Section 1: Management of the SACRE and partnership with the LA and other key stakeholders

How far does the SACRE’s partnership with the LA enable it to carry out its responsibilities effectively?

(Taken from 2010 DfE Checklist for an effective partnership between an LA and its SACRE/ASC)

· Does the LA and the SACRE/ASC carry out their statutory duties?

· Is SACRE/ASC properly resourced and well supported by subject specialist advice and training?

· Do members of the SACRE/ASC have a shared vision and understanding of their aims and purpose, seeking to sustain their positive work in the light of changing needs and priorities?

· Are SACRE/ASC meetings purposeful and focused on the major priorities of improving the quality of RE (and CW) in schools?

· Is the SACRE/ASC well informed about the quality of RE in schools and about wider LA and national priorities and developments affecting the subject?

· Has the LA adopted a high-quality agreed syllabus that provides a good grounding for planning, teaching and learning in RE and enables the schools to deliver RE as part of a coherent curriculum?

· Is there an effective process of reviewing, revising, implementing, monitoring and evaluating the locally agreed syllabus?

· How far does the SACRE’s partnership with the LA enable it to help teachers and schools raise standards in RE and the quality of RE teaching?

· How far does the SACRE contribute effectively to the community cohesion agenda by supporting inclusion in schools and improving engagement within the community?

LAs must adequately fund SACREs to enable them to carry out their statutory duties and to support high quality RE and collective worship in schools.^{^[1]} We consider 2% of the CSSB to be a reasonable spend to enable this. LAs must set aside sufficient money to ensure the Agreed Syllabus review can be effective every five years. We reiterate that as a minimum expectation, LAs must provide the following:

· a clerk

· a professional officer who has expertise in RE curriculum design

· a publicly accessible place to meet

· the reasonable expenses of members

· publishing the agreed syllabus and other SACRE materials (including agendas and minutes), most usually on the LA website

· NASACRE subscription and AGM attendance.

1. The Minister for School Standards, Nick Gibb MP, included this statement in response to a parliamentary question from Stephen Timms MP: “If the Department is informed that an individual SACRE or ASC is experiencing difficulties in fulfilling its statutory duties, the Department will contact the local authority to remind them of their duty to support their activities satisfactorily.”

2021HC Deb,28 March 2018, cW https://questions-statements.parliament.uk/written-questions/detail/2018-03-28/134697

The relationship between a Local Authority and its SACRE is essentially one of partnership and collaboration, with mutual obligations and statutory responsibilities. So that a SACRE can advise and act effectively for the LA in the field of Religious Education and Collective Worship, the LA must ensure not only that there is a local SACRE, but also that it is able to fulfil its functions. The extent to which a SACRE is supported by funding and personnel, will determine how well individuals and committees can work together. Where a SACRE is valued by the LA, it is more likely that members of the SACRE will be able to contribute both to SACRE’s work and to the LA’s wider strategic objectives.

By bringing together many local stakeholders (faith/belief communities, teachers, local politicians and co-optees such as universities and parents) into a statutory body, SACREs can act positively for LAs as a sounding board on their core business of RE and CW, and also on wider strategic educational objectives such as raising standards, narrowing the gap and promoting community cohesion, as well as community matters related to interfaith collaboration and wellbeing. Core and value-added functions work best when the SACRE is appropriately supported, resourced and managed, and when channels of communication with the LA are good.

The potential for SACREs to contribute more widely is dependent on SACRE members feeling that the meetings are outward looking, focused on pupil needs, purposeful and enjoyable. This can be achieved, for example, by meeting in different locations (schools, places of worship, cultural centres and council meeting rooms) and by ensuring that all members feel they are equal partners whose views and experiences are sought, listened to and valued.

Alongside this, SACRE has the power to develop structural relationships with academies, etc. by exploring ways in which an academy “presence” can be incorporated into SACRE, e.g., by co-options (non-voting), through additional places in Group C (teacher organisations), or by creating a non-voting notional “Group E” (as had been envisaged in the Grant Maintained era). Similar considerations apply to the ASC. Although the legal framework would currently not allow voting rights to any distinct academy representation, SACREs and ASCs would surely not wish to proceed with decisions which were clearly not acceptable to the academy sector represented in their wider membership.

Key Area: 1a – Funding: Professional and financial support How well supported and resourced is SACRE, by the LA exercising its statutory responsibilities?
Requires improvement/struggling A SACRE in this position would:	have no financial or management support to help SACRE to meet and operate. Members are unable to communicate with each other. There is no professional support.	☐
Developing A SACRE with developing practice would:	have financial and management support to allow it to exist. Representatives of the LA receive papers and/or attend meetings but there is limited subject specialist advice available. There are resources for basic SACRE functions (such as a place to meet and a minute taker) but there is no specific budget for the SACRE and little opportunity for the SACRE to take initiatives requiring funding.	☐
Established A SACRE with established practice would:	access to some subject specialist advice and is informed of local and national initiatives. The LA is represented at meetings and can provide a means of communication with the wider LA. The SACRE has a modest budget which enables it to fund some initiatives. Meetings are clerked and the clerk maintains communication with the Chair and other members between meetings as needed.
Advanced A SACRE with advanced practice would:	be well supported by a subject specialist who provides effective advice and is well informed about the provision and quality of RE in the LA and about national developments. Representatives of the LA attend meetings and the SACRE is also attended by a lead officer from the LA who can provide a strong link between the work of the SACRE and the wider LA. SACRE’s plans are linked to other local work and projects. SACRE has a strategic, costed development plan. SACRE has access to funds to enable it to make decisions about its priorities and ensure these can be properly resourced.	☐
Where are we and where do we find evidence to support this?	· Specialist RE adviser in post and attends area meetings and is a member of NATRE. Well-grounded in the school context and strong links with schools and the LA. Primary, secondary and specialist school network leads in place to support training and professional development across the county. Children’s Services Representative new in post to support SACRE in carrying out its statutory duties. · Modest budget allocation of £15k a year which funds some training for schools as well as local networks for RE leaders alongside the licenses for the new syllabus. Some support in kind in addition to the budget from children’s services education department. · Strong clerk in place who supports all meetings and preparation and actions in between meetings.

Key Area: 1b – SACRE meetings

How purposeful, inclusive, representative and effective are SACRE meetings?

