Appendix 1A

Annual Report of Hampshire SACRE 2006-7

1. Overview

1.1 This Annual Report covers the period from 1 September 2006 to 31 August 2007 during which time Hampshire SACRE met on three occasions. All the meetings were quorate with attendance in committees in the following venues:-

7 November 2006 held at Hampshire County Council offices, Winchester

27 February 2007 held at Hampshire County Council offices, Winchester

5 June 2007 held at Park Community School in Havant

In addition the SACRE Monitoring Sub-Group also met on three occasions.

2. Religious Education

2.1 Locally Agreed Syllabus

The Hampshire Agreed Syllabus, Living Difference, jointly produced with Portsmouth and Southampton Local Authorities, has been the statutory guidance for RE in Hampshire, Portsmouth and Southampton since 1 September 2004. The syllabus took account of elements of the National non statutory framework for RE but has one attainment target and an eight level scale reflecting the methodology for teaching and learning at the heart of the document. It requires an enquiry based pedagogy for RE that has been the focus for the training and continued professional development of teachers in Hampshire and the partner authorities. The Agreed Syllabus, Living Difference, was reviewed in the NASACRE News publication and cited as a "most important development in RE" and recent Ofsted reports have made mention of the way in which Living Difference is driving improvement.

Two `Living Difference' Handbooks (one primary and one secondary ) were published to support the implementation of the agreed syllabus. They were written by the County RE Inspectors with contributions from teachers in Hampshire, Portsmouth and Southampton. These publications contain comprehensive advice on planning, delivery, assessment and self-evaluation and comprehensive examples of units of work with accompanying resources.

These have been very well received in Hampshire , Portsmouth and Southampton schools and Westminster schools who adopted the syllabus in 2006 and there have also been requests for copies from teachers and RE advisers in other authorities. The Handbooks received very positive reviews in the Australian Journal for Religious Education. They are currently being reviewed for the British Journal of Religious Education to be published in spring 2008.

A two-phase development programme for the implementation of the syllabus was devised through to 2009 when the Agreed Syllabus is due for review. To ensure the continued effective implementation of the Agreed Syllabus courses for Hampshire primary and secondary teachers were delivered throughout the academic year 2006-7 (See Appendix 1). Primary and secondary steering groups and regional development groups, including a special schools group, were established in 2005 and have continued to meet each term. During the academic year 2006-7, 25 new primary teachers registered to attend the development groups making a total of 60 altogether. 30 secondary teachers attend development or steering groups and 8 teachers from special schools. Primary and secondary RE newsletters have continued to be produced providing support materials and examples of good practice provided by the RE inspectors, schools and the advanced skills teachers for RE.

Mid term evaluation of the success of the implementation programme was carried out in the spring of 2007. This was in the form of a questionnaire sent to all schools, responses to which can be found in Appendices 2 and 3.

2.2 Standards in Religious Education

No complaints were received about religious education under the local statutory complaints procedure.

a) The Monitoring Sub-Group

The provision for religious education in Hampshire schools has been routinely monitored by the SACRE Monitoring Sub-Group. A summary of the findings has been submitted to the full SACRE at its autumn term meeting. Changes introduced under new Ofsted inspection criteria means that Ofsted inspectors no longer provide subject specific reports. Primary and Secondary school head teacher panels were consulted about the best ways to gather evidence about RE provision in order for SACRE to carry out its monitoring duties. Evidence about standards and provision in religious education in Hampshire has been provided to the Monitoring Sub-Group from various sources including:-

· a questionnaire sent to all Hampshire schools (see Appendices 2 and 3)

· the work with secondary and primary development groups

· the subject specific self evaluation forms submitted by schools

· the reports provided by the county RE Inspectors in relation to Education Development Plan and management partnership work with schools

· an annual training course to support schools in their self evaluation of RE provision based upon the guidance in the primary and secondary Handbooks

· GCSE data

At present these new procedures for gathering information are in their early stages. Evidence from the SEFs (Self Evaluation Forms) submitted by schools so far suggests that there is inconsistency in both format and rigour of process. Secondary schools are, at present, more embedded in the procedure of self evaluation for specific subjects than primary phase schools. The annual course on self evaluation introduced in the spring and summer terms of 2007 aims to improve the situation for both these issues. The questionnaire sent to all schools in the spring term of 2007 has proved be very informative about RE provision in schools.

b) Findings in Primary Phase Schools

The questionnaire responses showed that approximately 92% of primary schools are meeting statutory requirements for RE.

