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RE Advisory Council

Wednesday 26th June 2024 • View on LB Hillingdon’s website
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👥 Attendance details📄 Agenda frontsheet PDF 235 KB📦 Agenda reports pack PDF 4 MB📝 Printed minutes PDF 394 KB
Read the text of: Agenda frontsheet PDF 235 KB (3 pages)
HSACRE Clerk to HSACRE - Email: democratic@hillingdon.gov.uk London Borough of Hillingdon, Civic Centre High Street, Uxbridge, UB8 1UW Tel: 01895 250636 HILLINGDON STANDING ADVISORY COUNCIL ON RELIGIOUS EDUCATION MEETING TO BE HELD AT COMMITTEE ROOM 5 - CIVIC CENTRE Date: Wednesday 26 June 2024 Members Sumen Starr (Chair) Keith Lunn (Vice-Chair) Ria Searle Tim Wright Alice Vahdat Balmukund Prasad Joshi Alavari Jeevathol Dorothy Sadlik Angela Lount Naseem Bint Amir Ninette Fernandes-Viana Jasvir Singh Rayat Pauline Byles Melanie Dring Hedson De Castro David Beeston Jenna Naulls Waheeda Rehmanji Councillor Kishan Bhatt Councillor June Nelson Councillor Jagjit Singh Councillor Shehryar Ahmad-Wallana Time: 6.00 pm Venue: Committee Room 5 - Civic Centre Meeting: This meeting is open to Members of the Public or Press Agenda 1 Apologies for Absence 2 Declarations of Interest 3 Membership 3.1 New Appointments* (RR) 3.2 Inclusion of Sentientism with regards to Group A (RR) 4 Minutes of Previous Meeting 3 - 8 5 Determinations 6 National Updates (Verbal Update) 6.1. Ofsted Report on RE (published,17/04/2024) (SB) https://www.gov.uk/government/publications/subject-report-series-religious-education Further links to summaries of the Ofsted Report: https://schoolsweek.co.uk/ofsted-criticises-limited-and-poor-quality-re-lessons/ https://www.natre.org.uk/news/latest-news/ofsted-deep-and-meaningful-the-religious- education-subject-report-april-2024/ 6.2. RE Hubs (SB) https://www.re-hubs.uk/get-involved/get-involved/ 6.3. NASACRE conference (SB/KL) 6.4. New draft NASACRE CIO Constitution Slides* 6.5. Proposed NASACRE CIO Constitution: NASACRE Constitution 2023 Draft NASACRE Constitution May 2024 Proposed CIO Constitution changes 7 Local Updates (Verbal Update) 7.1. Interfaith calendar for Hillingdon (SB) Online calendars with descriptions: https://www.reonline.org.uk/festival- calendar/?filters=%7B%22may%22%3A%7B%22term_id%22%3A%2253%22%2C%2 2taxonomy%22%3A%22months%22%7D%7D Borough wide art competition, Bromley: https://bromleyeducationmatters.uk/Pages/Download/e54adb9c-4b5b-401d-a6c9- 15ceea92c775/PageSectionDocuments 7.2. Teacher Sessions (SB) 7.3. E Survey (SB) Hillingdon Religious Education Primary School Survey 2024 https://forms.gle/sEXGbKvRC9itEUv59 Hillingdon Religious Education Secondary School Survey 2024 https://forms.gle/L9eMRy9LufibbhwN9 8 HSACRE Action Plan (Verbal Update) 8.1. Updated Action Plan* (SB) 8.2. Self-evaluation* (SB) 9 Dates of Future Meetings Future Hillingdon SACRE meetings are currently scheduled for: - 14 November 2024 - 27 March 2025 10 AOB

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Read the text of: Printed minutes PDF 394 KB (9 pages)
Minutes HILLINGDON STANDING ADVISORY COUNCIL ON RELIGIOUS EDUCATION 26 June 2024 Meeting held at Committee Room 5 - Civic Centre Committee Members: Sumen Starr (Chair, Secondary) Keith Lunn (Vice-Chair, Church of England) Alice Vahdat (Bahai) Alavari Jeevathol (Humanist) Dorothy Sadlik (Jewish) Naseem Bint Amir (Muslim) Angela Lount (Methodist) Dr Ninette Fernandes-Viana (Roman Catholic) Jasvir Singh Rayat (Sikh) Tim Wright (Church of England) Pauline Byles (Church of England) Melanie Dring (Church of England) Ria Searle (Secondary) Hedson De Castro (SEND Secondary) David Beeston (Primary) Jenna Naulls (Primary) Waheeda Rehmanji (Primary) Councillor Kishan Bhatt Councillor Jagjit Singh Councillor June Nelson Also Present: Sheikh Muffadal Gulamali (Mosque Member) LBH Officers Present: Stacey Burman, HSACRE Advisor Head of the School Improvement Team Rebecca Reid, Democratic Services Apprentice (Clerk) 33. APOLOGIES FOR ABSENCE (Agenda Item 1) Apologies for absence were received from Councillor Shehryar Ahmad-Wallana. 34. DECLARATIONS OF INTEREST (Agenda Item 2) There were no declarations of interest. 35. MEMBERSHIP (Agenda Item 3) Following a discussion, the Committee agreed to vote in new Group C Members to SACRE: Jenna Naulls (Primary Teacher) and David Beeston (Primary Teacher). After confirming the current Islamic representation on SACRE (Sunni or Shia) to ensure specific Islamic representation, the importance of having Islamic representation on SACRE was emphasised. While the fundamental principles were the same across denominations, there were distinct celebrations and practices within different branches of Islam. Waheeda Rehmanji (Primary Teacher) would be considered for election as a new SACRE Member. In addition, questions were raised about including Sentientism in Group A. Currently, there were two vacancies available in Group A (representing other faiths and worldviews within the LA). The Committee considered inviting a representative of Sentientism to joi n SACRE under Group A. It was noted that Sentientism was a non -religious worldview, and there was a question about how many students identified as sentientists. Members observed that Sentientism was a subgroup of Humanism, which was already represented in Group A. The Committee agreed not to immediately invite a representative of Sentientism to join SACRE under Group A but to invite them to share their views during future SACRE's planned activities. A Member volunteered to provide the HSACRE Advisor wit h the name and contact details of persons representing the Jainism and Buddhist faith groups to be invited to further enhance SACRE’s understanding. 36. MINUTES OF PREVIOUS MEETING (Agenda Item 4) RESOLVED: That the minutes of the meeting dated 05 March 2024 be agreed as a correct record. 37. DETERMINATIONS (Agenda Item 5) It was noted that there had been no requests for determinations. 38. NATIONAL UPDATES (VERBAL UPDATE) (Agenda Item 6) Agenda item 6.1 Members heard that an Ofsted Report on RE had been published on 17 April 2024, which recorded findings on the common strengths and weaknesses of religious education (RE) in the schools visited. Student access to RE was reported to be statistically low. Mem bers observed that there was limited access to research for teacher development to shaping the RE curriculum, which was one of the recommendations cited. Utilising videos for staff training in RE development was suggested. Members emphasized the signific ance of the three types of knowledge given in the report. They acknowledged the need for further support for teaching staff who lack ed confidence in teaching RE in accordance with the syllabus. The importance of nurturing children's personal voice and phil osophy was underscored. Philosophy for children was recognised not only as acquiring knowledge and key concepts but also integrating personal perspectives at the primary level. It was agreed learning RE extended beyond factual knowledge to include reflecti ng on and sharing experiences related to religious education content. The HSACRE Advisor had noted in the report instances where RE lessons focused more on literacy skills rather than specific RE content. It was emphasised that additional support was nec essary for subject deliverers beyond exclusively for RE specialists. Members were informed that the LA through the HLP was providing CPD sessions which were currently free to all schools, and this initiative was set to continue. Regarding secondary schoo ls, it was reported that fewer than one -fifth of students, who did not take RE at A-levels, had studied any RE content in KS4 or KS5. The Head of Education & Lifelong Learning (MH) explained that during Ofsted inspections, inspectors would assess whether the curriculum distinguished between primary and secondary education, and appropriately incorporated RE. He explained that the Ofsted report provided guidance on three key strands: Intent - the intended outcomes and goals of the curriculum. Implementation - how effectively the curriculum was delivered. Impact - what students could discuss based on what they had learned. It was note d from the Ofsted Report that feedback from young people indicated they lacked access to preparation for adult life. Suggested recommendations as a SACRE, in line with the launch of the ‘universal promise’ to prepare children for adulthood, included communicating this message to schools via a bulletin*. The HSACRE Advisor shared that in another borough she was intended to wor k on borough-wide training for school governors, focusing on essential knowledge for effective school governance. A Member highligh ted the need for varied training for school governors, drawing from their experience as school governor at Harmondsworth Pri mary School. This would enable the Chair of Governors to provide feedback that could be considered in ongoing discussions. The Head of Education & Lifelong Learning approved of a similar plan for Hillingdon. Agenda item 6.2 It was shared that the RE Hub website was operational with over 500 school speakers and places of interest for school visits registered. The Borough of Hillingd on was currently underrepresented on the website, with only one Member registered. The HSACRE Advisor reiterated the import ance of all SACRE faith representative Committee Members to register as faith speakers on the RE Hubs website. Councillors who were practicing believers could also register as faith speakers. Teacher representatives in Group C encouraged Members to sign up as faith speakers on the RE Hubs website to widen the values and representation of faith groups. Agenda item 6.3 Key highlights from the NASACRE Conference in May, shared by SACRE Member Keith Lunn, included a review of the year's significant developm ents in RE, such as the publication of the National Content Standard for RE, a new Religion and Worldviews Handbook, an OFSTED review (as per above), and a House of Lords debate. Three SACREs received awards, including projects in other boroughs supporte d by current HSACRE Advisor, Stacey Burman. Lat Blaylock of ‘RE Today’ presented 35 ways SACREs could enhance their impact, including raising the profile of RE, securing funding, providing CPD, hosting annual conferences, and recognising good practice in schools. Suggestions from the conference, included breakout groups, focused on strengthening SACRE foundations through increased collaboration, frequent meetings, and cross - border events. The conference featured several uplifting presentations, emphasi sing the importance of listening to diverse perspectives, especially young people, on contemporary faith -related issues. A Leicester initiative to link Peace Studies with the RE curriculum showed ways in which local contexts can be sensitively harnessed, e.g. around Remembrance Sunday. A subsequent workshop for SACRE chairs and vice -chairs on ‘How SACRE’s can get more active’ offered practical ideas for increasing SACRE activity, such as introducing members, utilising NASACRE resources, and ensuring inclusive and effective meetings. In light of the above, the HSACRE Advisor shared her eagerness to also advance SACRE's work. One suggestion was building an increased presence through a dedicated webpage, to include statements from SACRE (as per the above* 6. 1), as well as developing resources for schools that promoted interfaith dialogue by involving various religions. The HSACRE Advisor described a previous project creating real video clips addressing questions like "What happens when we die?" featuring div erse responses from SACRE Members to spark interfaith discussions in classrooms. In response to the suggestion of increasing unders tanding of SACRE members’ worldviews and religions, it was suggested that the next SACRE meeting would be held in person to best facilitate an interfaith dialogue exercise to be arranged by the HSACRE Advisor. (See item 10.2) Agenda item 6.4 / item 6.5 NASACRE aimed to gain recognition as a charitable organisation. They had drafted a proposal and were seeking feedback from all SACRE members. Members of HSACRE were asked to respond directly to the contact at NASACRE if they desired. Details had been provided. 39. LOCAL UPDATES (VERBAL UPDATE) (Agenda Item 7) Agenda item 7.1 The HSACRE Advisor proposed organ ising an art competition for schools in November 2024 instead of creating a calendar of religious festivals. Members supported the idea, suggesting that students created artwork answering the question, "What is the most important day of the year and why?" Members shared their experience with a similar project in schools, where students created Easter -themed artwork and wrote about th eir interpretations. The idea of teaching RE through art was well-received. The Committee agreed that completing the artwor k by early November 2024 was feasible. The HSACRE Advisor planned to hold a network meeting at a school, followed by a SACRE meeting on the same day, where teachers could bring the students' artwork. If students couldn't attend in person, their artwork could be mailed in. the HSACRE Advisor will arrange the artwork competition accordingly. Agenda item 7.2 Two teacher sessions had been conducted so far, with excellent attendance and participation from dedicated teachers. The secondary group had particul arly fruitful discussions. For the primary group, the HSACRE Advisor hoped to hold the next teacher session in person on 14 November 2024, coinciding with a SACRE meeting on the same day. If hosted at a school, pupil’s work samples could be shared with SA CRE to showcase ongoing school activities. Members commented that the CPD teacher sessions were very successful, with beneficial overlap between primary and secondary teachers, enhancing development. Members added that CPD sessions were most effective i n critically analysing the syllabus and identifying areas where it needs improvement. Members praised the sessions, emphasising that CPD teacher sessions provided valuable input for RE development. Ruislip Gardens Primary School offered to host the next teacher session on 14 November 2024, starting with the primary school group, followed by the secondary school group. Agenda item 7.3 An electronic survey had been drafted by the HSACRE Advisor and was ready to be distributed to schools via the bulletin. The HSACRE Advisor suggested sending these surveys out before the end of the summer term and repeating them after the autumn term to reflect school needs. This will be included in the schools’ bulletin. The Committee unanimously agreed to this approach. 40. HSACRE ACTION PLAN (VERBAL UPDATE) (Agenda Item 8) Agenda item 8.1 The HSACRE Advisor explained the action p lan for the Committee’s consideration over the upcoming months which would be updated to reflect the key action points propo sed to Members. Below listed are some of the agreed actions approved by the Committee:  The Muslim representative in Group A to be contacted again to confirm their affiliation (Sunni or Shia) to ensure specific Islamic representation within SACRE.  Faith Representatives on the Hillingdon SACRE Committee to register themselves as Faith Speakers on the RE Hubs website.  The Member who volunteered, to provide the HSACRE Advisor with the name and contact details of persons representing the Jainism and Buddhis t faith groups to enhance SACRE’s understanding.  The Member who volunteered, to provide the HSACRE Advisor with a list of Sikh holidays approved by government departments.  HSACRE Advisor to invite on behalf of HSACRE the representative of Sentientism to participate in SACRE's scheduled activities to share their perspective.  The HSACRE Advisor and Head of Education & Lifelong Learnin g to draft a school bulletin statement for upload to the Hillingdon Council website and send to schools.  The HSACRE Advisor to organise an art competition for schools in November 2024.  A designated representative from Group A -D to collaborate with colleagues in their Group to compile self -evaluation responses and send them directly to the HSACRE Advisor.  The Head of Educatio n & Lifelong Learning to consult the legal team to address any missing elements within the guidance paper on school absence due to r eligious observance.  The next SACRE meeting would be held in person to best facilitate interfaith dialogue. Agenda item 8.2 It was agreed to be beneficial for HSACRE to complete a self -evaluation form as an opportunity to express individual opinions. NASACRE had developed its own self -assessment form. The HSACRE Advisor proposed that each HSACRE group completed their respec tive sections for self - evaluation, assessing whether the SACRE group was developing, established, or advanced. Each section of the self-evaluation form consisted of only a few questions. Each group needed a designated representative to collaborate with c olleagues in compiling self-evaluation responses and send them directly to the HSACRE Advisor: Section 1 was to be completed by one representative of the LA Councillors. Section 2 was to be completed by The Head of Education & Lifelong Learning. Section 3 was to be completed by a teacher representative in Group C. Section 4 was to be completed by a Church of England representative in Group B. Section 5 was to be completed by an Other Faiths and Worldviews representative in Group A. The Members agreed to share their contact information to their group's representative solely for the purpose of collaborating on compiling self-evaluation responses. 41. DATES OF FUTURE MEETINGS (Agenda Item 9) It was agreed that the next meeting of HSACRE would be scheduled for: - Thursday 14 November 2024 42. AOB (Agenda Item 10) Members were informed of a query being raised regarding pupils being allowed time off from school to participate in religious observance. This was in relation to a particular 9 - day festival, noting that for many Shia Muslims, this had a different significance to other Muslims. A member of a mosque in Northolt was invited to share their views from a Shia Islamic perspective, including infor mation about requests from Shia families and guidance about a 9-day religious observance period in other councils. In response, a guidance paper on school absence due to religious observance had been drafted for Committee discussion. The HSACRE Advisor s uggested sending this guidance to schools for headteachers on authorising days for religious observance. Some Members expressed concern that requesting 9 days off would be disruptive to children’s education. Members raised concerns about compromising e ducation for religious observance, highlighting the need to balance various faiths' needs. Members responded that days off had not always fallen during school time but might sometimes necessitate the need for pupils to have time off school for religious observance. Members also emphasised the importance of continuity in education and conveyed the challenges of managing long periods of absence. The Chair noted the impact on resources and student learning of taking numerous days off for religious observance. Questions arose about whether to publish the guidance policy as is or to amend the policy to specify a certain number of days. Members suggested seeking clarity from the Head of Education & Lifelong Learning regarding the LA's views and the impact on schools of children taking numerous days off for religious observance. The HSACRE Advisor clarified that the LA did not have any specific guidance on religious observance leave. The role of SACRE was to advise the LA and schools on matters connected with Religious Education. It was suggested that the guidance paper did not specify, for any religion or world view, a fixed number of da ys. Several reasons were given for this, including reference to content within the guidance paper itself. The Head of Educ ation & Lifelong Learning confirmed that the responsibility for granting children time off for religious observance lay with the discretion to headteachers on the number of authorised days for religious observance. However, additional days could be taken u nder specific circumstances, such as fasting periods. The guidance paper was advisory and allowed headteachers to consider various factors. It was suggested the Head of Education & Lifelong Learning could consult the legal team to address any missing ele ments within the guidance paper. He added that the law was intentionally vague to support religious freedom, making the guidance document useful. The Committee approved the guidance paper to be sent to the legal team for their view before distributing the document to schools and posting it on the Council website. Members mentioned that there was a Sikh celebration taking place on 1 S eptember 2024 and offered to send a list of Sikh holidays approved by government departments to the HSACRE Advisor. (Agenda Item 10.2) Members also highlighted the importance of getting to know each other as a SACRE and understanding different religions. The HSACRE Advisor therefore suggested that HSACRE Members could share artwork or photos from their own lived experiences for the 14 November meeting, with the intention of recording this to share in schools. A Member mentioned that Hillingdon does not recognise Black History Month and highlighted the interrelationship between religion and culture. It was noted that all religions were influenced and affected by culture, and the importance of learning about beliefs through real believers was stressed as an important part of RE. Members recommended featuring HSACRE's work in the Hillingdon magazine monthly. It was suggested t hat the HSACRE Advisor could support this. The relevant member agreed to contact the HSACRE Advisor accordingly. Members learnt tha t in another SACRE borough, the activities of SACRE had been captured in a video published on the Council website to be shar ed with the local Councillors. This activity, led by the HSACRE Advisor, could be something to consider themselves in the future. The meeting, which commenced at 6.00 pm, closed at 8.00 pm. These are the minutes of the above meeting. For more information on any of the resolutions please contact Clerk to HSACRE - Email: democratic@hillingdon.gov.uk. Circulation of these minutes is to Councillors, Officers, the Press and Members of the Public.

