pdf School inspection report - Ofsted

RELIGIOUS EDUCATION
163. At both key stages, the level of pupils’ knowledge of different religions is in
accordance with the requirements of the Locally Agreed Syllabus. Pupils with special
educational needs make satisfactory progress under the close guidance and
supervision of their teachers and support staff.
164. The Under-fives learn to recognise the important roles played by different members
within their own families. Pupils at Key Stage 1 begin to appreciate that the Bible is a
special book for Christians and that the life and ministry of Jesus are central to the
Christian faith. They compare the stories of Jesus with those of other religious
traditions. They also begin to develop a sense of empathy: in a Year 4 lesson, for
example, several pupils showed that they could understand how the feelings of the
shepherd changed from despair to joy in the parable of The Lost Sheep.
165. At Key Stage 2, pupils learn the main differences and points of similarity between
Christianity, Islam, Hinduism and Judaism in respect of buildings, symbols,
ceremonies and festivals. Their religious vocabulary is notably extended. With
reference to the interior of a Christian church, they know what is meant by pew, font
and organ. Higher attainers can locate the nave and the altar and understand the
functions of the pulpit, the lectern and the stained glass windows. In Year 6, pupils of
higher and average attainment write about the subject at a satisfactory standard of
literacy. However, there is scope for the writing of upper key stage pupils to be more
extensive and to embrace a wider range of style. Some of the comments in pupils’
notebooks indicate that teachers are aware of these possibilities.
166. Pupils are enthusiastic learners and respond well to the demands of their teachers.
This is a prime factor in their good level of progress at both key stages. They show a
fascination particularly when they are introduced to the artefacts and symbols of
different religions. They display very positive attitudes to the subject, participate fully in
all of the activities and aspects of their lessons and sustain their concentration well.
They begin the tasks that they are set readily and efficiently and support each other’s
learning appropriately when they are organised to work in groups or in pairs.
167. Teaching was either satisfactory or good in all of the lessons seen except for one in
which it was very good. All teachers enjoy a secure command of subject. Their lesson
plans specify clear and attainable learning objectives and take proper account of the
needs of pupils at different levels of prior attainment. They enjoy positive working
relations with their pupils and are skilled at class management. High expectations of
pupils are also frequently in evidence: in a Year 4 lesson for instance, which followed
a visit that the class had made to a local Anglican church, pupils were asked to
recollect all of the functions involved in playing the organ.
168. Planning of the subject fully satisfies all the requirements of the Locally Agreed
Syllabus. The co-ordinator monitors the teaching of the subject through a scrutiny of
lesson plans and the work of pupils of differing abilities in each year group. To
enhance their work in lessons, pupils visit a local mosque in Key Stage 1 and a local
church and Hindu temple in Key Stage 2. Pupils are also given talks by a vicar and a
Christian lay person who visit the school whilst a teacher who is a Hindu gives them a
deeper insight into her religion.
Greenhill Community School - 48