A high percentage of schools indicated that they have effective leadership of the subject with only 2.0% which judge themselves to not have effective leadership.

A high percentage of schools (89%) indicated effective teaching of RE across each key stage.

Almost all schools have received training in implementing the Agreed Syllabus. Additionally, 47% of schools have received further support from the RE inspectors.

85% of schools claim that all teaching staff are familiar with the requirements of Living Difference.

87% of schools claim that the planned units of work for RE meet the requirements of Living Difference. 80% of staff teach according to the required methodology for conceptual enquiry.

There is a significant drop in the percentage indicating assessment opportunities as part of RE teaching (62%) and a lower percentage still (only 44%) indicate that they are levelling samples of work for RE.

43% of schools liaise with others across the key stages.

Improvement in pupil's engagement in RE is 60%, improvement in challenge to pupils is 62%, and improvement in progression in achievement is 54% as a result of implementing Living Difference.

There is evidence of assessment informing planning and provision in 47% of responses; there is improvement in attainment across each key stage in 39% of responses.

40% of responses indicate that RE attainment compares favourably with that in other subjects as a result of implementing Living Difference.

c) Findings in Secondary Phase Schools

Approximately one third of responses indicate that statutory requirements in secondary schools are not met. This figure is likely to indicate lack of provision for all pupils in Key Stage 4.

Approximately 95% of responses indicate effective leadership but the lower figure of 77% applies to effective staffing.

90% of responders attended the implementation courses. Over 90% of responders have received further support as well.

A high percentage of teaching staff (90%) are familiar with the requirements of the Agreed Syllabus. 89% of schools claim that the planned units of work for RE meet the requirements of Living Difference. 83% of staff teach according to the required methodology and 54% of responses claim that students are aware of the methodology. This is a significantly low figure.

73% of responses indicate that assessments are in place. This suggests that assessment has not been currently implemented alongside the methodology. 83% of respondents level work according to the levels of attainment of Living Difference and 96% of responses indicate that students are aware of how they are assessed which is pleasing. However, only 50% liaise across key stages which is disappointing.

Improvement in students' engagement in RE is 73%, improvement in challenge is also 73%. 63% of responses identify evidence of improvements in progression and achievement as a result of Living Difference.

Returns identify 63% of students can assess and level their work accurately. 96% can identify how to improve. 77% can answer evaluative questions by focusing on appropriate key concepts to improve their attainment.

Only 47% of responses indicate that there is evidence of improvement in attainment through a key stage. Only 23% of response evidence improvement in students' attainment in relation to GCSE.

d) GCSE Results 2006

The results for GCSE (Religious Studies) and GCSE Short Course (Religious Education) are included as Appendix 4.

The main findings were:

Candidates for Full Course GCSE have increased by over 200 compared to 2005 and this represents an increase in both boy and girl candidates but especially in girls.

Candidates for Short Course GCSE have decreased by just under 400 compared to 2005. There is still parity of boys and girls entered.

Full Course results indicate that the performance of both boys' and girls' A*-C has decreased since last year from 76% to 72% overall. Girls continue to outperform boys.

Short Course results indicate that an improvement has occurred in A*- C

passes, compared to 2004-5, for both boys and girls. Girls still outperform

boys but by a smaller margin than in 2005.

Residuals for the Full Course indicate that there was a lower residual both for boys and girls in Hampshire in 2006 compared with 2005. Nevertheless, despite an improvement in National residual the adjusted LA residual is still positive.

Residuals for the Short Course indicate very high positive residuals in

Hampshire against national residuals with girls performing considerably better

than boys against the national subject residual.