Requires improvement/struggling

A SACRE in this position would:

not hold regular meetings, if they meet at all. Any meeting held is purely to demonstrate that the LA has allowed SACRE to meet.

☐

Developing

A SACRE with developing practice would:

hold meetings regularly with:

● routine administrative arrangements

● appropriate distribution of agendas and papers

Business is dealt with in a prompt and orderly way. There is limited opportunity for SACRE members to contribute to the work apart from attending meetings. Business tends to be focused solely on routine statutory requirements.

☐

Established

A SACRE with established practice would:

have good attendance where all four committees are well represented and meetings are quorate.

Agendas and papers are distributed well in advance ensuring all members have time to consider them carefully, consulting when relevant their representing/sponsoring bodies. There are some opportunities for teachers and representatives of faith and worldview communities to be invited to share their work.

Meetings are well managed with strong contributions from a wide range of members.

Meetings move beyond routine matters to consider wider issues about the quality of RE and CW.

Advanced

A SACRE with advanced practice would:

have SACRE members contributing to the development of the agenda and strategic development plan. Meetings will be lively and purposeful with a wide variety of contributions focused on the major priorities for improvement in schools. Teachers and representatives of faith and worldview communities regularly attend and participate fully in meetings, sharing their experience and insights. Meetings are held in a variety of venues, including council venues, local places of worship and schools. Procedures have been put in place so that meaningful contact can be made with and between members outside of SACRE meetings.

☐

Where are we and where do we find evidence to support this?

· Purposeful meetings with a focus on improving the quality of curriculum, teaching and assessment in RE and supporting schools in all contexts to meet their statutory duties in relation to RE and collective worship.

· Agendas and papers published in advance through member services to meet requirements of public meetings and circulated to all SACRE members.

· Members arrive at the meetings having read papers, informed and prepared to actively contribute to the meetings.

· Representation improving and agreement to have a slot on ‘my faith my belief’ to draw in wider representation.

Key Area: 1c – Membership and training To what extent is the membership of SACRE able to fulfil SACRE’s purpose?
Requires improvement/struggling A SACRE in this position would:	have no membership list. SACREs constitution is not fit for purpose and needs revision. The Local Authority struggles to fill all places on SACRE, SACRE members have no regular training provided.	☐
Developing A SACRE with developing practice would:	have a membership that fulfils the basic statutory obligations. Arrangements to fill vacancies are not always pursued effectively. There are limited induction and training opportunities for SACRE members.
Established A SACRE with established practice would:	have an active membership that strongly reflects the diversity of the wider religious/worldview and professional community. There is regular induction training and processes for new members. There are good opportunities for SACRE members to participate in training activities.	☐
Advanced A SACRE with advanced practice would:	make good use of co-option to ensure membership of the SACRE is well informed and is highly representative of the diversity of the local community. There is a strong and co-ordinated programme of induction, and training opportunities for SACRE members. There are robust systems in place for succession planning for members and SACRE roles.	☐
Where are we and where do we find evidence to support this?	· All 4 groups are actively represented and school representation has strengthened. · Recruitment of new members has been more active recently and membership is developing but there is more to do ensure wider representation that actively represents local demographics. · We take advantage of the induction sessions provided by NASACRE but need to develop local induction to support new members. · Training for SACRE members is available through NASACRE but again could develop a more local flavour. · Handbook needs updating to reflect the new Agreed Syllabus.

Key Area: 1d – Improvement/development planning How effective are the priorities and actions identified by SACRE in improving the experience of pupils in schools?
Requires improvement/struggling A SACRE in this position would:	have no development plan to focus future work. There is no knowledge of areas where the priorities of the LA’s development / improvement plan potentially could link to the work of the SACRE.	☐
Developing A SACRE with developing practice would:	have little overt linkage between the priorities of the LA’s development / improvement plan and the work of the SACRE. SACRE has limited awareness of national projects or initiatives related to the work of SACRE and so is unable to plan any work or request funding to initiate new work.	☐
Established A SACRE with established practice would:	have a costed development plan which is reviewed regularly and updated on an annual basis. This provides an effective focus for the SACRE’s work. There is some attempt to link the plan to the wider LA priorities. SACRE has awareness of national projects or initiatives related to the work of SACRE and so is able to plan work or request funding to update and review their development plan. The SACRE is regularly represented at national events relevant to its work; for example, NASACRE.
Advanced A SACRE with advanced practice would:	have a well-defined development plan with clear objectives and success criteria. Resource implications are clearly defined and funding negotiated with the LA or outside funding streams. There is a clear link between the plan and the wider objectives of the LA and also to national innovations.	☐
Where are we and where do we find evidence to support this?	· Development plan in place but needs to be costed. · Does link to national and local priorities. · Do request additional funding for special projects on occasion – such as the student conference on Holocaust Memorial Day. · Chair is part of NASACRE Executive. · Children’s Services Representative and Specialist Adviser join SE SACRE meetings to join up work across the region and learn from practice in other LAs.

Key Area: 1e - Information and advice How well informed is SACRE in order to be able to advise the LA appropriately?
Requires improvement/struggling A SACRE in this position would:	not be supported to gather information (exam results, data, links to schools) or to link with national initiatives including membership of NASACRE.	☐
Developing A SACRE with developing practice would:	receive limited information about public examination data from the LA. Limited information is provided about wider national and local developments. The SACRE tends to receive information from the LA when the LA wishes to give it rather than ask questions of the LA or receive answers to its request. There is little opportunity to be a critical friend.	☐
Established A SACRE with established practice would:	be regularly provided with clear information relevant to the quality and provision for RE and CW in local schools and given a context within which any school is working. The SACRE receives the information in a way that enables it to act as a critical friend and question the LA’s work.
Advanced A SACRE with advanced practice would:	receive detailed and well-analysed information about the quality and provision for RE and CW. As a result, SACRE uses this information effectively to give advice to the LA which leads to strategic action and/or partnership work to improve standards. This can include advice related to the review of the AS. The SACRE has a strong partnership with the LA and plays an active role in promoting ideas and initiatives.	☐
Where are we and where do we find evidence to support this?	· Regular reports and updates on quality of curriculum, teaching and assessment, provision and pupil outcomes are presented to SACRE – this has been more limited during Covid. GCSE/GCE Outcomes data is lagging. · Member visits have been suspended but are due to restart in Autumn 2022. · Reports back from primary and secondary network meetings, focus groups information and schools working group feed into SACRE discussions. · Information is clearly presented and robust discussions interrogate the papers with actions and agreements on key issues. · Further work on establishing quality of Agreed syllabus and collective worship required. · Implementation of determination policy - legal advice required to do so.

