Hampshire County Council

SACRE Item 7

4 November 2008

SACRE Annual Report

Report of the Director of Children's Services

1

Summary

1.1

This report summarises SACRE's activity in 2007-08. A draft Annual Report for detailing SACRE's work in 2007-08 is attached for SACRE's approval (Appendix 1). This will be forwarded to the Qualifications and Curriculum Authority (QCA) and the Office for Standards in Education (OFSTED) and made publicly available on the Hampshire website (Hantsnet).

1.2

This paper supports the Corporate Strategy (maximising well being) by monitoring the support SACRE provides for Hampshire schools. These data form the basis of SACRE's work in monitoring the standard of religious education and collective worship in Hampshire schools.

2

Background

2.1

Hampshire SACRE is required to produce an Annual Report summarising its activity over the previous year. This year the report has been written in the recommended format provided by QCA.

2.2

QCA produce an annual analysis of the reports it receives.

LINK(S) TO CORPORATE STRATEGY

YES

NO

Hampshire safer and more secure for all

_

Maximising well-being

_

Enhancing our quality of place

_

This proposal does not link to the Corporate Strategy but, nevertheless, requires a decision because:

Question

Suggested data source(s)

What are the main strengths and distinctive features of RE in your local authority? (If appropriate, please give examples of specific good practice.)

Minutes, reports, surveys, evaluations and questionnaires, agreed syllabi

Hampshire has enjoyed a reputation of high quality and innovative RE syllabi for twenty years which have had a positive impact on RE in Hampshire schools during that time. It has been on these foundations of effective RE that the current syllabus, Living Difference, has been established. The conceptual enquiry approach and the particular methodology of the agreed syllabus have been well received by schools in Hampshire and the partner authorities and beyond. Since its launch in 2005 Westminster SACRE has adopted the syllabus and representatives from Hong Kong education authority have expressed intentions to adopt the syllabus.

As a result of its impact in schools, publishing companies have expressed interest in publishing materials which reflect the approach. Materials are currently being developed for primary, secondary and trainee teachers.

What are the main weaknesses and development needs of RE in your local authority?

Minutes, reports, evaluations

Although there have been improvements over the year in the quality of assessment of RE in the primary phase this is still a weak area in many schools. In secondary schools the impact of the 2 year KS3 curriculum is causing concern in terms of time allocation for RE in revised curriculum planning.

Question

Suggested data source(s)

To what extent is RE provision in schools compliant with the Agreed Syllabus requirements or recommendations in terms of time allocation?

School SEFs (where appropriate), LA adviser(s), professional experience of RE teachers

Questionnaire responses showed that 96.3% of primary schools are meeting statutory requirements for RE.

Almost all primary phase schools have received training in implementing the Agreed Syllabus (99.2%). Additionally, 45.5% of schools have received further support from the RE inspectors.

85.1% of primary phase schools claim that all teaching staff are familiar with the requirements of Living Difference. 86.6% of schools claim that the planned units of work for RE meet the requirements of Living Difference. 79.9% of staff teach according to the required methodology for conceptual enquiry.

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.

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

A high percentage of RE teaching staff (92.9%) in the secondary phase are familiar with the requirements of the Agreed Syllabus. 89.3% of schools claim that the planned units of work for RE meet the requirements of Living Difference. 85.7% of RE staff teach according to the required methodology and 57.2% of responses claim that students are aware of the methodology.

Question

Suggested data source(s)

Please give the number of formal complaints about RE in the past year, with a very brief description of the nature of the complaint and the SACRE's decision.

SACRE correspondence and minutes

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

Question

Suggested data source(s)

Please give a brief prose analysis of full GCSE entries, if possible analysed by gender.

LA data

Candidates for Full Course GCSE have increased by approximately 200 compared to 2006 and this represents an increase in both boy and girl candidates but especially in boys.

Please give a brief prose analysis of short course GCSE entries, if possible analysed by gender (Appendix I)

LA data

Candidates for Short Course GCSE have increased by well over 600 compared to 2006. The number of entries this year is comparable to the high numbers achieved in 2004. There is still parity of boys and girls entered.

Question

Suggested data source(s)

Please give a brief prose analysis of standards in KS1 and KS2

Common Transfer File submissions to LA; evaluations by Adviser(s), AST(s)

RE Self Evaluation Forms (SEFs) had been provided by a small number of primary schools. Some of them were thorough and rigorous. There are, however, some inconsistencies in the quality of the reports and a few reports provided insufficient detail to make useful judgements about the RE standards.

