Religious Education at St Luke’s

Our Religious Education curriculum is ambitious, coherent and carefully sequenced. St Luke’s follows the Southwark Diocesan Board of Education (SDBE) RE syllabus and adapts curriculum planning so that it reflects our Christian character, our learners and the rich religious diversity of Lambeth and London.

Christianity is studied in depth throughout the school. Across the primary years, learners also build planned knowledge of Judaism, Islam, Hinduism, Sikhism and Buddhism. The curriculum is designed to develop depth as well as breadth so that learners do not simply collect isolated facts about festivals, food, clothing or customs.

Through the curriculum, learners develop increasingly secure understanding of:

beliefs about God, the divine and ultimate reality;

sacred and significant texts and the ways they are interpreted;

worship, prayer, ritual and religious practice;

religious communities, identity and belonging;

places, objects, symbols, art and architecture;

festivals, rites of passage and patterns of religious life;

ethical teaching, responsibility, justice and service;

questions of meaning, purpose, suffering, hope and human identity;

diversity within and between religious traditions; and

how religion and worldview can influence individuals, families, communities and wider society.

Our curriculum deliberately avoids presenting religions as simple or uniform systems. Learners are taught that people within the same religious tradition may understand, practise and express faith in different ways. Teachers use precise language such as ‘some’, ‘many’, ‘within this tradition’ and ‘for this community’ where appropriate.

The curriculum is ambitious for every learner. Teachers support access to important religious knowledge, vocabulary, texts and questions without unnecessarily reducing the intellectual demand of the subject.

By the end of Year 6, learners should have a secure foundation of knowledge about Christianity and the other traditions studied, use religious and theological vocabulary with increasing precision, interpret age-appropriate sources carefully, recognise diversity and explain ideas using relevant knowledge and evidence. They should be well prepared for the demands of secondary Religious Education.

Our RE curriculum develops three closely connected dimensions of knowledge: substantive knowledge, disciplinary knowledge – or ways of knowing – and personal knowledge or reflection.

Substantive Knowledge

Substantive knowledge is knowledge about religions, beliefs and lived religious traditions.

It includes knowledge of:

Christian beliefs, teachings, texts and practices;

key beliefs, practices and traditions within Judaism, Islam, Hinduism, Sikhism and Buddhism;

sacred and significant texts and stories;

religious vocabulary and concepts;

worship, prayer and ritual;

festivals and rites of passage;

places of worship and pilgrimage;

religious symbols, artefacts, music, art and architecture;

the lives and experiences of believers;

religious communities in Britain and the wider world; and

diversity within and between religious traditions.

Secure substantive knowledge enables learners to understand what people believe, how beliefs may be expressed and why particular practices, texts, communities or traditions matter.

Disciplinary Knowledge / Ways of Knowing

Disciplinary knowledge is knowledge of how we find out about religion and how claims about religion can be investigated, interpreted and discussed.

Learners are taught how to:

ask worthwhile questions about belief and practice;

use sacred and significant texts as sources of knowledge;

consider the context and interpretation of texts;

examine artefacts, images, music, art, architecture and places;

listen to and compare accounts from believers;

distinguish between a source and an interpretation of a source;

recognise that one example cannot represent every member of a religion;

compare similarities and differences without oversimplifying;

use evidence to support explanations;

identify uncertainty or limits in the evidence available; and

communicate conclusions carefully and respectfully.

Learners are not expected simply to state opinions about religion. They are taught to draw on secure subject knowledge and appropriate evidence when answering questions or explaining ideas.

Personal Knowledge and Reflection

RE also gives learners carefully planned opportunities to consider how the ideas they study connect with questions of meaning, identity, justice, hope, suffering, responsibility and human purpose.

Personal reflection is grounded in what has been learned. Learners may express their own responses, questions and developing understanding, but they are never assessed on having, changing or expressing a particular faith position. RE is educational rather than confessional.

Our RE curriculum is structured around a manageable group of recurring concepts. These are introduced in age-appropriate ways and revisited with increasing depth and complexity.

Belief and Faith

Learners explore what people believe and how beliefs may shape the way individuals and communities understand the world.

beliefs about God, gods or ultimate reality;

faith, trust and commitment;

different interpretations within a tradition;

the relationship between belief and lived experience; and

the difference between learning about a belief and being expected to accept it.

