Ealing Borough Council Democratic Services Officer: Town Hall Paula Portas New Broadway Direct Line: 020 8825 8476 London Fax: 020 8825 6909 W5 2BY Email: [email protected]

STANDING ADVISORY COUNCIL ON RELIGIOUS EDUCATION (SACRE) AGENDA

Venue: Council Chambers, Ealing Town Hall, New Broadway, Ealing, London, W5 2BY Date: Wednesday, 28 February 2018 at 19:00

COMMITTEE MEMBERS

EALING COUNCIL Cllr Charan Sharma (Chair of SACRE), Cllr Munir Ahmed, Cllr Tej Ram Bagha, Cllr Swarn Singh Kang, Cllr Sanjai Kohli, Cllr Roz Reece, Cllr Tariq Mahmood, Cllr David Millican, Cllr Aysha Raza.

CHURCH OF ENGLAND GROUP Rev Karen Greenidge, Rev Laurence Hillel, Dr Peter Hounsell, Graham Marriner.

TEACHERS’ ASSOCIATIONS GROUP Ms H O’Neill (Chair of Group) (NASUWT), Mr Kris Bolt, Mr Glenn Burchell (NASUWT), Dr Liz Day.

GROUPS REPRESENTING OTHER RELIGIOUS DENOMINATIONS Ms Kath Richardson (Chair of Group) (Humanist), Mr Luxman Dissanayake (Buddhist), Ms Kim Burke (Roman Catholic), Mr S K Dhanda (Sri Guru Ravi Dasia

Page 1 of 226 Sabha), Dr Marianne Izen (Jewish), Mr. Simon Motz (Liberal Jewish), Mrs Barjinder Lall (Ramgarhia Sabha), Mr Sam Lyle – substitute (Baha’i), Ms Marion McNeill (Free Church Federal Council), Mr Kasim Minhas (Islam), Mr Oliver Murphy (West London Humanists and Secularists), Mrs P Pank (Ramgarhia Sabha), Mr Rabindra Pathak (Hindu), Ms Nadine Sayir (Baha’i), Mr Naif Sheikh (Discover Islam).

1 Apologies for Absence

2 Matters to be Considered in Private

3 Declarations of Interest

4 Urgent Matters

5 Minutes of the Meeting Held on 02-11-17 3 - 10

6 Application for the Renewal of a Determination 11 - 204

7 Revised Determination Application Form 205 - 214

8 Ealing RE Curriculum Survey Report 215 - 220

9 NASACRE Briefing Report 221 - 226

10 Date of Next Meeting The next meeting will be held on 21 June 2018.

Paul Najsarek, Chief Executive, 20 February 2018

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STANDING ADVISORY COUNCIL ON RELIGIOUS EDUCATION THURSDAY 02 NOVEMBER AT 7PM

PRESENT:

LOCAL AUTHORITY GROUP Councillors: Cllr Charan Sharma (Chair of SACRE), Cllr Munir Ahmed,5 Cllr Tej Ram Bagha, Cllr Tariq Mahmood, Cllr David Millican, Cllr Aysha Raza.

CHURCH OF ENGLAND GROUP Rev Laurence Hillel.

RELIGIOUS DENOMINATIONS OTHER THAN THE CHURCH OF ENGLAND GROUP Ms Kath Richardson (Chair of group) (Humanist), Marianne Izen (Jewish), Rabindra Pathak (Hindu), Mr Oliver Murphy (West London Humanists and Secularists), Mr Simon Motz (Liberal Jewish), Mr Kasim Minhas (Islam), Mrs Barjinder Lall (Ramgarhia Sabha), Ms Kim Burke (Catholic Church), Ms Marion McNeill (Free Church Federal Council), Mr Naif Sheikh (Discover Islam)

TEACHERS’ ASSOCIATIONS GROUP Dr Liz Day (Vice Chair), Mr Glenn Burchell

ALSO PRESENT Lesley Prior, SACRE consultant, Paula Portas, Democratic Services Officer.

1. APOLOGIES FOR ABSENCE (Agenda Item 1)

Apologies for absence were received from Councillor Roz Reece, Councillor Swarn Singh Kang, Rev Karen Greenidge, Mr Graham Marriner, Dr. Peter Hounsell, Mr. Kris Bolt.

The Chair welcomed new SACRE members Mr Simon Motz and Mr Kasim Minhas. She invited new members to introduce themsevels to the Council.

Simon Motz said that he had trained as an RE teacher and was a representative of Liberal Judaism in the Council. Kasim Minhas said that he had trained as an engineer and was member of a Southall Mosque. He said would from now onwards come in place of his father, longstanding SACRE member Sikander Minhas.

The Chair noted also that there had been a resignation of a SACRE member, Ms Naheed Mir.

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2. MATTERS TO BE CONSIDERED IN PRIVATE. (Agenda Item 2) There were none.

3. DECLARATIONS OF INTEREST. (Agenda item 3) There were none.

4. URGENT MATTERS. (Agenda Item 4)

The Chair explained to the Council that, as a result of having two consecutive inquorate meetings, letters to remind members of the importance of their attendance and to ask them to nominate a substitute had been sent out. She reminded members to name a substitute that could attend the meetings on behalf of their organisation should they need it.

The Chair invited members to join in the group who visited Schools as part of the process for renewal of determinations. Councillor Munir Ahmed and Mr Simon Motz agreed to visit schools in the future.

Rabindra Pathak said that visiting SACRE members had been contacted by Schools recently, but they had been given very short notice to arrange visits. Lesley Prior responded that Schools had been contacted about renewals of determination with plenty of tme in advanced, but they were trying to make all the arrangements in the last minute. She said that arrangements would be made regarding visits to schools by members at the end of the meeting.

Oliver Murphy said that he and Marianne Izen had just visited Dormers Wells High School. He said that in their view schools did not plan ahead sufficiently. Besides, the process of renewals was ambiguous and needed to be tightened. In his view, only once all the school’s documentation is submitted to Ealing Council and checked should SACRE members be contacted to arrange a visit. He said that Marianne Izen and him had just sent a document to the Chair detailing changes that could be implemented to improve the process.

The Chair acknowledged that she had just received the document from Oliver Murphy. She said that the process and the documentation used in the renewals of determinations were being tightened and updated.

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The Chair said that the two schools whose determinations had expired were being notified of that fact and of the need for them to revert back to wholly or mostly Christian worship.

5. MINUTES OF THE MEETING HELD ON 22 JUNE 2017 (Agenda Item 5)

The Chair noted that the invitation to become SACRE Vice Chair that she had extended to members should be added to the minutes of the meeting held on 22 June 2017.

Dr Liz Day said that she had been SACRE Vice Chair in the past and would be happy to be Vice Chair again.

Resolved: That

(i) the minutes of the meeting of SACRE held on the 22 of June 2017 be amended to include the Chair’s invitation to members to become a Vice Chair; and (ii) that Dr Liz Day be SACRE Vice Chair.

6. ANNUAL REPORT 2017/18 (Agenda Item 6) The Chair introduced the Annual Report 2016/17 and asked members to indicate whether they considered that anything should be amended or changed.

Lesley Prior said that the production of the Annual Report was a legal requirement for all SACREs. The report provided a brief account of the SACRE activities during the year.

Marianne Izen noted that Teacher’s Association Group PAT was now called Voice and their name should be amended in page 22.

Oliver Murphy suggested that the list of schools for determinations should include the dates when renewals expire. Lesley Prior responded that such list was available and it would be included.

Councillor Aysha Raza asked that ‘Chairman’ be changed to ‘Chairperson’ in page 23.

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Resolved: That

(i) the Annual Report 2016/17 pages 22 and 23 be amended to say Voice and Chairperson; and (ii) That a list of the schools’ renewals for determination including dates be added; and (iii) That the Annual Report 2016/17 be noted.

7. EALING SACRE BRIEFING REPORT. (Agenda Item 7) The Chair invited Lesley Prior to present the reports.

Lesley Prior said that two major reports had been published since Ealing SACRE last met: the RE Council of England and wales’ Commission on Religious Education Interim Report and NATRE’s ‘The State of the Nation: A Report on Religious education in Secondary Schools in England’.

NATRE’s report was based on research on the provision of RE in secondary schools. It showed that more than 1 in 4 state schools struggle to meet their legal obligation to teach pupils about major religions and systems of beliefs. Although all state funded schools are legally required by the 1998 School standards Framework Act to provide RE as part of a balanced curriculum, RE was most likely taught adequately in church schools, followed by schools under local authority and it was unsatisfactorily taught in academies.

The RE Council’s Interim Report aimed to publish a review of RE teaching designed to inform policymakers. The commissioners were seeking public engagement with their proposals, and there was an opportunity to repond to the report until the 4 December 2017. Lesley Prior suggested that the meeting should discuss the executive summary of this report, which was included in the Agenda, and submit the meetings’ conclusions as Ealing SACRE’s response to the Commission.

The Chair invited members to discuss the executive summary of the RE Council’s report. The meeting procedeed to discuss the key points of the Executive Summary to the RE Council’s Interim Report.

Lesley Prior drew attention in the document to pages 40 to 44, which contained the ‘National Entitlement for RE’ and asked Ealing SACRE members for their views on it.

Members asked what types of schools had been included in NATRE’s reseach. Lesley Prior responded that independent schools were not included, but the plurality of state funded schools had been included. She said that RE Council’s Interim

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Report was aimed at all types of schools and explicitly recommended that its suggestions were applied in all state funded schools.

Councillor Tej Ram Bagha enquired about the availability of the religious festival calendar. Lesley Prior responded that it was important to find out whether calendars were available.

Councillor Aysha Raza welcomed the Interim Report and the proposed ‘National Entitlement’. The ‘National Entitlement’ states that RE in schools should enable students to engage in an intelligent and informed way with the ideas, practices and contemporary manifestations of a diversity of religious and non-religious worldviews. Councillor Raza said that there was a need to have a repository of knowledge about others. For instance, she noted that, in spite of not being of Indian heritage, she had been invited to speak about Diwali at her local library. It was very important to provide this knowledge to students at primary school level in Ealing but also in less diverse areas of the country.

Liz Day said that the RE national entitlement provided a very balanced view of RE teaching. She said it was key that children were brought up to understand different viewpoints, to bring about understanding and cooperation among them.

Lesley Prior suggested that Ealing SACRE could feedback that it broadly welcomed the Entitlement for RE, particularly that it applied to all schools in the country. Yet the material to deliver it must still be decided at the local level.

The Chair noted the positive language of national entitlement where it stated that ‘it will be expected that pupils will experience meeting and visiting people from their local community from a range of worldviews including those different from their own and that of the school’.

The Chair drew attention to recommendion b in page 42 regarding the inspection framework being revised to ensure inspectors monitored the school compliance with RE teaching. Lesley Prior said that that section was of great relevance, for there was a legal requirement to teach RE but, at the moment, this could be effectively ignored. She said that since Ofsted report did away with its RE section, it was hard to find out how schools were performing. She said that without the inspection to hold schools to account other suggestions would be immaterial.

Marianne Izen questioned the report’s suggestion that SACREs could monitor the provision and quality of RE in all schools. She asked whether SACRE members would be trained to undertake such responsibility. Lesley Prior responded that the intention was to have better resources available for SACRE members, as mentioned in the entitlement under the heading ‘A national plan for improving teaching and

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Page 7 of 226 SACRE – 02 November 2017 learning in RE’. The Chair said that it was also noted in the text that teachers, as well as SACRE members, would need extra training.

Lesley Prior said that the entitlement demanded 12 hrs at least of RE training for teachers. Liz Day said that teacher training should include safeguarding and pastoral matters.

The Chair also noted that the document made reference to the need to fund better grassroot teacher networks. Lesley Prior said that RE primary school teachers met regularly. Glen Burchell, SACRE member and NASWUT representative, said that whilst primary RE teachers held regular meetings, many teachers were unable to attend them due to other pressures, such as those arising when schools, particularly academies, did not cover the costs. Liz Day suggested that SACRE should try to facilitate informal networking. The Chair agreed and added that events like Holocoust Day where schools attend contribute to the linking up of participants and provided networking opportunities.

Councillor Millican asked that, if the teaching of RE was to be promoted as noted in the document, what other subject teaching time should be reduced.

Kim Burke, SACRE member and representative of the Catholic Church said that Catholic schools dedicate 10% of teaching time to RE. So they grapple with the question that Councillor Millican asked. She said such dilemma had led to difficult decissions, such as teaching one foreign language only. However, headteachers were savvyier now.

Members noted that time should be allowed for RE teaching because an essential task of school was teaching values to pupils, not only skills. RE as a subject asked important moral questions of pupils- without reflecting on these questions they would be illiterate. Glenn Burchell noted that what was needed was to reclaim time for RE that had been taken from the the subject in the first place.

Naif Shaikh added that, in his experience, when RE teachers had teaching resources available to them it was more likely that they allowed time to teach about the characteristics of all faiths.

Councillor Raza noted that the current positive emphasis on mindfulness ought to be harnessed in favour of RE.

Oliver Murphy emphasized that schools were social settings and their teaching ought to focus on the social consequences of belief systems rather than a narrow descriptive focus on features of different religions. Simon Motz stressed that RE teaching was not about religious instruction and noted that it would be unreasonable to demand of teachers that they determined the content of the subject. Marianne

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Izen suggested that such questions would be relevant when the syllabus was next revised.

The Chair drew attention to paragraph 4 in pg 44 of the document, where the text notes the possibility of changing the name of the subject, and invited members to comment.

Simon Motz said that as a philosophy graduate he found some of the names proposed repetitious, for instance ethics was a part of philosophy.

Oliver Murphy said that in his opinion ‘religious’ was a problematic word when roughly half of the country did not declare themselves to be a believer in any faith. He proposed the use of ‘worldviews’ instead. The Chair assented and noted that the document itself recognised those changes in people’s believes.

Rev Hillel expressed sympathies to Oliver Murphy’s point. However, he defended the use of the word religion because, he said, whilst it was true that more people declared not being of any faith that did not mean they considered themselves atheists neither.

Members noted other possible names such as ‘spiritual philosophy’ and noted that the subject’s goal should be to provide pupils with on spiritual competency and teach values.

Lesley Prior said that whilst the name of the subject was important as it said something about it is meant to teach, changing the name might not be as relevant as changing the subject’s content. That was because the subject is legally called RE and there seemed not to be appetite from government bodies to proceed on such legislative changes.

The Chair drew member’s attention to pag 45 ‘A Renewed and expanded role for SACREs’ and invited comments. Members agreed with the content of the section and noted the importance of adequate funding in order to carry out expanded duties.

Members commented on the section on ‘Right of Withdrawal’— with critical and pluralistic RE subject content the right for parent to withdraw their children should not be allowed in member’s views. Marianne Izen said that in practice it was rare for parents to invoke this right. When they did so schools usually interviewed them and after discussion most parents changed their minds.

Lesley Prior noted that the right of withdrawal had been inscribed in law for a long time. In her view, as long as preaching in the classroom was illigal, this right was unnecessary. Moreover, it was open to abuse by those who held non pluralistic

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Page 9 of 226 SACRE – 02 November 2017 views. However, the fact that doing away with it required legislative changes made it difficult to be achieved.

Kassim Minhas asked who was in charge of deciding the content of the subject. Liz Day responded that the SACRE decided the subject’s syllabus.

The chair drew the item to a close.

The chair also informed members there were vacancies in the SACRE and that new members to fill them in were being sought. Marion McNeill agreed to seek a representative of the URC.

Resolved: That (i) The discussion’s conclusions be submitted as Ealing SACRE’s views to the RE Council. (ii) SACRE noted the NATRE and RE Council oral reports.

8. DATE OF NEXT MEETING (Agenda Item 8)

It was noted that the next meeting of SACRE was scheduled to take place on 23 February 2018

The meeting finished at 8.35 pm

CHAIR: CLLR CHARAN SHARMA

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Repo rt for: ACTION

Item Number: 6

Contains Confidential NO or Exempt Information

Title Application for the renewal of a determination Responsible Officer(s) LBE SACRE Adviser Author(s) Lesley Prior Portfolio(s) Developing Young People For Consideration By Members of SACRE Date to be Considered 28 February 2018 Implementation Date if N/A Not Called In Affected Wards N/A Area Committees N/A Keywords/Index Determination renewal applications

Purpose of Report:

Application for the renewal of a determination will be presented on behalf of

Blair Peach Primary, Dormers Wells High and Tudor Primary

1. Recommendations That SACRE members review the attached applications, and consider the additional information provided at the meeting, at which time a decision will be made concerning whether to renew/agree the determinations.

2. Reason for Decision and Options Considered

3. Key Implications

4. Financial None.

5. Legal

5.1 Under s70 of the School Standards and Framework Act 1998, each pupil attending a community, foundation or voluntary school shall take part in an act of collective worship on a daily basis, except those withdrawn from such worship at the request of their parents under s71. Paragraph 3(2) of Schedule 20 of the Act, provides that the nature of collective worship in community schools and foundation schools without a religious character shall be wholly or mainly of a broadly Christian nature.

Determination Report page 1

Page 11 of 226 5.2 However under paragraph 4 of Schedule 20, the requirement set out in paragraph 3 (2) shall not apply where a standing advisory council on religious education (SACRE) have determined under section 394 of the Education Act 1996 that it is not appropriate for the requirement to apply.

5.3 An application for a determination can be made by the head teacher of a community school or foundation school without a religious character. The SACRE is required to consider the application and whether it is appropriate for the requirement for Christian collective worship to apply in the case of that school or in the case of any class or description of pupils at that school, having regard to any circumstances relating to the family backgrounds of the pupils at the school. The headteacher must consult the governing body before making an application to the SACRE.

5.4 In regard to the Council’s equality duties and responsibilities under the Human Rights Act 1998

S 149 Equality Act 2010 requires the Council to:

have due regard to the need to—

(a) eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by the Act; (b) advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it; (c) foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

The relevant protected characteristics are: age; disability; gender reassignment; pregnancy and maternity; race; religion or belief; sex; sexual orientation.

Having due regard to the need to advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it involves having due regard, in particular, to the need to—

(a) remove or minimise disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic; (b) take steps to meet the needs of persons who share a relevant protected characteristic that are different from the needs of persons who do not share it; (c) encourage persons who share a relevant protected characteristic to participate in public life or in any other activity in which participation by such persons is disproportionately low.

The steps involved in meeting the needs of disabled persons that are different from the needs of persons who are not disabled include, in particular, steps to take account of disabled persons' disabilities.

Having due regard to the need to foster good relations between persons who share a relevant protected characteristic and persons who do not share it involves having due regard, in particular, to the need to— (a) tackle prejudice, and (b) promote understanding.

