Latest SIAMS Reports
Statutory Inspection of Anglican and Methodist Schools
All Church of England dioceses and the Methodist Church use the National Society’s framework for the Statutory Inspection of Anglican and Methodist Schools (SIAMS) under Section 48 of the Education Act 2005. The framework sets out the expectations for the conduct of the Statutory Inspection of Anglican, Methodist and ecumenical Schools under Section 48 of the Education Act 2005 and provides a process for evaluating the extent to which church schools are “distinctively and recognisably Christian institutions”.
SIAMS inspection focuses on the effect that the Christian ethos of the church school has on the children and young people who attend it. Church schools will employ a variety of strategies and styles, which reflect their particular local context or church tradition in order to be distinctive and effective. Inspectors will, therefore, not be looking to apply a preconceived template of what a church school should be like.
The principal objective of SIAMS inspection is to evaluate the distinctiveness and effectiveness of the school as a church school.
Towards this objective, inspectors seek answers to four key questions.
- How well does the school, through its distinctive Christian character, meet the needs of all learners?
- What is the impact of collective worship on the school community?
- How effective is the Religious Education? (in VA schools and academies)
- How effective are the leadership and management of the school as a church school?
The National Society’s Statutory Inspection of Anglican and Methodist Schools (SIAMS) framework is used in all Section 48 inspections of Church of England schools and in the denominational inspection of academies.
Ofsted is the Office for Standards in Education, Children’s Services and Skills. We inspect and regulate services that care for children and young people, and services providing education and skills for learners of all ages.
Ofsted is a non-ministerial department.
We take the safety and welfare of all our school community very seriously.
Under the Education Act 2002, schools must make arrangements to safeguard and promote the welfare of children. Parents/carers should know that the law (Children Act 1989) requires all school staff to pass on information which gives rise to a concern about a child’s welfare, including risk from neglect, physical, emotional or sexual abuse. Staff will seek, in general, to discuss any concerns with the parent/carer and discuss the need to make a referral to Children’s Social Care if that is considered necessary. This will only be done where such discussion will not place the child at increased risk of significant harm or cause undue delay. The school will seek advice from Children’s Social Care when they have reasonable cause to suspect a child may be suffering or likely to suffer significant harm. Occasionally, concerns are passed on which are later found to be unfounded. Parents/carers will appreciate that the school’s Designated Safeguarding Lead (Sylvia Pengilley) carries out their responsibilities in accordance with the law and acts in the best interests of all children.
Safeguarding Governor: Geoff Blundall
Tysoe CE Primary School Promoting British Values
In 2011, the government defined British Values as democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs. We promote these values through our own school values, curriculum and enrichment activities.
Links to school values:
UN CRC Article 12: Children have the right to say what they think should happen, when adults are making decisions that affect them, and to have their opinions taken into account.
How We Promote It
• We have an elected School Council. This is used as an opportunity to promote and teach about democracy and the electoral process.
• We encourage volunteering in and out of school. This includes things like the sports leaders, ICT support, rotas for school and class monitors, and also raising money for local and national charities.
• The beginnings of democracy are taught through historical research of the Ancient Greece civilisation in comparison with modern day courts
• Democracy is also promoted in PSHE lessons e.g. circle time, drawing up class rules,
• We ensure that everyone has a right to have a say e.g. pupil/ parent questionnaires
• We support children to take turns e.g. lollysticks for talk partners.
• Class votes
• Planning reflects a consideration of British institutions eg the monarchy, government, courts, police force
The Rule of Law
Links to school values:
UN CRC Article 19: Governments should ensure that children are properly cared for, and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them.
• We have high expectations about pupil conduct and this is reflected in our Behaviour Policy. There are rewards for exhibiting good and caring behaviour and consistent demonstration of our values is recognised through such things as ‘Star of the Week’ and ‘Pupil demonstrating the current Value’ awards.
• Through our school assemblies, circle time and PSHE children are taught how to earn trust and respect and are supported to develop a strong sense of morality; knowing right from wrong and doing the right thing even when it’s difficult.
• The Behaviour Policy focuses on the consequences of actions with a pupil reflection sheet where appropriate.
• All staff understand safe-guarding and follow the procedures set out in the policy. INSET training, e-safety training
• Anti-bullying posters and events
• Reflection sheet following inappropriate behaviour
Links to school values:
UN CRC Article 31: All children have a right to relax and play, and to join in a wide range of activities.
