RE School Self-Evaluation
(Primary)
School:
York SACRE has a statutory responsibility to monitor provision for Religious Education in the city. SACRE can use this information to make recommendations to City of York Council about the strengths and weaknesses of that provision, how good practice might be shared and what support might be offered. Subject leaders are requested to complete this proforma and return it to the maxine.squire@york.gov.uk
School self-evaluation: key questions
All class teachers teaching RE themselves after a few years of it being a PPA teacher’s role. Consistent approach across the school.
Using York SACRE syllabus and have had recent training on delivering the scheme and resources.
We have good links with the YoYo team who promote enjoyment and fun when learning about Christian themes. We have them timetabled in across the term for assemblies and workshops in classes.
Now we can have visitors in school again, and go on visits we need to ensure that this is fully used to enhance our RE curriculum. Prior to the pandemic we had workshops and assemblies led by people from different religious groups and I would like to see this happen again more regularly.
Staff subject knowledge. Although this is an area for improvement, I feel this is already being addressed through teachers now teaching and planning RE themselves.
If so, please provide details below.
Previously we had a visit from Imran Kotwal from www.muslimlearnerservices.org who did a whole school assembly then he did age appropriate workshops across the school day working with all year groups. He was fantastic and I would highly recommend him to other schools to enhance the children’s learning about Islam.
Visitors back in school. Ensure RE CPD of staff is enhanced through their own subject knowledge and experiences. Rework our long term plan to better suit our mixed age classes. (split units across a two year cycle)
Quality and standards of RE in the school
Looking at the children’s work and planning. Some lesson observations previously.
The quality of RE has improved greatly over the last few years and is now taught consistently by staff, trained in how to deliver the new syllabus. Our RE resources have been developed to now have topic boxes for each studied religion.
Continuing professional development in RE
New curriculum training in May. This was then passed on to staff in a dedicated staff meeting led by the subject leader.
RE network meetings attended (zoom) allows for continued discussions about new curriculum delivery as well as other training opportunities and upcoming events.
Information put in our weekly staff bulletin (key facts etc) to upskill staff about different faith practises.
Yes, York Area Primary RE network meetings have just began in York since the day training on the new curriculum in May.
Timetabling of RE
No although there are links within PSHE which we explore dually when topics arise. Topics and discussions about racism.
EYFS: Our EYFS don’t follow the SACRE syllabus for discrete RE lessons. Instead the children experience themed weeks, at least 5 per year on an RE theme and further their learning in their AOP. They have visitors in class, a recent one, prior to the pandemic, was from the York synagogue who told the children about the festival of Hanukkah as well as looking at Jewish artifacts. They also listen to stories from the bible frequently and join in with whole school YoYo assemblies and workshops.
KS1 and KS2: 45 min RE lesson weekly. We also have themed weeks in school covering important religious times and festivals (Diwali), as well as YoYo assemblies and workshops etc, which means over the year the children actually spend a lot longer than 45mins on RE-related work per week.
(Class teacher/HLTA/TA/PPA teacher/other please specify)
Class teachers deliver RE. In KS2 this is in an afternoon carousel –For example in YR3/4 they teach RE on a Monday afternoon alongside two other subjects and the 3 teachers each teach one subject to all three classes. This is the same in Yr5/6.
In KS1 the class teachers teach their own class RE.
Yes
Yes/No/Partly – If not yes, then please explain how you intend to address this.
Yes
Attached document
Each unit builds on prior units and there are links between the units in terms of the themes of the strands – believing, living and expressing. In the scheme it is clearly shown which units link to other units allowing for skills to be transferred and recalled.
Resources
I would
like a list of contact details for visitors and places to visit to
enhance our RE lessons.
Management and Organisation of
RE
No. of students on roll 315
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1 year |
2 years |
3 years |
4 years |
5+ years |