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Statutory Inspection of Anglican and Methodist Schools (SIAMS)

September 2016Revisited March 2017

Catsfield Church of England Controlled SchoolSelf-Evaluation Document

Achieve Excellence – Inspire Dreams

September 2016

Revised March 2017

In September 2011 the Ofsted SEF was withdrawn and the way in which schools express their self-evaluation is now left to the professional judgement of the school’s leaders. Between 2005 and 2012 the National Society Toolkit has been the document in which church schools have expressed their distinctive Christian character. The new SIAMS Evaluation Schedule has now made the Toolkit redundant and there is strong evidence to suggest that church schools are looking for less bureaucratic and more meaningful ways of describing their evaluations.

Self-evaluation of a church school’s distinctiveness remains as important as ever and schools are encouraged to be creative as they seek to demonstrate the impact of their Christian character on the daily life of the school. The completion of a self-evaluation document can be helpful to teachers, governors and, of course, school inspectors.

Schools are becoming increasingly creative in their use of self-evaluation using, for example, photographs, mind maps and Christian values, in addition to more traditional forms of evaluation, to assess the impact of their school’s character. This document seeks to allow that creativity to flourish by not being over-prescriptive; leaving much to the professionalism of the headteacher and staff.

The main focus of a successful evaluation should always be on the impact. Whilst schools are rightly proud of the things they have provided for their children it is the difference which is made by this provision which really matters.

Church school inspectors will not expect this document to tell the whole story of a school and schools should not feel under pressure to do so. The inspector will gather a range of on-site self-evaluation evidence which may include annotated collections of photos; mind maps; class reflection books etc. This, together with discussions, observations and other documentation will enable inspectors to assess the accuracy of the school’s own evaluations.

Schools are at liberty to devise their own ways of summarising the

2 Updated 3rd March 2017

evaluation of the school’s distinctiveness. Dioceses may also offer their own guidance. This document is offered by the National Society as a model which may be used in conjunction with the Inspection Evaluation Schedule (November 2013). It has been trialled by schools in North West dioceses in a slightly different format and many schools found it helpful.

Name of school: Catsfield Church of England Controlled SchoolURN: 8453012Date of the last Section 48 inspection: February 2012

SCHOOL CONTEXT

The context of the school: Catsfield Church of England Primary School is a small village primary school of 109 pupils, with close links to St Laurence Church. Most pupils are from White British families. From Sept 2015, fewer pupils than average in Years 1-6 are assessed as being disabled, or who have special needs at School Action+; this has not been the case historically. Some cohorts, notably 2012 and 2014 were significantly below A.R.E related expectations on entry in all Development Matters areas. Significant steps are in place to ensure all children make significant progress from their starting points. The proportion of pupils eligible for free school meals is below average. The school meets the government’s floor standards. Children with SEND achieve consistently well, narrowing the achievement gap. Staffing is stable and plays a significant part in the improvement of the school. The school prides itself on its Christian ethos and Parental Engagement Projects. The school has various awards including Eco Schools, Fair Trade, Silver Gilt Gardening Award and Healthy Schools. We have the Silver PSQM Science Kitemark, Gold Eat Out Eat Well and Bronze PE award. We are a National Support School and the Headteacher is a National Leader of Education. School was awarded Outstanding status from Ofsted in October 2013. The Headteacher will retire in August 2017. A new headteacher has been appointed who liaises regularly and will have an in depth programme of induction including leadership of a church school. The Chair of Governors will remain the same and fully support the transition to the leadership role. On the whole the staff have been stable, however the Deputy Headteacher became Headteacher of a Church School in September 2016.


THE VISION AND VALUES OF THE SCHOOL

The Distinctive Christian Ethos at Catsfield CE School.

In our school Every Child Matters. We aspire to the highest standards in achievement and attainment for all through working together in a Christian ethos for our local and global community, to achieve success in a safe stimulating, fun and creative environment.

There are 18 inches or 45 cms from your head to your heart; something we are very aware of at Catsfield CE School. Fostering the fruits of the Spirit – the love and joy, kindness and gentleness, the gentleness and peace, the forbearance and self – control builds up the character and the ethos of our school. It is apparent as we go about our daily practices, in our nurturing relationships and the holistic way we work with all the community of Catsfield to build on the spiritual leadership and nurture a community of hope that enables us to work through the difficult times at home and within the workplace. School is a place of safety where trusting relationships are modelled at school and children feel safe and secure regardless of their home environment.

Children are prepared for life in all its fullness; they are encouraged and trained to be empathetic neighbours, to have sound reasoned judgements and make wise decisions. Children and staff are taught to judge by content of character and to give to others; they are fully aware of the precious gift of sharing.

Catsfield CE School sustains the environment and reflects Christian values in the context of the community. There is a balance between work and play which opens up possibilities and transforms lives. All the faiths of the children and their parents, as well as those with no faith, are honoured through our distinctive Christian ethos so that our roots are confident and this in turn, makes our welcome stronger and not weaker. It is our job to be distinctive in order to be inclusive. The heart is the key. Our children come first and we care for all stakeholders. Children and adults alike know they are valued and listened to; they know they are important and are cared for. This leads to lifelong learning which is full of joy. We courageously take on the challenges of today’s world, fulfilling our established vision: Achieve Excellence – Inspire Dreams, by leading the school of the future, through being proactive, adding imagination and creativity, skill and passion for the glory of God, we are able to have human beings that are fully alive. We offer school to school support ensuring our influence encompasses all and is an influence for good, establishing a healthy, robust flourishing pattern.

SUMMARYThe distinctiveness and effectiveness of Catsfield CE VC Primary School as a church school.

At the heart of our school is its distinctive Christian ethos and beliefs. Faith is real and communicated by word, action and deed, joyful and confident. It is a place where relationships prosper, are nurtured and encouraged within the whole community. We learn to listen to each other and how you might listen to God.

Date: 14th July 2016


PROGRESS IN ADDRESSING THE FOCUS FOR DEVELOPMENT IN THE PREVIOUS INSPECTION

Focus for development 1:(Relates to core question 1 2 3 4)Action taken ImpactStrengthen the impact of Collective Worship.

