Religious Education is OUTSTANDING at BJR
- No groups of learners attain below National
- Learners develop a wide range of higher level; enquiry, analysis, interpretation, evaluation and reflection skills to great effect through the teaching of RE; For example;
- When studying Pentecost, the Y5 class undertook independent research into the symbolism of Pentecost which included using the school chaplain to analyse the information. They creatively represented these findings on banners which decorated the church during Pentecost. This went far in helping them understand the effect of religion on believers
- When studying baptism, the Y1 class visited the local church to take part in the baptism of a teddy bear. This experience helped them to understand the symbolism, significance and ritual of baptism
- Learners have an impressive ability to reflect upon their own personal questions of meaning and purpose. This is evidenced through discussions with pupils - for example when studying the story of Joseph and his brothers, pupils were able to relate it to their own families, relationships and siblings. RE books and displays are also replete with creative and original recordings of pupil’s own reflections.
- All observed teaching is GOOD or OUTSTANDING. In addition to this, the majority of other monitoring in RE (eg Book and planning scrutiny) is never less than consistently good.
- The school uses a robust system of assessment (adapted from the SDBE materials) which is evident and on display on each classroom. Data is completed and collected at the end of each unit of work. Staff and pupils assess each unit of work and the results of this monitoring inform planning of the next unit.
- RE has a high profile within the curriculum and forms between 5-10% of weekly lessons. Monitoring of planning and lesson observations show that the needs of all learners are met.
- RE is considered a core subject at BJR and has a place on each classes ‘expectations’ board. The subject is monitored in line with other core subjects - learning walks, book scrutinies, data drops, and reviews. Staff training in RE occurs at least once per term and teachers report progress and attainment in RE to parents in a similar way to other core subjects.
- The RE curriculum provides children with rich and varied opportunities to develop their knowledge and understanding of the Christian faith. Visits to the church have increased and wider educational visits enrich RE teaching, for example;
- Visits to local churches
- Use of the school Chaplain (eg when studying Advent)
- Use of Southwark Cathedral and other places of worship in Central London
- Teachers have responded to CPD, led by the SDBE, and have included many additional creative aspects into their teaching following this INSET.
- 30% of the RE curriculum gives children opportunities to understand and make links between beliefs, values systems of other faiths. The school ‘celebration board’ is a focal point showings links between different faiths eg ‘Harvest’ ond ‘Light’.
- Links to the Christian values of the school impact significantly on the spiritual, moral, social and cultural development of all learners. In our recent OFSTED inspection, it was reported that, “The emphasis on Moral and Spiritual Development contributes in no small way to the pupils’ considerate behaviour towards one another and adults.”
- Rigorous monitoring of RE is done through;
- Planning scrutinies
- Learning Walks
- Lesson Observations
- Data collection
- Book scrutinies
- RE displays
As a result of this, well focussed action plans lead to improvement.
The Deputy Head teacher leads on RE - giving it the highest level of expertise. As a result, the school has ambitious expectations for further improvement.