development of its theologically-rooted Christian vision is specific to that school. While it may not be helpful to have specific examples, the Church of England's vision for education can provide insight into the theological thinking behind its strapline and four core tiles. It's important to note that this should not be copied or applied directly to a specific school, but can be used as a guide to help governors consider the kind of thinking that may be developed.

Can we see any ideas of best practices to ensure we understand? 

Since the framework is new and untested, there are currently no established best practices to share. In addition, the framework intentionally omits any checkboxes or criteria that were used in the previous schedule. While inspection reports will be available in a few months and may offer some insight, it is advised that you focus on the uniqueness of your school. As you evaluate the vision and its impact on all areas, pay special attention to the seven questions outlined in the framework.

From a Governor's viewpoint, what is the best way to start going about assessing and then working on our "theological rootedness.?"

To delve deeper into the appropriateness of the existing vision statement and Bible verse, it may be necessary to schedule a governors meeting or another occasion. However, there are three essential areas to consider for developing a theologically rooted Christian vision.

Firstly, consider the original foundation document in the context of your Christian vision. If you do not have access to this document, it typically focuses on meeting the educational needs of the poor in the parish. For example, identify which group of children in your context may present a challenge and opportunity.

Secondly, have a conversation with your school leader to understand their philosophy and vision for education. Identify their priorities and concerns for the present and future of the school.

Lastly, engage your ex officio foundation governor and other foundation governors to explore how the Bible can inform your vision. This may involve analysing various passages in the Bible. The richness of this consideration will contribute to a developing vision statement with a multifaceted, theological foundation.

Remember that the outcome of this process will enable anyone who converses with the inspector to articulate the reasons behind your vision and its impact on the entire school.

How can Governors see, feel and hear impact and improvement in school, in relation to a Christian vision and “theological rootedness?”

There are ways to clarify the importance of the Christian vision and its theological roots. It should serve as a reference point in discussions, reporting, and decision-making. For instance, the headteacher's report, school improvement plan, and self-evaluation form should reflect and demonstrate the impact of the vision on driving school improvement. This principle applies to all aspects of governance.

When monitoring a specific part of the school improvement plan or as determined by the governing board, questions asked, observations made, and information received from the school visit can help recognise the impact of the vision. As a governor, recording what is noticed is essential, as it is not about making judgments. The ultimate decision on whether the impact is satisfactory or not will be made by others. Deep theological discussions about the vision with individual staff members are unlikely during monitoring, as the focus is on the impact of the vision. 

The SIAMS Framework’s numerous questions could inform some discussions, and the ethos of conversation with inspectors that the new Framework should suggest how to have similar discussions. It is worth noting that inspectors will not strictly adhere to all questions in the framework, and neither should we.

How can the leaders get the staff to buy into the Christian vision and theological rootedness, as not all will be Christian, although teaching in a C of E school? 

This of course is not a new consideration. Neither is it, especially the responsibility of the governing board to carry out what is basically an operational task for the headteacher. However, the question may apply to the headteacher themselves. Who is the religious character of the school not being an optional extra, it is incumbent upon the school leader to both work with the governance board, and in particular, the foundation governors to ensure that the appropriate vision is in place and to bring on board every member of staff. 

Every Church of England School will no doubt aspire to the best of their ability to live up to its foundation and enable all pupils and adults to flourish. To achieve this, it will be essential to focus everyone’s attention on this priority. Have a do remember as well that the intention of this inspection framework is that it focuses on school improvement and will therefore highlight those areas of school life leaders need to focus on in order to improve or keep on improving. 

Theology

I found the idea that everybody is a theologian, and everybody's interpretation of the Bible is equally important very confusing. Surely that means that the Bible is irrelevant as a source of spiritual truth because it can mean anything. 

Not at all. When discussing theology, it is important to consider the authority of scripture. Different interpretations of scripture by theologians, church leaders, and the Church of England can create challenges. To have a productive discussion, it is important to examine the original foundation, current context, leaders' vision, and relevant or proposed Biblical narratives and texts. We need to understand each other's perspectives and be able to respectfully disagree if necessary. The goal should be to come to a consensus and approach the subject collegiately. However, it is important to recognize that even with different interpretations, theologically speaking, the outcome should align with the general teachings found in the Bible.

Vision Impact

What kind of questions should a Governor be asking about the impact of the Vision on the curriculum?

The questions asked will depend on the Christian vision. Typically, they will focus on how a particular aspect of the vision aligns with resource choices, teaching methods, and expected outcomes. The quality of the discussion will determine whether the vision is embraced or ignored as a driving force in the subject. The framework's questions can be useful for identifying areas of discussion.

What can Governors look at from a strategic level and what should we ask about this?

