Archived decisions

HAMPSHIRE COUNTY COUNCIL

Report for Information

1) Purpose of Report: To enable SACRE to respond to the proposed revision of Circular 1/94

1.1. This report lays out some of the proposed changes to Circular 1/94 to enable SACRE to make a response to QCA (Qualification and Curriculum Authority)

2) Contextual Issues:

2.1. This paper supports the Corporate Strategy (maximising well being) by ensuring children's provision in religious education is secure.

2.2. In early May 2009 a draft document was produced by QCA called Religious education in English schools: Non statutory guidance 2009. QCA seeks responses from SACREs and those concerned with religious education.

2.3. In 2008 QCA was charged by the government Minister for Education to revise Circular 1/94 with reference to the provision for RE in schools, not issues to do with collective worship.

2.4. Circular 1/94 was produced by the government at that time (1994) to interpret and advise schools on the legislation in relation to RE and collective worship.

3) Points to note in the draft document

3.1 Under 2.1 the document says that the curriculum in every maintained school must "include provision for RE for all registered pupils at the school (including those in the sixth form)". Many teachers of foundation stage and early years classes are unclear about the legal requirements for RE and the document might add "and reception/early years foundation stage classes". Under 2.4 the guidance is again unclear. It reads "The Statutory Framework for Early Years Foundation Stage (EYSF) highlights a number of standards which provide young children with patterns of learning and experiences which prepare them for the more formal programme of learning, including RE, they will follow in Key Stage 1." The document might provide more clarity about the legal requirement to provide RE within EYFS.

3.2 There is insufficient clarity about the arrangements for RE within academies (2.5). The document reads "Academies' funding arrangements require RE to be provided as part of the curriculum for all pupils.........However, the precise funding arrangements governing the nature and content of the RE curriculum is specified by the funding arrangement that exists between the Department for Children , Schools and Families (DCSF) and the individual academy."

3.3 Within section 3.1 entitled The importance of religious education in the curriculum there is a statement that makes reference to the two attainment targets of the non statutory framework for RE which are Learning from religion and Learning about religion. It states " learning about and from religions and beliefs through the distinct knowledge, understanding and skills contained in RE, plays an essential role..." For schools in local authorities that have an agreed syllabus with a different attainment target, this could cause confusion. In order to be more inclusive of a variety of agreed syllabuses it could read "Interpreting human experience in relation to religions and beliefs...."

3.4 In section 3.4 of the document there is new guidance that makes a useful contribution to the relationship between RE and Community Cohesion in schools.

3.5 The document makes several references to the importance of children engaging with and understanding concepts in RE. This is a very helpful addition to the guidance.

3.6 The document makes an addition to the content of RE. It now recommends exploration of "Christianity, other principal religions, other religious traditions and other world views ."

3.7 In the section (6.2) under the title Responsibilities of governors and head teachers the document states that "The head teacher and governing body must ensure that RE in schools meets the statutory requirements". To clarify, it would be helpful to add "of the locally agreed syllabus."

3.7 Section 7 in the document is entitled What those who manage, plan, teach and support religious education need to know. In this section is reference to patterns of teaching RE. It reads "it is for schools to decide how to organise the teaching of RE. They should weigh the advantages of regular and coherent provision, say every week, against those of more flexible provision when more time can be allocated in one week, term or year than in another, as long as the programme of study required by the agreed syllabus is demonstrably covered." It would be helpful to add "and the pupils are provided with the best arrangements to enhance learning."

3.8 In section 7.5.5.4 about Ofsted, the document fails to mention that it is the duty of Ofsted to report on whether a school is compliant with the statutory requirements in its provision for RE.

3.9 In the section under Managing the right to withdraw (9.2) the document states that a request from parents to withdraw a child from RE "should be in writing". This is not stated in the primary legislation and can cause difficulties for some parents who may not be English speaking.

4) Conclusions: That SACRE sets up a sub group to consider the issues raised by the draft document and makes recommendations in response to QCA.