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Attendance
Present: Ria Searle Group C - Secondary RE Teacher, Tim Wright Group B - Church of England, Stacey Burman (HSACRE Advisor), Sumen Starr Group C - Secondary Head Teacher, Balmukund Prasad Joshi Group A - Hindu, Alavari Jeevathol Group A - Humanists UK, Dorothy Sadlik Group A - Jewish, Jasvir Singh Rayat Group A - Sikh, Pauline Byles Group B - Church of England, Keith Lunn Group B - Church of England, Hedson De Castro Group C - SEND Secondary School Teacher, Councillor Kishan Bhatt Group D - Local Authority, Councillor June Nelson Group D - Local Authority, Councillor Jagjit Singh Group D - Local Authority, Michael Hawkins (HSACRE Officer), Rebecca Reid (HSACRE Clerk), Waheeda Rehmanji, Jenna Naulls, David Beeston
Apologies: Alice Vahdat Group A - Bahai, Angela Lount Group A - Methodist, Naseem Bint Amir Group A - Muslim, Ninette Fernandes-Viana Group A - Roman Catholic, Melanie Dring MA BA(Hons) PGCE Group B - Church of England, Councillor Shehryar Ahmad-Wallana

Agenda

33. Apologies for Absence
Apologies for absence were received from Councillor Shehryar Ahmad-Wallana .
34. Declarations of Interest
There were no declarations of interest.
35. Membership PDF 175 KB
3.1 New Appointments* (RR) 3.2 Inclusion of Sentientism with regards to Group A (RR)
📄 Membership PDF 175 KB
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Hillingdon SACRE Standing Advisory Council for Religious Education Membership List Name Notes GROUP A Other Faiths and Worldviews represented in the LA, including other Christians. <10 (ten) representatives. Alice Vahdat Bahai Balmukund Prasad Joshi Hindu Alavari Jeevathol Humanist Dorothy Sadlik Jewish Angela Lount Methodist Naseem Bint Amir Muslim Ninette Fernandes-Viana Roman Catholic Jasvir Singh Rayat Sikh Vacant Vacant GROUP B The Church of England <4 (four) representatives. Pauline Byles Church of England Melanie Dring Church of England Keith Lunn (Vice-Chair) Church of England Tim Wright Church of England GROUP C Teachers (Primary and Secondary). <6 (six) representatives. Sumen Starr (Chair) DHT - Head of Secondary (SEN) Hedson De Castro SEND Secondary Teacher Ria Searle Secondary RE Teacher *Jenna Naulls (NEW MEMBER) Primary Teacher *Waheeda Rehmanji (NEW MEMBER) Primary Teacher *David Beeston (NEW MEMBER) Primary Teacher GROUP D Local Authority Councillors <4 (four) representatives. Cllr Kishan Bhatt Local Authority Councillor Cllr June Nelson Local Authority Councillor Cllr Jagjit Singh Local Authority Councillor Cllr Shehryar Ahmad-Wallana Local Authority Councillor *(Con) To be appointed NON-VOTING MEMBERS Michael Hawkins Local Authority Officer Stacey Burman Hillingdon SACRE Advisor Rebecca Reid Clerk to Hillingdon SACRE Please Note: A member MUST tender their resignation with a named replacement in writing to the Chair or Clerk of SACRE. A substitute member can be nominated by the absent member with notice of this substitution provided to the SACRE clerk at least 6 hours in advance of the meeting.

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36. Minutes of Previous Meeting PDF 247 KB
RESOLVED: That the minutes of the meeting dated 05 March 2024 be agreed as a correct record.
📄 Minutes of Previous Meeting PDF 247 KB
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Minutes HILLINGDON STANDING ADVISORY COUNCIL ON RELIGIOUS EDUCATION 5 March 2024 Meeting held at Committee Room 4a - Civic Centre, High Street, Uxbridge UB8 1UW Committee Members Present: Sumen Starr (Chair, Secondary) Keith Lunn (Vice-Chair, Church of England) Alice Vahdat (Bahai) Alavari Jeevathol (Humanist) Dorothy Sadlik (Jewish) Naseem Bint Amir (Muslim) Angela Lount (Methodist) Dr Ninette Fernandes-Viana (Roman Catholic) Jasvir Singh Rayat (Sikh) Tim Wright (Church of England) Pauline Byles (Church of England) Melanie Dring (Church of England) Ria Searle (Secondary) Hedson De Castro (SEND Secondary) Councillor Kishan Bhatt Councillor Jagjit Singh Councillor Colleen Sullivan Non-Voting Officers: Stacey Burman, HSACRE Advisor Michael Hawkins, Head of the School Improvement Team Rebecca Reid, Democratic Services Apprentice (HSACRE Clerk) 23. APOLOGIES FOR ABSENCE (Agenda Item 1) Apologies for absence were received from Councillor Colleen Sullivan and Ria Searle. 24. MEMBERSHIP (Agenda Item 2) Members heard from the HSACRE Clerk that all responses had been received from Members regarding the Membership Audit and that details of the various Committee Groups A-D were officially published on the Hillingdon Council website. This would help to improve transparency and efficiency of clarifying on the website which faith groups were being represented by Members. 25. DECLARATIONS OF INTEREST (Agenda Item 3) It was noted that Pauline Byles was a School Governor at Bishop Ramsey and an Associate Governor of Dr Triplett’s CE Primary School. It was also noted that Councillor June Nelson was a School Governor at Harmondsworth Primary School. There were no further declarations of interest. 26. MINUTES OF PREVIOUS MEETING (Agenda Item 4) Members raised questions about the wording of the SACRE Clerk being provided by Southwark Council. This was clarified as a typographical error and it was noted that the wording had since been changed to reflect that a SACRE Clerk had been provided by Hillingdon Council, and that the correct version had been published online. RESOLVED: That the minutes of the meeting dated 21 November 2023 be agreed as a correct record. 27. DETERMINATIONS (Agenda Item 5) Attention was drawn to a Freedom of Information request that had been submitted about how many requests for a change in determinations around collective worship had been received in the last 3 years. No determinations had yet been made. However, it was acknowledged that due to recent actions, if an application for a change in determination were to be submitted by a school, HSACRE would be well prepared and equipped to deal with the application. 28. NATIONAL UPDATES (Agenda Item 6) It was noted that The Interfaith Network had been set up to improve understanding between faith groups but had recently confirmed its closure due to lack of government funding. The Chair questioned when The Interfaith Network was set to close. There was not yet a confirmed closing date for the Network. The HSACRE Advisor emphasised the significance of HSACRE faith groups being strong, as they might now be the only group that schools could access in the Borough for faith speakers, and reminded members that schools may attempt to access these representatives of other faiths and worldviews via the RE Hubs website. It was highlighted that almost no Faith Representative Committee Members from HSACRE was yet advertised as a faith speaker on the RE Hubs website. It was explained, concerningly, that this meant Hillingdon schools were having to go out-of-borough to seek out faith speakers for schools, despite the diverse community of faith representatives that existed within the Borough. The HSACRE Advisor urged all SACRE faith representative Committee Members to register as faith speakers on the RE Hubs website. Members were notified that an information request had been received about the Sikh festival of Vaisakhi from a council officer. Members were informed that The Interfaith Network website had a calendar of religious festivals published on the website which would soon be no longer in use due to the established closure of the Network. Considerations were made around HSACRE producing a similar calendar of religious festivals on the Hillingdon Council website, and the possibility of adding localised photographs of people celebrating their different religious festivals. This would, in effect, offer the opportunity for real believer examples and individual experiences to be shared with schools about different religious festivals and celebrations. It was noted that many festivals were commonly celebrated or taught about in schools. Some Members expressed their interest in encouraging schools directly to get involved when it came to sharing information about celebrating different festivals. The Chair conveyed that a Sikh-practicing school had looked at important dates in Judaism, Hinduism, and Christianity. This included the Holocaust. The Head of the School Improvement Team noted that colleagues had been looking into faith-based festivals as well as non-faith-based festivals so that this could be reflected in how employees saw themselves in the workplace. It was agreed that draft wording would be devised by the HSACRE Advisor which could be sent to schools (e.g. via School Governors) requesting for photographs of different religious festivals and celebrations happening in the Borough. Councillor Nelson expressed her support of adopting a calendar of religious festivals similar to that published on The Interfaith Network website and urged HSACRE Members to register as faith speakers on RE Hubs to demonstrate support as a Committee. Members notably added that the Home Office had made their employees aware of important key dates in the Sikh calendar. The HSACRE Advisor requested for this information to be sent to her or the HSACRE Clerk. As a further matter, the Advisor explained that the Ofsted RE Subject Report based on school inspections since 2021 had still not been published, but an extract from the Ofsted Annual Report 2021 had been included in the meeting papers, along with comments and questions which could be directed to schools to promote thinking and evaluation of their RE curriculum. The Chair questioned with interest when the HSACRE Advisor would be delivering the planned teachers’ sessions, and how many teachers would be joining the sessions. The HSACRE Advisor responded that both a primary school RE session and secondary school RE session would be held in the morning on the 11 March 2024 at Oaklands School, in addition to a second workshop to support schools with navigating dialogue with pupils around the Middle East crisis. The questions raised in the Ofsted Annual Report would also be discussed with teachers during the training sessions. It was reported that 33 primary schools had registered for the teacher training session in the previous term and 24 of those schools had attended. The HSACRE Advisor has since been in contact with these schools who did not attend the session and has since fostered stronger relationships with those schools. The Advisor also suggested that she would approach teachers in attendance to the session about membership of SACRE to increase primary school representation. In addition, there were 9 secondary schools who had registered for the teacher training session last term, and 5 of those schools had attended. It was agreed this provided strong headway in supporting an improved understanding of what was good quality RE in our schools. The HSACRE Advisor noted that the annual written report for SACRE did not currently go far enough to showcase all the great work of Hillingdon SACRE in previous years. It was emphasised that more could be done to add greater detail within the annual report about how HSACRE was identifying the RE happening in schools, such as through teacher training sessions and meetings in order to establish how the RE syllabus could be developed. The HSACRE Advisor also proposed devising an electronic survey to share with RE leads as an information gathering source to monitor the RE subject. Members raised questions about the extent to which the current RE syllabus was adapted to SEND schools. The response was that SACRE was responsible for devising the RE syllabus. Although the statutory syllabus could not be easily amended since it could only be changed every 5 years, the non-statutory materials could be adapted and improved to meet the individualised needs of various schools, including SEND schools. The Head of the School Improvement Team added that the RE curriculum in schools could be adapted to SEND pupils through the use of breaking down more conceptual tasks into smaller steps, which would help reduce cognitive load for pupils. The HSACRE Advisor acknowledged that SEND was an area that was not recognised enough within the syllabus, but that this could be better approached by engaging schools to have a more active voice when crafting the RE syllabus. The teacher training sessions could serve as a strong consultative base to better adapt the RE syllabus to different schools’ needs. Considerations were made to plan adaptions to the RE syllabus while also taking into account budgeting and funding factors. Concerns were raised by a Councillor about the use of surveys to collect information from schools. As a Scrutiny Committee Member, the Councillor had received information that there was often a particularly low school response rate to surveys. Members were reassured that teacher networks would be set up before the survey was put in place, and having a named person to develop a relationship with through these networks would encourage a better percentage of responses and much higher engagement from the online survey by teachers. Comments were made by Members around increasing the engagement of 6th form students in RE which could set a positive tone for the entire school and wider community. The HSACRE Advisor expressed appreciation of this comment and noted that in her experience in other Boroughs, 6th form students were often not engaged in RE, even though this was a requirement. 29. LOCAL UPDATES (Agenda Item 7) HSACRE were informed that a NASACRE Conference was to be held at Hilton York on Monday 20 May 2024. The HSACRE Advisor invited Members of HSACRE to attend the Conference. The Committee voted by a show of hands on using the electronic survey method as an information gathering source to identify what RE was happening in schools, discover how the RE syllabus could be developed, and continuously monitor the RE subject. This was agreed by the Committee. Members also voted on the production of a calendar of religious festivals on the Council Committee’s website, which was also agreed by the Committee. 30. HSACRE ACTION PLAN (Agenda Item 8) The HSACRE Advisor explained the action plan for the Committee’s consideration and would be adapted to reflect Key action points proposed to Members. These were subsequently agreed to include:  Faith Representatives on the Hillingdon SACRE Committee to register themselves as Faith Speakers on the RE Hubs website.  HSACRE Advisor to devise an electronic survey for teachers to complete to help identify the RE happening in schools and consider how the RE syllabus could be developed.  HSACRE Advisor to support the production of a localised calendar of r eligious festivals for publishment on the Council Committee’s website by drafting wording which can be sent to schools (e.g. via School Governors) requesting for photographs of different religious festivals and celebrations happening in the Borough. HSACRE Advisor to approach teachers in attendance about membership of SACRE to increase primary school representation. 31. DATES OF FUTURE MEETINGS (Agenda Item 9) It was agreed that the next meeting of HSACRE would be scheduled for: - Wednesday 26 June 2024 Members will also be able to attend this meeting remotely via MS Teams (please contact the Hillingdon SACRE Clerk if you would like to join remotely). Members will also be able to attend this meeting remotely via MS Teams (please contact the Hillingdon SACRE Clerk if you would like to join remotely). If you are unable to attend this meeting, please email democratic@hillingdon.gov.uk 32. AOB (Agenda Item 10) Members raised a query regarding the feasibility of allowing children from Hillingdon Schools to present their RE work to the HSACRE Committee to encourage engagement and foster understanding between different faith groups. The HSACRE Advisor responded that sometimes schools experienced pressure when requested to present to SACREs, though samples of pupils’ work stemming from/within the teacher groups could instead be shared with the HSACRE Committee. It was further shared that, in another SACRE Borough, creative approaches had been taken to develop short video clips by SACRE Faith Committee Members, which were then shared with schools to use in classrooms to stimulate interfaith dialogue including a more diverse range. The key factor enabling this initiative was the collaboration between the HSACRE Advisor and the individual SACRE members in crafting the curriculum resources. This approach promoted engagement, understanding and meaningful conversations around the RE curriculum and could be mirrored in Hillingdon in the future. The meeting, which commenced at 6:00 pm, closed at 7:08 pm. These are the minutes of the above meeting. For more information on any of the resolutions please contact Clerk to HSACRE - Email:democratic@hillingdon.gov.uk on Please enter via main reception and visit the security desk to sign-in and collect a visitors pass. You will then be directed to the Committee Room.. Circulation of these minutes is to Councillors, Officers, the Press and Members of the Public.

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37. Determinations
38. National Updates (Verbal Update) PDF 122 KB
6.1. Ofsted Report on RE (published,17/04/2024) (SB) https://www.gov.uk/government/publications/subject-report-series-religious-education Further links to summaries of the Ofsted Report: https://schoolsweek.co.uk/ofsted-criticises-limited-and-poor-quality-re-lessons/ https://www.natre.org.uk/news/latest-news/ofsted-deep-and-meaningful-the-religious-education-subject-report-april-2024/ 6.2. RE Hubs (SB) https://www.re-hubs.uk/get-involved/get-involved/ 6.3. NASACRE conference (SB/KL) 6.4. New draft NASACRE CIO Constitution Slides * 6.5. Proposed NASACRE CIO Constitution: NASACRE Constitution 2023 Draft NASACRE Constitution May 2024 Proposed CIO Constitution changes
📄 National Updates (Verbal Update) PDF 122 KB
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NASACRE CIO Registration York – 20th May 2024 Barnabas Consulting Ltd 1: Introductions 2: Why are we registering as a CIO? 3: What do we need? 4: The Draft Constitution Mission Membership Mechanisms 5: What’s Next? 6: Membership Consultation and Feedback Why are we registering as a CIO? Barnabas Consulting Ltd The NASACRE Executive decided to register as CIO in 2023 in order to: • Secure the future of NASACRE • Enable NASACRE to write contracts and (potentially) employ staff • Strengthen NASACRE’s ability to apply for (and win!) grants/bids • Meet the conditions of the bank for a bank account • Protect the Executive and manage their liability as individuals What do we need? Barnabas Consulting Ltd The Charity Commission requires NASACRE to provide: • Evidence of authorisation/approval to use the name • Appropriate charitable aim(s) • An appropriate constitution/governing document The Draft Constitution Barnabas Consulting Ltd • NASACRE’s current constitution (set in 2023) is 2 pages long • The Draft Constitution, developed from the Charity Commission’s own template) is nearly 28 pages long! • Some of the major changes are summarised in the supporting paper It is a DRAFT Constitution – nothing has been finalised yet NASACRE Mission Barnabas Consulting Ltd The NASACRE Mission (Objects) is proposed as: a) The Charitable Purpose of strengthening and supporting all local SACREs across England in their duties including any future duties that might be required of SACREs following a change in the law. b) The Advancement of Education (the subject of Religious Education) through strengthening and supporting all local SACREs across England in their duties, including but not limited to providing i) services, education, advice, information and resources to and through local SACREs ii) workshops, conferences, seminars and/or lectures to and through local SACREs NASACRE Membership Barnabas Consulting Ltd The Draft Constitution allows: • any English SACRE that has paid subscription to be a Member, with full voting/nominating rights • the Board of Trustees to establish other (non-voting) forms of Associate Membership NASACRE Mechanisms Barnabas Consulting Ltd The Draft Constitution sets out lots of mechanisms for how NASACRE will run as a charity, including: • Nominating, voting for and getting rid of Trustees • Trustee numbers and Terms of Service • How General Meetings are called and run • How to manage assets if the charity is wound up NASACRE – What’s Next? Barnabas Consulting Ltd The process is: • Member consultation and feedback from now to the end of June • Consultation/feedback review by Working Group • Redraft and Final Draft Constitution review by Executive • Final Draft Constitution legal review • Charity registration application, hopefully by September! NASACRE Member Consultation and Feedback Barnabas Consulting Ltd Please send your comments and questions to: Mike McMaster – Barnabas Consulting mike@barnabasconsulting.co.uk By Friday 28th June 2024 Please be precise in your comments/feedback and, wherever possible, reference specific pages/sections of the Draft Constitution.

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📄 NASACRE Constitution 2023
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NASACRE Constitution 2023 1. The Name of the Association The name of the Association shall be the National Association of Standing Advisory Councils on Religious Education (NASACRE). 2. The Mission of the Association NASACRE’s Mission Statement shall be: ❖ NASACRE exists to strengthen local SACREs and to support them in carrying out their statutory duties and responsibilities. ❖ NASACRE represents and celebrates SACREs at a strategic national level. 3. Basis of membership and duties 3.1 Every SACRE in England is affiliated to NASACRE and each SACRE shall be invited to subscribe to the Association, membership being renewable annually on payment of an annual subscription . These subscribed member SACREs constitute the Council. 3.2 The Council shall meet at least once annually; this meeting shall be known as the Annual General Meeting (AGM). It will be deemed to be quorate when one quarter of subscribed SACREs is represented. 3.3 Each subscribed SACRE shall be entitled to send any number of representatives to the meetings of the Council, but on any matter on which the Council takes a vote, subscribed SACREs shall each be entitled to cast one vote only. 3.4 The Council shall be responsible for review and amendment of the Constitution, as appropriate. 3.5 A majority of one half plus one of the Council shall be necessary for any amendment to the Constitution. 4. The Honorary Officers Honorary Officers shall be nominated by a SACRE and must be an officer to, or a member or co-opted member of, that SACRE. These shall be elected for a period of two years and shall comprise: 4.1 The Chair 4.2 The Vice Chair 4.3 The Assistant to the Chair 4.4 The Secretary 4.5 The Treasurer The Vice Chair / Chair / Assistant to the Chair is a 6 year term of office with 2 years in each Officer role, the Vice Chair being elected to automatically move into the next role after two years. At any one time, 3 officers will be on the Executive at different stages of these roles. If at any time, one of these Officers is unable to continue, the Executive may appoint a temporary substitute from the other two post holders until the next AGM. The Exec may extend period of service on the Committee to ensure posts are filled. An Honorary Officer may relinquish their office at any time. If an Honorary Officer is absent from three consecutive Committee meetings they shall be deemed to have relinquished their office and would need to seek re -election at the next Council AGM if they so desired. 5. The Executive Committee (the Exec) Exec members shall be nominated by a SACRE and must be an officer to, or a member or co-opted member of, that SACRE. Similarly, a person co-opted by the Exec would normally be an officer to a SACRE or a member of a SACRE , but in some cases the ir specific area of expertise might be deemed more significant than the aforementioned criteria. Exec members are elected to serve for 3 years. The Exec comprises the elected Honorary Officers together with no more than eight other members elected by the Council. The Exec has the power to co -opt up to three additional members. The Exec shall include the following roles: 5.1 Communications Officers who shall have oversight of the Association’s communications strategy and communications, including the SACRE Briefings sent to SACREs 5.2 Conference Organisers who shall have oversight of the Annual Conference in partnership with the Secretary and the Treasurer 5.3 Development O fficers who shall oversee the pr oduction of a Development Plan and report to the Exec and Council on its progress With the agreement of the Exec, the roles set out in 5.1 – 5.3 may be shared between members of the Exec. Members of the Exec shall serve for a period of three years, after which time they must seek re-election by the Council at the AGM. Normally, members of the Exe c should not serve more than six years consecutively. Co-opted members shall normally serve for two years when a review by the Exec will take place; they may serve as a co-opted member for up to six years consecutively. If a member of the Exec misses three consecutive meetings , they may be deemed to have left the Committee. The Exec shall be responsible for the planning of other activities and events in fulfilment of the aims of the Association. 6. Subscriptions and Finance There shall be a membership fee, which shall be fixed from time to time by the Council. This fee shall not be deemed as the payment for the Annual Conference , which is additional to the annual meeting of the Council (AGM). 7. Winding-up If for any reason the Association w as to be dissolve d, any assets remaining in the Association’s bank account(s) shall be divided equally between those SACREs wh ich were subscribed members at th e time of the dissolution of the Association , once all other outstanding debts have been cleared. Note The association is in process of registering as a Charitable Incorporated Organisation. May 2023