Evidence from evaluations by the RE Inspector indicates that standards in RE range from satisfactory to outstanding. In a large number of schools standards in RE are good and pupils achieve levels of attainment expected and in some schools pupils exceed expectations.

Please give a brief prose analysis of standards in KS3.

Common Transfer File submissions to LA; evaluations by Adviser(s), AST(s)

The judgements made by the schools indicate that two are providing good to outstanding RE, another has made realistic judgements about the need to improve provision and the County Inspector for RE is working with the school. The other two schools judged themselves to be satisfactory to good with a need for development. Three Ofsted reports were provided which were very positive and indicated that the agreed syllabus, Living Difference, was driving improvement in the subject and, in some cases, resulting in outstanding outcomes.

Question

Suggested data source(s)

Please give a brief prose analysis of standards in full and short course GCSE, if possible analysed by gender. (Add tables in appendix)

LA data

Full Course results indicate that the performance of both boys' and girls' A*-C has decreased slightly since last year from 72.1% to 69.5% overall. Girls continue to outperform boys.

Short Course results indicate a decrease of approximately 5% in A*-C passes, compared to 2006, for both boys and girls. Girls still outperform boys.

Residuals for the Full Course indicate that there was a lower residual both for boys and girls in Hampshire in 2007 compared with 2006. There has been an improvement in the National residual for 2006 and the adjusted LA residual is very slightly less than that, this year.

In 2007 the National residual for RE Short Course has improved since last year.

In comparison, Hampshire achieved very slightly less than the National subject residual overall, except for girls who performed well against the national subject residual ( See Appendix 1)

Question

Suggested data source(s)

Please give a prose analysis of main teaching quality issues in the Foundation stage and KS1.

School SEFs (where appropriate), Adviser(s), AST(s), oral reports of CPD opportunities, professional experience of teachers

At KS1 the quality of teaching ranges between satisfactory to outstanding. Teachers follow the required methodology in the locally agreed syllabus and focus pupils' attention on identified concepts. A good range of teaching and learning activities enrich the provision. In the Foundation stage the quality of teaching is of similar standard although there is some evidence of confusion about the place of RE within the wider provision for Foundation stage.

Please give a prose analysis of main teaching quality issues in KS2.

School SEFs (where appropriate), Adviser(s), AST(s), oral reports of CPD opportunities, professional experience of teachers

At KS2 the quality of teaching ranges between satisfactory to outstanding. Teachers follow the required methodology in the locally agreed syllabus and focus pupils' attention on identified concepts. A good range of teaching and learning activities enrich the provision and pupils are encouraged to express their own ideas and opinions in RE lessons.

Please give a prose analysis of main teaching quality issues in KS3.

School SEFs (where appropriate), Adviser(s), AST(s), oral reports of CPD opportunities, professional experience of teachers

Maintaining sufficient specialist teacher provision to meet demand is an issue, though non-specialist teachers do sometimes have a firmer pedagogical grasp of the conceptual enquiry approach.

Another issue is ensuring that older specialist teachers improve their teaching sufficiently to provide effective delivery of the methodology, though some teachers have improved significantly in their delivery of the subject as a result of training in the requirements.

Question

Suggested data source(s)

Please give a prose analysis of main teaching quality issues in KS4 and post-16.

School SEFs (where appropriate), Adviser(s), AST(s), oral reports of CPD opportunities, professional experience of teachers

An issue at KS4 is ensuring that teachers use the conceptual enquiry methodology in teaching GCSE syllabi, though those who have already taken this on board are reporting strong improvements, especially in relation to evaluative questions.

Please give a prose analysis of main teaching quality issues in special schools.

School SEFs (where appropriate),, Adviser(s), AST(s), oral reports of CPD opportunities, professional experience of teachers

Special school teachers who have joined a development group have reported the value of using a conceptual enquiry approach. Adaptation of this approach to special schools with different kinds of pupils has been beneficial but also, in some cases, challenging.

Question

Suggested data source(s)

Please describe and evaluate the main RE leadership and management issues in primary schools, drawing attention to any recurrent strengths and weaknesses.

Advisers, AST(s), oral reports of CPD opportunities, professional experience of teachers

In the most recent questionnaire sent to all schools a high percentage of schools indicated that they have effective leadership of the subject with only 2.2% which judge themselves to not have effective leadership. RE managers are generally well supported by senior management in schools in terms of professional development, attending courses and development groups and seeking support and advice from the inspection/advisory team. In a number of schools RE managers claim that insufficient funding is allocated to the subject to buy necessary resources. A particular weakness of the subject is the lack of continuity of responsibility for managing RE in primary phase schools. In many schools the appointment to the role of RE Manager may only be for one or two years.

