JUDGEMENT: Adequate The department meets the needs of ...

Caldicot School D E F 2013 Ysgol Cil-y-Coed

Committed to Achievement Calon i Lwyddo DEF template

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Key Question 2

Provision – Learning Experiences

Subject: Religious Studies

Evaluation Evidence 2.1.1 Meeting Needs

JUDGEMENT: Adequate The department meets the needs of learners effectively by: Ensuring that learning experiences within the Religious Studies Department are engaging, challenging &

stimulating and meet the needs of all learners. Lessons are well planned, set at an appropriate pace and incorporate a variety of activities (e.g. working together, independence, thinking and communication skills etc). The department’s SoW is detailed, ensuring challenge for the majority of pupils. There are differentiated activities in the pupil workbook and there are extension activities, which may be used to challenge the talented and gifted. However these are being developed to meet the needs of all learners and to build on the existing SoW and bank of resources to provide an even more varied resource pack to ensure all pupils achieve their potential

Direct primary liaison takes the form of taster lessons given by KS3 team both in the feeder schools and at Caldicot school. Also, the variation of topics studied between feeder primary schools is addressed through the transition process by delivering a taster day on ‘Why do we study Religious Studies? In addition, we begin with ‘An Introduction to Religious Studies’ in the autumn term of Year 7. The Celebrate RE event in 2010 included local representatives from all of the principle world faiths and is organised for Y6 pupils. This will continue every four years (next event Spring/Summer 2014).

At KS4, pupils’ needs are met by completion of GCSE Full Course in 3 or 4 hours a fortnight. Some KS4 topics

and assessment methods are introduced in KS3, in preparation for KS4, such as evaluating questions/statements in assessments. This is a vital component in KS4 since it is 100% examination (all essay based) and the highest weighting question is an evaluative question.

At KS5 Philosophy and Ethics is an option subject and has high uptake (e.g. 22 AS students, 12 A2 students September 2012). KS4 forms of assessment and certain topics lend themselves to AS, e.g. the main religion studied is Christianity (same as KS4) and ethical issues including fertility treatment, abortion and euthanasia being an extension from some of the GCSE modules. Assessment at KS5 is an extension of KS4 such as ‘describe, explain and evaluate with quotes and examples to support the answer’.

The department seeks to overcome barriers to children’s learning. High expectations are set within the department

and the department applies school policies in order to create effective learning environment. SoW and some differentiation usually ensure stimulating lessons/work for all pupils – including ALN, G&T, ethnic minorities.

Extra curricular activities provide opportunities for pupils to use skills outside the classroom, which enhance their

learning experiences. The following extra-curricular activities are offered by the department:

SoW Lesson observations Pupil work books and pupil work Lesson resources Book scrutiny Department minutes KQ1 outcomes DIP Extra-curricular calendar



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YEAR/S ACTIVITY TIME OF YEAR

Y6, Transition Activity (approx 250 pupils)

Celebrating Re. Visit by representatives from the principal

world faiths.

Spring/Summer

Y7 St. Mary’s Church Visit and Carol Service

Autumn Term

Y8 Visit to Neasdon Mandir and Wembly Stadium

Summer Term

Y7, 8 & 9 Jesus Bus. Sponsored by Eddie Stobbart

Autumn Term

Y11 The Holocaust. Residential four day visit to Krakow for Holocaust

awareness raising exercise

Autumn Term

Y10/Y11 (variable)

Revision sessions and drop in sessions for missed work/catch up

club

Throughout the year for drop in sessions/catch up club every

Thursday lunch time

Spring Term for planned revision sessions

Y12/13

Revision Sessions Natural History Museum

KS5 University based Revision Day at Trinity St David

Carmarthen

When need arises for revision sessions

Autumn Term for Natural History Museum

Spring Term for Revision Day The following have a positive impact on children’s experience/learning within the department:

o Celebrate RE Day every four years; o Links with feeder schools and transition days; o Links of similar topics/content KS4 to KS5. o Extra-curricular activities. These provide pupils with opportunities to enhance their wider skills; it also

promotes positive learning experiences. Impact:

The above all contribute to efforts in raising pupil achievements as evidenced in KQ1. Extra-curricular activities impact favourably on pupil learning by promoting positive

learning experiences and developing pupils’ wider skills.

DEF KQ1 data.

2.1.2 Provision and

JUDGEMENT: Adequate

Lesson observations SoW



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Skills The department provides a comprehensive approach to provision and skills by: Essential skills are integral to the majority of Religious Studies lessons such as reading, writing, listening,

speaking, working together, thinking skills. Skills are included in SoW. Reading & Writing underpins work of Religious Studies’ Department. This compliments ‘Communication’

aspect of Essential Skills & forms a foundation for department SoW. Pupils apply skills in lessons as they complete written tasks.

The department is continually working on improving pupils’ literacy skills and staff is active in checking work. Pupils are encouraged to make SPG corrections when work is returned from marking and if there are common errors then classroom teachers highlight these to form the ‘starter’ activity sometimes. Pupils are encouraged to read aloud in nearly every lesson. Self/peer assessment is also used to encourage proactive approach.

Numeracy is adequate at all key stages due to limited opportunities to incorporate into SoW/ Lesson Plans. The

SoW and lessons are continually being adapted to provide some opportunity for pupils to develop and apply other essential skills such as numeracy. The standard of ICT is good at KS3, KS4 and KS5 due to the availability of laptops to be used in the classroom. Classroom tasks, assessments and homework tasks are often researched based where ICT is used frequently.