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📄 Draft NASACRE Constitution May 2024
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1 This draft Constitution is based on the template constitution available from the UK Government, and I have drawn it up to directly address the concerns raised in the original NASACRE CIO application. To assist with navigation, I have included this Table of Contents. Please note: 1 – the Table of Contents will not appear in the final version of the Constitution, it is here to assist navigation and decision-making 2 – All clause numbers and cross references between clauses will be checked/corrected after the main points have been discussed by NASACRE. CONTENTS: 1) The name of the Charitable Incorporated Organisation (“the CIO”) is: ............... 3 2) The principal office of the CIO is in England. .......................................................... 3 3) The objects of the CIO are: ...................................................................................... 3 4) The CIO has power ................................................................................................... 4 5) Application of income and property ...................................................................... 4 6) Benefits and payments to charity trustees and connected persons ................... 5 7) Conflicts of interest and conflicts of loyalty ............................................................ 6 8) Liability of members ................................................................................................. 6 9) Membership of the CIO ........................................................................................... 6 10) Members’ decisions ................................................................................................. 8 11) General meetings of members ........................................................................... 10 12) Charity trustees .................................................................................................... 14 13) Appointment of charity trustees .......................................................................... 16 14) Information for new charity trustees ................................................................. 17 15) Retirement and removal of charity trustees ..................................................... 17 16) Reappointment of charity trustees .................................................................... 18 17) Taking of decisions by charity trustees .............................................................. 18 18) Delegation by charity trustees ............................................................................ 19 2 19) Meetings and proceedings of charity trustees .................................................. 20 20) Saving provisions ................................................................................................... 21 21) Execution of documents ..................................................................................... 21 22) Use of electronic communications ................................................................... 22 23) Keeping of Registers .............................................................................................. 22 24) Minutes .................................................................................................................. 22 25) Accounting records, accounts, annual reports and returns, register maintenance .................................................................................................................... 22 26) Rules ....................................................................................................................... 23 27) Disputes .................................................................................................................. 23 28) Amendment of constitution .............................................................................. 23 29) Voluntary winding up or dissolution .................................................................. 24 30) Postal Voting ......................................................................................................... 25 31) Use of electronic communications by the CIO .................................................... 26 32) Interpretation ........................................................................................................ 27 3 Constitution of the National Association of Standing Advisory Councils on Religious Education Date of constitution (last amended): <date>........................................................................................................... 1) The name of the Charitable Incorporated Organisation (“the CIO”) is: The National Association of Standing Advisory Councils on Religious Education (NASACRE) 2) The principal office of the CIO is in England. 3) The objects of the CIO are: a) Other Charitable Purposes – strengthening and supporting all local SACREs across England in their duties including any future duties that might be required of SACREs following a change in the law. b) The Advancement of Education (the subject of Religious Education) through strengthening and supporting all local SACREs across England in their duties, including but not limited to providing i) Services, education, advice, information and resources to and through local SACREs ii) Workshops, conferences, seminars and/or lectures to and through local SACREs Nothing in this constitution shall authorise an application of the property of the CIO for the purposes which are not charitable in accordance with [section 7 of the Charities and Trustee Investment (Scotland) Act 2005] and [section 2 of the Charities Act (Northern Ireland) 2008]. 4 4) The CIO has power to do anything which is calculated to further its objects or is conducive or incidental to doing so. In particular, the CIO has power to: a) borrow money and to charge the whole or any part of its property as security for the repayment of the money borrowed. The CIO must comply as appropriate with sections 124 and 125 of the Charities Act 2011 if it wishes to mortgage land; b) buy, take on lease or in exchange, hire or otherwise acquire any property and to maintain and equip it for use; c) sell, lease or otherwise dispose of all or any part of the property belonging to the CIO. In exercising this power, the CIO must comply as appropriate with sections 117 and 119-123 of the Charities Act 2011; d) employ and remunerate such staff as are necessary for carrying out the work of the CIO. The CIO may employ or remunerate a charity trustee only to the extent that it is permitted to do so by clause 6 (Benefits and payments to charity trustees and connected persons) and provided it complies with the conditions of that clause; e) deposit or invest funds, employ a professional fund-manager, and arrange for the investments or other property of the CIO to be held in the name of a nominee, in the same manner and subject to the same conditions as the trustees of a trust are permitted to do by the Trustee Act 2000. 5) Application of income and property a) The income and property of the CIO must be applied solely towards the promotion of the objects. b) A charity trustee is entitled to be reimbursed from the property of the CIO or may pay out of such property reasonable expenses properly incurred by him or her when acting on behalf of the CIO. c) A charity trustee may benefit from trustee indemnity insurance cover purchased at the CIO’s expense in accordance with, and subject to the conditions in, section 189 of the Charities Act 2011. 5 d) None of the income or property of the CIO may be paid or transferred directly or indirectly by way of dividend, bonus or otherwise by way of profit to any member of the CIO or connected person. This does not prevent a member or connected person who is not also a charity trustee receiving: (a) a benefit from the CIO as a beneficiary of the CIO; (b) reasonable and proper remuneration for any goods or services supplied to the CIO; (c) Nothing in this clause shall prevent a charity trustee or connected person receiving any benefit or payment which is authorised by clause 6. 6) Benefits and payments to charity trustees and connected persons 1) No charity trustee or connected person may: (a) buy or receive any goods or services from the CIO on terms preferential to those applicable to members of the public; (b) sell goods, services, or any interest in land to the CIO; (c) be employed by, or receive any remuneration from, the CIO; (d) receive any other financial benefit from the CIO; unless the payment or benefit is permitted by sub-clause (2) of this clause or authorised by the court or the prior written consent of the Charity Commission (“the Commission”) has been obtained. In this clause, a “financial benefit” means a benefit, direct or indirect, which is either money or has a monetary value. 2) Scope and powers permitting trustees’ or connected persons’ benefits (a) A charity trustee or connected person may receive a benefit from the CIO as a beneficiary of the CIO provided that a majority of the trustees do not benefit in this way. (b) A charity trustee or connected person may enter into a contract for the supply of services and/or goods to the CIO where that is permitted in accordance with, and subject to the conditions in, sections 185 to 188 of the 6 Charities Act 2011. (c) A charity trustee or connected person may receive interest on money lent to the CIO at a reasonable and proper rate which must be not more than the Bank of England bank rate (also known as the base rate). (d) A charity trustee or connected person may receive rent for premises let by the trustee or connected person to the CIO. The amount of the rent and the other terms of the lease must be reasonable and proper. The charity trustee concerned must withdraw from any meeting at which such a proposal or the rent or other terms of the lease are under discussion. (e) A charity trustee or connected person may take part in the normal trading and fundraising activities of the CIO on the same terms as members of the public. 7) Conflicts of interest and conflicts of loyalty A charity trustee must: (1) declare the nature and extent of any interest, direct or indirect, which he or she has in a proposed transaction or arrangement with the CIO or in any transaction or arrangement entered into by the CIO which has not previously been declared; and (2) absent himself or herself from any discussions of the charity trustees in which it is possible that a conflict of interest will arise between his or her duty to act solely in the interests of the CIO and any personal interest (including but not limited to any financial interest). Any charity trustee absenting himself or herself from any discussions in accordance with this clause must not vote or be counted as part of the quorum in any decision of the charity trustees on the matter. 8) Liability of members to contribute to the assets of the CIO if it is wound up If the CIO is wound up, the members of the CIO have no liability to contribute to its assets and no personal responsibility for settling its debts and liabilities. 9) Membership of the CIO (1) Admission of new members 7 (a) Eligibility Membership of the CIO is open to any Standing Advisory Council on Religious Education (SACRE) in England which is interested in furthering the CIO’s purposes, and who, by applying for membership, has indicated its agreement to become a member and acceptance of the duty of members set out in sub-clause (3) of this clause. Each member SACRE shall have one appointed representative (as defined in clause 11.7). (b) Admission procedure The charity trustees: (i) may require applications for membership to be made in any reasonable way that they decide; (ii) shall, if they approve an application for membership, notify the applicant of their decision within 21 days. (2) Transfer of membership Membership of the CIO cannot be transferred. (3) Duty of members It is the duty of each member of the CIO to exercise its powers as a member of the CIO in the way they decide in good faith would be most likely to further the purposes of the CIO. (4) Termination of membership (a) Membership of the CIO comes to an end if: (i) the member SACRE ceases to exist; or (ii) the member sends a notice of resignation to the charity trustees; or (iii) any sum of money owed by the member to the CIO is not paid in full within six months of its falling due. 8 (5) Membership fees The CIO may require members to pay reasonable membership fees to the CIO. (6) Associate (non-voting) membership (a) The charity trustees may create associate or other classes of non-voting membership, and may determine the (non-voting) rights and obligations of any such members (including payment of membership fees), and the conditions for admission to, and termination of membership of any such class of members. (b) Other references in this constitution to “members” and “membership” do not apply to non-voting members, and non-voting members do not qualify as members for any purpose under the Charities Acts, General Regulations or Dissolution Regulations. 10) Members’ decisions (1) General provisions Except for those decisions that must be taken in a particular way as indicated in sub-clause (4) of this clause, decisions of the members of the CIO may be taken either by vote at a general meeting as provided in sub-clause (2) of this clause or by written resolution as provided in sub-clause (3) of this clause. (2) Taking ordinary decisions by vote Subject to sub-clause (4) of this clause, any decision of the members of the CIO may be taken by means of a resolution at a general meeting. Such a resolution may be passed by a simple majority of votes cast at the meeting (including votes cast by postal or email ballot, and proxy votes). (3) Taking ordinary decisions by written resolution without a general meeting (a) Subject to sub-clause (4) of this clause, a resolution in writing agreed by a simple majority of all the members who would have been entitled to vote upon it had it been proposed at a general meeting shall be effective, provided that: (i) a copy of the proposed resolution has been sent to all the 9 members eligible to vote; and (ii) a simple majority of members has signified its agreement to the resolution in a document or documents which are received at the registered office within the period of 28 days beginning with the circulation date. The document signifying a member’s agreement must be authenticated by their authorised representative’s signature or in such other manner as the CIO has specified. (b) The resolution in writing may comprise several copies to which one or more members has signified their agreement. (c) Eligibility to vote on the resolution is limited to members who are members of the CIO on the date when the proposal is first circulated in accordance with paragraph (a) above. (d) Not less than 10% of the members of the CIO may request the charity trustees to make a proposal for decision by the members. (e) The charity trustees must within 21 days of receiving such a request comply with it if: (i) The proposal is not frivolous or vexatious, and does not involve the publication of defamatory material; (ii) The proposal is stated with sufficient clarity to enable effect to be given to it if it is agreed by the members; and (iii) Effect can lawfully be given to the proposal if it is so agreed. (f) Sub-clauses (a) to (c) of this clause apply to a proposal made at the request of members. (4) Decisions that must be taken in a particular way (a) Any decision to remove a trustee must be taken in accordance with clause 15(2). (b) Any decision to amend this constitution must be taken in accordance with clause 28 of this constitution (Amendment of Constitution). 10 (c) Any decision to wind up or dissolve the CIO must be taken in accordance with clause 29 of this constitution (Voluntary winding up or dissolution). Any decision to amalgamate or transfer the undertaking of the CIO to one or more other CIOs must be taken in accordance with the provisions of the Charities Act 2011. 11) General meetings of members (1) Types of general meeting There must be an annual general meeting (AGM) of the members of the CIO. The first AGM must be held within 18 months of the registration of the CIO, and subsequent AGMs must be held at intervals of not more than 15 months. The AGM must receive the annual statement of accounts (duly audited or examined where applicable) and the trustees’ annual report, and must elect trustees as required under clause 13. Other general meetings of the members of the CIO may be held at any time. All general meetings must be held in accordance with the following provisions. (2) Calling general meetings (a) The charity trustees: (i) must call the annual general meeting of the members of the CIO in accordance with sub-clause 1 of this clause, and identify it as such in the notice of the meeting; and (ii) may call any other general meeting of the members at any time. (b) The charity trustees must, within 21 days, call a general meeting of the members of the CIO if: (i) they receive a request to do so from at least 10% of the members of the CIO; and (ii) the request states the general nature of the business to be dealt with at the meeting. (c) If, at the time of any such request, there has not been any general meeting of the members of the CIO for more than 12 months, then sub-clause (b)(i) 11 of this clause shall have effect as if 5% were substituted for 10%. (d) Any such request may include particulars of a resolution that may properly be proposed, and is intended to be proposed, at the meeting. (e) A resolution may only properly be proposed if it is lawful, and is not defamatory, frivolous or vexatious. (f) Any general meeting called by the charity trustees at the request of the members of the CIO must be held within 28 days from the date on which it is called. (g) If the charity trustees fail to comply with this obligation to call a general meeting at the request of its members, then the members who requested the meeting may themselves call a general meeting. (h) A general meeting called in this way must be held not more than 3 months after the date when the members first requested the meeting. (i) The CIO must reimburse any reasonable expenses incurred by the members calling a general meeting by reason of the failure of the charity trustees to duly call the meeting, but the CIO shall be entitled to be indemnified by the charity trustees who were responsible for such failure. (3) Notice of general meetings (a) The charity trustees, or, as the case may be, the relevant members of the CIO, must give at least 14 clear days’ notice of any general meeting to all of the members, and to any charity trustee of the CIO who is not a member. (b) If it is agreed by not less than 75% of all members of the CIO, any resolution may be proposed and passed at the meeting even though the requirements of sub-clause (3)(a) of this clause have not been met. This sub-clause does not apply where a specified period of notice is strictly required by another clause in this constitution, by the Charities Act 2011 or by the General Regulations. (c) The notice of any general meeting must: (i) state the time and date of the meeting; 12 (ii) give the address at which the meeting is to take place, or detail of the online service to attend the meeting remotely; (iii) give particulars of any resolution which is to be moved at the meeting, and of the general nature of any other business to be dealt with at the meeting; and (iv) if a proposal to alter the constitution of the CIO is to be considered at the meeting, include the text of the proposed alteration; (v) include, with the notice for the AGM, the annual statement of accounts and trustees’ annual report, details of persons standing for election or re-election as trustee, or where allowed under clause 22 (Use of electronic communication), details of where the information may be found. (d) Proof that an envelope containing a notice was properly addressed, prepaid and posted; or that an electronic form of notice was properly addressed and sent, shall be conclusive evidence that the notice was given. Notice shall be deemed to be given 48 hours after it was posted or sent. (e) The proceedings of a meeting shall not be invalidated because a member who was entitled to receive notice of the meeting did not receive it because of accidental omission by the CIO. (4) Chairing of general meetings The person nominated as chair by the charity trustees under clause 19(2) (Chairing of meetings), shall, if present at the general meeting and willing to act, preside as chair of the meeting. Subject to that, the members of the CIO who are present at a general meeting shall elect a chair to preside at the meeting. (5) Quorum at general meetings (a) No business may be transacted at any general meeting of the members of the CIO unless a quorum is present when the meeting starts. (b) Subject to the following provisions, the quorum for general meetings shall be the greater of 10% or five members. An organisation represented by a 13 person present at the meeting in accordance with sub-clause (7) of this clause, is counted as being present in person. (c) If the meeting has been called by or at the request of the members and a quorum is not present within 15 minutes of the starting time specified in the notice of the meeting, the meeting is closed. (d) If the meeting has been called in any other way and a quorum is not present within 15 minutes of the starting time specified in the notice of the meeting, the chair must adjourn the meeting. The date, time and place at which the meeting will resume must be notified to the CIO’s members at least seven clear days before the date on which it will resume. If a quorum is not present within 15 minutes of the start time of the adjourned meeting, the member or members present at the meeting constitute a quorum. (e) If at any time during the meeting a quorum ceases to be present, the meeting may discuss issues and make recommendations to the trustees but may not make any decisions. If decisions are required which must be made by a meeting of the members, the meeting must be adjourned. (6) Voting at general meetings (a) Any decision other than one falling within clause 10(4) (Decisions that must be taken in a particular way) shall be taken by a simple majority of votes cast at the meeting [(including proxy and postal votes)]. Every member has one vote. (b) A resolution put to the vote of a meeting shall be decided on a show of hands, unless (before or on the declaration of the result of the show of hands) a poll is duly demanded. A poll may be demanded by the chair or by at least 10% of the members present in person or by proxy at the meeting. (c) A poll demanded on the election of a person to chair the meeting or on a question of adjournment must be taken immediately. A poll on any other matter shall be taken, and the result of the poll shall be announced, in such manner as the chair of the meeting shall decide, provided that 14 the poll must be taken, and the result of the poll announced, within 21 days of the demand for the poll. (d) A poll may be taken: (i) at the meeting at which it was demanded; or (ii) at some other time and place specified by the chair; or (iii) through the use of postal or electronic communications. (e) In the event of an equality of votes, whether on a show of hands or on a poll, the chair of the meeting shall have a second, or casting vote. (f) Any objection to the qualification of any voter must be raised at the meeting at which the vote is cast and the decision of the chair of the meeting shall be final. (7) Representation of organisations A SACRE that is a member of the CIO may, in accordance with its usual decision-making process, authorise a person to act as its representative at any general meeting of the CIO. The authorised representative is entitled to exercise the same powers on behalf of the SACRE as the SACRE could exercise as an individual member of the CIO. (8) Adjournment of meetings The chair may with the consent of a meeting at which a quorum is present (and shall if so directed by the meeting) adjourn the meeting to another time and/or place. No business may be transacted at an adjourned meeting except business which could properly have been transacted at the original meeting. 12) Charity trustees (1) Functions and duties of charity trustees The charity trustees shall manage the affairs of the CIO and may for that purpose exercise all the powers of the CIO. It is the duty of each charity trustee: 15 (a) to exercise his or her powers and to perform his or her functions in his or her capacity as a trustee of the CIO in the way he or she decides in good faith would be most likely to further the purposes of the CIO; and (b) to exercise, in the performance of those functions, such care and skill as is reasonable in the circumstances having regard in particular to: (i) any special knowledge or experience that he or she has or holds himself or herself out as having; and, (ii) if he or she acts as a charity trustee of the CIO in the course of a business or profession, to any special knowledge or experience that it is reasonable to expect of a person acting in the course of that kind of business or profession. (2) Eligibility for trusteeship (a) Every charity trustee must be a natural person. (b) No individual may be appointed as a charity trustee of the CIO: • if he or she is under the age of 16 years; or • if he or she would automatically cease to hold office under the provisions of clause 15(1)(f). (c) No one is entitled to act as a charity trustee whether on appointment or on any re-appointment until he or she has expressly acknowledged, in whatever way the charity trustees decide, his or her acceptance of the office of charity trustee. [(d) At least one of the trustees of the CIO must be 18 years of age or over. If there is no trustee aged at least 18 years, the remaining trustees may only act to call a meeting of the charity trustees, or appoint a new charity trustee. [(e) Every trustee must be a current member, co-opted member, or officer to, a SACRE in England at the time of their election, and be 16 nominated as a trustee of the CIO by that SACRE. (3) Number of charity trustees (a) There must be at least three charity trustees. If the number falls below this minimum, the remaining trustee or trustees may act only to call a meeting of the charity trustees, or appoint a new charity trustee. (b) The maximum number of charity trustees is 12. The charity trustees may not appoint any charity trustee if as a result the number of charity trustees would exceed the maximum. (4) First charity trustees The first charity trustees of the CIO are – … <name of an existing Executive Member - tbc>……………………. … <name of an existing Executive Member - tbc>……………………. … <name of an existing Executive Member - tbc>……………………. … <name of an existing Executive Member - tbc>……………………. 13) Appointment of charity trustees (1) Elected charity trustees (a) At every annual general meeting of the members of the CIO, one-third of the elected charity trustees shall retire from office. If the number of elected charity trustees is not three or a multiple of three, then the number nearest to one-third shall retire from office, but if there is only one charity trustee, he or she shall retire; (b) The charity trustees to retire by rotation shall be those who have been longest in office since their last appointment or reappointment. If any trustees were last appointed or reappointed on the same day those to retire shall (unless they otherwise agree among themselves) be determined by lot; 17 (c) The vacancies so arising may be filled by the decision of the members at the annual general meeting; any vacancies not filled at the annual general meeting may be filled as provided in sub-clause (e) of this clause; (d) The members or the charity trustees may at any time decide to appoint a new charity trustee, whether in place of a charity trustee who has retired or been removed in accordance with clause [15] (Retirement and removal of charity trustees), or as an additional charity trustee, provided that the limit specified in clause [12(3)] on the number of charity trustees would not as a result be exceeded; (e) A person so appointed by the members of the CIO shall retire in accordance with the provisions of sub-clauses (b) and (c) of this clause. A person so appointed by the charity trustees shall retire at the conclusion of the annual general meeting next following the date of his appointment, and shall not be counted for the purpose of determining which of the charity trustees is to retire by rotation at that meeting. 14) Information for new charity trustees The charity trustees will make available to each new charity trustee, on or before his or her first appointment: (a) a copy of this constitution and any amendments made to it; and (b) a copy of the CIO’s latest Trustees’ Annual Report and statement of accounts. 15) Retirement and removal of charity trustees 1) A charity trustee ceases to hold office if he or she: (a) retires by notifying the CIO in writing (but only if enough charity trustees will remain in office when the notice of resignation takes effect to form a quorum for meetings); (b) is absent without the permission of the charity trustees from all their meetings held within a period of six months and the trustees resolve that his or her office be vacated; 18 (c) dies; (d) in the written opinion, given to the CIO, of a registered medical practitioner treating that person, has become physically or mentally incapable of acting as a trustee and may remain so for more than three months; (e) [is removed by the members of the CIO in accordance with sub clause (2) of this clause;] or (f) is disqualified from acting as a charity trustee by virtue of sections 178- 180 of the Charities Act 2011 (or any statutory re-enactment or modification of that provision). (g) leaves or ceases to be a member, co-opted member, or officer to, a SACRE in England, in which case the trustee must resign at the end of their current term of office. 2) A charity trustee shall be removed from office if a resolution to remove that trustee is proposed at a general meeting of the members called for that purpose and properly convened in accordance with clause 11, and the resolution is passed by a [two thirds] majority of votes cast at the meeting. 3) A resolution to remove a charity trustee in accordance with this clause shall not take effect unless the individual concerned has been given at least 14 clear days’ notice in writing that the resolution is to be proposed, specifying the circumstances alleged to justify removal from office, and has been given a reasonable opportunity of making oral and/or written representations to the members of the CIO. 16) Reappointment of charity trustees Any person who retires as a charity trustee by rotation or by giving notice to the CIO is eligible for reappointment. A charity trustee who has served for three consecutive terms may not be reappointed for a fourth consecutive term but may be reappointed after an interval of at least one year. 17) Taking of decisions by charity trustees Any decision may be taken either: • at a quorate meeting of the charity trustees; or 19 • by resolution in writing or electronic form agreed by a majority of all of the charity trustees, which may comprise either a single document or several documents containing the text of the resolution in like form to which the majority of all of the charity trustees has signified their agreement. Such a resolution shall be effective provided that • a copy of the proposed resolution has been sent, at or as near as reasonably practicable to the same time, to all of the charity trustees; and • the majority of all of the charity trustees has signified agreement to the resolution in a document or documents which has or have been authenticated by their signature, by a statement of their identity accompanying the document or documents, or in such other manner as the charity trustees have previously resolved, and delivered to the CIO at its principal office or such other place as the trustees may resolve [within 28 days of the circulation date]. 18) Delegation by charity trustees (1) The charity trustees may delegate any of their powers or functions to a committee or committees, and, if they do, they shall determine the terms and conditions on which the delegation is made. The charity trustees may at any time alter those terms and conditions, or revoke the delegation. (2) This power is in addition to the power of delegation in the General Regulations and any other power of delegation available to the charity trustees, but is subject to the following requirements: (a) a committee may consist of two or more persons, but at least one member of each committee must be a charity trustee; (b) the acts and proceedings of any committee must be brought to the attention of the charity trustees as a whole as soon as is reasonably practicable; and (c) the charity trustees shall from time to time review the arrangements which they have made for the delegation of their powers. 20 19) Meetings and proceedings of charity trustees (1) Calling meetings (a) Any charity trustee may call a meeting of the charity trustees. (b) Subject to that, the charity trustees shall decide how their meetings are to be called, and what notice is required. (2) Chairing of meetings The charity trustees may appoint one of their number to chair their meetings and may at any time revoke such appointment. If no-one has been so appointed, or if the person appointed is unwilling to preside or is not present within 10 minutes after the time of the meeting, the charity trustees present may appoint one of their number to chair that meeting. (3) Procedure at meetings (a) No decision shall be taken at a meeting unless a quorum is present at the time when the decision is taken. The quorum is three charity trustees, or the number nearest to one third of the total number of charity trustees, whichever is greater, or such larger number as the charity trustees may decide from time to time. A charity trustee shall not be counted in the quorum present when any decision is made about a matter upon which he or she is not entitled to vote. (b) Questions arising at a meeting shall be decided by a majority of those eligible to vote. (c) In the case of an equality of votes, the person who chairs the meeting shall have a second or casting vote. (4) Participation in meetings by electronic means (a) A meeting may be held by suitable electronic means agreed by the charity trustees in which each participant may communicate with all the other participants. (b) Any charity trustee participating at a meeting by suitable electronic means agreed by the charity trustees in which a participant or participants may communicate with all the other participants shall 21 qualify as being present at the meeting. (c) Meetings held by electronic means must comply with rules for meetings, including chairing and the taking of minutes. 20) Saving provisions (1) Subject to sub-clause (2) of this clause, all decisions of the charity trustees, or of a committee of charity trustees, shall be valid notwithstanding the participation in any vote of a charity trustee: • who was disqualified from holding office; • who had previously retired or who had been obliged by the constitution to vacate office; • who was not entitled to vote on the matter, whether by reason of a conflict of interest or otherwise; • for whom there is a technical defect in their appointment as a trustee of which the trustees were unaware at the time; if, without the vote of that charity trustee and that charity trustee being counted in the quorum, the decision has been made by a majority of the charity trustees at a quorate meeting. (2) Sub-clause (1) of this clause does not permit a charity trustee to keep any benefit that may be conferred upon him or her by a resolution of the charity trustees or of a committee of charity trustees if, but for sub-clause (1), the resolution would have been void, or if the charity trustee has not complied with clause 7 (Conflicts of interest). 21) Execution of documents (1) The CIO shall execute documents by signature. (2) A document is validly executed by signature if it is signed by at least two of the charity trustees. 22 22) Use of electronic communications The CIO will comply with the requirements of the Communications Provisions in the General Regulations and in particular: (a) the requirement to provide within 21 days to any member on request a hard copy of any document or information sent to the member otherwise than in hard copy form; (b) any requirements to provide information to the Commission in a particular form or manner. 23) Keeping of Registers The CIO must comply with its obligations under the General Regulations in relation to the keeping of, and provision of access to, a register of its members and charity trustees. 24) Minutes The charity trustees must keep minutes of all: (1) appointments of officers made by the charity trustees; (2) proceedings at general meetings of the CIO; (3) meetings of the charity trustees and committees of charity trustees including: • the names of the trustees present at the meeting; • the decisions made at the meetings; and • where appropriate the reasons for the decisions; (4) decisions made by the charity trustees otherwise than in meetings. 25) Accounting records, accounts, annual reports and returns, register maintenance (1) The charity trustees must comply with the requirements of the Charities Act 2011 with regard to the keeping of accounting records, to the preparation and scrutiny of statements of account, and to the preparation of annual reports and returns. The statements of account, reports and returns must be sent to the Charity Commission, regardless of the income of the CIO, within 10 23 months of the financial year end. (2) The charity trustees must comply with their obligation to inform the Commission within 28 days of any change in the particulars of the CIO entered on the Central Register of Charities. 26) Rules The charity trustees may from time to time make such reasonable and proper rules or byelaws as they may deem necessary or expedient for the proper conduct and management of the CIO, but such rules or bye laws must not be inconsistent with any provision of this constitution. Copies of any such rules or bye laws currently in force must be made available to any member of the CIO on request. 27) Disputes If a dispute arises between members of the CIO about the validity or propriety of anything done by the members under this constitution, and the dispute cannot be resolved by agreement, the parties to the dispute must first try in good faith to settle the dispute by mediation before resorting to litigation. 28) Amendment of constitution As provided by sections 224-227 of the Charities Act 2011: (1) This constitution can only be amended: (a) by resolution agreed in writing by all members of the CIO; or (b) by a resolution passed by a 75% majority of votes cast at a general meeting of the members of the CIO. (2) Any alteration of the CIO’s objects, of any provision of the CIO’s constitution directing the application of property on its dissolution or any provision of the CIO’s constitution where the alteration would provide authorisation for any benefit to be obtained by charity trustees or members of the CIO or persons connected with them, requires the prior written consent of the Charity Commission. (3) No amendment that is inconsistent with the provisions of the Charities Act 2011 or the General Regulations shall be valid. (4) A copy of any resolution altering the constitution, together with a copy of the CIO’s 24 constitution as amended, must be sent to the Commission within 15 days from the date on which the resolution is passed. 29) Voluntary winding up or dissolution (1) As provided by the Dissolution Regulations, the CIO may be dissolved by resolution of its members. Any decision by the members to wind up or dissolve the CIO can only be made: (i) at a general meeting of the members of the CIO, called in accordance with clause 11 (Meetings of Members), of which not less than 14 days’ notice has been given to those eligible to attend and vote, by a resolution passed by a 75% majority of those voting, or (b) by a resolution agreed in writing by all members of the CIO. (2) Subject to the payment of all the CIO’s debts: (a) Any resolution for the winding up of the CIO, or for the dissolution of the CIO without winding up, may contain a provision directing how any remaining assets of the CIO shall be applied. (b) If the resolution does not contain such a provision, the charity trustees must decide how any remaining assets of the CIO shall be applied. (c) In either case the remaining assets must be applied for charitable purposes the same as, or similar to, those of the CIO. (3) The CIO must observe the requirements of the Dissolution Regulations in applying to the Commission for the CIO to be removed from the Register of Charities, and in particular: (a) the charity trustees must send with their application to the Commission: (i) a copy of the resolution passed by the members of the CIO; (ii) a declaration by the charity trustees that any debts and other liabilities of the CIO have been settled or otherwise provided for in full; and (iii) a statement by the charity trustees setting out the way in which any property of the CIO has been or is to be applied prior to its dissolution in accordance with this constitution; 25 (b) the charity trustees must ensure that a copy of the application is sent within seven days to every member and employee of the CIO, and to any charity trustee of the CIO who was not privy to the application. (4) If the CIO is to be wound up or dissolved in any other circumstances, the provisions of the Dissolution Regulations must be followed. 30) Postal Voting (a) The CIO may, if the charity trustees so decide, allow the members to vote by post or electronic mail (“email”) to elect charity trustees or to make a decision on any matter that is being decided at a general meeting of the members. (b) The charity trustees must appoint at least two persons independent of the CIO to serve as scrutineers to supervise the conduct of the postal/email ballot and the counting of votes. (c) If postal and/or email voting is to be allowed on a matter, the CIO must send to members of the CIO not less than 21 days before the deadline for receipt of votes cast in this way: (i) a notice by email, if the member has agreed to receive notices in this way under clause 22 (Use of electronic communications), including an explanation of the purpose of the vote and the voting procedure to be followed by the member, and a voting form capable of being returned by email or post to the CIO, containing details of the resolution being put to a vote, or of the candidates for election, as applicable; (ii) a notice by post to all other members, including a written explanation of the purpose of the postal vote and the voting procedure to be followed by the member; and a postal voting form containing details of the resolution being put to a vote, or of the candidates for election, as applicable. (d) The voting procedure must specify the closing date and time for receipt of votes, and must state that any votes received after the closing date or not complying with the voting procedure will be invalid and not be 26 counted. (e) The scrutineers must make a list of names of members casting valid votes, and a separate list of members casting votes which were invalid. These lists must be provided to a charity trustee or other person overseeing admission to, and voting at, the general meeting. A member who has cast a valid postal or email vote must not vote at the meeting, and must not be counted in the quorum for any part of the meeting on which he, she or it has already cast a valid vote. A member who has cast an invalid vote by post or email is allowed to vote at the meeting and counts towards the quorum. (f) Votes cast by post or email must be counted by all the scrutineers before the meeting at which the vote is to be taken. The scrutineers must provide to the person chairing the meeting written confirmation of the number of valid votes received by post and email and the number of votes received which were invalid. (g) The scrutineers must not disclose the result of the postal/email ballot until after votes taken by hand or by poll at the meeting, or by poll after the meeting, have been counted. Only at this point shall the scrutineers declare the result of the valid votes received, and these votes shall be included in the declaration of the result of the vote. (h) Any dispute about the conduct of a postal or email ballot must be referred initially to a panel set up by the charity trustees, to consist of two trustees and two persons independent of the CIO. If the dispute cannot be satisfactorily resolved by the panel, it must be referred to the Electoral Reform Services. 31) Use of electronic communications by the CIO (a) Any member or charity trustee of the CIO, by providing the CIO with his or her email address or similar, is taken to have agreed to receive communications from the CIO in electronic form at that address, unless the member has indicated to the CIO his or her unwillingness to receive such communications in that form. (b) The charity trustees may, subject to compliance with any legal requirements, by means of publication on its website: 27 (i) provide the members with the notice referred to in clause 11(3) (Notice of general meetings); (ii) give charity trustees notice of their meetings in accordance with clause 19(1) (Calling meetings); [and (iii) submit any proposal to the members or charity trustees for decision by written resolution or postal vote in accordance with the CIO’s powers under clause 10 (Members’ decisions), 10(3) (Decisions taken by resolution in writing), or [[the provisions for postal voting] (if you have included this optional provision, please insert the correct clause number here)]. (c) The charity trustees must: (i) take reasonable steps to ensure that members and charity trustees are promptly notified of the publication of any such notice or proposal; (ii) send any such notice or proposal in hard copy form to any member or charity trustee who has not consented to receive communications in electronic form. 32) Interpretation In this constitution: “connected person” means: (a) a child, parent, grandchild, grandparent, brother or sister of the charity trustee; (b) the spouse or civil partner of the charity trustee or of any person falling within sub-clause (a) above; (c) a person carrying on business in partnership with the charity trustee or with any person falling within sub-clause (a) or (b) above; (d) an institution which is controlled – 28 (i) by the charity trustee, member or any connected person falling within sub-clause (a), (b), or (c) above; or (ii) by two or more persons falling within sub-clause (d)(i), when taken together; (e) a body corporate in which – (i) the charity trustee, member or any connected person falling within sub- clauses (a) to (c) has a substantial interest; or (ii) two or more persons falling within sub-clause (e)(i) who, when taken together, have a substantial interest. Section 118 of the Charities Act 2011 apply for the purposes of interpreting the terms used in this constitution. “General Regulations” means the Charitable Incorporated Organisations (General) Regulations 2012. “Dissolution Regulations” means the Charitable Incorporated Organisations (Insolvency and Dissolution) Regulations 2012. The “Communications Provisions” means the Communications Provisions in [Part 9, Chapter 4] of the General Regulations. “charity trustee” means a charity trustee of the CIO. A “poll” means a counted vote or ballot, usually (but not necessarily) in writing.

