Agenda item

(a) To consider the recommendations from the Estyn report (copy enclosed), and

 

(b) how will SACRE monitor schools progress against the Estyn Recommendations? (copy enclosed)

The Head Teacher for Denbigh High School and Peer Inspector for Estyn (HTDHS) presented the Estyn Review of Religious Education (previously circulated).

 

The HTDHS had been invited to take part in a thematic study where the remit was to look at the delivery and quality of Religious Education across Key Stage 3.

 

During the visits, the inspectors had time to meet with Head Teachers to ask a set number of questions, they also met with students and reviewed examples of their work.

 

Standards – the panel of inspectors concluded that many schools had a good standard of Religious Education.  In terms of transition between Key Stage 2 and Key Stage 3 there was repetition in work, this information being gained from the students statements.

Students also commented that Religious Education helped them understand conflict in the World, and helped them understand why different people have different views and opinions. The HTDHS said that in Key Stage 3 it was evident that the class teachers enabled debate and discussion with subjects such as relationships etc.

 

It was evident that Religious Education was very good at developing student’s skills, particularly literacy, thinking and reasoning. Religious Education within schools had no defining point of what could be studied.

 

Provision – Many schools, both Key Stage 2 and Key Stage 3 had qualified staff to deliver the subject. However lack of transitional work meant repetition of topics.

 

The report highlighted that often in secondary schools the department was led by a subject specialist who often had a degree level qualification. Provision support varied across schools, some schools had a systematic way of learning with all resources available and other had weekly meetings with a specialist to ensure the curriculum was correct and to request any provisions that they would deem necessary.

 

Links – nearly all primary schools had good links with organisations however only a minority of pupils in Key Stage 2 visited a religious place that was not Christian. This raised the question how often religious representatives had visited schools.

 

Dominic Oakes queried whether that was because fewer religious representatives were contacting schools to visit or was it a lack of invitations from the schools. The HTDHS confirmed that it was a combination of both. A major factor was location, he advised members that a secondary school once visited a Mosque in Manchester, but have since stopped the visit due to logistical reasons. The chair proposed the idea of a list of approved places of worship that schools could attend, he felt that this would encourage schools to arrange the visits.

 

 

Quality of Teacher Feedback – members were advised that the information varied across both Key Stage 2 and Key Stage 3. However the feedback was very thorough.

 

Leadership - many primary schools and nearly all secondary schools’ curricula were monitored. Many secondary schools had a self-evaluation process within Religious Education, information would be reported to the Head Teacher who then would report to the Governing Bodies.

 

Professional Learning – Many schools had limited access to training for teachers. Many schools knew about SACRE but were unsure on its role.

There were fewer opportunities at Key Stage 3 for teachers to meet with fellow subject specialists, also fewer instances where teacher from Key Stage 2 and Key Stage 3 were communicating to ensure a good transition.

 

Ali Ballantyne said that given Religious Education was compulsory in Key Stage 3 why weren’t students given a level, she felt that the subject was becoming less important compared to other compulsory subjects.

 

Councillor Ellie Chard felt that grades within the Religious Education subject weren’t necessary.  Students have different views and opinions, therefore she felt it wouldn’t be fair to grade them on their opinions.

 

The HTDHS said in order to track student progress, a level was given to each individual in each humanity subjects. At the end of Key Stage 3, the school had a legal requirement to report to parents. Legally the school did not have to report it prior to a final report at the end of Key Stage 3.

 

Ali Ballantyne felt that the levels should be reported.

 

Dominic Oakes added that the use of levels would be a very debatable point, however felt that the subject was honoured by not having levels. He then added that he did not feel a recommendation would be within the group’s remit.

 

The Senior School Improvement Officer (SSIO) advised members that the Local Authority would be responding to the New Curriculum. As an authority they could suggest that Religious Education was equally weighted within the other humanities subjects.

 

The Diocesan Education officer (DEO) felt that the skills developed by Religious Education was crucial to take through life. Therefore she felt going forward towards the new curriculum, further thought should be made on themes, studies, examples and what the expectations of the themes would be.

 

The chair felt that although the subject was important, it should be considered at another meeting once the subject of the new curriculum was further advanced.

He also noted that a specialist Religious Education advisor previously attended and supported the SACRE, he queried why a specialist did not attend the meetings anymore. The SSIO confirmed that where was a specialist who worked for GwE who attended meetings, however Religious Education was a small part of their job and when circumstances changes the provision had gone. The SSIO did however confirm that a specialist was being sourced to support SACRE in the new school term.

 

The SSIO advised that the Schools had received copies of the Estyn reports. The schools must build the recommendations within their school, as an authority they do not have the capacity to monitor the recommendation for each individual school.

 

In response to a question regarding current procedures the SSIO said that current procedures could not be bettered and since there were no major concerns regarding any school in the authority there would be no need to change procedures.

 

Councillor Emrys Wynne queried what the attitude towards prevention was within schools and how safeguarding was approached. The HTDHS explained that in Denbigh High School there were posters in every classroom with pictures and names of the safeguarding officers. Staff members were aware that if they had a safeguarding issue they should report it to the safeguarding officers or the head teacher. The school would then call Social Services’ Children’s Gateway number to report the issues. Staff were trained annually and prevention was part of the training.

 

On behalf of members the chair thanked the Head Teacher for Denbigh High School and Peer Inspector for Estyn for his report and suggested safeguarding within schools be on the forward work programme.

 

RESOLVED: - that the committee notes the recommendations from the Estyn Report.