North Yorkshire Council

 

North Yorkshire Standing Advisory Council

on Religious Education (SACRE)

 

April 2025

Update from the Local Authority

 

1.0

 

Purpose of the Report

 

 

To inform Members on work undertaken by the Local Authority since the last SACRE meeting.

 

 

2.0  Communication and resourcing

 

2.1                Local Authority (LA) Officers have produced the final version of the SACRE Annual Report 2023-2024 with support from the Chair, Clerk and Professional RE Adviser. The final report is included within the enclosures for this meeting.

 

2.2                  The SACRE Spring term newsletter was distributed to schools via the Red Bag system on the 31 January 2025. The link to the latest newsletter is included for information: North Yorkshire SACRE Newsletter Spring 2025.pdf

 

2.3                  LA officers have signposted SACRE members to optional training events offered by NASACRE.

 

2.4                  LA officers have presented SACRE’s Annual Report 2023-2024 to the Children and Young People’s Leadership Team on the 6th March 2025.

 

2.5                  LA officers have presented SACRE’s Annual Report 2023-2024 to the Children and Families Overview and Scrutiny Committee on 19th March 2025.

 

2.6                  LA officers have distributed the SACRE Annual Report 2023-2024 to the DfE and NASACRE on 14th March 2025.

 

2.7                  LA officers have shared the SACRE Annual Report 2023-2024 with North Yorkshire schools via the Red Bag system on 21st March 2025.

 

 

3.0  Support for Senior Leaders and Governors

 

3.1                  A named member of the School Improvement Service continues to have dedicated management time assigned to them to liaise and co-ordinate work with the Professional RE Adviser.

 

3.2                  The LA continues to facilitate the coordination of RE subject leader networks alongside RE subject leadership courses. Data confirming uptake and feedback from any networks that have taken place since the last SACRE meeting is reported within the professional adviser report.

 

3.3                  The LA continues to provide information and guidance for schools for their RE and collective worship provision through specialist pages on CYPS-info. The CYPS SACRE page has been refreshed to ensure it contains the most recent publications. The link to these pages  is included for information: Collective worship | CYPSinfo and Religious Education (RE) | CYPSinfo.

 

3.4                  The LA has shared guidance for schools to support pupils observing Ramadan via the Red Bag system on 28th February 2025. The link to the latest guidance is included for information: Ramadan Briefing for North Yorkshire Schools 2025.pdf

4.0  Ofsted inspections

 

4.1                  Since the last LA report to SACRE until the 28th February, Ofsted have published a further 23 reports for state-funded schools within North Yorkshire from a total of 22 Section 5 inspections (graded) and 1 Section 8 inspection (ungraded). There have been no monitoring inspections published in this period. The inspection breakdown by school type and phase is outlined in the table below.

 

 

Nursery

Infant

Primary

Secondary

Community School

3

 

4

1

Voluntary Controlled

 

 

3

 

Voluntary Aided

 

 

1

 

Pupil Referral Unit

 

 

 

1

Academy Convertor

(Community School prior to conversion)

 

1

4

1

Academy Convertor

(Voluntary Controlled School prior to conversion)

 

 

3

 

Academy Convertor

(Voluntary Aided School prior to conversion)

 

 

 

1

 

 

4.2                  The extracts on the next three pages are taken from North Yorkshire school inspection reports published between the 1st November 2024 and the 28th February 2025 and reflect where inspectors have identified behaviours and/or understanding that pupils have demonstrated that are in line with the principal aims of the RE curriculum, as identified within the agreed syllabus. Comments from all schools inspected within North Yorkshire have been included. SACRE members are reminded that SACRE’s remit for RE curriculum is only for maintained Community, Voluntary Controlled and Foundation schools alongside any Academies that choose to adopt the syllabus and that SACRE’s remit for collective worship extends only to maintained community schools and academies without a religious characteristic. Where there are gaps, no comments were made within the inspection report.