Key Area: 1f - Partnerships with key stakeholders What partnerships does the SACRE have with key local and national stakeholders, and what quality are these?
Requires improvement/struggling A SACRE in this position would:	be unaware of local or national agencies. SACRE has no links with sponsoring bodies in their location.	☐
Developing A SACRE with developing practice would:	have little contact with or awareness of other local agencies (e.g. interfaith groups, dioceses), and rarely hears from pupils/students.	☐
Established A SACRE with established practice would:	be well informed about other key stakeholders supporting RE and have some meaningful contact with the groups involved. SACRE members are supported at a national level by their sponsoring body. SACRE members attend the annual NASACRE conference and other training opportunities. Hear from pupils/students as part of their work around high-quality RE and CW.
Advanced A SACRE with advanced practice would:	build its activities effectively on local networks. Links with other bodies, such as local interfaith groups, are positive and able to support raising standards and developing community cohesion. The SACRE has opportunities to hear the views and experience of pupils about RE. Representatives of key support networks and higher education providers are regularly involved with the SACRE.	☐
Where are we and where do we find evidence to support this?	· Some SACRE members attend NASACRE events and the annual conference, online events have worked well and enabled wider representation. · Some links exist with other agencies. RE Today has supported the review of the new Agreed Syllabus. The Specialist Adviser is a member of NATRE (National Association of Teachers of RE) and AREIAC (Association for RE Inspectors, Advisers and Consultants). Specialist Advisor has completed stage 1 of Culham St.Gabriel’s leadership programme and presented at RExChange 2022, making links to national organisations, research and practice. · Partnership with Barnet SACRE to share best practice within the KS4 core programme. · Need to develop pupil voice and wider connections to organisations promoting RE and CW.

Key Area: 1g – Relations with the Academies sector How effectively is SACRE encouraging academies etc to see themselves also as stakeholders in their local area, specifically by devising ways in which an academies presence is incorporated into SACRE itself?
Requires improvement/struggling A SACRE in this position would:	have no opportunity to network with local academies.	☐
Developing A SACRE with developing practice would:	have nothing formal in place. Little encouragement, if any, is extended to academies to relate to the SACRE’s proceedings, and there are no channels through which academies can contribute.	☐
Established A SACRE with established practice would:	have made attempts to include academies on SACRE, but these have been hampered by e.g. lack of confidence or vision on the part of SACRE, or by confusion over what is legally valid and possible, or what is possible between academies in an area.
Advanced SACRE with advanced practice would:	have established the place of academies on SACRE. SACRE has considered systematically the legal and structural options, and established a permanent and sustainable academy presence on SACRE. A high proportion of academies in the area regard themselves as stakeholders and partner with SACRE.	☐
Where are we and where do we find evidence to support this?	· Academies are well represented and are fully included in the work of SACRE. · Engagement with academies has improved considerably over the last two years. · SACRE has paid for new Agreed Syllabus licenses for all academies and community schools in the LA.

Section 1: Management of the SACRE and partnership with the LA and other key stakeholders

Successes/ What are we good at?

SACRE is well attended by a committed group of individuals that are broadly reflective of the local area. Through connections to local and national organisations they are well-informed and read papers in advance of meetings. More recently, meetings focus on the quality of the new Agreed Syllabus and have raised questions about understanding the quality of collective worship.

Barriers to success:

Areas for development/ Action points:

● For the SACRE:

o SACRE needs to be more representative of minority groups and worldviews across the local authority.

o The handbook and induction processes need to be updated to reflect the new Agreed Syllabus.

o Systems need to be embedded that allow members to deepen their understanding of the quality of practice.

o More established pupil voice activities should provide greater insight for SACRE.

● For the LA

o Greater security in long term financial planning to support SACRE’s activities going forward.

Date of review (1)

Date of review (2)

Date of review (3)

Section 2. Standards and quality of provision of Religious Education

How effectively does the SACRE, in partnership with the LA, evaluate standards and the quality of provision for RE in schools?

How effective are the strategies to improve standards and the quality of provision?

In principle, every pupil is entitled to RE of the highest quality. At its best, RE will be one of the most popular, relevant, stimulating and truly educative elements in the curriculum. This potential gives SACREs both a benchmark for aspiration and a spur for action.

A core duty of a SACRE is to gain an overview of the quality of the RE provision in local authority maintained schools and to develop effective strategies to promote the highest standards. SACREs may also request information from academies, academy chains and free schools where they educate pupils from the LA which appointed SACRE. In the light of the current inspection culture of partnership and self-evaluation, SACREs will need to adopt an astute and sensitive approach to achieve this overview.

Information to assist SACRE in carrying out its role is likely to come from a range of sources, which may include:

● public examination results

● reports from School Improvement Partners

● analysing questionnaires

● sharing of information from subject self-evaluation forms as appropriate, and in agreement with schools

● feedback from professional development activities

● presentations to SACRE from local teachers

The Guidance offers analysis and advice to support SACREs in reviewing their own effectiveness, their patterns of partnership, and their strategies in relation to enhancing the quality of RE provision in local authority maintained schools. In addition, in the light of the development of academies and other non-LA maintained schools, SACREs also need to take note of and respond appropriately to this new diversified scenario. (In the ensuing pages, the phrase “academies etc” is used as shorthand to refer to all non-LA maintained schools within a particular LA area.

Key Area: 2a - RE provision across the LA. How effectively does the SACRE gain information about RE provision in schools and put in place strategies to support the delivery of pupil entitlement?
Requires improvement/struggling A SACRE in this position would:	have no routes by which SACRE can gain information about RE provision in schools.	☐
Developing A SACRE with developing practice would:	have little knowledge of which schools are fulfilling pupil entitlement in RE because local processes are insufficient to gather such information (e.g. a website trawl)	☐
Established A SACRE with established practice would:	have some knowledge of which schools are providing adequate time for effective learning in RE and have a scheme of work that enables them to deliver the AS. SACRE’s process for acquiring this information is adequate but lacks coherence. Have limited opportunities to implement strategies in support of pupil entitlement. Ofsted reports are read and any comments on RE noted and brought to SACRE.
Advanced A SACRE with advanced practice would:	build upon a strong relationship with the LA, whereby the LA shares its information and from this SACRE gains an overview of RE provision within the LA. It works effectively with the LA to support and promote pupil entitlement. Examples of different models for fulfilling pupil entitlement within local schools will be shared with all schools so that schools can have a menu from which to adapt an approach that delivers pupil entitlement whilst meeting the specific needs and priorities of their schools.	☐
Where are we and where do we find evidence to support this?	· Knowing and understanding the provision in schools for high quality RE has been more problematic over the last two years in some respects but online engagement has been strong and more information has been forthcoming through this route. · Ofsted research review for RE has been discussed in detail and shared with schools, Ofsted reports are read but so far few, if any comments on RE in recent reports to share with SACRE. · Need more systematic approaches to monitoring over the coming year.

Key Area: 2b – Standards of achievement and public examination entries How does SACRE use information about standards and examinations to target support and training for schools?
Requires improvement/struggling A SACRE in this position would:	not be given any data to work from, and has no professional support to investigate this at a local and national level.	☐
Developing A SACRE with developing practice would:	have limited knowledge of standards in primary and secondary schools including examination entries. The SACRE has no clear strategy to address this and the local authority does not adequately invest in professional support for this. Analysis would be limited as would strategies to address issues.	☐
Established A SACRE with established practice would:	have some process in place to find out how well learners are doing in KS 1-3, (e.g. by meeting teachers, pupils and through the LA). SACRE will be provided with adequate information about examination entries and standards in examinations in secondary schools and how these relate to national figures.
Advanced A SACRE with advanced practice would:	have robust processes with the LA whereby SACRE can gain accurate information about standards in schools and examination entries in all secondary schools, with useful analysis that enables it to address issues effectively in partnership with the LA.	☐
Where are we and where do we find evidence to support this?	· When public exams were available these were analysed for discussion at SACRE. Comparisons with national data are included in the analysis. Discussions of strategies to engage wider groups of pupils and schools are a part of the evaluation. There is a lag in national data hampered this year by limitations to data usage. · Networks establishing good working relationships with schools in the context of data transparency set by the LA.

Key Area: 2c - Quality of learning and teaching. How well does SACRE use knowledge of quality of learning and teaching to target support appropriately?
Requires improvement/struggling A SACRE in this position would:	not have any knowledge of quality of learning and teaching to target support from the LA and professional support/adviser.	☐
Developing A SACRE with developing practice would:	have little knowledge of the quality of learning and teaching in the LA schools and therefore is unable to provide appropriate challenge and support to the schools. The SACRE has no means to offer or recommend support to schools as there is little or no professional support in the LA working with the SACRE.	☐
Established A SACRE with established practice would:	have some information regarding the quality of learning and teaching from a range of sources including contact with teachers and pupils. Limited analysis of this information is undertaken; however, this means that SACRE’s attempts to improve learning and teaching have limited effect. Be able to circulate information about national courses and support mechanisms to schools
Advanced A SACRE with advanced practice would:	have a robust relationship with schools and the LA to gather meaningful information about the quality of learning and teaching in RE. This information is analysed to identify trends, areas of strength and areas for development and SACRE draws on expertise in effective schools to support all schools in the LA. Advise the LA on the support that is needed and have access to professional support, linked to schools in need.	☐
Where are we and where do we find evidence to support this?	· Discussions with schools and teachers through network meetings and the schools working group have been very valuable in gathering qualitative information about the teaching of RE. · Previously SACRE meetings have been held in schools on occasion to allow that school to showcase their work. · Training is targeted to improve the quality of learning and teaching across the board linked to the new syllabus. The next step for training is to be more targeted to those schools that might need support.

Key Area: 2d Quality of interaction and communication with leadership and management of RE in schools To what extent does SACRE have and pass on information that supports high quality RE in schools
Requires improvement/struggling A SACRE in this position would:	not engage in communication with schools.	☐
Developing A SACRE with developing practice would:	have little communication with schools. It occasionally contacts schools with resources for RE and attends Headteachers meetings.	☐
Established A SACRE with established practice would:	have RE key messages communicated regularly into schools. Sends regular updates and information to schools, headteachers and governors. SACRE discussions are used to enhance leadership and management of RE in schools.
Advanced A SACRE with advanced practice would:	have a constructive relationship with senior leaders and subject managers in schools to develop the subject.	☐
Where are we and where do we find evidence to support this?	· Regular information has been shared with schools through the VSB (Virtual School Bag) through emails to Headteachers and through the RE networks. · Communication is an ongoing challenge and developing multiple ways of communicating with teachers and school leaders always need to be considered. There is an East Sussex RE Facebook page which teachers and others can contribute to and share good practice. · Headteachers/senior leaders have engaged with the process of a new Agreed Syllabus.

Key Area: 2e – Relations with academies and other non-LA maintained schools. To what extent has a SACRE developed a proactive strategy in relation to academies and other non-LA maintained schools in its area?
Requires improvement/struggling A SACRE in this position would:	not have the mechanisms and not have the knowledge of making contact.	☐
Developing A SACRE with developing practice would:	have haphazard information about the RE situation in local academies etc, and little or no established relationships and liaison with them. No serious attempt has been made to develop an overall strategy.	☐
Established A SACRE with established practice would:	have made some effort to establish liaison with each academy etc and to keep updated SACRE’s information about their RE situation and share their advice to these schools. By and large, academies co-operate with SACRE at this level. SACRE keeps under review the ongoing situation.
Advanced A SACRE with advanced practice would:	have a proactive policy of liaison with all academies, etc. and of sustaining a wider professional RE network within the area. While the independence of academies, etc. is genuinely respected by SACRE, many academies value this network and look to SACRE for ongoing advice and leadership in RE.	☐
Where are we and where do we find evidence to support this?	· Academies are included with all communication to all schools and are not treated separately. There has been renewed interest in engagement from academies with the launch of the new Agreed Syllabus.

