WCLPS Curriculum – RE

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Parents’ right of withdrawal :

Parents may request that their child be excused from all or part of the religious education (RE) provided.   Any such request should make clear whether the withdrawal is from the whole RE curriculum or specific parts of it. No reasons need be given.

Religion and belief have become more visible in public life in recent years, making it important that all pupils should have an opportunity to engage in RE.  We would encourage parents who are considering withdrawing their child from RE to discuss this with us.

Our RE curriculum is published on our website.  We also provide links to the East Riding agreed syllabus for RE which we follow.  We are happy to discuss the curriculum with parents and help them make an informed decision.  Our curriculum is relevant to all pupils, respecting their personal beliefs.

Whilst parents or carers have a right to withdraw children from RE, they should note that children may also encounter religions and beliefs in other areas of the curriculum from which there is no right of withdrawal. On occasion, spontaneous questions about religious matters are raised by pupils or issues related to religion arise in other subjects such as history or citizenship.

Where parents have requested that their child be withdrawn, their right will be respected.  We will discuss the arrangements with the parents or carers to explore how the child’s withdrawal can be best accommodated. If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching or to incur extra cost. Pupils will usually remain on school premises.

Additional resources:

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‘Governance and Safeguarding: Governors have a strong understanding of the school’s strengths and areas for improvement, effectively supporting and challenging the school leadership.’

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‘Enthusiastic Curriculum Leaders: Curriculum leaders have clear visions for their subjects, with PE and mathematics leaders investing in schemes to support teachers.’

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‘Effective Phonics Teaching: The phonics leader ensures consistent teaching of phonics across the school.’

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‘Student Responsibility and Community Engagement: Pupils also engage in community activities, like making Christmas food hampers and starting a road safety campaign.’

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‘Student Responsibility and Community Engagement: The school offers numerous lunchtime and after-school clubs, fostering interests in sports and creative arts.’

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‘Governance and Safeguarding: Safeguarding arrangements are effective, with consistent training and comprehensive incident logging.’

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‘Effective Phonics Teaching: Reading books match the taught sounds, and additional support is provided for pupils needing extra help.’

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‘Well-Planned Curriculum: The school has redesigned its curriculum to build on existing knowledge, with all teachers responsible for specific areas.’

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‘Support for Early Career Teachers: An emotional literacy support assistant has been employed to enhance the special educational needs and disabilities team, providing valuable support to parents and pupils.’

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‘Wider Development Opportunities: The school promotes pupils’ wider development through opportunities beyond the curriculum, such as links with a school in Uganda, debates, sustainability awareness, and diverse role models.’

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‘Effective Phonics Teaching: The school is considering a new phonics program to maintain high-quality teaching.’

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‘Enthusiastic Curriculum Leaders: Pupils, including those with special needs, benefit from scaffolded tasks and appropriately pitched work.’

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‘Well-Planned Curriculum: Curriculum leaders have developed knowledge organizers to identify key knowledge, skills, and vocabulary, which are shared with families and pupils.’

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‘Happy and Safe Environment: Pupils feel happy and safe at school, working cooperatively and responding well to teachers’ instructions. They perceive the behavior policy as fair and report that bullying is rare.’

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‘Student Responsibility and Community Engagement: Year 6 pupils are given responsibilities, such as being ‘dinner buddies’ and leading celebration assemblies.’

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‘Support for Early Career Teachers: The school supports early career teachers with training from subject leaders.’

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