Please describe and evaluate the main RE leadership and management issues in secondary schools, drawing attention to any recurrent strengths and weaknesses.

Advisers, AST(s), oral reports of CPD opportunities, professional experience of teachers

In the most recent survey of provision 96.4% of responses indicated effective leadership of RE.

Please describe and evaluate the main RE leadership and management issues in special schools, drawing attention to any recurrent strengths and weaknesses.

Advisers, AST(s), oral reports of CPD opportunities, professional experience of teachers

Special schools tend to have co-ordinators with responsibility across the humanities, which can spread their time thinly across subjects. Sometimes there is a difficulty with the number of staff teaching RE, especially in schools with SLD pupils.

Question

Suggested data source(s)

Please describe and evaluate the level of specialist RE provision in primary schools.

Adviser(s), AST(s)

The level of specialist RE provision in primary schools is good. Nearly all schools in the primary phase have a teacher with responsibility for managing RE in the school. A large number attend regular courses provided in the county in order to support their role. The "New RE Managers" course always recruits well, and many attend the "Implementing the Agreed Syllabus "course which continues to recruit every year. RE development groups, led by the Primary RE Inspector, meet each term and this year over 60 primary RE manager teachers have attended.

Please describe and evaluate the level of specialist RE/RS provision in secondary schools.

Adviser(s), AST(s)

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) meet 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 sixteen NQT(newly qualified teacher) RE specialists in 2007-8. However, Hampshire still suffers from a shortage of specialist teachers, especially in the north of the county.

Question

Suggested data source(s)

Please describe and evaluate the level of specialist RE provision in special schools.

Adviser(s), AST(s)

The level of specialist support in special schools is satisfactory. An RE development group has been established specifically for special school RE managers which is well attended. This is led by the County RE Inspector.

Question

Suggested data source(s)

Please describe and evaluate the level of budgeting and ICT access for RE in primary schools.

Possible annual questionnaire response from schools; budget information from LA

Budget allocation to RE in primary phase schools is variable. Some schools allocate an annual income to support the development of RE but others provide no financial support unless the subject has been identified on the school development plan as a priority for development. Access to ICT in primary phase schools is generally good, but the opportunity to use ICT for RE development is rarely utilised.

Please describe and evaluate the level of budgeting, classroom accommodation and ICT access for RE in secondary schools.

Possible annual questionnaire response from schools; budget information from LA

Budgeting varies in relation to RE and a substantial number of departments feel their budget is not adequate. ICT access also varies but has been substantially improved in recent years. Some RE departments make regular and effective use of ICT especially where an interactive whiteboard has been installed.

Question

Suggested data source(s)

How many quorate meetings has the SACRE had in the last year?

Minutes

2 quorate meetings

Please give the percentage of attendance of SACRE members in committees 1, 2, 3 and 4.

Minutes

November 2007

Committee A (Representatives of Religious Bodies) 36%

Committee B (Representatives of the Church of England) 0%

Committee C (Representatives of Teacher Associations) 50%

Committee D (Representatives of the Authority) 75%

February 2008

Committee A 54%

Committee B 20%

Committee C 33%

Committee D 100%

June 2008

Committee A 36%

Committee B 40%

Committee C 50%

Committee D 50%

In what different locations has your SACRE met? (e.g. places of worship, schools, art galleries)

Minutes

6 November 2007 held at Winchester Council offices

26 February 2008 held at Winchester Council offices

10 June 2008 held at Winchester Cathedral Education Centre

Question

Suggested data source(s)

What range of faith groups and world views are represented on the SACRE as a whole, including co-optees?

Membership list

Assemblies of God

Baptist Union

Buddhist

Fellowship of Independent Evangelical Churches

Hindu

Jewish

Methodist

Muslim

Roman Catholic

Salvation Army

Sikh

Society of Friends (Quakers)

United Reformed Church

Shia Islam

Humanist

Question

Suggested data source(s)

What training/induction is offered to new members of your SACRE?

Minutes

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.

SACRE members have received presentations during the year from one of the RE Advanced Skills Teachers who explained her involvement as a trainer in the national training scheme for RE teachers supported by the RE Council. A further presentation was provided by the Education officer from the Winchester Cathedral and included a tour of the Cathedral illustrating how it can be used as a resource for RE in the county. Hong Kong visitors also provided a presentation about the provision and development of RE in Hong Kong and expressed particular interest in adopting the Hampshire Agreed Syllabus, Living Difference.

SACRE members have also had the opportunity to participate in courses provided for teachers in Hampshire.