Most pupils display good problem solving skills at all levels. Nearly all pupils’ improving own learning and

performance skills are good at all key stages. Many pupils at KS4 regularly use AfL to improve their own performance by analysing mark schemes, model answers and setting their own targets. Nearly all pupils are good at working with others at all key stages which is an important part of the subject delivery. Working with others is often used when addressing ethical issues in problem solving.

The provision and development of skills is monitored and evaluated within the department, e.g. via assessments

and SoW. 3 focused ARR assessments ARR check points provide opportunity for the SL to monitor progress of whole classes/individuals, to ensure progress is in line with ability. Essential Skills are identified at start and end of lesson and clearly noted in SoW and lesson plans.

Impact:

Department meets requirements of Religious Studies curriculum. Development of pupils’ transferrable essential skills.

Pupil work books Book scrutiny PM Department minutes Assessments ARR

2.1.3 Welsh Provision

JUDGEMENT: Adequate The department provides an effective strategy for Welsh provision at the school by:

Providing some opportunities for pupils to develop their use of Welsh language to enable them to achieve good

standards. Incidental Welsh is used at the beginning of lessons to greet pupils and to give basic instruction. Some members of the department regularly use incidental Welsh in lessons such as calling the registers in Welsh and commanding pupils in Welsh such as Be Quiet/Silence, Stand up, Sit down, Well Done.

Pupil booklets are bilingual e.g. Covers, aims, target setting page in KS3 and KS4 booklets.

Lesson observations SoW/resources Book scrutiny Department minutes Religious Studies Eisteddfod

competition INSET provision of Bilingualism



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KS3/4 SoW provide opportunities to study topics which increase children’s knowledge and understanding of Wales

and Welsh culture, e.g. Different Church denominations in the local area such as St Mary’s Church. In the Year 7 SoW we focus on Signs and Symbols e.g. Welsh Flag and its’ symbolism leading into religious symbolism as well as learning about baptism, in particular local people baptised at St Mary’s Church in Caldicot.

The department enters pupils for a competition in the School Eisteddfod. Pupils have to design their own stained

glass window as part of the Year 7 SoW and create their own ‘I have a Dream’ speech as part of the Year 8 SoW.

All staff attended INSET on bilingualism to improve their use of the Welsh language. Impact:

Department supports school in meeting WG priority.

2.1.4 ESDGC

JUDGEMENT: Adequate

ESDGC is incorporated in the SOW at both KS3 and KS4. The concept of the earth being on loan to humans who

act as stewards is an important one in most of the principal world religions. Global citizenship underpins KS3 SoW e.g. Yr 8 Prejudice and Discrimination module, Yr 9 Islamophobia and Holocaust modules, Yr 11 Religion and Equality module, Yr 11 Religion and Science module.

Department SoW are constantly evaluated and modified (including ESDGC opportunities). Aiming to act sustainably as a department such as using recycling bins which are available in teaching rooms.

Lesson resources are increasingly available electronically on Desktop. All shared resources are placed on Desktop to avoid printing.

SoW Pupil work books Teaching rooms Intranet

JUDGEMENT

Excellent Good Adequate Unsatisfactory

Strengths Areas for Development Engaging learning experiences

Extra-curricular opportunities

The increase in the number of KS4 lesson from 3 to 4 a fortnight giving more time to

work on past paper examination questions and examination techniques

Continuing to set up links with Feeder Primary Schools.

Extending and developing a bank of extension materials and resources for the G&T and a bank of differentiated resources.

Department consistency in use of incidental Welsh.



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High uptake in KS5

Development of pupils’ essential/wider skills

Explore opportunities to improve pupils’ numeracy skills.



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Key Question 2

Provision – Teaching

Evaluation Evidence 2.2.1 Range and Quality of Approaches

JUDGEMENT: Good Teaching is good or better in many lessons in the department (75%) and excellent in 25% of lessons. Teaching is satisfactory in a minority of lessons (25%). Teaching is unsatisfactory in no lessons (0%). The quality of teaching across the department is good with some areas showing outstanding practice and having a highly effective impact upon learning in lessons. Strengths: Lessons are well planned and structured, and teachers display good subject knowledge giving clear exposition. Lesson objective are used well with success criteria being applied Most teachers have high expectations of their pupils and establish relationships that foster powerful learning. Teachers provide excellent support to their pupils to ensure progress in lessons. The wide range and variety of teaching strategies and resources employed within lessons and across the key

stages allow students good opportunities to explore different learning styles and meet their learning preferences. Nearly all teachers ensure that learners activate prior knowledge, understanding and skills, use their initiative to

think for themselves and also work collaboratively to solve problems and make decisions together. Where lessons are excellent, teachers encourage pupils to think about and reflect upon their learning, develop

metacognitive skills and develop a wide range of key skills, particularly communication. The superior areas of practice evident are: subject knowledge, effectiveness of teaching approaches,

effectiveness of learning resources, the quality of session planning, the quality and impact of working relationships and pupil behaviour.

The monitoring of pupil work shows excellence in linking lessons and teaching and also in developing strategies that improve literacy levels.

The department evaluates very effectively the quality of teaching approaches by: The department sets high expectations (behaviour & achievement) and has high expectations of all children.

Lessons have a fast pace and incorporate a variety of activities (e.g. working together, independence, thinking skills). Department SoW are differentiated, ensuring challenge for pupils at all levels. A bank of extension materials is being developed to ensure appropriate challenge/stimulation for all pupils.