Pupil voice: interviews with children regarding CW, RE and SMSC

Learning Talks: video evidence

Pupil conducting Learning Walks: interview evidence.

Pupil evaluation of CW: post it notes

Governor/pupil Learning Talks

Governor visits RE Scheme Shared CW planning

following church year and values with local cluster of schools

Children feel secure enough to discuss their views honestly. They make suggestions for improvements knowing they will be valued and will help improve CW, but also knowing they may not match established views. They freely and actively enjoy taking part in CW. From pupil voice/ interviews and learning talk evidence we can see that they put Christian values and message into place on a daily basis, following our vision and working together as a team.They are compassionate and care deeply for others less fortunate than themselves.Evidence: Mock SIAMS inspection [June 2016], CW file, Learning Walks, Learning Talks, videoed evidence, standard in RE matches the standard of all other books.The children are encouraged to make suggestions for improvements in CW. This includes visitors.Catsfield CE School have been invited to take part in the University of York’s research into prayer spaces. Our children have chosen to design, set up and run their own Prayer Space on Dreams and Goals to support this. They call themselves ‘The God Sisters’.

Focus for development 2:(Relates to core question 1 2 3 4)Action taken Impact

Review classroom management and organisation in the awareness and use of the reflective areas to enable further development of

Fr M tour of Reflection Areas in classroom

Prayers spaces inspire


pupils’ personal prayer and spiritual experience.

Prayer spaces: these are periodically placed in the hall. All children actively take part in preparing and using the prayer space for reflection and prayer. People from the village add their prayers.

Reflection areas in classrooms; these are linked to the themes and values of the school as well as to the liturgical year.

Outside Reflection Garden to provide places for quiet reflection during the day, in lessons and at lunchtime. Although we have always had a Reflection Garden and encourage children to use this, we feel that we could raise the profile and encourage learning outside the classroom and periods of reflection both during the day and at lunchtime. This is an ongoing project and forms part of our Bursar’s CSBM and our SDP. It is fully costed.

compassion : Children have ownership of Prayer Spaces which run completely smoothly under children’s guidance.

Prayer pebbles allow children to focus on prayer and say a prayer silently for themselves. These are placed on the Reflection Areas in the classroom. Y6 Children automatically position themselves to hand these out at the end of CW and collect in before the next CW. This is evidence of embedded routines and adds to the Christian Distinctiveness of our school. Many, many children take a gem. Adults, including the rector at times, also ask for them!

Post it notes are handed out at the end of CW: children are very keen to write their evaluation on them. This is also embedded and part of CW.

Empty picture frame: children pray for others in the world./ Luggage tags: thought / prayer for people in trouble throughout the world. Wider community. These can be seen through Prayer Spaces and Charity board.

Impact: Reinforces the importance of prayer

Children choose to reflect and be quiet.

Children are compassionate and think of others. They independently ask to help others. Empathetic towards others needs.

Children have chosen 5 Christian Values to focus on for 2016-17: Hope, Trust, Thankfulness, Forgiveness, Friendship. These are displayed in classes, in books and in the hall.

Reflection, prayer, thoughts for others , kindness and our Christian Values are embedded


at Catsfield.

Focus for development 3:(Relates to core question 1 2 3 4)Action taken Impact

Secure further evidence of what is distinctively Christian about their school through governors’ self-evaluation.

Governors’ RE working party Governors’ Learning Talks Governors’ SIAMS meeting

three times a year SIAMS inspector joins

SIAMS/RE Working Party. Mock SIAMS inspection June

2016 Governor meeting begin and

end with prayer. All governors have the opportunity to contribute to prayer.

‘The spiritual life of the school is at the heart of its values. It gives children a clear sense of right and wrong, respect for the beliefs of others and a sense of wonder at the world.’ The Ofsted judgement in October 2013 is continually revisited and quality assured by rigorous and accurate monitoring by School leaders, Governors, School Improvement Partner, Teaching and Learning Consultants and a SIAMS inspector.Governors know exactly the strengths of the school and the areas for development. They take an active role through the evaluation of information of, not only pupil progress, but also the spiritual life of the children.Governors are visible and committed to their role; they wholeheartedly support the school as critical friends. Children are very aware of governors and see them as part of the life of Catsfield CE School.Pupils have excellent opportunities to reflect on their place in a global world and how as individuals they can make the world a better place. Evidence: Community Road Safety Project, Charity work, Taking the lead in the Refugee ‘World Wide Tribe Project’.Children feel safe and know when they offer ideas and suggestions they will be taken seriously. They make exemplary role models and will become proactive British Citizens. Relationships prosper, are nurtured as children are encouraged to mature with wisdom.


Pupils’ Spiritual, Moral, Social and Cultural development is Outstanding. They experience a rich mix of practical, creative, physical and academic experiences that enable pupils to understand the value and joy of learning and of helping others. Faith is real; communicated by word, action and deed; it is joyful and confident.Foundation governors welcome staff/children to contribute to Sunday Service at St Laurence’s Church. Governors recognize that the whole staff is committed to the ethos and vision of the school and the community.

CORE QUESTION 1How well does the school, through its distinctive Christian character, meet the needs of all learners?SCHOOL SELF EVALUATION: Outstanding/Good/Satisfactory/ InadequateSchool evidence based on pupil outcomes:

Comment on: Learners’ Achievement Christian Values Spiritual, moral, social and cultural development Relationships Understanding of and respect for diverse communities Religious Education

Reasons for the grade (impact and provision)

Ofsted quote October 2013: ‘Pupils’ Spiritual, Moral, Social and Cultural development is outstanding.’ We work hard towards ensuring that our values are at the heart of our school. Distinctive Christian ethos runs through the school creating a lovely, calm, welcoming atmosphere throughout the school, positive attitudes to learning and a cohesive learning community. Wide ranging and thoughtful SMSC permeates life at school enabling all to thrive. All members of school feel supported, valued and a voice that is listened to. We work closely with our Rector, a governor with a very high profile amongst the pupils as he leads weekly Collective Worship, he actively accompanies school visits and visits lessons and advises on the RE syllabus. Distinctive Christian working party has already worked together on the new syllabus. The committee


meets three times a year and continually monitor and looks to sustain outstanding distinctive Christian values.

