Pg 5

The quality of teaching and how purposeful learning is in Religious Education

  •  The quality of teaching and purposeful learning in Religious Education is good.  On the day of inspection some of the lessons observed were outstanding.
  •  Teachers display good subject knowledge and deploy a range of teaching styles to motivate and inspire pupils.
  •  Around the school and in classrooms displays are bright and appealing.  Appropriate artefacts are used and reflect Religious Education themes and show prior  learning.
  •  In lessons observed, effective planning and teaching strategies ensured pupils were engaged.
  •  Teaching encourages pupils’ enjoyment of and enthusiasm for Religious Education.
  •  Teachers have excellent relationships with all pupils.  Across the school teachers share experiences and link Religious Education to their own lives, inviting pupils to  do the same.
  •  In a lesson observed, pupils were thoughtfully encouraged to understand unity.  Careful planning, challenging questions, guided discussion and quality resources  encouraged pupils’ enthusiastic responses.
  •  Good links were shown with a parish visitor invited to share information on books used in church.
  •  A lesson explaining how the community are involved in a funeral mass was thought provoking.  The teacher focused the pupils’ and guided their outcome.  Using  the key word ‘comfort’ throughout, pupils, by the end of the lesson had a deep understanding, knowing, ‘the biggest comfort of all, ‘I am with you.’’
  •  Planning is annotated and detailed and prior learning is identified well.
  •  Teachers have close relationships with the pupils, evident in planning, as they adapt their plans to suit the specific needs of the class.
  •  Teacher’s evaluations are excellent, showing ways to develop themes and topics in other areas of learning.  They plan ahead to show how a topic may affect  whole school planning in the following year.
  •  Plans show good opportunities for a variety of independent and collaborative work.
  •  There is some evidence of differentiated tasks so that the work consolidates, builds knowledge and understanding.  Differentiation should continue to future  challenge more able pupils.
  •  In the Foundation Stage, themes are reinforced through appropriate and well planned continuous provision.
  •  Good quality resources are within lessons and teachers use Information Communication Technology to maximise learning, particularly through the use of      interactive whiteboards.
  •  Teaching Assistants provide excellent care and support to pupils.  They are deployed effectively and show sensitivity to pupils needs.  THEY ENSURE ALL  PUPILS IN THEIR CARE REACH THEIR FULL POTENTIAL.
  •  Pupils are given opportunities to discuss their work and assessment for learning was used in some lessons observed.  This good practice should be shared across the  school.
  •  Pupils are informed of their progress and how to improve both orally and at times through marking.  Marking shows positive and encouraging comments and  should continue to improve by using the driver words to challenge pupils in their next steps.
  •  By developing and sharing good practice of assessment for learning in lessons and through marking, teachers will enable pupils to consistently evaluate their own    work.
  •  The school assess pupils’ achievements well and expectations for able learners will continue to be raised as the new Religious Education Programme, ‘Come and  See’ is embedded.
  •  The school tracks the achievement of all the pupils.  Teachers are able to identify how well pupils are working.
  •  The school has good assessment strategies which provide detailed information on the achievement of all the pupils.
  •  Effort and achievement at all stages of learning is celebrated.