Compliance with the duties in this section may involve treating some persons more favourably than others.

The law requires that this duty to pay ‘due regard’ is demonstrated in the decision making process. The Council must be able to demonstrate that decisions, including financial decisions are made in a fair, transparent and accountable way, considering the needs and the rights of different members of the community. This is achieved through assessing the impact

Determination Report page 2

Page 12 of 226 that changes to policies, procedures and practices could have on different protected groups and, where possible, identifying methods for mitigating or avoiding any adverse impact on those groups.

The Equality Act 2010 places separate duties on Local Authorities as the responsible body (alongside the governing body) for schools maintained by the local authority The Act provides protection for people with certain ‘protected characteristics’. They are age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.

In the field of education in schools the prohibition of discrimination, harassment and victimisation does not apply where the circumstances relate to age, marriage or civil partnership.

The duties in relation to schools are : (1) not to discriminate against a person— (a) in the arrangements it makes for deciding who is offered admission as a pupil; (b) as to the terms on which it offers to admit the person as a pupil; (c) by not admitting the person as a pupil.

(2) not to discriminate against a pupil— (a) in the way it provides education for the pupil; (b) in the way it affords the pupil access to a benefit, facility or service; (c) by not providing education for the pupil; (d) by not affording the pupil access to a benefit, facility or service; (e) by excluding the pupil from the school; (f) by subjecting the pupil to any other detriment.

(3) not to harass— (a) a pupil; (b) a person who has applied for admission as a pupil.

(4) not to victimise a person— (a) in the arrangements it makes for deciding who is offered admission as a pupil; (b) as to the terms on which it offers to admit the person as a pupil; (c) by not admitting the person as a pupil.

(5) not to victimise a pupil— (a) in the way it provides education for the pupil; (b) in the way it affords the pupil access to a benefit, facility or service; (c) by not providing education for the pupil; (d) by not affording the pupil access to a benefit, facility or service; (e) by excluding the pupil from the school; (f) by subjecting the pupil to any other detriment.

(6) A duty to make reasonable adjustments for disabled pupils and prospective disabled pupils applies.

The Human Rights Act 1998

The Human Rights Act 1998 makes it unlawful for public authorities to act in a way that is incompatible with a Convention right. Anyone who feels that a public authority has acted incompatibly with their Convention rights can raise this before an appropriate UK court or tribunal. The Human Rights Act protects a person from discrimination in the enjoyment of those human rights protected by the European Convention of Human Rights. These rights include the absolute right not to be subject to inhuman or degrading treatment, the right to respect for

Determination Report page 3

Page 13 of 226 their private and family life, their home and their correspondence which may only be restricted only in specified circumstances and the right to hold a broad range of views, beliefs and thoughts, and to follow a religious faith. The right to manifest those beliefs may be limited only in specified circumstances. The Human Rights Act prohibits discrimination on a wide range of grounds including ‘sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status’.

The case law relating to this right has shown that the term ‘other status’ includes, among other things, sexual orientation, illegitimacy, marital status, trade union membership, transsexualism and imprisonment. It can also be used to challenge discrimination on the basis of age or disability. Discrimination occurs when a person is treated less favourably than another person in a similar situation and this treatment cannot be objectively and reasonably justified.

6. Value For Money N/A

7. Risk Management N/A

8. Community Safety N/A

9. Links to Strategic Objectives Provide a powerful voice for our communities and create life opportunities for all.

10. Equalities and Community Cohesion Schools seeking a determination are reflecting the multi-cultural and multi- faith background of their pupils in their acts of collective worship.

11. Staffing/Workforce and Accommodation implications: None.

12. Property and Assets None. 13. Any other implications: None.

14. Consultation N/A.

15. Timetable for Implementation If voted at committee, the determinations become immediately active for a period of five years.

16. Appendices 1 – Blair Peach Primary 2 – Dormers Wells High 3 – Tudor Primary

Determination Report page 4

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17. Background Information Further information about determinations and the process of application can be found on the Ealing Grid for Learning: http://www.egfl.org.uk/religion

Report History

Decision type: Non -key decision Urgency item? No Authorised by Cabinet Date report Report deadline: Date report sent: member: drafted: February 2018 Report no.: Report author and contact for queries: Lesley Prior, LBE SACRE Adviser - 07808761148

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6 APPLICATION FOR A DETERMINATION

SUBMITTED TO EALING SACRE

School: Blair Peach Primary School

Head: Anita Puri

Received: January 2018

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Applying for a determination

Before requesting a determination, the headteacher must consult the school’s governing body, which in turn may wish to seek the views of parents. The application may relate either to a clearly described and defined group or to the whole school.

A determination, once granted, lasts for five years, and if a school wishes to continue to provide acts of reflection that are other than broadly Christian, then it will need to reapply to SACRE to seek a renewal of its determination.

Procedure for considering determinations

1) Schools submit applications using the attached application form. 2) A representative visits the school to observe at least one act of reflection and speak with the headteacher (or other responsible person) and a governor. 3) The head or other responsible person is invited to attend the next available full SACRE meeting, at which time the representative will present a report on their visit and make a recommendation as to whether the determination should be granted. 4) SACRE decides whether to accept the school’s application.

SACRE members who can currently be contacted for a school visit include:

Kath Richardson ([email protected]) Marianne Izen ([email protected] Oliver Murphy ([email protected]) Rabindara Pathak (020 8755 3287) Cllr Swarn Kang (020 8571 1884) SACRE members who have strong links with the school (e.g. a school governor) are not eligible for this visit. Sample consultation letters can be found on the EGfL: (www.egfl.org.uk/religion : Look under Reflection/Determinations) Completed applications should be returned to: Saynap Isman, Business Support Manager, School Effectiveness, Perceval House P2: NE13, 14-16 Uxbridge Road, London W5 2HL, [email protected]

Note: electronic submissions are preferred, but if you can only send a paper submission, please send it unbound as it will have to be scanned for distribution. A checklist of submission requirements can be found at the end of this document.

Page 18 of 226 Application for a determination submitted to Ealing SACRE

Please consider this application for a determination to lift or modify the requirement to deliver reflection that is “wholly or mainly of a broadly Christian character”.

1 Blair Peach Primary School School name

2 Primary Secondary Community Foundation 0BSchool status √ 3 Mrs. Anita Puri 1BHeadteacher’s name 4 Is this application for a renewal of a previously Yes √ No granted determination? If yes, when does/did the determination expire? 9.1.18

5 Date of governing body meeting at which the decision to 11th October 2017 apply for a determination was taken (please attach a copy Teaching and of relevant minutes) Learning committee 29th November FGB 6 Details of any consultation with parents: Letter sent out to parents October 2017

4B 7 2BReligious affiliation of families of pupils in the school Number or percentage African (or other) traditional Bahá’í Buddhist Christian 13 Hindu 144 Humanist (include atheist, agnostic pupils here) Jain Jewish Muslim 206 Pagan Ravidasia Sikh 77 Valmiki Zoroastrian (or Parsee) Other 1Jehovah’s Witness 17 Roman Catholic None 1

updated version: 5/9/2017

Page 19 of 226 Application for a determination submitted to Ealing SACRE

8 Is this application being made in respect of the whole school or one or more clearly described and defined group(s) within the school? If the latter please give details, if the former please state what steps will be taken to safeguard the interests of any parents of children for whom broadly Christian reflection would be appropriate. Whole School

9 Please give details of the arrangements it is proposed to put in place in the event that the requested determination is granted. (Your answer to this question must allow SACRE members to see that all pupils in the school are being provided for on each school day.) Assembly Calendar outlines themes and focus areas for each week. Use of reflection time in all assemblies Staff Training: SMSC, RE and Reflective practice. Monitoring of provision by SLT and Governors Pupil Voice and Feedback from parents

10 Please attach records of acts of reflection for the current term and plans for the next half-term (these can be brief). SACRE members would also like to see examples of detailed plans for one or more acts of reflection that have been delivered or will be delivered this term. Attached 11 How many pupils in the school are currently withdrawn from: a) all acts of reflection 0 b) some acts of reflection – please give details Two only major Non Islamic religious festivals

12 How many teachers in the school currently exercise their right not to lead or actively participate in: a) all acts of reflection 0 b) some acts of reflection – please give details 0

How many teachers in the school currently exercise their right not to be present at: a) all acts of reflection 0 b) some acts of reflection – please give details 0

13 Please state nature of determination: (please circle below)

Multi-faith Non-faith

updated version: 5/9/2017

Page 20 of 226 Application for a determination submitted to Ealing SACRE

14 Is there anything else you wish to bring to SACRE’s attention in relation to your application?

Headteacher’s Mrs A. Puri 3BDate signature

updated version: 5/9/2017

Page 21 of 226 Application for a determination submitted to Ealing SACRE

5BChecklist of requirements for determination application Application form: download from All-school plans for one term www.egfl.org.uk/religion Detailed plans for a few acts of Governing body minutes reflection Parental consultation

Reflection arrangements What do you have in place to ensure inclusion of all staff and students?

How are non-religious views represented in the programme of assemblies?

What does the school do that is innovative?

updated version: 5/9/2017

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Full Governing Body Meeting

Minutes Draft for circulation

Blair Peach Primary School Wednesday 29th November 2017 at 6.30 pm

Members: Name Post (*Absent) Mr J Cholia (JC) Acting Chair Mr M Amin (MA) Co-opted Governor Mrs A Puri (AP) Headteacher Mr A Jones (AJ) Co-opted Governor Ms J Rossin (JR) Co-opted Governor Mrs S Ghai (SG) Co-opted Governor Ms J Keeling (JK) Staff Governor * Ms K Bodhan (KB) Parent Governor

Also present: Mrs P Venters (PV) Clerk to the Governing Body Mr R Watler (RW) In part

The meeting started at 6.45pm

ITEM ITEM ACTION NUMBER OWNER 1/17 APOLOGIES FOR ABSENCE

Received and accepted from Ms K Bodhan.

2/17 GOVERNING BODY MEMBERSHIP AND CONSTITUTION

2/17/1 Mr Richard Watler (RW) is Berkeley Group’s Head of Construction at the site of the old gas works. He has expressed an interest in becoming a Blair Peach Governor and the meeting discussed his application. He was then invited in for questions.

RW explained that as a parent himself he had some involvement with school PTA and his wife is a teacher. The

1

Page 23 of 226 development of new homes at the gas works site is a twenty- five-year investment and as Head of Construction he anticipates being involved for many years to come. His interest is therefore both at a professional and a community level.

A Governor asked if he felt there could be conflicts of interest between those of the school and the construction site. RW hopes that by enabling a two-way conversation, matters can be influenced such that concerns are dealt with before they become an issue.

A Governor asked if RW felt he could commit the time required to be an effective Blair Peach Governor, pointing out that the school held a full Governing Development Day each term. RW explained that the Berkeley Group are very keen for employees to forge links within the local community and that his direct boss would plan for a delegate to take his place when on Governor duties. RW confirmed that he understood the time requirements of the role.

A Governor asked about where RW lived and his ability to get to the school for meetings. Whilst RW has a home in Margate, he lives in London from Monday to Friday, a situation that has existed for some time and will continue for the duration of the build.

RW left the meeting and the Governors decided to hold on further discussion until the end of the meeting.

When discussion continued, the Governors debated the issue of community concerns regarding the Berkeley development. However, it was agreed that this was a separate issue from any concerns the school may have. RW would be required to complete a Business and Pecuniary Interests form and it was felt that on balance, it would be a benefit to the school to have a Governor who was involved in the development. To this end, the meeting voted to co-opt Mr Richard Watler as a Blair Peach Governor.

Resolution: Mr Richard Watler is to be invited to join the Blair Peach Governing Body as a co-opted member.

2/17/2 The Clerk asked for nominations for the position of Chair. Mr Cholia accepted his nomination and was unanimously voted as Chair.

The Chair asked for nominations for the position of Vice Chair and Mr Amin and Ms Ghai were nominated. They left the room and with a show of hands, a majority voted Mr Amin as Vice Chair.

Resolution: Mr Cholia is Chair of Governing Body for 2017-18 with Mr Amin as Vice-Chair, both on a two-year term.

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Page 24 of 226 3/17 DECLARATIONS OF INTEREST

There were no declarations of interest.

4/17 GOVERNING BODY TERMS OF REFERENCE

Resolution: The Governors’ Code of Practice 2017/18 was approved.

5/17 COMMITTEE STRUCTURE, LINK GOVERNORS

Previous minutes from committees had been circulated prior to the meeting. Governors agreed the minutes and noted that the renewal of the SACRE determination would be going ahead next term.

Membership of the Committees was confirmed together with Governor Link Positions. These are set out in the attached document, ‘Governor Committees and Links’. AP asked Governors to contact link teachers and arrange termly visits.

6/17 HEADTEACHER’S APPRAISAL

The Headteacher’s objectives have been set. The Chair and the HT will set a date for the mid-year review next term to discuss progress towards objectives.

7/17 MINUTES OF LAST MEETING

7/17/1 Point 11: Delta Security have installed both a panic alarm and a tannoy with a different sound to herald ‘Lockdown’, (as opposed to fire drill). Lockdown procedures will be tested at the Training Day in January and this will inform the on-going development of the Lockdown Policy, currently being progressed. A termly Lockdown Drill is anticipated, each featuring different scenarios.

nd 7/17/2 The new uniform is officially launched on January 2 2018

8/17 MATTERS ARISING, NOT ON THE AGENDA

A Governor mentioned that laughing gas cannisters had been seen right outside the gates. The site manager does try hard to clear all debris on a daily basis, but this will be brought to his attention. AP

9/17 HEADTEACHER’S REPORT

The HT report had been circulated prior to the meeting and AP highlighted some points under the School Improvement

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Page 25 of 226 Plan and other information about the school.

Priority 3: Teaching and Learning A comprehensive KS2 review, run by an external advisor, details areas for improvement and has been circulated to Governors. Mr Barret and Ms Rana continue to support teachers to improve teaching and planning.

Priority 4: Attendance continues to improve with all groups except one class in red. 15 families of 20 children have asked for term-time leave and have been informed they will be fined if they go ahead.

Pupil roll: Total pupil numbers are lower than last year because 25 afternoon Nursery spaces are vacant. A Governor asked if the school had considered offering 30 hours of nursery provision. Most parents are currently unaware that this is a possibility, but other nurseries are starting to offer it. As parents increasingly come to realise that it is available, the Blair Peach Nursery may look less attractive. The HT will investigate the financial implications and put together a report. AP

Pupil Premium: A Governor asked if parents were aware that they could apply for free school meals and thus attract a Pupil Premium. The HT confirmed that she confident this was the case. The Pupil Premium Report had been published on the website.

Budget: This is on track to deliver an outturn of circa + £50k

Health and Safety: The HT reported that a smell/odour from the building works has on certain occasions been extremely strong, resulting in headaches ad asthma attacks. In addition, a white cloud / mist was apparent for two days.

The HT contacted David Morgan, a surveyor with Ealing LA and two representatives would investigate and report back. Emails had very recently been received and it said that stock piling of soil would stop and that ‘environmental monitors’ were in place. A Governor raised the point that the school doesn’t know who has access to any report the monitors produce. The letter did not give an assurance that there were no long-term health effects as a result of the fumes. David Morgan had mentioned that the LA will be sending a representative to talk to staff and provide assurances. This had not been arranged and staff continue to express concerns

The Environment Agency are still to report back from an on- going investigation.

The HT will forward all paperwork to the Chair and will arrange a meeting to discuss the issues. AP/JC

The HT confirmed that she will close the school if she feels that the health and safety the staff and students is

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Page 26 of 226 compromised.

Dead rats have been found in the Nursery playground and Rentokil are coming in on Friday. This had been arranged by the Gas Work site.

New windows are being fitted in the summer which will help with any noise from the works. The staff have complained about noise pollution as this is impacting on teaching and learning.

Page 11: Outcomes: Tracking data set out here for the current year groups. Pupil Progress meeting will follow to discuss attainment and progress in each year group and agree further interventions to secure good/outstanding outcomes for all year groups.

A Governor asked how end of year data for 2017 compared to other schools. Overall the school compares well with National figures and local schools. Some local schools were achieving better results in some areas e.g. Maths and Reading. The school is working on improvements in both these areas and is aiming for improved 2018 attainment and progress measures.

A separate half ay on Data training for Governors will be held in the Spring Term where comparisons would be available.

Page 13 Teaching Review A one-day review for Key Stage 2 took place in October. The review was run by an Ofsted Inspector and senior leaders. Time was spent observing lessons, scrutinising books, speaking to children, meeting SLT members. The full report was included in the Governors pack. Overall the school came out well and confirmed the school’s judgements as GOOD overall.

Page 15 Personal Development, Welfare and Development Behaviour continues to be good at the school. No exclusions, the Behaviour reports from Sims are working well and senior leaders are able to analyse trends. The reports will be explained in more detail to the Link Governor when they visit. Children.

The children have continued to enjoy a number of trips, clubs and RRS days at the school. School council is active and surgeries are held for children to discuss issues and find resolutions.

Attendance continues to be monitored closely, meetings with parents and follow up with ESW are effective. Only one class did not meet their target. EYFS have attendance as a high priority.

Sports Funding report was pre-circulated to governors and has been published on the website. The school is involved in a number of Healthy Schools Initiatives to improve health and

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Page 27 of 226 fitness levels and reduce obesity. Cooking clubs and High Intensity training have been introduced. The Governors thanked the HT for her very comprehensive and informative report.

10/17 INSPECTION DASHBOARD

Governors noted the two new data reports for the school. The Analyse School Performance Summary and the Inspection Dashboard

A summary session for Governors on both reports and Ofsted will have to be rearranged early next term.

If Governors want to review anything, the HT will be on hand at school to take them through this as part of the visit before the training takes place. JR would like to follow this up. JR

11/17 LETTINGS

The school is let on Saturday to a tutoring group which seems very popular. Safeguarding is in place and there have been no complaints.

In response to a Governor question about where the income goes, the HT explained that it is added into the Budget. In truth however, after Saturday heating, cleaning and caretaker costs are taken into account, the school doesn’t in fact earn a great deal.

There are no other lettings enquiries. A governor asked if the school advertised and it was confirmed that this was only done though the school newsletter. Newspaper advertising wouldn’t be worthwhile as there are no catering facilities.

12/17 SAFEGUARDING

The Safeguarding Board has met twice to discuss and review key policies and procedures. Work this term included an audit of practice, a child friendly Bullying Policy, information for parents and staff, Lockdown Policy.

The chair has checked the Single Central record. Staff and parents have regular safeguarding updates. Recent training for staff on CSE, Risk assessments and Trips.