Name

Comments relating to Collective Worship

Comments relating to RE

George Pindar School (14 and 15 January 2025 – Section 5)

 

(Community School prior to academisation)

 

Pupils learn about the values of different beliefs and religions.

Lythe Church of England Voluntary Controlled Primary School (14 and 15 January 2025 – Section 5)

The school’s ethos shapes the culture of respect and kindness.

 

The school’s values are reinforced through assemblies. This contributes to the respectful and positive environment.

 

The school’s values and ‘oaths’ guide pupils’ moral and social growth. Pupils understand the importance of fairness and respect.

 

Oatlands Infant School (17 and 18 December 2024 – Section 5)

 

 

 

 

(Community School prior to academisation)

The way the school develops pupils’ character is exceptional. The ‘unity days’ and stories shared during Monday assemblies deepen pupils’ understanding of equalities and fairness.

The school has developed a vast range of spectacular opportunities for pupils to develop their character. Pupils have a well-rounded set of experiences that develop their view of citizenship. The school has prioritised increasing physical activity for pupils and the wider community. It has carefully chosen a range of books that develop pupils’ understanding of the wider world and allows opportunities to reflect on morals and equalities.

Appleton Roebuck Primary School (17 and 18 December 2024 – Section 5)

 

 

 

(Community School prior to academisation)

Lessons and assemblies cover important themes and the school’s values.

Pupils develop an understanding and respect for those who are different from themselves. Pupils’ individuality and achievements are recognised and celebrated.

 

Lessons and assemblies cover important themes and the school’s values. Pupils have a secure knowledge of fundamental British values. They learn about different religions and faiths.

Otley Street Community Nursery School (12 November 2024 – Section 8)

 

 

Children learn about different festivals celebrated in their community. However, there is a lack of opportunities for children to help them develop an understanding of the world around them. Leaders intend to map this out, but this is not currently in place.

Hampsthwaite Church of England Primary School (3 and 4 December 2024 – Section 5)

 

(Voluntary Controlled School prior to academisation)

The school’s values of belief, respect, friendship, support and creativity are lived and breathed by pupils and adults alike.

 

The culture and ethos is a strength of the school.

 

Risedale School (3 and 4 December 2024 – Section 5)

 

Pupils access a well-planned personal, social, health and economic education curriculum. They understand tolerance and respect.

St Francis Xavier School - a Joint Catholic and Church of England Voluntary Academy (12 and 13 November 2024 – Section 5)

 

 

 

(Voluntary Aided School prior to academisation)

They understand and respect difference in the world. This is reflected in the confident way that they discuss other cultures or the protected characteristics, such as gender or race.

 

The school’s culture is designed around its gospel values. These are reflected in the interactions of all members of the school community. Pupils are considerate of others. In lessons, they listen attentively and value the contributions of peers.

 

Fairburn Community Primary School (3 and 4 December 2024 – Section 5)

 

Pupils have a remarkable understanding of acceptance and tolerance. Regular visits from leaders of different faiths help pupils understand the impact that discrimination can have. As a result, pupils are resolute in their determination to ensure that this does not happen in school. T

Glaisdale Primary School (19 and 20 November 2024 – Section 5)

 

 

(Community School prior to academisation)

 

Pupils develop an age-appropriate understanding of the protected characteristics. One pupil told an inspector that these ‘support people not to be left out’. The school has identified a range of experiences, or ‘oaths’, that pupils will complete during their time at the school. These enable pupils to learn about people, places and cultures beyond the school’s immediate locality.

Bolton-On-Swale St Mary’s

CofE Primary School (15 and 16 October 2024 – Section 5)

This is an inclusive and welcoming school. The school’s strong Christian ethos shines through pupils’ behaviour and kindness to each other. The school’s termly focus on each of the school’s core values helps pupils to feel safe.

Pupils also reflect on the school’s values and enjoy quiet time to reflect.

