SelfEvaluation in Religious Education

1
Self-Evaluation in Religious Education

• A Toolkit for Subject Leaders
• (and SACREs)

2
Context

• Increased focus on self-evaluation generally
• Shared responsibility for leadership
• Changes to the Ofsted framework
• Lack of evidence for SACREs monitoring.

3
Navigating the Document

• Contents (page 2)
• Three main aspects
• Self-evaluation form and worked examples
• Support materials, eg principles, information,
  definitions of success etc
• The toolkit itself, with prompt questions and
  suggested evidence.

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Self-Evaluation in RE

• Self-evaluation should cover the seven sections
  of the self-evaluation form (SEF)
• the main characteristics of provision for RE in
  the school
• the views of pupils, parents/carers and other
  stakeholders
• achievement and standards

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Self-Evaluation in RE (continued)

• personal development and well-being including the
  impact on citizenship
• the quality of provision including (a) the
  effectiveness of teaching and learning, (b) the
  curriculum and (c) care, guidance and support
• The effectiveness and efficiency of leadership
• and management
• 7. Overall effectiveness and efficiency.

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Resourcing Self-Evaluation in RE

• Section 9 (page 68) has a checklist of materials
  the subject leader would do well to have as
  sources of evidence for the self-evaluation
  process, eg documents on
• policy
• planning and assessment
• monitoring
• resources, including staffing and CPD.

7
Principles for Inspection

• Inspections will report upon
• achievements and standards
• personal development and well-being, including
  SMSC development
• the quality of provision
• the effectiveness of leadership and management

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The Toolkit

• The section Evidence for success in RE (page
  41ff) goes through the areas for evaluation in
  the Ofsted schedule, giving prompt questions and
  suggested evidence for
• characteristics of RE in the school
• views of pupils, parents etc
• achievements and standards
• personal development and well being

9
The Toolkit continued

• 5. quality of provision, including
• the effectiveness of teaching and learning
• the curriculum and other activities
• care, guidance and support
• 6. leadership and management
• 7. overall effectiveness

10
Sources of Evidence

• All the areas are listed under four potential
  sources of evidence
• Documentation (page 41)
• Observation of lessons (page 47)
• Discussion with pupils (page53)
• Examination of pupils work (page 58).

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Task 1

• Choose one of these potential sources of
  evidence, depending on your interest or
  experience as a SACRE member, and consider how
  the prompt questions might help SACREs to look at
  the evidence available to them, eg pupils work.
  

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Blue Peter Models

• There are three worked examples of the
  self-evaluation form completed by
• a primary school
• a secondary school
• a special school.

13
Task 2

• Look at one of these examples and consider, as a
  SACRE receiving a number of such documents, how
  the data could be used
• to inform your SACRE self evaluation processes
• to inform the advice you give to your local
  authority on RE.