The Child Protection Report was signed by the JC and SG.

SG and MA undertook safeguarding training last year, but further training is required for all Governors. There will be a Safeguarding Day in June 2018 for all Governors and training will be included for part of the day.

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13/17 POLICY REVIEW

13/17/1 All policies/ documents were pre-circulated.

13/17/2 Terms of Reference and polices agreed by Finance and Staffing Committee and the Teaching and Learning Committee were adopted by FGB.

13/17/3 The Data Protection Policy will need updating in the light of new legislation, due to be effective in May 2018. This will be presented at the next FGB.

The HT reported that leave of absence requests from SMSA staff continue to be high and she is looking for support from the Governing Body on how to handle them. It is not an issue of cost, rather of logistics in finding cover. The school is always willing to accommodate genuine requests, but clear guidance is sought on a consistent response. As such the Leave of Absence Policy needs reviewing and should set out 13/17/4 the procedure for decision making and state whether it is the Governing Body or the HT who grants the absence. This will be reviewed at the next FGB meeting.

The Uniform Policy needs reviewing as it doesn’t mention headscarves and they are increasingly being worn by pupils. The Policy needs to set out what the school allows and reasons for this. Many children who arrive in them take them off during the day for PE and when in the playground. Consultation with parents will be required to understand the social and religious reasons behind their use.

14/17 SCHOOL TRAINING DAY

nd This will take place on January 2 2018. Governors are invited to attend to review the Mission Statement and Values of the school.

15/17 DIRECTOR’S REPORT TO GOVERNORS

A summary sheet of the content of Autumn Term report has been e-mailed out to Governors.

The Ealing Learning Partnership will become effective in 2018/19 and a paper setting out the vision for the core offer to schools has been circulated. Schools are being asked for commitment next term. Governors have been invited to information sharing sessions.

HT’s will oversee a network of partnerships to share resources and ideas. The intention is to bring about a change in how schools are led and managed.

The school will engage with the partnership.

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16/17 REGISTER OF BUISNESS INTERESTS

The Governors each completed a Business Interest Form. KB will be asked to complete one at the next meeting.

17/17 TRAINING FOR GOVERNORS

The list of training Ealing Governor Training events has been circulated to Governors and they are asked to contact the SBM when they want to attend a course.

18/17 REPORT OF GOVERNOR VISITS

There are no Governor visits to report. The HT encouraged all Governors to make visits and complete a visit report using the provided form previously circulated to governors.

19/17 CORRESPONDENCE TO THE CHAIR OF GOVERNORS

Nothing to report

20/17 ANY OTHER URGENT BUSINESS

There was none

21/17 DATE OF NEXT MEETING

th Wednesday 28 March at 6.30pm.

Governor’s Development Day, Wednesday 21st February 2018, 9.00am

The meeting closed at 8.20 pm

CHAIR ______DATE______

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Page 30 of 226 BLAIR PEACH PRIMARY SCHOOL

MINUTES OF THE TEACHING & LEARNING COMMITTEE

HELD ON WEDNESDAY 11 OCTOBER 2017- 10:15- 12:15

Present Mrs A Puri AP Head Teacher

Mr. M.Z. Amin MA Parent Governor - Vice Chair

Mr. J.S. Cholia JC Governor Ms. J. Rossin JR Governor - Co-opted Ms. P. Freeman PF Assistant Head Teacher/SENCO (SLT) Part meeting Mrs. P. Virdi PV Minute Taker

1. Apologies and welcome Action

AP- Welcomed everyone to the first meeting of the year.

JC, MA and JR introduced themselves.

Apologies of absence were received from Mrs Bodhan (KB). She has indicated that she wants AP/JC to step down as a Parent Governor and will be meeting AP in the near future.

Mr Jones (AJ) has sent an email. JC has left a message for AJ to discuss his role.

Mrs Ghai (SG) is on maternity leave.

2. Appointment of Chair and Vice Chair for the Committees

JR appointed as Chair for this committee. Vice Chair to be elected at the next committee meeting. 3. Terms of Reference

Terms of reference for 2017-2018 agreed.

4. Minutes of the last meeting held on 21st June 2017 at 10:00

The minutes of the meeting held on the 21st June were agreed to be a true record and were to be signed by the Chair.

JR 5. Matters Arising

No matters arising.

5. School Improvement Plan (SIP) 2017-2018

AP- discussed the main priorities SIP. Governors agreed the priorities and at the Full Governing Body Meeting governors would agree their link area. Governors were encouraged to arrange a visit to the school to get an overview of progress with each of the action plans

AP- confirmed that some action plans were being finalised and would be forwarded to

Signed by Chair: ………………………………………….. Minutes of Teaching & Learning Committee 21.06.17 Page 1 Mrs J. Rossin. Page 31 of 226 Governors shortly.

Improving Outcomes: Ms Rana is the Subject Leader for improving progress in reading and writing. Focus groups have been identified as Boys, Pakistani heritage children and progress of middle and higher attaining groups. More pupils need to gain 110 in their reading tests

The school have brought more resources in order to support boys attainment for the end of year especially at the Higher Standard as last year school self -evaluation indicated that they were not fully engaged with reading and writing.

AP informed governors that the English curriculum had been revised and that Reading lessons in year 6 now featured, additional texts, short stories and newspapers and other different sources to keep the children motivated.

Improving Teaching: Quality of teaching has been judged as ‘GOOD.’ This would be strengthened with more Outstanding teaching so that outcomes continue to improve. Teachers are reminded of standards they have to meet as part of PMF and requirements about their pupils work in books. They have to ensure planning, activities are well matched to needs.

AP- informed Governors about the implementation of Mathematics Mastery approach and the work that Reception and Yr1 teachers have started. Improving maths attainment and progress AP/MB/JC was an important part of the SIP this area. AP- reported that she had visited Durdans Park Primary School with MB has the school has strong maths practice and achieved outstanding KS2 results. The school had been recommended by Ian Hart. MB would be leading the Maths Mastery Programme and action plan. AP informed governors that the year 6 pupils would be set for Maths this year as part of the drive to raise attainment at higher standard and to ensure all pupils met their targets and outcomes for progress and attainment were stronger. School. JR-offered to assist with setting the sets linking this to PAG tracking and data. Mr Cholia asked if he could arrange a link visit soon to follow up on this.

JC- asked if other schools have visited Blair Peach Primary School. AP- replied in the past there have been visitors from other schools but not recently.

MA- asked AP who checks the books and if the teachers attend training.

AP- replied saying training is regular with a mix of whole staff meeting sessions and individual CPD session. Teachers access Ealing training and training from other providers. There is an AP agreed monitoring schedule for evaluating the quality of teaching and learning. This included learning walks, lesson observations, and drop in sessions. AP and SLT members often did spot checks to monitor learning and behaviour and books as this provided valuable information. External consultants also supported improvements to teaching and learning. Recently Ian Heart (IH) worked with SLT members and conducted a learning walk across the school with PF.

JC- asked if there are any concerns of any teachers needing extra training or support.

AP- acknowledged that during the year teachers sometimes needed extra support. For instance the year 2 teachers this half term have needed support in managing the needs of a complex SEND group as learning behaviour in whole class sessions had been identified as a concern, SLT members and additional support had been targeted towards this year group.

JC- asked if any concerns about results this year.

AP replied the main concern is ensuring attainment and progress continue to indicate an upward trend and that results are well above national averages as we strive for Outstanding outcomes. Teachers need to go back to their planning and ensuring all activities, feedback secures rapid progress. Early indicators are we should be on track with meeting National averages. Year 2 will need careful monitoring and interevntion. Current year 6 are a strong cohort with good prior data and progress measure.

Signed by Chair: ………………………………………….. Minutes of Teaching & Learning Committee 21.06.17 Page 2 Mrs J. Rossin. Page 32 of 226 6. Assessment Data 2017

Governors confirmed they had noted the 2017 data sets for EYFS, Phonics, KS1 and KS2. The Data report identified key information and next steps for the school.

AP- reminded governors that the new Dashboard report would be available during October half-term and that a training sessions for Governors and SLT members had been arranged for Wednesday 8th November with Kim Beat. The Fisher Family Trust Report which governors had was a useful summary document.

KS2: AP reported KS2 is looking very positive - the overall RWM attainment for both ARE+ and ‘high score’ is above the national average. Also the progress scores are all in the positive with reading being in line with national, writing significantly above and maths in line. Identified focus groups are :

Pakistani heritage,-SEND children that need support, Boys, High ability children

KS1 - Y2: Looking positive as well. Reading is in line with national for ARE+ and above national for GD, writing and maths are above national for both ARE+ and GD. Test results are similar to TA results so that is good and shows that TA is accurate.

Focus groups: Gender - again the issue of boys’ achievement being considerably lower than girls across the subject.

Phonics: AP reported that the pass mark for phonics was 85% for the school and the national target was 81%. Again this was a Good indicator for the school

EYFS: GLD showed good outcomes from very low starting points.

JR- Asked when the first assessments and mark sheet entries were being made.

AP- replied that the children were undertaking PIRA this week and later next term teachers would enter information on SIMs tracker. Pupil Progress meetings had been agreed as part of the Assessment Calendar.

7. Pupil Premium Report

Governors noted the report and change in PP children and funding for this year. 79 children

AP: informed Governors that the report would be published on website. PP pupils at the end of Key Stage 2 are performing better than non-PP in the school and better than national averages in reading and writing for both ARE+ and high score, in maths they are similar to national averages but a bit lower than our own non PP.

AP- KS2 outcome is strong and targeting money is appropriate

EYFS and KS1 PP - PP children not performing as well as non-PP. Further work was needed with this group of pupils so that the gap is diminished.

8. SEND Update AP- Mrs. Freeman has returned on a full time basis but is still attending medical appointments,. Ms. Ingram has continued to support SEND duties.

Signed by Chair: ………………………………………….. Minutes of Teaching & Learning Committee 21.06.17 Page 3 Mrs J. Rossin. Page 33 of 226 PF- confirmed 4 children on SEND EHCP, funding varies 1 child has £19,000 to support complex needs.

PF- a lot of applications for healthcare whether it is for hearing or visual impaired.

PF – mentioned secondary school receive additional support for Autism and Complex needs.

PF – any sensory or behavior issues will go through for funding, however for Autism it may be difficult as they feel the child may change later on.

JC – Asked if there was any input from Primary School to assistant Secondary Schools with SEN children

PF – explained there is a process which they follow by visiting the school hand notes over and discuss any other issues or concerns.

PF – mainly boys are on the SEND register as boys tend to move quicker on to the SEND status then girls do.

A full SEND report would be available at the Full Governing Body Meeting

9. Attendance Update AP and PF had met with Alison Mornix ESW and Frank Jenkinsons from Ealing Council. Governors had noted the attendance report and targets agreed for 2017-2018.

AP- Improving overall attendance and reducing PA continues to be a priority. In particular Nursery and Reception attendance was of concern.

JR- asked if there are rewards for attendance.

AP- confirmed there is an end of year trip for each pupil with 100% attendance fully paid for to Windsor and every half term an attendance chart is published on newsletter.

AP- mentioned PA has been reduced from 11.1 to 9.8. however certain groups such as; Pakistani heritage, Children for eligible for free school meals, mobile children and SEN are below and of concerns and need to be looked at.

AP- need to persist with fines, no authorisation for extended holidays will be given and proof must be provided for medical reasons.

JR-asked what is done on the first day of absence?

AP- Poonam the office staff is the attendance officer she will ring them, there is RAG rated tracking system for follow up and the SIMs Absence reports provide excellent data.

JC- asked how long are the children kept on roll if absent for a long period?

AP- only 20 days but must be followed up.

JR- informed that broken weeks can be entered into SIMS and will work with Poonam.

AP- lateness will be revisited by Alison and Frank.

AP – agreed targets the LA and Governors signed off for targets.

10 SACRE Determination AP informed governors that the school would be applying for a renewal of their Determination and that parents would be consulted about the schools approach to collective worship. Governors agreed that a renewal should be sought as the multi faith and multi ethnic profile of

Signed by Chair: ………………………………………….. Minutes of Teaching & Learning Committee 21.06.17 Page 4 Mrs J. Rossin. Page 34 of 226 the school had not changed and present arrangements worked well for the school community. AP informed governors that as part of the process plans and other documents would be submitted and that a member of SACRE would visit the school to observe an assembly next term. 11. Ealing Learning Partnership

AP –asked everyone if they received copies of ELP booklets and Directors Report had information on the progress of the ELP. A board had been established with 8 elected HTs and 4 LA officers. The Partnership aims to work with schools to improve schools and outcomes for all children

AP-mentioned how schools are becoming Academies or MATs (Multi Academy Trusts) due to a variety of reasons including funding. AP- informed governors of a recent decision by a school in Ealing to become an Academy. Locally Dormers Wells Schools may become one MAT.

AP- SEND is an area that the ELP is discussing due to the high level of need in schools. Schools are asking for additional support.

AP informed governors about the school funding letter that would be sent out to parents as there was a high level of concern about the lack of adequate funds for schools.

11. Policy Review

Governors reviewed and agreed policies forwarded.

12. Date of Next meeting: Next governors’ Development Day meeting will be in February 2018, dates will be sent out by AP.

Meeting finished at 12:00pm

Signed by Chair: ………………………………………….. Minutes of Teaching & Learning Committee 21.06.17 Page 5 Mrs J. Rossin. Page 35 of 226

Beaconsfield Road, Southall, Middlesex, UB1 1DR. Tel: 020-8571-9947 \ Fax: 020-8574-0683 Email: [email protected] Website: www.blair-peach.ealing.sch.uk

10th October 2017

Dear Parents/ Guardians

I am writing to inform and consult with you about our proposal to renew Blair Peach’s determination.

All community schools in England are legally required to provide a daily act of collective worship; without a determination, this act is required to be predominately of a Christian character. Since 2006, Blair Peach has had a determination, which lifts the requirement to focus predominately on Christianity.

As our pupils come from a wide range of religious and non-religious backgrounds we prefer to find a way of providing ‘collective worship’ that meets the needs of everyone in our school. In addition, Ealing SACRE recommends an approach where there is no actual worship taking place; instead, following a presentation based on a religious or ethical theme, pupils are requested to spend a quiet moment either praying, meditating or reflecting on what they have just heard. Only in this way can these important moments of quiet in an otherwise busy school day be truly inclusive and meet all pupils’ needs.

The governors of the school are supporting my proposal to apply for a renewal of our determination so that Blair Peach can follow the Ealing SACRE (Standing Advisory Council on Religious Education) ‘reflection’ approach. This approach is educational in nature and promotes the spiritual, moral, social and cultural development of pupils while drawing from a range of religious and non-religious traditions. For example, we may address themes such as ‘community’ or ‘peace,’ which concern both religious and non-religious people. A copy of the guidance document on “Reflection” is available in the office.

We will of course continue to mark the main religious festivals and observances such as Remembrance Day. I very much welcome the SACRE approach, as this allows us to make our daily reflections relevant to everyone in our school regardless of their background or tradition.

If you want to discuss this proposal further, please contact me within the next two weeks.

Yours sincerely,

...... Mrs A Puri Headteacher

Page 36 of 226

Blair Peach Primary School – Assembly Programme 2017-2018

Key Themes for the Year

Blair Peach Values: Excellence, Determination, Responsibility, Respect, Courage, Equality, Friendship, and Honesty

Fundamental British Values: Democracy, Rule of Law, Individual Liberty and Mutual Respect, Tolerance

Blair Peach Good Behaviour, Good Learning, Anti-Bullying, Faith Days

Class Assembly/Reflection time be held on days when there are no Key Stage, Year Group or Whole School Assemblies

Page 37 of 226

Blair Peach Primary School – Assembly Programme 2016-2017 Autumn Term

Blair Peach Primary School – Autumn Term Assembly Programme 2017-2018

Week Assembly Date ASSEMBLY THEME RRS ARTICLE VALUE TO BE COVERED YEAR GROUP/CLASS Week 1 5.9.2017 School’s Core Value Article 24 Hard work/Thanksgiving HT 4.9.17-8.9.17 Health and well being (PHSE launch) Health and Health Services Choices in Life (Reap what you sow/sow what is good) Week 2 15.09.2017 GOING FOR GOALS Article 29: Democracy, Determination, Respect, Year 6 11.9.17-15.9.17 Goals for education (develop child’s personality, talents and Responsibility and Excellence RRS/Going for goals abilities to the full)

Week 3 22.09.17 International Day of Peace Article 38: Respect, Safety and Dignity for All Year 5 18.9.17-22.9.17 “Together for Peace’ Protect and care for children affected by War Day of Peace Week 4 29.09.17 European day of languages Article 14 Respect, tolerance RRS-Whole school Day 25.9.17-29.9.17 Respect for one another’s traditions and cultures Geography/Art Week 5 6.10.17 Sukkot (Harvest Festival) Article 24 Hard work/Thanksgiving Year 3 Harvest 2.10.17-6.10.16 Health and Health Services Choices in Life

Page 38 of 226 (Reap what you sow/sow what is good) Week 6 9.10.2017 World Food Day/It’s Our World Article 24 Determination HT Achievement 9.10.17-13.10.17 Black History Month Health and Health Services Democracy Assembly Leadership Week 7 19.10.2017 Blair Peach healthy lifestyle Article 24 Healthy pack lunch, HIT and token Mr Gil and Nicole 16.10.17-20.10.17 Health and Health Services system Article 14 Diwali Respect for one another’s traditions and cultures Respect, Love, Togetherness and Hope Year 4

Week 8 03.11.17 Guru Nanak Birthday Article 29 Tolerance and Respect Year 1 30.10.17-3.11.17 Live Responsibly and Peacefully in a free society Week 9 6.11.17 Remembrance Day Article 19 Responsibility HT 6.11.17-10.11.17 Right to play / Friendship Right and Wrong Article 29 (Live Responsibly and Peacefully in a free society) Week 10 17.11.12 Power for good Article 19 Responsibility Year 2 13.11.17-17.11.17 (Anti bullying week) Protected from exploitation Friendship

Week 11 20.11.17 Martyrdom of Guru Tegh Bahadur/ Article 14 Sacrifice HT/SLT 20.11.17-24-11-17 St Andrews Day Respect for one another’s traditions and cultures Patron Saint of Scotland Week 12 1.12.17 Advent Article 14 Hope Year 5 27.11.17-1.12.17 Respect for one another’s traditions and cultures Advent Week 13 8.12.17 Bodhi Day (Buddhist festival) Article 24 Respect, Love, Togetherness and Hope Whole school 4.12.17-8.12.17 Well Being Day Health and health services Week 14 15.12.17 Hanukkah Festival Article 14 Year 4 11.12.17-15.12.17 (Jewish festival of lights) Respect for one another’s traditions and cultures

Christmas Jumper Day Week 15 20.12.17 Nativity Article 14 Celebrate love Reception Nativity 18.12.17-22.12.17 Respect for one another’s traditions and cultures Achievement Assembly

Blair Peach Primary School – Assembly Programme 2017-2018 Spring Term

Week Assembly Date ASSEMBLY THEME RRS ARTICLE VALUE TO BE COVERED YEAR GROUP/CLASS Week 1 5.1.18 Guru Gobind Singh’s Birthday Article 14 Article 30: Year 3 1.1.18-5.1.18 Revised date Freedom of thought, belief and religion Children of minorities 12.1.18 Right to learn and use language, customs and religion of the family Week 2 8.1.18 Living in the wider world Article 36 Responsibility HT Page 39 of 226 8.1.18-12.1.18 (PHSE launch) Right to protection from any kind of exploitation Safety Week 3 19.1.18 World Religion Day / Article 14: Freedom of Expression All Year Groups 15.1.18-19.1.18 Interfaith Freedom of thought, belief and religion Diversity

Week 4 22.01.18 Burns Night Article 6: Courage HT 22.1.18-26.1.18 Every child has a right to life Week 5 2.2.18 E Safety Internet Safety Day Article 19/33: All children should be protected from abuse, Rule of Law Year 6 29.1.18-2.2.18 dangers Week 6 6.2.18 Shrove Tuesday Article 14 Togetherness HT 5.2.18-9.2.18 Respect for one another’s traditions and cultures hope

Week 7 23.2.18 Chinese New Year Article 14 Togetherness Year 2 19.2.18-23.2.18 Respect for one another’s traditions and cultures Joy

Week 8 2.3.18 World Book Day/ Article 27: All children have the right to a decent standard Thoughtfulness Year 1 26.2.18-2.3.18 St David’s Day of living Week 9 9.3.18 Holi Article 14 Determination Year 4 5.3.18-9.3.18 Respect for one another’s traditions and cultures Excellence Week 10 16.3.18 Mothering Sunday Article 9: If parents decide to live apart, children have the Love, Respect Year 5 12.3.18-16.3.18 World poetry Day right to stay in contact with both parents.