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📄 Proposed CIO Constitution changes
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Significant Changes from the NASACRE Constitution 2023 to the Proposed CIO Constitution In 2023 the Executive applied for CIO status and submitted a short (2 page) Constitution to support that application. In 2024 the Executive requested that Barnabas Consulting produce a revised Constitution to support a fresh CIO application. The revised document is almost entirely based on the Charity Commission’s own template Constitution for a small charity. Barnabas Consulting has adapted the template to fit NASACRE’s original proposal wherever possible. The new Proposed CIO Constitution is nearly 30 pages long as it has to use specific and legal language and definitions for key governance processes. Much of this detail does not change NASACRE’s original approach in significant ways. However, there are a few areas where the new Proposed CIO Constitution is significantly different: 2023 Constitution Proposed CIO Constitution Comments 1 2: Mission 3: Objects The first statement/object is effectively the same. The second statement (representation and celebration of SACREs) has been removed. 2 3: Membership and Duties - Membership 9: Membership of the CIO Proposed CIO Constitution allows that any English SACRE can be a member (if they have paid their subscription!) Proposed CIO Constitution also allows the Trustees to create other (non-voting) forms of Associate Membership, but it does not define them. 3 3: Membership and Duties - Constitution changes 28: Amendment of Constitution Proposed CIO Constitution increases the requirement to 75% of votes cast at a General Meeting for a Constitution change. 4 4: Honorary Officers - titles 12: Charity Trustees Proposed CIO Constitution does not define multiple officer posts. However, it does allow the trustees to create such roles. 5 4: Honorary Officers - terms 13: Appointment of trustees 16: Reappointment of trustees Proposed CIO Constitution (with 1/3rd of trustees stepping down at each AGM) effectively has a 3-year maximum term of service for a trustee, and a maximum of 3 consecutive terms before they must break for at least 1 year. This would allow the trustees to operate the “rolling” officer roles (as per the 2023 Constitution) but does not define/require it in the Proposed CIO Constitution. 6 4: Honorary Officers - absence 15: Retirement and removal of trustees 2023 Constitution has absence from 3 consecutive committee meetings as deemed relinquishing of office. Proposed CIO Constitution has absence from all meetings in a 6-month period. 7 5: the Executive Committee - numbers 12: Charity Trustees Proposed CIO Constitution requires minimum 3 trustees, maximum 12. Also the terms “Executive” and Honorary Officer are not in the Proposed CIO Constitution. The governing body is the Board of Trustees. 8 5: the Executive Committee - other roles 12: Charity Trustees The 2023 Constitution defines other roles such as Communications Officer, Conference Organiser etc. These are not defined in the Proposed CIO Constitution, but the trustees have the power to create them as they choose. 9 7: winding up 29: Voluntary winding up or dissolution The 2023 Constitution requires assets to be distributed to SACREs. The Proposed CIO Constitution requires the assets to be distributed according to the CIO’s charitable objects.

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39. Local Updates (Verbal Update)
7.1. Interfaith calendar for Hillingdon (SB) Online calendars with descriptions: https://www.reonline.org.uk/festival-calendar/?filters=%7B%22may%22%3A%7B%22term_id%22%3A%2253%22%2C%22taxonomy%22%3A%22months%22%7D%7D Borough wide art competition, Bromley: https://bromleyeducationmatters.uk/Pages/Download/e54adb9c-4b5b-401d-a6c9-15ceea92c775/PageSectionDocuments 7.2. Teacher Sessions (SB) 7.3. E Survey (SB) Hillingdon Religious Education Primary School Survey 2024 https://forms.gle/sEXGbKvRC9itEUv59 Hillingdon Religious Education Secondary School Survey 2024 https://forms.gle/L9eMRy9LufibbhwN9
40. HSACRE Action Plan (Verbal Update) PDF 522 KB
8.1. Updated Action Plan * (SB) 8.2. Self-evaluation * (SB)
📄 HSACRE Action Plan (Verbal Update) PDF 522 KB
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Hillingdon SACRE Action Plan 1. SACRE Meetings and Development Focus Actions Timing Outcomes Advisor MH confirm vendor arrangements for SB Autumn 2023 Advisor receiving payment for support from relevant budgets Members SB to suggest amendments to constitution/members groups required Autumn 2023 Vacancies filled with consistent and high attendance SB create audit of members. SACRE members complete audit. Spring 2024 RR amend/update on website. SB source new members if needed. Summer Meeting 2024 SACRE members vote new members if needed. RR maintain register of attendance to be included in future Annual Reports Autumn 2024 NASACRE RR renew membership of NASACRE May 2023 Passwords received from NASACRE/confirmation of membership RR confirm booking of attendance to NASACRE conference SACRE attendance to NASACRE SB include NASACRE updates on agenda Summer Meeting 2024 SACRE informed of relevant developments from NASACRE Meetings and Training SB liaise NOF/MG to update SACRE webpage Autumn 2023 Improved communication with schools and within SACRE SB/Chair/MG attend RE Hubs/NASACRE meeting. Feedback to SACRE November 2023 Agenda and dates agreed for year ahead. Members informed of all national and local updates, including regional/pan London. SACRE faith group members (A+B) registered on ‘RE Hubs’ website for teachers Spring Meeting 2024 SB share new research in RE, inc. Ofsted expectations and syllabus examples. Ongoing SACRE attendees recognise good quality RE in syllabi including own 2. School communication and Support Newsletter SB devise newsletter insert for teachers. MH support dissemination to schools Autumn 2023 All schools aware of Advisor, aims of SACRE, CPD sessions available Teachers’ Session 1 SB to obtain email contacts for schools from HSP (DG) and MH Autumn 2023 Minimum 10 schools attending/communication with Advisor. RR/SB confirm HLP (DG) + MH notify schools of teacher online session Primary 27/11 Secondary 6/12 SB to plan and deliver teachers’ session Teachers’ Session 2 SB confirm HLP (DG) + MH notify schools of teacher session Primary 11/3 Secondary 11/3 Minimum 10 schools attending. Attendees confirm understanding of good quality RE. SB to plan and deliver teachers’ session Teachers’ Session 3 SB confirm with HLP (DG) + MH notify schools of teacher session Primary 3/6 Secondary 3/6 Minimum 10 schools attending and engaging in review of RE Syllabus. Increased picture of school provision of RE. SB to plan and deliver teachers’ session Interfaith Events/ Materials SB draft Hubs invitation letter for places of worship, SS sign, RR send. March 2024 Bespoke Interfaith event/resources or materials for all schools to engage which promotes strong RE (as agreed, above). SACRE agree format of above Interfaith support around anti-persecution focus SB confirm with HLP (DG) + notify schools 1/4 Hillingdon schools engaged with above to boost awareness of aims of SACRE and examples of strong RE in action. SB run x2 events for schools. SB feedback to SACRE SB draft wording for schools + SACRE faith members re. images of festivals MH/RR prepare collation+ storing images, MH/SB disseminate to schools. Bespoke Interfaith event/resources or materials for all schools to engage which promotes strong RE (as agreed, above). SB develop Autumn festival calendar with support. MH upload council website. Summer 2024 3. Monitoring of standards and quality of RE and Collective Worship in Hillingdon Schools Collective Worship SB devise determinations policy and guidance Autumn 2023 SACRE clear about requirements for CW . Systems in place for requests. SACRE approve once explained, RR to upload to SACRE website School Survey SB devise e survey for Subject Leaders Summer 2025 SACRE have stronger picture of RE and CW in schools MH/SACRE approve and share with schools SB share with schools and collate/analyse results Autumn Term SB share findings/results with SACRE Autumn SB include in Annual Report December 2024