Section 2. Standards and quality of provision of Religious Education

Successes/ What are we good at?

SACRE was bold in the development and launch of a new Agreed Syllabus. It is well supported and funded through RE Today which offers a range of resources and thoughtful schemes or work. A range of communication methods have been utilised to support the launch of the Agreed Syllabus which has renewed engagement with headteachers, senior leaders and subject leaders. Furthermore, the syllabus has served to engage academies in the delivery of high-quality religious education.

Barriers to success:

Areas for development/ Action points:

● For the SACRE

o Systems for monitoring and evaluation need to be more embedded so SACRE has detailed information across a broad range of issues.

o Systematic analysis of information needs to be undertaken leading to more targeted training and support for schools.

o Further ways of communicating need to be embedded across the county to maintain the momentum of the new Agreed syllabus.

● For the LA

Date of review (1)

Date of review (2)

Date of review (3)

Section 3: The effectiveness of the locally agreed syllabus

How effectively does the SACRE, in partnership with the LA, monitor the impact and evaluate the effectiveness of the agreed syllabus in raising standards? How effectively does the Agreed Syllabus Conference in partnership with SACRE make decisions about the use of national guidance and exemplar material in a review of the agreed syllabus?

The locally agreed syllabus (AS) is the bedrock on which schools will build robust sequences of effective learning experiences in RE. A good, recent AS will support both the delivery of high quality RE in schools and RE’s contribution to the schools’ wider curriculum aims and impact.

The major factors to be considered in creating or revising an AS include statutory requirements, non-statutory guidance and exemplar material, developments in the school curriculum generally, and local circumstances. Key advice on producing an AS is given in the Guidance. SACREs and ASCs are recommended to take note of this advice in their work on the AS.

LAs are required to review their AS at least every five years. This cycle of reviewing, revising, re-launching and re-implementing the AS gives SACREs and ASCs opportunities for ongoing development and improvement of their effectiveness in providing schools with an AS that is truly “fit for purpose”.

While the ASC holds the legal responsibility for revising the AS, in practice much of the preparatory and supplementary work will be carried by the SACRE within its routine business. Moreover, in most LAs the membership of SACRE and ASC overlap substantially or are identical. This can contribute to greater inclusivity and coherence, but good practice will ensure that it is always clear at any time which body is in place at a meeting, and that it is the ASC which is in session when decisions about the AS are considered.

Academies, etc. are, in principle, free to choose their own RE syllabus. In practice, however, many may well continue to use their local AS. There are some sound reasons for SACRE and the LA to encourage this where possible, and to enable academies, etc. to have some involvement in the process of revising the AS or of devising a new AS. Relationships between SACREs and academies will necessarily be entirely voluntary and not covered by legislation or guidance. SACREs should therefore approach such relationships in a spirit of mutual respect and collegiality. These issues have not been incorporated into the matrix below, but see Section 4.

Key Area: 3a – The review process How does the SACRE review the success of the existing agreed syllabus?
Requires improvement/struggling A SACRE in this position would:	not have any way of contacting schools to carry out a review of the existing syllabus. It will not be supported by the LA or professional support.	☐
Developing A SACRE with developing practice would:	have limited arrangements in place to monitor the impact of the AS, particularly in raising standards, providing little or no opportunity to review the effectiveness of the AS. Not know the views of teachers and have had no systematic evaluation of the strengths/weaknesses of the syllabus. Unclear how to proceed with the five-yearly syllabus review and there is little or no budget allocation from the LA. Have little knowledge of wider recent RE national guidance, research and developments.	☐
Established A SACRE with established practice would:	have reviewed the opinions of schools and RE teachers in several ways and have a good idea of the strengths/areas of weakness of the current AS. Have devised a costed action plan in partnership with the LA, and been allocated a sufficient budget for the AS review and relaunch.
Advanced A SACRE with advanced practice would:	have a clear and systematic process for monitoring the effectiveness of the AS built into its development plan. Reviewing the AS includes full consultation with schools and other key stakeholders, including faith communities and academics. Issues that have arisen have been discussed and addressed in planning for a review. An ASC budget has been planned and allocated in partnership with the LA to include consultation meetings, administrative support and design/distribution costs. There is a strong sense of shared ownership of the prospective AS review, with clear targets for what needs to be achieved.	☐
Where are we and where do we find evidence to support this?	· The review of the agreed syllabus over the last 2 years has been a success story with good engagement from a high proportion of schools and academies. · Feedback from schools was considered and presentations made to consult with faith groups, schools and governors all of which was considered when planning and preparing the new syllabus. · Launch event for the new syllabus was attended by the vast majority of schools and academies. · Need now to review plans for monitoring the implementation of the new syllabus. · Attendance registers required at network meetings and a systematic logging of which school have adopted the new agreed syllabus.

Key Area: 3b – The quality of the local Agreed Syllabus How well does the locally Agreed Syllabus promote effective learning & teaching in RE? Is it “fit for purpose”?
Requires improvement/struggling A SACRE in this position would:	not have knowledge of other agreed syllabi nationally. Not have access to professional support with a national knowledge of high-quality teaching and learning in RE.	☐
Developing A SACRE with developing practice would:	ensure that the AS sets out what is to be learnt at each Key Stage. Progression in RE is stated, but this does not link directly to the learning and there is no clear expectation of quality learning in the AS.	☐
Established A SACRE with established practice would:	ensure that the AS provides a clear framework for and expectations of learning in RE. Make clear the value of RE in school, both in terms of learning and of wider issues. Ensure that the AS development has involved teachers and meets their needs.
Advanced A SACRE with advanced practice would:	ensure that the AS provides a thoroughly professional and inspirational framework for effective learning in RE which is proactively supported and promoted by the LA. Have set out clear expectations of the role of the LA and school leadership in ensuring adequate resources and provision in schools. References latest RE research that is relevant to help pupils make good progress in RE.	☐
Where are we and where do we find evidence to support this?	● New Agreed Syllabus is in place and has been very well received by schools. It is well resourced through provision of planning and resources through schemes of work. ● Fit for purpose and well supported by approaches to teaching and learning and a framework for implementation.

