Grade Descriptors RE1 How well pupils’ achieve and enjoy their learning in Religious Education Inadequate (4) Requires Improvement (3) Good (2) Outstanding (1) How well pupils achieve and their learning in Religious Education is likely to be inadequate where a number of the following apply: Pupils make very limited progress in each key stage. Some pupils, from their varied starting points, make progress in each key stage. Most pupils, from varied starting points, make good progress in each key stage. Almost all pupils, from their varied starting points, make good progress in each key stage, with many achieving outstanding progress. Groups of pupils, including those who have special educational needs, are not making progress. Whilst some groups, including those who have special educational needs, are making progress a majority are not. Most groups of pupils, including with special educational needs, are also making progress comparable to the progress of other pupils. Almost all groups of pupils, including those with special educational needs, are also making progress comparable to the progress of other pupils. Pupils have minimal knowledge and understanding of Religious Education. Some pupils, relative to age and capacity make some use of their knowledge, understanding and skills, to reflect and think in a limited way about the demands of religious commitment in everyday life. Most pupils, relative to their age and capacity, are religiously literate and engaged young people; they use their knowledge, understanding and skills, to reflect spiritually, and to think ethically and theologically. As a consequence, most pupils are aware of the demands of religious commitment in everyday life. Almost all pupils, relative to their age and capacity, are religiously literate and engaged young people; they use their knowledge, understanding and skills effectively, to reflect spiritually, and to think ethically and theologically. As a consequence, they are fully aware of the demands of religious commitment in everyday life. Pupils are not engaged in lessons and have no interest in the subject. Pupils participate in their lessons but with limited motivation to improve their knowledge, understanding and skills as learners. Most pupils are actively engaged in lessons and are committed to improving their knowledge, understanding and skills, in order to Almost all pupils are actively engaged in lessons and are committed to improving their knowledge, understanding and
Grade Descriptors RE2 The quality of teaching, learning and assessment in Religious Education Inadequate (4) Requires Improvement (3) Good (2) Outstanding (1) The quality of teaching, learning and assessment in Religious Education is likely to be inadequate where a number of the following apply: Teachers do not plan lessons and/or this is not linked to pupils’ current assessment. As a consequence, pupils’ learning is inadequate. Teachers do not always plan good lessons and/or this is not always linked to pupils’ current assessment. As a consequence, some pupils do not learn well enough. Teachers consistently plan good lessons linked to pupils’ current assessment so that most pupils learn well. As a result of this, teaching is mainly good. Teachers are highly effective in consistently planning high-quality lessons linked to pupils’ current assessment and their knowledge of the individual, consolidating and extending pupils’ knowledge and understanding, so that they learn extremely well. As a result of this, a majority of teaching is outstanding and teaching is never less than consistently good. Teachers have little subject expertise and no real understanding of how pupils As a consequence, most pupils do not apply themselves and few make adequate progress. Teachers have insufficient subject expertise and have a limited understanding of how pupils learn. As a consequence, some pupils do not apply themselves and some make only limited progress. Teachers are confident in their subject expertise and have a good understanding of how pupils learn. As a consequence, most pupils apply themselves well and make good progress in lessons and over time. Teachers have a high level of confidence because of their subject expertise and their understanding of the breadth of teaching methods. As a consequence, almost all pupils are inspired to learn and make rapid and sustained progress. Teachers do not employ a range of teaching strategies. Consequently, pupils lack motivation and concentration. Teachers employ a limited range of strategies. Consequently, many pupils lack motivation and concentration in lessons. Teachers employ a range of appropriate strategies, including individual and collaborative work. Consequently, most pupils are motivated and concentrate in lessons. Teaches employ a wide range of appropriate teaching strategies, including individual and collaborative work. Consequently, almost all pupils are highly motivated and sustain high levels of concentration.