Within the department, teachers have good, up to date knowledge of the subject according to expertise and the department keeps up to date with recent developments in field. Members of the department act as examiners and team leaders for several examination boards. Involvement with external bodies provides up to date information regarding regional/national developments within the subject e.g. JAR involved in creating WG programmes to counter extremism as an author of the GOT (Getting On Together) project. The department is also committed to discussion of teaching strategies/methodology in department meetings.

KQ1 standards Lesson observations. SoW. Book scrutiny. Extension material. Department minutes. Links with external bodies. Data. PowerPoint bank on school desktop.



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Clear short term and long plan objectives exist within department. Detailed SoW are available, with in-house

created booklets and PowerPoint resources to compliment SoW. Individual lessons have been planned, resourced and differentiated for all KS3-4 groups, with clear objectives. Detailed guidelines are provided in Teacher Notes, to inform teachers regarding time scale/teaching schedule for long-term planning.

A range of teaching methods is used to secure active engagement of learners. Bank of PowerPoint lessons have

been created to support/enhance delivery of SoW. Department meetings provide forum to share good practise & enhances teaching methods. Department has representation on working parties - Teaching and Learning (JAR), Literacy (PHR), GIFMAT (JAR). Department has built up a bank of PowerPoint presentations, Starter/Plenary activities, games, original material and exemplar material to support learning. These shared resources ensure consistency of approach & in learning experiences.

1. SoW and differentiation ensure stimulating lessons/work for all pupils – including ALN, ethnic minorities.

Interaction with Mrs Chris Morgan, SEN Link, provides opportunities to air concerns and seek specialist advice regarding ALN pupils.

2. SPG is noted in pupil books when marking. Pupils are encouraged to make corrections to their spellings and then to learn spellings as part of the focus on literacy. Corrections are made in the back of the pupil book and then the pupil will write these words out five times and will learn these words for homework. Pupils will then peer-assess each other’s work to check these words are now spelt accurate. 3. Department establishes good working relationships that foster learning as evidenced in the motivation of pupils in all years to be engaged in Religious Studies extra-curricular activities and the increase in uptake at AS/A Level. 4. High standards are set within the department and the department applies school policies in order to create effective learning environment. Code of Conduct is followed and letters sent home to seek parent support for substandard behaviour and achievement. The department liaises with PLs when needed. 5. Allocation of teachers is considered carefully, according to subject specialism and interest. PM interviews provide opportunities to discuss teacher interest/CPD. TAs are used for advice and support in lessons.

Impact: The above all contribute to a continued focus on raising pupil achievements.

DEF KQ1 data.

2.2.2 Assessment of Learning

JUDGEMENT: Good Assessment for Learning is good or better in many lessons (75%). Assessment for Learning is excellent in 25%

of lessons. Assessment for Learning is unsatisfactory in no lessons (0%). Strengths: In many lessons marking, feedback and dialogue between teachers and pupils is of a consistently good quality

and is instrumental in securing highly effective or proficient learning. The monitoring of pupil work across the department verifies this judgment.

Teacher questioning is appropriate, skilled and proficiently checks for understanding, provokes engagement and makes pupils feel valued.

Most learners understand what they are doing, how well they are doing and how they can improve. They are clear about what they are doing and why.

SoW Lesson observations Lesson resources Assessments KQ1 ARR Department minutes Teacher planners Department comment banks Subject reports Pupil work booklets and pupil-speak

criteria Pupil target setting sheets.



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Learners are provided with good opportunities to peer and self assess in the best lessons. Learners regularly receive good quality feedback, which is supportive and detailed within lessons and marking.

This is against assessment and other success criteria. Most teachers model expected performance and discuss improvement strategies. Successful use of rewards helps the improvement process for most pupils. Marking is used well to set targets for improvement. Learners are provided with valuable time to reflect upon the process of learning and also upon wider learning

and key skills.

Assessment of Learning: Baseline data from FFT is used to identify KS3 , KS4 and KS5 benchmarks effectively. Whole school pupil target setting is adhered to. EoKS2 & 2 is used to set KS3 targets; FFT-D is used for KS4

targets + 90% L5+ ; ALPS is used to set KS5 targets. Whole school, departmental and individual reports are produced after every pupil progress snapshot that are

detailed and allow pupil underachievement to be identified and support measures put in place. The quality of snapshot and final reports is good and these offer clear progress indicators and targets for

improvement. All reports are clear, consistent and informative. Following assessment recording periods, pupil/class data is scrutinised in line with targets. Progress is also

discussed in department meetings and detailed strategies are provided for Y11 pupils. The department uses AfL very effectively to raise pupil achievement by: Pupils are aware of what they are good at and where they need to improve. Time is given in class for pupils to read

teacher comments from class work and assessments and write down strategies on how to improve their level/grade. These strategies are then written in pupil planners. NC levels & GCSE grade descriptors have been modified into pupil-speak level ladders/level descriptors, which form part of the assessment writing process. In KS4 National Curriculum/GCSE level descriptors are kept in pupil workbooks and used as reference points. These form success criteria for set tasks. Pupils are also given instructions regarding allocation of marks in each part of the GCSE questions. At both KS4 & KS5 pupils and students are becoming increasingly aware of mark schemes through the use of specimen assessment materials and AfL lessons following end of module tests. Writing frames are provided for all assessments in KS3 & 4 and some at KS5 to ensure pupils understand and meet the requirements of assessments/examinations. Pupils are encouraged to correct SPG errors once marked work is returned in line with the whole-school marking policy.

The department uses oral and written feedback; informal and formal feedback; teacher, self and peer assessment. Detailed feedback is provided on focused ARR tasks, highlighting positive aspects and areas for improvement.