3 Teaching

3.1 Teacher recruitment and retention and level of specialist provision

Ongoing links continue with regional providers of newly trained specialists in Chichester, Winchester, Southampton and Roehampton to ensure the best quality provision of newly qualified teachers into secondary RE in Hampshire. The County Inspector and the ASTs (Advanced Skills Teachers) met with course providers and students at Chichester, Winchester and Southampton, in the course of the year to explain the Agreed Syllabus and the philosophy on which it is based and inform them of RE vacancies in the county. Schools continue to be advised to advertise vacancies on the Hampshire website, Hantsweb. Despite the difficulties of recruitment nationally, reflected locally, Hampshire schools recruited twelve NQT(newly qualified teacher) RE specialists in 2006-7. However, Hampshire still suffers from a shortage of specialist teachers, especially in the north of the county.

3.2 Teacher Training

A full programme of in-service training courses has been provided (see Appendix 1 for details). The annual Primary and Secondary Conferences continued to recruit successfully. These were complemented with a series of inset courses, most of which were well attended. All courses are offered to teachers in the neighbouring Local Authorities of Portsmouth and Southampton. The series of regional courses for effectively implementing the Agreed Syllabus has been provided throughout 2006-7 according to demand.

3.3 Newly Qualified Teachers

A comprehensive programme was carried out during the year to support NQTs (Newly Qualified Teachers) in both primary and secondary schools. New teachers were introduced to the requirements of the Agreed Syllabus and provided with support for effective teaching of RE in Hampshire schools.

3.4 Methods of teaching, the choice of teaching materials

The handbooks for primary and secondary religious education provide guidance for secondary and primary schools to accompany the Agreed Syllabus. The steering groups and development groups continue to produce more refined and innovative materials in collaboration with the county inspectors for RE.

Schools in Hampshire receive regular advice through the work of the Hampshire Religious Education Inspection and Advice Team and the County Religious Education Centre. Regular newsletters are available to all Hampshire schools, free of charge, which include advice on issues such as planning, assessment and resources. These are now also electronically available on the RE Centre website. The Inspection and Advice Team have continued to regularly visit primary and secondary schools, working with coordinators, heads of department and RE staff, at the request of schools, to improve the planning and delivery of RE in accordance with the guidance given in the Agreed Syllabus based on conceptual enquiry.

SACRE has supported the incorporation of a number of religious education activities within the current Local Authority's Education Development Plan. These include:

· Supporting RE departments within specified secondary schools.

Two departments were identified for additional support and this has resulted in improvement of planning, in terms of addressing teaching and learning based on the methodology for enquiry and skills in the agreed syllabus

· Identifying good practice in secondary RE departments

Five departments were visited to identify good practice in RE. Good practice identified has been disseminated through the Secondary RE Newsletter and through enabling other RE departments to make contact with good practitioners. Teachers who evidenced good practice have been invited to join County development groups and have been involved in the production of units of work to be published and disseminated from the County RE Centre.

· Identifying good practice in primary RE

Schools that have received training and support from the RE inspectors have provided examples of good practice over the year. Examples of good practice have been disseminated through the RE Primary Newsletters and on the County RE website.

· Advanced Skills Teachers

The two Secondary Advanced Skills Teachers in RE have worked closely with the County Inspector for RE in supporting the implementation of the Agreed Syllabus. They have also been working with teachers in schools to ensure the ongoing development of departments in need of support, contributing to RE courses and newsletters and providing examples of effective planning in relation to the Agreed Syllabus and its methodology for teaching and learning. They have been involved in the development of the new flexible Post Graduate Certificate in Education in RE at the University of Winchester through its validation and interviewing candidates and will be involved in its delivery.

· Disseminating Effective Practice

The Hampshire RE website has continued to develop (www.hampshire-reweb.co.uk). It is an effective means of disseminating good practice and further information on courses and events and new initiatives in relation to the Agreed Syllabus and national developments. The website continues to provide support and guidance on teaching and learning in RE. The Agreed Syllabus has been posted on this site and County Development Group materials .

The RE Newsletters for Primary and Secondary schools have continued to be a very effective resource for the dissemination of good practice. Issues over the past year have included planning, recommended resources, ideas for teaching and learning and samples of exemplary work from pupils. Teachers continue to express how much they value these regular newsletters.

Disseminating effective practice in RE during 2006-7 has continued to concentrate on courses emphasising the importance of:

· Implementing the Agreed Syllabus

· Training for non-specialist secondary teachers of RE

· Thinking skills and providing challenge

· Improving GCSE performance

· RE and ICT(information and communication technology).

