Ofsted annual Report, 2022-23

Religious education

RE in schools is generally of poor quality. Although it is a statutory subject, schools often consider RE as an afterthought. As a subject on the curriculum, it is under-valued. RE is a complex subject, and the lack of clarity and support from government makes schools’ job harder.

Some schools steer through these challenges well, but most do not. We found that:

· many schools do not meet the statutory requirement to teach RE at all stages

· pupils are rarely taught enough substance to prepare them to engage in a complex, multi-religious and multi-secular society (where religion and non-religion play different parts in different people’s lives)

· too often, schools do not teach topics in the RE curriculum deeply enough for pupils to develop a substantial understanding of the subject matter

· non-examined RE is typically not high quality.

All pupils should develop a broad and secure knowledge of the complexity of religious and non-religious traditions. It will take coordinated effort by stakeholders to improve the quality of RE in schools:

· schools need high-quality professional development to teach RE well

· curriculum publishers need to identify clearly what pupils will learn and when, building on knowledge over time, so that pupils develop a deep knowledge of the chosen religious and non-religious traditions

· the government should provide clear expectations about RE provision in schools. Schools should follow these. Current non-statutory guidance for RE should be updated and include clear information for schools about the breadth and depth of the syllabus they are expected to teach.