ETHOS AND LEARNING WALK
The ethos and learning walk is a key component of the pre-validation visit. It is also a useful exercise
for schools to carry out for themselves when preparing for validation or in gathering evidence for
their ongoing self-review. The walk would generally be carried out by members of the school’s
leadership team, RE Manager or head of department, but it can also be undertaken by any member of
the school community – support staff, pupil, parent, governor or external visitor – each would bring
their own perceptions and viewpoint to the exercise.
Before commencing an ethos and learning walk ensure all taking part have agreed
- on a code of conduct
- what the particular focus will be (it is impossible to do it all in one walk)
- how the walk is to be recorded
- how findings from the walk will be used and how this will be fed back to relevant groups
On the following pages you will find suggestions for things to look out for/focus on during an ethos
and learning walk. This is not an exhaustive list nor is it an expectation that everything listed should
be found on the walk!
A pro-forma for recording the outcomes of an ethos and learning walk can be found at the end of this
document.
13 Dec – ethos walk
SECTION A – THE SCHOOL AS A CATHOLIC COMMUNITY
A1: The School Community (Nature of the community; leadership of the community; members of the
school community; celebration of diversity; school environment)
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Signs of welcome – greeting, notices
Use of space – place to meet, listen, share
Relationships – interactions between different groups of people
Environment – cared for, quality of displays, information on notice boards
Mission statement – prominence, appropriateness to audience, value placed on it
School/class rules – how are they expressed?
Religious icons and displays
Prayer areas
Older children helping younger children – other responsibilities held by children
Multicultural aspects – reflected in displays?
Is diversity celebrated?
From outside the school gates – is it obviously a Catholic school?
Any photographs on display – evidence of involvement of different groups – parents,
parishioners, governors, parent teacher association; evidence of celebration of catholicity
Initial welcome given by office/Reception staff – consistency of welcome throughout the
school
Behaviour of children – relaxed, happy, on task?
Atmosphere
Cleanliness and upkeep
Who are you introduced to? Value given to various members of the community?
Celebration of achievement
Quality and appropriateness of entrance displays
A2: The Wider Community (links with the parishes; wider Catholic community; local community;
world community)
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Parish newsletters available in school/staffroom
Parish events in school newsletter
Visitors Book – parish priest, parishioners - frequency
Photographs/displays of parish, joint school-parish events
Children know who their parish priest is and what he does in the school
Children can name the parish(es) most closely associated with the school
Involvement in sacramental programmes
Evidence of children visiting local parish church
Evidence of use of school facilities by parish
Evidence of any recent key feasts being celebrated
Photo of Pope Benedict, Bishop Crispian
Displays
Celebration of other faiths and cultures
Visitors book
Charities supported – local, national, international, Catholic – children can talk about them,
how they were chosen and what they did to support them
Newsletters
Links with local and Catholic clusters of schools – staff and pupils
13 Dec – ethos walk
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Involvement in diocesan events
Fund-raising certificates
Newspaper cuttings
School facilities used by local community
Extended school
Environmental awareness – Green School? Recycling project?
Links to teacher training
Evidence of any response to recent tragedy/disaster
Involvement in diocesan pastoral plan
SECTION B – CURRICULUM RELIGIOUS EDUCATION
B1: Attainment and Progress in RE (Pupils’ levels of attainment; progress in learning; attitudes,
behaviour and relationships in the classroom)
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RE displays – high quality and prominence; up to date; primarily linked to scriptural focus; in
line with current diocesan advice and guidance
RE displays – evidence of continuity and progression, high standards – comparison with other
displays in the classroom
Atmosphere within the classrooms
Relationships within the classrooms
Behaviour and attitudes within the classrooms
Use of support staff
B2: Quality of Teaching (RE curriculum and schemes of work; subject knowledge; teaching of the
subject; assessment)
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Any teaching observed as you are shown around will give you an indication of the quality of
teaching in RE
Are learning objectives/success criteria shared/displayed?
Relationships within the classroom
Use of support staff
Classroom and behaviour management
Use of space within the classroom
Atmosphere conducive to learning
Challenge and support
Focus on learning
Standards of work on display in books children are working in
Evidence of Assessment for Learning
Quality of marking/feedback in books children are working in
B3: Leadership and Co-ordination of RE (Clarity of aims and objective; leadership in relation to
promoting high standards; staff support and development; contribution of RE to whole school issues )
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RE displays – high quality and prominence; up to date; primarily linked to scriptural focus; in
line with current diocesan advice and guidance
RE books in central and class libraries
13 Dec – ethos walk
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Availability and quality of resources to support RE
RE Manager’s/Head of Department’s classroom models good practice/reflects school’s aims
for RE
Consistency of approach and standard throughout the school
Up to date RE information displayed in the staffroom
If class timetable displayed – timing and quantity of dedicated RE curriculum time
SECTION C – PUPILS’ SPIRITUAL AND MORAL DEVELOPMENT
C1: Spiritual Development (School policies and strategies; assemblies and worship; liturgy;
attitudes of pupils; prayer; contribution by subject areas; reflection days and awaydays)
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Community live out their Mission Statement
Displays linked to worship – encouraging children to be reflective?
