North Yorkshire Council

 

North Yorkshire Standing Advisory Council on Religious Education (SACRE)

 

June 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                  The SACRE Summer term newsletter was distributed to schools via the Red Bag system on the 6th June 2025. The link to the latest newsletter is included for information North Yorkshire SACRE Newsletter Summer 2025.pdf

 

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

 

2.3                  The SACRE Chair and an LA officer have both attended the NASACRE Annual Conference on the 19th May 2025. Slides and resources from the event are available for all members here: 2025: SACREs taking a stand: positive responses to controversial issues - NASACRE. The SACRE chair and LA officer also attended optional additional NASACRE training events made available to attendees of the conference. These focused on 'How can Culham St Gabriel's Trust support your SACRE?’ (link to their website is here: Homepage - Culham St Gabriel's) and NASACRE’s analysis of SACRE’s Annual reports for the last academic year.

 

2.4                  LA officers have produced the SACRE Annual RE and Collective Worship Survey for Schools. This has been shared with North Yorkshire schools via the Red Bag system on the 16th May 2025. The findings will be shared with SACRE members at a subsequent SACRE meeting after the survey has closed and the findings have been collated.

 

2.5                  LA officers have supported the SACRE core team to begin work on the next SACRE development plan.

 

 

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 its RE and collective worship provision through specialist pages on CYPS-info. The link to these pages  is included for information: Collective worship | CYPSinfo and Religious Education (RE) | CYPSinfo.

 

 

4.0  Ofsted inspections

 

4.1                  Since the last LA report to SACRE until the 30th April 2025, Ofsted have published a further 10 reports for state-funded schools within North Yorkshire from a total of six Section 5 inspections (graded), three Section 8 inspections (ungraded) and one Section 8 monitoring visit published in this period. The inspection breakdown by school type and phase is outlined in the table below.

 

School Type

Junior

Primary

Voluntary Controlled

 

2

Voluntary Aided

 

2

Academy Convertor (Community School prior to conversion)

1

1

Academy Convertor (Voluntary Aided School prior to conversion)

 

2

Academy Sponsor Led (Community School prior to conversion)

 

2

 

4.2                  The extracts on the next three pages are taken from North Yorkshire school inspection reports published between the 1st March 2025 and the 30th April 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

Marton-Cum-Grafton Church of England Primary School (25 and 26 February 2025 – Section 5)

 

(Voluntary Aided School prior to academisation)

The values of ‘kindness, courage and respect’ are shared by all staff, pupils and families.

 

Pupils volunteer as part of the ‘Archbishop’s Leadership Award’ and have created a community library.

Pupils learn about different faiths and religions. This helps them to be tolerant, fair and respectful to each other. Wider opportunities are designed meticulously, which helps all pupils extend their talents and interests.

Green Hammerton Church of England Primary School (25 and 26 February – Section 5)

Pupils at Green Hammerton school embody the school’s values, including courage, compassion and friendship. Happiness radiates throughout the school.

 

Pupils make significant contributions to the school and the wider community. For example, the reading ambassadors talk with pride about their involvement in the ‘reading rainforest’ initiative in school. Others have their written work for Remembrance Sunday displayed in the local church or sing at Harrogate Royal Hall.

Through educational visits to different places of worship, pupils develop a keen appreciation for other faiths and religions. They develop a compelling sense of equality and tolerance for all. A comment from one pupil reflected the views of others: ‘It doesn’t matter where you come from, it doesn’t matter if you have a disability, we’re all people and we’re all the same inside’.

Alanbrooke Academy (11 and 12 February 2025 – Section 5)

 

(Community School prior to academisation)

The school’s culture helps them feel safe, valued, and respected.

 

Oatlands Community Junior School (21 and 22 January 2025 – Section 5)

 

(Community School prior to academisation)

 

They [pupils] demonstrate empathy and respect for other cultures and beliefs. Pupils value and celebrate differences. They are well prepared for life in modern Britain.

Ripon Cathedral Church of England Primary School (4 and 5 February – Section 8)

 

Pupil leaders, including school ambassadors, sports leaders and spiritual leaders, play useful roles in school.

 

Leaders and governors have a strong and shared vision for the school. Engagement with stakeholders and the community supports the work of the school. Parents have likened the school to a loving family and appreciate the school’s community spirit. Staff appreciate leaders’ consideration for their well-being.

The school ensures that pupils have first-hand experience of other faiths and cultures. Links with schools in Leeds and in Spain help to broaden pupils’ knowledge and understanding of the wider world. Pupils learn values such as tolerance and respect for others. They say that you should always treat others as you would wish to be treated yourself. This is reflected in their attitudes to each other. There is very little bullying or unkind behaviour in school.

Sleights Church of England Voluntary Controlled Primary School (11 February 2025 – Section 8)

Pupils develop respect and empathy for those who are different from themselves.

 

 

Pupils take on leadership roles, support their local community and learn about different beliefs and cultures.

 

The curriculum is flexible to the changing needs of the school and community. Because of this, pupils are incredibly well prepared for life in modern Britain.

St Joseph's Catholic Primary School, a Voluntary Academy (21 January 2025 – Section 8)

 

 

 

(Community School prior to academisation)

 

Pupils are clear in their understanding of what fundamental British values are and they discuss recent news events with knowledge. They benefit from visitors into school to help make them aware of the wider world.

 

They enjoy learning about different people, places and cultures. Pupils understand that everyone should be treated with respect.

St Hedda's Catholic Primary School, a Catholic Voluntary Academy (121 and 22 January 2025 – Section 5)

 

 

 

 

 

 

 

(Voluntary Aided School prior to academisation)

Pupils realise the school’s ESK values of ‘excellence, self-belief and knowledge’ in all aspects of their work and play.

 

Pupils enjoy using the prayer space and prayer garden in school to sit and reflect.

The school has carefully considered the texts which pupils will read to promote pupils’ understanding of different cultures, faiths, and beliefs.

 

Pupils appreciate the many different types of families that exist in modern Britain today. Visits to places like Middlesbrough football stadium help pupils to understand issues such as the importance of eradicating racism through sport. Opportunities to litter pick on Whitby beach encourage pupils to contribute to their community and understand some of the environmental challenges the world faces. The wide variety of opportunities the school offers broadens pupils’ cultural understanding of the world beyond Egton.

Carnagill Community Primary School (21 and 22 January 2025 – Section 5)

 

 

 

 

 

 

 

 

 

(Community School prior to academisation)

Pupils embody the school’s values, which include independence, curiosity and aspiration. Pupils of all ages welcome visitors warmly and talk of their love for the school.

 

There is a wide range of faiths and ethnicities within the school. Pupils demonstrate an exceptional understanding of equality. Pupils speak favourably of the welcome and acceptance they find at Carnagill.

 

Pupils are tolerant and accepting of all. They develop a sense of spirituality, which is strengthened through a well-planned series of educational visits. These include visits to different places of worship.

Although pupils have a commendable understanding of morality and how to contribute positively to society, their understanding of fundamental British values is insecure at this point.

 

Opportunities for pupils to understand fundamental British values are not as effective as they should be. This means that pupils’ understanding of British values is not well developed. The school must ensure that the teaching of British values is effective, so that pupils develop a greater understanding of these values to better prepare them for life in modern Britain.

 

Julie Pattison

Principal Adviser (Monitoring)

County Hall, Northallerton

 

09/06/25

 

Report Author: Julie Pattison

Background documents:  None

Additional sources: LA Red Bag, Ofsted inspection reports, CYPS info web pages, NASACRE website, Culham St Gabriel’s Trust website.