When monitoring, it's important to focus on the school improvement plan and internal/external reports provided by the headteacher and others. The Christian vision's impact on planned and executed actions should also be considered. The inspection framework includes specific questions to guide your attention. When visiting the school, ask about the reported information and prioritise significant needs or decisions. It's impossible to cover everything, so choose wisely.

What evidence should Governors be looking for to ensure that the whole school is following the school’s vision?

Ask for this to be a major focus of the headteacher's report, both as an overarching description, but also in the different areas of reporting. For example, how has the Christian vision been impacting the school's response to behavioural issues or attendance?

From time to time, you should receive a report from the Diocesan School Effectiveness Officer which ought to report on this, but if not, you might ask for a further visit to give you evidence of how the school's vision is impacting. 

In some ways, the evidence will be seen on the walls and displays around the school about visiting. You might ask the Headteacher or whoever is showing you around to describe and explain how what you see is having such an impact, including the work being done in classrooms.

What are the best ways in which to strategically oversee and ask, how the golden threads of Christian vision and theological rootedness are seen in classrooms? Do you have a list of suggested questions to consider, please?

Please see the answers to previous questions.

Practical steps to breakdown this huge task of demonstrating a Christian Vision and theological rootedness please, from a strategic Governor oversight?

Determining a Christian vision for your school may not be a daunting task. It mainly involves discussing and agreeing on what the school's vision should be. If, after talking with school leaders, you decide that the current vision is satisfactory, the focus will shift to justifying it in the context of the school's foundation and theological beliefs. This conversation will involve exploring the school's biblical and theological thinking, with the help of ex officio, foundation governors, and other governors. It will also include considering the school's immediate context. 

Alternatively, you may choose to develop a new Christian vision for your school, starting with the foundation document and taking into account the contemporary context of the school, along with the headteacher's vision and philosophy of Christian education. It may be beneficial to involve children, parents, and staff in the process. Keep in mind that school leaders will need to get the staff on board to make the vision a reality across the school.

It may not prove to be such a huge task in the end. This is much about how a Christian vision for the school is discerned and decided upon.  

What does theological rootedness look like in the class?

The purpose of the Framework is not to focus on theology in the classroom. The reason for theological rootedness is to help develop and discern the Christian vision, which can then be explained and evidenced when speaking with the inspector. Therefore, the impact of this Christian vision, which stems from its theological roots, should be evident throughout the curriculum, including in the classroom and other areas.

Self Evaluation

I believe that you mentioned a self-assessment form. is the recommendation that this is completed by the school and presented to the governing board or would this be something that is validated by the Governing board and presented back to the school?

The SIAMS office has provided a pro forma self-evaluation form which is usually completed by the senior leader, with input from colleagues, and then presented to the governing board for discussion. While governors may offer valuable insights, they usually don't initiate the first draft. Revising the form regularly and presenting it to governors for affirmation is recommended.

Inspection Process

Is the interaction with governors and the SIAMS inspectors the same as it is with an Ofsted Inspection or is it more led by the school and the inspector's observations?

Neither. During a SIAMS inspection, the inspector and a group of governors engage in a conversation. While the inspector will have some questions in mind from the framework that relate to the lines of inquiry agreed upon with the headteacher prior to the inspection, the discussion is meant to be open. It's important for the governors, and senior leaders, to be able to articulate the Christian vision and explain how it's impacting the seven areas of questioning in order to meet the inspector's expectations.

Please explain the logistics of an inspection from the initial call to the findings.

This is described in session 2 of the training.

How should governors be involved on inspection day?

During an inspection day, governors typically do not participate except for some who may attend a conversation with the inspector and the feedback meeting. It is crucial for the ex officio foundation governor to attend these conversations if possible, or for one of the foundation governors to attend in their place if necessary..

Judgments

If each inspection is relational, interpretive and subjective, how do inspectors make judgments based on the criteria stated in the new framework? 

During an inspection, the inspector will focus on conversations held with school leaders, and will need to interpret the information given to them to make sense of it. The inspector's view is subjective as it is based on a snapshot of the school rather than a longer period of observation. 

Inspectors will work collaboratively with school leaders to gather evidence, much of which will be discursive. They will then evaluate this evidence alone to make judgements. 

It's important to note that the new framework does not have set criteria, which allows for context-specific and Christian vision-driven evaluations in church schools. Providing information and evidence will be an integral part of the inspection process, and inspectors will assess how the Christian vision impacts the life of the school without judging the accuracy of any theological rootedness.

Further Training

Will there be any further training dates (on the new SIAMS framework) for new Governors who might be joining in September 

Yes, this will be repeated three times over the next academic year. Bookings will be available over the summer holidays but here at the dates: