CL3 - Inspectors will evaluate: The depth of the commitment of leaders and managers to the Catholic Life of the school How well leaders and managers monitor and evaluate provision and outcomes in to plan future improvements How well pupils, parents, governors and other stakeholders understand and are committed to the mission of the school questionnaires to establish: The extent to which leaders in school witness to the Catholic mission of the Church How involved staff are in its evaluation and promotion How central Catholic ethos is amongst the school’s other priorities How much contact staff have with leaders, including governors The visibility of leaders and their efficacy Parental questionnaires, to establish: How well parents/carers understand the mission of the school How supportive they are of the school’s Catholic ethos How involved they are in its evaluation How visible leaders, including governors, are in their leadership of Catholic Life Minutes of governors’ meetings, to establish: How well governors understand the mission of the Church in education How involved governors are in evaluating and promoting the Catholic Life of the school How confident governors are in holding the leadership team to account as well as supporting it in its mission The extent of governor knowledge of and passion for Catholic education Records of attendance by governors at diocesan training relating to the mission of Catholic education Governors’ skills audit to indicate contributions made by governors to the Catholic life of the school Any other records (photographic, testimonial etc.) that point to the involvement of governors in the Catholic Life of the school Self–evaluation documents and school improvement which demonstrate the high priority given to Catholic Life School development plan and records of performance management processes Minutes of leadership meetings to establish the centrality of the Catholic Life of the school as a strategic priority
CW2 - Inspectors will evaluate: The centrality, quality and variety of Collective Worship opportunities provided by the school How skilled the school is in helping pupils to experience a richness of liturgical experience that includes the liturgical life of the Church without excluding any members of the community How well the school provides opportunities for the pupils to develop spiritually through acts of Collective Worship, taking into account their age, aptitudes, family backgrounds and the Catholic character of the school Observation records of: Whole school and large group Collective Worship Class prayer times The lessons in which collective worship is planned and prepared Staff questionnaires, to establish: How central prayer is to the life of the school The priority given to Collective Worship in terms of planning and resourcing The impact of Collective Worship on the life of the community skill in preparing Collective Worship Pupil questionnaires, to establish: The amount of time and energy devoted to supporting pupils in their planning of their collective worship The frequency and centrality of prayer and worship How inclusive Collective Worship is of all pupils whatever their faith backgrounds Parental questionnaires, to establish How central prayer is to the life of the school How welcome parents/carers are to attend Collective Worship The quality of Collective Worship offered by the school Displays, logs and other physical records of the school’s shared prayer life school and individual teachers’ long term planning
Inclusivity Themes chosen for worship include the spiritual aspirations of all pupils. Themes chosen for worship are responsive to the religious diversity among pupils. is a limited acknowledgement of the diversity of pupil backgrounds in selecting themes for worship. The backgrounds of pupils are largely ignored in acts of Collective Worship Attendance by stakeholders Prayer opportunities are planned in a manner that attracts and facilitates attendance by other adults associated with the pupils and school and response to this invitation is outstanding. For primary schools this will include parents/carers. Attendance by other adults associated with the pupils and school is facilitated and encouraged and response to this invitation is mostly good. For primary schools this will include parents. Adults associated with the school are invited to attend and some do respond. For primary schools this will include parents. Other adults associated with the school are rarely invited to pray with the school or response to these invitations is poor Staff skill teachers, pastoral tutors and the chaplain are highly skilled in helping pupils to plan and deliver quality worship. They have a thorough and comprehensive understanding of the purpose of Collective Worship and the wide variety of forms it can take. Class teachers, pastoral tutors and the chaplain are skilled in helping pupils to plan and deliver quality worship. They have a good understanding of the purpose of Collective Worship and of the various forms it can take. Class teachers, pastoral tutors and the chaplain accept responsibility for leading prayer and involve pupils in its delivery but little time is spent on innovation and encouraging pupils’ leadership. Staff understanding of the purpose and variety of Collective Worship is limited. are unskilled in leading prayer and some demonstrate a lack of interest Liturgical expertise Relevant staff have an excellent understanding of the Church’s liturgical heritage, its rites and seasons and are passionate about ensuring that pupils have high quality experiences of the Church’s liturgical life. Relevant staff have a good understanding of the Church’s liturgical heritage, its rites and seasons and ensure that pupils have good experiences of the Church’s liturgical life. Whilst relevant support pupils in their experiences of the Church’s liturgical life, they have a limited understanding of the Church’s liturgical heritage, its rites and seasons. Relevant staff lack an understanding of liturgical forms, varieties of worship styles and experiences and have very little understanding of the Church’s liturgical heritage, its rites and seasons CW2 The quality of Collective Worship provided by the school Schedule sub-judgement Key phrases from the descriptors Main strengths and weaknesses Evidence Grade
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, rites and symbols Leaders and managers have a superficial knowledge of the Church’s liturgical year, its seasons, 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 traditions in a way that is relevant to pupils in a contemporary context. Leaders are able to lead the school into an appreciation of these 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.
Resourcing Religious Education is extremely well resourced in terms of staffing, physical resources, capitation and curriculum time when compared with other core curriculum subjects within the school. It meets the requirements of the Bishops’ Conference fully, including in the sixth form where relevant. Religious Education compares favourably with core curriculum subjects in terms of staffing, physical resources, capitation and curriculum time with only minor disparities. It meets the requirements of the Bishops’ Conference in almost every respect. When compared with core curriculum subjects there are significant disparities in provision in terms of staffing, physical resources, capitation and curriculum time. The curriculum meets the requirements of the Bishops’ Conference in some respects, though there are areas of provision that fall short. Religious Education is significantly under resourced in terms of staffing, capitation, physical resources or curriculum time with no prospect of improvement. The curriculum fails completely to meet the requirements of the Bishops’ Conference and there are no plans to address this. Sacramental preparation Leaders ensure that pupils have access to outstanding sacramental preparation in accordance with diocesan policy. Sacramental preparation is given high priority by leaders. It is extensively resourced, creatively delivered and is fully embedded in the RE curriculum. Leaders ensure that pupils have very good sacramental preparation in accordance with diocesan policy. Leaders ensure that pupils receive sacramental preparation in accordance with diocesan policy, although this is not as well supported as it should be in of time, planning or resources. Leaders do not ensure that pupils receive sacramental preparation in accordance with diocesan policy. RE3 How well leaders and managers monitor and evaluate the provision for Religious Education Schedule sub-judgement Key phrases from the descriptors Main strengths and weaknesses Evidence Grade Self-evaluation