Successful RE?

Consider the list of possible features of 'successful RE' below, and:

• tick those you agree with and cross those you don’t agree with;
• put a ‘P’ next to any statements which you think are necessary pre-conditions of successful RE;
• put an ‘N’ against any you think are not necessary for successful RE;
• agree, with a colleague if possible, on the FIVE most essential features (which might also be pre-conditions);
• add one or two more statements if you wish.

Successful RE is where:

• pupils get higher ‘levels’ than expected;
• it links well with other subjects and/or areas of the curriculum;
• it links well with assemblies;
• OFSTED have judged RE to be very good;
• pupils are given regular and constructive feedback on their progress;
• the senior management team and governors take a particular interest in RE;
• there is effective use of ICT in promoting pupils’ learning;
• there is a budget appropriate to the subject’s needs;
• it is highly rated by the vast majority of pupils;
• there are detailed schemes of work based on local guidance;
• there are detailed schemes of work based on QCA guidance;
• there is a lot of experiential learning;
• there are enthusiastic and inspiring teachers;
• parents are kept well informed of their children’s progress and of the content of RE courses on offer;
• there is a positive image of the subject within and beyond the school;
• there is regular monitoring and evaluation of teaching and learning in the subject;
• there is a trained RE ‘specialist’;
• the priority is to include ALL pupils in each RE activity;
• the priority is on managing pupils’ behaviour in line with school policies;
• there are high quality resources sufficient for the numbers of pupils;
• there are good displays of pupils’ RE work in the classroom / around the school;
• RE is given the curriculum time recommended by the syllabus.