Archived decisions

Title:

Item 7. A report of the activities of SACRE during the academic year 2008-9

Presented to:

SACRE

Presented by:

Director of Children's Services

Date:

3 November 2009

Distributed to:

All Members

Method:

Hard Copy

Date:

23 October 2009

Contact name:

Judith Lowndes

Tel:

02392 441518

Email:

[email protected]

Section 100 D - Local Government Act 1972 - background documents

The following documents discuss facts or matters on which this report, or an important part of it, is based and have been relied upon to a material extent in the preparation of this report. (NB: the list excludes published works and any documents which disclose exempt or confidential information as defined in the Act.)

Document

Location

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 continued to maintain a reputation for high quality RE in its schools. The concept led, enquiry approach required by the locally agreed syllabus has provided greater rigour to the subject which has been recognised locally and nationally.

Hampshire has two full time RE inspectors, two Advanced Skills Teachers for secondary RE and one for primary RE and this has ensured that the requirements of the agreed syllabus, and advice and support for its implementation are maintained across the county.

Hampshire SACRE approaches the review of the agreed syllabus, Living Difference, this year (2009/10). It is in a good position to refine the syllabus in relation to the developments in the primary and secondary curricula and ensure that RE maintains a high profile within the county.

Publishing companies are publishing materials which reflect the conceptual enquiry approach and the cycle of learning illustrated in the Hampshire agreed syllabus. Materials are currently being developed for primary, secondary and trainee teachers with a view to publication during the academic year 2009/10.

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

Minutes, reports, evaluations

There is a developing trend in primary phase schools for teachers to allocate RE teaching to PPA (Planning, Preparation and Assessment) cover teachers or teaching assistants. As a result, RE can become detached from pupils' learning in the rest of the curriculum and a weekly slot on the timetable inhibits momentum.

Transition between KS2 and KS3 is in need of improvement

There is a need to further develop teachers' capacity to facilitate learning toward conceptual awareness rather than just knowledge and understanding within the contextualise element of the methodology .

Teachers now need to develop teaching and learning as an interdisciplinary enquiry.

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

The most recent questionnaire responses (2007/8) 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. (Add tables in appendix)

LA data

Candidates for Full Course GCSE have increased slightly since last year and significantly more girls (600) than boys were entered.

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

LA data

More candidates were entered for RE Short Course in 2008 than in any previous years with numbers increasing by nearly 400 since the previous year. Nearly 300 of those candidates were boys.

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)

Ofsted reports for Primary phase schools indicate that provision is very good or outstanding.

RE Self Evaluation Forms (SEFs) had been provided by a small number of primary schools. Some of them were thorough and rigorous and had enabled the schools to produce useful development plans. 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 provision.

Schools made judgements between RE being overall satisfactory to good with outstanding features.

Evidence from evaluations by the RE Inspector with SACRE members revealed that in all the schools visited the management of the subject was judged to be good, very good or outstanding. Twenty lessons were observed altogether. Out of all the lessons, two were judged to be satisfactory, and others were good or outstanding. Pupils' attainment was generally in line with and in many cases above expectations. .

Please give a brief prose analysis of standards in KS3.

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

Standards have been satisfactory or good where the conceptual enquiry cycle has been implemented. Standards have been judged as unsatisfactory in some schools where the conceptual enquiry approach is not secure. Teachers on development groups have commented on the higher level of performance at KS3 of their students and that in some cases pupils in RE are now outperforming compared to other subject in relation to the 8 point levels scale.

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 increased since the previous year from 69.5% to 75.5% overall. Girls (79.3%) continue to outperform boys (69.1%).

Short Course results indicate a slight decrease of 1.2% in performance in A*-C passes, compared to the previous year, for both boys and girls. Girls (63.2) still outperform boys (45.9%).

Residuals for the Full Course indicate that there was a higher residual both for boys and girls in Hampshire in 2008 compared with 2007. Short Course residual analysis reveals a lower performance compared to the previous year. ( 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

As with last year, 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. However, NQTs trained by local providers are now coming into schools having been trained in the conceptual enquiry methodology and this has raised the standard of teaching quality in those schools.

