SACRE Self Evaluation Chart by MrRail

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									                                                                                APPENDIX 1

                          SACRE Self Evaluation Chart
                      Responses from SACRE members 2005

What is Distinctive about your SACRE?

   Wide membership, representing the whole religious and political communities.
    Hears from a number of perspectives (political and other faiths). As a very
    representative body, it should be able to be very effective.

   Keen, enthusiastic, dedicated group. A lot of enthusiasm in the group, but this
    needs to be passed on to? and teachers to encourage them in their work in
    schools.

   Good leadership from Jan.

   Covers many different aspects and is involved in some interesting events.
    Annual events are good. Events for education highly publicised.

   We feel rather tangential to the LEA.

   Supports and encourages; does not criticise.

Key Strengths

   A very informed SACRE. Receives clear feedback from schools. Regular visits
    to schools.

   Successfully promotes RE in Bromley schools. Strong direction for Syllabus.

   Jan’s experience and expertise. Excellent professional advice. Direct
    engagement, chiefly through Jan, with schools, RE teachers and the wider
    national and church scene. Funded.

   Meets regularly. Good attendance. Non-Cllr. in chair. Enthusiastic members.
    Councillors and faith members are actively interested and involved. Well-
    balanced strength from all faiths and denominations. Good will with many faiths.
    All religious groups represented.

Key Areas for Development

   Clearer member involvement. Be clearer what we need to achieve from school
    visits. More frequent school visits.

   Find ways to assess standards under new Ofsted framework.

   Know how and where SACRE makes a difference.

   Help schools failing in RE. Find ways to encourage schools to seek support.

   Being more pro-active in the encouragement of RE, promoting the subject,
    entering partnership with interested churches. Encourage more schools to teach
    RE at GCSE and A Level. Encourage teachers to use EDC more.

   Retain base at EDC and maintain up to date resources.

   Improve links with community in general. Appreciate other faiths themselves.
                                      SACRE’s
      (DEVELOPING)                 EFFECTIVENESS                    ADVANCED
                                    ESTABLISHED
1.   Standards and            1a Compliance/Time for
     Quality of Provision        RE
     for RE in Schools:
                              1b Standards
                                 /Achievement
                              1c Teaching/Leadership
                                                            1d Recruitment/Retention
                                                            1e Resources
2.   Management of            2a SACRE meetings
     SACRE & partnership
     with the LEA and
     other key
     stakeholders:
                              2b Membership/Training
                              2c   Development Planning
                                                            2d Professional and
                                                               financial support
                              2e Information received &
                                 Advice to LEA
                              2f Partnerships
3.   Effectiveness of the                                   3a Review of Agreed
     local Agreed                                              Syllabus
     Syllabus:
                                                            3b Using National
                                                               Framework for RE
                                                            3c Developing Agreed
                                                               Syllabus
                                                            3d Implementing Agreed
                                                               Syllabus
                              3e Guidance and
                                 monitoring
4.   SACRE’s                  4a Provision for Collective
     responsibilities for        Worship
     the provision and
     practice of Collective
     Worship:
                              4b Monitoring of Collective
                                 Worship
5.   SACRE’s                                                5a Representative nature
     contribution, with the                                    of SACRE
     LEA, to wider social
     and racial harmony:
                              5b Knowledge of local
                                 community
                                                            5c Promoting harmony
                                                               through RE
                                                            5d Links to local initiatives
                                                                         APPENDIX 2




           BROMLEY SACRE SELF-EVALUATION REPORT 2005

Standards and Quality of Provision of RE
1a)   Compliance and time allocation for R.E. – Established

      SACRE is informed via Ofsted reports and initiated an LEA survey into 6th
      Form RE. Has followed up with letters and 6th Form RE Booklet giving
      strategies. But LEA cannot take action because most secondary schools
      are Foundation Schools.

      ACTION: SACRE to keep eye on secondary situation by annual report
      from LEA (JT to get information from teachers). SACRE to contact
      Governing Bodies where concerns.

1b)   Standards and achievement: including AS/A2 level, GCSE, and end
      KS 1,2,3 – Established
      Detailed information and analysis of public examination results, but
      standards at Key Stages 1,2,3 has depended on Ofsted reports, followed
      up by letters to schools.