Week 11 Article 24 Determination HT 19.3.18-23.3.18 19.3.18 World Water Day Health and health services Responsibility

Week 12 29.3.18 Easter Article 14: Sacrifice Year 3 26.3.18–30.3.18 Freedom of thought, belief and reflection Inspiration

Week Assembly Date ASSEMBLY THEME RRS ARTICLE VALUE TO BE COVERED YEAR GROUP/CLASS Page 40 of 226

Blair Peach Primary School – Summer Term Assembly Programme 2017-2018

Week 1 16.4.18 Relationships/Friendships Article 15: Togetherness HT 16.4.18-20.4.18 PHSE Launch Right to choose your own friends Friendship Week 2 23.04.18 Shakespeare Day Article 14 Hard work HT 23.4.18-27.4.18 St George Freedom of thought, belief and reflection Respect Week 3 30.4.18-4.5.18 Week 4 7.5.18-11.5.18 Week 5 18.05.18 Ramadhan Article 14 British Values Year 2 14.5.18-18.5.18 Freedom of thought, belief and reflection Community, family and charity Week 6 22.05.18 Buddha’s Birthday Article 14 Sacrifice HT 21.5.18-25.5.18 Respect for one another’s traditions and cultures Respect

Week 7 4.6.18-8.6.18 Week 8 17.6.18 Eid Article 14 Sacrifice Year 6 Page 41 of 226 11.6.18-15.6.18 Respect for one another’s traditions and cultures Respect Week 9 22.6.18 Father’s Day Article 9 Love, Respect, Honesty, Responsibility and Year 1 18.6.18-22.6.18 Separation from parents Hard Work Week 10 25.6.18-29.6.18 Week 11 3.7.18 Independence Day Article 14 Individual Liberty HT 2.7.18-6.7.18 Freedom of thought, belief and reflection Week 12 13.07.18 Friendship Article 29 Goals of Education Friendship Whole school 9.7.18-13.7.18 Kindness respect Week 13 19.07.18 Article 15 Individual Liberty Achievement 16.7.18-20.7.18 Reflections Freedom from expression Assembly

13/02/2018

The Story of Saint Andrew

Page 42 of 226 1 13/02/2018

Who was Andrew?

Andrew was one of Jesus’ first disciples.

How do we know about Andrew?

Andrew was very sad when Jesus died. He wanted to tell everyone about Jesus. He travelled to lots of countries including Russia and Greece.

Page 43 of 226 2 13/02/2018

Some people were cross with Andrew for teaching about Jesus.

Andrew was tied to a big wooden cross with ropes until he died.

Andrew carried on talking about Jesus for two whole days before he died. He is said to have died on November 30th.

Page 44 of 226 3 13/02/2018

How did he become the patron Saint of Scotland?

Many years after St. Andrew had died a man called Regulus had a dream which told him to carry the bones of St. Andrew to the end of the Earth.

Scotland was so far from Greece that Regulus thought it was the end of the Earth.

Page 45 of 226 4 13/02/2018

His boat landed on the East Coast of Scotland. He buried St Andrew’s bones and built a church on top.

Today there is a town at that place called St. Andrews.

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The Scottish people made Andrew their Patron Saint and chose as their flag a Saltaire (Greek) Cross on a sea blue background.

When is Saint Andrew’s Day?

On November 30th every year people in Scotland, Greece and all over the world remember and celebrate the life of St. Andrew.

St. Andrew’s Day is connected with Advent, which begins on the nearest Sunday to 30 November. St. Andrew’s Day marks the opening of Christmas Markets.

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How do people celebrate?

People celebrate the day by going to a ceilidh where they do Scottish country dancing.

A few years ago a flock of blue sheep appeared in central Scotland as part of events to mark St Andrew's Day.

Page 48 of 226 7 13/02/2018

What is the national emblem of Scotland?

The thistle.

A group of Scots were sleeping in a field when a group of Vikings crept up to attack. Fortunately one of the Vikings stood on a thistle and was pricked by its thorns.

He yelped in pain, waking the sleeping Scots who were able to fight off their attackers.

So the legend of why the thistle has been adopted as Scotland’s national emblem

Page 49 of 226 8

Collective Worship Leader: Mr K. Hale Date: Topic: Friday 1st December 2017 Advent Gather Gather the children in the hall. Children walk in to music that is tranquil and positively stimulating. Start by introducing the assembly. Get children engaged with the Assembly through a video of ‘waiting.’ Listen Show PPT and share the theme of Advent. Combined with the PPT pictures, children read and with brief amusement over ‘fork handles’ share the message of why Advent is special for Christians.

Respond At the end of retelling the story, children are given time to reflect upon the message coming through from the Assembly presentation. Children are then able to contribute their thoughts and share opinions back in class.

Time for reflection: The assembly theme of Advent speaks of the importance of waiting, family, joy, hope, peace and celebrating the birth of Jesus.

What are we waiting for? How do we deal with the wait?

Go Forth Children to go away and think about the message they have received from the story. This allows them to evaluate themselves and their qualities as Christmas is coming – is it really all about the presents?

Page 50 of 226 13/02/2018

Charity

Giving help to people in need.

Putting other people before yourself • Money contributions • Donations • Time • Food • Offer professional services for no wages

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Why give??

• Realisation that you are fortunate – the ‘lucky’ ones. • Community • Sharing excess • Morality • Avoiding greed

Funding research

• Organisations to research disease • Famine • Drought

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Being persuaded to give

• Fun events • Food! • Being allowed to do something ‘different’ and paying for it . • People meet personal challenges – climbs /bike rides

Volunteers

• Fund raise • Collect • Collate • Give time

Page 53 of 226 3

BLAIR PEACH

PRIMARY SCHOOL

COLLECTIVE WORSHIP POLICY 2017-2018

Page 54 of 226 1 Blair Peach Primary School – Collective Worship – November 2017

Blair Peach Primary School Collective Worship Policy

This policy was agreed by governors/staff Date of last review: November 2017 Date of next review November 2019 Reviewed by: A. Puri/ J Menezes

The United Nations Convention of the Rights of the Child (CRC) is at the heart of our schools planning, policies, practice and ethos. As we work towards becoming a Rights Respecting school we not only teach about children rights, but also model rights and respect in all relationships. Linked to Articles 12, 14, 19, 24, 28, 29, 31.

Introduction Blair Peach opportunity to come together as a community. It is attended by pupils, staff and visitors as appropriate Primary School is a community school. Worship is therefore an important part of the school day as it gives us the

At Blair Peach Primary School we recognise that Collective Worship is an important opportunity to provide opportunities for our pupils Spiritual, Moral, Social and Cultural Development.

Legal Status of Collective Worship Following consultation with parents, governors of Blair Peach have resolved to opt out of `wholly or mainly Christian worship'. Two successful applications have been made and as a result worship at Blair Peach is organised on grounds which are not wholly or mainly Christian. Collective worship at Blair Peach is organised on a multi faith basis and mainly and broadly reflects the family/faith backgrounds of the pupils. Parents are informed of their right to withdraw children from Collective Worship.

Aims It is our aim at Blair Peach Primary School that worship should:

1. Contribute to the spiritual, social, moral, and cultural development of each child 2. Give expression to and reaffirm and practise the values of the school community 3 Celebrate the contributions of individuals or groups to the life of the school and the wider community. 3. Allow reflection and response to the fundamental questions of life and those things that are of eternal concern and value to human beings 6. Celebrate and give thanks for the achievements within the school, local and international community and occasions of significance including important festivals,. 7. Foster and enable a concern for the needs of others and a recognition of the vulnerability of self and of others 8. Encourage a sense of existence beyond oneself and the natural and physical world 9. Provide members of the school community with the opportunity to experience stillness and quiet 10. To help students to begin to understand the nature and purpose of worship in a multi faith setting

The approach to collective worship Page 55 of 226 2 Blair Peach Primary School – Collective Worship – November 2017 The acts of collective worship are planned to give pupils a variety of experiences to enable them to reflect on and respond to things which we, as a school community believe are important. These experiences will include

 the telling of appropriate stories from a variety of faiths  drama  dance  poetry  music  mime  tv/video/radio programmes

The basic approach will be thematic. Themes used will be concerned with the development of our aims and be consistent with the aims and spirit of the agreed syllabus on R.E. The themes will also address the family/faith backgrounds of the pupils and take into account their ages and aptitudes.

The development of the above will be supported by a variety of approaches and resources. These will include story, parable, myth, poetry movement, dance and mime, drama, music and song and the visual arts. The choice of material will be made with sensitivity to people’s beliefs.

The organisation of Collective Worship There is an act of worship everyday following the pattern shown

KS1

Day Time Focus Personnel

Monday 2.15 to 2.45 Theme of the week Headteacher

Tuesday 2.15 to 2.45 Theme of the week Assistant Head Class teachers Wednesda Class Based Theme of the week y Class Based Thursday Music assembly Class teachers 10.15-10.30 Friday Whole school Assembly Class based 9.00-9.30 Music teacher

K.S.2.

Day Time Focus Personnel

Monday 10.30 to 10.45 Theme of the week Headteacher

Tuesday 10.30 to 10.45 Theme of the week Assistant Head

Wednesda 10.30 to 10.45 Theme of the week SLT y

Thursday 11.15 to 11.45 Class Teachers Class teachers Music Assembly Yr 3/4 Music Teacher 10.15 to 10.30 * Friday Whole School Assembly Class Teachers/ Yr 5/6 Music Music Teacher assembly Music assembly yr5/6 11.00am-11.30am

Parents, Governors and other visitors are invited to attend whole school class assemblies.

Page 56 of 226 3 Blair Peach Primary School – Collective Worship – November 2017 When not assembling in the hall collective worship will be led by class teachers with their own class group in their teaching area. This will take place at a convenient time.

The children come into the hall quietly and formally in lines and take their places with the rest of the classes. Music is played while pupils are coming in and they are all expected to sit quietly and listen calmly. The class teachers ensure good behaviour and positive ethos in the assembly hall until the teacher taking assembly leads.

After the creative silence at the end of the assembly, any messages or information may be given to pupils or staff.

Staff will stay for some assemblies. If they do not for any particular assembly then they come in at the end of assembly to collect their class.

Music for going out is played and it is the responsibility of every class teacher to ensure that their pupils go out quietly and formally in line back to the class.

KS1 pupils go out directly in to the playground. One class is dismissed at a time so that there is not a large group of pupils trying to get out at the same time.

Planning, Recording and Evaluation A planning group meets once a term led by the SLT and RE subject leader. These meetings are an opportunity to review and evaluate the Last terms Acts of Collective Worship and to plan for themes for the next term.

Those leading worship are encouraged to follow they theme of the week which are broad enough to allow all those leading worship to approach the theme from their own perspective. This will mean that by the end of the week pupils will have had the opportunity to reflect on the theme form a variety of viewpoints. Alternatively there is flexibility for class teachers to develop their worship from themes and events that occur on the curriculum or local/ national events

Each person leading worship is asked to plan and evaluate his or her act of worship using a planning sheet and to keep a record of these in their teaching file. These records form the schools record of collective worship and are stored centrally by the head or RE subject leader.

Resources for collective worship These are available in the Heads Room, Assistant Head’s Room as well as in the Resources Room on the first floor. The school has an annual budget to develop a wide range of resources each year.

The Rights of Withdrawal At Blair Peach we seek to be an inclusive community however we respect the right of parents to withdraw their children for Collective Worship. They are advised of this right in the School brochure and asked to contact the head teacher to make arrangements. Staff also have a right to withdraw. Currently no pupils or staff withdraw

Page 57 of 226 4 Blair Peach Primary School – Collective Worship – November 2017

Appendix 1

Suggestions for Preparing for Collective Worship

1. Atmosphere

Creating the right atmosphere is: vital

How can we do this? Music on entering, when gathered on leaving Greetings and goodbyes: creates the limits, defines start and finish A focus point: picture, drawing, display, slide, object, artefacts A sense of occasion: sensitive seating arrangements, flowers, plants, symbols, candles Comfort: use of dark/light, seating and heating no/few distractions A sense of community: seating, position of staff, parents, visitors, sharing.

2. Prayer Some children have strong faiths some have no faith invite participation on a comfortable level

3. Reflection Allow some reflection time

4. Music/Hymns/Songs Choose those acceptable to many faiths/during festival explain context

5. Variety of Presentation Music, slides, videos, dramatisations, stories from many cultures, visitors, interviews.

6. Consider the Audience Age range, ability background/consider different groups

7. Multifaith Themes common to many faiths/remember your community

8. Assessment Discuss - audience/appropriate/ atmosphere/ multi faith/educative/ reflective

Page 58 of 226 5 Blair Peach Primary School – Collective Worship – November 2017

Collective Worship Leader: Ms Chan Date: 6th October 2017 Topic: Harvest Gather Gather the children in the hall. Children walk in to relaxing music that is an instrumental related to harvest and autumn. Start by introducing the assembly.

Listen Show PPT and share what harvest is, why Christians celebrate it and how it is celebrated in different countries. Vibrant pictures are shared to support understanding of the story.

Respond Children in audience give time to respond to whether they think some foods are harvested by hand or by machine.

Time for reflection: Harvest is a time to celebrate for all the ripe crops that can be picked.

It speaks of the importance of being grateful for what we have (such as food on the table). Thankfulness is a theme throughout.

Go Forth Children to go away and think about the message they have received from the assembly. This allows them to think about what they should be grateful for and where the food on the table comes from and how it is harvested.

Page 59 of 226

Collective Worship Leader: Ms Harwood Date: Topic: Reach for the stars. Friday 8th September 2017 Setting goals Gather Gather the children in the hall. Children walk in to music that is uplifting and positive. S club 7- Reach for the stars. Start by introducing the assembly. Use Un convention article 29. Get children to explain why this is important.

Listen Show PPT and show how different celebrities achieved their own goals. A selection of children read out their own goals and aspirations. Children need to explain how they are going to achieve their goals. Sing Abbas I have a dream. Explain the core values of the school. Recite poem about never giving up. Try try, try again.

Respond Children asked to think about what should be included in their class charters and how this can help with them achieving their goals.

Time for reflection: Class asked the school to think about their own aspirations for the year.

Go Forth Children to go away and think about the message they have received in todays assembly.

Page 60 of 226 Blair Peach Primary School – Renewal of Determination

School Visit on 12th January 2018

Blair Peach Primary School has around 420 pupils in a two form entry with up to another 100 part time children in its Nursery when it is full. The school operates in a socially deprived ward in the borough and, despite facing considerable challenges, has managed to achieve and sustain an excellent academic record for its pupils.

The school has applied for a renewal of its existing Determination in order to provide a more suitable and broad-based style of assembly and acts of reflection, in keeping with its diverse religious and ethnic pupil intake. Only 6.5% of its intake is from a Christian background with almost all the rest coming from Muslim (45%), Hindu (31%) and Sikh (17%) communities.

Anita Puri, the school Head, was attending a conference so I warmly welcomed to the school by Patricia Freeman the Assistant Head. Patricia Freeman has been working at the school for over 20 years and was thus an excellent guide as to how the school operates generally and how it organises its assemblies and daily worship and reflection opportunities.

Blair Peach follows the Ealing Syllabus for both RE and PSHE and is also a UNICEF Rights Respecting School. The RSS adoption clearly supports many of the activities of the school in terms of assemblies and lessons Key Assembly themes are also based on the well displayed ‘Blair Peach Values’ as well as on a set of ‘Fundamental British values’ which the pupils are encouraged to learn.

The Assemblies programme, which tends to set the theme for the included moments of collective worship / reflection, encourages different classes or year groups to lead proceedings around the given theme. Due to space limitations, assemblies are not attended by the whole school every day However, when there are no Key Stage, Year Group or Whole School Assemblies taking place, ‘mini assemblies’ and reflection time are held at Class level with Reception pupils often having something tailored to their comprehension abilities.

Exploration of the school’s Assembly Programme confirms that there is a wide range of themes and subjects across the year. These include the major religious festivals (e.g. Hanukkah, Nativity, Diwali, and Ramadhan), World Days (e.g. Interfaith, Peace, Remembrance, and Water) and key cultural occasions (e.g. Mothers / Fathers days and St George). Each theme then leads on to a specific RSS Article with its key thoughts and values which are then illustrated and often used as platforms for collective reflection.

