Religious Education in Church of England Schools

A Statement of Entitlement
Religious education in a Church school should enable every child to flourish and to live life in all its
fullness. (John 10:10). It will help educate for dignity and respect encouraging all to live well
together

Such an approach is offered through a commitment to generous hospitality, being true to

our underpinning faith, but with a deep respect for the integrity of other religious traditions
(and worldviews) and for the religious freedom of each person.1

A high-quality sequential religious education2 (RE) programme is essential to meet the statutory
requirement for all state funded schools, including academies and free schools, to teach a full
curriculum that prepares pupils for the opportunities, responsibilities and experiences of life in
modern Britain. Central to religious education in Church schools is the study of Christianity as a
living and diverse faith, focused on the teaching of Jesus and the Church. There is a clear
expectation that as inclusive communities, church schools provide sequenced learning about a
range of religions and worldviews3 fostering respect for others. In voluntary aided schools, RE
must be taught in accordance with the trust deed: this document will help schools interpret that
legal requirement. In foundation and voluntary controlled schools with a religious character, RE

1
The Church of England Education Office, Church of England Vision for Education: Deeply Christian,
Serving the Common Good. (The Church of England Education Office, 2016), available at
https://www.churchofengland.org/more/education-and-schools/vision-education
2
Section 48 of the 2005 Education Act requires the inspection of religious education in schools
which have a religious character. The term religious education (RE) is therefore used throughout
this document as it is connected to the Section 48 SIAMS inspection and, if and until the law
changes we will need to continue to use the term. This does not stop individual schools, MATs or
dioceses using other names including Religion and Worldviews for the subject.
3
The term worldviews is used throughout the document to refer to a person’s way of
understanding, experiencing and responding to the world. It can be described as a philosophy of
life or an approach to life. It could refer to an ‘institutional’ worldview to describe organised
worldviews including religions as well as Humanism, Secularism and Atheism or a ‘personal’
worldview for an individual’s way of understanding and living in the world which may be drawn
from one or many institutionalised worldviews. Based on Commission on Religious Education,
Religion and worldviews: The way forward A national plan for RE (Religious Education Council for
England and Wales 2018) p4.
must be taught according to the locally agreed syllabus for RE unless parents request RE in
accordance with the trust deed of the school. In academies and free schools RE must be taught in
accordance with the funding agreement.

The effectiveness of denominational education in Church schools is evaluated during the statutory
inspection of Anglican and Methodist schools (SIAMS) section 48 inspection. That subsequent
judgement will reflect the expectations set out in this document. The SIAMS evaluation schedule
assesses the way RE contributes to the outworking of church school’s Christian vision. It highlights
the responsibility of Church school leaders to ensure that pupils flourish academically through the
provision of high-quality RE. In addition, in voluntary aided schools, a judgement on standards in
teaching and learning in RE is included in the SIAMS report.

The Entitlement: provision, profile and priority

In a Church school the pupils and their families can expect an RE curriculum that enables pupils to
acquire a rich, deep knowledge and understanding of Christian belief and practice, this should
include the ways in which it is unique and diverse. Parents can expect the use of high-quality
resources, for example, the Understanding Christianity resource. Pupils can expect that teaching
and learning in Church schools will use an approach that engages with biblical text and theological
ideas.

Pupils can expect that a Church school RE curriculum will engage and challenge them through an
exploration of core concepts and questions. They can expect Church schools to provide
meaningful and informed dialogue with a range of religions and worldviews. There should be
opportunities for them to understand the role of foundational texts, beliefs, rituals, and practices
and how they help form identity in a range of religions and worldviews. Pupils should explore how
these may change in different times, places and cultures. RE will go beyond a sociological study of
religious phenomena and will introduce pupils to a range of relevant disciplines including theology,
philosophy and the human and social sciences. In all Church schools progress in RE should be
significant and attainment high enabling pupils to develop confident religious literacy.

Parents and pupils can expect that in a Church school RE will have a high profile within the
curriculum and will be a priority for senior leaders. The RE curriculum is intrinsic to the
outworking of a Church school’s Christian vision in enabling all pupils to flourish. In addition, the
RE curriculum will contribute to British values and spiritual moral social and cultural development

Learning activities must provide fully for the needs of all pupils. Pupils should develop a wide range
of skills including enquiry, analysis, interpretation, evaluation and reflection. Pupils should have a
safe space to explore their own religious, spiritual and/or philosophical ways of seeing, living and
thinking, believing and belonging. They should have opportunities to engage in meaningful and
informed dialogue with those of all religions and worldviews.

