Re an ofsted perspective
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RE – an Ofsted perspective. Meeting of the APPG on Religious Education Alan Brine HMI National Adviser for RE 16 January 2013. The evidence base (2009-12). 90 primary and 91 secondary schools/academies (including 6 special schools) 230 primary and 429 secondary RE lessons observed

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RE – an Ofsted perspective

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Re an ofsted perspective

RE – an Ofsted perspective

Meeting of the APPG on Religious Education

Alan Brine HMI National Adviser for RE

16 January 2013


The evidence base 2009 12

The evidence base (2009-12)

  • 90 primary and 91 secondary schools/academies (including 6 special schools)

  • 230 primary and 429 secondary RE lessons observed

  • No VA schools or faith academies

  • Telephone survey of 30 schools/academies with no GCSE entries in 2011

PROTECT - DEPARTMENTAL | 2


Teacher supply and support 1

Teacher supply and support 1

  • Access to, and impact of, training/support was good or better in only a third of schools AND inadequate in a further third

  • Schools find increasing difficulty accessing support and training

  • Primary HTs report significant lack of confidence amongst staff about teaching RE

  • Primary NQTs and RQTs frequently report very limited initial training in RE

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Teacher supply and support 2

Teacher supply and support 2

  • In over 50% of primary schools all/some RE taught in PPA time by someone other than class teacher

  • Subject leadership ‘less than good’ in nearly 50% of primary schools

  • Primary subject leadership often lacks rigour and focus

  • RE very rarely the focus of staff training

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Teacher supply and support 3

Teacher supply and support 3

Secondary

  • Staffing resources - very variable

  • Continued routine use of non-specialists with negative impact in around 1/3rdof schools

  • Sense of isolation and high pupil contact ratios

  • Emerging evidence of reduction in specialist staffing - but too early to determine a trend

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Key findings

Key findings

  • Pupils leaving school with low levels of ‘religious literacy’

  • Teaching not good enough in 60% of provision across Key Stages 1-3

  • Teaching is better at Key Stage 4 (60% good+) but wider concerns about the quality of GCSE provision

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Low standards mean

Low standards mean……

Pupils are not developing:

  • A coherent understanding of specific religions

  • An ability to discuss issues related to the truth, meaning or value of religion

  • A grasp of the diversity of religion

  • An understanding of the ‘language of religion’

  • An ability to understand and evaluate ultimate questions

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This limits the contribution of re to

This limits the contribution of RE to:

  • The development of pupils’ wider learning and literacy skills

  • The ability of pupils to develop the skills of civilised debate and reasoned argument

  • Pupils’ broader spiritual, moral, social and cultural understanding

  • The promotion of social cohesion

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Areas of concern behind the scene

Areas of concern ‘behind the scene’

  • Serious and growing inconsistencies in quality of local arrangements – SACREs, agreed syllabuses, guidance etc

  • Impact of education policy on RE – academies, LA budgets, EBacc, changes in rules for short courses

  • Loss of any clear locus for subject development work – exclusion from NC review etc

PROTECT - DEPARTMENTAL | 9


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