Statutory Inspection of Anglican and Methodist Schools (SIAMS) Report St Margaret’s Church of England Primary School School Road Orford Warrington WA2 9AD Current SIAMS inspection grade

Outstanding

Diocese

Liverpool

Previous SIAMS inspection grade

Good

Local authority

Warrington

Date of inspection

8 December 2016

Date of last inspection

October 2011

Type of school and unique reference number

Voluntary Aided 131439

Headteacher

Chris Metcalfe

Inspector’s name and number

Robert Haigh 660

School context St Margaret’s is larger than the average-sized primary school. The number on roll has increased since the last inspection. The school is situated in an area of high socio-economic deprivation. Most pupils are White British. The proportion with special educational needs and those with disabilities is higher than the national average. The proportion of pupils eligible for the pupil premium is much higher than average. The school moved to a single site in 2012 following a £3million new build. A new deputy headteacher and RE subject leader have been appointed since the last inspection. The school holds a number of accreditations, including Investor in People status. The distinctiveness and effectiveness of St Margaret’s as a Church of England school are outstanding 

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The visionary and dynamic Christian leadership of the headteacher, supported by an effective staff team and a strong governing body, ensures that the school’s Christian ethos is paramount. The core Christian values and a determination to foster faith and ambition influence leadership decisions and approaches to teaching and learning which strengthens the school’s Christian character. A belief in the God-given value of each child inspires excellent pastoral care for them and their families. In response pupils show respect and consideration for others which results in outstanding relationships and an enthusiasm for learning throughout the school. Pupils’ spiritual and moral understanding is effectively demonstrated in religious education (RE) through their ability to apply the higher level skills of enquiry and interpretation to questions of meaning and purpose. The strong partnership between the school and parish extends the spiritual experience of pupils, strengthens the church’s contact with families and provides a positive Christian witness at the heart of the local community. Areas to improve Further develop the spiritual understanding and leadership skills of pupils by providing more frequent opportunities for them to plan, lead and evaluate the impact of collective worship. Establish a rigorous and consistent approach to the recording of assessment in pupils’ RE books so all pupils can respond to teachers’ feedback to enhance their learning and progress.

© The National Society (Church of England and Church in Wales) for the Promotion of Education 2016

The school, through its distinctive Christian character, is outstanding at meeting the needs of all learners St Margaret’s is a vibrant community of faith and learning. Everyone involved is fully engaged in its Christ-inspired mission to enable pupils to experience life in all its fullness. The school motto to ‘care, challenge and celebrate with Christ’ is evident throughout. The 12 core Christian values, including friendship, fellowship and thankfulness, effectively underpin all aspects of school life. Focus on each value occurs every half term over a two-year cycle which means that pupils’ understanding of the values is deepened and fresh expressions of them experienced. This builds wisdom and character. Pupils say they feel safe, valued and protected. As a result, their conduct and attitudes to learning are outstanding and relationships across the whole school community are caring and supportive. Parents emphasise the impact of Christian values on their children’s thinking and behaviour, both in and out of school. Pupils understand that the values are rooted in Christian teaching and illuminated by Bible stories. This has a direct and positive influence on their spiritual, moral, social and cultural (SMSC) development. They understand that the Christian values of forgiveness, endurance and compassion nurture them in times of difficulty. Pupils have the confidence to try new experiences and challenges, knowing that their efforts will be encouraged and supported. As a result, they make good and above-expected progress, often from low starting points. The spiritual development of pupils is strongly promoted in collective worship and through teaching and learning in RE. Pupils respond well and are able to express their ideas about faith and its impact on believers clearly and confidently. Eye-catching interactive worship, values and RE displays in classrooms and public areas engage pupils and actively promote prayer, reflection and spirituality. Pupils say they act as a reminder that the school is a place where the Christian faith is alive and nurtured. Pupils are given many opportunities to take responsibility and show leadership. This delegation reflects the high level of trust bestowed upon them and builds their self-confidence and pride in the school. It also helps them to understand the moral perspectives of rights, responsibilities and the democratic process. Pupil groups, including the chapel choir and music ensembles, are active locally. They regard these activities as part of their service to the community. Links with Christian schools and social care projects in The Gambia and Kenya effectively promote an understanding of Christianity as a multi-cultural global faith. As a result pupils develop appreciation of communities beyond their own. In addition, they study Christianity and a range of world faiths in RE and as a result have a developing awareness of diversity and shared values. Pupils organise fund raising for their partners in Africa and a variety of local and national charities, explaining this as an expression of their desire to bring hope and God’s love to those in need. The impact of collective worship on the school community is outstanding Worship is central to the life of the school. Pupils and adults value coming together for praise and prayer and speak about the inspiration and learning they derive from it. Themes for worship are based on values, faith stories, Christian festivals and the Church’s year. Worship also regularly includes biblical material and the teachings of Jesus. Pupils are able to make links between these and the school’s Christian values. They are able to use the language of the school’s values as explored in worship to influence their behaviour, resolve conflict and demonstrate compassion. A Year 5 pupil said, ‘The values are how God teaches us to live following the footsteps of Jesus.’ The practices of worship in school and church provide experience of Anglican tradition. The Lord’s Prayer, the Grace and other responses are used in worship. The Eucharist is celebrated in school weekly. Older pupils say this encourages them in their faith and helps them to think more deeply about the teaching of Jesus. Prayer marks key points in the school day. Consequently pupils value prayer as part of everyday life. They explain that prayer enables them to talk to God to give thanks, seek forgiveness and remember the needs of others and the issues they themselves face. Pupils enjoy contributing prayers to worship and would like to do more of this. Leaders are considering a variety of new approaches to prayer to enhance pupils’ experience of it and enrich the school’s culture of prayer. Pupils value highly their classroom faith areas which they regard as places for contemplation and spiritual reflection. They also approach worship in larger gatherings with reverence and calm anticipation. They sing joyfully which they say lifts their spirits as they praise God. Artefacts on the worship table reflect the Trinity. Pupils describe how they remind them of God as Father, Son and Holy Spirit or, in the words of a Year 6 girl, ‘God above and all around us, Jesus alongside us and the Spirit within us.’ Cloths in liturgical colours at the worship stations in the school enable pupils to recognise and understand the changing seasons of the Church’s year. Worship is carefully planned by the headteacher, his deputy and the RE subject leader. The regular leading of worship by the vicar and other visitors both in school and St Margaret’s church broadens and enriches the spiritual experience of pupils. A Year 6 pupil said, ‘The church is a holy place where we feel the closeness of God.’ The pupil worship group leads once a term. Increasing opportunities for pupils to plan and lead worship is an area for development recognised by the school. Monitoring and evaluation of worship takes place regularly but does not systematically include all groups and thereby identify fully its impact in the life of the school. © The National Society (Church of England and Church in Wales) for the Promotion of Education 2016

