SIAMS Case Study Library
Chorley St George's Church of England Primary School Voluntary aided, Blackburn Diocese, 315 pupils on roll, URN 119466
Be determined and confident, as God will be with you*, inspiring us to learn, care and share through work, play and prayer. (*Deuteronomy 31: 6)
16 January 2024
Chorley St George's Church of England Primary School Voluntary aided, Blackburn Diocese, 315 pupils on roll, URN 119466
Be determined and confident, as God will be with you*, inspiring us to learn, care and share through work, play and prayer. (*Deuteronomy 31: 6)
16 January 2024
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The vision is thoughtfully considered and deeply meaningful It is deeply embedded and permeates through the school’s life and work The confidence this brings to exploring spirituality, aspiration and care
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Leaders are enabled by the embedded and biblically rooted Christian vision that is deeply relevant to the school’s context. The vision underpins and shapes policies and decisions. It is rigorously and robustly applied, monitored and evaluated by all. Deeply embedded, it underpins all decisions and activities. It is rigorously and robustly applied, monitored and evaluated. This leads to transformational experiences for both adults and pupils. The simplicity of the vision statement ensures that it is known, understood and part of the everyday language and approach of all. Adults and pupils apply the themes of determination and confidence to all aspects of each day.
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This work emerged over 10 school terms. •
Stage 1: Seeking and discerning the vision. Leaders began by reflecting on the school’s values and previous mission statements. The curriculum review showed the opportunity to build determination and confidence, and the vision needed to enable this. Leaders used training from the diocese as the starting point, before welcoming different voices to help shape the vision – it needed to be a vision for everyone, not just the pupils. Conversations about the vision included pupils from each year group, staff, and governors. Lots of ideas were suggested and considered throughout this year of exploration. There was one idea that we kept being drawn back to, which then became the vision. Establishing this vision then took about a term.
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Stage 2: Embedding the vision. Once established, the vision was woven intentionally into school life. It was threaded through policies, decision-making and everyday practice, while awards, postcards, displays and celebrations reinforced its messages. Some of these are shown on the next slide. Pupils’ achievements are continually linked to the vision, helping pupils understand how qualities such as confidence, determination and support for others could be lived out. Over time, the language of the vision became embedded in all aspects of school life, being used by both adults and pupils across the school.
•
Stage 3: Regular monitoring and evaluation keeps the vision central and meaningful. Leaders created regular opportunities to evaluate the vision through questionnaires, pupil voice activities, staff discussions and governor reviews. Feedback from pupils, parents, staff and governors informed ongoing reflection about the vision’s relevance and impact. Annual monitoring and policy reviews also consider how effectively the vision shapes decision-making, learning and relationships. Evaluation enabled leaders to know how meaningful the vision is. These processes bring energy to the vision and the ongoing work of the school.
o o o
The vision is thoughtfully considered and deeply meaningful It is deeply embedded and permeates through the school’s life and work The confidence this brings to exploring spirituality, aspiration and care
o
Leaders are enabled by the embedded and biblically rooted Christian vision that is deeply relevant to the school’s context. The vision underpins and shapes policies and decisions. It is rigorously and robustly applied, monitored and evaluated by all. Deeply embedded, it underpins all decisions and activities. It is rigorously and robustly applied, monitored and evaluated. This leads to transformational experiences for both adults and pupils. The simplicity of the vision statement ensures that it is known, understood and part of the everyday language and approach of all. Adults and pupils apply the themes of determination and confidence to all aspects of each day.
o o
This work emerged over 10 school terms. •
Stage 1: Seeking and discerning the vision. Leaders began by reflecting on the school’s values and previous mission statements. The curriculum review showed the opportunity to build determination and confidence, and the vision needed to enable this. Leaders used training from the diocese as the starting point, before welcoming different voices to help shape the vision – it needed to be a vision for everyone, not just the pupils. Conversations about the vision included pupils from each year group, staff, and governors. Lots of ideas were suggested and considered throughout this year of exploration. There was one idea that we kept being drawn back to, which then became the vision. Establishing this vision then took about a term.
•
Stage 2: Embedding the vision. Once established, the vision was woven intentionally into school life. It was threaded through policies, decision-making and everyday practice, while awards, postcards, displays and celebrations reinforced its messages. Some of these are shown on the next slide. Pupils’ achievements are continually linked to the vision, helping pupils understand how qualities such as confidence, determination and support for others could be lived out. Over time, the language of the vision became embedded in all aspects of school life, being used by both adults and pupils across the school.
•
Stage 3: Regular monitoring and evaluation keeps the vision central and meaningful. Leaders created regular opportunities to evaluate the vision through questionnaires, pupil voice activities, staff discussions and governor reviews. Feedback from pupils, parents, staff and governors informed ongoing reflection about the vision’s relevance and impact. Annual monitoring and policy reviews also consider how effectively the vision shapes decision-making, learning and relationships. Evaluation enabled leaders to know how meaningful the vision is. These processes bring energy to the vision and the ongoing work of the school.
Regular monitoring and evaluation of the vision includes annual questionnaires. Here are some of the questions that are asked: Embedding of the vision is supported by day-to-day praise from Mr P when people live out the vision. This includes these leaves on our tree and the postcards sent home
Questions for pupils 1. Do you feel encouraged to be determined, even when learning is difficult? 2. Do the adults in school help you to become more confident? How? 3. Can you tell us about a time when you showed determination or confidence at school? 4. Do you enjoy coming to school? Why? Questions for parents 1. Does your child talk positively about school and feel happy to attend? 2. Do you believe the school helps your child become more determined and confident? 3. Have you noticed your child growing in confidence since joining our school? Please give an example. 4. How well do you think the school's Christian vision is reflected in its daily life? Questions for staff 1. How well does our Christian vision influence your day-to-day decisions and practice? 2. How effectively do we help children develop determination and confidence? 3. Can you give an example of how you've seen our vision come to life this term? 4. What is one thing we could do to strengthen our vision and its impact?
Regular monitoring and evaluation of the vision includes annual questionnaires. Here are some of the questions that are asked: Embedding of the vision is supported by day-to-day praise from Mr P when people live out the vision. This includes these leaves on our tree and the postcards sent home
Questions for pupils 1. Do you feel encouraged to be determined, even when learning is difficult? 2. Do the adults in school help you to become more confident? How? 3. Can you tell us about a time when you showed determination or confidence at school? 4. Do you enjoy coming to school? Why? Questions for parents 1. Does your child talk positively about school and feel happy to attend? 2. Do you believe the school helps your child become more determined and confident? 3. Have you noticed your child growing in confidence since joining our school? Please give an example. 4. How well do you think the school's Christian vision is reflected in its daily life? Questions for staff 1. How well does our Christian vision influence your day-to-day decisions and practice? 2. How effectively do we help children develop determination and confidence? 3. Can you give an example of how you've seen our vision come to life this term? 4. What is one thing we could do to strengthen our vision and its impact?