Question

Suggested data source(s)

Has your SACRE undertaken, commissioned or sponsored any publications, eg newsletters featuring good practice, festival calendars, contact databases? If so, please describe and evaluate briefly. (You may wish to include copies of publications, by email or posted as an appendix)

Minutes, publications

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, samples of exemplary work from pupils and recent pupil activities in relation to community cohesion. Newsletters also carry articles specifically for RE in special schools. Teachers continue to express how much they value these regular newsletters.

Question

Suggested data source(s)

Has your SACRE set up any online forums or support, e.g. advice, FAQs, portals to other good practice sites, or using the sites interactively with teachers, parents, governors, chaplains etc?

Minutes, project notes, URLs

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 including a large number of recommended units of work for all key stages. The Agreed Syllabus has been posted on this site.

The County RE team has recently developed an ICT learning platform which provides more interactive opportunities for teachers to share and communicate issues in relation to RE teaching and learning. This is in the early stages of development.

The Hampshire SACRE's development plan 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 2007-8 (See Appendix 2)

Question

Suggested data source(s)

Has your SACRE issued any other advice on teaching approaches, resources, speakers or other relevant matters?

Minutes, publications

The County RE Centre, supported by SACRE, continues to be successful in supporting the work of teachers across Hampshire, Portsmouth and Southampton. During the academic year 2007-8 there were over 400 subscribers.

The administration officer/RE Centre manager has also played a major role in the production of a CD and accompanying booklets which provide guidance and materials for the development of RE units of work to support the delivery of Living Difference, the agreed syllabus for RE. 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. 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, consultations and training and as a source for inspiration and information.

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.

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 primary and secondary RE in Hampshire. This contact is annually ongoing.

Close links are maintained with the University of Winchester and a joint publication is underway which focuses on a concept led approach to RE teaching in the primary phase.

County Steering and Development groups have been in place for 4 years, meeting termly for continued professional development.

A comprehensive programme of courses has been provided over the year (See Appendix 3) for the continued professional development of teachers. RE development groups are well attended by approximately 90 teachers across all phases.

Please evaluate briefly the impact of these initiatives on the quality of teaching and standards in RE.

Minutes; reports; market responses; customer comments; Adviser(s); AST(s)

Newly qualified teachers from the linked institutions express enthusiasm for the conceptual enquiry based approach of the agreed syllabus, Living Difference. Their approach to teaching is confident, well informed and well structured. Evaluations from teachers who have attended courses and development groups indicate that they are enthusiastic about the approaches of the agreed syllabus and standards in RE are improving in their schools as a result.

Question

Suggested data source(s)

Please describe and comment on the level and nature of finance offered to the SACRE by the LA, for the training of its members, for supporting RE and collective worship, and implementation of its action plan.

Budget

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. support for the Primary and Secondary RE Steering Groups and for training SACRE members to enable them to monitor the provision of RE in Hampshire schools). During this academic year of 2007-8 the local authority provided further funding for 30 days inspector time to continue to develop the community cohesion project.

Question

Suggested data source(s)

Does your SACRE receive helpful and timely information and advice from the LA and from schools on the quality of RE and collective worship? Please describe the main methods by which this information and advice reaches your SACRE.

Minutes, reports

The standards and quality of provision for religious education and collective worship in Hampshire schools has been routinely monitored by the SACRE Monitoring Sub-Group. Findings have been regularly submitted to the full SACRE at its termly meetings. Evidence about standards and provision in religious education and collective worship in Hampshire has been provided to the Monitoring Sub-Group from various sources including:-

· a questionnaire sent to all Hampshire schools (in 2007)

· A research project conducting a survey concerning the impact of the agreed syllabus in a sample of schools (2008)

· the work with secondary and primary development groups

· the subject specific SEFs (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

Procedures for gathering information from school SEFs (Self Evaluation Forms) are not yet embedded. Evidence from the SEFs submitted by schools suggests that there is inconsistency in both format and rigour of process. The annual course on self evaluation provided for county schools in the spring and summer terms of 2008 has improved the situation for both these issues in the small percentage of schools that were represented on the course. The questionnaire sent to all schools in the spring term of 2007 proved be very informative about RE provision in schools and the research project carried out between the Spring and Summer terms of 2008 will provide an in depth analysis of the impact of the agreed syllabus on pupils' learning in RE and standards achieved.

What professional advice on RE and collective worship is available to your SACRE? (e.g. Adviser, AST, Consultant) If possible, please give approximate number of days.

Budget, constitution, membership list

2 RE inspectors provide 45 days to support and advise SACRE. Both new and existing SACRE 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. Only one SACRE member was able to attend any of the training sessions on offer.

