Agenda item

Estyn have a remit from WG to conduct a thematic review of RE at key stages 2 & 3. 

The rational for reviewing KS2 & 3 is to consider continuity and transition.

Evidence gathering would be via schools visits, telephone information gathering and a brief questionnaire to Chairs of SACREs.

Approximately 20 schools will be visited, some of the schools having been identified by HMI as needing further exploration, both positively and negatively. 

V Thomas went through the 10 questions which were:

1.           What regular contact does your SACRE have with primary and secondary schools in your area?

2.           What support and guidance do you provide for school staff?

3.           Do you feel that teachers have sufficient access to training and support to enable them to reach RE effectively?

4.           Do you feel that there are any issues with non-specialist teaching RE in secondary schools?  How does this impact on pupil standards?

5.           Do you monitor standards and provision for RE in local schools? If yes, in what ways and how often? What are your findings?

6.           Have you considered the impact of Successful Futures on teaching RE in schools? Do you envisage any issues if RE is taught as part of a wider Humanities curriculum at KS3?

7.           Overall how well do you feel that RE is currently being taught in schools? Do you feel that any particular aspect of RE is more often taught well or taught poorly?  What evidence do you base this judgement on?

8.           Do you feel that standards of RE in schools have generally improved or declined over the last 5 years? In what ways and why?

9.           What do you feel are the main issues facing schools?

10.        Is there any other information that you would like to share?

Each question was discussed and comments were forthcoming regarding training and non-specialist teaching of RE.

L Picton suggested that a formalised network for RE would be an ideal forum in which to share good practice with other schools.  She was happy to put forward the school’s conference room as a venue for this.  It was acknowledged that it was difficult for teachers to leave their schools during class time but perhaps they could take place in an afternoon.

Discussion arose about the lack of professional development for teachers and

V Thomas confirmed that there were two training establishments in Wales – Bangor and Swansea.  However Welsh Government had reduced the number of training places on the courses in order to ensure that teaching places were available on qualification. There was a debate about teacher training and V Thomas reported that Trinity Saint David’s University (Swansea Campus) would be making a presentation at the Spring WASACRE meeting and members would be updated on developments after the Spring meeting.

Agreed:

That the questionnaire be revised by VT and for the clerk to return to Estyn by October 2017.

VT to draft a letter to all schools to seek interest in forming an RE network in order to discuss RE issues and share good practice.