1. Wednesday 14 th October 2015 RE Network Meeting: 1. Draft a form to monitor the use of the schemes of work posted on the EGfL. 2. Look when tricky situations that arise in the class e.g. when a student perceives an activity as an act of worship and doesn’t want to participate. 3. Discuss what might be the foci of the future network meetings

2. Drafting a monitoring form for the use of the schemes of work posted on the EGfL. Discussion points: What schemes are being used in your schools? Which ones have you found particularly useful? How do you monitor the RE schemes of work? (use post-it notes for shared/group discussions)

3. Monitoring in general 1. Identify trends in performance 2. Making sure the policies, schemes of work and practices are being followed 3. Checking how far students and teachers are moving towards their targets 4. Making sure that you have a clear picture of the quality of the provision

4. Monitoring activities: ‘Learning Walks’ http://re-handbook.org.uk/media/display/primary_learning_walks.pdf Formal and informal lesson observations – including peer and pair observation http://re-handbook.org.uk/media/display/Colbayns.pdf work-sampling or scrutiny both formal with a group of subject teachers and by sampling pupils work in class during a lesson. Pupil voice – taking account of the views of pupils, all staff as well as parents and carers Interviewing a sample of pupils on their experience of RE or completing a questionnaire (www.surverymonkey.com)www.surverymonkey.com

5. Monitoring Termly book Looks – looking at progress across the school in RE work (see pro forma in word doc.) Peer mentoring – staff observing each other to help another develop an area of their teaching and share good practice. Keeping schemes of work file in which all planning for RE is collated The use of staff INSETs to develop teachers understanding of best practice in RE

6. Monitoring… Display – (See display feedback form) eg. Is the display hands on/ easier to see/key words displayed/are critical questions asked?

7. Drafting a monitoring form for schemes of work Points for discussion

8. 1- School Self-Evaluation 2015-2016 Subject leaders provide leadership and management for RE to secure high quality teaching, effective use of resources leading to improved standards of learning and achievement for all pupils.

9. Subject Area: Religious Education 1 - Standards How well do pupils achieve in your subject area? Excellent/Good/Require Improvement/Inadequate How do you know?

10. Forms of evidence Displays Work scrutiny lesson observations Teacher planning Feedback from teachers Discussion with children Comparison with QCA examples Ofsted inspection reports Monitoring short term (weekly)/medium plans

11. Year----- RE Book Look Date___________ Looked at HA/MA/ LA across all year groups Coverage/Progress Ensure that pages are filled in or used all the way up. Some are half way. Where a piece is unmarked, pupils to peer mark. Be aware of a lack of difference in handwriting/presentation from the beginning of the year. Target: Use of RE in topics Differentiation: Consistency: Good to see whole school policies being practiced. Lots of work produced in books with very few work sheets. Most of the questions asked in the books are being answered. Are the supply teachers checking this? Expectation: Pupils are being challenged to improve. Some pick up on grammar and spelling. Substandard work is not accepted and pupils are asked to redo or edit when this is the case. General presentation and marking: Books look great. Marking is of a high standard that reiterates learning and promotes high expectation of presentation. Target: Need to be aware of presentation progress

12. In which areas and stages do pupils do best and why? Easiest to assess work in KS2 as a greater portion is written

13. In which areas and stages is improvement needed, and what action is being taken? Eg Foundation and Y6 Is there evidence of differential achievement according to gender, ethnic background or other grouping and, if so, what action is being taken? Evidence/No evidence

14. 2-Teaching and Learning How effective are teaching and learning? Excellent/Good/Require Improvement/Inadequate How do you know? Teachers report back that the updated version of the schemes of work are well structured and give sufficient guidance. Teachers are using the resources and Website links. Opportunities for visitors or visits are welcomed. Positive feedback from staff.

15. Which are the strongest features of learning and why? Eg. Teachers have all adopted the EGfL schemes and this gives good background information and resources suggestions.

16. What aspects of teaching and learning most need improvement, and what actions is being taken? Eg. In Foundation stage Re needs to be integrated into the learning areas. I am in discussion with the reception teachers. In Y6 opportunities to be found for extended writing in RE. This requires extended teaching time and we are considering links with Literacy genre.

17. 3 - Assessment How effective is assessment? What are the strongest features of assessment? E.g. the new level descriptions published in the schemes What aspects most needed improvement, and what action is being taken? E.g. Familiarity with the new level descriptors. Staff have each been given a small laminated card for the ease of reference when planning and assessing.

18. 4 - Curriculum How well does the RE curriculum meet pupil’s need? Excellent/Good/Require Improvement/Inadequate How do you know? Which are the best and most innovative aspects of the curriculum, and why? What areas of your subject need improvement, and what action is being taken?

19. Evaluative judgements must include how well pupils are making progress the effectiveness of teaching, assessment, the curriculum, policies, schemes of work and systems in achieving the best outcomes for pupils the strengths and weaknesses of the subject work in the context of the whole school and its community how staff are performing in relation to pupils’ Religious Education, including non-teaching staff

20. Improvement planning: Collaborative activity at a staff or department meeting Asking individuals to draft a specific section of the plan Discussions at a pupil forum or school council Finalising a development

21. 5. Resources How well does the use of the school’s resources meet the need of your curriculum areas? What are the best features and their impact? Identify implications of next years budget

22. 6. Aids and Barriers What are the significant aids and barriers to raising achievement? What are the most significant aids to raising achievement? What are the most significant barriers, and what is their effect?

23. 7 – What will be priorities on next year’s plan? To develop contacts with faith communities

24. 8- Identify areas for development over the next 2-5 years

25. Research references and acknowledgements: Retoday.org.uk Re-handbook.org.uk www.dioceseofleeds.org.uk www.monkfieldpark.cambs.sch.uk Cds.bromley.gov.uk