Vision, Values and Ethos
SIAMS Inspection
Please find our latest SIAMS report below. The Statutory Inspection of Anglican and Methodist Schools (SIAMS) is the Church of England and Methodist Church’s inspection which explores ways in which each school’s theologically rooted Christian vision drives its work and enables the school to live up to its foundation as a Church school.
Values and Ethos
At Radford Semele, we focus on supporting children to become kind, generous and responsible members of society. Our school values are at the heart of all that we do. Our values are taught through collective worship, are woven through our curriculum and underpin our Behaviour Policy.
We have six school values - respect, creativity, perseverance, forgiveness, responsibility and generosity.
Each half-term, we focus on a different value through collective worship. Our children write prayers linked to each value which they share in collective worship and our Achievement Awards are awarded to children who consistently demonstrate our values.
What is it like to attend Radford Semele C of E Primary School?
Our school vision is a family of learners expecting the best, underpinned by John 10.10 I have come that they may have life and have it to the full. Every child is valued as an individual at our friendly and welcoming school. We foster a love of learning, make lasting memories and take pride in achieving educational excellence.
Pupils thrive, succeed and very often excel at Radford Semele C of E Primary School. Pupils love school and the exciting learning opportunities offered to them. They develop their individual talents and interests incredibly well and benefit from an exceptionally well-designed extra-curriculum programme. This is shown in their high attendance and exceptional behaviour and attitudes to learning.
Pupils flourish socially, academically and emotionally in all key stages due to a relentless focus on our distinctive Christian values and the excellent standard of education they receive. There is a huge focus on pupil wellbeing, and pupils are supported in a variety of ways to meet their individual needs, ensuring all pupils flourish.
School leaders are highly ambitious for all pupils, and they more than rise to leaders’ high expectations of their academic and personal development and become confident, articulate learners.
Leaders have designed a considered and well-sequenced curriculum which goes beyond the national curriculum, is based upon the school values and is bespoke to the school. They have thought carefully about what they want pupils to know, do and remember. As a result, pupils develop a deep knowledge of curriculum subjects and a love of learning because they are supported very ably by passionate and highly-skilled staff. Pupils can explain their knowledge clearly and accurately, often using complex words and concepts.
Pupils’ behaviour is excellent. Pupils are mature, polite and well mannered. They demonstrate high levels of care and consideration for each other and are very respectful to staff and visitors. Their conduct helps to create a calm and purposeful school environment. Pupils say that bullying is incredibly rare and is dealt with swiftly and effectively if it happens. Pupils, including those with special educational needs and/or disabilities (SEND), feel safe and are happy. Pupils feel valued, heard, respected, included and feel confident to report any concerns to staff. Pupils know that they are cared for and trust staff to help them with any worries that they may have.
Pupils benefit from a highly ambitious and well-sequenced programme of enrichment that forms an integral part of the school’s curriculum. A carefully planned and inclusive range of extracurricular opportunities, alongside a wide variety of high-quality educational visits and visitors, systematically enhances the curriculum and broadens pupils’ cultural capital. These experiences are implemented consistently, ensuring that all pupils, including the most disadvantaged and those with SEN, participate fully. As a result, pupils develop exceptionally strong personal qualities, including confidence, resilience, independence, teamwork and creativity. The impact is evident in pupils’ high levels of engagement and their readiness for the next stage of education, as they experience a rich, inclusive and deeply embedded culture of personal development that supports the flourishing of the whole child.
Pupils in Year 6 embrace their various high profile leadership responsibilities. They make a tangible contribution to the life and culture of the school through these roles. Pupils leave the school at the end of Year 6 as well-rounded, thoughtful and knowledgeable individuals, who are highly equipped to embrace the challenges of the next stage in their education.
Our pupils say:
At Radford Semele School, we really enjoy our time here. We have lots of great opportunities, including school trips, residentials and exciting workshops. Our teachers are kind, supportive and treat us with respect, which helps us feel confident and happy in school. We also have a large outdoor space to play at break and lunchtime, with plenty of equipment, so there’s always something fun to do. We have made lots of strong friendships here, and everyone is encouraged to be kind and inclusive, which makes our school feel welcoming and supportive for all.
By the Head Prefects, June 2026