Sacred and Significant Texts

Learners study texts that are important within religious traditions and consider how these texts are used, understood and interpreted.

the Bible and its place within Christianity;

texts and stories from the other religions studied;

context, genre and interpretation in age-appropriate ways;

how texts are used in worship, teaching and community life; and

why the same text may be understood differently by different people.

Worship and Practice

Learners examine how beliefs are expressed through worship, prayer, ritual and patterns of daily life.

individual and communal worship;

prayer and meditation;

festivals and holy days;

rites of passage;

pilgrimage;

food, clothing or practices where these are religiously significant; and

the relationship between belief, practice and community.

Community, Identity and Belonging

Learners explore how religion can contribute to identity and belonging while recognising that individuals and communities are diverse.

family and community life;

places of worship;

religious leadership;

tradition and heritage;

service and responsibility;

how faith may be expressed differently across cultures and generations; and

the experiences of people who belong to religiously diverse communities.

Meaning, Purpose and Ultimate Questions

Learners encounter questions that human beings have asked across cultures and generations.

Where do people believe the world came from?

What does it mean to live a good life?

Why do people suffer?

What gives life meaning?

What do people believe happens after death?

What is hope?

How do people understand forgiveness, justice and reconciliation?

Ethics, Justice and Responsibility

Learners examine how religious teaching and belief may inform choices about how people live and treat others.

kindness and compassion;

justice and fairness;

forgiveness and reconciliation;

care for neighbours and strangers;

stewardship and care for creation;

service and charitable action; and

responsibility within communities.

Diversity and Interpretation

Learners are taught explicitly that religious traditions contain internal diversity.

different denominations, traditions or schools of thought where age appropriate;

variation in practice between individuals and communities;

the influence of culture, history and location;

different interpretations of texts or teachings; and

the importance of avoiding stereotypes and over-generalised statements.

ur RE curriculum is implemented through carefully planned units of learning that build learners’ knowledge, vocabulary, enquiry and interpretation over time.

The SDBE syllabus provides the core framework for curriculum planning. Subject leaders and teachers review and adapt planning so that it reflects prior learning, the needs of learners, St Luke’s Christian character and the religious diversity of our local community.

RE is taught as a distinct curriculum subject. Collective worship, spirituality and the wider Christian life of the school enrich learners’ experience but do not replace curriculum RE.

Teachers introduce new learning in a clear sequence. They identify what learners already know, revisit important prior knowledge and make explicit connections between earlier and current learning. New content is broken into manageable steps so that learners can build secure understanding before being asked to compare, interpret or evaluate.

Teaching may include:

clear explanations and direct teaching of essential background knowledge;

carefully framed enquiry questions that lead learners towards worthwhile subject knowledge;

age-appropriate study of sacred and significant texts;

use of artefacts, images, maps, music, art and architecture where these deepen understanding;

visits to places of worship and encounters with members of faith communities;

structured discussion, explanation, comparison and reasoning;

modelling of precise and respectful religious vocabulary;

retrieval and revisiting of important knowledge;

oral, written, creative and reflective responses rooted in taught content; and

purposeful connections with History, Geography, English, Art, Music and PSHE where these strengthen RE rather than blur its disciplinary identity.

Teachers check understanding throughout learning. Where misconceptions arise – including stereotypes or over-generalised claims – these are addressed explicitly.

RE teaching is supported through curriculum guidance, shared planning, professional development and subject leadership. The RE leader works with teachers to strengthen subject knowledge, improve consistency and ensure that the intended curriculum is taught effectively.

Our RE curriculum is sequenced so that learners build increasingly secure and connected knowledge from the Early Years Foundation Stage to Year 6.

Progression is not understood simply as learning about a different religion or festival each year. It involves the planned development of:

knowledge of Christianity and the other religious traditions studied;

understanding of recurring concepts and big ideas;

knowledge of sacred and significant texts;

religious and theological vocabulary;

disciplinary knowledge and ways of knowing;

recognition of diversity within traditions;

the quality of explanations and comparisons;

the ability to use sources and evidence appropriately;

thoughtful reflection grounded in knowledge; and

increasing independence.

Early Years Foundation Stage

In Nursery and Reception, children begin to encounter religious stories, language, celebrations, people, places and objects through age-appropriate experiences. They notice, wonder, ask questions, talk about what is important to people and begin to recognise similarities and differences.

Reception learning provides a secure foundation for the increasingly systematic study of RE in Key Stage 1.