· Assessment for Learning and Task Setting

· Leadership through The Annual Heads of RE Conference and Primary RE Coordinators' Conference

· Support for NQTs (newly qualified teachers)

4. Resources

4.1 The County RE Centre

The County RE Centre continues to be successful in supporting the work of teachers across Hampshire, Portsmouth and Southampton. During the academic year 2006-7 there were 421 subscribers. The development of provision in 2006-7 has included the continued growth and refinement of the RE website as a major reference point for teachers in developing their delivery of the Agreed Syllabus methodology and resourcing it. This has been achieved, largely, by the administration officer/RE Centre manager. She has also played a major role in the production of a CD Rom video of the Hindu Temple and the accompanying booklet. She has continued to create and develop a wider range of artefact boxes which are loaned to schools resulting in a continued increase to the RE Centre's income. The RE team has updated a number of booklets and created new resources in support of the delivery of Living Difference, the Agreed Syllabus. These are purchased through the RE Centre and have proved to be very popular with schools. The RE Centre has continued to be well used by RE teachers including PGCE (Post Graduate Certificate in Education) students, for viewing and loaning resources, as a meeting place for planning and consultations and as a source for inspiration and information.

5. Management of the SACRE and partnership with the Local Authority and other key stakeholder

5.1 Membership and training

Membership of SACRE includes representatives from all the required committees including representatives from different religious groups (see Membership list in Appendix 5). During the year 2006-7 vacancies have become available for a Roman Catholic representative and a Sikh representative. New members to SACRE have been welcomed, provided with an induction pack and assisted by an appointed officer who is an experienced member of SACRE and provides initial briefings and continued support.

Existing members have been invited to attend the training sessions for teachers and the RE teacher development groups in the county in order to be informed about and comment upon the implementation of the Agreed Syllabus and the development of RE. SACRE members who attended these sessions found discussions with teachers to be very positive and helpful.

SACRE members have received presentations during the year from local providers including an infant school RE manager who explained RE in the early years and key stage 1, one of the advanced skills teachers who illustrated the successes of the Agreed Syllabus with her students, an assistant head teacher from a Hampshire secondary school who spoke about the management of self evaluation in his school and a lecturer from Winchester University who spoke about the successes of the new Post Graduate Certificate in Education course for secondary RE teachers. The Summer Term SACRE meeting was held at a Hampshire secondary school and SACRE members were able to speak with students from the school and heard an informative talk by the head teacher about the impact of the Agreed Syllabus for RE on the values education curriculum developed in the school. During the autumn term meeting of 2006 Hampshire SACRE hosted a meeting for Hampshire, Southampton and Portsmouth teachers, pupils and Local Authority education officers to discuss religious education issues with Mark Chater, the Programme Adviser for RE at QCA (Qualifications and Curriculum Authority). This was a successful and informative meeting for all parties concerned.

SACRE has continued to offer advice to schools throughout the year through the County RE website, regular free newsletters sent to schools and publications available from the County RE Centre.

In the summer term of 2007 SACRE responded to the annual report for religious education produced by Ofsted (Office for Standards in Education) via the Executive Member for Education in Hampshire who wrote to the government Minister for religious education and QCA on SACRE's behalf.

5.2 SACRE development plan

The Hampshire SACRE's development plan (Appendix 6) is based on the self evaluation carried out in 2004-5 and SACRE has continued to implement initiatives and action according to the plan throughout the academic year 2006-7.

5.3 Professional and Financial support

During the year the local authority provided 45 days of inspector time for the support of SACRE. New initiatives have been underpinned by further funding arrangements (e.g. in previous years 75 days for the production of the Agreed Syllabus and 20 days for the production of the RE Handbooks). During this academic year of 2006-7 the local authority provided further funding for 30 days inspector time to develop the social cohesion and youth interfaith projects.

5.4 Contribution of the SACRE to wider diversity agendas

SACRE has initiated a social cohesion pilot project. The project was launched in the summer term of 2007 through SACRE's partnership with the Local Authority supported by the executive member for education.