The effectiveness of the religious education is outstanding A high priority is given to RE as a core curriculum subject and its importance in the life of this Christian school is clearly understood. Pupils enjoy and are inspired by it. School data shows that teaching in RE is consistently good and often outstanding. As a result, pupils’ standards of attainment are in line with, or above, national expectations and progress from their varying starting points is always good and sometimes outstanding. The RE syllabus provides opportunities for pupils to learn about and from religion and reflect on new experiences and knowledge. Links with the school values and pupils’ SMSC development are explicitly planned for and taught. Pupils are confident to make these connections. This is helped by the consistent expression of values across the whole curriculum. RE very successfully enables pupils to ask and reflect on open-ended questions of meaning and purpose. For example, Year 6’s study of Old Testament prophesies about the coming of the Messiah and the fulfilment of these through the birth of Christ. This allows them to develop and apply skills of enquiry, analysis and interpretation. Year 2 children consider representations of the Nativity in African art which develops their understanding of Christianity as a multicultural world faith. Teachers ask challenging questions which enables pupils to develop their thinking and reflect on complex religious and ethical concerns. Pupils enjoy investigating and discussing the big questions of life in RE. This develops their skills of listening, empathy and evaluation as well as their insight into spiritual and moral issues. The study of faiths other than Christianity is planned effectively and is supported by occasional visits to different faith centres and places of worship. The school has plans to expand this programme of inter-faith dialogue. Consequently pupils are becoming more confident in their ability to make comparisons between beliefs, practices and value systems across a range of faiths. The subject leader has a clear vision for the role of RE in a church school. Her energetic and expert leadership has increased the effectiveness of the subject since the last inspection. It is also ensuring that the new Diocese of Blackburn syllabus is becoming embedded and the Church of England statement of pupils’ entitlement in RE is being fulfilled. Staff feel supported by her in the development of their RE teaching. She monitors teaching and learning and has drawn up action plans to address issues regarding the consistent quality of teachers’ written feedback to pupils, the use of class portfolios in assessment and inter-school moderation of RE standards. This is ensuring the continuing development of the subject.

The effectiveness of the leadership and management of the school as a church school is outstanding The headteacher and his deputy, other leaders and the staff team consistently live out and promote a Christian vision which is the foundation for all aspects of school life. Self-evaluation effectively informs the school’s strategic development priorities as a church school. The effectively-led governing body is vigilant and skilled. Governors know the school well. They carry out monitoring through link governor visits and at governing body and committee meetings. Conferences with the staff strengthen their understanding and impact. Governors offer challenge and support which enhances the effectiveness of leadership. They ensure that collective worship and RE are well resourced and retain a high profile. The issues identified at the last inspection have been successfully addressed. The links with St Margaret’s church create a strong sense of partnership, even though the appointment of a new vicar is awaited. Governors, leaders and the previous incumbent explain that ‘the St Margaret’s brand’ is rooted in Christian values and a strong church-school alliance. This influences the school’s life and inspires its service as a hub in the community. Church groups make regular use of the school building and school services take place in church. School news is included in the parish magazine and church events in school newsletters. The involvement of clergy has effectively reinforced community links and the church’s profile in the school. The development of Christian leadership is receiving governor attention. The induction of new governors and staff into their role in a church school is effective. The school also has beneficial links with the diocese, LA and partner church schools. It acts as a regional hub for professional development in church and community schools. The governors, leaders and teachers say these training opportunities enhance their expertise and effectiveness. Parents speak highly of the welcome and support offered by the school’s family worker and other staff, especially in times of difficulty. The school knows the pupils and their families well and meets their needs through a culture of Christian nurturing. Parents declare the positive difference the school is making for them and their children. They say their children’s happiness and success are rooted in the Christian values at its heart. One parent affirmed, ‘St Margaret’s not only encourages the children to learn and achieve, but also shows them how to live a good life.’ SIAMS report December 2016, St Margaret’s CE Primary School, Orford, Warrington WA2 9AD © The National Society (Church of England and Church in Wales) for the Promotion of Education 2016