Photographs etc. of past celebrations – who involved? variety? Catholic traditions?
Atmosphere
Prayer areas – in each classroom? elsewhere? quality? are they linked to liturgical year or RE
theme? how are they used/ use of liturgical colours; place within the classroom? use of
artefacts? consistency across the school?
Evidence of the patron saint(s) of the school – can the children tell you anything about them?
Common prayers and school prayers displayed
Availability of resources
Central areas reflect the prayer life of the school
Evidence of pupil involvement in planning/leading worship
If central prayer area/chapel – evidence that it is used, availability
Evidence of staff or other groups praying together
Opportunities for pupils to offer prayer petitions, e.g. prayer box, prayer board – and that it is
used
Relationships
Display – particularly any evidence of spirituality through other subjects
Evidence of retreats or awaydays
School environment – internal and external
Opportunities for children to interact with God’s creation
Evidence of visits and trips to places which would provide opportunities for awe and wonder
Displays encouraging pupils to reflect – Art, Science etc.
Respect for other cultures/faiths
Pupils show ability to empathise
C2: Moral Development (School pastoral system; conduct within the school; personal education and
guidance; contribution of subject areas; punishments and rewards)
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Modelling by staff and other adults
Quality of relationships
Behaviour and attitudes
Behaviour management techniques and approaches
Charity work
Work of the School Council – how else are pupils able to voice their opinion
13 Dec – ethos walk
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Support for pupils with special needs
Healthy School award
School and class rules - appropriateness and emphasis
Rewards and sanctions
Celebrations of positive attitudes and achievement, e.g. special notice board, special assembly,
golden time
Opportunities for reconciliation following misbehaviour etc.
Evidence of buddy system; peer mediation etc.
Opportunities for pupils to share their concerns, e.g. worry box
Movement around the school
Children withdrawn from class – how is this managed
Links with external agencies – Fairtrade, recycling organisations, Connexions
Consistency of expectations and application of school’s agreed approach
Responsibilities held by pupils
D: Leadership and Management (Leadership of the community; shared vision; governing body
links; self-review; school improvement planning; staff development)
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Mission statement – prominence, appropriateness to audience, value placed on it
Headteacher’s office – conducive to meeting with parents and pupils?
Evidence of governing body involvement in the school
School improvement plans displayed/available in staffroom
Notices/findings etc. relating to diocesan self-review process displayed/available in staffroom
Diocesan courses advertised
13 Dec – ethos walk
ETHOS AND LEARNING WALK
SECTION A – THE SCHOOL AS A CATHOLIC COMMUNITY
A1: The School Community
A2: The Wider Community
(Nature of the community; members of the school community; celebration of diversity; school environment)
(Links with the parishes; wider Catholic community; local community; world community)
Questions you may ask as you are taken around
Questions you may ask as you are taken around
SECTION B – CURRICULUM RELIGIOUS EDUCATION
B1: Attainment and Progress in RE
B2: Quality of Teaching
B3: Leadership and Co-ordination of RE
(Pupils’ levels of attainment; progress in learning; attitudes, behaviour and
relationships in the classroom)
(RE curriculum and schemes of work; subject knowledge; teaching of the
subject; assessment)
(Clarity of aims and objectives; leadership in relation to promoting high
standards; staff support and development; contribution of RE to whole
school issues)
Questions you may ask as you are taken around
Questions you may ask as you are taken around
Questions you may ask as you are taken around
13 Dec – ethos walk
SECTION C – PUPILS’ SPIRITUAL AND MORAL DEVELOPMENT
C1: Spiritual Development
C2: Moral Development
(School policies and strategies; assemblies and worship; liturgy; attitudes of pupils; prayer; contribution by subject
areas; reflection days and awaydays)
(School pastoral system; conduct within the school; personal education and guidance; contribution of subject areas;
punishments and rewards)
Questions you may ask as you are taken around
Questions you may ask as you are taken around
SECTION D – LEADERSHIP AND MANAGEMENT
D: Leadership and Management
(Leadership of the community; shared vision; governing body links; self-review; school improvement planning; staff development)
Questions you may ask as you are taken around
13 Dec – ethos walk