The strategy is aimed to enhance understanding of diversity and its contribution to positive democratic debate

and outcomes in society: The plan involves:-

· Working with teachers and pupils in three primary and three secondary schools using the methodology for teaching and learning of Living Difference to enquire into issues to do with social cohesion

· Training of those involved with the organisation of visits to places of worship and faith visitors to schools

· Training of youth workers involved in local democratic procedures, e.g. Hampshire County Youth Council

and the Youth Inter-Faith Forum

· Participation of stakeholders: parents, senior managers in schools, leaders of faith communities, policy and strategy makers in local government, members of SACREs

· Participation of regional representatives in promoting common aims and strategies for common outcomes

across the south of England (eg RE inspector/advisors, SACREs, local government officials, school

governors).

The project is developing and in the summer term 2007 further links were initiated with County records office

and Winchester University and its students.

A Youth Interfaith Project has also been established, having been successfully awarded funding in a bid to NASACRE. This project is also supported financially by the Local Authority and is coordinated by Hampshire Youth Service with the support of the County Inspector for RE with the involvement Hampshire County Youth Council and local faith groups. It is intended to dovetail the two projects (social cohesion and youth interfaith) within the next academic year.

6. Collective worship

6.1 Practice and provision for collective worship

Support has been provided by the County RE Inspector/Advisors to schools through articles in the regular newsletters and through providing courses on collective worship for head teachers and teachers. Staff meetings

and individual meetings with head teachers have also been provided at schools' request as well as advice provided, when sought, on an ad hoc basis by telephone and email.

6.2 Monitoring the provision

The responses to the questionnaire sent to all schools in January 2007 provided some evidence of the provision

for collective worship in Hampshire schools.

· Returns identify that a high percentage of primary schools claim to satisfy legal requirements concerning collective worship (approximately 96%). However, 9% of responses indicate that not every act of collective worship offers opportunities for worship or reflection.

· Approximately 75% of secondary schools do not satisfy statutory requirements for daily act of worship for all pupils. 43% of responses indicate that not every act of collective worship offers opportunities for worship/ reflection and 40% of responses indicate that most of the acts of collective worship during a term are not of a broadly Christian character.

· Strengths and weaknesses with regard to collective worship in Special schools relates to the nature of the learning difficulties of the pupils within the school

The SACRE development plan (Item 4) identifies collective worship as an item to be discussed.

No requests for determinations or formal complaints were received during the year.

7. Summary: General

Hampshire SACRE and the Local Authority have been represented and continue to be represented on the QCA (Qualification and Curriculum Authority) Spirituality working group. The distinctive nature of Hampshire SACRE's Agreed Syllabus continues to be shared nationally through articles by the RE Inspectors in publications for teachers and in academic journals. The inspectors have addressed groups nationally and internationally on the pedagogy of the Agreed Syllabus.

The RE Inspection and Advisory Team have attended meetings of the Association of Religious Education Inspectors, Advisors and Consultants (AREIAC) in order to contribute to discussions and debates about national issues in relation to RE.

Appendices

1. Courses on RE and collective worship 2006-7

2. Responses to questionnaire Primary

3. Responses to questionnaire Secondary

4. GCSE results 2006

5. SACRE Membership

6. SACRE development plan

Appendix 1

Primary Courses

Secondary Courses

Appendix 2

Primary school implementation of new syllabus

How well are we implementing the new agreed syllabus, 'Living Difference'?

On-line questionnaire for headteachers of primary schools to evaluate the implementation of the agreed syllabus, 'Living Difference'

1. Provision

Appendix 3

Secondary school implementation of new syllabus

How well are we implementing the new agreed syllabus, 'Living Difference'?

On-line questionnaire for headteachers of secondary schools to evaluate the implementation of the agreed syllabus, 'Living Difference'

1. Provision

2. Development

Appendix 4

HAMPSHIRE SCHOOLS

GCSE 2006 Religious Education

Candidate Numbers Full Course

Candidate Performance - Full Course % A-C

Hampshire Full Course % by grade

GCSE Full Course Results - Residual Analysis

The residual figures provide data about the relative performance of pupils in religious studies compared with their results in all other subjects.