how well leaders and governors make decisions specifications, schemes, and programmes of study and the extent to which these meet the needs of different groups of pupils; the accuracy, consistency and rigour of systems for tracking, monitoring, analysis and evaluation of the impact of the school’s work; the extent to which leaders and governors take into account views of parents and pupils in evaluating Religious Education; how well leaders and governors plan, monitor and evaluate: effectiveness use made of the assessment process; the quality of teaching through lesson observation and other methods; the impact of curriculum and assessment on pupil outcomes; the progress and learning of whole cohorts, groups and individuals; the impact of support, guidance and intervention on pupil outcomes in Religious Education; the quality of ‘improvement planning’ and its implementation; the rigour of the self-evaluation in identifying appropriate targets, time scales and clear lines of accountability. the coherence of the Religious Education curriculum across different key stages and phases; the impact of enrichment activities. Grade Descriptors RE3 How well leaders and governors monitor and evaluate the provision for Religious Education Inadequate (4) Requires Improvement (3) Good (2) Outstanding (1) How well leaders and governors monitor and evaluate the provision for Religious Education is likely to be inadequate when a number of the following apply: Leaders and governors are failing to implement the requirements of the Bishops’ Conference in relation to Religious Education. Leaders and governors are not ensuring that the Religious Education curriculum meets the requirements of the Bishops’ Conference. Leaders and governors ensure that the Religious Education curriculum meets the requirements of the Bishops’ Conference in every respect and in each key stage. Leaders and governors ensure that the Religious Education curriculum meets the requirements of the Bishops’ Conference in every respect and in each key stage. Leaders and governors are failing to provide the required amount of curriculum time to Religious Education. Leaders and governors are not ensuring that the required amount of curriculum time is given to Leaders and governors ensure that the required amount of curriculum time is to Religious Education in each key stage. Leaders and governors ensure that at least the required amount of curriculum time is
Religious Education in each key stage. given to Religious Education in each key stage. Leaders and governors are failing to ensure that Religious Education is treated comparably to other core curriculum subjects. Leaders and governors are not ensuring that Religious Education is fully comparable to other core curriculum subjects. Leaders and governors ensure that Religious Education is comparable to other core curriculum subjects, in terms of professional development, resourcing, staffing and accommodation. Leaders and governors ensure that Religious Education has full parity with core curriculum subjects including professional development, resourcing, staffing and accommodation. Any additional requirements of the diocesan Bishop regarding the Religious Education curriculum are not being implemented. Any additional requirements of the diocesan Bishop regarding the Religious Education curriculum are not fully implemented. Any additional requirements of the diocesan Bishop regarding the Religious Education curriculum are fully implemented. Any additional requirements of the diocesan Bishop regarding the Religious Education curriculum are embraced and fully implemented. Leaders’ and governors’ of Religious Education is either ineffective or absent. Leaders’ and governors’ of Religious Education requires improvement. Leaders’ and governors’ of Religious Education is a good reflection of frequent monitoring, analysis and which is informed by current best practice in Religious Education. This results in strategic action taken by the school which lead to at least good outcomes in Religious Education. Leaders’ and governors’ of Religious Education is a coherent reflection of rigorous monitoring, searching analysis and self-challenge is by current best practice in Religious Education. This results in well targeted planning and strategic action taken by the school which lead to outstanding outcomes in Religious Education. The curriculum leader for Religious Education a vision for the subject and does not plan improvements to teaching and learning in Religious Education. The curriculum leader for Religious Education does not effectively plan improvements to teaching and learning in Religious Education. The curriculum leader for Religious Education has a clear vision for teaching and learning and a good level of expertise in securing this vision. These are used effectively to improve teaching and learning in Religious Education, resulting in The curriculum leader for Religious Education has an inspiring vision of outstanding teaching and learning and a high level of expertise in securing this vision. These are used effectively to improve evaluation
appropriate models of good practice for staff and pupils. models of outstanding practice for staff and pupils. Pupils are not encouraged to plan or lead Collective Worship. Leaders rarely promote pupils planning and delivery of Collective Worship. They promote pupils planning and leading Collective Worship. They extensively promote pupils planning and leading Collective Worship in a variety of contexts. There are no opportunities for staff professional development in liturgical formation or the planning of Collective Worship. Leaders occasionally offer staff opportunities to receive liturgical formation and the planning of Collective Worship. Leaders offer staff regular opportunities to receive liturgical formation and the planning of Collective Worship. The highest priority is placed on the professional development of staff incorporating liturgical formation and the planning of Collective Worship. Leaders and governors do not monitor or evaluate Collective Worship. Leaders and governors rarely review Collective Worship as part of their self-evaluation processes. Leaders and governors regularly review Collective Worship as part of their self-evaluation processes. Leaders and governors place the highest priority on the school’s of Collective Worship with regular reviews of school performance. Any additional requirements of the diocesan Bishop regarding Collective Worship are not being implemented. Any additional requirements of the diocesan Bishop regarding Collective Worship are not fully implemented. Any additional requirements of the diocesan Bishop regarding Collective Worship are fully implemented. Any additional requirements of the diocesan Bishop regarding Collective Worship are embraced and implemented.