Curriculum statement: challenging, accurate and diverse

In all Church schools religious education must be considered an academic subject. All pupils are
entitled to religious education that is delivered in an objective, critical and pluralistic manner.
Pupils are entitled to a balanced RE curriculum which enquires into religions and worldviews
 3

through theology, philosophy and the human and the social sciences. It should be a coherent
curriculum that enables progress through ordered and sequential learning developing both
knowledge and skills. There should be a clear curriculum vision and intent, a structure for
implementation and provision and a process for evaluating impact.

Aims and objectives

• To know about and understand Christianity as a diverse global living faith through the
exploration of core beliefs using an approach that critically engages with biblical text.
• To gain knowledge and understanding of a range of religions and worldviews appreciating
diversity, continuity and change within the religions and worldviews being studied.
• To engage with challenging questions of meaning and purpose raised by human existence
and experience.
• To recognise the concept of religion and its continuing influence on Britain’s cultural
heritage and in the lives of individuals and societies in different times, cultures and places.
• To explore their own religious, spiritual and philosophical ways living, believing and
thinking.
Curriculum balance and time: sufficient, appropriate and balanced
Reflecting the school’s trust deed or academy funding agreement parents and pupils are entitled to
expect that in Church schools Christianity should be the majority religion studied in each year
group and should be at least 50% of curriculum time. Sufficient dedicated curriculum time, meeting
explicitly RE objectives, however organised, should be committed to the delivery of RE. This
should aim to be close to 10% but must be no less than 5% in key stages 1-4.

All pupils in Church schools should follow a recognised and appropriate qualification or course in
RE or Religious Studies at KS 4. This includes pupils who have SEND. The study of Christianity will
be a significant part of any Religious Studies qualification offered.

The school must make it possible for those students who achieve suitable grades at GCSE or
equivalent to follow appropriate A level courses. This should be in addition to the provision of
core RE entitlement for all students at KS5 which should continue to develop student’s
understanding of Christianity and other religions and worldviews.
Schools must take note that the RE entitlement is totally separate from requirements for
collective worship. Collective worship must not be considered curriculum time for RE or the
teaching of RE.

Developing staff expertise and knowledge: confidence specialism professionalism

Pupils in Church schools are entitled to be taught by teachers who have a secure subject
knowledge and are confident in helping them navigate and challenge cultural and religious
stereotypes, prejudice and extremism. It should be a priority in Church schools to build up staff
expertise in RE specifically, but not exclusively, working towards:
• at least one member of staff having RE qualifications or receiving specialist training.
 • secondary schools employing specialist RE teachers and deploying them effectively to ensure
pupils receive specialist teaching.
• all staff teaching RE having access to subject specific professional development.
• all staff teaching RE knowing how to create and maintain classrooms in which academic
rigour is balanced with respect for different personal beliefs and identities.
• all teaching staff and governors understanding of the distinctive role and purpose of RE
within church schools.
• a governing body which is monitoring standards in RE effectively.

The role of the Diocesan Boards of Education

One function of Diocesan Boards of Education (DBEs) is to promote, or assist in the promotion
of, religious education in schools in the diocese. This should be fulfilled by monitoring the quality
of religious education in Church schools through taking note of SIAMS inspection reports and by
securing high quality training for all schools throughout the diocese. This will help ensure that the
provision for religious education is effective and is able to fulfil the expectations of this statement.

Support for effective and excellent RE

Teachers in Church schools belong to a wider educational and church community. They are
entitled to expect positive support in providing effective and excellent religious education from:
• a named member of staff responsible for religious education and where that person is the
headteacher someone who shadows the role
• their senior management team and their governing body, especially foundation governors or
academy equivalents
• their local Diocesan Board of Education, including a school’s adviser with an appropriate
religious education background
• the Church of England Education Office
• local clergy and other minsters and Christian communities.

Derek Holloway
School Character and SIAMS Development Manager

February 2019