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📄 Item 8.2. Blank Section 1 self evaluation.Cllrs , item 40. PDF 732 KB
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Section 1: Management of the SACRE and partnership with the LA and other key stakeholders How far does the SACRE’s partnership with the LA enable it to carry out its responsibilities effectively? (Taken from 2010 DfE Checklist for an effective partnership between an LA and its SACRE/ASC) ● Does the LA and the SACRE/ASC carry out their statutory duties? ● Is SACRE/ASC properly resourced and well supported by subject specialist advice and training? ● Do members of the SACRE/ASC have a shared vision and understanding of their aims and purpose, seeking to sustain their positive work in the light of changing needs and priorities ? ● Are SACRE/ASC meetings purposeful and focused on the major priorities of improving the quality of RE (and CW) in schools? ● Is the SACRE/ASC well informed about the quality of RE in schools and about wider LA and national priorities and developments affect ing the subject? ● Has the LA adopted a high-quality agreed syllabus that provides a good grounding for planning, teaching and learni ng in RE and enables the schools to deliver RE as part of a coherent curriculum? ● Is there an effective process of reviewing, revising, implementing, monitoring and evaluating the locally agreed syllabus? ● How far does the SACRE’s partnership with the LA enable it to help teachers and schools raise standards in RE and the quality of RE teaching? ● How far does the SACRE contribute effectively to the community cohesion agenda by supporting inclusion in schools and improvi ng engagement within the community? LAs must adequately fund SACREs to enable them to carry out their statutory duties and to support high quality RE and collective worship in schools.1 We consider 2% of the CSSB to be a reasonable spend to enable this. LAs must set aside sufficient money to ensure the Agreed Syllabus review can be effective every five years. We reiterate that as a minimum expectation, LAs must provide the following: ● a clerk, and a professional officer who has expertise in RE curriculum design ● a publicly accessible place to meet and the reasonable expenses of members ● publishing the agreed syllabus and other SACRE materials (including agendas and minutes), most usually on the LA website ● NASACRE subscription and AGM attendance. The relationship between a Local Authority and its SACRE is essentially one of partnership and collaboration, with mutual obligations and statutory responsibilities. So that a SACRE can advise and act effectively for the LA in the field of Religious Education and Collective Worship, the LA must ensure not only that there is a local SACRE, but also that it is able to fulfil its functions. The extent to which a SACRE is supported by funding and personnel, will determine how well individuals and committees can work together. Where a SACRE is valued by the LA, it is more likely that members of the SACRE will be able to contribute both to SACRE’s work and to the LA’s wider strategic objectives. By bringing together many local stakeholders (faith/belief communities, teachers, local politicians and co-optees such as universities and parents) into a statutory body, SACREs can act positively for LAs as a sounding board on their core business of RE and CW, and also on wider strategic educational objectives such as raising standards, narrowing the gap and promoting community cohesion, as well as community matters related to interfaith collaboration and wellbeing. Core and value-added functions work best when the SACRE is appropriately supported, resourced and managed, and when channels of communication with the LA are good. The potential for SACREs to contribute more widely is dependent on SACRE members feeling that the meetings are outward looking, focused on pupil needs, purposeful and enjoyable. This can be achieved, for example, by meeting in different locations (schools, places of worship, cultural centres and council meeting rooms) and by ensuring that all members feel they are equal partners whose views and experiences are sought, listened to and valued. Alongside this, SACRE has the power to develop structural relationships with academies, etc. by exploring ways in which an academy “presence” can be incorporated into SACRE, e.g., by co-options (non-voting), through additional places in Group C (teacher organisations), or by creating a non-voting notional “Group E” (as had been envisaged in the Grant Maintained era). Similar considerations apply to the ASC. Although the legal framework would currently not allow voting rights to any distinct academy representation, SACREs and ASCs would surely not wish to proceed with decisions which were clearly not acceptable to the academy sector represented in their wider membership. Key Area: 1a – Funding: Professional and financial support How well supported and resourced is SACRE, by the LA exercising its statutory responsibilities? Requires improvement/struggling A SACRE in this position would: have no financial or management support to help SACRE to meet and operate. Members are unable to communicate with each other. There is no professional support. ☐ Developing A SACRE with developing practice would: have financial and management support to allow it to exist. Representatives of the LA receive papers and/or attend meetings but there is limited subject specialist advice available. There are resources for basic SACRE functions (such as a place to meet and a minute taker) but there is no specific budget for the SACRE and little opportunity for the SACRE to take initiatives requiring funding. ☐ Established A SACRE with established practice would: access to some subject specialist advice and is informed of local and national initiatives. The LA is represented at meetings and can provide a means of communication with the wider LA. The SACRE has a modest budget which enables it to fund some initiatives. Meetings are clerked and the clerk maintains communication with the Chair and other members between meetings as needed. ☐ Advanced A SACRE with advanced practice would: be well supported by a subject specialist who provides effective advice and is well informed about the provision and quality of RE in the LA and about national developments. Representatives of the LA attend meetings and the SACRE is also attended by a lead officer from the LA who can provide a strong link between the work of the SACRE and the wider LA. SACRE’s plans are linked to other local work and projects. SACRE has a strategic, costed development plan. The SACRE has access to funds to enable it to make decisions about its priorities and ensure these can be properly resourced. ☐ Where are we and where do we find evidence to support this? Key Area: 1b – SACRE meetings How purposeful, inclusive, representative and effective are SACRE meetings? Requires improvement/struggling A SACRE in this position would: not hold regular meetings, if they meet at all. Any meeting held is purely to demonstrate that the LA has allowed SACRE to me et. ☐ Developing A SACRE with developing practice would: hold meetings regularly with: ● routine administrative arrangements ● appropriate distribution of agendas and papers Business is dealt with in a prompt and orderly way. There is limited opportunity for SACRE members to contribute to the work apart from attending meetings. Business tends to be focused solely on routine statutory requirements. ☐ Established A SACRE with established practice would: have good attendance where all four committees are well represented and meetings are quorate. Agendas and papers are distributed well in advance ensuring all members have time to consider them carefully, consulting when relevant their representing/sponsoring bodies. There are some opportunities for teachers and representatives of faith and worldview communities to be invited to share their work. Meetings are well managed with strong contributions from a wide range of members. Meetings move beyond routine matters to consider wider issues about the quality of RE and CW. ☐ Advanced A SACRE with advanced practice would: have SACRE members contributing to the development of the agenda and strategic development plan. Meetings will be lively and purposeful with a wide variety of contributions focused on the major priorities for improvement in schools. Teachers and representatives of faith and worldview communities regularly attend and participate fully in meetings, sharing their experience and insights. Meetings are held in a variety of venues, including council venues, local places of worship and schools. Procedures have been put in place so that meaningful contact can be made with and between members outside of SACRE meetings. ☐ Where are we and where do we find evidence to support this? Key Area: 1c – Membership and training To what extent is the membership of SACRE able to fulfil SACRE’s purpose? Requires improvement/struggling A SACRE in this position would: have no membership list. SACREs constitution is not fit for purpose and needs revision. The Local Authority struggles to fill all places on SACRE, SACRE members have no regular training provided. ☐ Developing A SACRE with developing practice would: have a membership that fulfils the basic statutory obligations. Arrangements to fill vacancies are not always pursued effectively. There are limited induction and training opportunities for SACRE members. ☐ Established A SACRE with established practice would: have an active membership that strongly reflects the diversity of the wider religious/worldview and professional community. There is regular induction training and processes for new members. There are good opportunities for SACRE members to participate in training activities. ☐ Advanced A SACRE with advanced practice would: make good use of co-option to ensure membership of the SACRE is well informed and is highly representative of the diversity of the local community. There is a strong and co-ordinated programme of induction, and training opportunities for SACRE members. There are robust systems in place for succession planning for members and SACRE roles. ☐ Where are we and where do we find evidence to support this? Key Area: 1d – Improvement/development planning How effective are the priorities and actions identified by SACRE in improving the experience of pupils in schools? Requires improvement/struggling A SACRE in this position would: have no development plan to focus future work. There is no knowledge of areas where the priorities of the LA’s development / improvement plan potentially could link to the work of the SACRE. ☐ Developing A SACRE with developing practice would: have little overt linkage between the priorities of the LA’s development / improvement plan and the work of the SACRE. SACRE has limited awareness of national projects or initiatives related to the work of SACRE and so is unable to plan any work or request funding to initiate new work. ☐ Established A SACRE with established practice would: have a costed development plan which is reviewed regularly and updated on an annual basis. This provides an effective focus for the SACRE’s work. There is some attempt to link the plan to the wider LA priorities. SACRE has awareness of national projects or initiatives related to the work of SACRE and so is able to plan work or request funding to update and review their development plan. The SACRE is regularly represented at national events relevant to its work; for example, NASACRE. ☐ Advanced A SACRE with advanced practice would: have a well-defined development plan with clear objectives and success criteria. Resource implications are clearly defined and funding negotiated with the LA or outside funding streams. There is a clear link between the plan and the wider objectives of the LA and also to national innovations. ☐ Where are we and where do we find evidence to support this? Key Area: 1e - Information and advice How well informed is SACRE in order to be able to advise the LA appropriately? Requires improvement/struggling A SACRE in this position would: not be supported to gather information (exam results, data, links to schools) or to link with national initiatives including membership of NASACRE. ☐ Developing A SACRE with developing practice would: receive limited information about public examination data from the LA. Limited information is provided about wider national and local developments. The SACRE tends to receive information from the LA when the LA wishes to give it rather than ask questions of the LA or receive answers to its request. There is little opportunity to be a critical friend. ☐ Established A SACRE with established practice would: be regularly provided with clear information relevant to the quality and provision for RE and CW in local schools and given a context within which any school is working. The SACRE receives the information in a way that enables it to act as a critical friend and question the LA’s work. ☐ Advanced A SACRE with advanced practice would: receive detailed and well-analysed information about the quality and provision for RE and CW. As a result, SACRE uses this information effectively to give advice to the LA which leads to strategic action and/or partnership work to improve standards. This can include advice related to the review of the AS. The SACRE has a strong partnership with the LA and plays an active role in promoting ideas and initiatives. ☐ Where are we and where do we find evidence to support this? Key Area: 1f - Partnerships with key stakeholders What partnerships does the SACRE have with key local and national stakeholders, and what quality are these? Requires improvement/struggling A SACRE in this position would: be unaware of local or national agencies. SACRE has no links with sponsoring bodies in their location. ☐ Developing A SACRE with developing practice would: have little contact with or awareness of other local agencies (e.g. interfaith groups, dioceses), and rarely hears from pupils/students. ☐ Established A SACRE with established practice would: be well informed about other key stakeholders supporting RE and have some meaningful contact with the groups involved. SACRE members are supported at a national level by their sponsoring body. SACRE members attend the annual NASACRE conference and other training opportunities. Hear from pupils/students as part of their work around high-quality RE and CW. ☐ Advanced A SACRE with advanced practice would: build its activities effectively on local networks. Links with other bodies, such as local interfaith groups, are positive and able to support raising standards and developing community cohesion. The SACRE has opportunities to hear the views and experience of pupils about RE. Representatives of key support networks and higher education providers are regularly involved with the SACRE. ☐ Where are we and where do we find evidence to support this? Key Area: 1g – Relations with the Academies sector How effectively is SACRE encouraging academies etc to see themselves also as stakeholders in their local area, specifically by devising ways in which an academies presence is incorporated into SACRE itself? Requires improvement/struggling A SACRE in this position would: have no opportunity to network with local academies. ☐ Developing A SACRE with developing practice would: have nothing formal in place. Little encouragement, if any, is extended to academies to relate to the SACRE’s proceedings, and there are no channels through which academies can contribute. ☐ Established A SACRE with established practice would: have made attempts to include academies on SACRE, but these have been hampered by e.g. lack of confidence or vision on the part of SACRE, or by confusion over what is legally valid and possible, or what is possible between academies in an area. ☐ Advanced SACRE with advanced practice would: have established the place of academies on SACRE. SACRE has considered systematically the legal and structural options, and established a permanent and sustainable academy presence on SACRE. A high proportion of academies in the area regard themselves as stakeholders and partner with SACRE. ☐ Where are we and where do we find evidence to support this?