Assessment informs future planning within the department. The department discusses appropriateness of set task,

how pupils performed and whether changes need to be made to assessment/SoW. SoW are regularly evaluated/modified to ensure best provision for pupils. The assessment process is also used to plan starter/plenary activities to address common misconceptions highlighted in pupil assessments. Pupil Questionnaires can be seen in

Pupil questionnaires



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two modules (Beliefs about Deity & Religion and Human Relationships) in Year 10 and two modules (Religion and Medical Ethics & Religion and Science) in Year 11. Pupils are encouraged to play an active role in providing feedback on these modules through the pupil questionnaires and comment on the teaching and learning strategies that were used. Pupils have an opportunity to express any areas/sections of work that they would like to return to before the assessment.

The department has been trained in use of FFT data and the three ARR checkpoints provide opportunities for

individual teacher & SL to monitor progress of pupils in line with targets and this helps raise pupil achievement. Staff also work on the premise that a KS3 pupil should move up two National Curriculum Levels and that a pupil achieving National Curriculum Level five should achieve a C grade at GCSE.

1. Records on pupils are easily accessible in Assessment Manager. Individual teachers also keep further records in Teacher Planners. 2. The 3 focused ARR tasks are recorded by the department at ARR check points during the year (1 per term). Targets are also monitored and reviewed by individual teachers/SL at ARR checkpoints. This is increasingly used to intervene in cases of underachievement, for example at KS4 by targeting pupils for revision sessions/letters home to parents or “Master Classes”. 3. Assessments are based on NC level descriptors requirements in KS3, GCSE/AS/A2 examination board requirements and grade descriptors at KS4/KS5.

AFL strategies include use of ‘think/pair/share’, pupil friendly criteria, self and peer assessment sheets. The

department encourages pupils to be active in checking work, e.g. pupils write up spelling corrections when books are returned after marking and pupils are set homework to learn subject specific vocabulary and learn the spellings of key words in preparation for the assessments or GCSE/A Level Exams. Pupils are encouraged to take responsibility for their own learning through research homework/projects being set and extended writing particularly in assessments. GCSE and A Level pupils often create their own revision materials. Pupils are encouraged to attend drop-in lunch time sessions for general queries and questions about homework/classwork.

Detailed & accessible subject-specific comment banks are available. KS4 comment banks also include sections to allow subject teachers to comment on examination performance and pupil progress in line with targets. Attainment targets comments are based on NC level descriptors/GCSE grade description. KS5 reports are written creatively by relevant staff and customised for individual students. Letters are sent to parents to update them on mock examination results and assessments and ways to improve results. Post cards/praise cards are sent home across all key stages to make parents/guardians aware of their child’s progress.

Impact: The above all contribute to efforts in raising pupil achievements as evidenced in KQ1.

DEF KQ1 data.

2.3.1 Provision for Health and Wellbeing (including

JUDGEMENT: Good The department has an effective strategy to provide for the following aspects. Health and Wellbeing 1. Opportunities to discuss Healthy Living/Religious Lifestyle are noted in SoW (KS3 and KS4). Examples

SoW Lesson observations Lesson resources Pupil questionnaires Department minutes



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spiritual, moral, social and cultural development)

include Kosher and Non-Kosher food in Judaism whereby pupils design their own menu and we discuss healthy living though this. In addition we discuss Brit Milah and the health benefits for the Jewish people. Members of the department are also involved with pastoral side as FTs. School procedures are followed and high expectations are set by teachers. 2. Surveys/Questionnaires are available within department to seek the view of pupils and to encourage pupil voice. 3. Health and Safety of pupils/staff is always discussed in department meetings, providing opportunities to alert H&S officer of concerns. The department works closely with H&S Office, to organise school visits.

The department provides for children’s personal and social development and encourages children’s understanding of relationships via SoW. Pupils are also given many opportunities to work together in lessons. These provide for pupils’ social development.

The department has effective arrangements for dealing with harassment and bullying. Issues are referred to

PLs/TMs as they arise.

The department improves children’s independence and encourages them to work with others. Working with others is a key element in teaching Religious Studies.

Pupils enjoy lessons and feel secure. This is noted in PM observations. It can also be shown by the uptake in KS5 over the last few years (2010: 24 AS students and 3 A2 students; 2011 14 AS students and 14 A2 students; 2012 16 AS students and 16 A2 students. From September 2012-13: 26 AS students and 14 A2 students have opted for the subject).

High standards are expected within the department with regards to behaviour, attendance, punctuality. School

procedures are followed when/if needed (e.g. behaviour policy). Concerns are raised with SL and discussed with PLs when/if necessary. The majority of pupils show respect towards teachers & peers, abiding by school behaviour policy. This allows all pupils to learn effectively in a safe environment. This is noted in PM observations and minimal call outs for senior patrol.

Spiritual, Moral, Social and Cultural Development 1. The department takes a lead with the Moral and Spiritual development of the school community. The department

encourage children to develop a sense of curiosity about their own and other people’s lives which are evidenced in the SoW and lesson observations at all key stages as well as extra-curricular activities such as a residential visit to Krakow researching and developing an appreciation for the Jews in the Holocaust.

2/3. Teachers within the department are role models and lead by example. Values such as honesty, fairness and respect for truth and justice are fostered as subject teachers promote school values. Members of the department are also involved in the pastoral care of pupils in their role as FTs. The department takes a lead with the Moral and Spiritual development of the school community. ‘Thought for the day’ is provided for the daily act of worship and the theme of the week is embedded in the calendar. One of the members of the department is the whole school PSHE Coordinator. The SoW reflects many issues of moral and ethical importance in society today. 4. Pupils are reminded that school not only provides subject specific skills, but also provides vital opportunities to learn how to live and work alongside others within a community.