SACRE members have received presentations during the year from local providers prior to each SACRE meeting.

The Summer term SACRE meeting was held at the Winchester Cathedral Education Centre when members were provided with a tour of the Cathedral and a talk about how it is used as a resource to support the teaching of RE.

SACRE members have also been involved with the community cohesion project. A good number of SACRE members attended the conference at which pupils from Hampshire and Southampton schools presented their findings and responses to the project.

Question

Suggested data source(s)

Has your SACRE undertaken, commissioned or sponsored any training activities for teachers, TAs, Governors or the public, such as annual lectures, conferences, workshops, inset, student days, visits to places of worship or visits to HE? If so, please describe and evaluate briefly. Did the training focus on a particular issue, such as pedagogy, questioning in RE, thinking skills or management of subject? (You may wish to enter the typical clientele and attendance at these events, or the programme)

Minutes, publications, evaluations

A full programme of in-service training courses has been provided (see Appendix 3for details). The annual Primary and Secondary Conferences continued to recruit successfully. Both these conferences focussed on improving pedagogy. These were complemented with a series of inset courses, 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 2007-8 according to demand.

RE Development groups continue to recruit very well. During the academic year 2007-8 over 60 primary RE managers attended one of the 5 regional groups, provided each term led by the RE inspector, to share and develop good practice in RE in their schools. A primary steering group also meets each term and develops support materials and guidance which is disseminated on the county RE website or through publications available from the RE Centre . 30 secondary teachers also attend development or steering groups (42% of secondary schools) led by the county RE inspector and 8 teachers from special schools (31% of Hampshire special schools).

Courses in the requirements and approaches of the agreed syllabus, Living Difference have been provided to faith representatives within Hampshire, Portsmouth and Southampton. These are offered to members of faith communities who are visitors to schools and who provide presentations about their beliefs and practices in collective worship and RE lessons.

A joint RE conference was provided for GCSE students from Hampshire and Portsmouth during the summer term. 180 students attended representing 8 schools. This provided workshops for students to learn about the beliefs and practices of various religious groups and discuss issues that were raised, culminating in an open forum for questions and debate.

.

Question

Suggested data source(s)

Please specify, with a year, your SACRE's present stage in the cycle of implementing, monitoring, reviewing, writing, launching or training in the agreed syllabus.

Minutes, action plan

Hampshire SACRE with its partner authorities has recently commissioned research based on a qualitative survey on the impact of the agreed syllabus, Living Difference, on teaching, learning and standards in RE in Hampshire, Portsmouth and Southampton schools. The findings from this, alongside the mid term questionnaire (2006/7) which focussed on compliance, will inform the review of the agreed syllabus in 2009.

Three meetings have taken place with the chair people and the support officers of the partner authorities to discuss a timeframe for collaborative working on the review of the agreed syllabus.

Question

Suggested data source(s)

What account is taken of the Non-statutory National Framework for Religious Education (e.g. in importance statement, breadth of study, use of 8-level scale, attainment targets)? What impact does it make on RE locally?

Adviser(s), AST(s), Consultant(s)

The syllabus, Living Difference, took account of elements of the Non statutory National 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 with a focus on concepts.

Question

Suggested data source(s)

Please describe how your SACRE normally reviews its agreed syllabus and in what respects it aspires to improve on the present version.

Adviser(s), AST(s), Consultant(s)

The pattern for review of the agreed syllabus has always involved consultation with teachers, including a wide survey of all schools. Working parties, including faith representatives, teacher representatives from all phases and higher education have been established to discuss and develop the production of the syllabus supported by SACRE members and county RE inspectors. The qualitative survey carried out by an outside agency is a new initiative and will make a positive contribution to the development of a revised agreed syllabus.

Question

Suggested data source(s)

Please describe how your SACRE publicises, supports and exemplifies the Agreed Syllabus for RE.

Publications, reports, evaluations

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 continue to be very well received in Hampshire, Portsmouth and Southampton schools and Westminster schools who adopted the syllabus in 2006. There have also been requests for copies from teachers and RE advisers in other authorities.

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 have been delivered throughout each academic year. 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.

Question

Suggested data source(s)

How has your SACRE worked with schools to monitor the quality of RE and to monitor the use of the Agreed Syllabus and /or framework? (You may wish to include statistical data on the number and scope of primary and secondary schools contacted.)

Action plan, budget, reports

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 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

· A qualitative survey

A programme for training some volunteer members of SACRE to visit schools alongside county RE inspectors has been planned for the academic year 2008-9. SACRE members will be advised on how to monitor RE provision in schools with a view to informing SACRE about RE provision in Hampshire.