Key Area: 3c – Launching and implementing the Agreed Syllabus How well does SACRE promote the AS and provide training to prepare teachers to use it effectively?
Requires improvement/struggling A SACRE in this position would:	not have a launch for the new syllabus. Not have any in-service training for teachers/schools for implementing the new AS. Not have the mechanisms to advertise, promote and share the syllabus with local schools.	☐
Developing A SACRE with developing practice would:	provide for no special launch or other publicity, so that schools are unaware of the significance of the syllabus revisions for learning and teaching in RE. Have little training provision for implementing the revised syllabus. Be prevented from providing any significant additional guidance or extended training on using the AS by a shortage of financial and human resources.	☐
Established A SACRE with established practice would:	use other forms of communication (for example the LA website) to promote the launch. Have clear arrangements for training teachers on implementing the syllabus provided by the LA; this training is well supported and managed. Provides additional guidance or extended training on using the AS over its life.
Advanced A SACRE with advanced practice would:	Involve the wider community and use strong media coverage, to give the AS a high profile as an important development in the work of the LA and local community. The launch event includes high quality presentations from a range of local religious and worldviews groups, schools and professional LA officers/councillors. Provides effective training on implementing the AS, which is supported by all schools, leads to teachers being clear about standards and expectations in the AS and the implications for teaching and learning. Provides clear guidance about ways in which schools might begin the process of reviewing their own provision for RE in the light of the revised syllabus.	☐
Where are we and where do we find evidence to support this?	● Launch event attended by 91% of all schools and academies in East Sussex. ● Programme of training and support through RE Today funded through the LA.

Key Area: 3d – Membership and training of the Agreed Syllabus Conference (ASC) To what extent is the membership of ASC able to fulfil its purpose?
Requires improvement/struggling A SACRE in this position would:	not have the structures in place to convene an ASC. Not have any admin and advisory support for its work.	☐
Developing A SACRE with developing practice would:	have a membership that fulfils basic statutory requirements. Limited induction and training opportunities; members are unclear of their roles, or how an AS can be structured. Particular faith or belief groups or teachers from different phases do not attend. Provide clerking, admin and advisory support for only a very limited amount of time or range of work. Routine admin arrangements are in place. Agendas and papers are distributed.
Established A SACRE with established practice would:	have a membership that strongly reflects the diversity of the wider religious/worldview and professional community. Some opportunities for members’ training and the purpose and action plan for the work of the ASC are clear. Have all four committees well represented at meetings. Agendas and papers are distributed well in advance so all members have time to consider them carefully. Meetings are well managed with strong contributions from a wide range of members.	☐
Advanced A SACRE with advanced practice would:	have a membership that is well informed and highly representative of the diversity of the local community. Where particular faith or belief expertise is missing locally there are arrangements to work with consultants to ensure this voice is added into the process. There is a strong, co-ordinated programme of induction and training opportunities for members. Have lively and purposeful meetings with a wide variety of contributions. Members of all 4 groups regularly attend and participate fully in meetings, sharing their experience, expertise and insights. Provide effective admin to support the process	☐
Where are we and where do we find evidence to support this?	● Agendas and papers distributed in advance of meetings and members arrive informed and actively contribute to discussions. ● Trying to widen membership and have a strategy in place for allowing some people to join for a meeting to contribute to a slot identified as ‘my faith, my world view’.

Key Area: 3e - Developing the revised agreed syllabus

How robust are the processes for producing a strong educational Agreed Syllabus?

Requires improvement/struggling

A SACRE in this position would:

not have an agreed plan linked to finance for developing their AS. Have met the five-year review deadline of revising and publishing a new AS.

☐

Developing

A SACRE with developing practice would:

have no clear structure for developing a new AS. It does not undertake a thorough revision, tending to add material rather haphazardly to the existing syllabus, leading to lack of coherence in the final outcome. There is little or no consultation during the development of a new AS with teachers, SACRE members and the local religious/worldview communities.

☐

Established

A SACRE with established practice would:

have clear objectives for the revision and involve a wide range of local expertise in its construction. The LA and the ASC in partnership ensure that strong direction is provided to design an AS which is coherent, clear and accessible. Working parties and consultations are reasonably managed and supported.

Advanced

A SACRE with advanced practice would:

ensure that high quality advice is sought to review and advise on the revisions as they develop.

The ASC in partnership with the LA holds well attended consultation meetings and briefings to ensure teachers are fully involved in, and have a sense of ownership of, the revision process. The AS has a clear framework for progression and challenging learning.

☐

Where are we and where do we find evidence to support this?

● New Agreed Syllabus involved wide consultation with all stakeholders and an open process for developing the new syllabus working in partnership with RE Today.

● Working mainly online has been really positive for boosting engagement with the process.

● Clear direction of travel and regular networks help to maintain momentum around the revision of the Agreed Syllabus.

Key Area: 3f – Making best use of National Guidance How does the Agreed Syllabus Conference make choices relating to the use of national documentation? (See footnote*)
Requires improvement/struggling A SACRE in this position would:	not be aware of national documentation in relation to the AS review process and are therefore unable to use this guidance appropriately.	☐
Developing A SACRE with developing practice would:	have a limited awareness and understanding of national documentation in relation to the AS review process and are unable to use national guidance in a coherent way. Have members not fully understanding the broader curriculum and how this is organised and have no opportunity for training to give them the skills to understand how RE might best play a part in the holistic education of the child.	☐
Established A SACRE with established practice would:	be aware of national documentation and some of its implications for the AS review process, but does not ensure its use reflects local circumstances. Have ASC members who take note of the broader curriculum picture but do not link the AS to it systematically or appreciate how teachers will be able to make use of it to link to the wider curriculum in schools.	☐
Advanced A SACRE with advanced practice would:	take full account of national documentation in the construction of the revised AS, while ensuring their work reflects local circumstances. The syllabus is devised so that RE fits appropriately with other curriculum areas at all key stages and guidance about how to make the best links is given to schools.
Where are we and where do we find evidence to support this?	● Use of national reports and links to national organisations are in place. ● Chair is a member of NASACRE. ● Specialist adviser is a member of AREIAC. ● Use and review reports and research to inform our thinking – e.g. Ofsted subject reports.
*Documentation includes: the Non-Statutory National Framework in RE; the Programmes of Learning in RE (Primary) and Programmes of Study in RE (Secondary), the new Primary and Secondary Curriculums, and “Religious Education in English schools: “Non-statutory guidance 2010”; CoRE; Big Ideas in RE publication 1 & 2; Ofsted RE literature review

Section 3: The effectiveness of the locally agreed syllabus

Successes/ What are we good at?

