CW3 How well leaders and managers promote, monitor and evaluate the provision for Collective Worship 1 (outstanding) 2 (good) 3 (requires improvement) 4 (inadequate) Leadership Expertise Leaders and managers, including senior leaders and chaplains, have expert knowledge of how to plan and deliver quality experiences of Collective Worship. Leaders and managers, including senior leaders and chaplains, know how to plan and deliver quality experiences of Collective Worship. Whilst leaders and managers, including senior leaders and chaplains, have some understanding of how to plan and deliver Collective Worship, they do not have a complete grasp of how to ensure that these experiences are always of a high quality. Leaders and managers, including senior leaders and chaplains, have limited understanding of how to plan collective worship. Liturgical Understanding Leaders and managers have a thorough understanding of the Church’s liturgical year, its seasons, rites and symbols Leaders and managers understand the Church’s liturgical year, its seasons, and symbols Leaders and managers have a superficial knowledge of the Church’s liturgical year, its seasons, rites and symbols. Leaders and managers have little or no liturgical understanding. The liturgical seasons, and symbols of the Church are rarely if ever referred to in school. Making prayer relevant Leaders are able to lead the school in a deepening appreciation of these traditions in a way that is relevant to pupils in a contemporary context. Leaders are able to lead the school into an appreciation of traditions in a way that engages pupils. Leaders are able to lead the school appropriately into participating with these traditions. However, they do not understand how to make these traditions wholly accessible. Leaders, including senior leaders and chaplains, are not able to make liturgical experiences accessible to pupils. Spiritual development of leaders Liturgical and spiritual development is seen as a priority in the professional development of school leaders and quality time is devoted to it. Liturgical and spiritual development is part of the professional development cycle for leaders. Whilst liturgical and spiritual development has occasionally been the focus of the professional development of leaders, attention given to it is infrequent and unfocused. Rarely, if ever, is time given to the spiritual and liturgical development of leaders.
RE1 How well pupils achieve and their learning in Religious Education 1 (outstanding) 2 (good) 3 (requires improvement) 4 (inadequate) Enjoyment Pupils demonstrate passion and commitment in learning in Religious Education and view it as one of their most important lessons. Pupils enjoy Religious Education and can explain its value. Whilst pupils are not uninterested in Religious Education they show few outward signs of enthusiasm for it. Pupils lack all interest and enthusiasm for Religious Education. Focus Most pupils concentrate very well and are rarely off task even in extended periods without direction from an adult. Pupils are keen to do well, generally apply themselves diligently in lessons and work at a good pace. Pupils work steadily but they are not completely focussed and the lesson is such that pupils are often inattentive. Pupils are unable to work independently and are frequently Behaviour for Learning Behaviour for learning is outstanding and almost all lessons proceed without any interruptions. Behaviour for learning is good and disruption to lessons is unusual. Behaviour for learning requires improvement since there are at least some examples of low-level disruption that are not addressed often enough to prevent impediments to learning for some pupils. Persistent low level disruption occurs more than occasionally and hinders learning for many pupils. Lessons tend to be disorderly. Progress Almost all pupils are making rapid and sustained progress in Religious Education over time given their starting points. Pupils are making better progress over time in Religious Education than other pupils in the diocese given their starting points. Whilst progress is inadequate in no respect pupils are not progressing as well as they should given their starting points or good progress has not yet been sustained over time. Pupils’ progress overall is consistently well that of other pupils in the diocese and/or nationally given their starting points.
Attainment The standards of attainment of almost all groups of pupils are likely to be at in line with diocesan and/or national averages for all pupils with many above average. In exceptional circumstances where standards of attainment of any group of pupils are below the diocesan or national averages, the gap is closing dramatically. The standards of attainment of the majority of groups of pupils are likely to be at least in line with diocesan and/or national averages for all pupils. Where standards of any group of pupils are below diocesan or national averages, the gaps are closing. The standards of attainment of the majority of groups of pupils are at best in line with diocesan and/or national averages with many pupils these benchmarks. Where standards of groups of pupils are below diocesan or national averages, the gaps are closing overall but not quickly enough. Learning and progress in any one key stage, including the sixth form, leads to underachievement. Attainment is consistently low, showing little, fragile or inconsistent improvement, or is in decline. Considerable numbers of pupils underachieve in one or more key stages. RE1 How well pupils achieve and enjoy their learning in Religious Education Schedule sub-judgement Key phrases from the descriptors Main strengths and weaknesses Evidence Grade Enjoyment Focus
Celebrating achievement Celebration of achievement and effort are central to the teachers’ assessment strategy. Achievement and effort are often celebrated. Achievement and effort are only sometimes celebrated. Achievement and effort are rarely, if ever celebrated. RE2 The quality of teaching and assessment in Religious Education Schedule sub-judgement Key phrases from the descriptors Main strengths and weaknesses Evidence Grade Teaching Impact Expectations Knowledge and expertise
RE3 How well leaders and managers monitor and evaluate the provision for Religious Education 1 (outstanding) 2 (good) 3 (requires improvement) 4 (inadequate) Self-evaluation The self-evaluation of Religious Education by leaders and managers is a coherent reflection of rigorous monitoring, searching analysis and self challenge is well-informed by current best practice in Religious Education and in education generally. Leaders and managers conduct a range of systematic monitoring activities relating to provision and outcomes in Religious Education. Their analysis provides a firm basis for appropriate diagnosis of the school’s strengths and areas for development. Whilst leaders and managers monitor the progress of all pupils in Religious Education, the analysis of the results of this monitoring is not well understood or is not fine-grained enough to provide a firm basis for judgements. Leaders and managers do not monitor provision and outcomes in Religious Education. Improvement planning This results in well targeted planning and strategic action taken by the school which lead to outstanding outcomes in Religious Education. As a result, planning is founded on sound evidence and data. It tackles key areas for development systematically, while celebrating and building on areas of strength. Thus outcomes are at least good in Religious Education. The school has implemented plans that are aimed at improving relevant outcomes although these have not yet had a sustained impact on outcomes. Leaders and managers do not respond to the issues raised by monitoring. Outcomes in Religious Education are inadequate; Expertise and vision Leadership of Religious Education is informed by a high of expertise and vision which focuses relentlessly on improving teaching and learning in Religious Education, resulting in teaching that is likely to be outstanding and at least consistently good. Leadership is well-informed by current developments in RE and this demonstrably affects work to monitor, improve and support teaching, encouraging the enthusiasm of staff and channelling their efforts and skills to good effect. As a result, teaching is improving with nothing that is inadequate and much that is good. Leadership is aware of current developments in Religious Education but has not fully incorporated these into its practice of monitoring and evaluating provision. As a consequence, whilst planned actions by leaders and managers have improved the quality of teaching so that very little, if any, is inadequate, much still requires improvement. Leaders and managers are not taking effective steps to eradicate any inadequate teaching for every group of pupils, including disabled pupils, those who have special educational needs and those who are gifted and talented
How well pupils respond to and participate in the schools’ Collective Worship The quality of Collective Worship provided by the school How well leaders and managers promote, monitor and evaluate the provision for Collective Worship CW1 How well pupils respond to and participate in the schools’ Collective Worship CW2 The quality of Collective Worship provided by the school CW3 How well leaders and managers promote, monitor and evaluate the provision for Collective Worship Religious Education