Page 61 of 226 The particular Assembly observed was planned around the Birthday of Guru Gobind Singh Ji and was led by Year 3 who were already in the hall colourfully dressed and ready in their places with all their props. The rest of the pupils entered to music and took their places in a quiet and orderly fashion. They listened attentively and enthusiastically to the pupils of Year 3 as they all took it in turns to recite the story and key ideas that were also illustrated on a large screen. The year 3’s had all learned their lines by heart and were extremely well drilled in taking their turns and acting out key scenes.

The key values and aims ascribed to the Sikh religion were put on the screen and slowly read out whilst the school as a whole were encouraged, by the Assistant Head, to reflect on how well each of them was succeeding in these aims such as ‘treating everyone equally’ and ‘being generous to those less fortunate than themselves’.

A good number of parents attended this assembly (20 – 30) as apparently happens most weeks. It was encouraging to see children of different cultural and parental belief backgrounds join in telling the story of the last Sikh Guru.

Patricia Freeman explained the desire of the school to help explain basic facts about the beliefs of different faith groups and to help illustrate what these ideas might mean for all pupils within their own personal lives. They see this as both reflecting the diversity of their school population and encouraging harmony and respect for different belief systems.

On the basis of my visit and observation, I would therefore strongly support the renewal of Blair Peach Primary School’s Determination renewal.

Oliver Murphy

January 2018

Page 62 of 226

6 APPLICATION FOR A DETERMINATION

SUBMITTED TO EALING SACRE

School: Dormers Wells High School

Head: Roisin Walsh

Received: September 2017

Page 63 of 226 Page 64 of 226 Page 65 of 226 Page 66 of 226 Page 67 of 226 Page 68 of 226 Page 69 of 226 Page 70 of 226 Page 71 of 226 Page 72 of 226 Page 73 of 226 Page 74 of 226 Thought for the Week WB Quotes/comments for reflection Assembly themes and information

4th September “Education is our passport to the future, for tomorrow belongs to the people who prepare for it today.” Looking ahead to the future. Malcolm X

11th September “Don’t judge my path if you haven’t walked my journey.”

"It's so common, it could be anyone. The trouble Mental Health Awareness assemblies is, nobody wants to talk about it. And that makes everything worse." Ruby Wax

18th September "If you want peace, you don't talk to your friends. International Day of Peace You talk to your enemies." (21st September) Desmond Tutu

25 September “The limits of my language mean the limits of my world.” European Day of Languages Ludwig Wittgenstein (26th September)

2nd October “Never be limited by other people’s limited Start of Black History month imaginations.” https://www.truetube.co.uk/event/blac Dr. Mae Jemison, first African-American female k-history-month astronaut

9th October “Everyone wants, happiness. No one wants, pain. But you can’t have a rainbow, without a little Resilience rain.” Unknown

16th October “When a poor person dies of hunger it has not happened because God did not take care of him or her. It has happened because neither you nor I World Food Day wanted to give that person what he or she needed.” Mother Teresa

23rd October HALF TERM HALF TERM

30th October “If you turn and face the other way when Anti Bullying week someone is being bullied, you might as well be th th the bully too.” 13 -17 November Unknown

6th November “Truth is the highest virtue, but higher still is Guru Nanak’s Birthday truthful living.” http://www.youtube.com/watch?v=DCG Guru Nanak Dev Ji vAWm7e9s&safe=active

13th November “They shall grow not old, as we that are left grow Remembrance day old: Age shall not weary them, nor the years https://www.truetube.co.uk/event/rem

Page 75 of 226 Thought for the Week

condemn. At the going down of the sun and in the embrance-day morning. We will remember them.” Robert Laurence Binyon 20th November “At the end of the day, the goals are simple: safety and security.” Road Safety Week Jodi Rell

27th November “Success is the ability to go from one failure to Motivation to believe in yourself to another with no loss of enthusiasm.” succeed Winston Churchill

4th December “HIV does not make people dangerous to know, World’s Aids Day (1st December ) so you can shake their hands and give them a hug: https://www.truetube.co.uk/event/worl Heavan knows they need it.” d-aids-day Princess Diana http://www.worldaidsday.org/

11th December “All human beings are born free and equal in Human Rights Day (10th December) dignity and rights. They are endowed with reason and conscience and should act towards one https://www.truetube.co.uk/event/hum another in a spirit of brotherhood.” an-rights-day International declaration of Human Rights

18th December “Christmas is a season of blessings from heavan above, a season of sharing with all those we love, a season of caring, warmth and good cheer, a Thoughts for Christmas season of hope for the coming New Year” Unknown

25th December HOLIDAYS HOLIDAYS

Page 76 of 226 Thought for the Week WB Quotes/comments for reflection Assembly themes and information

8th January “You cannot get through a single day without Reflection having an impact on the world around you. What you do makes a difference, and you have to What resolutions have you made for decide what kind of difference you want to 2018? make.” Jane Goodall

15th January “Be a bush if you can't be a tree. If you can't be a Martin Luther King Day highway, just be a trail. If you can't be a sun, be a star. For it isn't by size that you win or fail. Be the https://www.youtube.com/watch?v=Zm best of whatever you are.” tOGXreTOU starting at 3.20 Martin Luther King

22nd January “The Holocaust illustrates the consequences of Holocaust Memorial prejudice, racism and stereotyping on a society. It forces us to examine the responsibilities of citizenship and confront the powerful ramifications of indifference and inaction.” Tim Holden

29th January I played an integral part in helpings formulating Equality that new vision... that we must abandon nd apartheid and accept one united South Africa 2 February 1990 sees the end of with equal rights for all, with all forms of 30years of apartheid in South Africa discrimination to be scrapped from the statute book. F. W. de Klerk

5th February ‘Actions speak louder than words.’ World Interfaith Harmony week

What better way is there to show the positive It seeks to spread the message of force of faith than by joining together to do good harmony and tolerance among the to one’s neighbours? followers of the three monotheistic faiths and all the world’s religions.

12th February HALF TERM HALF TERM

19th February “Each day of the New Year is like a page of a book Chinese New Year – potent with lessons and adventures thereby creating memories to last you a lifetime. “ Year of the Dog

26th February "It takes no compromise to give people their LGBT month rights...it takes no money to respect the individual. It takes no political deal to give people http://lgbthistorymonth.org.uk/for- freedom. It takes no survey to remove students/ repression."

Harvey Milk

Page 77 of 226 Thought for the Week

5th March "I didn't get there by wishing for it or hoping for International Women’s Day it, but by working for it." 8th March Estee Lauder https://www.internationalwomensday.c om/About

12th March “Obstacles don’t have to stop you. If you run into Sports Relief 17th March a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it.” Michael Jordan

19th March "It is not the strongest of the species that survive, Adapt to change nor the most intelligent, but the one most responsive to change." Charles Darwin

th 26 March “Run when you can, walk if you have to, crawl if Easter

you must; just never give up.” https://www.youtube.com/watch?v=Y3 Dean Karnazes UKd6LQKng

2nd April HOLIDAYS HOLIDAYS

Page 78 of 226 Page 79 of 226 Page 80 of 226 Page 81 of 226 Page 82 of 226 Page 83 of 226 Page 84 of 226 Page 85 of 226 Page 86 of 226 Page 87 of 226 Page 88 of 226 Page 89 of 226 Page 90 of 226 Page 91 of 226 Page 92 of 226 Page 93 of 226 Page 94 of 226 Page 95 of 226 Page 96 of 226 Page 97 of 226 Page 98 of 226 Page 99 of 226 Page 100 of 226 Page 101 of 226 Page 102 of 226 Page 103 of 226 Page 104 of 226 Page 105 of 226 Page 106 of 226 Page 107 of 226 Page 108 of 226 Page 109 of 226 Page 110 of 226 Page 111 of 226 Page 112 of 226 Visit to Dormers Wells High School, Dormers Wells Lane, Southall Thursday 1 November 2017

Assemblies Dormers Wells High School is an 8-form entry school with over 1300 pupils. Assemblies are accordingly held in year groups, rather than as a whole school. Each year group has one assembly each week. The theme of the assembly reflects the Thought for the Week, which is reinforced by display on plasma screens, in tutor time through the pastoral curriculum and in CPSHE lessons, which occur twice a fortnight. The Thoughts for the Week cover ethical, moral and societal topics and, in some instances, reflect major events in the annual cycles of world religions.

The assembly observed today was for Year 9. It lasted 15 minutes and its topic, reflecting the Thought for the Week, was anti-bullying. The pupils arrived in very orderly fashion and took their seats quietly. They seemed very attentive during the session and participated when requested. The presentation included film clips, slides and question and answer. Each Thought for the Week is discussed also in tutor time. Depending on the structure of the timetable, the assembly may either introduce the topic to pupils or follow discussions they have already had with their tutor. Opportunities for reflection were built into the structure of the assembly, as happens in tutor time.

Pastoral curriculum The pastoral curriculum is taught in 25 minutes tutor periods on days when a pupil is not attending the year group assembly. Thus each pupil has an opportunity for reflection on a daily basis. The pastoral curriculum has been devised by the Year Leaders with their pastoral teams. Year Leaders and Deputy Year Leaders visit form rooms regularly to support its delivery.

RE This subject is compulsory up to and including Y11. Pupils who have not chosen RE as a GCSE option have an alternative RE curriculum designed by the school’s RE department. RE lessons provide additional opportunities for reflection. In Years 12 and 13, a pastoral curriculum is also undertaken and it, similarly, provides opportunities for reflection. The school is closely following the Ealing SACRE syllabus.

Conclusion DWHS provides multiple opportunities for reflection in all year groups. The academic and pastoral curriculums are wide ranging and include reference to major world religions. In view of the composition of the school body, this approach is valid and, subject to all documentation being received, it is recommended that the determination for Dormers Wells High School be renewed.

Marianne Izen Oliver Murphy 1 November 2017

Page 113 of 226

SACRE Application

Religious affiliation Number or Percentage African (or other) traditional 0 Buddhist 4 Christian 117 Hindu 228 Humanist (include atheist, agnostic pupils here) 0 Jain 0 Jewish 0 Muslim 675 Pagan 0 Ravidasia 1 Sikh 237 Valmiki 0 Zoroastrian (or Parsee) 0 Other 5 Refused/No religion 6

Page 114 of 226

APPLICATION FOR A DETERMINATION

SUBMITTED TO EALING SACRE

School: Dormers Wells High School

Head: Roisin Walsh

Received: September 2017

Page 115 of 226 Page 116 of 226 Page 117 of 226 Page 118 of 226 Page 119 of 226 Page 120 of 226 Page 121 of 226 Page 122 of 226 Page 123 of 226 Page 124 of 226 Page 125 of 226 Page 126 of 226 Thought for the Week WB Quotes/comments for reflection Assembly themes and information

4th September “Education is our passport to the future, for tomorrow belongs to the people who prepare for it today.” Looking ahead to the future. Malcolm X

11th September “Don’t judge my path if you haven’t walked my journey.”

"It's so common, it could be anyone. The trouble Mental Health Awareness assemblies is, nobody wants to talk about it. And that makes everything worse." Ruby Wax

18th September "If you want peace, you don't talk to your friends. International Day of Peace You talk to your enemies." (21st September) Desmond Tutu

25 September “The limits of my language mean the limits of my world.” European Day of Languages Ludwig Wittgenstein (26th September)

2nd October “Never be limited by other people’s limited Start of Black History month imaginations.” https://www.truetube.co.uk/event/blac Dr. Mae Jemison, first African-American female k-history-month astronaut

9th October “Everyone wants, happiness. No one wants, pain. But you can’t have a rainbow, without a little Resilience rain.” Unknown

16th October “When a poor person dies of hunger it has not happened because God did not take care of him or her. It has happened because neither you nor I World Food Day wanted to give that person what he or she needed.” Mother Teresa

23rd October HALF TERM HALF TERM

30th October “If you turn and face the other way when Anti Bullying week someone is being bullied, you might as well be th th the bully too.” 13 -17 November Unknown

6th November “Truth is the highest virtue, but higher still is Guru Nanak’s Birthday truthful living.” http://www.youtube.com/watch?v=DCG Guru Nanak Dev Ji vAWm7e9s&safe=active

13th November “They shall grow not old, as we that are left grow Remembrance day old: Age shall not weary them, nor the years https://www.truetube.co.uk/event/rem

Page 127 of 226 Thought for the Week

condemn. At the going down of the sun and in the embrance-day morning. We will remember them.” Robert Laurence Binyon 20th November “At the end of the day, the goals are simple: safety and security.” Road Safety Week Jodi Rell

27th November “Success is the ability to go from one failure to Motivation to believe in yourself to another with no loss of enthusiasm.” succeed Winston Churchill

4th December “HIV does not make people dangerous to know, World’s Aids Day (1st December ) so you can shake their hands and give them a hug: https://www.truetube.co.uk/event/worl Heavan knows they need it.” d-aids-day Princess Diana http://www.worldaidsday.org/

11th December “All human beings are born free and equal in Human Rights Day (10th December) dignity and rights. They are endowed with reason and conscience and should act towards one https://www.truetube.co.uk/event/hum another in a spirit of brotherhood.” an-rights-day International declaration of Human Rights

18th December “Christmas is a season of blessings from heavan above, a season of sharing with all those we love, a season of caring, warmth and good cheer, a Thoughts for Christmas season of hope for the coming New Year” Unknown

25th December HOLIDAYS HOLIDAYS

Page 128 of 226 Thought for the Week WB Quotes/comments for reflection Assembly themes and information

8th January “You cannot get through a single day without Reflection having an impact on the world around you. What you do makes a difference, and you have to What resolutions have you made for decide what kind of difference you want to 2018? make.” Jane Goodall

15th January “Be a bush if you can't be a tree. If you can't be a Martin Luther King Day highway, just be a trail. If you can't be a sun, be a star. For it isn't by size that you win or fail. Be the https://www.youtube.com/watch?v=Zm best of whatever you are.” tOGXreTOU starting at 3.20 Martin Luther King

22nd January “The Holocaust illustrates the consequences of Holocaust Memorial prejudice, racism and stereotyping on a society. It forces us to examine the responsibilities of citizenship and confront the powerful ramifications of indifference and inaction.” Tim Holden

29th January I played an integral part in helpings formulating Equality that new vision... that we must abandon nd apartheid and accept one united South Africa 2 February 1990 sees the end of with equal rights for all, with all forms of 30years of apartheid in South Africa discrimination to be scrapped from the statute book. F. W. de Klerk

5th February ‘Actions speak louder than words.’ World Interfaith Harmony week

What better way is there to show the positive It seeks to spread the message of force of faith than by joining together to do good harmony and tolerance among the to one’s neighbours? followers of the three monotheistic faiths and all the world’s religions.

12th February HALF TERM HALF TERM

19th February “Each day of the New Year is like a page of a book Chinese New Year – potent with lessons and adventures thereby creating memories to last you a lifetime. “ Year of the Dog

26th February "It takes no compromise to give people their LGBT month rights...it takes no money to respect the individual. It takes no political deal to give people http://lgbthistorymonth.org.uk/for- freedom. It takes no survey to remove students/ repression."

Harvey Milk

Page 129 of 226 Thought for the Week

5th March "I didn't get there by wishing for it or hoping for International Women’s Day it, but by working for it." 8th March Estee Lauder https://www.internationalwomensday.c om/About

12th March “Obstacles don’t have to stop you. If you run into Sports Relief 17th March a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it.” Michael Jordan

19th March "It is not the strongest of the species that survive, Adapt to change nor the most intelligent, but the one most responsive to change." Charles Darwin

th 26 March “Run when you can, walk if you have to, crawl if Easter

you must; just never give up.” https://www.youtube.com/watch?v=Y3 Dean Karnazes UKd6LQKng

2nd April HOLIDAYS HOLIDAYS

Page 130 of 226 Page 131 of 226 Page 132 of 226 Page 133 of 226 Page 134 of 226 Page 135 of 226 Page 136 of 226 Page 137 of 226 Page 138 of 226 Page 139 of 226 Page 140 of 226 Page 141 of 226 Page 142 of 226 Page 143 of 226 Page 144 of 226 Page 145 of 226 Page 146 of 226 Page 147 of 226 Page 148 of 226 Page 149 of 226 Page 150 of 226 Page 151 of 226 Page 152 of 226 Page 153 of 226 Page 154 of 226 Page 155 of 226 Page 156 of 226 Page 157 of 226 Page 158 of 226 Page 159 of 226 Page 160 of 226 Page 161 of 226 Page 162 of 226 Page 163 of 226 Page 164 of 226 Visit to Dormers Wells High School, Dormers Wells Lane, Southall Thursday 1 November 2017

Assemblies Dormers Wells High School is an 8-form entry school with over 1300 pupils. Assemblies are accordingly held in year groups, rather than as a whole school. Each year group has one assembly each week. The theme of the assembly reflects the Thought for the Week, which is reinforced by display on plasma screens, in tutor time through the pastoral curriculum and in CPSHE lessons, which occur twice a fortnight. The Thoughts for the Week cover ethical, moral and societal topics and, in some instances, reflect major events in the annual cycles of world religions.

The assembly observed today was for Year 9. It lasted 15 minutes and its topic, reflecting the Thought for the Week, was anti-bullying. The pupils arrived in very orderly fashion and took their seats quietly. They seemed very attentive during the session and participated when requested. The presentation included film clips, slides and question and answer. Each Thought for the Week is discussed also in tutor time. Depending on the structure of the timetable, the assembly may either introduce the topic to pupils or follow discussions they have already had with their tutor. Opportunities for reflection were built into the structure of the assembly, as happens in tutor time.

Pastoral curriculum The pastoral curriculum is taught in 25 minutes tutor periods on days when a pupil is not attending the year group assembly. Thus each pupil has an opportunity for reflection on a daily basis. The pastoral curriculum has been devised by the Year Leaders with their pastoral teams. Year Leaders and Deputy Year Leaders visit form rooms regularly to support its delivery.

RE This subject is compulsory up to and including Y11. Pupils who have not chosen RE as a GCSE option have an alternative RE curriculum designed by the school’s RE department. RE lessons provide additional opportunities for reflection. In Years 12 and 13, a pastoral curriculum is also undertaken and it, similarly, provides opportunities for reflection. The school is closely following the Ealing SACRE syllabus.

Conclusion DWHS provides multiple opportunities for reflection in all year groups. The academic and pastoral curriculums are wide ranging and include reference to major world religions. In view of the composition of the school body, this approach is valid and, subject to all documentation being received, it is recommended that the determination for Dormers Wells High School be renewed.