Our school is a place where relationships prosper; relationships within the whole community are important, not only amongst the staff and children but with the whole community.We employ a SIAMS inspector for SIAMS/RE CPD who visits four times a year. In June 2016 we held a mock SIAMS inspection. All areas for improvement are addressed and we actively look for new ways to take our learning forward. In May 2016 we were asked to trail a new publication, ‘Awesome Art’. The quality of the work and the children’s reflections were very thought provoking, effectively removing the ceiling on learning and allowing all children to flourish. We attend Church for Harvest, Christmas, Easter and the two Leaver’s services. Pupils also visit church in relation to the curriculum. We have one joint school/church family service a year. We invite the community to all services. We sing carols at Catsfield Christmas Tree farm to raise money for charity. We invite ‘Park Gate residential home for learning difficulties’ residents to join in with singing carols in December. We follow the SEAL programme, Jigsaw PSHE, pupils are trained Peer Mediators and Play Leaders. We have vertical team building to foster the nurturing of ‘Little buddies’ throughout the school. Yr 6 ‘buddy’ Reception pupils. These impact on Safe playtimes. Annabelle and Richard Blackaby from the Family Trust works with staff, collaborating with Father Michael through prayer .We are proud to have been asked to be part of University of York’s Prayer Space Research Project. Feedback from the children shared the value of having quiet reflection time to remember those members of their family who were very special to them, they were confident to share with us the next time we have a focus on prayer could music be part of it. They enjoyed the interactive session that stimulated their spiritual development. Impact: Children are active partners in their learning. Faith is real, it is communicated by word, action and deed; it is joyful and confident. Evidence: SIAMS reports, Portfolio, Website, Learning Talks Videos, Pupil Voice. Children taking ownership through designing, setting up and running Prayer Spaces.Children use the reflection areas as a centre point for their prayer gems; they consistently use the main altar to express their needs and thanks for their world. This is open access to the children and is a strength of the school in enabling children to feel fully included in the Christian character of the school. It is also a successful vehicle for bolstering the confidence of vulnerable children.Key StrengthsPartnerships of schools: NLE [National Leader of Education] and NSS [National Support School], Offer to work with other schools across East Sussex and Kent to support, sharing good practice. Working with St. Mary Magdalene, and St Mary Star of the Sea, Year 6 working with Vinehall, BOSS [Battle Outlying Small Schools] cluster of small like minded church schools, enrichment programme, Teaching Alliances, OTP : promoting consistency and professional dialogue between colleagues. programme, moderation in cluster and across county. Grow our own leaders CPD programme. Impact: SKITT judged as outstanding. [July 2016] Deputy has


become a Headteacher, SENCO has become a Deputy Headteacher.[September 2016] Staff coaching and mentoring other teachers across county.[Ongoing] Middle leaders judged as outstanding [Feb 2017]• Strong Partnership with St Laurence’s Church Catsfield: Rector visits weekly, Head and governors welcome the link and positively encourage involvement. Our Rector, Father Michael is a very visible and spiritual presence. Father Michael ‘walks to work’, ie to the Church, as the children are coming to school. He is a very familiar figure to all the families as he wishes them Good morning. The children are fully aware that Christianity is multi-cultural world faith.

We have a class teacher who is Muslim and we are able to draw upon her expertise.

Community links: Partnership with parish on road safety including having traffic calming outside of school –raising £4000 towards the school/village Road Safety Project. This has impacted on the whole village as we all work towards a shared goal. We actively support local businesses [Shop, Playgroup, Parish Council, singing at Catsfield Christmas Tree Farm, Church, Parish Council, Village events, Charities, chosen by the children are local, National and International and are all connected with Catsfield families [Air Ambulance, Out of the Blue – Winston’s Wish, Dragonflies, Beachy Head Chaplaincy, and the World Wide Tribe – Refugees .] The children have raised £800 for these since September 2016. We raise around £1300 per year - an amazing amount for such a small school. Catsfield Horticultural Society. We have a very active PTA [25 parents attended AGM] and work closely with parents, asking for their views and addressing worries through Information Evenings [Working together, Assessment [Term 1 and 2] Phonics [Term 3], Story Sacks [Term4] E Safety [Term 5].

Over the last 18 months we have supported these charities: Sierra Leone (link with St. Lauren) Children in Need, Catsfield Christmas Tree Farm, Macmillan, Sports Relief, St. Michael’s Hospice, Nepal earthquake, SIA community stars. 1 child in year 5 fund raised for defibrillators. The children are compassionate citizens who know their ideas are fully valid. They understand they have a part to play in the world and work together as exemplary citizens to achieve. Out of the Blue [supports Dragonflies bereavement programme, and Beachy Head Chaplaincy], World Wide Tribe, Air Ambulance for 2016-17: All are connected with and in response to our school community trauma as well as the wider world.

• Inclusion is very important to us. Children with looked after children, specific difficulties, including behaviour difficulties and those on the autistic spectrum, are nurtured and curriculum is changed accordingly. Science Week. IMPACT: children feel nurtured and able to make the right choices a greater % of the time. Pupil voice ensures children feel valued, listened to and that their views are taken into account. Parents actively choose our small Christian environment. EVIDENCE: Learning Walk Consultant reports behaviour log Inspectors state, ‘You cannot tell which children have SEN.’ • Value added: Consistently narrowing the achievement gap for the last 4 years. Evidence: Assessment Without Levels excellent results through Reading, Writing and Maths, Children with SEN and Pupil Premium


make excellent progress from their starting points. [2016 KS2 National Curriculum Test Results: 86% RWM combined. National Standard 53%]• SMSC built into each lesson, caring and Christian distinctiveness high profile. Children taught to be kind to each other. Jigsaw Well-being programme and PSHE part of focus for 2015-16 in school development plan. Middle leader in charge of Welfare and personal development . Attitudes to learning and positive behaviour linked to Behaviour and Rewards Policy. Children earn team points not only on a weekly and termly incentive but a whole school prize at the end of year: Speakers and roaming mics, laptops, new surface under adventure playground, joining in the village project of a traffic calming island with the whole community. Health Grant impacts on pupil wellbeing.• Effective teaching strategies and a bespoke Response Feedback and Marking Policy ensures all abilities have appropriate work matched to their needs and make progress within each lesson. Children understand the next steps of their learning, they are evaluative and set themselves very high standards. TA support is effective with interventions matching need and IMPACT measured. Early interventions and pre-teaching have enabled SEND pupils to make at least NA progress. Movement into and out of the intervention programme is fluid and based on individual need and progress. IMPACT: Quality first teaching and TA targeted support, often within class, engages SEND pupils, ensures inclusion and progress in attitudes to learning, confidence, collaboration and achievement. Impact: 2015 NCT SEND pupils scored 104.5 EVIDENCE: Triangulation of evidence, consultant reports[x6/year], learning walks, pupil voice, lesson drop ins ensure we remain Outstanding in all areas.. Raise online, pupil voice. See data files and class planning files on intranet. 2016: 86% RWM at National Standard. National Average: 53%