UN CRC Article 15: Children have the right to meet together and to join groups and organisations, as long as this does not stop other people from enjoying their rights.
Through our school values and the SEAL PSHE programme, children are taught about personal responsibility, choices, ambition and aspiration. They are encouraged to take opportunities to follow their interests in art, music, sport etc.and extra-curricular provision at clubs
• SEND provision with specific plans for individual children
• SEAL has specific units relating to individual liberty including ‘Good To Be Me!’
• Children are taught how to keep themselves safe, including on-line. This is done through computing lessons, assemblies and outside organisations such as the Fire Safety Officer’s talks in Year 1 and 5.
• Children have access to indoor and outdoor learning appropriate to their age eg. EYFS outdoor area, residential and day trips.
Links to school values:
UN CRC Article 2: The Convention applies to everyone whatever their race, religion, abilities, whatever they think or say and whatever type of family they come from.
UN CRC Article 30: Children have a right to learn and use the language and customs of their families, whether these are shared by the majority of people in the country or not.
We have high expectations about pupil conduct and this is reflected in our Behaviour Policy and Equality Policy e.g. agreement to class charter for rules
• Through our school’s values, PSHE and circle time children are taught to respect each other, to be cooperative and collaborative, be supportive and to look for similarities while being understanding of differences.
• The SEAL theme of ‘Getting on and Falling Out’ explores these issues well, use of peer mediation at playtimes
• Mutual respect is also promoted through additional PSHE lessons and assemblies e.g. guide dog visit, mime to support story-telling
• Children are supported to have a positive sense of their own identity and culture, and to respect others e.g. Commonwealth week
• Children are taught about the United Nations Convention on the Rights of the Child and learn to respect their rights and the rights of others as part of Taking Care Project
• We work together as a team respecting each other e.g. merits, transition projects, sports day, celebration assemblies
• Themed events to look at different cultures e.g International Day, Chinese New Year and part of language curriculum
• Use of a positive box for teacher and pupil comments
• Specific support for individual children (SEND Policy)
Tolerance of Different Faiths and Beliefs
Links to school values:
UN CRC Article 14: Children have the right to think and believe what they want, and to practise their religion, as long as they are not stopping other people from enjoying their rights. Parents should guide their children on these matters.
We have high expectations about pupil conduct and this is reflected in our Behaviour Policy and Equality, Diversity and Cohesion Policy.
• Tolerance of different faiths and beliefs, and those of no faith, is promoted through the Syllabus for Religious Education. Children learn about different religions, their beliefs, places of worship and festivals. Children’s work is displayed e.g. puja plates, Diwali lamps
• Visits are made by local religious leaders and children have the opportunity to visit places of worship including the Gurdwara.
• Individual faiths are valued and respected
Progress and attainment is measured using end of year age-related expectations. Children in Year 2 and Year 6 have end of Key Stage Tests (SATs) and Teacher assessments.
Year 6 (Key Stage 2) results are published by the government and can be found here.
Yr 1 phonics screening last two years
In June in Year 1, the children undertake the statutory ‘Phonics Screening Test’ which is designed to test a child’s ability to decode words.
KS1 Results 2019
In May in Year 2, the children complete their SATs tests which are marked by the class teacher and used to inform the teacher if they are working at ‘Expected’ for Year 2, ‘Working below’ or working at ‘Greater depth’.
The results incorporate the data from all the pupils in the cohort which include 36% with Special Educational Needs and Disability.
|KS1||Tysoe Working at Expected||National||Tysoe Working at Greater Depth||National|
KS2 results – 2019
In May in Year 6, the children complete their SATs tests which are marked externally in reading, maths and SPAG (Spelling, Punctuation and Grammar) and given a level of either ‘Expected’ for Year 6, ‘Working below’ or working at ‘Greater depth’. Writing is graded by the class teacher and externally moderated by the LA and also across our Federation and cluster throughout the year.
|KS2||Tysoe Working at Expected||National||Tysoe Working at Greater Depth||National||Progress Indicator||Average Scaled Score|
|Reading||95%||73%||55%||27%||TBC||109 (National 104)|
|Spelling, Punctuation& Grammar||95%||78%||36%||27%||NA||109 (National 106)|
|Maths||100%||79%||36%||36%||TBC||108 (National 105)|
On the progress indicator, 0 represents expected progress. Positive numbers represent better than expected progress. Negative numbers represent lower than expected progress.