Question

Suggested data source(s)

How has your SACRE worked with schools to support the provision of high quality collective worship? (You may wish to include statistical data on the number and scope of primary and secondary schools contacted.)

Minutes, publications

Support has been provided by the County RE Inspector/Advisers to schools through articles in the regular newsletters and through providing courses on Collective Worship for headteachers and teachers. Staff meetings and individual meetings with headteachers have also been provided at schools' request as well as advice provided, when sought, on an ad hoc basis by telephone and e-mail.

Question

Suggested data source(s)

Please offer a brief prose analysis of the main recurrent strengths and weaknesses of collective worship in primary schools.

Adviser(s), AST(s), Consultant(s)

Returns from the most recent survey identify that a high percentage of primary schools claim to satisfy legal requirements concerning collective worship (96.3%-97%). There is evidence that a large number of schools are making useful links in collective worship with SEAL materials and personal, social and health education. However, 9% of responses indicate that not every act of collective worship offers opportunities for worship or reflection.

Question

Suggested data source(s)

Please offer a brief prose analysis of the main recurrent strengths and weaknesses of collective worship in secondary schools.

Adviser(s), AST(s), Consultant(s)

According to the most recent survey 75% of secondary schools do not satisfy statutory requirements for daily act of worship for all pupils. 42.9% of responses indicate that not every act of collective worship offers opportunities for worship/ reflection and 39.3% of responses indicate that most of the acts of collective worship during a term are not of a broadly Christian character.

Please offer a brief prose analysis of the main recurrent strengths and weaknesses of collective worship in special schools.

Adviser(s), AST(s), Consultant(s)

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

Please give the number of applications for Determinations in collective worship in the past year. Please specify:

- the number of applications

- how many were new applications, and how many were renewals

- approximately how many pupils were affected in each case

- the SACRE's decision in each case, and a brief reason

Minutes

No requests for determinations were received during the year.

Please give the number of complaints about collective worship in the past year, with a very brief description of the nature of the complaint and the SACRE's decision.

Minutes, correspondence

No formal complaints were received during the year.

Question

Suggested data source(s)

Please offer a brief prose comment on the extent to which your SACRE reflects the religious and ethnic diversity of the local/regional community.

Membership

Hampshire SACRE includes a good representation of faith communities represented in Hampshire and has recently welcomed a Sunni Muslim and Shia Muslim to the council.

Please outline what steps your SACRE takes to be pro-active in ensuring that membership reflects diversity.

Action plan, minutes

Hampshire SACRE seeks to ensure that membership reflects diversity by developing closer links with faith communities through the training opportunities about RE in Hampshire schools and through the work of the community cohesion and the youth interfaith projects.

Question

Suggested data source(s)

Please offer a brief prose comment on the channels of communication between your SACRE and constituent faith, cultural and other groups (e.g. faith forums, committees, interest groups, campaigns, charities)

SACRE news/updates, reports on public lectures, exhibitions, consultations

SACRE initiated a community 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 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

· Training of those involved with 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 (e.g. RE inspector/advisers, SACREs, local government officials, school governors).

The project is developing and further links have been 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 of Hampshire County Youth Council and local faith groups. The two projects have successfully dovetailed their activities.

Links have been made between the Hampshire Interfaith Network, the Black and minority Ethnic Children's Development officer, Ethnic Minority and Travellers Achievement Service and the RE inspectors and an art competition was launched in Hampshire schools to produce a faiths calendar. Reports of these activities are presented at SACRE meetings.

Question

Suggested data source(s)

Please offer a brief prose description of the ways in which your SACRE contributes to social, racial and religious harmony and to community cohesion.

Discussion

During 2007-8 a two year pilot project on community cohesion was implemented in a small number of schools as described above.

A primary and secondary school in the north of the county were involved in the project. They were selected because of their diverse ethnic and religious intakes and large numbers of Nepalese pupils. Pupils worked in cross phase groups and explored issues to do with difference and diversity, following the methodology of the agreed syllabus, Living Difference. Pupils and students presented their findings and experiences and recommendations at a well attended conference held at the University of Winchester.

In the south of the county a primary and a secondary school with predominantly white British populations linked with schools in Southampton with rich cultural and religious populations. Following the same pattern, pupils and students made presentations at the conference.

The presentations were very well received and students and pupils have been invited to share their findings and recommendations at county council meetings.

Question

Suggested data source(s)

Are there any issues that your SACRE has referred to its LA for consideration and / or action (eg grade data, resourcing)? If so, please specify, and describe the response/ outcome.

