This is a Good School
Ofsted says "Pupils are highly engaged and enjoy learning"
Teaching is good
"Teachers are expert in the subjects they teach."
Governance is strong
"Adults share an in depth understanding of the latest safeguarding risks that pupils may face."
Pupils achieve well
"Provision for children in the early years is particularly strong."
Pupils' behaviour is good
"Behaviour in lessons is excellent. Children are kind."
Teaching is good
"Assessment is used well. There is a huge array of activities on offer."
Curriculum design is inspiring
"The curriculum is coherent and well sequenced."
Pupils achieve well
"Leaders and staff are united in their ambition for pupils to succeed."
Pupils' behaviour is good
"The high-quality relationships between staff and pupils contribute to a positive learning culture."
Religious Education is a core subject of the curriculum and is a legal requirement for all pupils. Every pupil has an entitlement to take part in Religious Education as part of a broad and balanced curriculum. At Leighterton Primary School we aim to prepare children for life in the twenty-first century world where religion and belief play a central role in local community and wider global affairs.
Religious Education is an important part of our school curriculum and we build on the skills developed previously and teach children the new skills that are required. At Leighterton Primary School, we follow the Gloucestershire Agreed Syllabus for Religious Education, which sets out the statutory requirements for all schools in Gloucestershire.
The curriculum puts a clear emphasis on three areas of learning:
- Making sense of a range of religious and non-religious beliefs so that they can:
- identify, describe, explain and analyse beliefs and concepts in the context of living religions using appropriate vocabulary.
- explain how and why these beliefs are understood in different ways by individuals and within communities.
- recognise how and why sources of authority are used, expressed and interpreted in different ways, developing skills of interpretation.
- Understanding the impact and significance of religious and non-religious beliefs so that they can:
- examine and explain how and why people express their beliefs in diverse ways.
- recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday life, within their communities and in their wider world.
- appreciate and appraise the significance of different ways of life and ways of expressing meaning.
- Making connections between religious and non-religious concepts, practices and ideas studied, so that they can:
- evaluate, reflect on and enquire into key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses.
- challenge the ideas studied and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitments clearly in response.
- discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding.
Religious Education Implementation
At Leighterton Primary School we teach discrete Religious Education lessons to develop knowledge, skills and understanding and also provide a range of opportunities throughout school to develop their understanding of core values such as courtesy, friendship and respect. Each autumn, the school celebrates harvest festival and supports those in need through food donations. Key Stage 1 and the Early Years perform a Nativity each Christmas for parents and the wider community.
In Early Years Foundation Stage (EYFS), Religious Education forms an element of the EYFS curriculum through the Early Learning Goals of Personal, Social & Emotional Development and Understanding the World. Children learn about a range of different religious festivals such as Christmas, Easter, Diwali, Chinese New Year and Hanukah, exploring the central stories, messages and traditions of these faiths. They have opportunities to take part in experiential activities such as holding a Chinese New Year party, using drama to retell religious stories, handling clothing religious artefacts and clothing and making Diva lamps.
In Key Stage 1, children learn and explore the faiths of Christianity, Judaism and Islam through their central texts, stories, prayers, and re-enacting stories through drama and art. Children are encouraged to express opinions, whilst being respectful and sensitive to the beliefs of others. In Key Stage 1 children study the following units as set out by the Gloucestershire Agreed Syllabus:
- What do Christians believe God is like?
- Why does Christmas matter to Christians?
- What is the ‘good news’ Christians believe Jesus brings?
- Why does Easter matter to Christians?
- Who is a Muslim and how do they live?
- Who is Jewish and how do they live?
- What makes some places sacred to believers?
- What does it mean to belong to a faith community?
In KS2, children learn about the Christian faith as well as the faiths of Judaism, Islam and Hinduism. They also explore the nature of creation and science. The children study the following units as set out by the Gloucestershire Agreed Syllabus:
- What do Christians learn from the creation story?
- What is it like for someone to follow God?
- What is the ‘Trinity’ and why is it important for Christians?
- What kind of world did Jesus want?
- Why do Christians call the day Jesus died ‘Good Friday’?
- For Christmas, what was the impact of Pentecost?
- What do Hindus believe God is like?
- What does it mean to be Hindu in Britain today?
- How do festivals and worship show what matters to Muslims?
- How do festivals and family life show what matters to Jewish people?
- How and why do people mark the significant events of life?
- How and why do people try to make the world a better place?
- What does it mean if Christians believe God is holy and loving?
- Creation and science: conflicting or complementary?
- How do Christians decide how to live?
- What do Christians believe Jesus did to ‘save’ people?
- Why do Hindus want to be good?
- What does it mean to be a Muslim in Britain today?
- Why is the Torah so important to Jewish people?
- Why do some people believe in God and some people not?
- How does faith help people when life gets hard?
Our School Values
Our school values are courtesy, friendship, respect, responsibility, resilience, positivity, growth, sensitivity, teamwork, trust, generosity, independence, honesty, forgiveness and thankfulness.
These values were agreed as being the most significant for our children’s personal development. As the children move through the school, our values may be adjusted to meet areas which need further development or attention.
Children at Leighterton Primary School visit the local church to celebrate the festivals of Christmas and Easter. During they services they have an active role through communal reading of the associated Bible readings.
Through following our RE curriculum, we enable Leighterton pupils to develop the knowledge, critical thinking skills, open mindedness and respectful attitudes to explore the world of religion and beliefs and make their own decisions about what these means to them.
Through our RE lessons, we ensure pupils know how to contribute positively in our society fostering a respect and empathy for those who may have different beliefs, faiths and cultural identities to themselves. We also aim to enable our children to grow spiritually by developing moments to reflect, experience awe, wonder, and develop an appreciation of stillness and silence both in religious buildings and the natural world.