Pupils within the department are encouraged to relate to others and take responsibility for their own actions as they

work together in lessons and follow the school code of conduct. Pupils are encouraged to take responsibility for

Referrals/SSP calls. PM. FT minutes.



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homework and record this in their planners. Pupils are involved in decision-making at key points and are involved in evaluation of provision via

surveys/questionnaires on some modules at KS4. Views are taken on board and SoW are modified accordingly.

The department contributes to extra-curricular activities as seen in 2.1.1. The department has made some links with the feeder primary schools through the Celebrate RE Day. Links have also been made with St Mary’s Church in Caldicot for the Church visit as part of the Year 7 SoW and the school carol concert. Further links have been made with St Mary’s Church in relation to the GSUS bus whereby members of the church congregation and Reverend Mr John Hall accompanies this event with KS3 pupils of Caldicot School.

Impact: The above measures support fully the SIP for wellbeing and the school’s commitment to care and support.

2.3.3 Safeguarding arrangements

JUDGEMENT: Good The department complies fully with the school’s safeguarding policy. All members of department are updated

regarding child protection issues and department liaises with child protection officer as/when needed.

Whole School annual CP INSET programme

2.3.4 Meet the needs of FSM, ALN, GT, LAC and EM in department

JUDGEMENT: Good The department meets the needs of all pupils thoroughly, including: FSM Pupils

FSM pupils are identified on Y9, Y10 and Y11 department class lists, for easy identification and monitoring. Y9, Y10 and Y11 summary tables used in department meetings as basis for dialogue regarding pupil

progress. Special focus on FSM pupils causing concern and strategies to address. Monitoring of progress in line with targets at ARR checkpoints. Subject teacher/SL dialogue if/when

underachievement evident. Extra teacher support as/when needed, e.g. open door policy, revision support, homework drop in sessions.

ALN pupils

The department all have access to information about the ALN of the pupils they teach e.g. IEPs to inform planning and provision.

The SEN link (Mrs Chris Morgan) liaises with the department about pupils identified with ALN with our department.

Monitoring provision is on the agenda for every department meeting and the IEP booklets are completed and returned by this member of the ALN department.

To determine the progress of ALN pupils in comparison to their target grades the department can use the filtering process on SIMs.

All pupils with ALN usually receive support they need such as the help from teaching assistants and

Differentiated resources SoW ARR Department minutes Minutes of meetings KQ1



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differentiated resources. All pupils with ALN follow NC at KS3. All pupils at KS4 take Religious Studies and are entered for Full

Course unless requested by a parent to do Short Course only. Pupils with severe ALN obtain a qualification in entry level Religious Studies at KS4 through the study of similar topics to that studied at GCSE.

Some pupils with ALN achieve appropriate standards as evidenced in KQ1. Some resources are differentiated for use with pupils with ALN and “A” classes are taught by a teacher with

expertise in the field of ALN (Maria Jones). Further differentiated resources need to be developed. LAC

Implementation of school code of conduct and sanctions within department ensures consistent effective teaching and learning across the department, creating a safe environment to learn in.

Pupils are identified and monitored. Ethnic Minority Pupils

SoW includes the study of the six main religions and within these the varying religious beliefs and cultures, raising awareness of the value of respect and tolerance amongst humanity e.g. Christian beliefs about equality and tolerance in the KS4 module on Religion and Equality.

Visual resources such as PowerPoints and video clips as well as music at times help pupils with little English to access lessons.

GIFMAT

Department representation on GIFMAT task group. Representation and cascading of information in department meetings encourage reflective approach to identify/challenging G&T pupils.

Some extension tasks in SoW and pupil booklets/homework at KS3 & 4 however these need to be developed further.

Impact: The above measures support all pupils in making progress in line with targets e.g. 100% of G&T Y10 2013 pupils achieved target grades; 82% of FSM Y10 2013 pupils achieved their target grades.

DEF KQ1 data.

2.4.1 Evaluate ethos, quality and diversity in department

JUDGEMENT: Good The department provides successfully its on distinctiveness while promoting the school ethos, e.g.

1. The department handbook 2. Teaching and Learning activities 3. Inclusive extra-curricular activities

All pupils are given equal access to the curriculum. There are plenty of opportunities in the SoW to consider

Department handbook Department minutes SoW Lesson observations



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different cultures as well as challenging stereotypes e.g. in the KS3 topic on racism and Martin Luther King and the KS4 module on Religion and Equality exploring Christian attitudes towards gender and sexism.

All pupils are encouraged equally to be involved in all aspects of department life e.g. lesson participation, Eisteddfod competitions and extra-curricular activities.

The department ensures the promotion of respect within the classroom as pupils contribute to lessons and work together nearly every lesson at all key stages. The school code of conduct and sanctions are followed consistently to ensure pupils have the opportunity to learn effectively in a safe learning environment. Inappropriate behaviour is dealt with quickly and appropriately according to school procedures.

Any raised issues are analysed and dealt with through external review and department meetings. The department seeks to develop tolerant attitudes in order to ensure that all pupils and subject teachers are

free from harassment. Subject teachers lead by example; any issues are dealt with and referred to the relevant manager.

The department promotes the prevention and elimination of oppressive behaviour including bullying, sexism, racism, homophobia and extremism. Teachers lead by example and issues are dealt with and referred to the relevant manager.

Impact: School values are embedded in daily life of department.