Quality in RE books is the same standard as Literacy as can be seen by sustained pieces of writing in RE in Lions, Panthers, and Leopards. Raised profile of these books shows children are positive and very proud of their work. These books have been shown nationally and upheld as exemplary practice.

In response to pupil voice where children asked to learn more in depth about the major Christian Festivals, we have introduced two week Awesome Art Projects for Christmas and Easter.

Prayer Spaces: children now have completely take charge in the design, activities and spiritual nature of the Prayer Spaces. One child:’ I have a prayer space in my bedroom at home. I think about God and Jesus and how everybody has their differences and how everybody is amazing in their own way. It helps me feel calmer and I am happier. I have stronger friendships and more confidence in my work at school. I know I can ask God to help me.’ ‘I was thinking about how we all matter to God and that the less fortunate still matter and should be the same. Everyone sees things in their own way and we know how it is related to God.’ Evidence: Prayer Space questionnaires, displays, photos.

Children are questioning more; thinking about spirituality in a questioning way – how do you know that? Evidence: Learning Talks videos, Portfolio, Pupil Voice

• Attendance at Catsfield is very good: Very caring Christian ethos is


implicit and explicit in all that we do, children enjoy coming to school and learning in a safe environment. Children report that they feel safe. Ofsted 2013: ‘Pupils say they feel extremely happy and completely safe in school.’ There is very little bullying and any issues are dealt with immediately which is still the case evidence in SIP Learning Walks in June 2016, Oct 16, Nov 16, Feb 17. Any bullying dealt with immediately. School employ a councilor on a weekly basis to address issues regarding vulnerable children. • Christian values [ Hope, Friendship, Forgiveness, Trust and Thankfulness] chosen by the staff and children are made explicit in CW, RE lessons, display and day to day activities. Staff treat each other and children well and this permeates throughout the school. Children raise money for their chosen charities and choose to give without being asked. They think of others before themselves. • New RE syllabus is explicit in teaching Christianity. Other faiths are covered.• Throughout 2015-2016 children raised money to buy Bibles in KS1 and 2. These are used alongside the new RE syllabus. Church will give each child in year 3 a bible that they can keep and use throughout their time at Catsfield. This will be theirs when they leave. In this way, children will become used to using a bible and it will have more meaning.• 78% children attend in school clubs. Most of these are free and run by teachers, governors and parents. School provides free after school clubs run by music, Spanish and PE professionals (outside agencies), staff provide Cooking, Netball, Rugby Clubs. • There is a wide range of clubs for the children to attend. These run on a termly basis and cover cooking, dance, music, choir, rugby, football, netball, cricket, karate. • Attendance has been analysed: All KS2 children who do not attend an in school club belong to clubs out of school. Persistent absence has reduced.• LOTC is a priority and children experience many opportunities for awe and wonder, matching differing learning styles and interests. The Reflection Garden overhauled in 2016. MDSAs are employed solely for this area which runs when weather permits providing a safe, calm area within a busy school for reflection and quieter activities outside.• CW follows the church year and is explicitly Christian in design. All CWs are planned jointly with neighboring church schools and given to individual members of staff to ensure the Christian distinctiveness runs throughout all CW.• Father Michael, rector of St Laurence’s Church takes collective worship on a weekly basis. He is a regular visitor to school, and also runs the local scout group. He is a very familiar and trusted figure in the children’s lives.• Enthusiastic teachers have consistently high expectations; lessons are focused on the amount of learning taking place, pupil engagement, use of questioning and pupil targets. Pupils make excellent progress which is evidenced in books and by speaking to the pupils. Informal and formal discussions take place within the staff to moderate and level work• Team building approach: children are proud of their school and their achievements. They are also proud of the achievements of others.


Themed team weeks run throughout the year: Marvellous Magical Me, Battle of Hastings, Science week: Impact: cohesive family feel where each child is empowered and valued, a real team feel. Younger children are taught to be confident and follow their excellent role model peers. Very powerful!• All achievements both within and out of school are celebrated. Children automatically ask to put their celebrations on the altar.• Children work together towards a common goal: they set themselves very high standards and are excellent ambassadors for the school. They confidently explain their learning to outside consultants and visitors. Children lead the parent/visitor tours. Behaviour for and attitudes to learning are exemplary.• Behaviour is outstanding: collaborative working, independence, perseverance and resilience where children are used to taking a risk in their learning are all strengths of the teaching and learning and lead to exemplary attitudes to learning .December 2016: Diocese asked us to host a Christian Distinctiveness tour for Headteachers and Chairs of Governors. 10 people attended and we have had two further heads visiting specifically for this. • Evidence: Celebration Assemblies children bring anything they have achieved outside of school to this assembly each week, day to day behaviour as children move around school, behaviour record, and thermometer in hall, sound system and lights, surface under the adventure playground. Children run all aspects of technical side of CW. They often lead the prayers and choose the music. CW is always interactive.School promotes self-esteem through caring community where each child feels safe, their opinions listened to and taken into consideration. Positive reward strategies and team building, along with a curriculum that meets all styles of learning. Through School Council, children are involved in decision making. Nurture groups and Little Learners cater for children with low self-esteem, shy children, those with behaviour problems or poor social skills. Each widely diverse group is planned for according to their needs. Peer mediators and play leaders create safe playtimes. From September 2016 there is a dedicated adult to organize playleaders.Reflective garden set up weather permitting. We employ an extra MDSA to facilitate this. The children proactively engage with our visitors and made sure their needs are catered for in a very positive way. The children are very self-confident when speaking to adults or if things go wrong can deal with any situation. Children have an active role with employing new staff. School council made a friendship bench, organized various events and fundraising within school.The curriculum, in the form of Learning Journeys, is tailored to individual cohorts is on a two year rolling programme with the flexibility to adapt to accommodate specific cohort interests, and includes learning outside the classroom, Global Dimensions, Moral and Spiritual Awareness. IMPACT: Boy’s achievement and engagement are narrowing the gap between boys and girls. EVIDENCE: SDP, assessment manager, learning walks

