Religious Education

Here at Broomhill Infant school, we follow the Sheffield SACRE (Standard Advisory Council for Religious Education) Syllabus (please see attached). This is an agreed syllabus for Sheffield which provokes challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. The teaching equips our pupils with knowledge and understanding of a range of religions and world views, enabling them to develop their ideas, values and identity.

The main statutory requirements relating to RE in schools and the Local Authority’s responsibilities are in the Education Acts 1996 and 2002, the School Standards and Framework Act 1998, the Children Act 2004 and the Education and Inspections Act 2006. The Department for Education also published its current guidance in “Religious Education in English Schools: Non-Statutory Guidance 2010”.

The key points are:

• RE For every child. RE must be provided for all registered pupils on the school roll, from reception classes through to 16-19s in the sixth form. This does not include nursery schools, nursery classes or sixth form colleges but does include as far as practicable PRUs and special schools.

• Parents’ rights. Parents may withdraw their children from RE lessons and require that they are given alternative religious instruction (subject to certain provisions). Schools may have a policy setting out their approach to provision and withdrawal. • Teachers’ rights. If they choose not to, teachers cannot to be required to teach RE.

• The scope of the syllabus. At community, foundation and voluntary controlled schools without a religious character RE must be taught in accordance with the Local Authority’s Agreed Syllabus

• Faith schools. Denominational voluntary aided schools with a religious character are not required to use the Agreed Syllabus but must follow the requirements of their trust deed or the tenets of their denomination where the trust deed does not specify requirements. The Agreed Syllabus must be taught, however, where parents request it and the child cannot reasonably attend a school where the Agreed Syllabus is being taught.

• Education, not religious nurture. RE provided in compliance with the Agreed Syllabus must not be denominational in character but it is permissible to teach about denominational differences. It must however “reflect the fact that the religious traditions of Great Britain are in the main Christian whilst taking account of the teaching and practices of the other principal religions represented in Great Britain.”

• Inspection. The provision and quality of RE is subject to inspection by OFSTED or by denominational inspection systems in the schools to which they apply.

• RE in Academies. Academies are required by their Funding Agreements with DfE to teach RE to all their pupils but are not required to use their local Agreed Syllabus. Sheffield SACRE warmly invites them to do so however, because this syllabus is local and has been agreed with all major stakeholders.

• Sheffield SACRE and its work. The Local Authority has a statutory responsibility to maintain a Standing Advisory Council on Religious Education (SACRE) to advise the Authority on matters connected with RE.

• Heads and governors: responsible for RE. In relation to community schools, foundation and voluntary schools without a religious character, the Authority, Governing Body and Headteacher have responsibilities to ensure that legal requirements are followed. Spiritual, Moral, Social and Cultural Development through


All children will be given the time and space to learn, absorb and practise the key skills explored in PSHE/RSE sessions. This forms the basis of relationships, morals, social interaction, health and well-being in our school community. In turn, this will be enriched by the wider lives of our families and their own communities.



Children follow weekly lessons from the Jigsaw scheme. Continuous provision provides opportunities to practise ideas and skills explored in PSHE/RSE sessions or circle time.

Our Steps to Success and school values both inform and are influenced by what we learn and discuss in these lessons. We have weekly whole school assemblies based on these themes and values.

Children elect school councillors and sports leaders and ambassadors to implement skills and values based on the above.

Themed weeks in the school year may focus on specific aspects of the PSHE/RSE curriculum such as “Healthy eating week” or “Mental health and well-being week” or “Family and Friends week”



A happy, healthy and confident school:

Children will be able to identify problems and know who to go to for help and reassurance.

Children will be confident in being part of a group, team or community.

Children will know and respect the moral and social values of their family, school and community.

Children will demonstrate knowledge of safety and respect regarding their own bodies and those of others.

Children will know what a healthy lifestyle looks like and be receptive to exercise and healthy food choices.

The subject lead will monitor the above through audits and class teachers will use ongoing assessment in class.