2.4.2 Departments physical environment for pupils needs.

JUDGEMENT: Good The department ensure fully that the physical environment in the Religious Studies subject areas support children’s needs by: In-house created resources well-matched to suit pupils’ needs, customised to suit needs of pupils in Caldicot & to

build on work done in feeder primary schools.

News reports of religious interest are displayed as a focus for discussion in lessons when relevant. Some classrooms are stimulating and attractive for pupils. Some classrooms display subject-specific word banks on

walls along with pupils work. Key subject-specific vocabulary/terms can be seen in all pupil work booklets and in the majority of pupil’s written work.

Most Religious Studies classrooms benefit from the use of an interactive whiteboard, internet access and frequent

use of laptops which enables pupil engagement when utilised effectively in lessons. Impact: Learning resources displayed on walls in specialist teaching rooms are used effectively to reinforce teaching and promote learning.

In-house created resources SoW Department resources Classrooms Displays Pupils work



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JUDGEMENT


Strengths Areas for Development Subject knowledge.

Sharing of good practice in department meetings.

Promotion of good behaviour.

Detailed SoW and pupil booklets to accompany the SoW.

To create new differentiated resources for ALN pupils.

To create new resources to challenge and stretch GIFMAT pupils.

Caldicot School D E F 2013 - RS Ysgol Cil-y-Coed


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Key Question 3

Leadership RS

Evaluation Evidence 3.1.1 Strategic direction and impact of leadership in department

Judgement: Good 1. WG Priorities The department is committed to WG priorities, e.g.:

1 Literacy and Numeracy Framework 2 Enhancing the life chances of pupils trapped in social deprivation circumstances with a focus on

those on FSM 3 Raising L2 +E+M

2. School Priorities The department is committed to school priorities:

1. Literacy and Numeracy (SIP 1, TIP 1-3). 2. Teaching and Learning (SIP 2, TIP 4-5). 3. Eradicating pockets of variation between departments (SIP 2, TIP 4-5). 4. Pupil tracking and mentoring (SIP 3). 5. Enhanced data usage package (SIP 3). 6. Curriculum development (SIP 4, TIP 6-7). 7. Well-being (SIP 5, TIP 8-10)). 8. Tackling social deprivation (SIP 5). 9. ICT strategy (SIP 6).

i) The department has clearly defined aims, strategic objectives, plans and policies which are firmly focused on national priorities and meeting children’s needs. ii) There are no TLR post-holders or second in department for the Religious Studies department as SL is acting SL due to staffing restructure. SL is solely responsible for leading the department. The other two specialist teachers hold key roles within the school (JAR PSHE Coordinator; MSR is AHT & SENCO).

Department meetings focus on teaching & learning/pupil progress. They follow a set agenda and provide

effective forum to air concerns, discuss good practice and evaluate provision. Detailed minutes are provided, with action points clearly noted in separate column, with clear deadlines. All minutes are emailed to all relevant staff members including the department.

High expectations are set by department leaders, e.g. regarding teaching & learning, assessment, classroom expectations, contribution to department life. As classroom teachers/leaders, the department sets high expectations (behaviour & achievement).

DIP. DEF. Department handbook. Department minutes. Lesson observations. Book scrutiny. ARR. PM. INSET evaluations. Gained time log sheet.



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Department targets are set for all subjects by the SLT/PL based on the school’s challenge targets (FFT-D+ 90% L5+) and these are regularly discussed in department meetings and with the Standards Unit based on the target setting cycle.

Impact of leadership: i) The vision of the department is clearly owned by all.

ii) Leading by example and making staff feel valued are core values of department leadership. Members of department are consulted regarding key issues. iii) Teachers and pupils are supported and challenged to do their best. iv) Department meetings are focussed on teaching & learning/pupil progress.

Analysis of pupil results at all Key Stages is undertaken by SL for all members of the department, e.g.

analysis of ARR’s, TS3/TS4 EOKS. PM targets/reviews/INSET needs are based on DIP. Areas of Responsibilities/CPD are discussed in

reviews.

DIP is based on SIP. This ensures whole school targets for improvement are supported by the department.

Impact:

The department is clear about both national and local priorities and the department’s response is clearly indicated in the DIP.

Positive impact on teaching and learning and pupil outcomes.

3.1.2 Role of Governor with the department

Judgement: Good

New Link Governor allocated September 2012 - Mark Lewis. Department minutes all forwarded to Link Governor 2012-13. One meeting set up to discuss department issues during this academic year. Impact:

Sharing of issues with governing body link.

E-mail. Department minutes.

3.2 Improving Quality

3.2.1 Department Self Evaluation

Judgement: Good



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1. Pupil progress and achievement is reviewed at ARR checkpoints by the SL, PL and department LM. Concerns regarding underperforming/coasting pupils and teaching & learning issues, which might exist are identified and action plans are created to address issues.

2. The whole school self-evaluation culture is embedded in the department’s working life, creating an

effective self-evaluation ethos. The team continually evaluates teaching & learning, SoW and pupil progress in department meetings and acts on findings/discussions from these meetings.

3. The department: Encourages involvement of all members of department in peer-observations, book scrutiny and evaluation of SoW/provision, in order to share good practice: Involves all department staff in assessing outcomes and their own performance through data analysis; Encourages pupils to share their views through use of pupil surveys and questionnaires in pupil booklets to share opinions on individual modules and different teaching and learning methods. The views of parents/carers are also taken into consideration through feedback during parents/open evenings; Takes into account the views of members of the department through consultation on key issues; The department draws upon internal and external reviews to help identify priorities.