The atmosphere throughout the school is positive, calm, purposeful and directed to learning. There is a tangible spiritual feeling on entering the school. Pupils are interested and actively engaged in lessons.


Curriculum is tailored to needs/ interests of the class. EVIDENCE:’ Ofsted report October 2013, Pupils’ Attitudes to Learning’ Learning Walk, pupil voice in blue file Ofsted HT office SIAMS Portfolio, video evidence, website.We continue to reflect upon WW1 and remembrance each year. The children understand the importance of this. CW the children are very insightful with their responses and questions. They are keen to evaluate CW through post its.All staff and governors participated in child protection Sept 2015.Chair of Governors and SC participated in safe recruitment training.Weekly have volunteers to help cultivate our garden, harvest the products and then sell to give the money to community.Whole school Prevent and Safeguarding, Health and Safety training.• We nurture the whole child – providing the safe environment in which they can thrive as individuals but also play their part in the community• We provide children with the tools they need to be able to acquire a depth of understanding of faith and then be able to apply this to their own situation• Children can interpret spirituality for themselves and are able to question and have their own opinions. Evidence: Prayer Spaces, Big Questions.• The atmosphere at Catsfield is calm, effective and purposeful and is underpinned by a clear focus on Christian values• There is an emphasis on caring for others – older children mentor younger ones –children help each other in all areas of school life• Children articulate the way that Christian faith impacts on them in their daily life• Children are involved in the welfare of others on the school and the wider community• The Christian ethos is modelled by all adults in the school• Children gain an understanding of Christianity and other religions in a global context

Continue to work with Annabelle and Richard Blackaby from Family Trust visited school to train on prayer spaces. We have developed prayer spaces and inside outside in our Reflection Garden. Children leading the learning on Prayer Spaces are Y6, we will ensure that younger children have a lead role in continuing this tradition.

Development points

How far does RE impact on the Christian distinctiveness of school: cross curricular links – PSHE, Well-being, Science and through new RE scheme of work.

T’s are more confident in teaching RE: they have objectives set and then can accordingly. Bibles are being used, worthwhile funding. Part of the curriculum weekly, not an add on. In order to develop this further, we need to meet with the teachers to discuss the impact.

Subject leader/ HT lesson observations. Planning is monitored and books scrutiny takes place x3 year with SIAMS inspector. 80% RE books Outstanding. Awesome Art fortnights will lead to more in depth learning.

Christian vision is adopted by all members of staff. Staff not strictly


Christian have been trained and deliver the Christian message. They are excellent role models and follow the school vision. This has positive impact but we need to ensure staff feel fully supported through training and discussion.

Evolution / Christian: there need not be any conflict. There is not always an answer: give all the tools but children need to come up with their own thoughts. Children answer Big Questions very thoughtfully. The chance to question will be offered regularly. – Values: Christians would want to say that all Creation has value because it is not random . This is why everyone has value in our school. Father Michael will come in a teach KS2 in class lessons about evolution and creation.

CORE QUESTION 2What is the impact of collective worship on the school community?SCHOOL SELF EVALUATION: Outstanding/Good/Satisfactory/ InadequateSchool evidence based on pupil outcomes:

Comment on: The impact of collective worship The central attributes of collective worship The centrality of prayer and reflection The theological basis of collective worship The leadership and management of collective worship

Reasons for the grade (impact and provision)Key Strengths

Outstanding

Collective Worship is valued by all members of the school community: the content is carefully planned in school and in collaboration with two neighbouring church schools and our Rector; it is interactive and made relevant to all learners and adults taking part.Themes from the classroom are included as are the school values and church year. Learners are inspired by CW – They take an active role both in the setting up/putting away, technical side as well as interactively joining in, saying prayers, evaluating and taking prayer gems. Through CW they learn to support others collaboratively in class, reciprocal teaching to encourage greater depth and out of class thorough play leaders and peer mediators in the playground, nurture sessions, teams and looking out for younger children in school. Through this responsibility they learn to understand others and live our Catsfield Vision: Achieve Excellence – Inspire Dreams.


Visiting Christian speakers, Annabelle and Richard Blackaby, John Troughton [magician] and Bob Hartman they learn the Christian message through a variety of means. Interactive media, you tube.CW develops learners spiritually by allowing time for reflection – they come in to assemblies quietly, calmly – there is music in the background, a candle is lit, - the attitude is respectful in preparation for contemplation and being receptive to the CW. This carries into other areas of the school – Children sing exceptionally well and this lifts all Collective Worship and adds to the spiritual meaning. Bob Andrew from the local church runs hymn practice. The children are involved in the running of the technical side of CW, prayers and evaluation and prayer gems. They understand the importance being quiet and reflective.Attitudes to CW are respectful and receptive children behave appropriately – music helps to set the atmosphere – learners engage in a variety of ways with the content of CW – symbols of Christianity are overt (cross, lit candle, bible)• Singing – this is practiced regularly – there is enjoyment and full involvement – hymns are relevant to the themes. We employ a professional musician.• Prayers – responses have been practiced – learners understand the responses and why they make them. Children often lead the prayers.• Prayer writing – children write prayers – there is reflection in the content of the prayers – learners take an active part in CW – reading prayers, readings, singing, acting, presenting. Prayer Spaces encourage this and give meaning to the act.Collective Worship is based on Christian teaching set in a moral and cultural context – learners actively involved in choosing which charities to support – local, national, global – focus of worship is related to their community where possible – Christmas bazaar inviting local community in, taking harvest parcels to villagers.The Bible is given a significant place in worship: the school community actively involved in raising money for set of bibles to use in school.There are displays in school which engage learners in the concepts and beliefs at an appropriate level :• Reflective areas in classrooms – relevant to the age of the children in that class. Prayer Gems are placed here daily.• Displays in around school and in hall relating to wider community.• Visitors present to children ie. Members of other faiths, Pestalozzi students awareness of global issues, Parental engagement – well developed and supportive – attend assemblies, support ie, harvest donations, delivering parcels, attend church services with school, some families attend Sunday school etc.• Collective Worship informs behaviour, attitudes, relationships and school life: respectful attitude in CW – reflective, learners quiet/calm, responsive to themes, all join in.• Peer mediators in playground• Help others – caring attitude to younger learners, less advantaged learners• Charity giving – input from learners through school council.• Links with St Lawrence Church – especially Easter, Christmas, Harvest services, visits from Fth. Michael, learners comfortable in church.


