Agenda item

This update asks Camden SACRE to consider the following proposed intervention plans:

• GCSE intervention (verbal update from RE Advisor)
• Westhill/NASACRE grant application (Appendix 1)
• Monitoring RE survey for schools (Appendix 2a and 2b)

Feedback is welcomed from members on how the intervention plans can be implemented if they are agreed.

Consideration was given to the possible interventions and developments for Religious Education in Camden.

The Professional Advisor summarised the item which set out proposed RE intervention plans.

GCSE Intervention Plan

·       The Chair expressed concerns about needing to improve GCSE results to meet or exceed the national average and considered what measures could be put in place to support this.

·       The discussion highlighted a mismatch between GCSE demands and fostering learning curiosity. The Professional Advisor noted that conversations were ongoing between exam boards regarding the outdated syllabus, which had been set nine years ago and required a refresh. However, this depended on government approval, with the DfE currently focusing on a broader curriculum review. The Secretary of State had recently stated that the government was considering whether RE should be included in the national curriculum. Exam boards were keen for the government to revise the criteria to better align Key Stage 3 (KS3) and Key Stage 4 (KS4). The Chair noted that while KS3 had a broad curriculum, KS4 was much narrower in focus. The Professional Advisor added that KS4 was heavily centred on factual content and sacred texts, which was easier to mark, with less emphasis on lived experiences or the practical implications of religious beliefs and practices. The Professional Advisor explained that prior to the changes nine years ago, students had more flexibility in their studies, whereas now exam boards were constrained by a more rigid syllabus. They stated that exam boards would prefer greater freedom in designing the course content, but this was ultimately a matter for national policy.

·       The Professional Advisor stated that a half-day event and two webinars were planned, with an additional session scheduled for later in the year. The Head of Governor Services confirmed that extra funding had been agreed by Camden Learning to support this work. The Chair noted that Camden Learning was prioritising the subject, and the Head of Governor Services added that this aligned with Camden Learning’s wider strategy. While Religious Education was part of the ‘open bucket’ subjects at the secondary level, it was not as strong as they would like. The planned project would contribute to the broader secondary and GCSE strategy.

Westhill & NASACRE Grant

·       The Professional Advisor informed members about a funding opportunity through NASACRE in partnership with the Westhill Trust. The initiative aimed to support interfaith projects that help young people engage with different religions and worldviews. Historically, local authorities could bid for up to £4,000, with funding awarded to a maximum of five LAs per year. However, recent changes meant the funding had increased to £12,000 over two years. A Camden draft bid had already been prepared, but with the increased funding, the Professional Advisor suggested reconsidering the scope of the project. Discussions with the Chair raised the idea of using the grant to additionally fund a training project with the Faith Forum, which would support building a database of speakers and places of worship. Previous attempts to organise training for speakers and leaders had been unsuccessful in securing locations, and this funding could help establish those connections. Additionally, the grant could support training for school speakers and help SACRE members visit schools to engage with students, providing an opportunity to strengthen interfaith education in the borough.

·       A member suggested engaging with university faith societies and inviting their members as guest speakers. They noted that young people often preferred listening to their peers, making peer-led discussions more impactful. The Professional Advisor referenced a past project in a different London borough where trained sixth-formers spoke about their faith in secondary schools. The programme was feasible as students had free periods to participate, but training would be necessary.

·       The Chair highlighted that, with the new curriculum and the increased emphasis on lived experience, schools were likely to value this initiative.

·       It was suggested that the funding be split, with £8,000 allocated to a two-year primary intervention and £4,000 used for training speakers.

·       In relation to the primary intervention plan, it was clarified that 24 schools were expected to send six children each, who would return to their schools as peer learning leaders. Members discussed that the event was to take place in Camden, likely in a school hall for a single day.

·       The Head of Governor Services suggested that the costs to train the trainer should be included in the funding bid to ensure sustainability rather than making it a one-off initiative. The Chair supported extending the bid to cover training for SACRE members and young people as speakers on religious and non-religious worldviews.

·       A revised draft funding bid would be shared with SACRE members.

Action By - Professional Advisor

Monitoring Forms

·       The Professional Advisor invited comments on the monitoring form, emphasising that it was still in the early stages. Further discussions with headteachers and governors would be needed to determine the best approach.

·       The Head of Governor Services asked what the key metrics were SACRE wanted to measure and what questions should be included. They suggested considering the percentage of curriculum time allocated to RE and identifying the focus and priorities for schools.

·       The Professional Advisor referenced a previous approach in another London borough, where monitoring initially avoided CW for the first two years, instead focusing on a few key questions about how RE was rated in schools. The form started simply and was expanded over time.

RESOLVED –

THAT SACRE

1.    Note the GCSE intervention plan;

2.    Approve the grant application (Appendix 1); and

3.    Agree the monitoring forms (Appendix 2), including the additional question asking how many specialists and non-specialist RE teachers there were in secondary schools as discussed on item 12.