Key Stage 1

In Key Stage 1, learners build foundational religious vocabulary and knowledge. They encounter important stories, beliefs, celebrations, practices, symbols and places and begin to explain why these matter to believers.

They begin to:

retell and discuss religious stories;

identify simple links between belief and practice;

recognise important symbols, objects and places;

use basic religious vocabulary accurately;

ask and answer questions using taught knowledge;

recognise that people within a religion may not all practise in the same way; and

make simple, respectful comparisons.

Lower Key Stage 2

In Lower Key Stage 2, learners develop more detailed knowledge of beliefs, texts and lived religious traditions. They begin to work with a wider range of sources and recognise more explicitly that interpretation and practice vary.

They are increasingly expected to:

explain links between beliefs, texts and practices;

use a wider range of subject vocabulary;

interpret age-appropriate sources with support;

compare examples within and between traditions;

identify diversity within religious communities;

use evidence when explaining ideas; and

respond thoughtfully to questions of meaning and value.

Upper Key Stage 2

In Upper Key Stage 2, learners deepen their understanding of religious belief, interpretation and lived experience. They draw together knowledge from across the curriculum and engage with increasingly complex questions.

They are expected to:

make connections between beliefs, texts, practices and communities;

explain variation within a religious tradition;

interpret sources with increasing independence;

distinguish more clearly between evidence and interpretation;

compare perspectives without oversimplifying;

use knowledge to support reasoned explanations;

discuss sensitive or contested questions respectfully; and

communicate with increasing precision and independence.

By the end of Year 6, learners should have sufficient knowledge, vocabulary and disciplinary understanding to engage successfully with secondary Religious Education.

Religious and theological vocabulary is deliberately selected, introduced, modelled and revisited throughout the curriculum.

Learners need secure vocabulary to understand beliefs and practices, interpret sources, participate in discussion and communicate their ideas accurately. Vocabulary development is therefore embedded within curriculum planning rather than treated as an additional activity.

Teachers explicitly teach:

names and vocabulary associated with the religions studied;

terms linked to belief, worship and practice;

words connected with sacred and significant texts;

vocabulary for places, objects, festivals and rites of passage;

conceptual language such as belief, faith, worship, revelation, covenant, salvation, pilgrimage, justice, compassion and stewardship where appropriate;

language for comparison and interpretation; and

qualifying language that helps learners avoid stereotypes and over-generalisation.

Teachers support vocabulary development through clear explanation, examples, images, artefacts, oral rehearsal, sentence structures where appropriate, repeated use across lessons and regular checks for understanding.

Purposeful classroom talk is an important part of RE. Learners are given opportunities to ask questions, explain their thinking, discuss sources, compare perspectives, challenge ideas respectfully, justify conclusions and listen carefully to others.

Over time, learners should communicate about religion and worldview with increasing confidence, accuracy, sensitivity and independence.

Assessment in RE is used to determine what learners know, remember, understand and can explain.

It helps teachers identify whether learners have secured the intended religious knowledge and whether they can use that knowledge when interpreting sources, making connections or answering questions. Assessment is used to inform teaching, address misconceptions and support curriculum improvement.

Teachers assess learning through a range of evidence, including:

questioning and discussion;

responses to retrieval activities;

oral explanations;

learners’ written work;

responses to sacred and significant texts;

comparison and source activities;

quizzes and end-of-unit tasks;

presentations, debates or carefully planned creative outcomes; and

discussions with individual learners.

Assessment considers both substantive knowledge and disciplinary knowledge. Teachers consider whether learners can recall important content, use vocabulary accurately, explain links between belief and practice, interpret sources, recognise diversity, compare ideas appropriately and support explanations with relevant knowledge.

Personal faith, spirituality or the ‘quality’ of a learner’s personal belief is never graded. Learners are not rewarded for expressing a particular religious or non-religious position.

Assessment is proportionate and purposeful. It is not based solely on the quantity of written work or presentation of books. What learners can explain, demonstrate and apply is considered alongside recorded outcomes.

Subject leaders use assessment evidence to identify strengths, gaps, misconceptions, inconsistencies in implementation, professional development needs and areas where curriculum sequencing or resources should be refined.

The impact of our RE curriculum can be seen in what learners know, remember, understand and can do.

We evaluate whether learners have developed secure and connected knowledge of Christianity and the other traditions studied, and whether they can use that knowledge to interpret sources, explain belief and practice, recognise diversity and engage thoughtfully with religious and ethical questions.