      ACTION: SACRE to ask schools to provide RE subject data from their
      SEFs – eg.10% of schools per year, 6 of which to be followed up by visits.

1c)   Quality of teaching and leadership and management – Well
      Established.

      Largely dependent on Ofsted reports for information, but good analysis of
      strengths and weaknesses in LEA schools through standards
      reports/annual SACRE report. Strategies to target improvement and share
      good practice done through RE Subject Leaders’ termly meeting and other
      LEA & RE Centre INSET.

      ACTION: In future, information from Ofsted will be on a small national
      survey of RE, and SACRE will need to seek local information elsewhere.
      Therefore school visits have been doubled to 6 a year. SACRE members
      to have more access to RE subject leaders to hear their assessment of
      standards and quality eg. make more use of teachers at SACRE meetings
      & SACRE members to attend RE subject leader meetings for slot on
      listening to the teachers.

1d)   Recruitment and retention issues. Level of specialist provision –
      Advanced

      Recent survey of secondary schools and national information presented.
      Local situation not as urgent as national picture.
      Training and advice available to non-specialist teachers of RE through RE
      Centre.

      ACTION: Contact Greenwich University at Avery Hill for more information
      on Initial Teacher Training in RE.
1e)   Resources – Advanced

      RE adviser’s knowledge and promotion through The RE Centre,
      newsletters and INSET.

      ACTION: Invoice secondary schools to support RE Centre at £25 p.a. in
      order to keep up with expensive secondary RE resources. Encourage
      more Primary schools to subscribe at £20 p.a., for which they can borrow
      RE boxes on a half-termly basis. Survey 10% schools each year on their
      RE allocation.

Management of SACRE and partnership with the LEA and other key
stakeholders
2a)   SACRE meetings – Very well established

      Good attendance of all 4 committees and co-opted members. Well
      organised and managed. Lively and purposeful. SACRE members
      contribute to development of agenda through ideas suggested at meetings
      and consideration of annual development plan. One successful meeting
      held at a school venue; second attempt rejected by school. Few venues of
      different religions in Bromley (Islamic college already used for Islamic
      Competition Prize-giving).

      ACTION: Reconsider the benefits of meeting in alternative venues,
      perhaps once a year

2b)   Membership and training – Established

      Membership reflects the local religious and professional community.
      Opportunities for SACRE members to train via annual local SACRE event,
      termly school visits, detailed, informative agendas for SACRE meetings,
      NASACRE newsletter, special events such as Interfaith Forum, attendance
      at national SACRE conferences.

      ACTION: Consider co-opting a local Sikh and a local Buddhist
      representative. Invite SACRE members to attend termly RE subject leader
      meetings and RE Centre Twilight courses.

2c)   Development Plan – Established

      A basic action plan is presented at each January meeting for the following
      financial year. The most recent was based on statutory requirements, HMI
      criteria for effective SACREs and DfES agendas such as promotion of
      racial harmony, linked to an agreed budget.

      ACTION: A more detailed development plan needs to be drawn up in grid
      form. The LEA should provide SACRE with a summary of its current
      priorities, so that links can be made where appropriate.
2d)   Professional and financial support – Advanced

      LEA purchases 30 days’ support from specialist RE adviser, at current cost
      of £3,000 p.a., for SACRE work. Assistant Director is LEA link, who usually
      attends SACRE meetings.

2e)   Information and advice – Established

      SACRE receives and analyses information on schools (see 1a-1d), and
      has prompted some LEA initiatives eg. production of booklet on Sixth Form
      RE; production of Primary RE Scheme of Work.

      ACTION: (New ideas for information as in 1a – 1d.). Consider how we
      might advise the LEA on initiatives.

2f)   Partnership with other key stake-holders (eg. pupils, parents,
      Advanced Skills Teachers, specialist schools, Initial Teacher Training
      providers, local religious organisations and groups, Commission for
      Racial Equality. – Established

      SACRE has listened to pupils’ views in Interfaith Forum, 6th Form RE
      Conference; made links with Darul Uloom Islamic College through Islamic
      Competition and Rochester Diocese through RE Centre and RE Adviser.

