National Society Statutory Inspection of Anglican Schools Report
Maiden Newton Greenford Church of England Voluntary Controlled Primary School Maiden Newton,
Dorchester.
Dorset.
DT2 0AX
Diocese: Salisbury
Local authority: Dorset
Date of inspection: 7th March 2013
Date of last inspection: 4th February 2009
School’s unique reference number: 113762
Headteacher: Frantz Atkinson
Inspector’s name and number: Angela Sumner 580
School context
Maiden Newton Greenford Church of England Voluntary Controlled school has 6 mixed age classes, and is a village school serving a wide rural community. There are 140 pupils and 14% have Special Educational Needs. The majority of pupils are of White British origin with about 5% from church going families. The headteacher has a 0.1 teaching commitment.
The distinctiveness and effectiveness of Maiden Newton Greenford Church of England Voluntary Controlled Primary School as a Church of England school are good
This popular school is held in high regard by all stakeholders. The distinctive Christian ethos is evident through the support of the church community and the work of the Religious Education coordinator and thus makes a good contribution to teaching and learning. Pupils receive good care and support and are encouraged to fulfil their potential within an inclusive environment based on implicit Christian values.
Established strengths
·  The welcoming, supportive nurturing environment based on implicit Christian values
·  Positive leadership by Headteacher, Governors, and Religious Education subject leader which support the Church of England foundation
·  Excellent links between school, church and wider community
·  The caring approach to all stakeholders underpinned by Christian values.
Focus for development
·  Governors and Headteacher must secure an effective structure for monitoring and evaluation as a church school to include all stakeholders to enable the school to improve as a church school
·  Develop detailed planning, monitoring and evaluation of Collective Worship to include an evidence base, and to include all stakeholders.
The school, through its distinctive Christian character, is good at meeting the needs of all pupils
The aims and ethos of the school are based on implicit Christian values, such as compassion, respect and honesty, and are evident throughout the school in practice, for example in pupils’ friendships and positive self esteem. Pupils benefit from the excellent quality of relationships throughout the school, with everyone cared for and valued as individuals. Pupils place high merit on being part of the School Council. They say it makes them feel a strong part of the school and say ‘people are treated fairly, with respect’. Pupils talk about school and church enthusiastically and with enjoyment. This is because pupils are given good opportunities to develop their potential within a nurturing and inclusive environment which is enhanced through the strong supportive relationship with the church. Pupils confidently describe Christian symbols displayed around the school, explaining their meaning clearly and with understanding, for example when discussing the display of Christian crosses in the school entrance area. Pupils show a positive, motivated, reflective attitude and enjoy Religious Education. Pupils speak enthusiastically of the range of activities provided and enjoy opportunities to think and talk about their own beliefs, as well as those of others. Pupils speak of the importance of Religious Education and how it can help them in their lives. In the Religious Education lesson observed, pupils were able to discuss and reflect on Christian symbols and their meaning linked to Easter using appropriate religious vocabulary. Consequently Religious Education provides good opportunities for spiritual development. The development point from the last inspection with regard to monitoring and evaluation of the impact of Religious Education has not yet been securely addressed, and as such continues as an area for development. Effective cross curricular opportunities for spiritual development occur, for example in a lesson observed linking Literacy, Drama and Religious Education, where pupils sensitively reflected on their appreciation of dramatised parables. Well established contacts between local communities and developing contacts with national and international communities offer further spiritual development opportunities. The school has identified establishing fundraising links with other communities as an area for development, to enhance spiritual development opportunities. The school’s Christian ethos of concern for others extends beyond the school itself and is evident in the charitable work done in the wider community, for example, Comic relief and Fairtrade coffee afternoon. The development point from the last inspection with regard to monitoring and evaluation of the impact of the Christian ethos has not yet been securely addressed, and as such continues as an area for development.
The impact of collective worship on the school community is good
Worship offers pupils good opportunities for spiritual development and as a result they speak positively about its impact on their lives. Pupils encounter a range of worship styles and age appropriate activities, including class, key stage, whole school and church based experiences. In worship observed a reverent atmosphere was established by use of music and stillness. Dramatic interpretation of a biblical story based on teaching about forgiveness, with skilful explanation enabled involvement and thoughtful responses from pupils.
Pupils were able to use personal reflection to think about its meaning and relate this to their own lives. Stimulating visual artefacts and use of a candle help pupils to focus their thoughts in prayer or reflection. Pupils know the Lord’s Prayer and speak positively of the support received from prayer, explaining that it is ‘thanking God’ and that it ‘helps you feel calm, comforted’. Worship is planned on Christian themes which are linked to Social and Emotional Aspects of Learning. The effective collective worship programme is actively and enthusiastically supported by local clergy who lead worship weekly. Links between school and church worship leaders support and develop distinctive Christian worship. All stakeholders speak very positively and enthusiastically of services held in church, for example in celebrating major Christian festivals. As a result, pupils have a good understanding of the sequence of the Church’s year. Monitoring and evaluation of Collective Worship is informal. This is a missed opportunity to develop further the involvement of all stakeholders in planning, monitoring and evaluation of Collective Worship. The development point from the last inspection with regard to monitoring and evaluation of the impact of Collective Worship has not yet been securely addressed, and as such continues as an area for development. Further involvement of pupils in planning and leading worship has been rightly identified by the school as an area for continued development.
The effectiveness of the leadership and management of the school as a church school is good
The Headteacher and governors promote a vision for the school based upon implicit Christian values. The vision is effectively shared with all stakeholders in many ways. For example, the Headteacher and governors show the direction of the school as a church school through the ready accessibility of all staff, newsletters and parish magazine articles. All stakeholders value the strong links between church, school, and the wider community which are evident through a range of activities. These include for example, Music and Drama productions, school and village fetes, together with celebration of church services such as Harvest and Nativity. Parents appreciate the care, dedication and inclusive support shown for all pupils. Parents say that school is ‘lovely, happy family school and good on achievements’. The subject leader for Religious Education is positive, encouraging and expresses a vision for Religious Education based on prioritised areas for development. The subject leaders’ commitment to Religious Education enhances spiritual development. Formal monitoring, evaluation and assessment procedures for Religious Education are at a developmental stage. The policy for Religious Education is due for review. Further development of the Religious Education curriculum has been identified by the school. Governors are effective and supportive through a range of activities including governor links to curriculum areas. Governors monitor and evaluate the school as a church school informally. However the issue of a more strategic approach to self evaluation as a church school, raised at the last inspection has not yet been securely addressed. This continues as an area for development to include all stakeholders. The issue raised at the last inspection with regard to the role of Foundation governors, promoting the distinctiveness of the school as a church school and furthering school parish links, has been successfully addressed and implemented, with further development opportunities identified. The Foundation governors have a good understanding of their role within the life of the school and are effective in supporting the Church of England foundation.

SIAS report March 2013 Maiden Newton Greenford Church of England Voluntary Controlled Primary School, Maiden Newton, Dorchester. Dorset. DT2 0AX

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