Over time, learners should demonstrate:

increasingly secure knowledge of Christianity;

connected knowledge of Judaism, Islam, Hinduism, Sikhism and Buddhism as planned within the curriculum;

accurate and increasingly precise religious and theological vocabulary;

the ability to explain links between beliefs, texts, practices and communities;

recognition of diversity within as well as between religious traditions;

increasing confidence in interpreting age-appropriate sources;

the ability to compare ideas without reducing religions to simplistic similarities and differences;

thoughtful, evidence-informed explanations;

respectful participation in discussion and disagreement;

curiosity about questions of meaning, purpose, identity and values; and

greater independence when approaching RE enquiries.

Impact is evaluated through discussions with learners, work in books and portfolios, lesson visits, assessment activities, retrieval of prior learning, curriculum reviews, subject leadership monitoring, participation in visits and faith encounters, and readiness for the next stage. No single source of evidence is used in isolation.

Leaders consider whether the intended curriculum has been taught effectively, whether learners have learned it securely and whether all groups have benefited from it. Where evaluation identifies weakness or inconsistency, leaders refine curriculum planning, provide further professional development and review the impact of subsequent action.

By the end of Year 6, learners should be knowledgeable, curious and respectful students of religion and worldview. They should be able to use secure knowledge, interpret sources thoughtfully and communicate careful, reasoned explanations.

Our RE curriculum is ambitious for every learner. All learners are entitled to encounter the same important religious concepts, knowledge, texts and questions while receiving the support they need to participate meaningfully and achieve well.

Teachers identify potential barriers to learning and adapt teaching without unnecessarily reducing the intellectual challenge of the subject. Adaptations are selected in response to individual need and the demands of the content being taught.

These may include:

explicit teaching and pre-teaching of vocabulary;

visual resources, artefacts and concrete examples;

chunking complex information into manageable steps;

revisiting essential background knowledge;

accessible versions of texts alongside careful explanation;

modelling how to interpret a source or compare ideas;

guided questions and structured prompts;

oral rehearsal before written responses;

sentence starters or writing frames where appropriate;

alternative ways to record or communicate understanding;

additional processing time and repeated practice; and

carefully planned adult support.

For learners with English as an additional language, teachers support understanding through explicit vocabulary instruction, visual resources, purposeful talk and opportunities to rehearse ideas before communicating them independently.

Learners who demonstrate secure understanding are encouraged to deepen their thinking through more complex sources, comparison, interpretation and increasingly independent explanation.

Teachers and leaders review participation as well as written outcomes. They consider whether learners contribute to discussion, engage with sources, participate in visits and faith encounters, and develop confidence in RE.

In Nursery and Reception, children begin to develop the foundations of religious literacy through stories, conversations, celebrations, objects, music, images, visitors and experiences of the world around them.

Children are encouraged to:

listen to and talk about religious stories;

encounter Christian language, symbols and celebrations;

notice that people have different beliefs and traditions;

explore religious objects and images with care;

talk about places and people that are special or important;

recognise some features of places of worship;

ask questions and express wonder;

use simple religious vocabulary;

notice similarities and differences without making value judgements; and

develop respectful curiosity about the beliefs and experiences of others.

Learning is rooted in age-appropriate experience and talk. Adults model accurate vocabulary and avoid presenting religions through token activities or isolated festival facts.

Children’s early encounters with Christianity and other faith traditions provide a secure foundation for the more systematic learning of Key Stage 1.

Our RE curriculum reflects the religious and cultural diversity of the community we serve and the wider world.

Learners are supported to understand that religious traditions are internally diverse. People who share the same religion may differ in denomination, interpretation, culture, practice, family tradition, level of observance and personal experience.

Curriculum content and resources are reviewed to ensure that learners encounter:

Christianity as a global and internally diverse faith;

a range of examples from the other religious traditions studied;

women, men and children within religious communities;

different cultural expressions of faith;

religious communities within Britain as well as internationally;

contemporary lived religion alongside historical tradition;

faith expressed through worship, service, art, music, family and community life;

examples that challenge stereotypes; and

age-appropriate awareness that some people hold non-religious worldviews or no religious faith.

Representation is not treated as an isolated theme or a token addition. It is considered when selecting texts, images, artefacts, visitors, case studies, examples and places of worship.

Teachers avoid presenting a single believer, visitor or community as representative of every person within a tradition. Learners are taught to recognise the limits of individual examples and to use careful language when making claims about religion.

