Deep and meaningful? The Ofsted religious education subject report

January 2025

Nine months have passed since the publication of the religious education subject report. Twenty-five primary school and twenty-five secondary school research visits were undertaken between September 2021 and April 2023. This evidence, together with the OFSTED conception of quality in the 2021 RE research review, provided the basis for the OFSTED subject report.

The inspectors gathered evidence relating to curriculum, pedagogy, assessment as well as school level systems and their impact on RE. It is interesting note, as we await the publication of the of the interim report of the Curriculum and assessment review in England, that OFSTED commented on the statutory arrangements for RE and the lack of clarity in expectations. The report noted that the OFSTED subject report in 2013 had suggested reviewing statutory arrangements but that this had not happened. One of the recommendations of this 2024 report is that;

‘The government should urgently update guidance for schools about its statutory expectations for RE. The government should also ensure that there is appropriate clarity about what is taught in RE, and when and where it is taught, for those schools where Ofsted inspects the subject. This would help schools and, particularly, leaders and teachers of RE.’

OFSTED 2024

Although Deep and meaningful? The Ofsted religious education subject report is a long read, it is an important read for those working in English settings. If you are pressed for time read the first section and then the section for your phase- primary or secondary.

• How does this research based subject report support you to review RE?
• How have you used the findings and recommendations from the report in your school, MAT, local group, group or establishment?

One finding of the report was that the quality of RE was not determined by school type of the source of the curriculum that was used. Instead they found that better quality RE was found when key factors were in place including

• strong teacher subject knowledge
• access to professional development
• regular time for RE lessons
• a well-organised curriculum containing knowledge chosen by leaders to enable pupils to deepen their understanding term by term

As you look at the above

•  what are the strengths or areas for development in your school or schools you support?

Finally, you might find it useful to watch this short clip that goes through the main findings and poses some questions.