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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). 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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  1. RE – an Ofsted perspective Meeting of the APPG on Religious Education Alan Brine HMI National Adviser for RE 16 January 2013

  2. 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

  3. 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 Add presentation title to master slide | 3

  4. 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 Add presentation title to master slide | 4

  5. 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 Add presentation title to master slide | 5

  6. 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 PROTECT - DEPARTMENTAL | 6

  7. 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 PROTECT - DEPARTMENTAL | 7

  8. 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 PROTECT - DEPARTMENTAL | 8

  9. 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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