North Devon LTLRE/NATRE hub meeting 2 nd February 2015 What is good RE? for discussion in hub meetings Evidence from SIAMS and OFSTED frameworks and materials for further research (PPT provided Linda Rudge – Project Director)

Good RE – teachers’ perspectives Discussion – paired response to the question : What does a good RE lesson look like? (2 mins) Mini-plenary – checklist from around the group

A good RE lesson – a teachers’ checklist? Context, age and ability ‘appropriate’ content Engaging teaching Effective learning – e.g. through enquiry Supportive resources including people Differentiated and structured learning through tasks, resources and/or outcomes Assessable pupil progress in each lesson/experience and over time Planned contributions to wider school agendas e.g. ‘smsc’ development and values

Pupils’ perspectives Mini-plenary discussion: How would pupils describe good RE? (See or ng-ambassadors/the-ya-blog ) ng-ambassadors/the-ya-blog

Good RE – curriculum, leadership and management Short, medium and long term planning in place (including self –evaluation of subject area and appropriate action plan/school development inclusion) Plans drawn from appropriate curriculum requirements and guidance (including on time for RE) Planning and resourcing that leads to teaching and learning experiences in which the teacher can demonstrate that they know their pupils and their subject – especially the topic being taught

SIAMS and OFSTED information with permission to LTLRE from Mary Myatt (REQM)

OFSTED inspection procedures A Section 5 (OFSTED) inspection in community schools (no religious affiliation) will not inspect RE under separate subject criteria but inspectors may see RE teaching as part of their general schedule Judgements about teaching and learning are made using generic criteria related to standards and any special focus/agenda e.g. current emphasis on British values ‘Spiritual, moral, social and cultural development’ have new emphases under the 2014 framework – RE may be a focus

Current OFSTED framework 2014 on RE (1) Schools, including academies, that are not defined as having a religious character must conform to the legal requirements for non- faith schools RE in maintained schools (except voluntary aided, those with specific trust requirements and voluntary controlled/foundation schools whose parents request denominational RE) should be based on the locally agreed syllabus established by the local Standing Advisory Council for Religious Education (SACRE). RE should reflect the religious traditions in Britain, which are, in the main, Christian, while taking account of the teaching and practices of the other principal religions represented in Britain. It also means that a school or academy without a religious designation must not provide an RE syllabus (or any other) to pupils by means of any catechism or formulary that is distinctive of any particular religious denomination.

Current OFSTED framework 2014 on RE (2) Academies may, but are not required to, follow the locally agreed RE syllabus Alternatively, they can devise their own syllabus, but it must be in line with the legislation that underpins the locally agreed syllabus as mentioned above.

OFSTED - ‘Good’ quality of teaching Teaching over time in most subjects, including English and mathematics, is consistently good. As a result, most pupils and groups of pupils on roll in the school, including disabled pupils, those who have special educational needs, disadvantaged pupils and the most able, make good progress and achieve well over time. Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum. Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning. Reading, writing, communication and mathematics are taught effectively. Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged. Teachers assess pupils’ learning and progress regularly and accurately at all key stages. They ensure that pupils know how well they have done and what they need to do to improve. Effective teaching strategies, including setting appropriate homework and well- targeted support and intervention, are matched closely to most pupils’ needs, including those most and least able, so that pupils learn well in lessons.

OFSTED – ‘good’ quality of pupil achievement Progress across year groups in a wide range of subjects, including English and mathematics, is consistently strong and evidence in pupils’ work indicates that they achieve well. From each different starting point, the proportions of pupils making expected progress and the proportions exceeding expected progress in English and in mathematics are close to or above national figures. For disadvantaged pupils, the proportions are similar to, or improving in relation to, those for other pupils nationally and in the school. The attainment and progress of disadvantaged pupils are similar to or improving in relation to those of other pupils nationally and in the school. Pupils read widely and often. Pupils acquire knowledge and develop understanding quickly and securely in a wide range of subjects. They develop and apply a wide range of skills, in reading, writing, communication and mathematics. This ensures that they are well prepared for the next stage in their education, training or employment. The learning of groups of pupils, particularly those who are disabled, those who have special educational needs, disadvantaged pupils and the most able, is generally good. Where attainment, including that in reading in primary schools, is low overall, it is improving at a faster rate than nationally, over a sustained period. Where the attainment of disadvantaged pupils is high, in-school attainment gaps may exist.

SIAMS (Section 48) 2013 grade criteria – ‘good’ RE (1) Standards of attainment for the large majority of learners are in line with national expectations and sometimes higher. Learners make good progress given their starting points. Or, standards of attainment are average but learners make rapid and sustained progress given their starting points over a period of time. In exceptional circumstances overall attainment may be slightly lower than national expectations but with some groups of learners making outstanding progress.

SIAMS 2013 grade criteria – ‘good’ RE (2) Learners understand the value of the subject and they mostly learn well. They develop a range of skills including some of the following: enquiry, analysis and interpretation, evaluation and reflection. Learners have a good ability to apply these skills to understanding the impact of religion on believers. Learners show originality and creativity in applying their knowledge and skills in religious education and are developing the ability to apply this to questions of meaning and purpose. The majority of teaching is good.

SIAMS 2013 grade criteria – ‘good’ RE (3) Assessment procedures are in place and these inform planning, teaching and learning. Religious education has a high profile within the school curriculum and learning activities are differentiated to meet the needs of different groups of learners. Learners display a secure knowledge of many of the key aspects of Christianity and the Bible and the main practices and beliefs of the other faiths and cultures studied. Religious education makes a good contribution to the Christian values of the school and to the learners’ spiritual, moral, social and cultural development.

SIAMS grade criteria – ‘good’ RE (4) Effective use is made of a range of routine monitoring and evaluation procedures that accurately identify strengths and focus on raising standards that lead to improvement in pupil performance. The subject leader effectively communicates expectations to senior leaders, governors and staff about improvement in teaching and learning in religious education and is well- informed on current developments in RE

Good RE: Health Warnings Good RE is not just about meeting inspection criteria Good RE isn’t achieved through following a blueprint for good lesson plans Good RE should be a stepping stone to an outstanding experience for pupils and teachers – sustained over time, or on occasions in a single lesson Good RE is not achieved by the class teacher alone…..

Internal school verification of good RE – see what’s happening in your school? Engaged and reflective pupils using enquiry skills Evidence of progress and appropriate attainment (all pupils) Some pupils ‘leading learning’ Confident and supported subject leader Engaged and supportive teaching and assistant staff Informed and supportive senior staff and governors Cross-curricular links and references Visible RE in school environment

External validation of good RE – some frameworks and further evidence to look at… School and wider community feedback – how do you know your RE is good? Local network feedback (LA, DBE, federations, academy trusts, Teaching Schools) – how do you compare and share with other schools? Succession/future planning for subject leadership e.g. Learn, Teach Lead RE opportunities - how does your school engage in CPD? National accreditation schemes e.g. RE Quality Mark - how do you keep the momentum going? Further qualifications/CPD for subject leader e.g. - how do you refresh your own expertise? SIAMS (Section 48)reports school-inspections.aspx - how do you compare with others? school-inspections.aspx OFSTED (Section 5)reports - how can you plan from ‘good’ to ‘outstanding? Specialist HMI and National Society (Church of England) reports on RE - how are we doing nationally? Exam results (GCSE/A level) – how well are pupils achieving at Key stage 4 and beyond?