Minutes

SACRE has sought support from the local authority for monitoring the provision of RE in schools. The local authority has responded positively and provided days for training and support and advice from the RE inspectors to facilitate this.

Are there any matters concerning which your SACRE has given advice to LAs? If so, please broadly describe the advice and specify the SACRE's reason for offering advice.

Minutes

SACRE continues to work well and effectively with the local authority and a cross fertilisation of information and ideas for new initiatives has been maintained throughout the year. Discussions and concerns raised in SACRE meetings inform the projects and ongoing work of the two RE inspectors.

Question

Suggested data source(s)

What good practice and distinctive features in your SACRE could be shared with the RE community locally, regionally, nationally or internationally?

Minutes, reports, evaluations

Hampshire SACRE is in the unusual position of having the support from the local authority in terms of two full time RE inspector /advisors with specialist expertise in primary and secondary RE. This has enabled close links to be maintained between SACRE and the local authority and consequently the advice and support that are offered to Hampshire schools. Hampshire also offers support to schools through the work of two secondary phase Advanced Skills Teachers for RE and the pending appointment of a primary phase Advanced Skills Teacher for RE.

The chairman and the support officers of Hampshire SACRE and those of other local SACREs in the south east have met on three occasions in order to discuss collaborative working and share and disseminate good practice in RE and effective working strategies for SACRE members.

How would you describe the sense of community that exists in the ethos of your SACRE? What events, celebrations or forms of communication best exemplify this?

Reports, evaluations, personal perceptions of members

The majority of SACRE meetings are held in the rather formal settings of council chambers. Poor attendance has been a concern and letters have been sent to SACRE members to encourage their participation at meetings which resulted in an improvement. The meeting held at the Winchester Cathedral Education Centre which followed a tour of the Cathedral was particularly well received and one SACRE member noted that it was the most informative and enjoyable meeting that they had attended.

Are there any other points about RE, collective worship or SMSCD (Spiritual, Moral, Social and Cultural Development) that your SACRE would like to express to the QCA? (e.g. national innovations)

Minutes, reports

The RE inspectors have presented nationally and internationally on pedagogy, community cohesion and spiritual development.

