Effectiveness of provision

Deborah Weston

How effective is the provision for Religious Education?

Click on each image to enlarge

Below the tables, you will also find a text version of these criteria which you may find helpful before using the online tool on the REOnline website (see Pupil outcomes section for further information)

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Key Areas of RE

Key Areas of RE

Key Area of RE: RE in the curriculum

Key Area of RE: RE in the curriculum

3.1.1

Outstanding: The RE curriculum exceeds minimum statutory requirements in significant respects and classroom teachers can confidently make links to the relevant RE syllabus.

Good: The RE curriculum meets or even exceeds statutory requirements and classroom teachers can make links to the general principles of the relevant RE syllabus.

Satisfactory: The RE curriculum meets statutory requirements and classroom teachers are generally aware of the links to the relevant RE syllabus .

Inadequate: The RE curriculum is fragmentary. The status of the relevant RE syllabus has not been grasped.

3.1.2

Outstanding: Schemes of learning are well planned, carefully tailored to the needs of all pupils and are regularly reviewed and developed.

Good: The school has written its own materials or adapted locally or nationally produced schemes of learning that support the needs of all its own students.

Satisfactory: Schemes of learning are in place that generally meet the needs of students.

Inadequate: There is no scheme of learning in place or there is a scheme that lacks detail or fails to meet the needs of students.

3.1.3

Outstanding: The curriculum is significantly enriched with compelling learning experiences both in and outside the classroom and contains clearly identified routes of progression for all pupils.

Good: The curriculum is enriched with compelling learning experiences and provides opportunities for all pupils to progress and develop well.

Satisfactory: The curriculum contains some enriching learning experiences and ensures progression for most pupils.

Inadequate: The curriculum is inadequately matched to pupils’ needs, interests and aspirations. There is considerable discontinuity from year to year.

Key Area of RE: Quality of teaching

Key Area of RE: Quality of teaching

3.2.1

Outstanding: Teaching is at least good in all major respects and is exemplary in significant elements.

Good: Teaching is consistently effective in ensuring pupils that are motivated and engaged as a result.

Satisfactory: Teaching may be good in some respects and inadequate in no major respect. Expectations are inappropriate.

Inadequate: Too many lessons are judged as barely satisfactory or are inadequate.

3.2.2

Outstanding: Teaching is based on expert knowledge of the subject and confidence in pedagogies in RE.

Good: Teaching is based on good subject knowledge which lends confidence to their teaching styles.

Satisfactory: Teachers’ knowledge of the curriculum and the course requirements is basic and there may be some gaps which are evident in lessons or planning.

Inadequate: Teachers’ knowledge of the curriculum and the course requirements is inadequate, and the level of challenge is often wrongly pitched.

3.2.3

Outstanding: All lesson plans have clear teaching objectives and the planned outcomes of lessons are carefully differentiated to meet the needs of pupils

Good: Most lesson plans identify clear key learning objectives and there is evidence of some differentiated outcomes

Satisfactory: Most lesson plans have clearly focused learning objectives.

Inadequate: Lesson plans have unclear learning objectives and are over reliant on commercial resources which do not meet the needs of pupils.

3.2.4

Outstanding: An effective balance of different types of resource including other adults is used to meet support learning.

Good: Resources, including other adults are well deployed to support learning.

Satisfactory: Adequate use is made of resources including other adults to support learning.

Inadequate: Inadequate use is made of appropriate resources and other adults are not used effectively to support learning.

3.2.5

Outstanding: Learning outcomes are well integrated to ensure a broad and balanced learning experience for pupils throughout each key stage and overall.

Good: A breadth of learning outcomes is evident but attention needs to be paid to the overall learning experience of pupils across the year and/or key stage.

Satisfactory: Some appropriate learning outcomes are evident but these need more breadth and balance.

Inadequate: Learning outcomes are not appropriate for the context.

3.2.6

Outstanding: Teachers encourage pupils to monitor their own performance and progress, invite feedback from others and to make changes to further their learning.

Good: Teachers provide regular opportunities for peer and self-assessment.

Satisfactory: Teachers provide some opportunities for reflection on learning.

Inadequate: The methods used do not sufficiently engage and encourage the different groups of pupils. Not enough independent learning takes place or pupils are excessively passive.

3.2.7

Outstanding: All teachers encourage pupils to ask and respond to challenging questions and anticipate misconceptions likely to arise.

Good: Most teachers are confident in answering questions posed by pupils and in providing opportunities to explore issues.

Satisfactory: Some teachers provide opportunities for pupils to ask questions on the issues raised in lessons.

Inadequate: Teachers provide only rare opportunities for pupils to ask questions to clarify their understanding.

Key Area of RE: The use of assessment to support learning

3.3.1

Outstanding: Assessment is continuous and involves pupils in the process fully. Pupils set their own targets, and understand what they need to do to improve.

Good: Thorough, regular and accurate assessment helps pupils to improve.

Satisfactory: Assessment lacks rigour, even if it is reasonably regular.

Inadequate: Assessment is not frequent or accurate enough to monitor pupils’ progress, so teachers do not have a clear enough understanding of pupils’ needs. Pupils do not know how to improve.

3.3.2

Outstanding: Teachers and other adults are acutely aware of their pupils’ capacities and prior learning in RE and plan to effectively build on this.

Good: Good assessment procedures allow teachers and other adults to plan well to meet the needs of all pupils.

Satisfactory: Assessment informs planning which generally meets the needs of all pupils.

Inadequate: There is no overall policy and teachers do not understand the importance of assessment in RE.

3.3.3

Outstanding: Marking and dialogue between teachers, other adults and pupils are consistently of a very high quality.

Good: Detailed feedback, both orally and through marking means that pupils know what they must do to improve.

Satisfactory: Pupils are informed about their progress and how to improve through marking and dialogue with adults.

Inadequate: Teachers assess pupils’ progress or achievement in an arbitrary way, if at all. Pupils do not know what is expected of them in RE or what they must do to improve.

3.3.4

Outstanding: Pupils understand in detail how to improve their work and are consistently supported in doing so.

Good: Pupils are guided to assess their work themselves. They identify and reflect on their progress in RE.

Satisfactory: Pupils are occasionally given opportunities to assess their own work.

Inadequate: Pupils do not know how to assess their own work.

3.3.5

Outstanding: Reports to parents clearly show how pupils have made progress towards attainment targets (where included in the local Agreed Syllabus, diocesan or other guidelines).

Good: Reports to parents include comment on pupils’ achievements and progress which is subject specific and clear and full.

Satisfactory: There is only a brief comment about RE in reports to parents. Only a basic level of information is shared with parents about pupils’ progress in the subject.

Inadequate: Neither pupils’ progress nor achievement in RE are reported to parents/carers.

How do you know?

How do you know?

Briefly describe the evidence that allows you to make these judgements:

Evidence to inform an evaluative judgement about the quality of the RE provision might include:

Evidence to inform an evaluative judgement about the quality of the RE provision might include:

  • Reports from any LA or consultant review of the work in religious education
  • Analysis of monitoring activity on teachers’ planning – e.g. short, medium and long term planning
  • Lesson observation records
  • Departmental/Faculty Policy on Assessment, recording and reporting in a secondary school, school policy in a primary school
  • Records of parent/carers’ meetings showing attendance
  • Assessment policy and evidence of monitoring of it
  • Anonymised sample reports to parents/carers
  • Pupil evaluations, interviews and discussions

Once you have completed this section, you can repeat the same task to evaluate the effectiveness of the leadership and management of RE in your school.