• School writes a report for the Parish Magazine School Choir run by Lucy Ashton sings on Sundays at Church –

Christmas Eve and Mothering Sunday – aim to be every third Sunday.

Adults are open in promoting Christian values in their teaching and pastoral care of learners.Children are questioning more; thinking about spirituality in a questioning way – how do you know that? Children are thinking and questioning in depth, they feel safe in expressing their understanding and/ or disbelief, knowing that we will support their reflections. Within the evaluations of Collective Worship and within lessons, children have and use the opportunity to respond from a personal perspective, their understanding, viewpoint and suggestions to consistently improve their learning and spiritual development. School always consider these reflections and take them on board, often readjusting the presentation.

Evaluation of CW –RE subject leader involved in planning with other staff/ contributors. Governors, Foundation Governors, Fth. Michael, Head Teacher at neighbouring school all have input to CW.There is regular evaluation of CW – how effective it is, changes made re materials used. Leaders respond to the children’s ideas; children know they can suggest things which will be taken on board. Children’s thoughts are valued and have shaped the way CW is run.Subject leader has written a hymn practice guide with a schedule of hymns relating to the Church Calendar which helps those taking Hymn Practice and Collective Worship.Children in Leopards actively set up CW. Children speak positively of CW – they have the opportunity to record their comments on a notice board(post-its)- they are being encouraged to evaluate the content of CW in this way.Worship is led by people from different backgroundsSpecial Celebrations are built in to the CW schedule which helps to relate CW to the wider community ie. Remembrance Day – this can also relate to the classroom and bring in family relationships and provide opportunity for reflection and spiritual aspects. Fairtrade – relates to global issues but also has more local links and can be related to moral/spiritual issues.Governors attend CW, have worked with HT and Subject leader on aspects of CW, talk to children and parents.

Children say Grace before lunch. Prayer is very much in evidence.At the end of the day we ask children if anyone would like to say a prayer. Children often write prayers at home and come and share them.

Children are very keen to join in CW. Children join in with the sign of the cross. Fr M actively invites

children to join in if they wish and discusses meanings. Prayer Space theme x3 year. Impacts on spirituality, Christian values, outreach. Fully interactive, children totally immersed in an emotional experience. Personal responsibility taken by pupils to support their peers and nurture their Christian Belief.[See photographic and video evidence] A child has come into school and shared with us that she has created a prayer space in her bedroom.


Development points To further develop children reflections on CW. Make sure all

reflective areas in the classroom are accessible for children. Teachers have been given guidance on different ways to reflect daily. [September 2016]

All children to be given further opportunity to lead CW, starting off with taking part with prayers developing to leading CW.

How did today’s CW impact on your day? What did it make you think about? How can you take this forward? Add to Newsletter, Children volunteer to evaluate, needs to become even more common practice.

Parents to be invited first Wednesday of every month? Parents’ part of our worship: they pray and sing with us. We are worshiping, you are welcome to worship too. 5 parents attended this – perhaps we can advertise?

Father Michael to explain the meaning of Father, Son and Holy Ghost.

CORE QUESTION 3How effective is Religious Education?SCHOOL SELF EVALUATION: Outstanding/ Good/ Satisfactory/ InadequateSchool evidence based on pupil outcomes:

Comment on: Progress and standards based upon the school’s performance data Quality of teaching and learning Quality of the curriculum Effectiveness of leadership and management in RE

Reasons for the grade (impact and provision)

Reasons for the grade (impact and provision)1. Attainment is excellent (86% reading, writing and maths attainment is outstanding) although measures now in place provide capacity for learning to move forward. Value added has been judged as outstanding throughout all key stages and a similar trend is expected in religious education. Attainment is now outstanding: 2. In April 2016 Section 48 judged outstanding from mock SIAMS inspection through a triangular evidence. Pupil voice carried out and followed up as necessary. Book scrutiny 6 times a year and feed back to staff. Through the scheme of work teachers have knowledge of both the attainments targets. Teachers also provide opportunities for children to access these. The ethos of the school reflects the distinctive Christian values. Implementation of the new scheme of work followed the issues arising from the pupil voice of old scheme of work.


3. The scheme of work covers 2/3 of Christianity. The proportion of curriculum (including Collective worship) is over 5%. Pupil achievement in religious education on target to equal other comparable subjects. 4. A new scheme of work has been implemented and subject leader has raised the profile of religious education. Religious education is effectively managed by the section 48 committee which includes the headteacher, subject leader and local parish Reverend. 5. The curriculum, in the form of Learning Journeys, is tailored to individual cohorts is on a two year rolling programme with the flexibility to adapt to accommodate specific cohort interests, and includes learning outside the classroom, Global Dimensions, Moral and Spiritual Awareness. 6.Following feedback from the children, Christmas and Easter are now taught through Awesome Art. This focuses on the Christian meaning and through the media of art, enables teachers and children to deepen the learning. Children particularly like interesting aside facts that give insight into life in the time of Jesus. [Did you know that the disciples didn’t die of old age?’]Awesome Art: Easter 2017. Planned: Tigers: Palm Sunday, Lions: Events of Holy Week, Panthers: Good Friday and Stations of the Cross, Leopards: Resurrection. This will form the basis of our Easter Church Service. We will sing The Lord’s Prayer – cross and flowers following Easter: 20th April week. Focus on the RE learning objectives rather than the literacy.IMPACT: Boy’s achievement and engagement are narrowing the gap between boys and girls. [School development priority SDP]. EVIDENCE: SDP, assessment manager, learning walksCPD – Subject leader, Conference Nov 2015, section 48 meetings, Connie Hughes middle leadership meetings.6. Interactive educational visit to St Leonards’ Church Seaford for The Life of Jesus Exhibition. [Y5/6]7. Annabelle and Richard Blackaby Prayer Spaces, lead CW, teach a lesson x3 year. From this, we take pupil voice to inform our next steps. February 2017: Children take lead role in Prayer Spaces.

