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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