Marianne Izen Oliver Murphy 1 November 2017

Page 165 of 226

SACRE Application

Religious affiliation Number or Percentage African (or other) traditional 0 Buddhist 4 Christian 117 Hindu 228 Humanist (include atheist, agnostic pupils here) 0 Jain 0 Jewish 0 Muslim 675 Pagan 0 Ravidasia 1 Sikh 237 Valmiki 0 Zoroastrian (or Parsee) 0 Other 5 Refused/No religion 6

Page 166 of 226 6 APPLICATION FOR A DETERMINATION

SUBMITTED TO EALING SACRE

School: Tudor Primary School

Head: Jas Kalra-Phull

Received: October 2017

Page 167 of 226

Applying for a determination

Before requesting a determination, the headteacher must consult the school’s governing body, which in turn may wish to seek the views of parents. The application may relate either to a clearly described and defined group or to the whole school.

A determination, once granted, lasts for five years, and if a school wishes to continue to provide acts of reflection that are other than broadly Christian, then it will need to reapply to SACRE to seek a renewal of its determination.

Procedure for considering determinations

1) Schools submit applications using the attached application form. 2) A representative visits the school to observe at least one act of reflection and speak with the headteacher (or other responsible person) and a governor. 3) The head or other responsible person is invited to attend the next available full SACRE meeting, at which time the representative will present a report on their visit and make a recommendation as to whether the determination should be granted. 4) SACRE decides whether to accept the school’s application.

SACRE members who can currently be contacted for a school visit include:

Kath Richardson ([email protected]) Marianne Izen ([email protected] Oliver Murphy ([email protected]) Rabindara Pathak (020 8755 3287) Cllr Swarn Kang (020 8571 1884) SACRE members who have strong links with the school (e.g. a school governor) are not eligible for this visit. Sample consultation letters can be found on the EGfL: (www.egfl.org.uk/religion : Look under Reflection/Determinations) Completed applications should be returned to: Saynap Isman, Business Support Manager, School Effectiveness, Perceval House P2: NE13, 14-16 Uxbridge Road, London W5 2HL, [email protected]

Note: electronic submissions are preferred, but if you can only send a paper submission, please send it unbound as it will have to be scanned for distribution. A checklist of submission requirements can be found at the end of this document.

Page 168 of 226 Application for a determination submitted to Ealing SACRE

Please consider this application for a determination to lift or modify the requirement to deliver reflection that is “wholly or mainly of a broadly Christian character”.

1 School name

2 Primary Secondary Community Foundation School status X 3 Headteacher’s name Ms Jas Kalra 4 Is this application for a renewal of a previously Yes x No granted determination? If yes, when does/did the determination expire?

5 Date of governing body meeting at which the decision to 13/10/17 apply for a determination was taken (please attach a copy of relevant minutes) 6 Details of any consultation with parents:

7 Religious affiliation of families of pupils in the school Number or percentage African (or other) traditional Bahá’í Buddhist Christian 8 Hindu 19 Humanist (include atheist, agnostic pupils here) Jain Jewish Muslim 45 Pagan Ravidasia Sikh 25 Valmiki Zoroastrian (or Parsee) Other None 1 8 Is this application being made in respect of the whole school or one or more clearly described and defined group(s) within the school? If the latter please give details, if the former please state what steps will be taken to safeguard the interests of any parents of children for whom broadly Christian reflection would be appropriate.

Whole school updated version: 5/9/2017

Page 169 of 226 Application for a determination submitted to Ealing SACRE

9 Please give details of the arrangements it is proposed to put in place in the event that the requested determination is granted. (Your answer to this question must allow SACRE members to see that all pupils in the school are being provided for on each school day.) Please see our acts of worship policy. We also celebrate all major faiths in school. 10 Please attach records of acts of reflection for the current term and plans for the next half-term (these can be brief). SACRE members would also like to see examples of detailed plans for one or more acts of reflection that have been delivered or will be delivered this term. 11 How many pupils in the school are currently withdrawn from: a) all acts of reflection 0 b) some acts of reflection – please give details 0

12 How many teachers in the school currently exercise their right not to lead or actively participate in: a) all acts of reflection 0 b) some acts of reflection – please give details 0

How many teachers in the school currently exercise their right not to be present at: a) all acts of reflection 0 b) some acts of reflection – please give details 0

13 Please state nature of determination: (please circle below)

Multi-faith x Non-faith 14 Is there anything else you wish to bring to SACRE’s attention in relation to your application?

Headteacher’s Ms Jas Kalra 17-10-2017 Date signature

updated version: 5/9/2017

Page 170 of 226 Application for a determination submitted to Ealing SACRE

Checklist of requirements for determination application Application form: download from √ √ All-school plans for one term www.egfl.org.uk/religion Governing body minutes √ Detailed plans for a few acts of Draft Mins Available reflection Friday 14-10-2017 Parental consultation √ Reflection arrangements

What do you have in place to ensure inclusion of all staff and students? At present all pupils and staffs take part in acts of reflection and assemblies.

How are non-religious views represented in the programme of assemblies? Our acts of worship, allow staff and pupils to interpret the message through their religious Non-religious views.

What does the school do that is innovative?

updated version: 5/9/2017

Page 171 of 226 Tudor Primary School

Minutes of the FGB meeting held on October 13th 2017 at 09:30

Attendees: Action Jas Kalra (JK) – HT Manjit Sahota (MS) Jodie Daine (JD) Shabnam Raana (SR) Dilmohan Bhasin (DB) Mohinder Grewal (MG) Kathleen Hillier (KH) Tina Ahuja (TA)

Also in attendance: Denise Maloney – Clerk Ms S Hafeez –(Safeguarding and SENCO) Mrs S Sharma- Deputy Headteacher Ms D Sirl & Mrs A Benning –Acting Assistant heads Mrs K Cooling 2. Apologies for absence Barinder Thiara (BT) 3. Authorised / Unauthorised absence The absence of BT was authorised. 4. Declarations of interest There were no declarations of interest. 5. Declarations of AOB i. Terms of reference for FGB and all committees. ii. Governor Visits (Mr Grewal, Mr Sahota, Dr Raana, Mr Thiara) iii. Attendance iv. Fire drill v. Annual governance statement (Signed and New one agreed by Full GB) vi. School meals – 2 year extension to contract (Agreed by Full GB) vii. DB to be made Associate member for a period of 1 year. 6. The minutes of the last meeting of 14th July 2017 These were agreed as accurate. These were duly signed off by the COG. 7. Matters arising were as follows: i. There are no LAC ii. SH spoke about school support for SEN children who carry no additional funding. Homelessness and relocations are a factor. SH explained about working with outside agencies and high needs children. There are currently 52 SEN children (12%) and another 4 who have started in the last few days. Reception and year 4 have the highest SEN figures. 2/3 has speech and language difficulties. Cognition and learning needs are more difficult to assess. SH explained that due to lack of funding it is more difficult for children to attend specialist centres. iii. JD asked if the school gives information about the needs of their children to parents. This was explained. Governors were informed that special needs processes were very lengthy, which discourages some parents to be part of the process. iv. Data was presented by the SLT at this meeting. v. Point 24 – report slips for parents to respond with any issues – over 200 had been returned and only 5 or 6 were negative. The outcomes are on the website. 8. Election of COG There was 1 nomination, MS, who was duly elected as chair for the period of 1 year 1 Page 172 of 226

9. Election of VC of GB There was 1 nomination, JD, who was duly elected as vice chair for the period of 1 year

10. Election of new governor Tina Ahuja introduced herself to governors. She was welcomed and duly co-opted Another governor would be putting herself forward for co-option at the next meeting. She is currently working at Brunel University and was a former DHT at Tudor. GL is literacy professional. Governors have her C.V and details in their GB Folders.

11. Membership of Committees i. Personnel, Finance Health and Safety BT (Chair) SR (VC) MS JK TA ii. Children, Families, Community and Safeguarding SR (Chair) JD (VC) KH JK iii. Teaching, learning and Achievement JD (Chair) MG (VC) TA JK iv. Pay Committee MS JD MG JK

12. Governor allocations DB – School meals/Healthy Eating SR – CP, safeguarding, SEN MS -Risk assessment JD – Literacy MG - Maths 13. Head Teacher’s report The Head Teacher highlighted the following from her comprehensive report – Nandy Benning (SLT presented). EYFS i. The summary of last year’s EYFS data was presented and was very good. ii. Good practice in EYFS has been recognised by the LA iii. 8 children have speech and language support iv. Areas for improvement were communication and language v. All children had made excellent progress vi. Reading and writing also good vii. Boys are an issue and also SEN boys. viii. Disadvantaged are in line with non-disadvantaged. ix. Data is on an upward trajectory. 2 Page 173 of 226

x. The school is in the top 25% of Ealing Schools. xi. JD asked where this positive information would be displayed. xii. SR asked if this would go on the website. xiii. JD asked if the key data in the milestones was current and sought clarification on baseline assessment. xiv. MG congratulated the EYFS staff and leader and governors said this was a great achievement. xv. TA asked how baseline assessment is verified – this is moderated. xvi. Questions on the data were asked . xvii. JK clarified that the data is much better than before and spoke about the targets set that are both challenging, but realistic and in line with National. PHONICS i. 85% of children passed. This is better than national. Out of the year 2 retakes, 8 took the test and passed and 1 child was deferred. ii. KH asked if there are any children who may not take the test this year. There are perhaps 6 as the have significant language needs and participate in interventions of phonics and reading. Governors asked whether children who received additional support are taken out of class for the support and whether this had an impact on the rest of their learning. They were advised that this happens for short periods of time and not when core subjects are taught in the mornings. YEAR 2 – presented by Deborah Sirl i. DS spoke about the new arrivals in year 2 and explained why some could not be disapplied, even if they were new to the school. ii. Progress was defined for governors and in particular, exceeding – more than expected. iii. Maths and writing were in line with national, reading below. DS spoke about the new arrivals. iv. Combined was in line with national and this included the new arrivals. v. TA asked if resources are directed towards new arrivals to help them catch up. DS said that all children have resources targeted to help them improve, at every level. vi. KH noted that all PP and SEN children doing so well. KS2 Year 6 – presented by Ms Sirl. i. SR asked for a definition of floor targets. ii. Progress in this phase is at least in line with but in some areas, also above national. iii. All areas have improved since last year. iv. JD asked about removal of children. Governors were informed that a child had been on roll for 6 weeks but was known to be attending another school. This child was included in the figures. v. Girls were lower than boys in greater depth in reading and writing. PP children were doing well at greater depth. Reading was below national last year and it was a focus and now we are above national. Tudor reading 78% National 71%.

vi. KH asked what the targets for this year are as some children are already at expected. Reducing the gap is a target as well as this being a lower achieving cohort. vii. SR asked about milestones and why the targets were lower than last year. This is due to more challenging cohort in terms of SEN and behaviour. viii. SR asked about the stress that year 6 pupils feel and asked if there was anything that could be done to prepare children for this in year 5 so that it is less stressful in SATs year. ix. JK said that this had been recognised and already acted on in that the phase leader was now for years 5 and 6 and not 4 and 5 and that years 5 and 6 are planning together. 3 Page 174 of 226

x. The SLT are working together with year 5 on year 6 work. xi. JD said that children need to be prepared for high school. xii. JK said that more arithmetic tests are being done in year 5 to help children feel at ease with tests in year 6.

PRESENTATION FROM Shayla Hafeez – SENCO i. The clinical psychologist is working with children to improve their emotional self-regulation and metal health. ii. Attendance – 38 sessions had been lost by SEN children. Attendance stands at 94.3% and the target is 96% this half term. iii. The core children’s attendance in years 1-6 is 95.4% and mobility is a huge factor for this school. iv. Persistent absenteeism is a problem with 52 families late back (in some cases weeks) from the summer holidays. Fines are in place but cheaper to pay these than higher flight costs. Chickenpox is rife at the moment which affects figures. v. Coloured slips to parents are having an impact rather than on white paper vi. JD asked how long children had to be away before they are taken off roll. KH said 20 days in most cases and explained children missing in education vii. JD asked if there was a safeguarding issue with children away without school knowing in advance. viii. TA asked where the school responsibility ended and parental responsibility took its place. DB said that she meets with parents and holds them to account. DB spoke about incentives for children and the attendance contacts the school has in place. ix. Support for parents was outlines which included home visits by 2 members of staff. x. MS asked about administering medicines and creams. KH answered and spoke about the consent forms and explained that the school would encourage children to be in school where possible and administer the medicine, with consent, rather than be at home with no schooling even for a short time xi. MS asked about record keeping and how this was done. xii. TA asked who makes the judgement about administration of medicines. xiii. SH spoke about trained staff and paediatric trained staff. xiv. SR asked how accidents are recorded and was told. xv. SH informed governors that this is all about changing the mindset of parents. xvi. DB informed governors that good attendance is rewarded. 14. Staffing update Governors discussed page 26 of the HT report.  JK said there is an advert out for KS2 teacher. SR and JD would be part of the interview panel. JK explained the reason for the vacancy.  There are 2 NQTs in year 5. Their teaching is improving, one is from Australia and will have to leave in the summer of 2018, and the other wants to experience other schools before settling. There is a possible vacancy in year 1. 15. The pay policy was duly ratified by the GB  The government pay increase of 2% for all staff on m1 to m6 and 1% to all other staff was agreed by governors.  The school has started training its own teachers, however this was leaving the school vulnerable as once trained at a cost of £8K, and staff could leave. JK to find out if this  The salary sacrifice system was discussed by governors and agreed where the attracts benefit in kind school loans £8k for the courses and staff have to pay it back. taxation to individuals  Governors discussed global links with China at a cost of £1,500 PP (during their own time) to the school. The cost of visas was discussed as were the benefits of liaison with other countries and children. Governors asked what the benefits to Tudor would be and JK explained this would be ICT skills, post cards, pen pals,

4 Page 175 of 226

Skype, the geography curriculum and SMSC.  The maximum agreed PA was to be 3 staff.  Governors agreed to this subject to them monitoring the final accounts for this each year. 16. Recruitment and retention. This was discussed as a confidential item and recorded as such. 17. SACRE – application for a determination. Governors were given background information to opt out of mainly Christian worship to multi faith. Governors asked for a breakdown of popular faiths in the school: 1. Sikh 2. Muslim 3. Hindu 4. Christian All governors were in agreement, to apply for determination. 18. Training for staff to go on next agenda 19. Training for Governors All governors have been asked to take part in Safesmart training- online modules. The school has a record of those who have started the process. All governors to take part. Item 20 also gives governors training opportunities run by the LA. 20. The Director’s Report  Governors discussed the academy agenda.  The ELP buy backs were explained and it was agreed staying under the E.L.P would be the best option at present.  Item 6 – a SEN peer review is taking place 18.10.17  Item 7 – noted  Item 10 – prevent training included in item 19 21. The minutes of committee meetings were noted. 22. dates for committee meetings had been distributed. 24 and 34. building works update The statement of intent was duly signed by the COG and the HT. Items 23, 25, 26, 27, 28, 31 and 32 were deferred to next TLA & Finance Committee meetings. 29. Governors agreed to a further 2 year buy in to the current school meals service. They debated the long-term future of the provision of meals and would look at this once the contract has been extended. JK to offer advice going forward as part of the consultation group. 30.Governors were given the draft school action plan. They went through this line by line. The key issues are: 1. Improve L&M at all levels and objectives for governors were discussed. Governors also discussed the evaluation of governance. 2. Accelerate pupil progress and the challenge for the most able. 3. School attendance to increase for all pupil groups to be at least in line with or above national. TA would have liked to have seen this earlier to be able to digest the contents KH explained how attendance is tracked. 4. EYFS to sustain good to outstanding and at least sustain. 5. British Values was discussed and how these are used in daily life. Governor action plan to 6. Governor action plan was discussed and governors worked on this in come to next meeting groups for ideas. This would be collated by JK and will come to the next meeting. 33. The NGA model Code of Conduct for governors was circulated and duly signed by all attendees. BT to sign in next Committee meeting. 34. Declared AOB i. Terms of reference for FGB and all committees – agreed and ratified. 5 Page 176 of 226

ii. Governor Visits (Mr Grewal, Mr Sahota, Dr Raana, Mr Thiara). iii. Attendance – discussed. iv. Fire drill There had been one planned on 21.9.17. The buildings were evacuated in 2mins 10s. The fire alarm had also been set off twice resulting in 3 mins 20secs and 1 minute 20 secs respectively. SR asked for fire drills at different times of the school day. Assembly points were discussed. v. Annual governance statement was signed and new one was agreed for 2017- 2018 with changes in committee membership. vi. School meals – 2 year extension to contract. vii. DB to be made Associate member for a period of 1 year. Governors agreed this due to DB’s health issues, which they hoped would be DM to advise changes to resolved in this time. LA There had been a building audit in June and following follow up paperwork sent, the school was 95% compliant. Governors thanked staff for this.

The date of the next meeting is TBC.

Signed …………………………………………………………………

Date…………………………………………………………………….

6 Page 177 of 226

UAssembly information - Spring/Summer term 2018

USpring /summer 2018

Date Theme Class Lead by Updated nov 2017 EY/KS1 KS2 9.00am-9.30am 2.05-2.25 th New year’s resolutions- cdn’s rights- Friday 5P P Jan 2018 Year 4 bronze Harmeet +SS Tas become the best that you can and SS to launch SMSC pledges th Friday 12P P Jan Own PHSE theme. Y3 purple Savita Wesley 2018

Ben PHSE assembly- phases th Chinese new year- Year of the DOG Friday 19P P jan 2018 Y5 Turq Monique Gette th Friday 26P P jan 2018 British values- Year 4 red Shamim Ben BV day in 2 weeks time 9.2.18 Friday 2nd Feb 2018 Internet safety week Y2 amber Nanda Caroline th Friday 9P P Feb 2018 Airport day All classes Nandy Matthew Safer internet week actually this week- 7.2.18 safer internet day 9.2.18 BV day th Half term (15-19P P Feb 2018) Friday 23rd Feb Stranger danger Gold class Harminder Wesley 2017 Thursday 1st World book day All classes Savita Simran March

nd Friday 2P P March Holi Y2 lilac Shamim Caroline th Friday 9P P March Mother’s day Y1 Silver class Monique Gette

th Friday 16P P March Science week – all classes All classes Harminder BEN

Friday 23rd March Lara’s music sharing assembly All of Lara’s Nanda Margaret and classes lara/

th Thursday 29P P March Easter assembly CrimsonY1 Mandy Seema Last day before Easter Ben’s PHSE assembly- phases rd th Easter hols 3P P April-14P P April 2018

Friday 20th April Baisakhi Year 6 copper Nandy Tas th Friday 27P P April St George’s Day ( 23.4.18)- Y5 gold Harmeet Matthew what does it mean to be British?