The school uses local community facilities, regional museums and places of worship for different faiths to bring the curriculum to life. Pupils learn to play the violin or cello with enthusiasm. The school helps them understand fundamental British values. They vote for sports leaders and respect other faiths.

 

Parents and carers show overwhelming support for the school. The school plays a significant role in the local community. It has strong links to the church. Pupils devise fundraising opportunities linked to community needs.

Castleton Primary School (26 and 27 November 2024 – Section 5)

 

 

 

(Community School prior to academisation)

 

Pupils have an embedded knowledge of protected characteristics and fundamental British values, which they link to life inside and outside of school. Pupils are active citizens.

 

Pupils learn about different faiths, cultures and religions through visits to places of worship and the curriculum. They are tolerant and respectful.

Trinity Academy Richmond (19 and 20 November 2024 – Section 5)

 

(Voluntary Controlled School prior to academisation)

The school’s ethos helps pupils to achieve their best.

 

The school prioritises time in the school day for pupils to reflect together. Pupils know it is important to treat others fairly.

 

 

Romanby Primary School (19 and 20 November 2024 – Section 5)

They treat everyone equally and celebrate differences in beliefs, backgrounds and opinions.

 

Brougham Street Nursery

School (12 and 13 November 2024 – Section 5)

 

The school plans meaningful opportunities to enhance children’s cultural awareness. For example, children visit the local mosque. They learn about the religious routines and traditions such as changing their shoes and washing their hands. They learn about the festival of Eid. Through these activities, children gain an early appreciation of the diversity of modern Britain.

South Otterington Church of England Primary School (12 and 13 November 2024 – Section 5)

 

(Voluntary Controlled School prior to academisation)

The school’s vision, to ‘shine like stars in the universe’, inspires and motivates pupils.

 

The school’s ethos is important to both pupils and parents. Pupils value the rewards and recognition they receive in collective worship time. Pupils also enjoy choosing staff members to receive a ‘shiny’ award each week.

 

Pupils benefit from a range of opportunities that extend beyond the classroom. They eagerly participate in leadership roles, such as leading collective worship or sporting activities at playtime. These develop pupils’ social skills and self-confidence. The school prioritises celebrating pupils’ achievements, contributions to school life and living out the school values.

 

Scarborough Pupil Referral Unit (5 and 6 November 2024 – Section 5)

 

Religious education lessons strengthen pupils’ understanding of different cultures and beliefs well. Pupils consider the world around them and discuss politics in tutor time.

Foston Church of England Voluntary Controlled Primary School (15 and 16 October 2024 – Section 5)

The school promotes a culture of mutual respect.

 

Malton Primary School (4 and 6 November 2024 – Section 5)

 

(Community School prior to academisation)

 

The school prepares pupils for life in modern Britain well.

Melsonby Methodist Primary School (8 and 9 October 2024 – Section 5)

Pupils are proud of their school and behave very well. They show respect for adults and each other. Pupils are kind and look after each other. They are encouraged to be accepting of people from faiths and cultures different to their own. As a result, conflict is rare.

Pupils take part in events at the local church. The ‘Friends of Melsonby’ support the school through fundraising activities. Staff ensure that pupils develop character. They are ready for life in modern Britain.

Kettlesing Felliscliffe Community Primary School (8 and 9 October 2024 – Section 5)

 

The school is built on the values of community, compassion and courage, which can be seen and felt in everything they do.

The opportunities for personal and character development are exceptional. Pupils have excellent knowledge of fundamental British values and protected characteristics, which they confidently articulate. Pupils talked enthusiastically about a recent trip to a local mandir and the importance of learning about different religions, beliefs and cultures. Pupils are tolerant and respectful.

 

Julie Pattison

Principal Adviser (Monitoring)

County Hall, Northallerton

 

21/03/25

 

Report Author: Julie Pattison

Background documents:  None

Additional sources: LA Red Bag, Ofsted inspection reports, CYPS info web pages, SACRE Annual Report