National Society Statutory Inspection of Anglican Schools Report

Church Road,

Farnham Royal,

Bucks.

SL2 3AW

LA: Buckinghamshire

The school is larger than most primary schools and the socio-economic circumstances of

most pupils are best described as disadvantaged. Standards on entry to the Foundation

Stage are below expectation for most pupils and the proportion of pupils with learning

difficulties and other disabilities is above average. Half the pupils are from minority

cultures. The school has close links with the parish church and has received awards for

?Basic Skills?, ?Investors in People?, ?The Active Mark?, as well as the County?s ?Award for

Inclusion?.

A strong Christian ethos is embedded in the life of the school. The school values and is

proud of its Christian heritage and witness. Relationships within the school community are

exemplary and are characterised by Christian care and concern.

It values and encompasses each of its learners including those from minority ethnic and

faith backgrounds, as well as those with special educational needs. Children speak of

feeling special, appreciating the interest taken in them by the head teacher and staff, as

well as receiving achievement awards in assembly. They are shown respect and are

encouraged to do their best within a broad based cross curriculum. The Christian ethos of

the school offers a secure and happy environment in which the provision for its pupils?

personal development and well-being is outstanding. The warm and open relationships

between all members of the school community provide an ethos of Christian care and

concern. They also contribute to a positive learning environment where there is good

teaching and learning. The pupils respond positively and make good progress in order to

attain average standards on leaving the school. They are highly motivated and appreciate

the wide range of curricular and extra curricular activites. The Christian values embedded

in the school?s mission statement are constantly promoted, encouraging the development

of a strong Christian ethos. Parents recognise and value the Christian status of the school,

citing known examples of care and support. Parents feel their views are considered and

that they can turn to the school for support in times of need. The pupils value the school

council, which seeks to establish their opinions and which brings about positive changes to

the school environment. The pupils display self-confidence, they are polite, well behaved

and welcoming to visitors

There is a real sense of the family being together, at worship, in this school. The children

are attentive and there is a feeling of calm and reverence. The worship programme is

carefully planned to reflect both Christianity, and moral and spiritual devlopment. Children

speak of appreciating the time to reflect, whilst others enjoy the singing. The children say

they enjoy assembly, mentioning the large number of visiting leaders they meet, both from

the school?s own church and also from the other denominations. They all combine to

provide a sense of continuing interest for the pupils. Anglican aspects are well covered by

following the church calendar and by the regular services at the nearby church. One

aspect appreciated by parents is the beginning and end of term services, which are held in

the church. This helps to set the school into its context as a church school and places

Christian worship right at the centre of school life.

Pupils from other faiths appreciate the school, as a church school because they recognise

much of the Christian teaching is similar to that of their own particular faith. The children

participate through drama, readings, prayers and music. All adults in the school

community participate in worship.

A focus table is used for times of reflection and prayer. In each class there is a prayer

book. Prayers play an important part of school life as, for example, in the saying of grace

before lunch and the school prayer offered at the end of the day.

Religious education is accorded high status, reflecting the school?s Christian foundation.

The subject is well resourced and managed by an enthusiastic and committed leader. The

staff feel confident and positive about the subject, which is given a high profile throughout

the school. The staff are now using the new scheme of work, which is in line with the LEA

agreed syllabus. This reflects the school?s? Christian foundation, whilst at the same time

giving weight to other faiths. Assessment procedures are now in place and are being used

by the staff. Monitoring shows that the pupil achievement is in line with the other core

subjects. The teaching and learning is good, attitudes are positive and there are excellent

opportunities for the pupil?s moral, social and cultural development. Pupils are encouraged

to listen to each other?s point of view as well as sharing their feelings with one another.

They are encouraged to ask questions about difficult issues and at times they are also

encouraged to try and answer them, thus helping to formulate their own views and beliefs.

Pupils in RE lessons are able to talk confidently about their own understanding and

knowledge of the Christian faith as well as the beliefs and practices from other faiths.

Pupils commented that they enjoy learning about other religions and customs. This is

important in a multicultural school and the excellent practice seen here was recognised

when the school gained the Swan award for ?inclusion?.

The headteacher, with the support of her staff and governors, promotes a vision for the

development of the school as a place where the recognition of Christian values is

encouraged, alongside a strong commitment to inclusion.

The Christian purpose set out in the school?s mission statement is clearly communicated

to parents, supported by staff, and is evident in all aspects of school life. The relationships

between all members of the community are excellent. They all work together as a strong

team.

The links with the parish church and the other churches in the community are very strong.

Clergy and ministers from these churches make regular visits to the school in order to lead

worship. The school visits the church for services at the beginning and end of each term.

Prayer is an important aspect of school life and opportunities are provided for the spiritual

development of both pupils and staff.

Governors, head teacher and staff are fully involved in the school self-evaluation process

as well as setting priorities for development. The school has now adopted a more formal

and effective system when evaluating the school?s Christian distinctiveness.

SIAS report March 2007 Farnham Royal Church of England Voluntary Aided Combined

School, Church Road, Farnham Royal, Bucks. SL2 3AW