SACRE consulted widely on the introduction of a new Agreed Syllabus. New Agreed Syllabus is well resourced through provision of planning and resources through RE Today. The launch of the new Agreed Syllabus was well-attended and a funded high-quality training programme is planned to support with embedding. Networks maintain high levels of engagement and begin the process of teacher input into the ongoing development process. Key members of SACRE are engaged in national organisations and regularly review key documentation to ensure they are informed about best practice around the Agreed Syllabus.

Barriers to success:

Areas for development/ Action points:

● For the SACRE

o Monitoring of the effectiveness of the new Agreed Syllabus needs to be embedded.

o Provision to enable schools to monitor the quality of their own provision for RE to be developed.

o Ensure new Agreed Syllabus has broad ownership so revisions reflect the views of schools and RE specialists.

● For the LA

Date of review (1)

Date of review (2)

Date of review (3)

Section 4. Collective Worship

How effectively does the SACRE fulfil its responsibilities for the provision and practice of Collective Worship?

Maintained schools are required to provide a daily act of Collective Worship for every pupil. In community schools not having a religious foundation, the acts of CW should be “wholly or mainly of a broadly Christian character”, without being distinctive of any particular denomination. Part of a SACRE’s role is to support the effective provision of CW in community schools and to advise the LA on issues related to provision and quality. It must also consider applications from headteachers in community schools that the requirement for CW to be wholly or mainly of a broadly Christian character be disapplied for some or all of the pupils in that school. SACRE ‘determines’ the appropriateness of that application and grants a ‘determination’ to those schools where the application is judged to be in the best interests of the pupils. All pupils in schools with determinations continue to have an entitlement to daily CW.

CW can be a rich and rewarding element of the curriculum as a whole and SACREs have the opportunity to enhance its quality by offering appropriate guidance and support.

Key Area:4a – Supporting pupil entitlement What strategies are in place to enable the SACRE to support the delivery of pupil entitlement in the LA’s schools?
Requires improvement/struggling A SACRE in this position would:	not have any knowledge regarding the provision of CW nor have any mechanism in place to gain such knowledge.	☐
Developing A SACRE with developing practice would:	be unaware of the issues facing schools in providing CW as part of the pupil entitlement. Provide little advice or support towards fulfilling pupil entitlement to CW.
Established A SACRE with established practice would:	understand local issues of delivering pupil entitlement and of the challenges schools face in providing CW. Provide some advice in support of delivering pupil entitlement. Seek to ensure that schools had access to, and advice on, appropriate resources for the delivery of CW.	☐
Advanced A SACRE with advanced practice would:	have a balanced and realistic overview of provision and its challenges across the LA. Provide or arrange for systematic support and guidance for schools experiencing difficulty in delivering pupil entitlement. Obtain feedback from schools to evaluate the impact of advice and support. Periodically review its strategies for supporting pupil entitlement.	☐
Where are we and where do we find evidence to support this?	· In light of the impact of the pandemic, renewed work in understanding the issues facing schools in the delivery of effective collective worship needs to be undertaken.

Key Area: 4b – Enhancing the quality of provision of collective worship How does SACRE seek to influence the quality of collective worship in the LA’s schools?
Requires improvement/struggling A SACRE in this position would:	not be able to influence the quality of CW due to lack of support either from the LA or CW/RE professional. Have no knowledge of what good quality CW in schools looks like.	☐
Developing A SACRE with developing practice would:	not be adequately supported by the LA / RE professional to promote quality provision of CW. Have agenda items about CW dominated by the issue of how SACRE obtains data. Have little understanding of the nature and potential of CW and of what effective provision in each school might be.	☐
Established A SACRE with established practice would:	have occasional agenda items on CW, with some insight into how it is being delivered in the LA’s schools. Understand what effective provision is, but SACRE members have little ‘hands-on’ experience of CW. Promote in-service support for teachers with responsibility for CW. Advise on enhancing quality of provision.
Advanced A SACRE with advanced practice would:	have a good overview of quality of provision across the LA, with information from the LA and from presentations by schools. Have first-hand experience of CW in schools. Disseminate good practice in consultation with schools and teachers. Sponsor an ongoing programme of in-service development, and assist schools in evaluating and enhancing the quality of their provision.	☐
Where are we and where do we find evidence to support this?	● SACRE understands some of the challenges facing schools in delivery of collective worship but recognises more work in this area needs to be done post-pandemic. ● Need to develop support, training and resources in this area.

Key Area: 4c – Responding to requests for determinations How robust are SACRE’s procedures for responding to requests from schools for a determination?
Requires improvement/struggling A SACRE in this position would:	not have any understanding of what a determination is. Have no documentation for schools to use to make application for a determination.	☐
Developing A SACRE with developing practice would:	have had little or no experience of any requests for a determination, and have given at most only minimal attention as to how it might respond to such a request, due to a lack of support provided to SACRE by the LA via a professional officer. Found unprepared and at risk of making an unsound decision or giving erroneous advice by a request for a determination.	☐
Established A SACRE with established practice would:	be aware that schools have the option of requesting a determination, and that SACRE has a major role in this process. Have provided some training to its members regarding determinations, either directly through working on earlier requests, or through specific elements in developmental sessions. Responds in an adequate but piecemeal fashion, when requested for a determination, without a systematic overview of this area of work.
Advanced A SACRE with advanced practice would:	be fully equipped for responding to requests for determinations, with a good understanding of SACRE’s responsibilities. Have a well-established and effective framework for responding to requests, with which members are familiar and comfortable. Meet a request with a judicious and well-informed appraisal of the request by SACRE, leading to a sound decision communicated clearly to the school in a context of ongoing advisory support. Periodically review all existing determinations together with keeping the guidance from the RE professional.	☐
Where are we and where do we find evidence to support this?	● Provision in place though rarely tested. ● Determination policy requires legal consultation.

Section 4. Collective Worship

Successes/ What are we good at?

SACRE is aware that on the back of the launch of the new Agreed Syllabus, further support, training and resources needs to be given over to Collective worship.