Key StrengthsCross curricular learning is strong for example Rama and Sita learning journey in KS1. There are many opportunities for children to apply their learning in the wider community e.g. charities and harvest, carols by candlelight, the Easter garden which was opened to the whole community.Evidence of RE books shows transferable skills from literacy books the same standard throughout school regardless of subject. They are outstanding due to the reflections of children and the questions. Response feedback and marking is in evidence, planning and the questioning is consistent throughout the school and standards in RE books match that of Maths and English. Our RE is very much cross curricular with children having a range of learning experiences to stimulate a breadth of skills, e.g: Awesome Art – Christmas and Easter, planting and growing in our Reflection Garden, Role Play, cooking, design of the Prayer Space and all the activities within it. Children’s learning talks and learning walks discussions.Church servicesThe subject is a high priority throughout the whole school including


governors Children are questioning more; thinking about spirituality in a questioning way – how do you know that? Children are thinking and questioning in depth, they feel safe in expressing their understanding and/ or disbelief, knowing that we will support their reflections. Within the evaluations of Collective Worship and within lessons, children have and use the opportunity to respond from a personal perspective, their understanding, viewpoint and suggestions to consistently improve their learning and spiritual development. School always consider these reflections and take them on board, often readjusting the presentation.

Development points T’s are more confident in teaching RE: they have objectives set and

then can accordingly. Bibles are being used, worthwhile funding. Part of the curriculum weekly, not an add on.RE CPD September 2016 had impact on teaching RE. This will be continued through cross curricular Awesome art..

Evolution / Christian: there need not be any conflict. There is no always an answer: give all the tools but children need to come up with their own thoughts. We have used Big Questions to address this. However, this is something that should be revisited throughout the year.

Assessment: 2 attainment targets. Very hard for teacher’s to assess spirituality, they can assess what has been taught. Loosely to assess on how they treat others, conduct themselves around the school. Moral stories: how do we relate to our community, Harvest, charities etc. SMSC is built in throughout each lesson. Assessment Learning from Religion is set up. Ofsted 2013: Learning is full of joy, SMSC is outstanding

Governors to give questionnaires to parents about children’s knowledge of Christmas for evidence of the impact of religion. This has been done.

Questionnaires to parents, pupils, governors and staff were submitted in April 2016. This was analyzed and continues throughout 2017.

Prayer Space questionnaire s: University of York. Analyse children’s responses.

Develop faith weeks – May 2017 Islam week to co-inside with Ramadan. Mrs Downes is going to teach all classes her faith

CORE QUESTION 4How effective are the leadership and management of the school as


a church school?SCHOOL SELF EVALUATION: Outstanding/Good/Satisfactory/ InadequateSchool evidence based on pupil outcomes:

Comment on: Christian vision Evaluation and strategic planning Future leadership of church schools Partnership with key stakeholders

Reasons for the grade (impact and provision)Key Strengths

Leaders at Catsfield CE School believe in educating the whole child so that each child achieves its full potential. Achievement is seen in terms of the academic and personal development of all learners, together with their well-being and spiritual, moral, social and cultural development. There is a focus on the Christian character of the school, particularly its Christian values and the impact that they have on this achievement in its widest sense

o The leadership of worship and RE is given a high priority and this leads to highly effective practice in both areas. CW based on Christian year is planned with BOSS [Battle Outlying Small Schools] cluster. All CW is given to members of staff to ensure Christian ethos and distinctiveness. CW takes place daily. Impact: positive influence on SMSC of school. SMSC embedded throughout school by all stakeholders and within all lessons. Evidence: day to day running and positive atmosphere as enter school show that all are endorsing the Catsfield Vision that is on display in the entrance hall. This vision has been discussed and written by the staff and governors with ideas from the parents and the children. RE high priority. Subject leader has re introduced a Christian based RE programme that ensures progression across the year groups. Scrutiny of RE books shows as high a standard of Literacy as in English books. o Staff/pupil well-being is part of the School Development Plan for 2016-17 and given a high priority. We have been awarded the Government’s NHS Health Grant. Wellbeing training has led to the creation of a Wellbeing working party to ensure Christian values are embedded in all we do. We have a member of staff dedicated to a well being grant.

Rigorous data tracking ensure accurate SEF [evidence from all stakeholders and School Improvement Partner]. Assessment Manager, Raise online, FFT live and Schools information database are used to analyse data and address needs as well as to set aspirational targets.

Book scrutiny, lesson drop ins, pupil voice and attitudes to learning, subject knowledge. Accuracy and standard cheeked 6 times a year by SIP/Outside independent consultants.