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

In strong RE departments teachers have now implemented the methodology of the agreed syllabus at KS4 and are commenting on raised levels of performance of students on GCSE courses.

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

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.

In instances where the responsibility for teaching RE is given to cover teachers, supply teachers or teaching assistants, RE can become detached from children's learning in other areas of the curriculum and can be less affective as a result.

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 schools where younger teachers have assumed management and leadership positions, progress in teaching and learning is being made. In some schools where the RE manager has been established for some time, improvement can be slow.

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.

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. Large numbers 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 (2008-9) over 50 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 and Southampton 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 7 NQT(newly qualified teacher) RE specialists in 2008-9.

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 less well utilised other than regular use of the interactive whiteboard.

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. VLEs (Virtual Learning Environments) are becoming more commonly used in Hampshire secondary schools .

Question

Suggested data source(s)

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

Minutes

3 quorate meetings

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

Minutes

November 2008

Committee A (Representatives of Religious Bodies) 40%

Committee B (Representatives of the Church of England) 50%

Committee C (Representatives of Teacher Associations) 33%

Committee D (Representatives of the Authority) 75%

February 2009

Committee A 70%

Committee B 75%

Committee C 66%

Committee D 75%

July 2009

Committee A 50%

Committee B 75%

Committee C 33%

Committee D 75%

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

Minutes

4 November 2008 held at Winchester Council offices

24 February 2009 held at Winchester Council offices

9 July 2009 held at Western C of E Primary School Winchester

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

Baha'i

Baptist Union

Buddhist

Fellowship of Independent Evangelical Churches

Hindu

Humanist

Jewish

Methodist

Muslim

Roman Catholic

Salvation Army

Society of Friends (Quakers)

United Reformed Church

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. One new SACRE member attended training provided by NASACRE.

SACRE members have received a presentation from a primary Advanced Skills Teacher for RE on how the RE Syllabus for RE has impacted on learning in her school. A head teacher and primary pupils also provided a presentation to SACRE members explaining how RE can be integrated effectively with other curriculum areas.

Training was arranged for SACRE members by the RE Inspectors. It provided a detailed analysis of the requirements of the agreed syllabus and how that translates into effective RE in the classroom. Visits to primary phase schools were arranged to enable SACRE members to observe and note good practice in RE. 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 and samples of exemplary work from pupils. Newsletters also carry articles specifically for RE in special schools. Teachers continue to express how much they value these regular newsletters.

SACRE supported an Interfaith Calendar competition for Hampshire schools which was very popular.

Copies of the Primary and Secondary RE News accompany this document.

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 (www.hampshire-reweb.co.uk) 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 is posted on this site.

The County RE team has established an ICT learning platform (Moodle) which 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. It provides more interactive opportunities for teachers to share and communicate issues in relation to RE teaching and learning. This is developing well and includes resources to share, recommended activities and samples of pupils' work.

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 has been successful in supporting the work of teachers across Hampshire, Portsmouth and Southampton. During the academic year 2008-9 there were 430 subscribers to the Centre. It is 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.

The administration officer/RE Centre manager has continued to assist in the production of CDs 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. These are purchased through the RE Centre and have proved to be very popular with schools. She has developed and marketed a wider range of artefact boxes which are loaned to schools resulting in a continued increase to the RE Centre's income and, as a result, further investment in resources.

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 and Southampton 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 5 years, meeting termly for CPD (continued professional development).

A comprehensive programme of courses has been provided over the year (See Appendix 2) for the continued professional development of teachers. RE development groups have well attended by approximately 80 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 approach 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. Other 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 alongside an RE Inspector).

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 (2008/9)

· the work with secondary and primary development groups (ongoing)

· the subject specific SEFs (Self Evaluation Forms) submitted by schools

· school monitoring visits by the RE Inspector accompanied by SACRE members

· 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 are still inconsistencies in both format and rigour of process. The annual course on self evaluation provided for county schools and Church Aided and Controlled schools 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 which was carried out and published between 2008 and 2009 has 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

Training was made available for SACRE members to investigate and discuss the details of the agreed syllabus and to visit schools to observe and contribute to the monitoring process. This training was well attended and visits to schools were very popular (5 days provision).

