SACRE

SACRE

Liverpool SACRE offers a comprehensive range of advice and support to schools concerning RE collective worship.

Liverpool SACRE is a powerful local voice for communities with a stake in Religious Education.  It plays a very important role in supporting RE, and in contributing to the raising of standards in the subject.

Every Local Authority (LA) is required by law to have a SACRE and all SACREs are composed of four representative groups:
  • Christian and other religious denominations
  • The Church of England  
  • Teachers' associations 
  • Elected Councillors        


This wide representation is designed to ensure a comprehensive local knowledge whilst recognising diversity of interest.

In addition to its advisory role, Liverpool SACRE also has the following responsibilities:
  • To implement the Liverpool Agreed RE Syllabus  
  • To consider requests from schools to lift the legal requirement to hold an act of collective worship of a broadly Christian character

A Practice Code for Teachers of RE


Drawn up by an RE Council working group with representation from NATRE, AREIAC, NASACRE, this code aims to complement the GTCE’s general code for teachers.

When that code was being drawn up, there was some concern about the implications of ‘demonstrating respect for diversity and promoting equality’ and whether that principle might ever come into conflict with a teacher’s sense of integrity in relation to his or her own beliefs.

This proposed code for teachers of RE is designed to help reassure teachers of RE themselves as well as pupils, parents and colleagues that a professional approach to such issues can and will be observed.

A Review of Religious Education in England – October 2013

Full and summary reports of this review are available from the RE Council website. 

School Governors: responsibilities for RE

Dr Barbara Wintersgill, has produced two briefing papers for governors (one each for primary and secondary) which outline schools' responsibilities with regard to RE, give an overview of the problems identified by the report and suggest some actions governors might undertake to bring about improvement in their schools.

Primary
Secondary

Religious education: realising the potential

In the 2013 Ofsted report, there are references made to SACREs in the challenges, key findings and recommendations. There are also some exemplars of good practice which look specifically at four areas:
  • placing enquiry at the heart of learning – as a key to improving teaching
  • high-quality leadership and management in primary schools – as a key to improvement and raising the status of RE
  • forward-thinking leadership and management in secondary schools – as a key to securing provision for RE for the future
  • effective RE in special schools – adapting RE to meet the distinctive needs of pupils who have learning difficulties.

RE: The Truth Unmasked

This report is the result of an inquiry carried out by the All Party Parliamentary Group (APPG) on RE to investigate the supply of and support for teachers of religious education. The report draws on over 400 sources of evidence and concludes that there are some serious issues which need to be addressed if schools are to provide high quality religious education for every young person.

RE: The Truth Unmasked Final report
RE: The Truth Unmasked Summary report

Click here to find out more about the APPG on RE

Schools with Soul

NASACRE welcomes the RSA report Schools with Soul which offers a very powerful and original analysis of school-based provision for SMSC.

The project was an RSA-led investigation carried out with an inter-disciplinary group of 40 experts in research, school leadership, teacher training, school inspection and social media. The investigation used a pioneering method of evidence-gathering supported by two intensive meetings of the expert group. Culham St Gabriel’s supported the investigation financially and participated in the group and writing process.

NASACRE welcomes and agrees with the report’s analysis that SMSC is in danger of being marginalised, and its recognition of the need to strengthen a distributed understanding of SMSC amongst school leaders. The nine recommendations certainly give SACREs material for further reflection about continuing commitment to SMSC, in collaboration with others and in ways that draw a clear, though related distinction between SMSC and RE. 

Contact

Gill Lawson - [email protected]

Websites

Resources

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