Page 178 of 226 Or 25.4.18 Shakespeare day th Friday 4P P May Own theme reception Monique Ben (4 day week- May Mindfulness/acceptance classes day) /Judaism? Combined

Friday 11th May Determination/courage/hope- Y3 Orange Harminder Simran Ben’s PHSE (link to all major faiths) assembly - phases th National Chuldren’s day (13.5.18) Friday 18P P May purple class Shamim Gette Deaf awareness week Friday 25th May Own theme Red class Savita Wesley

Half term (29.5-17- 2.6.17) h Friday 8thP PJune Future careers- dreams and Year 5 Turq Harminder Caroline aspirations (Careers day 19.6.18) Friday 15th June Father’s Day Year 3 purple Harmeet Ben

Friday 22nd June 18-24thJune 2018 Refugee Year 2 Lilac Mandy Matthew week th Thursday 28P P June Eid assembly Y6 Yellow Nandy Tas

6th Buddhism and major festivals Y 4 Bronze Savita Caroline Friday P P July Ben’s PHSE Or Nelson Mandela day ( next assembly- phases week) 13th Y 6 leavers’ Mega production- Y 6 combined Mandy Seema Friday P P July future dreams

USpring Phase assemblies

Wk 2 (8.1.) 15.1.18 Martin Luther King Day Wk 3 (15.1) 21.1.18 World Religion Day Wk 4 (22.1.) 25.1.18 Burn’s Night Wk 5 (29.1.) 27.1-3.2.18 National Storytelling week Wk 6 (5.2.) Options: 12.2. 18 Darwin Day 13.2.18 Pancake Day 14.2.18 Valentine’s Day Half term Wk 1 (19.2.) 26.2.18 fortnight Fair trade Wk 2 (26.2.) 1.3.18 St David’s Day Wk 3 (5.3.) 8.3.18 International Women’s Day 11.3.18 Mothering Sunday Wk 4 (12.3.) 17.3.18 St Patrick’s Day Wk 5 (19.3.) 21.3.18 World Poetry Day 22.3.18 World Water Day Wk 6 (26.3) Choose own

Page 179 of 226

Jas-

Was thinking of changing the whole assembly TT format- thoughts please.

Mon Tues Wed Thur Fri ( PHSE Singing • Kindness Celebration of Class themes) assembly- • Perseverance cerificates/talent assemblies Phase (everyone in • Positive mindset show off? KS1/KS2. assemblies their year • School motto And a poem groups) • AOW recital every (Year groups) week until it’s embedded KS1/kS2.

Page 180 of 226 Tudor Primary School RE schemes 2017 - 2018

Year group Schemes Assembly ideas Nursery Myself (who am I) Express own feelings, Communal classmate birthdays Precious things What makes me special? Children should begin to understand and accept differences around them. Reception Stories from other e.g. the Christmas story (Christian) traditions story of Rama and Sita (Hindu) The monkey king (Buddhist) Page 181 of 226 Muhammad and the crying camel(Muslim) Noah and the ark (Christian, Jewish and Muslim), Guru Nanak and the Banquet (sikh), Aesops Fables Stories from the bible Noak Ark, Nativity story Year 1 Special Days Explore festivals and rituals with the need to give thanks, celebrate new life, and cope with loss/death. Explore special observances, e.g. songs, ceremonies and why worshippers practise these observances. Special Places Visit different places of worship and become aware of their distinctive features. Special Food Look at the use of particular foods in special ceremonies, e.g. Easter eggs, their representation and comment on other ways of representing a special occasion. Year 2 Learning from stories Listen to and share responses to stories that guide, e.g. the story of Chanukah, Ganesha, The milk and the Jasmine flower, and the story of Ibrahim from the Quran. The importance of water Look at the importance of water for all living things and how it is used symbolically in different traditions, e.g. baptism, Muslim Wudu and immersion in Ganges River during Hindu pilgrimages such as Kumbh Mela. Our world: caring for new Explore festivals and rituals related to the need to give thanks, to celebrate new life life to cope with experiences of loss and death Year 3 Beliefs and Practices: Listen to and discuss views concerning god/ultimate spiritual reality and how Christianity these beliefs affect everyday life, e.g. dress, daily prayer, reading scriptures. Compare religious ideas with their own ideas, regarding values, e.g. how certain traditions place an emphasis on compassion and service. Beliefs and Practices: Listen to and discuss views concerning god/ultimate spiritual reality and how Judaism these beliefs affect everyday life, e.g. dress, daily prayer, reading scriptures. Compare religious ideas with their own ideas, regarding values, e.g. how certain traditions place an emphasis on compassion and service.

Page 182 of 226 Festivals of Light Consider the importance and representation of light in different traditions and celebrations, e.g. Diwali. How is it used metaphorically. What does lighting candles/divas represent? History of beliefs in the UK To look at the various ways we learn about the beliefs of past generations; to understand that the ideas and beliefs in Britain today have been influenced

across time by a variety of traditions. Prayer and worship Introduce the idea that worship is a response to something. questions why, when, how, where and what people worship. Cover different ways of worships for all major religions ie Shabba (Jewish), Puja (hindu). A hadith about worship, Prayer as worship. The Lord’s Prayer, Preparing for prayer, Meditation,

Year 4 Beliefs and Practice: Listen to and discuss views concerning god/ultimate spiritual reality and how Hinduism these beliefs affect everyday life, e.g. dress, daily prayer, reading scriptures. Compare religious ideas with their own ideas, regarding values, e.g. how certain traditions place an emphasis on compassion and service. Beliefs and Practice: Listen to and discuss views concerning god/ultimate spiritual reality and how Buddhism these beliefs affect everyday life, e.g. dress, daily prayer, reading scriptures. Compare religious ideas with their own ideas, regarding values, e.g. how certain traditions place an emphasis on compassion and service. Initiation Practices Learn about various rites of passage which enable someone to feel a part of a community, e.g. first communion, bar and bat mitzvah and the Sikh Amrit Sanskar

Page 183 of 226 ceremony. Signs and Symbols Can be linked with Spirituality through Art- how are the core values of a culture represented through their symbol? Spirituality through art Understand that light is often a source of inspiration for people; explore how this is reflected in art, architecture and ritual. Religious symbolism, e.g., the dove, water, cross, niche, wheel.

Year 5 Special Leaders Consider the work of those who lead communal worship, e.g. priest, imam, rabbi, granthi. Examine the importance of leaders and historical figures as role models, e.g. Profit Muhammed, Guru Nanak, Jesus Religious buildings Understand the functions and uses of places of worship, e.g. church, mosque, gurdwara. Beliefs and Practice: Listen to and discuss views concerning god/ultimate spiritual reality and how Islam these beliefs affect everyday life, e.g. dress, daily prayer, reading scriptures. Compare religious ideas with their own ideas, regarding values, e.g. how certain traditions place an emphasis on compassion and service. Beliefs regarding death To begin to explore various human ideas regarding death. Seeds of unity To introduce the concept of stewardship and to look at how the human dependence on plants is reflected in belief and ritual.

Year 6 Pilgrimages Explore expression of spiritual life through pilgrimages and how myths are used to represent meaning. Rules for Living Talk with peers from different cultures to become aware of rules, customs and behaviours in different traditions. Explore codes of conduct, e.g. ten Page 184 of 226 commandments, Beliefs and Practice: Listen to and discuss views concerning god/ultimate spiritual reality and how Sikhs these beliefs affect everyday life, e.g. dress, daily prayer, reading scriptures. Compare religious ideas with their own ideas, regarding values, e.g. how certain traditions place an emphasis on compassion and service. Moral Dilemmas To begin to understand the complexities and responsibilities around making an ethical decision. Learning right and wrong? Specials books?

30TUhttp://www.egfl.org.uk/religionU30T

UCollective Worship

Topic: Class teacher Date: New September beginnings

Gather children and display slide. Ask the children what is a new beginning? Gather What different new beginnings do we have? ,

Explain to the children it is a new beginning, new term, new teacher, new year group, new classroom etc. That there will be new beginnings, and Listen reflect on the academic year we have completed.

Ask children did we feel about this new beginning? What could we do to manage and ensure a smooth transition? Respond What have they achieved in the last academic year.

Give each child a piece of paper in which they can share what they wish to achieve in this new beginning. Go Forth

Page 185 of 226

UCollective Worship

Topic: Class teacher Date: Valentine’s Valentines week th Day/Love (14P P February)

Gather children and display slide. Ask the children what people do to show each other that they love one Gather another? Is there just one type of love? Explain that Valentine’s day is a celebration of all those different types of love and it began with the story of St Valentine. Tell the story of St Valentine who married people in secret and was sentenced to death. He wrote a note to his friend from prison (the gaoler’s Listen daughter) and signed it, ‘your Valentine’ which is where we get the idea for Valentine’s day cards.

Ask children how do people show that the love you? What could we do to show our family or friends that we love them? Love Respond is shown through actions and words.

Give each child a heart shaped piece of card. Ask them to write a Valentine’s day note to someone that they love to show them that they Go Forth appreciate all that they do for them. It could be a family member, their best friend, a teacher… Give that person the heart and think about how it is important to show people that we love them.

Page 186 of 226

Collective Worship Policy School Aims and Implementation Tudor Primary School aims to provide children the opportunity to develop towards their full potential; academically, emotionally and socially:  Providing the highest standard of education to enable children to acquire the skills, knowledge and concepts relevant to their future.  Promoting an ethos of care, mutual respect and support, where effort is valued and success celebrated.  Enabling children to become active, responsible and caring members of the school and wider community. The school works towards these aims by:  Promoting high quality learning and attainment.  Providing a high quality learning entitlement and environment.  Valuing each other and ourselves.  Working in partnership with parents and the community.

Collective Worship - Legal requirements (Local Authority Guidance) 1. The law (Education Reform Act 1988, 1993, 1996) states that all pupils at aa maintained school take part in an act of collective worship every day, and that this shall be wholly or mainly of a broadly Christian character. It also state that parents have a right to withdraw their children from all or part of collective worship. 2. The definition for “Worship” is drawn from the DFE circular 1/94; “Worship must in some sense reflect something special or separate from ordinary school activities and it should be concerned with reverence or veneration paid to a divine being or power….worship in schools will necessarily be of a different character from worship amongst a group with beliefs in common.” 3. Schools should provide opportunities for worship to happen and enable pupils to respond reflectively. The primary function of the daily act of collective worship is an educational one; that is to promote spiritual, moral, social, cultural and intellectual development. 4. Therefore, collective worship should be active rather than passive and directed towards something personal (e.g. thinking about someone, or a value, or a time for reflection and response to God).

Collective Worship Policy - Introduction  At Tudor Primary School, Collective Worship is often set within the context of ‘Assemblies’ – which may include other features besides those required of collective worship. The school has a SACRE determination which allows us to hold a daily Act of Collective Worship which is an inclusive character drawing inspiration from a range of faiths and beliefs and traditions.  The act of Collective Worship must be seen as a distinct aspect of an assembly; o Collective Worship is a special time for pupils to reflect upon life experiences and ultimate questions and if appropriate focus on God. It should allow the pupils to be able to make a spiritual response. o An assembly is a gathering of part or all of the children and staff at the school. It is concerned with administrative matters and other announcements about school life.  Worship has a wide range of meanings and forms of expression. For some people this might be devotion to a divine being, power or personal God; for others it might mean reflection on and understanding of those elements of life which are of value and worth.  Collective Worship involves members of the school coming together and participating in an assembly every day. These assemblies may involve all of the pupils in the school in whole school assemblies, separate phase group assemblies or class based acts of collective worship; with their times varying accordingly.

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Aims General Assemblies and Collective Worship at Tudor Primary School are to be both spiritual and educational and are recognised as having a major contribution to the spiritual and moral development of all pupils. School Staff Through Collective Worship we aim to:  Provide an all-inclusive opportunity to build and reinforce community values;  Reflect on and understand elements of life which are of value and worth;  Provide a variety of opportunities for spiritual, moral, social, cultural and intellectual development;  Provide opportunities for expressing shared experiences and interests and for celebrating special occasions together;  Provide opportunities in which pupils interact with other year groups, staff and on occasions the wider community;  Fulfil statutory requirements of a daily act of collective worship for all pupils. Children Through collective worship we aim to encourage and promote the opportunity for children to:  Learn about life, each other, the community and the world they live in;  Learn about and promote greater understanding, tolerance and respect for each other’s cultures and beliefs;  Help develop empathy, caring and sensitivity and a positive self image;  Celebrate in each other’s successes and achievements through sharing work and ideas, thereby developing a sense of belonging to the school community;  Develop a knowledge and understanding of the importance of religious stories and ideas found in Christianity and other major religions;  Reflect upon the purpose and meaning of things;  Appreciate and celebrate festivals within the school community;  Encourage appropriate behaviour within specific social settings and gatherings and reflect on matters of right and wrong. Collective Worship will not:  Be insensitive to the cultural diversity of the school community;  Expect children to behave in a way that undermines their personal and/or religious beliefs;  Seek to preach or convert. Parents and Carers  To be understanding and supportive of our aims regarding assemblies and Collective Worship;  To support the children with any task that they may be preparing for an assembly or act of Collective Worship in School;  To encourage and praise their child’s efforts when the child is participating in an assembly or act of Collective Worship;  To attend School whenever possible to attend any of the assemblies and/or acts of Collective Worship which are open to parents/carers.

Implementation of the Collective Worship Policy 1. Underlying principles  We are proud of the diversity of the school community and as such assemblies and acts of Collective Worship at Tudor reflect and celebrate the traditions of the major world religions, particularly those that are represented in the school and the wider community.  Assemblies and acts of Collective Worship are therefore non-denominational and conducted in a manner which is sensitive to the faiths and beliefs of all members of the school community.  Assemblies also reflect the achievements and learning of the children. We encourage children to participate by holding achievement assemblies and class assemblies; during which children can show their work and successes to others, and can raise issues that they have discussed in their classes. These assemblies provide an opportunity to reward children for their achievements both in and out of

Page 188 of 226 school and celebrate them together. They also play an important part in promoting the ethos of the school - that all children and their achievements are valued.  Assemblies are regarded as a special time in the day of calm reflection and are conducted accordingly. Children are expected to behave respectfully and thoughtfully throughout any assembly or act of collective worship and are asked to come in and leave assemblies quietly. 2. Planning and Organization  The RE Subject Leader is responsible for planning the Collective Worship themes after consultation with the Head teacher. Themes for a whole term are devised at the end of the previous term using festival dates, important events which link to school life and important dates within the wider community.  KS1 and KS2 assembly is held once a week and is led by teachers. In both key stages class based Collective Worship is held every day. This should not last longer than 10 minutes. EYFS,KS1 and KS2 assemblies are held on Friday for about 20 minutes. Well done awards are given out on Fridays during assemblies. 3. Staffing  Assemblies are normally conducted by a member of School staff or class teacher for class based acts of collective worship.  Sometimes any of these assemblies might have contributions from or be led by visitors to the school. When we invite visitors to participate in assemblies or acts of collective worship they are expected to work within our themes and guidelines. 4. Assembly and Collective Worship Themes  Weekly assembly themes will be established at the beginning of the three main school terms by the Religious Education after consultation with the Head teacher.  Where possible weekly themes will be chosen to link with specific dates within the calendar of the major world religions; notably those of the Christian and other community faiths and/or other events occurring in the wider or school community.  Themes are very broad to allow for flexibility and variety of delivery.  The development of the theme will be structured across the week within whole school, phase or class based assemblies to reflect the aims and objectives identified within this document in order to develop a broad approach and to link with a number of curriculum areas.  On occasions staff may divert from our planned theme in order to respond to a significant news item or an important and unexpected event shared by members of the School community.

Acts of Collective Worship: Good Practice  The Learning and Teaching Policy identifies the aims, principles and strategies for promoting effective learning and teaching at Tudor Primary School. These apply to the provision of assemblies and Collective Worship as well as all curriculum subject areas.  We will always seek to make the worship appropriate to age, ability and family background of the pupils. Wherever possible we will seek to include pupils in planning and leading of acts of worship.  Children must be engaged in a whole school, phase or class based assembly; which includes an act of Collective Worship on a daily basis.  QCA (1999 analysis of SACRE reports) highlighted a number of characteristics of best practice in Collective Worship. Tudor School seeks to incorporate these into all acts of Collective Worship at the School. These include: a) Thorough planning; which includes the appropriateness of the acts of Collective Worship for the children concerned (i.e. age, aptitude, background); b) The use of themes; c) Children actively participating and involved in the act of worship; d) A built in time for the children’s own reflection and if appropriate for them, to think about God. This may be a prayer, poem or guided reflection. (This part must take place for it to be Collective Worship.) Silence can allow time for individual thought and reflection, or prayer as appropriate;

Page 189 of 226 e) Clear links being identified between Collective Worship and the spiritual, moral, social and cultural development of pupils f) The use of outside speakers; g) Affirming and expressing the school’s ethos; h) Use of stimulus e.g. music, picture, quotation, candle, flowers. There is a need to give the children time to prepare. A well chosen piece of music can help create an atmosphere for worship and reflection. i) Engaging the children e.g. the use of visual aids and artefacts will usually enable children to focus on a particular story, article, drama or message. j) Evaluation of Collective Worship

Assessment, Record Keeping and Reporting  Assemblies and acts of Collective Worship are evaluated by the teacher leading the assembly in line with the criteria outlined below. Teachers need to make a judgement about the children’s level of engagement and response (verbal and non-verbal) not a judgement about the delivery of the assembly content. Outstanding All children are fully engaged and make pertinent and thoughtful responses. Good All children are engaged and the majority are able to make pertinent and thoughtful responses. Satisfactory Most children are engaged and are able to make pertinent and thoughtful responses. Inadequate Few children are engaged or able to make pertinent and thoughtful responses. Any assembly held without a time for reflection will be deemed as inadequate by Ofsted.

Inclusion  Inclusion is about every child having educational needs that are special and the School meeting these diverse needs in order to ensure the active participation and progress of all children in their learning.  Successful inclusive provision at Tudor is seen as the responsibility of the whole school community, permeating all aspects of school life and applicable to all our pupils. It is in this way that we will turn the rhetoric into reality.  Inclusive practice should enable all children to participate in and develop through the provision of assemblies and Collective Worship; whatever their ability, gender, ethnic, social or cultural background, home language or any other aspect that could affect their participation in, or development.  We attempt to be inclusive in our acts of worship and respect individual beliefs and values and maintain the integrity of all participants.