The Summer term SACRE meeting was held at a Church of England Primary school and SACRE members were provided with a presentation from the head teacher and pupils who explained their work in RE.

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 2 for details). The annual Primary and Secondary Conferences continued to recruit successfully. Both these conferences focussed on improving pedagogy and recognising how RE can develop within the changing curriculum at both Primary and Secondary level. These were complemented with a series of inset courses, which were well attended. All courses are available 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 2008-9 according to demand.

RE Development groups continue to recruit very well. During the academic year 2008-9 54 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. 31 secondary teachers also attend development or steering groups (43% of secondary schools) led by the county RE inspector. Teachers from special schools also attended a special development group.

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.

An RE conference was provided for GCSE students from SE Hampshire during the summer term. 115 students attended representing 5 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 commissioned research during 2008-2009 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 which commences in September 2009.

Agreement has been reached with the partner authorities (Portsmouth and Southampton) about a timeframe for collaborative working on the review of the agreed syllabus and consultations with QCA with regard to alignment with national developments. The intention is to publish any revised sections of the agreed syllabus in the summer of 2010.

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. In preparation for the revision of the agreed syllabus, Hampshire RE Inspectors are in consultation with QCA as developments with QCA guidance for RE emerge

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 and consultations with QCA 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 in 2006/7 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 autumn 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.

Newsletters, a website and a county learning platform for RE provide support for teaching according to the agreed syllabus and exemplify good practice.

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

· school monitoring visits by the RE Inspector accompanied by SACRE members

· 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 members of SACRE to visit schools alongside county RE inspectors has been undertaken during the academic year 2008-9. Six SACRE members received training about and observed some monitoring of RE teaching and learning in schools and were able to inform SACRE about RE provision in 9 primary phase Hampshire schools.

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 . 30 primary phase teachers, head teachers or deputies attended courses about collective worship. 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 (2006/7) 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(2006/7) 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 in Hampshire and is currently seeking a replacement for the retired Jewish representative and a Sikh representative.

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 2 year community cohesion pilot project through its partnership with the Local Authority in 2007 which culminated in a conference at the end of the first year presented to faith representatives and other schools by the 6 schools involved

The project's focus during its second year (2008/9) has been seeking to identify best practice in Hampshire schools to promote community cohesion. The activities in which schools have become involved have been funded from Hampshire local authority by providing support from the two RE inspectors through the advisory and inspection service. Funding has also been made available under the community cohesion brief, through the support of the Hampshire Archive office. Work in schools has also been allied to the Rights, Respect and Responsibility agenda and the Unicef award for a "Rights Respecting School".

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 has been established 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 2008-9 the second year of a two year pilot project on community cohesion was implemented in a number of schools in an area of Hampshire with a growing population of Nepalese migrants. Schools are working in partnerships across Key Stages 1 and 2 and across Key stages 2 and 3 and making links with groups within the community. Pupils have been exploring the concept "difference" and have been involved in exploring archive material, literature, making visits and speaking to visitors. The project will be disseminated through a publication, on a website and through an exhibition. The pupils' work is also being translated into Nepalese for publication in a local newsletter.

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 advised the LA about a small number of primary phase schools where teaching assistants were given the responsibility of RE teaching . Advice was provided to all primary phase SIPs in the local authority to provide guidance about appropriate teacher deployment for RE. 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 continue to 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 benefits from 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 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 during 2008/9 in order to discuss collaborative working and share and disseminate good practice in RE and effective working strategies for SACRE members. This close liaison has been beneficial as the authorities have been preparing for the revision of the agreed syllabus

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. SACRE members speak freely and a genial atmosphere is maintained. Meetings are generally well attended. The meeting held at a primary school was particularly well received. SACRE members express interest in the presentations that are provided.

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.

