Agenda item

To receive a report by the Systems Leader for GwE (copy enclosed) presenting Estyn’s report on the standards of teaching and learning in Religious Education within the secondary school sector published in June 2013.

The Systems Leader for GwE (SL) presented Estyn’s report on the standards of teaching and learning in Religious Education within the secondary school sector published in June 2013 (previously circulated).  He also reported upon his attendance at the National WASACRE Conference the previous day during which key messages from the Estyn Thematic Review for RE were discussed together with the national priorities of Literacy and Numeracy through RE.  The keynote speakers at the Conference were –

 

-       Mark Campion, Estyn – The Estyn Thematic Review of RE

-       Richard Roberts, CfBT – Literacy & Numeracy Framework

 

A sample of 20 secondary schools had been inspected in Wales as part of the study (Ofsted had visited 70 schools in England) and the report included standards in Key Stages 3 & 4, attainment in GCSE religious studies and participation and engagement in learning.  It also covered factors affecting standards including curriculum planning, teaching, assessment, leadership, improving quality and external influences.  Members’ attention was drawn to the following main findings –

 

·        results in Wales had been very positive with more pupils gaining a qualification in RE than in any other non-core subject

·        numbers taking both the full and short GCSE course in Religious Studies had risen over the last five years with just over a quarter of pupils entered in the full course and just over half of pupils entered in the short course

·        attainment had risen steadily in the full course and was well above the average for other subjects and although attainment had fallen in the short course performance remained consistently better than the UK

·        the gap in attainment between girls and boys was wider in Wales for both courses than across the UK

·        standards were good in the majority of schools at Key Stage 3 but there were a few schools where standards were unsatisfactory and there was  a recommendation to ensure tasks were challenging enough to enable more able pupils to reach higher levels – since publication of the report training had been provided for Denbighshire teachers in order to improve the accuracy of teacher assessment of pupils’ levels at Key Stage 3

·        non-specialist teachers were used to teach RE and the short course although they were rarely used to teach the full course – non-specialist teachers had not had a negative impact on standards in most schools

·        self-evaluation was good or better in only a minority of RE departments and it was a recommendation to strengthen self-evaluation and use data to identify where and what to improve

·        lack of opportunities for professional development and learning networks had been identified meaning good practice was not shared enough and challenges were not addressed effectively.

 

The SL also elaborated upon the recommendations arising from the report.  In terms of the Welsh Government (WG) recommendation R7 that attainment data for RE and RS be dealt with in the same way as non-core subjects, the WG had responded that it would not be appropriate to progress that recommendation in light of the on-going curriculum review for Key Stage 3.  The final recommendation R8 was that WG work with local authorities and SACREs to improve the opportunities for professional development and support learning networks for teachers of religious education.  Networks had disappeared in Denbighshire following the removal of the learning adviser posts and in order to progress that recommendation it was proposed that a letter be sent to Denbighshire’s Head of Education, Karen Evans enquiring about opportunities and support for RE teachers and offering SACRE’s support in that regard.  WASACRE was also very much about providing support for teachers under that recommendation.

 

Members discussed the recommendations for schools detailed within the report and how best to address the attainment gap between boys and girls.  It was noted that this was also an issue in other subject areas and the Chair referred to local strategies which had been introduced to address gender discrepancies within Denbighshire with positive results.  The SL advised that WASACRE had considered its responsibilities in supporting teachers and was looking to address the issue through training provision.  It was agreed to contact the Head of Education, Karen Evans to enquire as to any local strategies which could be implemented with a view to raising attainment for boys in terms of RE.

 

SACRE also considered the finding that non-specialist teachers did not have a negative impact on standards in most schools and the need to raise awareness of this issue.  It was acknowledged that teaching skills did not change across subjects and different subjects could be taught well by non-specialists.  The SL reported upon his own experience of RE teaching and the importance of a robust scheme of work and lesson plans in order to share good practice and raise standards.  However some concerns were also raised that some teachers did not have the knowledge and enthusiasm to teach non-specialist subjects and there was a need for specialist teachers.  It was also highlighted that attainment in the full GCSE course had risen over the last five years where specialist teachers were used but that attainment in the short GCSE course had fallen where non-specialist teachers were used.  The reason for the fall in attainment in the short course had been explained by some schools using the short course to ensure that the majority of pupils received a qualification in RE and stream the more able candidates to the full course.  This raised the question as to whether those pupils entering the short course would have achieved a better result if they had been taught by specialist teachers.  Members also noted that           the short GCSE course was worth half a full GCSE and schools tended to opt for that course because it could be carried out in the time set aside to cover the legal requirement for RE – hence the recommendation (R2) to consider giving all pupils the opportunity to gain an appropriate qualification at Key Stage 4.

 

When discussing standards of achievement members highlighted that the benefits and value of RE could not always be measured in academic achievement.  It was also suggested that SACRE’s previous practice of receiving presentations on the provision of RE and collective worship within schools be revived.

 

At the end of debate Mr. Gavin Craigen highlighted two aspects of Mark Campion’s presentation at the National WASACRE Conference –

 

·        the fact that almost all pupils respected the opinions and beliefs of others and valued what they were learning in RE which was a positive message which should be promoted and shared with others, and

·        standards of teaching in schools was excellent with very few lessons deemed unsatisfactory and teaching in RE was significantly better than in other subjects.

 

Mr Craigen supported the proposal to write to the Head of Education regarding learning networks but felt the issue should be explored in the wider community and consortia arrangements currently in place.  He also felt the report should be brought to the attention of schools to consider the recommendations.  After further discussion it was –

 

RESOLVED that –

 

(a)       the report be received and noted, and

 

(b)       a letter be sent on behalf of SACRE to Denbighshire’s Head of Education Karen Evans making enquiries into the following –

 

-       any local strategies which could be implemented with a view to raising attainment for boys in terms of RE

-       opportunities and support for RE teachers in terms of professional development and support learning networks (including consortia arrangements) and offering SACRE’s support in that regard, and

-       how best to bring the report to the attention of schools to consider the recommendations pertinent to them.