Impact: The department is always trying to find new ways of improving teaching and learning in order to improve standards.

ARR. Department minutes. SoW. Lesson observations. Book scrutiny. Surveys. SIP.

3.2.2 Department Planning and securing improvement

Judgement: Good i) Self-evaluation opportunities at key points of the year: DEF KQ1 (autumn), KQ2 (spring) and KQ3 (summer) & DIP MYR (March). ii) Priorities for improvement are noted clearly in DIP and are based upon whole school and department priorities. iii) Strategies noted in DIP are firmly based on further improvements/refining. DIP shows areas of responsibility for all department members. Analysis of pupil results and contribution to department life are both key factors in evaluating the

performance of staff, along with DEF, PM, book scrutiny, peer lesson observations. If/when support is needed; obtainable targets are set based on first hand evidence, with definite time frames and support strategies.

DIP sets out priorities, with detailed costing to ensure adequate allocation of resources and training needs. SL (appointed on a temporary basis in September 2012) is committed to moving department forward. Impact: The department is making positive improvements through implementation of

DIP. DIP MYR. DEF. PM. Lesson observations. Book scrutiny. LM/SL minutes/meetings.



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the above in order to improve standards. The impact of changes under new leadership will be evaluated as new data is obtained.

3.3 Evaluating Effectiveness

3.3.1 Strategic Partnerships

Judgement: Adequate The department works strategically with the following in order to improve children’s standards and wellbeing, e.g. Parents/Carers. The department feeds back to parent/carers in Parent Teacher evenings, pupil reports,

letters, praise post cards, phone conversations (if/when needed). These opportunities allow the department to seek the support of parents in encouraging pupils to fulfil their potential and in addressing concerns which might affect pupil progress/achievement.

Feeder Primary Schools. Direct primary liaison takes the form of taster lessons given by KS3 team both in the feeder schools and at Caldicot School. Also, the variation of topics studied between feeder primary schools is addressed through the transition process by delivering a taster day on ‘Why do we study Religious Studies? In addition, we begin with ‘An Introduction to Religious Studies’ in the autumn term of Year 7. The Celebrate RE event in 2010 included local representatives from all of the principle world faiths and is organised for Y6 pupils. This will continue every four years (next event Spring/Summer 2014).

Examination Boards. JAR is currently a GCSE examiner. Involvement with exam board allows subject staff to improve teaching and learning within the department. JAR is also a member of the GOT project.

I-Learn Wales. This has provided an excellent opportunity to work alongside colleagues in Monmouthshire and Torfaen to ensure that ICT is used effectively to enhance teaching practice and enrich learning opportunities of pupils in Religious Studies.

Impact: The above measures are slowly beginning to have a positive impact on teaching and learning, pupil progress and achievement and standards within the department.

Parent/Teacher evenings. Department minutes. I-Learn Wales.

3.3.2 Collaboration with other education partners

Judgement: Adequate

The Religious Studies department takes opportunities to work with other departments and initiatives

within the school to develop continuity in learning and wellbeing, e.g. ESW, numeracy, literacy and ESDGC, PSE.

Within the school, opportunities to discuss assessment and moderation exercises arise in cluster meetings.

SoW. Department minutes.

I-Learn Wales.



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Where opportunities arise the department works with other departments within the school to use and share

resources, e.g. use of ICT rooms. Opportunities provide platforms to work alongside local Religious Studies departments, e.g. I-Learn

Wales provided an excellent opportunity to work alongside colleagues in Monmouthshire and Torfaen to ensure that ICT is used effectively to enhance teaching practice and enrich learning opportunities of pupils in Religious Studies.

Impact: Working collaboratively with others within the school and beyond enables sharing of resources and good practice.

3.4 Resource Management

3.4.1 Management of Staff and Resources

Judgement: Good The department has 3 Religious Studies specialist teachers. However two of these have TLR posts (MSR

AHT & SENCO) and (JAR PSHE Co-ordintor). SL is responsible for the involvement in PLC within the school, e.g. Numeracy and Literacy and GIFMAT and AFL (JAR). 50% of department staff are subject specialists.

Staff are deployed as effectively as possible. Gained time tasks are also set according to knowledge,

experience and professional development. All department staff are supported by CPD. Staff are encouraged to acquire new knowledge and skills to develop innovative approaches to learning

and teaching via PM cycle, sharing of good practice in department meetings, INSET, lesson observations, involvement in PLCs within and beyond the school.

Peer lesson observations are encouraged to share practice, with department staff required to conduct at

least one observation per year. The department constantly evaluates its’ provision, practice and training needs e.g. good practice slots in

department meetings, SoW review, peer lesson observations, data analysis. Following INSET, information is cascaded in department meetings to allow sharing of key information. Professional learning has positive impact on staff as it boosts confidence, increases motivation, inspires and encourages continual evaluation of provision and teaching methods. This, in turn, has positive impact on pupil learning.

Staffing information. Timetables. SoW. PM. Gained time log sheet. INSET evaluations. Department meetings. DIP. Monthly expenditure reports. Extracurricular opportunities. Department resources (eg booklets).



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Spending decisions and financial planning are based on DIP/SIP priorities for expenditure on

improvement over time. Areas for development are highlighted in 3 year plan; DIP and SoW are used to plan and prioritise accordingly.

Department spending is monitored by SL (PHR) (INSET, extra-curricular, orders, photocopying) and

monthly expenditure reports are issued. In order to ensure effective delivery of SoW, reprographic costs remain heavy as department uses in-house, tailor made, differentiated pupil booklets/material.