Candidate Performance - Short Course Religious Studies and Religious Education (all boards) % A-C

Candidate Numbers Short Course

Candidate Performance - Short Course % A-C

GCSE Short Course Results - Residual Analysis

Appendix 5

STANDING ADVISORY COUNCIL FOR RELIGIOUS EDUCATION

Group A Representatives of Religious Bodies

Group B Representatives of the Church of England

Group C Representatives of Teachers' Association

Group D Representatives of the Authority

Co-opted Members

Support Officers to the Council

Grant Maintained School representatives - No longer represented w.e.f. 31.08.99

SACRE - contact list / Updated 05/03/07

Appendix 6

SACRE Development Plan

This SACRE development plan is based upon the SACRE self evaluation carried out in 2004-5. The main points below represent priorities identified for SACRE to effectively carry out its responsibilities in relation to monitoring and providing support for religious education and collective worship and addressing the broader agenda of inclusion and diversity.

1. Action Plan for the development of religious education based on the effective implementation of the agreed syllabus, Living Difference

Timescale: Phase 1 September 2004-April 2006

Evidence:

Set up County development groups to produce units of work for the handbook

Set up regional development groups to redraft planning to the requirements of the agreed syllabus

Publish Handbook

Status: completion April 2006

Timescale: Phase 2 April 2006 ongoing

Evidence:

Set up County Steering Groups (one primary, one secondary) to lead further development

Set up new regional development groups to extend development across the county

Status: initiated December 2005

Financial implications: LA to pay for steering groups; schools to pay for regional development group status

2. Evaluation of the implementation of the agreed syllabus, Living Difference

Timescale: completion by January 2007

Evidence:

Questionnaire to schools (Spring Term 2007)

Steering groups feedback (Autumn Term 2006)

Regional development groups survey (Autumn Term 2006)

Inspectors reports (ongoing scrutiny)

Ofsted reports (ongoing scrutiny)

Status: initiated

Financial implications: LA to pay for questionnaire

3. SACRE monitoring of religious education through school self evaluation of provision.

Timescale: first reports on self evaluation to be scrutinised by SACRE in the Summer Term 2006, then ongoing

Evidence: collection of ongoing self evaluation submissions from schools for SACRE scrutiny to be organised and supported by RE inspectors

Status: to be initiated in January 2006

Financial implications: none

4. Monitoring of and support for secondary schools failing to meet statutory requirements for RE and collective worship

Timescale: ongoing from Autumn Term 2006

Evidence:

Systematic recognition of secondary schools not meeting statutory requirements through questionnaire to schools in relation to the implementation of Living Difference (Spring 2007)

Letter to schools offering inspector support (Autumn 2006)

Ongoing monitoring through SACRE scrutiny of departmental self-evaluation

Link to partnership with local providers of NQTs (established)

Status: to be initiated in Summer Term 2006

Financial implications: none

5. Establishing of a young people's inter-faith forum

Timescale: January 2006, ongoing monitoring with evaluation of effectiveness in 2009

Evidence:

Planning through steering group from January 2006

Establish partnership with University of Winchester by March 2006

Bid to NASACRE for initial funding in March 2006

Forum established by March/April 2006

Status: research undertaken and planning initiated, coordinator to be appointed, forum to be formed by March/April 2006

Financial implications: £50,000 over 5 years

6. Development of links with key stakeholders

Timescale: Spring Term 2006, ongoing

Evidence:

One meeting per year to be held at a religious or educational venue, beginning with the Medina Mosque, Southampton in Summer Term 2006

Speakers to address SACRE on their faith community, beginning with the Muslim community in Southampton in Summer Term 2006

Speakers to address SACRE on RE in their school and the effectiveness of using the Agreed Syllabus, Living Difference, beginning with Key Stage 1 and 2 teachers in Spring Term 2006

SACRE to establish a closer relationship with Southampton Council of Faiths

Status: initiated

Financial implications: none

7. Induction of new SACRE members

Timescale: Autumn 2005, ongoing

Evidence:

New members sent introductory pack by clerk to SACRE (from Autumn 2005)

SACRE delegate gives new members induction (from Autumn 2005)

New members supported at first meeting by experienced SACRE member

(from Autumn 2005)

Status: initiated, ongoing monitoring

Financial implications: none