Barriers to success:

Areas for development/ Action points:

● For the SACRE

o Better understanding of where schools are in relation to deliver of Collective worship

o Support, training and resources needs to be given over to Collective worship.

● For the LA

Date of review (1)

Date of review (2)

Date of review (3)

Section 5: Contribution of SACRE to promoting cohesion across the community

How effectively does SACRE, in partnership with the Local Authority and the faith communities, contribute to the promoting of cohesion across the community?

“By community cohesion, we mean working towards a society in which there is a common vision and sense of belonging by all communities; a society in which the diversity of people’s backgrounds and circumstances is appreciated and valued; a society in which similar life opportunities are available to all; and a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools and in the wider community”^{^[2]}.

Schools play a major role in helping to shape the future of our society, and the duty laid on each school to promote community cohesion is a significant part of that role. One of the most obvious and effective contributors to the community cohesion agenda is Religious Education. SACREs should take every opportunity to promote the contribution of RE to the community cohesion programmes in local schools. Where properly supported by the LA, SACREs themselves can act as powerful vehicles for promoting community cohesion in schools, in education more widely, and in the local community. SACREs should exemplify good practice in their internal relations and in the ways in which they go about their business. Advice on the contribution of SACREs and RE to community cohesion is given in the Guidance.

Key Area: 5a – SACRE’s membership How representative is SACRE’s membership of the local community?
Requires improvement/struggling A SACRE in this position would:	rarely meet and its membership will include many vacancies. The LA needs to review its membership and constitution in partnership with the SACRE and fulfil its obligations to convene an appropriately diverse SACRE	☐
Developing A SACRE with developing practice would:	have a membership that is not necessarily strongly representative of the religious diversity of the local community. Membership needs to be reviewed.	☐
Established A SACRE with established practice would:	have membership that broadly reflects the religious diversity of the local community. This is regularly reviewed by the SACRE in partnership with the LA particularly where there is a high mobility of communities.
Advanced A SACRE with advanced practice would:	have strong representation from all major local religious communities including different groups within the same religious tradition (e.g. different Muslim or Christian communities). Endeavours to include representation from small local faith communities and/or have links with national bodies that can broker advice from those communities elsewhere in the UK.	☐
Where are we and where do we find evidence to support this?	● SACRE is broadly representative however would benefit from representation from smaller or emerging communities in the county.

Key Area: 5b SACRE’s understanding of the local area How much do SACRE members know and understand the local community in its religious, cultural and ethnic dimensions?
Requires improvement/struggling A SACRE in this position would:	meet rarely and this aspect of membership would not be an agenda item when they meet.	☐
Developing A SACRE with developing practice would:	have limited knowledge about the religious, cultural and ethnic diversity in the local area.	☐
Established A SACRE with established practice would:	be provided with a detailed analysis of the religious and cultural diversity within the LA and therefore be well aware of different groups representing the diversity within the local area. Know about and have a relationship with local interfaith groups and the work that they do in the locality.
Advanced A SACRE with advanced practice would:	have detailed knowledge of the nature of the religious, ethnic and cultural diversity in the local area. Take active steps to inform itself further about the distinctive needs and opportunities created by this diversity. SACRE would have good liaison and seek to develop initiatives with local interfaith groups. Be aware of the impact of this local context on schools and on the provision for RE and CW in those schools.	☐
Where are we and where do we find evidence to support this?	● Greater insight into the diversity of the local authority in order to take steps to reflect those communities in the make-up of the committee. ● Specialist Advisor to analyse 2021 census data (once published) on religious groups in local area

Key Area: 5c – SACRE’s engagement with the community cohesion agenda. How much does SACRE understand the contribution which RE/CW can make to a schools’ provision for community cohesion?
Requires improvement/struggling A SACRE in this position would:	have little or no grasp of what community cohesion means and little understanding of the contribution which RE can make to the community cohesion agenda. Have no opportunity to promote RE’s contribution to cohesion.	☐
Developing A SACRE with developing practice would:	have a basic grasp of what community cohesion means and therefore a limited understanding of the contribution which RE can make to the community cohesion agenda. Have little opportunity to promote RE’s contribution to cohesion.	☐
Established A SACRE with established practice would:	have an understanding of what community cohesion means and the duty on schools to promote this. Understand and have a clear commitment to the part RE can play in promoting community cohesion and seek to promote this throughout its work.
Advanced A SACRE with advanced practice would:	understand what community cohesion means and be clear about the duty on schools and the LA to promote this. SACRE members appreciate their key role in promoting RE’s contribution to the community cohesion offer of its schools. SACRE would ensure this is explicit in the local AS and related guidance.	☐
Where are we and where do we find evidence to support this?	● Membership means that importance of community cohesion is understood. Members committed to seeing this reflected in their work. ● Equalities/diversity a standing item on the agenda.

Key Area: 5d – SACRE’s role within wider LA initiatives on community cohesion How well is SACRE linked to or consulted about LA initiatives promoting community cohesion?
Requires improvement/struggling A SACRE in this position would:	be given no information about, or contact with, wider LA initiatives linked to the promotion of community cohesion.	☐
Developing A SACRE with developing practice would:	be given little information about, or contact with, wider LA initiatives linked to the promotion of community cohesion.
Established A SACRE with established practice would:	be aware of some LA initiatives promoting community cohesion and have opportunity to discuss and contribute to this work.	☐
Advanced A SACRE with advanced practice would:	be a key partner and stakeholder in the work of the local authority in this area. Aware of local interfaith groups and in regular communication with them to ensure opportunities to support high quality RE/CW in schools.	☐
Where are we and where do we find evidence to support this?

Section 5: Contribution of SACRE to promoting cohesion across the community

Successes/ What are we good at?

Membership understands the importance of community cohesion and are committed to seeing this reflected in the work of SACRE.

Barriers to success:

Areas for development/ Action points:

● For the SACRE

o be provided with a detailed analysis of the religious and cultural diversity within the LA and takes steps to ensure good representation on the committee.

● For the LA

Date of review (1)

Date of review (2)

Date of review (3)

[2] Alan Johnson, Secretary of State for Education and Skills, speaking in Parliament on 2 November 2006. Based on the Government and the Local Government Association’s definition first published in Guidance on Community Cohesion, LGA, 2002 and resulting from the Cantle Report in 2001.

Rationale