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Section 2. Standards and quality of provision of Religious Education How effectively does the SACRE, in partnership with the LA, evaluate standards and the quality of provision for RE in schools? How effective are the strategies to improve standards and the quality of provision? In principle, every pupil is entitled to RE of the highest quality. At its best, RE will be one of the most popular, relevant, stimulating and truly educative elements in the curriculum. This potential gives SACREs both a benchmark for aspiration and a spur for action. A core duty of a SACRE is to gain an overview of the quality of the RE provision in local authority maintained schools and to develop effective strategies to promote the highest standards. SACREs may also request information from academies, academy chains and free schools where they educate pupils from the LA which appointed SACRE. In the light of the current inspection culture of partnership and self-evaluation, SACREs will need to adopt an astute and sensitive approach to achieve this overview. Information to assist SACRE in carrying out its role is likely to come from a range of sources, which may include: ● public examination results ● reports from School Improvement Partners ● analysing questionnaires ● sharing of information from subject self-evaluation forms as appropriate, and in agreement with schools ● feedback from professional development activities ● presentations to SACRE from local teachers The Guidance offers analysis and advice to support SACREs in reviewing their own effectiveness, their patterns of partnership, and their strategies in relation to enhancing the quality of RE provision in local authority maintained schools. In addition, in the light of the development of academies and other non-LA maintained schools, SACREs also need to take note of and respond appropriately to this new diversified scenario. (In the ensuing pages, the phrase “academies etc” is used as shorthand to refer to all non-LA maintained schools within a particular LA area. Key Area: 2a - RE provision across the LA. How effectively does the SACRE gain information about RE provision in schools and put in place strategies to support the delivery of pupil entitlement? Requires improvement/struggling A SACRE in this position would: have no routes by which SACRE can gain information about RE provision in schools. ☐ Developing A SACRE with developing practice would: have little knowledge of which schools are fulfilling pupil entitlement in RE because local processes are insufficient to gather such information (e.g. a website trawl) ☐ Established A SACRE with established practice would: have some knowledge of which schools are providing adequate time for effective learning in RE and have a scheme of work that enables them to deliver the AS. SACRE’s process for acquiring this information is adequate but lacks coherence. Have limited opportunities to implement strategies in support of pupil entitlement. Ofsted reports are read and any comments on RE noted and brought to SACRE. ☐ Advanced A SACRE with advanced practice would: build upon a strong relationship with the LA, whereby the LA shares its information and from this SACRE gains an overview of RE provision within the LA. It works effectively with the LA to support and promote pupil entitlement. Examples of different models for fulfilling pupil entitlement within local schools will be shared with all schools so that schools can have a menu from which to adapt an approach that delivers pupil entitlement whilst meeting the specific needs and priorities of their schools. ☐ Where are we and where do we find evidence to support this? Key Area: 2b - Standards of achievement and public examination entries How does SACRE use information about standards and examinations to target support and training for schools? Requires improvement/struggling A SACRE in this position would: not be given any data to work from, and has no professional support to investigate this at a local and national level. ☐ Developing A SACRE with developing practice would: have limited knowledge of standards in primary and secondary schools including examination entries. The SACRE has no clear strategy to address this and the local authority does not adequately invest in professional support for this. Analysis would be limited as would strategies to address issues. ☐ Established A SACRE with established practice would: have some process in place to find out how well learners are doing in KS 1-3, (e.g. by meeting teachers, pupils and through the LA). SACRE will be provided with adequate information about examination entries and standards in examinations in secondary schools and how these relate to national figures. ☐ Advanced A SACRE with advanced practice would: have robust processes with the LA whereby SACRE can gain accurate information about standards in schools and examination entries in all secondary schools, with useful analysis that enables it to address issues effectively in partnership with the LA. ☐ Where are we and where do we find evidence to support this? Key Area: 2c - Quality of learning and teaching. How well does SACRE use knowledge of quality of learning and teaching to target support appropriately? Requires improvement/struggling A SACRE in this position would: not have any knowledge of quality of learning and teaching to target support from the LA and professional support/adviser. ☐ Developing A SACRE with developing practice would: have little knowledge of the quality of learning and teaching in the LA schools and therefore is unable to provide appropriate challenge and support to the schools. The SACRE has no means to offer or recommend support to schools as there is little or no professional support in the LA working with the SACRE. ☐ Established A SACRE with established practice would: have some information regarding the quality of learning and teaching from a range of sources including contact with teachers and pupils. Limited analysis of this information is undertaken; however, this means that SACRE’s attempts to improve learning and teaching have limited effect. Be able to circulate information about national courses and support mechanisms to schools ☐ Advanced A SACRE with advanced practice would: have a robust relationship with schools and the LA to gather meaningful information about the quality of learning and teaching in RE. This information is analysed to identify trends, areas of strength and areas for development and SACRE draws on expertise in effective schools to support all schools in the LA. Advise the LA on the support that is needed and have access to professional support, linked to schools in need. ☐ Where are we and where do we find evidence to support this? Key Area: 2d Quality of interaction and communication with leadership and management of RE in schools To what extent does SACRE have and pass on information that supports high quality RE in schools Requires improvement/struggling A SACRE in this position would: not engage in communication with schools. ☐ Developing A SACRE with developing practice would: have little communication with schools. It occasionally contacts schools with resources for RE and attends Headteachers meetings. ☐ Established A SACRE with established practice would: have RE key messages communicated regularly into schools. Sends regular updates and information to schools, headteachers and governors. SACRE discussions are used to enhance leadership and management of RE in schools. ☐ Advanced A SACRE with advanced practice would: have a constructive relationship with senior leaders and subject managers in schools to develop the subject. ☐ Where are we and where do we find evidence to support this? Key Area: 2e - Relations with academies and other non-LA maintained schools. To what extent has a SACRE developed a proactive strategy in relation to academies and other non-LA maintained schools in its area? Requires improvement/struggling A SACRE in this position would: not have the mechanisms and not have the knowledge of making contact. ☐ Developing A SACRE with developing practice would: have haphazard information about the RE situation in local academies etc, and little or no established relationships and liaison with them. No serious attempt has been made to develop an overall strategy. ☐ Established A SACRE with established practice would: have made some effort to establish liaison with each academy etc and to keep updated SACRE’s information about their RE situation and share their advice to these schools. By and large, academies co-operate with SACRE at this level. SACRE keeps under review the ongoing situation. ☐ Advanced A SACRE with advanced practice would: have a proactive policy of liaison with all academies, etc. and of sustaining a wider professional RE network within the area. While the independence of academies, etc. is genuinely respected by SACRE, many academies value this network and look to SACRE for ongoing advice and leadership in RE. ☐ Where are we and where do we find evidence to support this? Successes/ What are we good at? Barriers to success Areas for development/ Action points: ● For the SACRE ● For the LA Date of review (1) Date of review (2) Date of review (3)

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Section 3: The effectiveness of the locally agreed syllabus How effectively does the SACRE, in partnership with the LA, monitor the impact and evaluate the effectiveness of the agreed syllabus in raising standards? How effectively does the Agreed Syllabus Conference in partnership with SACRE make decisions about the use of national guidance and exemplar material in a review of the agreed syllabus? The locally agreed syllabus (AS) is the bedrock on which schools will build robust sequences of effective learning experiences in RE. A good, recent AS will support both the delivery of high quality RE in schools and RE’s contribution to the schools’ wider curriculum aims and impact. The major factors to be considered in creating or revising an AS include statutory requirements, non-statutory guidance and exemplar material, developments in the school curriculum generally, and local circumstances. Key advice on producing an AS is given in the Guidance. SACREs and ASCs are recommended to take note of this advice in their work on the AS. LAs are required to review their AS at least every five years. This cycle of reviewing, revising, re-launching and re-implementing the AS gives SACREs and ASCs opportunities for ongoing development and improvement of their effectiveness in providing schools with an AS that is truly “fit for purpose”. While the ASC holds the legal responsibility for revising the AS, in practice much of the preparatory and supplementary work will be carried by the SACRE within its routine business. Moreover, in most LAs the membership of SACRE and ASC overlap substantially or are identical. This can contribute to greater inclusivity and coherence, but good practice will ensure that it is always clear at any time which body is in place at a meeting, and that it is the ASC which is in session when decisions about the AS are considered. Academies, etc. are, in principle, free to choose their own RE syllabus. In practice, however, many may well continue to use their local AS. There are some sound reasons for SACRE and the LA to encourage this where possible, and to enable academies, etc. to have some involvement in the process of revising the AS or of devising a new AS. Relationships between SACREs and academies will necessarily be entirely voluntary and not covered by legislation or guidance. SACREs should therefore approach such relationships in a spirit of mutual respect and collegiality. These issues have not been incorporated into the matrix below, but see Section 4. Key Area: 3a – The review process How does the SACRE review the success of the existing agreed syllabus? Requires improvement/struggling A SACRE in this position would: not have any way of contacting schools to carry out a review of the existing syllabus. It will not be supported by the LA or professional support. ☐ Developing A SACRE with developing practice would: have limited arrangements in place to monitor the impact of the AS, particularly in raising standards, providing little or no opportunity to review the effectiveness of the AS. Not know the views of teachers and have had no systematic evaluation of the strengths/weaknesses of the syllabus. Unclear how to proceed with the five-yearly syllabus review and there is little or no budget allocation from the LA. Have little knowledge of wider recent RE national guidance, research and developments. ☐ Established A SACRE with established practice would: have reviewed the opinions of schools and RE teachers in several ways and have a good idea of the strengths/areas of weakness of the current AS. Have devised a costed action plan in partnership with the LA, and been allocated a sufficient budget for the AS review and relaunch. ☐ Advanced A SACRE with advanced practice would: have a clear and systematic process for monitoring the effectiveness of the AS built into its development plan. Reviewing the AS includes full consultation with schools and other key stakeholders, including faith communities and academics. Issues that have arisen have been discussed and addressed in planning for a review. An ASC budget has been planned and allocated in partnership with the LA to include consultation meetings, administrative support and design/distribution costs. There is a strong sense of shared ownership of the prospective AS review, with clear targets for what needs to be achieved. ☐ Where are we and where do we find evidence to support this? Key Area: 3b – The quality of the local Agreed Syllabus How well does the locally Agreed Syllabus promote effective learning & teaching in RE? Is it “fit for purpose”? Requires improvement/struggling A SACRE in this position would: not have knowledge of other agreed syllabi nationally. Not have access to professional support with a national knowledge of high quality teaching and learning in RE. ☐ Developing A SACRE with developing practice would: ensure that the AS sets out what is to be learnt at each Key Stage. Progression in RE is stated, but this does not link directly to the learning and there is no clear expectation of quality learning in the AS. ☐ Established A SACRE with established practice would: ensure that the AS provides a clear framework for and expectations of learning in RE. Make clear the value of RE in school, both in terms of learning and of wider issues. Ensure that the AS development has involved teachers and meets their needs. ☐ Advanced A SACRE with advanced practice would: ensure that the AS provides a thoroughly professional and inspirational framework for effective learning in RE which is proactively supported and promoted by the LA. Have set out clear expectations of the role of the LA and school leadership in ensuring adequate resources and provision in schools. References latest RE research that is relevant to help pupils make good progress in RE. ☐ Where are we and where do we find evidence to support this? Key Area: 3d – Membership and training of the Agreed Syllabus Conference (ASC) To what extent is the membership of ASC able to fulfil its purpose? Requires improvement/struggling A SACRE in this position would: not have the structures in place to convene an ASC. Not have any admin and advisory support for its work. ☐ Developing A SACRE with developing practice would: have a membership that fulfils basic statutory requirements. Limited induction and training opportunities; members are unclear of their roles, or how an AS can be structured. Particular faith or belief groups or teachers from different phases do not a ttend. Provide clerking, admin and advisory support for only a very limited amount of time or range of work. Routine admin arrangements are in place. Agendas and papers are distributed. ☐ Established A SACRE with established practice would: have a membership that strongly reflects the diversity of the wider religious/worldview and professional community. Some opportunities for members’ training and the purpose and action plan for the work of the ASC are clear. Have all four committees well represented at meetings. Agendas and papers are distributed well in advance so all members have time to consider them carefully. Meetings are well managed with strong contributions from a wide range of members. ☐ Advanced A SACRE with advanced practice would: have a membership that is well informed and highly representative of the diversity of the local community. Where particular faith or belief expertise is missing locally there are arrangements to work with consultants to ensure this voice is added i nto the process. There is a strong, co-ordinated programme of induction and training opportunities for members. Have lively and purposeful meetings with a wide variety of contributions. Members of all 4 groups regularly attend and participate fully in meetings, sharing their experience, expertise and insights. Provide effective admin to support the process ☐ Where are we and where do we find evidence to support this? Key Area: 3c – Launching and implementing the Agreed Syllabus How well does SACRE promote the AS and provide training to prepare teachers to use it effectively? Requires improvement/struggling A SACRE in this position would: not have a launch for the new syllabus. Not have any in-service training for teachers/schools for implementing the new AS. Not have the mechanisms to advertise, promote and share the syllabus with local schools. ☐ Developing A SACRE with developing practice would: provide for no special launch or other publicity, so that schools are unaware of the significance of the syllabus revisions for learning and teaching in RE. Have little training provision for implementing the revised syllabus. Be prevented from providing any significant additional guidance or extended training on using the AS by a shortage of financial and human resources. ☐ Established A SACRE with established practice would: use other forms of communication (for example the LA website) to promote the launch. Have clear arrangements for training teachers on implementing the syllabus provided by the LA; this training is well supported and managed. Provides additional guidance or extended training on using the AS over its life. ☐ Advanced A SACRE with advanced practice would: Involve the wider community and use strong media coverage, to give the AS a high profile as an important development in the work of the LA and local community. The launch event includes high quality presentations from a range of local religious and worldviews groups, schools and professional LA officers/councillors. Provides effective training on implementing the AS, which is supported by all schools, leads to teachers being clear about standards and expectations in the AS and the implications for teaching and learning. Provides clear guidance about ways in which schools might begin the process of reviewing their own provision for RE in the light of the revised syllabus. ☐ Where are we and where do we find evidence to support this? Key Area: 3e - Developing the revised agreed syllabus How robust are the processes for producing a strong educational Agreed Syllabus? Requires improvement/struggling A SACRE in this position would: not have an agreed plan linked to finance for developing their AS. Have met the five-year review deadline of revising and publishing a new AS. ☐ Developing A SACRE with developing practice would: have no clear structure for developing a new AS. It does not undertake a thorough revision, tending to add material rather haphazardly to the existing syllabus, leading to lack of coherence in the final outcome. There is little or no consultation during the development of a new AS with teachers, SACRE members and the local religious/worldview communities. ☐ Established A SACRE with established practice would: have clear objectives for the revision and involve a wide range of local expertise in its construction. The LA and the ASC in partnership ensure that strong direction is provided to design an AS which is coherent, clear and accessible. Working parties and consultations are reasonably managed and supported. ☐ Advanced A SACRE with advanced practice would: ensure that high quality advice is sought to review and advise on the revisions as they develop. The ASC in partnership with the LA holds well attended consultation meetings and briefings to ensure teachers are fully involved in, and have a sense of ownership of, the revision process. The AS has a clear framework for progression and challenging learning ☐ Where are we and where do we find evidence to support this? Key Area: 3f - Making best use of National Guidance How does the Agreed Syllabus Conference make choices relating to the use of national documentation? (See footnote*) Requires improvement/struggling A SACRE in this position would: not be aware of national documentation in relation to the AS review process and are therefore unable to use this guidance appropriately. ☐ Developing A SACRE with developing practice would: have a limited awareness and understanding of national documentation in relation to the AS review process and are unable to use national guidance in a coherent way. Have members not fully understanding the broader curriculum and how this is organised and have no opportunity for training to give them the skills to understand how RE might best play a part in the holistic education of the child. ☐ Established A SACRE with established practice would: be aware of national documentation and some of its implications for the AS review process, but does not ensure its use reflects local circumstances. Have ASC members who take note of the broader curriculum picture but do not link the AS to it systematically or appreciate how teachers will be able to make use of it to link to the wider curriculum in schools. ☐ Advanced A SACRE with advanced practice would: take full account of national documentation in the construction of the revised AS, while ensuring their work reflects local circumstances. The syllabus is devised so that RE fits appropriately with other curriculum areas at all key stages and guidance about how to make the best links is given to schools. ☐ Where are we and where do we find evidence to support this? *Documentation includes: the Non-Statutory National Framework in RE; the Programmes of Learning in RE (Primary) and Programmes of Study in RE (Secondary), the new Primary and Secondary Curriculums, and “Religious Education in English schools: “Non-statutory guidance 2010”; CoRE; Big Ideas in RE publication 1 & 2; Ofsted RE literature review