Analysis of GCSE Results 2008 for Religious Education

2003

2004

2005

2006

2007

2008

ALL

1351

1460

2029

2247

2444

2457

BOYS

439

474

776

837

952

925

GIRLS

912

986

1253

1410

1492

1532

2003

2004

2005

2006

2007

2008

ALL

64.4

67.5

76.8

72.1

69.5

75.5

BOYS

54.4

56.75

68.8

61.5

60.0

69.1

GIRLS

69.2

72.72

81.7

78.3

75.5

79.3

2003

2004

2005

2006

2007

2008

A*

4.89

5.48

8.7

8.5

8.9

10.01

A

14.88

18.29

23.8

17.6

18.3

20.55

B

23.98

24.04

23.3

23.9

21.7

24.74

C

20.65

19.73

21.1

22.1

20.5

20.14

A*-C

64.40

67.5

76.8

72.1

69.4

75.5

D

14.06

13.90

11.8

14.2

13.2

11.3

E

9.70

10.48

7.1

7.2

8.2

7.52

F

6.00

8.14

2.5

3.7

4.6

3.37

G

3.85

4.90

1.2

2.0

2.9

1.13

LA Subject Residual

2005 2006 2007 2008

National Subject Residual

2005 2006 2007 2008

Adjusted LA - National Residual

2005 2006 2007 2008

ALL

1.68 1.00 0.60 1.48

0.34 0.64 0.79 0.56

1.34 0.36 -0.19 0.92

BOYS

0.25 -0.64 -0.98 0.46

-0.80 -0.52 -0.27 -0.65

1.05 -0.12 -0.71 1.11

GIRLS

2.56 1.98 1.60 2.10

1.21 1.53 1.62 1.53

1.35 0.45 -0.02 0.57

2003

2004

2005

2006

2007

2008

ALL

4646

4905

4480

4096

4778

5159

BOYS

1410

2464

2238

2062

2408

2700

GIRLS

3236

2441

2242

2034

2370

2459

2003

2004

2005

2006

2007

2008

ALL

50.73

56.7

57.7

60.8

55.3

54.1

BOYS

40.98

48.9

49.1

54.6

48.0

45.9

GIRLS

61.22

64.52

66.2

67.2

62.8

63.2

RE

LA Subject Residual

National Subject Residual

Adjusted LA -National Residual

2005

2006

2007

2008

2005

2006

2007

2008

2005

2006

2007

2008

ALL

-0.56

-0.56

-2.00

-2.64

-1.45

-1.53

-1.87

-2.31

0.89

0.97

-0.13

-0.33

BOYS

-3.06

-1.79

-3.16

-4.06

-2.61

-2.66

-2.83

-3.45

-0.44

0.87

-0.33

-0.61

GIRLS

1.93

0.68

-0.83

-1.09

-0.31

-0.42

-0.91

-1.15

2.24

1.10

0.09

0.06

Code

Event Title

Start Date

HCC

SCC

PCC

FE

Ind

RE808A

Primary RE Conference

23.05.08

51

1

RE007A

Self-Evaluation for Religious Education - Primary and Secondary

26.11.08

10

RE008A

Assessment for Learning, Task Setting and Levelling in RE at Foundation Stage, Key Stages 1 and 2

23.01.09

22

2

RE809A

Collective Worship issues in primary schools

18.06.08

19

RE005A

Effective implementation of the revised agreed syllabus for RE: Primary, Secondary and Special

05.06.08

14

RE006A

How to manage RE effectively in Key Stages 1 and 2

19.09.08

28

Secondary Courses 2008/09

RE805A

Assessment for Learning, Task Setting and Levelling in RE at Key Stage 3

20.06.08

0

0

RE001A

Religious Education Annual Conference

24.10.08

21

3

1

RE007A

Self-Evaluation for Religious Education - Primary and Secondary

26.11.08

10

RE804A

Improving GCSE performance in RE through conceptual enquiry

08.05.08

0

0

RE002A

Effective Strategies and Resources for the RE Classroom

06.02.09

0

0

RE004A

Developing key skills in GCSE

30.09.08

0

RE005A

Effective implementation of the revised agreed syllabus for RE: Primary, Secondary and Special

05.06.08

14