Lambeth and London provide a rich context for the study of lived religion. St Luke’s uses the local community and wider city to help learners understand that religion is lived by real people and communities rather than existing only in textbooks.

Enrichment is used to strengthen curriculum learning rather than operate as an isolated experience.

Opportunities may include:

visits to churches and other places of worship;

local Faith Walks;

encounters and conversations with members of faith communities;

links with St Luke’s Church, the Diocese of Southwark and SDBE;

visiting speakers;

carefully chosen artefacts and source material;

artistic and musical experiences connected with religious traditions;

local community projects or acts of service where these connect meaningfully with learning;

virtual visits where appropriate; and

opportunities to compare how faith is expressed across cultures, communities and generations.

Before a visit or encounter, learners are prepared with the knowledge and vocabulary needed to participate successfully. Afterwards, teachers provide opportunities to reflect, make connections and apply what has been learned.

Leaders consider whether all groups of learners are able to participate in visits and wider opportunities. Where barriers exist, appropriate steps are taken to promote equitable access.

Religious Education contributes strongly to learners’ spiritual, moral, social and cultural development.

Through the study of religion and worldview, learners encounter questions about belief, identity, justice, service, forgiveness, responsibility, hope, suffering, community and human purpose.

RE creates structured opportunities for learners to listen carefully, disagree respectfully, recognise complexity, challenge stereotypes and consider how beliefs may shape decisions and communities.

It also supports learners’ understanding of mutual respect and tolerance of different faiths and beliefs within modern Britain. These ideas are explored through substantive curriculum knowledge rather than taught as disconnected slogans.

Our school values are developed meaningfully through RE.

Kindness

Learners consider teachings and examples connected with compassion, service, care, generosity and responsibility. They learn to discuss the experiences and beliefs of others with sensitivity.

Respect

Learners encounter beliefs and practices with accuracy and dignity. They listen to different perspectives, use respectful language and learn that understanding a belief is not the same as being required to agree with it.

Confidence

Learners develop confidence by asking questions, contributing to discussion, interpreting sources and explaining their ideas using subject knowledge.

Excellence

Learners pursue excellence by using vocabulary precisely, applying knowledge carefully, avoiding stereotypes and producing thoughtful, well-supported explanations.

Families can support RE by encouraging curiosity, careful conversation and respectful questioning about religion and belief.

The most valuable support does not require families to teach new curriculum content. Instead, parents and carers can help learners connect school learning with everyday experiences and develop confidence in discussing belief and diversity.

Families can support learning by:

asking learners to explain what they have studied in RE;

encouraging the accurate use of key vocabulary;

sharing appropriate family or community experiences where families wish to do so;

visiting museums, galleries or places of worship when appropriate;

noticing religious buildings, symbols, art or celebrations in the local area;

reading age-appropriate stories or information texts connected with religions studied;

discussing how beliefs may influence people’s choices and communities; and

encouraging respectful questions rather than assumptions.

Useful questions might include:

What have you learned?

What does this word mean?

Why is this text, object or place important?

How might this belief influence the way someone lives?

Do all people within this religion practise in the same way?

What evidence or source did you use?

What similarities and differences can you explain carefully?

What questions are you still thinking about?

Families who would like further guidance about supporting RE learning should contact the school.

Our RE curriculum is planned so that learners develop increasingly secure knowledge of Christianity and the other traditions studied, alongside growing confidence in interpretation, comparison, vocabulary and religious enquiry.

The content taught in each year group is informed by the SDBE RE syllabus and the school’s curriculum planning. The summaries below describe the progression in learning and should be read alongside the whole-school RE curriculum overview and progression documents.

Nursery

Children encounter religious stories, celebrations, objects, people and places through carefully chosen experiences within the Early Years curriculum. They begin to use simple language about what is special or important to people and develop respectful curiosity.

Reception

Children deepen their encounters with Christian stories and celebrations and begin to recognise that people belong to different faith communities. They use simple religious vocabulary, ask questions and talk about what they notice in stories, objects, places and practices.

Year 1

Learners build foundational knowledge of beliefs, stories, celebrations, symbols and places. They begin to explain why particular stories, objects or practices matter to believers and use taught vocabulary in simple explanations.

Year 2

Learners extend their knowledge of Christianity and the other traditions studied. They make simple links between belief and practice, recognise that members of a religion may live their faith in different ways and compare examples carefully.