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SACRE Self Evaluation Toolkit Introduction This tool has been created to help SACREs in their essential role to advise the Local Authority (LA) in meeting the entitlement of pupils across the LA to engage in high quality Religious Education (RE) and Collective Worship (CW) and to support the LA to reflect on its practice. In an educational context where standards and accountability are at the top of the agenda, a SACRE’s work has become increasi ngly challenging and diverse, but also more rewarding and stimulating. Good SACREs will therefore tackle their responsibilities as opportunities, with enthusiasm, whilst recognising the need for realistic and ongoing appraisal and self -review. In many ways, SACREs reflect the work of governing bodies in schools, in so far as they act as critical friends to the LA on matters of RE and CW. Like school governors, members are unpaid volunteers who give up their time to support RE and CW locally. This toolkit is an amended version of the 2015 document. It takes account of changes in inspection arrangements and in the role of LAs, and of the development of maintained schools independent of their LA. It is designed to help individual SACREs evaluate their effectiveness, including considering their impact on pupils’ educational experience and learning. It also helps SACREs review their organisational patterns and structures, and their par tnership with the LA and other key stakeholders. The toolkit highlights five key dimensions of SACRE’s work and provides exemplification of good practice. A SACRE that uses this self -evaluation guidance should gain a clear picture of its strengths, identify areas for further development, and establish key priorities for a ction. The DCSF publication “Religious education in English schools: Non-statutory guidance” (2010) (“the Guidance”) remains the most recent official statement in this field: https://www.gov.uk/government/publications/religious-education-guidance-in-english-schools-non-statutory-guidance-2010. The Guidance sets out the responsibilities of SACREs and LAs as well as those of other stakeholders in RE. Key summaries from the Guidance are included in the Annex to this document. Rationale The SACRE self-evaluation toolkit focuses on the following five aspects of the work of SACREs: 1. Management of the SACRE and building the partnership between the SACRE, the LA and other key stakeholders 2. Promoting improvement in the standards, the quality of teaching, and provision in RE 3. Evaluating the effectiveness of the locally agreed syllabus 4. Promoting improvement in the provision and quality of collective worship 5. Contributing to cohesion across the community and the promotion of social and racial harmony. Each aspect forms a section within the toolkit and each section is divided into focus questions to help SACREs explore th eir provision. Descriptors for ‘Requires improvement/struggling’, ‘Developing’, ‘Established’ and ‘Advanced’ practice will enable SACREs to evaluate their standing wi thin each focus question. In the final column, SACREs may wish to identify any issues and action points within that focus, as appropriate. Key priorities can then be identified at the end of each section to inform the development of an action plan. The intention is that, over time, exemplars of good practice from different SACREs will be made available on an open website, together with annual reports, as a way of adding further support to SACREs and LAs. Clearly the capacity of any SACRE to make the most of this will be dependent on the extent of the support it receives from, and the quality of its relationship with the LA. SACREs are invited to use the format of this evaluation in conjunction with their annual report. Section 4. Collective Worship How effectively does the SACRE fulfil its responsibilities for the provision and practice of Collective Worship? Maintained schools are required to provide a daily act of Collective Worship for every pupil. In community schools not having a religious foundation, the acts of CW should be “wholly or mainly of a broadly Christian character”, without being distinctive of any particular denomination. Part of a SACRE’s role is to support the effective provision of CW in community schools and to advise the LA on issues related to provision and quality. It must also consider applications from headteachers in community schools that the requirement for CW to be wholly or mainly of a broadly Christian character be disapplied for some or all of the pupils in that school. SACRE ‘determines’ the appropriateness of that application and grants a ‘determination’ to those schools where the application is judged to be in the best interests of the pupils. All pupils in schools with determinations continue to have an entitlement to daily CW. CW can be a rich and rewarding element of the curriculum as a whole and SACREs have the opportunity to enhance its quality by offering appropriate guidance and support. Key Area:4a – Supporting pupil entitlement What strategies are in place to enable the SACRE to support the delivery of pupil entitlement in the LA’s schools? Requires improvement/struggling A SACRE in this position would: not have any knowledge regarding the provision of CW nor have any mechanism in place to gain such knowledge. ☐ Developing A SACRE with developing practice would: be unaware of the issues facing schools in providing CW as part of the pupil entitlement. Provide little advice or support towards fulfilling pupil entitlement to CW. ☐ Established A SACRE with established practice would: understand local issues of delivering pupil entitlement and of the challenges schools face in providing CW. Provide some advice in support of delivering pupil entitlement. Seek to ensure that schools had access to, and advice on, appropriate resources for the delivery of CW. ☐ Advanced A SACRE with advanced practice would: have a balanced and realistic overview of provision and its challenges across the LA. Provide or arrange for systematic support and guidance for schools experiencing difficulty in delivering pupil entitlement. Obtain feedback from schools to evaluate the impact of advice and support. Periodically review its strategies for supporting pupil entitlement. ☐ Where are we and where do we find evidence to support this? Key Area: 4b – Enhancing the quality of provision of collective worship How does SACRE seek to influence the quality of collective worship in the LA’s schools? Requires improvement/struggling A SACRE in this position would: not be able to influence the quality of CW due to lack of support either from the LA or CW/RE professional. Have no knowledge of what good quality CW in schools looks like. ☐ Developing A SACRE with developing practice would: not be adequately supported by the LA / RE professional to promote quality provision of CW. Have agenda items about CW dominated by the issue of how SACRE obtains data. Have little understanding of the nature and potential of CW and of what effective provision in each school might be. ☐ Established A SACRE with established practice would: have occasional agenda items on CW, with some insight into how it is being delivered in the LA’s schools. Understand what effective provision is, but SACRE members have little ‘hands-on’ experience of CW. Promote in- service support for teachers with responsibility for CW. Advise on enhancing quality of provision. ☐ Advanced A SACRE with advanced practice would: have a good overview of quality of provision across the LA, with information from the LA and from presentations by schools. Have first-hand experience of CW in schools. Disseminate good practice in consultation with schools and teachers. Sponsor an ongoing programme of in-service development, and assist schools in evaluating and enhancing the quality of their provision. ☐ Where are we and where do we find evidence to support this? Key Area: 4c – Responding to requests for determinations How robust are SACRE’s procedures for responding to requests from schools for a determination? Requires improvement/struggling A SACRE in this position would: not have any understanding of what a determination is. Have no documentation for schools to use to make application for a determination. ☐ Developing A SACRE with developing practice would: have had little or no experience of any requests for a determination, and have given at most only minimal attention as to how it might respond to such a request, due to a lack of support provided to SACRE by the LA via a professional officer. Found unprepared and at risk of making an unsound decision or giving erroneous advice by a request for a determination. ☐ Established A SACRE with established practice would: be aware that schools have the option of requesting a determination, and that SACRE has a major role in this process. Have provided some training to its members regarding determinations, either directly through working on earlier requests, or through specific elements in developmental sessions. Responds in an adequate but piecemeal fashion, when requested for a determination, without a systematic overview of this area of work. ☐ Advanced A SACRE with advanced practice would: be fully equipped for responding to requests for determinations, with a good understanding of SACRE’s responsibilities. Have a well-established and effective framework for responding to requests, with which members are familiar and comfortable. Meet a request with a judicious and well-informed appraisal of the request by SACRE, leading to a sound decision communicated clearly to the school in a context of ongoing advisory support. Periodically review all existing determinations together with keeping the guidance from the RE professional. ☐ Where are we and where do we find evidence to support this?

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📄 Item 8.2. Blank Section 5 self evaluation. Faith , item 40. PDF 516 KB
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SACRE Self Evaluation Toolkit Introduction This tool has been created to help SACREs in their essential role to advise the Local Authority (LA) in meeting the entitlement of pupils across the LA to engage in high quality Religious Education (RE) and Collective Worship (CW) and to support the LA to reflect on its practice. In an educational context where standards and accountability are at the top of the agenda, a SACRE’s work has become increasi ngly challenging and diverse, but also more rewarding and stimulating. Good SACREs will therefore tackle their responsibilities as opportunities, with enthusiasm, whilst recognising the need for realistic and ongoing appraisal and self -review. In many ways, SACREs reflect the work of governing bodies in schools, in so far as they act as critical friends to the LA on matters of RE and CW. Like school governors, members are unpaid volunteers who give up their time to support RE and CW locally. This toolkit is an amended version of the 2015 document. It takes account of changes in inspection arrangements and in the role of LAs, and of the development of maintained schools independent of their LA. It is designed to help individual SACREs evaluate their effectiveness, including considering their impact on pupils’ educational experience and learning. It also helps SACREs review their organisational patterns and structures, and their par tnership with the LA and other key stakeholders. The toolkit highlights five key dimensions of SACRE’s work and provides exemplification of good practice. A SACRE that uses this self -evaluation guidance should gain a clear picture of its strengths, identify areas for further development, and establish key priorities for a ction. The DCSF publication “Religious education in English schools: Non-statutory guidance” (2010) (“the Guidance”) remains the most recent official statement in this field: https://www.gov.uk/government/publications/religious-education-guidance-in-english-schools-non-statutory-guidance-2010. The Guidance sets out the responsibilities of SACREs and LAs as well as those of other stakeholders in RE. Key summaries from the Guidance are included in the Annex to this document. Rationale The SACRE self-evaluation toolkit focuses on the following five aspects of the work of SACREs: 1. Management of the SACRE and building the partnership between the SACRE, the LA and other key stakeholders 2. Promoting improvement in the standards, the quality of teaching, and provision in RE 3. Evaluating the effectiveness of the locally agreed syllabus 4. Promoting improvement in the provision and quality of collective worship 5. Contributing to cohesion across the community and the promotion of social and racial harmony. Each aspect forms a section within the toolkit and each section is divided into focus questions to help SACREs explore th eir provision. Descriptors for ‘Requires improvement/struggling’, ‘Developing’, ‘Established’ and ‘Advanced’ practice will enable SACREs to evaluate their standing wi thin each focus question. In the final column, SACREs may wish to identify any issues and action points within that focus, as appropriate. Key priorities can then be identified at the end of each section to inform the development of an action plan. The intention is that, over time, exemplars of good practice from different SACREs will be made available on an open website, together with annual reports, as a way of adding further support to SACREs and LAs. Clearly the capacity of any SACRE to make the most of this will be dependent on the extent of the support it receives from, and the quality of its relationship with the LA. SACREs are invited to use the format of this evaluation in conjunction with their annual report. Section 5: Contribution of SACRE to promoting cohesion across the community How effectively does SACRE, in partnership with the Local Authority and the faith communities, contribute to the promoting of cohesion across the community? “By community cohesion, we mean working towards a society in which there is a common vision and sense of belonging by all communities; a society in which the diversity of people’s backgrounds and circumstances is appreciated and valued; a society in which similar life opportunities are available to all; and a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools and in the wider community”1. Schools play a major role in helping to shape the future of our society, and the duty laid on each school to promote community cohesion is a significant part of that role. One of the most obvious and effective contributors to the community cohesion agenda is Religious Education. SACREs should take every opportunity to promote the contribution of RE to the community cohesion programmes in local schools. Where properly supported by the LA, SACREs themselves can act as powerful vehicles for promoting community cohesion in schools, in education more widely, and in the local community. SACREs should exemplify good practice in their internal relations and in the ways in which they go about their business. Advice on the contribution of SACREs and RE to community cohesion is given in the Guidance. Key Area: 5a – SACRE’s membership How representative is SACRE’s membership of the local community? Requires improvement/struggling A SACRE in this position would: rarely meet and its membership will include many vacancies. The LA needs to review its membership and constitution in partnership with the SACRE and fulfil its obligations to convene an appropriately diverse SACRE ☐ Developing A SACRE with developing practice would: have a membership that is not necessarily strongly representative of the religious diversity of the local community. Membership needs to be reviewed. ☐ Established A SACRE with established practice would: have membership that broadly reflects the religious diversity of the local community. This is regularly reviewed by the SACRE in partnership with the LA particularly where there is a high mobility of communities. ☐ Advanced A SACRE with advanced practice would: have strong representation from all major local religious communities including different groups within the same religious tradition (e.g. different Muslim or Christian communities). Endeavours to include representation from small local faith communities and/or have links with national bodies that can broker advice from those communities elsewhere in the UK. ☐ Where are we and where do we find evidence to support this? 1 Alan Johnson, Secretary of State for Education and Skills, speaking in Parliament on 2 November 2006. Based on the Government and the Local Government Association’s definition first published in Guidance on Community Cohesion, LGA, 2002 and resulting from the Cantle Report in 2001. Key Area: 5b SACRE’s understanding of the local area How much do SACRE members know and understand the local community in its religious, cultural and ethnic dimensions? Requires improvement/struggling A SACRE in this position would: meet rarely and this aspect of membership would not be an agenda item when they meet. ☐ Developing A SACRE with developing practice would: have limited knowledge about the religious, cultural and ethnic diversity in the local area. ☐ Established A SACRE with established practice would: be provided with a detailed analysis of the religious and cultural diversity within the LA and therefore be well aware of different groups representing the diversity within the local area. Know about and have a relationship with local interfaith groups and the work that they do in the locality. ☐ Advanced A SACRE with advanced practice would: have detailed knowledge of the nature of the religious, ethnic and cultural diversity in the local area. Take active steps to inform itself further about the distinctive needs and opportunities created by this diversity. SACRE would have good liaison and seek to develop initiatives with local interfaith groups. Be aware of the impact of this local context on schools and on the provision for RE and CW in those schools. ☐ Where are we and where do we find evidence to support this? Key Area: 5c – SACRE’s engagement with the community cohesion agenda. How much does SACRE understand the contribution which RE/CW can make to a schools’ provision for community cohesion? Requires improvement/struggling A SACRE in this position would: have little or no grasp of what community cohesion means and little understanding of the contribution which RE can make to the community cohesion agenda. Have no opportunity to promote RE’s contribution to cohesion. ☐ Developing A SACRE with developing practice would: have a basic grasp of what community cohesion means and therefore a limited understanding of the contribution which RE can make to the community cohesion agenda. Have little opportunity to promote RE’s contribution to cohesion. ☐ Established A SACRE with established practice would: have an understanding of what community cohesion means and the duty on schools to promote this. Understand and have a clear commitment to the part RE can play in promoting community cohesion and seek to promote this throughout its work. ☐ Advanced A SACRE with advanced practice would: understand what community cohesion means and be clear about the duty on schools and the LA to promote this. SACRE members appreciate their key role in promoting RE’s contribution to the community cohesion offer of its schools. SACRE would ensure this is explicit in the local AS and related guidance. ☐ Where are we and where do we find evidence to support this? Key Area: 5d – SACRE’s role within wider LA initiatives on community cohesion How well is SACRE linked to or consulted about LA initiatives promoting community cohesion? Requires improvement/struggling A SACRE in this position would: be given no information about, or contact with, wider LA initiatives linked to the promotion of community cohesion. ☐ Developing A SACRE with developing practice would: be given little information about, or contact with, wider LA initiatives linked to the promotion of community cohesion. ☐ Established A SACRE with established practice would: be aware of some LA initiatives promoting community cohesion and have opportunity to discuss and contribute to this work. ☐ Advanced A SACRE with advanced practice would: be a key partner and stakeholder in the work of the local authority in this area. Aware of local interfaith groups and in regular communication with them to ensure opportunities to support high quality RE/CW in schools. ☐ Where are we and where do we find evidence to support this?

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41. Dates of Future Meetings PDF 42 KB
Future Hillingdon SACRE meetings are currently scheduled for: - 14 November 2024 - 27 March 2025
📄 Dates of Future Meetings PDF 42 KB
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Hillingdon SACRE WORK PROGRAMME 2024/25 Committee name Hillingdon SACRE Officer reporting Rebecca Reid, Democratic Services Apprentice Papers with report None Ward All HEADLINES This report is to enable the Hillingdon SACRE to review planned meeting dates and the forward programme. RECOMMENDATIONS That the Hillingdon SACRE Committee: 1. Confirms the dates for Hillingdon SACRE meetings. SUPPORTING INFORMATION The meeting on 14 November 2024 will start at 18:00PM in Committee Room 5 Meetings Room 14 November 2024 CR5 27 March 2025 CR5

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42. AOB
Members were informed of a query being raised regarding pupils being allowed time off from school to participate in religious observance. This was in relation to a particular 9-day festival, noting that for many Shia Muslims, this had a different significance to other Muslims. A member of a mosque in Northolt was invited to share their views from a Shia Islamic perspective, including information about requests from Shia families and guidance about a 9-day religious observance period in other councils. In response, a guidance paper on school absence due to religious observance had been drafted for Committee discussion. The HSACRE Advisor suggested sending this guidance to schools for headteachers on authorising days for religious observance. Some Members expressed concern that requesting 9 days off would be disruptive to children’s education. Members raised concerns about compromising education for religious observance, highlighting the need to balance various faiths' needs. Members responded that days off had not always fallen during school time but might sometimes necessitate the need for pupils to have time off school for religious observance. Members also emphasised the importance of continuity in education and conveyed the challenges of managing long periods of absence. The Chair noted the impact on resources and student learning of taking numerous days off for religious observance. Questions arose about whether to publish the guidance policy as is or to amend the policy to specify a certain number of days. Members suggested seeking clarity from the Head of Education & Lifelong Learning regarding the LA's views and the impact on schools of children taking numerous days off for religious observance. The HSACRE Advisor clarified that the LA did not have any specific guidance on religious observance leave. The role of SACRE was to advise the LA and schools on matters connected with Religious Education. It was suggested that the guidance paper did not specify, for any religion or world view, a fixed number of days. Several reasons were given for this, including reference to content within the guidance paper itself. The Head of Education & Lifelong Learning confirmed that the responsibility for granting children time off for religious observance lay with the discretion to headteachers on the number of authorised days for religious observance. However, additional days could be taken under specific circumstances, such as fasting periods. The guidance paper was advisory and allowed headteachers to consider various factors. It was suggested the Head of Education & Lifelong Learning could consult the legal team to address any missing elements within the guidance paper. He added that the law was intentionally vague to support religious freedom, making the guidance document useful. The Committee approved the guidance paper to be sent to the legal team for their view before distributing the document to schools and posting it on the Council website. Members mentioned that there was a Sikh celebration taking place on 1 September 2024 and offered to send a list of Sikh holidays approved by government departments to the HSACRE Advisor. (Agenda Item 10.2 ) Members also highlighted the ... view the full minutes text for item 42.
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