      ACTION: Bishop Justus School to become centre of excellence for RE
      and RE Centre to be resited there. Development of Lead Teachers for RE.

2f)   Partnership with other key stake-holders (eg. pupils, parents,
      Advanced Skills Teachers, specialist schools, Initial Teacher Training
      providers, local religious organisations and groups, Commission for
      Racial Equality. – Established

      SACRE has listened to pupils’ views in Interfaith Forum, 6th Form RE
      Conference; made links with Darul Uloom Islamic College through Islamic
      Competition and Rochester Diocese through RE Centre and RE Adviser.

      ACTION: Bishop Justus School to become centre of excellence for RE and
      RE Centre to be resited there. Development of Lead Teachers for RE.

The Effectiveness of the local Agreed Syllabus
3a)   Review of the Agreed Syllabus – Advanced

      SACRE has followed a clear and systematic process for reviewing and
      revising the Agreed Syllabus, including full consultation with schools. It has
      always worked to a clearly costed budget, which the LEA has agreed.
3b)   Using the National Framework for Religious Education – Advanced

      SACRE has kept up with the development of this framework.; Graham
      Langtree from QCA has been to talk to SACRE about it, preceded by a
      meeting with teachers. The Primary Syllabus already complies with the
      recommendations for RE set out there.

      ACTION: The framework will be used to revise the Secondary RE
      Syllabus, especially Key Stage 3.

3c)   Developing the revised Agreed Syllabus – Advanced

      SACRE has high quality advice from its RE adviser, who is working on
      similar projects in 3 neighbouring LEAs.
      ACTION: A working-party of secondary RE teachers will be set up to revise
      the syllabus.

3d)   Consultation/launch/implementation of Agreed Syllabus – Advanced

      The 1995 Syllabus and the 2004 Scheme of Work both launched at high-
      profile events.

      ACTION: SACRE to advise LEA on publication and launch of new
      secondary syllabus.

3e)   Additional guidance/ monitoring and evaluating the Agreed Syllabus
      – Established

      The recent Primary RE Scheme of Work gives full guidance on
      implementing the Agreed Syllabus.

      ACTION: Secondary RE working party to consider different type of
      guidance to support new syllabus.

Collective Worship
4a)   Practice and provision for Collective Worship – Established

      Guidance to schools is done through LEA INSET. A SACRE conference
      helped religious leaders who were involved with Collective Worship in
      schools. A list was drawn up of religious leaders willing to lead worship in
      secondary schools.

      ACTION: Keep abreast of any national developments that might
      change the status quo.
4b)   Monitoring the provision of collective worship and addressing issues
      of non-compliance. Established

      SACRE has been aware of provision and non-compliance through Ofsted
      reports, and followed this up over several years in respect of one particular
      secondary school. We have some first-hand experience of Collective
      Worship in schools through SACRE visits.

      ACTION: Ask for data on Collective Worship from same 10% of schools
      we shall be contacting on RE. Consider any necessary follow-up.

Contribution to SACRE to the social and racial harmony agenda
5a)   Representative nature of SACRE – Advanced

      Jewish, Muslim and Hindu representatives co-opted onto SACRE ie the
      largest of the minority religions in the Borough.

      ACTION: (as for 2b).

5b)   Knowledge and understanding of the local religious, cultural and
      ethnic community. Established

      SACRE is well aware of the different groups representing the diversity
      within the local area.

      ACTION: Take more active steps to learn about the different religious
      groups in the Borough.

5c)   Understanding the intrinsic contribution which RE can make to social
      and racial harmony. Advanced

      Embedded in Agreed Syllabus. SACRE supports Islamic Competition in
      Secondary Schools.

      ACTION: Consider this agenda in revising the Agreed Syllabus.

5d)   Links to local authority initiatives promoting racial harmony.
      Advanced

      Last Ofsted report of the LEA identified SACRE as playing a significant role
      in this eg. promotes Islamic Competition; supported Inter Faith Forum.

      ACTION: SACRE to be used more by the LEA. Make links with
      Environmental Services and Planning Department on this.

								
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