The department budget is set annually with Business Manager. Contingency is difficult due to high

reprographic costs and small budget. However, 3 year plan is implemented. Monthly expenditure reports are issued for monitoring and review.

TAs are deployed in lessons to support delivery of lessons. Impact: The department is working towards effective and efficient management of resources in order to improve outcomes of attainment for pupils.

3.4.2 Does the department provide value for money?

Judgement: Good Provision within the department is increasingly securing appropriate outcomes for pupils as evidenced

by standards of achievements of pupils. ICT provision is slowly improving with the use of laptops in classrooms. Increasingly good use is made of funding received in order to ensure delivery of an effective curriculum.

Funding is used to ensure best provision to support CPD of teachers. All funding received is targeted according to priorities outlined in DIP.

Impact: Good value for money.

Department results. DEF KQ1. DEF. Staffing. Class rooms. PM. Gained time log sheet. INSET records. INSET evaluations. SoW. DIP. Minutes of capitation meetings.

Department resources.

JUDGEMENT




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Strengths Areas for Improvement

Clear aims set out in DIP.

Good practice discussions in department meetings. Links set up with governor.

Staffing. Subject specialist teachers in a core subject, particularly TLR post holders

for KS3 and KS4 or second in department to allow SL to delegate.

Liaison with other schools.

Week Date Theme Value 1 02.09.13 New Beginnings Honesty Mrs Gwyer Roberts 2 09.09.13 Teaching and

Learning Self Discipline Mr Sexton

3 16.09.13 Harvest Festival Respect Mr Peter Strong 4 23.09.13 Spiritual Awareness Honesty Mr Whitcombe 5 30.09.13 One World Respect Mr Bryant 6 07.10.13 Self Knowledge Self Esteem Mr Downs 7 14.10.13 Faith Tolerance Mr Sexton 8 21.10.13 Living in the Moment Self Esteem Rev John Hall 9 04.11.13 Living as a family Responsibility Mr Mock 10 11.11.13 Joy Honesty Senior Staff 11 18.11.13 Anti Bullying Respect Mrs Thomas 12 25.11.13 Silence Self Esteem Rev L Harrison 13 02.12.13 Christmas Honesty The Olive Branch 14 09.12.13 Intercultural Harmony Tolerance Mrs Weston 15 16.12.13 Friendship Respect Rev Annie 16 06.01.14 Positive Self Esteem Mrs Gwyer Roberts 17 13.01.14 Holocaust Memorial Respect Mrs Jones (Religious

Studies) 18 20.01.14 Healing Self Discipline Rev J Harris 19 27.01.14 Love Tolerance Miss Powell 20 03.02.14 Feeling Worthwhile Self Esteem Rev Pam 21 10.02.14 Human Rights Respect Mr Sexton 22 17.02.14 Nature Responsibility Lois Gerhold 23 03.03.14 Recreation Self Discipline Mr Whitcombe 24 10.03.14 Human Potential Self Esteem Mr Mock 25 17.03.14 Learning Honesty Mr Rees 26 24.03.14 Easter Honesty Rev Dennis 27 31.03.14 Courage Honesty Miss Ashton 28 07.04.14 International Co-

operation Tolerance Mrs Weston

29 28.04.14 Living your life Responsibility Mrs Gwyer Roberts 30 05.05.14 Service Responsibility Mrs Harris 31 12.05.14 Time Self Discipline Mr Bryant 32 19.05.14 Open mindedness Tolerance Miss Davies 33 02.06.14 Unity of purpose Responsibility Mr Mock 34 09.06.14 Generations Respect Mr Sexton 35 16.06.14 Independence Self Esteem Mrs Ashton 36 23.06.14 Laughter Honesty Mr Whitcombe 37 30.06.14 Productive Work Self Esteem Mr Mock 38 07.07.14 Giving Thanks Respect Mr Rees 14.07.14

Name of School: Caldicot

Collective Worship

Key Question 2: How good is provision in Collective Worship? Does Collective Worship meet the statutory requirements?

Yes X No

References: ESTYN Inspection Framework 2.3.1, Supplementary Guidance on inspecting collective worship in non‐denominational schools’ (September 2010), ‘Religious Education and Collective Worship’ (Welsh Office Circular 10/94), WASACRE Guidance on Collective Worship 2012 Good features in relation to the quality of Collective Worship

The school holds a daily act of Collective Worship and fully meets its statutory requirements. Collective Worship provides opportunities to reflect and to praise through the collective act of

worship as a year group and through the thought for the day with the Form Group. All acts of Worship are based upon an assembly rota of themes and the school’s values of: Honesty,

Tolerance, self esteem self discipline responsibility and self respect. SEAL (Social and Emotional Aspects of Leaning) themes help to support and enhance pupils’ values,

morals, attitudes and understanding. The local religious leaders regularly leads Collective Worship and Christian Festivals are also a focus in

the school. Once during the academic year each class leads a Collective Worship session. Senior Management Team members take turns to leads acts of Collective Worship. All staff are trained in leading collective worship and Senior Staff monitor and review the provision as

part of the Self Evaluation process. As part of their CPD, opportunities for ‘other’ members of staff (teaching and LSA) are provided o lead

Collective Worship sessions. Opportunities are also provided periodically during Collective Worship to raise awareness of beliefs

and worship of other cultures and religions.

Areas for Development in relation to the quality of Collective Worship

To further develop ways in which to provide opportunities for spiritual development. Excellent Good x Adequate Unsatisfactory

Signed: Shane Mock

Assistant Headteacher

Date: 6th November 2013

JUDGEMENT: Adequate The department meets the needs of ...

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