Elements of the Strategy

1. Training the existing teacher workforce (CPD). This is the most significant element. There needs to be a major training and updating programme across the workforce targeting non-specialists in secondary schools, updating secondary specialists and equipping primary class teachers many of whom have had little or no RE training. Wherever possible, training should be certified and linked to career progression. Mixed mode delivery should include ICT based packages which can be used both individually and by trainers. Master’s level opportunities should also become realistically available.

2. Work on disseminating the NFRE needs to be pursued as fast and as rigorously as possible amongst key stakeholders, eg SACREs, governors and parents.

3. Foundation stage. There is a need to ensure that spiritual development is included in any revision of the foundation stage’s early learning goals.

4. Primary teacher training (ITT). When the training standards are next revised, RE should be included in the list of subjects in which successful demonstration of classroom competence is required. As many primary training providers no longer have even one RE subject specialist, a national RE primary training programme needs to be created.

5. Secondary teacher training (ITT). Given that RE is recruiting additionally from allied subject areas such as philosophy and the social sciences, a subject knowledge enhancement programme should be developed. There should also be a new training route for teachers wishing to switch from a non-shortage subject to RE.

6. Education 14 – 19. There needs to be joined up planning here so that a properly accredited RE/spiritual development entitlement features in all future strategies. This entitlement should be for all students on both academic and vocational pathways. This is not evident in the Tomlinson proposals and it is so far virtually non-existent in FE.

7. New types of school. Academies should be required to follow either the agreed or a faith community syllabus according to their foundation. RE should be allowed as a lead subject for a Humanities College bid.

8. Head teacher and senior management attitudes to RE are sometimes professionally uninformed and/or personally negative. The National College for School Leadership is well placed to improve this situation and should be asked to include this as a mission priority. RE should also be included in governor training to enhance their understanding of the responsibility for RE compliance.

9. The delivery of the strategy should be through working with, and where necessary helping to further equip, partners who are in positions to implement the strategy.

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