Year 3

Learners develop more detailed knowledge of beliefs, texts and communities. They begin to use a wider range of sources and vocabulary, explain links between belief and practice and identify diversity within religious traditions.

Year 4

Learners deepen their understanding of religious concepts and lived experience. They interpret age-appropriate texts and other sources with greater care, compare perspectives and use evidence to support explanations.

Year 5

Learners examine increasingly complex connections between belief, text, practice, identity and community. They consider different interpretations, recognise greater internal diversity and discuss questions of meaning and ethics using secure subject knowledge.

Year 6

Learners draw together knowledge from across the curriculum. They interpret sources with increasing independence, make careful comparisons, explain diversity within traditions and construct reasoned, respectful conclusions in preparation for secondary RE.

Year-Group Curriculum Links

Nursery RE / Understanding the World overview

Reception RE overview

Year 1 RE overview

Year 2 RE overview

Year 3 RE overview

Year 4 RE overview

Year 5 RE overview

Year 6 RE overview

The exact units taught should be listed or linked on the website from the school’s current curriculum overview rather than duplicated in this introductory page.

The following documents provide further information about the Religious Education curriculum at St Luke’s.

Core Religious Education Documents

Whole-School RE Curriculum Overview

RE Progression of Knowledge, Vocabulary and Enquiry

RE Substantive Knowledge Progression

RE Disciplinary Knowledge / Ways of Knowing Progression

Christianity Progression

Overview of Judaism, Islam, Hinduism, Sikhism and Buddhism across the school

RE Vocabulary Progression

RE Curriculum by Year Group

RE Assessment Guidance

Places of Worship and Faith Encounters Overview

RE Policy

SDBE RE syllabus / relevant diocesan guidance

The RE subject leader works with teachers, senior leaders, governors, the parish, the Diocese of Southwark and SDBE to maintain an ambitious, accurate and well-sequenced curriculum. Leadership includes curriculum review, staff development, assessment, work and pupil-voice review, the quality of resources and representation, and the effectiveness of visits and faith encounters.

The subject leader ensures that the intended curriculum is ambitious, coherent, inclusive, accurate and reflected in published information.

Subject leadership includes:

reviewing curriculum plans and progression documents;

checking alignment with the school’s adopted SDBE RE syllabus;

ensuring that progression from EYFS to Year 6 is clear;

supporting teachers’ subject knowledge;

reviewing the quality and accuracy of resources;

identifying appropriate professional development;

evaluating learners’ work and assessment;

speaking with learners about their knowledge and experiences;

visiting lessons;

checking the development of religious vocabulary;

evaluating inclusion and participation;

monitoring visits, Faith Walks and faith encounters;

reviewing representation and diversity within the curriculum;

identifying strengths and inconsistencies;

reviewing the impact of improvement actions; and

refining curriculum content and resources where necessary.

Particular attention is given to whether important content is being taught consistently, learners remember prior learning, Christianity is studied with sufficient depth, other religions are represented accurately, internal diversity is recognised, misconceptions and stereotypes are addressed, learners with SEND access an ambitious curriculum, assessment is purposeful and enrichment strengthens curriculum learning.

The RE leader reports relevant findings to senior leaders and governors. Evaluation informs curriculum refinement, professional development, resource decisions and school improvement planning.

The published RE page and linked documents are reviewed regularly to ensure that they remain current and reflect actual practice.

Further information about the Religious Education curriculum is available from the school.

Parents and carers can request:

more detailed information about the content taught in a particular year group;

copies of curriculum overviews;

information about progression and assessment;

guidance on supporting RE learning at home;

accessible versions of published curriculum documents; and

clarification about visits, faith encounters or curriculum resources.

Right of Withdrawal

Religious Education is provided for all pupils as part of the school’s curriculum. Parents and carers have a legal right to withdraw their child from all or part of RE. Parents considering withdrawal are welcome to contact the Headteacher so that the school can explain the content and educational purpose of the curriculum and the practical arrangements. Parents are not required to give a reason for exercising the legal right of withdrawal.

The right of withdrawal from RE is separate from the right of withdrawal from collective worship.

Please contact the school office through the contact details provided on the school website. Paper copies of curriculum information can be provided on request.

The school welcomes constructive feedback about the accessibility and usefulness of its curriculum information. Published content is reviewed regularly to ensure that it remains accurate, clear and consistent with the curriculum learners receive.