o Self-evaluation involves all groups in the community. DH, Senco and subject leaders add to SEF. Evaluation forms from parental engagement allow for parent voice; the views of the pupils are regularly sort through learning walks and school council. Evidence: positive behaviour and excellent attitudes to learning tied into Behaviour Policy. Pupils feel safe and are proud of their school. They strive to achieve. Impact: Pupil engagement and Attitudes to learning are now always Good and often outstanding. Pupils, including those with special needs are making excellent progress across the school. Effective strategies for improvement, quality first teaching and very high standards remain a focus across the school. Leaders ensure that the whole curriculum is informed by a distinctive Christian vision that contributes well to pupil behaviour and attitudes as well as their spiritual, moral, social and cultural development• Self-evaluation involves all groups in the school community. It leads directly and convincingly to effective strategies for improvement and maintains a strong focus on meeting the needs of all learners. See above• Leaders ensure that the whole curriculum is informed by a distinctive Christian vision that contributes well to pupil behaviour and attitudes as well as their spiritual, moral, social and cultural development. Ofsted Feb 2012: ‘Pupils feel safe…..enjoy working together and are respectful. There is very little unkind behaviour and virtually no bullying.’ Ofsted 2013: ‘Pupils display exemplary attitudes to learning…Pupils feel very safe and well looked afeter in school.’ We have achieved this in lessons through quality first teaching and the Golden Thread of SMSC which runs through the whole school. Pupils attitudes to learning is Outstanding. EVIDENCE: Pupil voice Learning Walk Blue Ofsted file HT officeOfsted October 2013: The spiritual life of the school is at the heart of its values. It gives pupils a clear sense of right and wrong. Respect for the beliefs of others and a sense of wonder at the world. The learning is full of joy. Pupils show profound respect of their teachers and talk appreciatively of all that they do for them. The children are welcoming, courteous and considerate. Parents: overwhelmingly positive about the school and how happy their children are to attend. Evidence: see Ofsted report. SIP reports, Consultant Reports 2015-16. Succession planning in a Church School: a good use is made of

opportunities to develop staff and governors as leaders of church schools, eg: SIAMS working party, Christian Distinctiveness tour as requested by the Diocese. See separate training list. A particular effective action has been, in relation to the recruitment and retention of staff new to teaching. Recently, we have had to contact the Minister for Education, Justine Greening, with regard to withdrawal of funding for SCITTS. Her response was immediate and has had a national impact in securing funding for trainee teachers. We are particularly pleased to be taking a trainee teacher with a strong Christian background and the potential to have a very successful career.

• Consultant behaviour and learning walks 29th April 2016 and 15th June 2016, Oct 2016, Nov 2016, Feb 2017: Judged as Outstanding –EVIDENCE: SIAMS inspection report 15th June 2016 in portfolio. Consultant reports 2016-17• In all lessons pupils are actively engaged in learning and


demonstrate positive attitudes to the teacher, their learning and each other. There is little/no low level behaviour issues within lessons. This makes a very positive contribution to a well ordered school. EVIDENCE: • There is a very positive feel about the school, with a calm purposeful working atmosphere. A tangible joy can be felt on entering – we think this is the Holy Spirit present throughout our school.• Pupils demonstrate good levels of independence think critically and articulate their learning with enthusiasm and confidence. Collaboration skills are very good. They are profound thinkers and able to transfer knowledge from one area of the curriculum to another. This and the teaching of peers encourages deep thinking and is evidence of the provision for deep learning. IMPACT: Very high standard of work across the curriculum. Catsfield Response Feedback and Marking is used for training throughout East Sussex and Kent.EVIDENCE: see pupils’ books, Book Scrutiny audits.• The school’s behaviour system is based on positive/rewards clearly evident and consistently applied within classes, around the school and on the playground. Pupils are actively working towards a whole school end of year goal [spot lights, roving microphones and sound system, ‘squishy’ tarmac, Road Safety Project, laptops] through earning points for behaviour and attitudes to learning. IMPACT: This has had a very positive effect on day to day Behaviour and attitudes around school. Peer pressure encourages excellent behaviour. High expectations of staff and by children themselves.• We use Positive Discrimination and specific plans for pupils on the autistic spectrum [ASD] as well as engaging a Behavioural Consultant to work with pupils with ASD, paid for by using Pupil Premium. IMPACT: This has significantly empowers children by helping them manage their disability and make the right choices. Pupils feel safe. SMSC [Social, Moral Spiritual and Cultural] EVIDENCE: Behaviour Record with DH. Pupil Premium Audit on IMPACT on School website.• Pupils are not passive learners: they are encouraged to be actively involved in lessons and assessment in order to improve motivation, progress by encouraging pupils’ questioning, and providing opportunities to explore and challenge ideas. EVIDENCE: pupil books• o Outstanding parental engagement programme, recognised by county and outside agencies. Parents welcomed into school: Celebration Assemblies, Church services, ‘Cream Tea and Share,’ Enterprise afternoons, joining in the learning with visiting speakers/poet etc, village school annual cricket match, lads and dads days, school supports local businesses [shop, Christmas tree farm, pub, village hall, Great Park Farm].

Following the tragic loss of a family within the Battle area, there was a unanimous immediate reaction from individual parents and the PTA to support this family financially through playground collections and donating Disco funds. This is Christian Distinctiveness at work in the community. This is the impact of Christian values at work and our parents’ understanding of the needs of the local community.

o Children choose and support local, national and international charities. September 2016-Feb17 they have raised £600 so far. o Provide Work experience for secondary children.o Work with volunteer helpers: parish council, rector, parents running


clubs – football, gardening, SCITT training, Primary school experience for ‘return to work’o Close links with church: Rector takes Collective Worship weekly and runs chess club, children regularly worship at church, they also run a Sunday service once a year.o School leaders, headteacher and 6 governors attend church regularlyo SIAMS working party meet three times a year to update Diocese inspection toolkit

Employ SIAMS inspector to regulate. SIAMS working party met 25.11.15, 13th April 2016 and to meet again 14th July to revisit and reflect on progress so far. Nov 2016, due to next meet: 22ndFeb 2017 Updated SIAMS toolkit.

o Highly active and very effective RE subject leader has raised the profile of RE in the school. The focus is on Christianity and ensures progression and assessment throughout the school. o Working party of HT, RE leader and 4 governors meet regularly to discuss Christian distinctiveness and Self evaluate.o Working with Consultant Diocesan inspector Connie HughesGovernors are present at church services and other Christian events and have a visible presence at all times.

Development points To strengthen the monitoring and evaluation of collective worship.

See question 2 Awareness of the use of reflective areas through working with

Annabelle Blackaby. See above question 1 Behaviour is exemplary: Ofsted 2013. To ensure this continues

through positivity and enticing, exciting curriculum. Learning styles to match children’s needs.

Dates for 2016 -17 SIAMS working party 17th Nov 2016 1.30pm, 22nd Feb 2017 9.30am, 12th July 2017 9.30am


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