“Let your light shine.”  Matthew 5:16


About Church of England Schools

Church schools pride themselves in providing an education for the whole child in a Christian environment. They seek to ensure that all children and young people achieve the best of which they are capable in a caring atmosphere that recognises the special gifts of each individual. The spiritual, moral, social and cultural development of all is fostered within a Christian environment. Moral teaching is based firmly within the teaching of the Bible. They enable children and their families to explore the truths of Christian faith, to develop spiritually and morally, and to have a basis for choice about Christian commitment. They are places where the beliefs and practices of other faiths will be respected.

The types of church school within the state education sector are voluntary controlled, voluntary aided, foundation schools (all maintained by the Local Authority (LA)) and academies.

Broadbottom is a controlled school, the Church appoints some of the governors, and the collective worship is in accordance with the teachings of the Church of England. Religious Education follows the same syllabus as for community schools, although parents can request teaching in accordance with the teachings of the Church of England. Church trustees normally own the buildings, but the LA is responsible for maintaining them. The LA employs the staff and controls admissions.


Church schools offer an approach to education that is distinctively Christian. The distinctiveness of an individual school will depend on the role of the school in its community, its category (aided, controlled, foundation or academy), and the traditions of the local church. For example if it is the only school in a village its essential service will be to the local community.

Although there are variations between one Church school and another, certain core principles and values unite all Church schools. These are the gospel values of loving God and one’s neighbour, and the practical outworking of this in a school context. The distinctive identity is enhanced by the relationship with the school’s parish church or churches and in secondary schools by access to a chaplaincy serving the school. Thankfully there are also strong links between many churches and non-Church schools. In a Church school this relationship is there by right, whereas in other schools it is by invitation. The relationship is at its best when local clergy and other members of the church are a welcome and familiar presence in the school, respecting and supporting the teachers, while the school seeks to involve itself in the life and worship of the church.

All Church schools in the Diocese have adopted an ethos statement similar to the following: Recognizing its historic foundation, the school will preserve and develop its religious character in accordance with the principles of the Church at parish and diocesan level. The school aims to serve its community by providing education of the highest quality within the context of Christian belief and practice. It encourages an understanding of the meaning and significance of faith and promotes Christian values through the experience it offers all its pupils.

As a minimum, every Church school should:

  • ensure that the school is led by a headteacher who is committed, with the help of staff, to establish and maintain the Christian character of the school in its day to day activities and in the curriculum;
  • engage meaningfully in a real act of Christian worship every day;
  • offer a school life that incorporates the values of the Christian faith, for example within a child’s development:
    • provides a Christian understanding of the world and the place of humanity reflected in worship and the everyday life of the school;
    • works within a framework of discipline that demonstrates a readiness to seek and offer forgiveness;
    • has an explicit commitment to honesty and openness;
    • begins to share the Christian’s hope and the Christian experience that the greatest power in life and beyond it is selfless love;
    • provides a knowledge of how to pray and of the liturgy (respecting those of other faiths who cannot in conscience engage in the full liturgy of Christian worship);
    • provides an awareness of the challenge of the spiritual life within everyday experience;
    • respects the beliefs of others and of other faiths, but is confident in its own faith, not actively seeking to convert children from the faith of their parents, but providing an experience of what it is to live in a community that celebrates the Christian faith. The school should avoid a sense of exclusion and involve the leaders of other faiths as appropriate;
    • celebrates the identity and nature of culturally and ethnically diverse groups;
    • all founded in a sense of the presence of God;
  • ensure that religious education is given at least 5 per cent of school time and that the character and quality of religious education are a particular concern of the headteacher and the governing body;
  • observe the major Christian festivals and in schools in which other faiths are present ensure that those faiths are able and encouraged to mark their major festivals with integrity;
  • maintain and develop an active and affirming relationship with their parish church(es);
  • proclaim that it is a Church of England school on its external signboard and on its stationery and make appropriate use of Christian symbols inside and outside the school.

Denominational Inspections have brought the distinctiveness of Church schools into focus and challenged Church schools to reflect on and develop their distinctiveness as Christian institutions. For more information, see the section on Inspection.

Follow the link below to read the Vision in its entirety

Vision for education | The Church of England

Vision for education

Our vision for education is deeply Christian, with Jesus’ promise of ‘life in all its fullness’ at its heart.

In line with the Church of England’s role as the established Church, our vision is for the common good of the whole community.

Educating for wisdom, knowledge and skills: enabling discipline, confidence and delight in seeking wisdom and knowledge, and developing talents in all areas of life.

Educating for hope and aspiration: enabling healing, repair and renewal, coping wisely when things go wrong, opening horizons and guiding people into ways of fulfilling them.

Educating for community and living well together: a core focus on relationships, participation in communities and the qualities of character that enable people to flourish together.

Educating for dignity and respect: the basic principle of respect for the value and preciousness of each person, treating each person as a unique individual of inherent worth.

Purpose and focus of SIAMS inspections

All Church of England dioceses and the Methodist Church use the Church of England Education Office’s framework for the Statutory Inspection of Anglican and Methodist Schools (SIAMS) under Section 48 of the Education Act 2005. The SIAMS Evaluation Schedule 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.

SIAMS inspection focuses on the impact of the Church school’s Christian vision on pupils and adults. This involves looking at the school’s Christian vision, the provision the school makes because of this vision and how effective this provision is in enabling all pupils to flourish. Church schools will employ a variety of strategies and styles appropriate to, and reflective of, their particular context in order to be distinctively and effectively Christian in their character and ethos. SIAMS inspectors therefore do not look for a set template of what a Church school should be like, but rather take the particular context of the school into account and base their evaluation on the outcomes rather than the process.

The Evaluation Schedule has one inspection question: “How effective is the school’s distinctive Christian vision, established and promoted by leadership at all levels, in enabling pupils and adults to flourish?”

This is explored through seven strands:

  1. Vision and Leadership
  2. Wisdom, Knowledge, and Skills
  3. Character Development: Hope, Aspiration, and Courageous Advocacy
  4. Community and Living Well Together
  5. Dignity and Respect
  6. Impact of Collective Worship
  7. Effectiveness of Religious Education.

One overall grade is awarded reflecting the contribution of these strands to the flourishing of pupils and adults in a Church school. In addition a standalone grade is awarded in all schools for collective worship and in voluntary aided (VA) schools and former VA schools for religious education (RE). This grade is based on teaching and learning alone

Below is a link to the last inspection conducted.

SIAMS report Broadbottom Church of England VC Primary School  (1)