SIAMSCase StudyLibrary
Primary Academy, Learning Academy Partnership,
To grow and flourish
‘But blessed is the one who trusts in the Lord, planted by the water that sends out its shoots leaves are always green. It has no worries
of England Primary Academy
Partnership, Exeter Diocese, 177 pupils on roll, URN 137034
flourish wherever you are planted.
Lord, whose confidence is in him. They will be like a tree shoots by the stream. It does not fear when heat comes, its worries in a year of drought and never fails to bear fruit.’
Jeremiah 17: 7-8
18 March 2026
o The consistent use of the shared understanding of spirituality
o The school's commitment to put aside a specific time
o The simplicity of the visual prompts in teacher planning
o The school’s innovative approach to spirituality nurtures them to ask big questions.
o Pupils reflect deeply on their thoughts and feelings ‘inwardly’, their expression of spiritual experiences in relation to
This work emerged over 3 school terms.
• Stage 1: This development began with a deeply embedded understanding of that vision, with staff who were open supported this, including engagement with national RE across the trust and diocese.
• Stage 2: Leaders regularly take ‘temperature checks’ identified scope to deepen pupils’ thinking about awe there that is bigger than me?”. The language of ‘In, Out
• Stage 3: A staff meeting focused on understanding what purpose and impact together, ensuring a shared understanding helped build confidence and consistency.
• Stage 4: A spirituality charter was developed with the pupils. A snapshot of this is on the next slide.
• Stage 5: ‘In, Out and Up’ was introduced through collective establish the use of these terms within school life.
• Stage 6: The ‘In, Out and Up’ circular symbol and language lessons. This is because there was a natural synergy across the curriculum. Some examples are shown on
spirituality through the curriculum and in ‘flourishing time’. time for each class to reflect deeply on spiritual issues. planning and the pupil realisation of what they are learning.
nurtures pupils in self awareness, develops their respect for others and prompts ‘inwardly’, ‘outwardly’ and ‘upwards’ throughout the school day. Consequently, to personal growth, respect for the world and asking questions is profound.
embedded vision. Progress in spiritual development was enabled by a strong open to exploring different approaches. Ongoing professional dialogue RE developments, Church of England documentation, and sharing practice
checks’ of learning and culture to consider how practice might develop. This awe and big questions relating to God, self and the wider world – “what is out Out and Up’ was explored as a way to enhance this. what spirituality means within the context of the school. Adults reviewed the understanding of the terms: In (self), Out (world), Up (meaning and God). This the ethos group, translating adult thinking into language that made sense to collective worship, led by the headteacher and church visitors, helping to language were first used in the curriculum within Religion and Worldviews with the content and discussions. The use of the symbol spread more widely on the next slide
