These documents have been produced by other organisations and bodies. SACREs may find them useful in supporting their work.
Withdrawal from RE and Collective Worship in one English LA
This short article summarises the background to and concerns about the right of parents to withdraw their children from Religious Education (RE) and collective worship in English Schools. It reports on the scale of the issue in one English Local Authority (LA) and suggests that it is not a widespread issue in the area of the survey. It recommends that the survey is replicated in other areas so that a national picture can begin to be built up.
The REC Commission on RE
The REC Commission on RE published its Interim Report on 21st September 2017. You can read our Chair, Paul Smalley's, response here.
Why SACREs need to consider complaining about inadequate provision for RE in their schools
As part of their monitoring of RE in their LA, SACREs sometimes discover information that leads them to have grave concerns about RE provision in some schools. This useful paper explains how SACREs can use a complaints procedure to encourage schools to meet their statutory obligations.
Evidence submitted to the Commission on RE
You can read the evidence submitted by Paul Smalley on behalf of NASACRE to the REC Commission on Religious Education in June 2017, which was based upon data gathered in the Big NASACRE survey of 2017.
Evidence submitted on behalf of NASACRE to the Commission on RE by Paul Smalley
Hampshire Syllabus Launch
The full text of Paul Smalley's Keynote speech at the Hampshire Syllabus launch, quoted in SACRE Briefing 13.
Religions are not Monoliths
Post-Brexit Britain: building respectful schools and societies
NASACRE Chair, Paul Smalley attended a Colloquium held at Liverpool Hope University in the aftermath of the referendum vote on leaving the EU. At the Colloquium there was much discussion of the contribution that RE (along with PSHE and Citizenship) might make to a post-Brexit Society
On behalf of NASACRE, Paul signed an open letter to the new Education Secretary, Justine Greening.
Improving Religious Literacy
This report is the result of an inquiry carried out by the All Party Parliamentary Group (APPG) on RE.
A New Settlement:
Religion and Belief in Schools
A pamphlet written by the Rt Hon Charles Clarke and Prof Linda Woodhead was launched at the House of Lords on Monday 15th June. NASACRE was represented and has provided a briefing paper to support member SACREs in discussing its implications. (See Resources >Support materials)
A Review of Religious Education in England
Religious education: realising the potential
In the 2013 Ofsted report, there are references made to SACREs in the challenges, key findings and recommendations. There are also some exemplars of good practice which look specificaly at four areas:
- placing enquiry at the heart of learning – as a key to improving teaching
- high-quality leadership and management in primary schools – as a key to improvement and raising the status of RE
- forward-thinking leadership and management in secondary schools – as a key to securing provision for RE for the future
- effective RE in special schools – adapting RE to meet the distinctive needs of pupils who have learning difficulties.
A New Settlement Revised: Religion and Belief in Schools
NASACRE Patron the Rt Hon Charles Clarke and Prof Linda Woodhead launched the revised version of their proposals at the House of Commons on Tuesday 17th July 2018. NASACRE was represented and our Chair has written this response . He is quoted in this Church Times article
Guidance on non-religious representation on SACREs in Wales
NASACRE and the Inter Faith Network (UK)
NASACRE is a member of the Inter Faith Network (UK) where it represents the interests of SACREs and ensures that IFN work informs ours where appropriate. This personal reflection is by one of our representatives at the IFN, Michael Metcalf.
A Practice Code for Teachers of RE
Drawn up by an RE Council working group with representation from NATRE, AREIAC, NASACRE, this code aims to complement the GTCE’s general code for teachers. When that code was being drawn up, there was some concern about the implications of ‘demonstrating respect for diversity and promoting equality’ and whether that principle might ever come into conflict with a teacher’s sense of integrity in relation to his or her own beliefs. This proposed code for teachers of RE is designed to help reassure teachers of RE themselves as well as pupils, parents and colleagues that a professional approach to such issues can and will be observed.
RE: The Truth Unmasked
This report is the result of an inquiry carried out by the All Party Parliamentary Group (APPG) on RE to investigate the supply of and support for teachers of religious education. The report draws on over 400 sources of evidence and concludes that there are some serious issues which need to be addressed if schools are to provide high quality religious education for every young person.
RE: The Truth Unmasked Final report
RE: The Truth Unmasked Summary report
Click here to find out more about the APPG on RE.
School Governors: responsibilities for RE
Dr Barbara Wintersgill, has produced two briefing papers for governors (one each for primary and secondary) which outline schools' responsibilities with regard to RE, give an overview of the problems identified by the report and suggest some actions governors might undertake to bring about improvement in their schools.
Schools with Soul
NASACRE welcomes the RSA report Schools with Soul which offers a very powerful and original analysis of school-based provision for SMSC. The project was an RSA-led investigation carried out with an inter-disciplinary group of 40 experts in research, school leadership, teacher training, school inspection and social media. The investigation used a pioneering method of evidence-gathering supported by two intensive meetings of the expert group. Culham St Gabriel’s supported the investigation financially and participated in the group and writing process. NASACRE welcomes and agrees with the report’s analysis that SMSC is in danger of being marginalised, and its recognition of the need to strengthen a distributed understanding of SMSC amongst school leaders. The nine recommendations certainly give SACREs material for further reflection about how they might continue their commitment to SMSC, in collaboration with others and in ways that draw a clear, though related distinction between SMSC and RE.