Right of Withdrawal from Collective Worship  Every effort is made to show sensitivity towards personal faiths and to include all pupils and staff in collective worship.  However parents/carers have the right to withdraw their child from acts of collective worship after consultation with the Head teacher. Alternative accommodation and supervision will be provided for the child during this period.  Staff have the right to withdraw from acts of collective worship after consultation with the Head teacher; this needs to be agreed both verbally and in written form. Staff who withdraws from acts of collective worship will be expected to attend the remainder of any assembly when invited and to fulfil their standard duties of supervision and care of children entering and exiting any assembly.

Monitoring and Review  The monitoring of the standards of the children’s responses and of the quality of provision regarding Collective Worship is the responsibility of the Religious Education and the Senior Leadership Team.  The Religious Education is also responsible for supporting colleagues in the provision of Collective Worship, for keeping informed about current developments in the area and for providing a strategic lead and direction for Collective Worship in the school.

Page 190 of 226  During the year, the Religious Education leader has specially-allocated time for carrying out the vital task of monitoring Collective Worship; both in whole school and phase assemblies but also for visiting classes to observe the provision of class based Collective Worship.  The Governing Body will review the provision of Collective Worship at the school. They seek to do this through meeting with the Religious Education Leader, the Head teacher and other senior leaders and through attending both assemblies and class based acts of Collective Worship.

Page 191 of 226 Page 192 of 226

Page 193 of 226

I feel a new beginning coming towards me & I’m running to it with open arms. Autumn Term 1 – Acts of worship Page 194 of 226

Page 195 of 226

I feel a new beginning coming towards me and I’m running to it with open arms. Page 196 of 226 Those that are the happiest, are those who do the most for others.

B.T Washington When you practice gratefulness, there is a sense of respect towards others’.

Page 197 of 226 Dalai Lama “We must find time to stop and

Page 198 of 226 thank the people who make a difference in our lives.”

John F Kennedy Page 199 of 226 “The only way to do great work is to love what you do.” Steve Jobs “Be the change you want“Be tothe see change in the Page 200 of 226 world”.you want to see in the world”. Mahatma Gandhi Mahatma Gandhi “Anyone who has never made a Page 201 of 226 mistake has never tried anything new.”

If you can imagine it, you can achieve it.

Page 202 of 226 If you dream it, you can become it.

William Authur Ward RE Trips 2017-2018

Year group Nursery St Georges church

Reception St Georges Church Year 1 Mandir

Year 2 Gurdwara (Ramghriyia, Oswald road) (Mosque)

Year 3 Synagogue

Year 4 Buddhist temple

Year 5 St Pauls Cathedral

Year 6 Mosque

Page 203 of 226

Page 204 of 226 Report for: INFORMATION

Item Number:

7

Contains Confidential NO or Exempt Information

Title Revised determination application form Responsible Officer(s) LBE SACRE Adviser/Marianne Izen and Oliver Murphy Author(s) Lesley Prior Portfolio(s) Developing young people For Consideration By SACRE members Date to be Considered 28 February 2018

Implementation Date if N/a Not Called In Affected Wards N/a Keywords/Index SACRE determination application form

Purpose of Report:

For SACRE members to approve the revised determination application form

1. Recommendations

The SACRE members to approve the revised determination application form for schools to complete.

2. Reason for Decision and Options C

3. Key Implications

The SACRE members to consider how to offer clear and coherent support to schools applying for determinations or renewals of the same.

4. Financial N/a

5. Legal

According to Section 391 (6) and (7), Education Act 1996, SACREs must ‘publish an annual report on its work and on actions taken by its representative groups, specifying any matters on which it has advised the LA, broadly describe the nature of that advice, and set out reasons for offering advice on matters not

1

Page 205 of 226 referred to it by the LA.’ (Religious education in English schools: Non-statutory guidance 2010, DCSF).

6. Value For Money N/a

7. Sustainability Impact Appraisal N/a

8. Risk Management N/a

9. Community Safety N/a

10. Links to the 6 Priorities for the Borough

SACRE contributes to the community cohesion agenda by endorsing inclusive and quality religious education in the borough.

11. Equalities, Human Rights and Community Cohesion None

12. Staffing/Workforce and Accommodation implications: None

If the report does not involve property, please state that there are no property implications. There are no property implications.

14. Any other implications: N/a

15. Consultation N/a

16. Timetable for Implementation N/a

17. Appendices

18. Background Information

2

Page 206 of 226 Report History

Decision type: For Information Urgency item? No .

Report no.: Revised determination application form Lesley Prior, LBE SACRE Adviser, 07808761148

3

Page 207 of 226

Page 208 of 226 Applying for a Determination from Ealing SACRE

Before requesting a determination, the headteacher must consult the school’s governing board, which in turn may wish to seek the views of parents. The application may relate either to a clearly described and defined group or to the whole school.

A determination, once granted, lasts for five years , and if a school 7 wishes to continue to provide acts of reflection that are other than broadly Christian, then it will need to reapply to SACRE to seek a renewal of its determination.

An explanation of the process can be found on the following page and sample consultation letters; the determination application form can be found on EGfL: https://www.egfl.org.uk/school-effectiveness/curriculum/curriculum-subjects/religious- education/reflection/determinations

All documentation must be sent to the key contact person, namely;

Saynap Isman, Business Support Manager, School Effectiveness, Perceval House P2: NE13, 14-16 Uxbridge Road, London W5 2HL, [email protected]

Note: electronic submissions are preferred, but if you can only send a paper submission, please send it unbound as it will have to be scanned for distribution.

A checklist of submission requirements can be found at the end of this document.

If you need help or guidance on completing the application form, please contact the SACRE Adviser, Lesley Prior, on; [email protected] Tel: +44 (0) 780 876 1148

2017/18 SACRE dates (to confirm room numbers and timings with the SACRE clerk)

Date Venue Time Thursday 2 November 2017 Room Perceval House, London, W5 2HL 18:00 – 20:00 Thursday 28 February 2018 Room Perceval House, London, W5 2HL 18:00 – 20:00 TBC

Page 209 of 226 Applying for a Determination from Ealing SACRE

Page 210 of 226 Applying for a Determination from Ealing SACRE

Note for schools: This is an application form for a determination to lift or modify the requirement for schools to deliver ‘collective worship’ that is ‘wholly or mainly of a broadly Christian character’. Schools permit periods of reflection in a context that is consistent with the concept of collective worship. Accordingly, this application form refers to ‘collective worship / reflection’.

Application Form Please consider this application for a determination to lift or modify the requirement to deliver reflection that is “wholly or mainly of a broadly Christian character”.

1 School name Local Authority school Primary Secondary Special 2 status 3 Headteacher’s name Is this application for a renewal of a previously granted Yes No determination? 4 If yes, when does/did the determination expire? Date of governing body meeting at which the decision to 5 (re)apply for a determination was formally approved. Please attach a copy of relevant minutes. 6 Please attach the details of any consultation with parents. Religious affiliation of families of pupils in the school Number Percentage Baha’i Buddhist Christian Hindu Humanist, atheist or agnostic Jain Jewish 7 Muslim Pagan Rastafarian Ravidasian Shinto Sikh Zoroastrian Other (specify) None Is this application being made in respect of (a) the whole school? If so, please describe how you will safeguard the interests of 8 parents of children for whom broadly Christian reflection would be appropriate. (b) one or more clearly described and defined group(s) within the school? If so, please give details. If this is an application for the renewal of a previous determination, please attach a 9 description of any circumstances that may have changed since the last determination was granted.

Page 211 of 226 Applying for a Determination from Ealing SACRE

In the event that the requested determination is granted, please attach (a) the school policy on collective worship / reflection (b) details of the arrangements that will be put in place so that all pupils in the 10 school are being provided with an opportunity for collective worship / reflection on each school day.

Please attach a summary of (a) records of acts of collective worship / reflection for the current term (b) plans for the next half term. 11 (c) Please include detailed plans for one or more acts of collective worship / reflection that have been delivered or will be delivered this term.

How many pupils in the school are currently withdrawn from: (a) all acts of collective worship / reflection 12

(b) some acts of collective worship / reflection – please attach details

How are non-religious views represented in the programme of collective worship / reflection? 13

Is there anything else you wish to bring to SACRE’s attention in relation to your application?

14

Page 212 of 226 Applying for a Determination from Ealing SACRE

Title of Document Question Tick if attached Application form: download from https://www.egfl.org.uk/school-

effectiveness/curriculum/curriculum-subjects/religious- education/reflection/determinations

Governing body minutes 5

Parental consultation 6 Collective worship / reflection arrangements • For safeguarding interests of Christian parents 8a • Catering for specific groups in school 8b

Changes since the last determination was granted 9

School policy on collective worship / reflection 10a

Arrangements relating to provision for each school day 10b

All-school plans for current term and next half-term 11a, 11b

Detailed plans for a few acts of reflection 11c

Headteacher’s signature Date

Thank you for completing this Application

Page 213 of 226

Page 214 of 226 Report for: INFORMATION

Item Number:

8

Contains Confidential NO or Exempt Information

Title Ealing RE Curriculum Survey Responsible Officer(s) LBE SACRE Adviser Author(s) Lesley Prior Portfolio(s) Developing young people For Consideration By SACRE members Date to be Considered 28 February 2018

Implementation Date if N/a Not Called In Affected Wards N/a Keywords/Index RE Curriculum Survey

Purpose of Report:

To present the NASACRE BRIEFING

1. Recommendations

The SACRE members to read the Curriculum Survey

2. Reason for Decision and Options C

3. Key Implications

The SACRE Members to decide whether or not to contact schools to offer them advice, help and support with RE provision.

4. Financial N/a

5. Legal

According to Section 391 (6) and (7), Education Act 1996, SACREs must ‘publish an annual report on its work and on actions taken by its representative groups, specifying any matters on which it has advised the LA, broadly describe the nature of that advice, and set out reasons for offering advice on matters not

1

Page 215 of 226 referred to it by the LA.’ (Religious education in English schools: Non-statutory guidance 2010, DCSF).

6. Value For Money N/a

7. Sustainability Impact Appraisal N/a

8. Risk Management N/a

9. Community Safety N/a

10. Links to the 6 Priorities for the Borough

SACRE contributes to the community cohesion agenda by endorsing inclusive and quality religious education in the borough.

11. Equalities, Human Rights and Community Cohesion None

12. Staffing/Workforce and Accommodation implications: None

If the report does not involve property, please state that there are no property implications. There are no property implications.

14. Any other implications: N/a

15. Consultation N/a

16. Timetable for Implementation N/a

17. Appendices

18. Background Information

2

Page 216 of 226 Report History

Decision type: For Information Urgency item? No .

Report no.: Ealing RE Curriculum Survey Lesley Prior, LBE SACRE Adviser, 07808761148

3

Page 217 of 226

Page 218 of 226 Schools RE

8 KS3 time % of Curriculum Total Total No. of p/wk Lessons Years Acton High School 7,8 2 4% Alec Reed 7,8 1 3% Brentside High 7,8,9 2 4% Cardinal Wiseman 7,8,9 5 10% Dormers Well 7,8,9 2 3% Ellen Wilkinson 7,8 2 5% Elthorne Park 7,8,9 2 4% Featherstone High 7,8 2 3% Greenford High School Northolt High School 7,8 1 2% Twyford CE High 7,8 2.5 5%

KS4 RE p/wk Total Total No. of Lessons % of Curriculum time % of Curriculum Years Acton High School 9,10,11 1 2% Alec Reed 9,10,11 1 4% Brentside High 10, 11 2 4% Cardinal Wiseman 10, 11 5 10% Dormers Well 9,10,11 1 2% Ellen Wilkinson 9,10,11 2 5% Elthorne Park 10,11 2 4% Featherstone High 9,10,11 2 4% Greenford High School 9,10,11 4 13% Northolt High School 9,10,11 1 1% Twyford CE High 9,10,11 4 8%

Page 219 of 226 Laestab: URN: School name: Religious character: School type: LA name: % hours % hours % hours % hours % hours % hours % hours % hours spent on spent on spent on spent on spent on spent on spent on spent on RE RE RE RE RE RE RE RE Teaching Teaching Teaching Teaching Teaching Teaching Teaching Teaching 7 8 9 10 11 12 13 for years 7 to 13 3074001 142654 Ealing Fields High School None FREE SCHOOLS Ealing 0.0 ...... 0.0 3074035 101932 Acton High School Does not apply Community School Ealing 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 3075404 101943 Northolt High School None FOUNDATION SCHOOL Ealing 1.7 2.1 1.8 2.1 1.7 0.0 0.0 1.5 3075403 137221 Drayton Manor High School None Academy Converter Ealing 3.4 4.1 1.7 1.6 1.4 0.0 0.0 1.8 3074031 137729 Featherstone High School Does not apply ACADEMY CONVERTER Ealing 3.3 3.4 3.8 3.4 2.8 0.0 0.0 2.4 3074030 101930 Dormers Wells High School Does not apply COMMUNITY SCHOOL Ealing 4.1 3.7 1.9 2.9 2.8 0.0 3.9 2.7 3074036 131310 Elthorne Park High School Does not apply Community School Ealing 3.5 3.4 3.2 4.0 3.8 3.2 0.0 3.2 3075401 101940 Greenford High School None Foundation School Ealing 4.0 3.8 13.9 0.0 0.0 1.6 1.8 3.3 3074020 101928 Villiers High School None FOUNDATION SCHOOL Ealing 4.1 4.4 4.4 3.7 4.5 0.0 0.0 3.4 3075400 101939 Brentside High School None Foundation School Ealing 3.9 4.2 3.3 3.1 4.0 2.2 2.6 3.4 3075402 101941 The Ellen Wilkinson School for Girls None FOUNDATION SCHOOL Ealing 5.3 5.4 5.0 4.8 4.5 0.0 0.0 4.0 3074000 139725 William Perkin Church of England High School Church of England FREE SCHOOLS Ealing 3.1 3.1 3.1 8.4 . . . 4.5 3074602 137546 Twyford Church of England High School Church of England ACADEMY CONVERTER Ealing 4.1 6.1 8.3 7.3 0.0 3.6 3.8 4.6 3074603 101934 The Cardinal Wiseman Catholic School Roman Catholic VOLUNTARY AIDED SCHOOL Ealing 9.9 9.9 9.4 8.7 8.5 9.5 8.0 9.2

Page 220 of 226 Report for: INFORMATION

Item Number:

9

Contains Confidential NO or Exempt Information

Title EALING NASACRE BRIEFING Responsible Officer(s) LBE SACRE Adviser Author(s) Lesley Prior Portfolio(s) Developing young people For Consideration By SACRE members Date to be Considered 28 February 2018

Implementation Date if N/a Not Called In Affected Wards N/a Keywords/Index NASACRE briefing

Purpose of Report:

To present the NASACRE BRIEFING

1. Recommendations

The SACRE members to read the NASACRE briefing

2. Reason for Decision and Options C

3. Key Implications

The SACRE members to agree who will represent the at the NASACRE AGM.

4. Financial N/a

5. Legal

According to Section 391 (6) and (7), Education Act 1996, SACREs must ‘publish an annual report on its work and on actions taken by its representative groups, specifying any matters on which it has advised the LA, broadly describe the nature of that advice, and set out reasons for offering advice on matters not referred to it by the LA.’ (Religious education in English schools: Non-statutory guidance 2010, DCSF).

1

Page 221 of 226

6. Value For Money N/a

7. Sustainability Impact Appraisal N/a

8. Risk Management N/a

9. Community Safety N/a

10. Links to the 6 Priorities for the Borough

SACRE contributes to the community cohesion agenda by endorsing inclusive and quality religious education in the borough.

11. Equalities, Human Rights and Community Cohesion None

12. Staffing/Workforce and Accommodation implications: None

If the report does not involve property, please state that there are no property implications. There are no property implications.

14. Any other implications: N/a

15. Consultation N/a

16. Timetable for Implementation N/a

17. Appendices

18. Background Information

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Decision type: For Information Urgency item? No .

Report no.: Ealing NASACRE Briefing Lesley Prior, LBE SACRE Adviser, 07808761148

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Page 224 of 226 AREIAC/NASACRE Day 24 th November 2017 Birmingham

The Commission on RE: The Interim Report

Twitter Feed #NASACREAREIAC 9 The Introduction and Welcome were given by Jane Brooke (AREIAC) and Paul Smalley (NASACRE) – Chairs of the host organisations.

PS made reference to new book WE NEED TO TALK ABOUT RELIGIOUS EDUCATION edited by Mark Chater and Mike Castelli and a chapter by Clive Lawton (see p.28). Clive says positive things about what some see as the anomalous system we have in English RE, but also highlights what he considers to be its inherent difficulties.

RE in England is the envy of other countries and a beacon of excellence, but this is when it is at its best. It is not always so and the purpose of the Commission is to promote and enable RE provision of the highest quality for all pupils.

Denise Cush, one of the Commissioners, opened the first session by outlining the landscape within which the Commission began its work and set out the key elements on its agenda. She also explained the evidence gathering process which has been wide ranging, including written and oral responses as well as visits to schools and of course SACREs as well as recent and not so recent research reports.

There is some excellent teaching and learning in RE but the Commissioners realise that they are more likely to be offered opportunities to observe and encounter this than to be invited into schools to see examples of weak or non existent RE! The situation is further complicated by changes to the way in which schools are funded and the rise of academies and free schools. These factors all contribute to what might be called the ‘RE Lottery’.

She also highlighted the changing religious landscape of England and the implications for this for the subject.

Denise outlined the main recommendations of the interim report: • a national entitlement for RE for all pupils • holding schools to account for their provision of RE • a new and expanded role for SACREs • a national plan for improving teaching and learning in RE

She raised some further questions:

• An entitlement is not a syllabus so who would be responsible for writing a detailed curriculum? • How would this work within the existing dual system? • What would be the agreed aims and purpose of the subject? • What are the implications for primary schools where it is perhaps more difficult to find the evidence needed to make appropriate decisions?

Page 225 of 226 • Are examination reforms fit for purpose? • Should the Right of Withdrawal be retained or abolished? (This would require a complex legal process. The number of withdrawals might grow if more attention is given to this?) • Should there be a new name for RE and if so what should it be?

The final report is due in September 2018.

Anthony Towey from St Mary’s University, Twickenham was the second speaker.

The aspiration of the Commission focuses on the entitlement of children and young people to receive RE in a world which seems to be increasingly complex in regard to religion and other beliefs. He raised - in a separate paper – a range of discussion points related to: • the nature and purpose of RE • entitlement ‘Method’ • SACREs • providers of RE • the language of the document

In the afternoon, there was a ‘question time’ style panel when the keynote speakers were joined by RE Trainer Lat Blaylock and former Secretary of State for Education, the Rt Hon Charles Clarke and chaired by me.

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