2003

2004

2005

2006

2007

ALL

1351

1460

2029

2247

2444

BOYS

439

474

776

837

952

GIRLS

912

986

1253

1410

1492

2003

2004

2005

2006

2007

ALL

64.4

67.5

76.8

72.1

69.5

BOYS

54.4

56.75

68.8

61.5

60.0

GIRLS

69.2

72.72

81.7

78.3

75.5

2003

2004

2005

2006

2007

A*

4.89

5.48

8.7

8.5

8.9

A

14.88

18.29

23.8

17.6

18.3

B

23.98

24.04

23.3

23.9

21.7

C

20.65

19.73

21.1

22.1

20.5

A*-C

64.40

67.5

76.8

72.1

69.4

D

14.06

13.90

11.8

14.2

13.2

E

9.70

10.48

7.1

7.2

8.2

F

6.00

8.14

2.5

3.7

4.6

G

3.85

4.90

1.2

2.0

2.9

LA Subject Residual

2004 2005 2006 2007

National Subject Residual

2004 2005 2006 2007

Adjusted LA - National Residual

2004 2005 2006 2007

ALL

-0.05 1.68 1.00 0.60

-0.04 0.34 0.64 0.79

-0.01 1.34 0.36 -0.19

BOYS

-0.32 0.25 -0.64 -0.98

-0.25 -0.80 -0.52 -0.27

-0.07 1.05 -0.12 -0.71

GIRLS

0.08 2.56 1.98 1.60

0.12 1.21 1.53 1.62

-0.04 1.35 0.45 -0.02

2003

2004

2005

2006

2007

ALL

4646

4905

4480

4096

4778

BOYS

1410

2464

2238

2062

2408

GIRLS

3236

2441

2242

2034

2370

2003

2004

2005

2006

2007

ALL

50.73

56.7

57.7

60.8

55.3

BOYS

40.98

48.9

49.1

54.6

48.0

GIRLS

61.22

64.52

66.2

67.2

62.8

RE

LA Subject Residual

National Subject Residual

Adjusted LA -National Residual

2005

2006

2007

2005

2006

2007

2005

2006

2007

ALL

-0.56

-0.56

-2.00

-1.45

-1.53

-1.87

0.89

0.97

-0.13

BOYS

-3.06

-1.79

-3.16

-2.61

-2.66

-2.83

-0.44

0.87

-0.33

GIRLS

1.93

0.68

-0.83

-0.31

-0.42

-0.91

2.24

1.10

0.09

Group

Number of Entries

Numbers in Group

Nos A*-C

Percentage of Entries

A*-C

Percentage of Group

All A*-C

Boys A*-C

Girls A*-C

Asian or Asian British, Bangladeshi

3

17

1

33.3

5.88

0.00

10.00

Asian or Asian British Indian

10

44

8

80.0

18.18

18.18

18.18

Asian or Asian British or any other Asian background

11

94

7

63.6

7.45

6.25

8.70

Black or Black British African

6

29

6

100.0

20.69

0.00

40.00

Other Black African

1

2

1

100.0

50.00

-

50.00

Black or Black British Caribbean

5

16

2

40.0

12.50

-

12.50

Black or Black British or any other Black background

6

16

3

50.0

18.75

16.67

20.00

Chinese

6

43

3

50.0

6.98

10.53

4.17

Mixed any other mixed background

16

62

9

56.2

14.52

8.82

21.43

Mixed White and Asian

6

47

6

100.0

12.77

13.64

12.00

Mixed White and Black African

5

18

4

80.0

22.22

22.22

22.22

Mixed White and Black Caribbean

4

40

2

50.0

5.00

0.00

11.11

Any other ethnic background

7

29

7

100.0

24.14

16.67

29.41

White British

2160

13087

1516

70.2

11.58

7.49

15.90

White English

78

267

40

51.3

14.98

10.71

19.69

White European

1

1

1

100.0

100.00

-

100.00

White Irish

8

26

5

62.5

19.23

16.67

21.43

Traveller - Irish Heritage

1

3

-

0

0.00

-

0.00

White any other background

40

188

33

82.5

17.55

9.57

25.53

White

1

4

1

100.0

25.00

25.00

-

Group

Number of Entries

Numbers in Group

Nos A*-C

Percentage of Entries A*-C

Percentage of Group

All A*-C

Boys A*-C

Girls A*-C

Asian or Asian British, Bangladeshi

5

17

3

60.0

17.65

14.29

20.00

Asian or Asian British Indian

16

44

12

75.0

27.27

18.18

36.36

Asian or Asian British or any other Asian background

37

94

21

56.7

22.34

6.25

39.13

Pakistani

6

8

3

50.0

37.50

50.00

25.00

Black or Black British African

9

29

4

44.4

13.79

14.29

13.33

Black or Black British Caribbean

7

16

2

28.6

12.50

0.00

25.00

Black or Black British or any other Black background

3

16

2

66.7

12.50

16.67

10.00

Chinese

16

43

14

87.5

32.56

31.58

33.33

Mixed any other mixed background

21

62

17

80.9

27.42

26.47

28.57

Mixed White and Asian

19

47

14

73.7

29.79

36.36

24.00

Mixed White and Black African

4

18

4

100.0

22.22

11.11

33.33

Mixed White and Black Caribbean

8

40

3

37.5

7.50

0.00

16.67

Any other ethnic background

8

29

4

50.0

13.79

8.33

17.65

White British

4483

13087

2463

54.9

18.82

16.20

21.58

White English

2

267

-

0

0.00

0.00

0.00

White Irish

9

26

5

55.5

19.23

25.00

14.29

Traveller - Irish Heritage

1

3

-

0

0.00

-

0.00

White any other background

61

188

36

59.0

19.15

17.02

21.28

Gypsy/Roma

1

10

-

0

0.00

-

0.00

Code

Event Title

Start Date

HCC

SCC

PCC

FE

Ind

RE806A

How to Manager RE Effectively in KS1/2

14.09.07

19

1

RE807A

Assessment for Learning, Task Setting and Levelling in RE

29.01.08

15

1

RE803A

RE and ICT for Primary and Secondary Teachers

10.03.08

5

1

RE808A

Primary RE Conference

23.05.08

51

1

RE005A

Effective Implementation of the Revised Agreed Syllabus for RE: Primary, Secondary and Special

05.06.08

14

RE809A

Collective Worship Issues in Primary Schools

18.06.08

19

NT807B

How Should I Be Teaching RE? A Course for NQTs

28.03.08

22

Code

Event Title

Start Date

HCC

SCC

PCC

FE

Ind

RE801A

Heads of Religious Education Annual Conference

19.10.07

20

3

RE803A

RE and ICT for Primary and Secondary Teachers

10.03.08

5

1

RE005A

Effective Implementation of the Revised Agreed Syllabus for RE: Primary, Secondary and Special

05.06.08

14

NT803J

Induction Programme for Secondary NQTs (RE)

16.11.07

16